Identify the professional setting : Sports Psychologist in the intelligence /cognitive abilities category
| Test 1 | Test 2 | Test 3 | |
|---|---|---|---|
| Test Name | Differential Ability Scales - II (DAS-II) | Reynolds Intellectual Assessment Scales - 2 (RIAS-2) | Test of Nonverbal Intelligence - Fourth Edition (TONI-4) |
| Publisher | Harcourt assessment | Psychological Corporation | Psychological Corporation |
| Publication Date | 1990 | 1998 | 1997 |
| Types of Scores Obtained | General Conceptual Ability, cluster scores and core subtest scores | Age corrected standard scores(M=100, SD=15), | Age-based standard scores (M=100, SD=15), and percentile ranks |
| Intended Population | 6-17 years | 3-94 years | 6-89 years |
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Element 1: Purpose, Content, and Skills Tested |
The differential ability scales is defined to measure cognitive abilities and achievements for children. The tests is administered in the contents of subtests which are 20 I total where 17 measures cognitive abilities when 3 major on achievements (Elliot, 1990b). The tests brings out the strengths or weakness in cognition of children. The tested skills are verbal skills, visuals skills and memory based on the ability to conceptualize and solve complex mental puzzles (Elliot, 1990a). |
The Reynolds intellectual assessment sales measures general intelligence through the use of subtests that consists the use of questions (Bracken, 2005). They seek to acquire knowledge on verbal, nonverbal skills memory and processing speeds (Reynolds et al., 2015).It employs different approaches and content which includes Guess what, to identify items and objects. Odd One Out, to teach recognition and consistency. Verbal reasoning to identify What Is Missing, for better intellectual assessment. |
The test of nonverbal intelligence is unique designed to measures intelligence without linguistic or motor skills by the use of simple content (Hammill et al, 2009). It uses simple oral instructions and illustrations. It specifically tests visual and cognitive skills by measuring fluid intelligence (Horn & Cattell, 1966). It measures the components of intelligence such as the ability to solve problems and abstract reasoning of an individual. It attaches characteristics of items such as shape direction, rotation, movement size and position of items (Brown et al, 1997). |
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Element 2: Appropriateness of Purpose, Content, and Skills |
The purpose, content and skills tested are appropriate for the age groups involved. Findings have indicated that the DAS-II model is consistent with the technical manual in the subtests for the age levels (Elliot, 1990a). | The tests administered are appropriate for the evaluation of general intelligence, verbal and nonverbal skills (Reynolds et al., 2015). The test measures speed processing through the supplementation of verbal and nonverbal subtests which increases its competitiveness and reliability. | The tests are appropriate especially for those with disabilities in one area or another (Brown et al, 1997). The test is well suited for population that are impaired in language hearing or other motor impairment as it requires general oral skills. |
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Element 3: Review Test Materials |
The test materials are grouped into school age and early years catering for t that he age groups tested. The subtests put forward to evaluate the different age groups measures the same constructs throughout the age groups of 4 to 17 years though they use different subtests (Elliot, 1990b). This is because the interests of the younger children vary from those of the teenagers which is catered for by the use of latent variables in the respective age groups. | The materials and divided into two; a fast guide and a professional manual that are well structured to assess (Dombrowski, et al, 2009). The tests are useful in identification of learning disabilities for easier placement of children into educational centers. | Test materials are classified into two forms A and B with well-arranged items with descriptive characteristics. The test does not use subtests but items classified in two forms where the individual is to choose items in the corresponding forms. (Brown et al, 2010). The use of sequence showing attributes of the items such as the size, movement or rotation is constructive and aids the test in achieving constructive results (Hammill et al, 2009). |
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Element 4: Test User Qualifications for professional administration of test ( Letter A,B,C or number )* |
To qualify for test administration, a test user must have level C for this test. The individuals should display expertise in test interpretations and must be trained in psychology or a related field to gain skills for ethical administration and roper interpretation of scores. | Level C, the test user must have a stable background and expertise in the formal trainings to be able to offer ethical administrations and interpretations of the results from the tests. It can be a degree in psychology or a related course or obtaining a certification to practice in the field | The test user qualification foe professional administration is at level C which calls for expertise knowledge and excellence in the administration of tests and a license or certification from the relevant authorities. |
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Test Selected : Test of Nonverbal Intelligence
The three tests namely differential ability scales Reynolds intellectual assessment scales and the test of nonverbal assessment intelligence all seek to measure intelligence and its components in both children and adults for better placement in education and other activities. The test of nonverbal intelligence stands out due to its ability to measure intelligence in the simplest ways and manners even to those that are disadvantaged in education or impaired in different ways. Its ability to incorporate individual regardless of their education, gender, ethnicity or motor skills makes it suitable for use in activities like sports.
Rationale:
The test of nonverbal intelligence is ideal in sports psychology as it provides a wide scope to evaluate different skills (Horn & Cattell, 1966) The test incorporates the use of simple oral skills that includes simple but very meaningful physical gestures that form the backbone of the sports psychology (Hammill et al, 2009). The ability to identify interpret and understand gestures such as nodding pointing, shaking of different bodily parts is useful in sports as they is no room for coherent conversations. The ability to grasp and employ signs and move fast and effectively is paramount in sports. In addition, the items presented are gauged in relation to their sizes, movements, direction, contiguity and aptitude which plays a major role in most of the sports (Brown et al, 2010). The test also measures other important areas in sports which include problem solving ability and abstract reasoning that will enable a person to deal with the opponents or obstacles that may be presented during a sport.
References
Bracken, B. A. (2005). Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test. In Spies, R. A., Plake, B. S. (Eds.).The sixteenth mental measurements yearbook (pp. 892-894). Lincoln, NE: Buros Institute of Mental Measurements. Google Scholar
Brown, L., Sherbenou, R.J., & Johnsen, S.K. (1997). Test of nonverbal intelligence (3rd Ed.). Austin, TX: PRO-ED. Google Scholar
Brown, L., Sherbenou, R.J., & Johnsen, S.K. (2010). Test of nonverbal intelligence (4th Ed.). Austin, TX: PRO-ED. Google Scholar
Dombrowski, S. C., Watkins, M. W., Brogan, M. J. (2009). An exploratory investigation of the factor structure of the Reynolds Intellectual Assessment Scales (RIAS). Journal of Psychoeducational Assessment, 27, 494-50
Elliott, C. D. (1990a) Differential Ability Scales (DAS), administration and scoring manual. San Antonio, TX: Psychological Corp. Google Scholar
Elliott, C. D. (1990b) Differential Ability Scales, introductory and technical manual. San Antonio, TX: Psychological Corp. Google Scholar
Hammill, D.D., Pearson, N.A., & Wiederholt, J.L. (2009). Comprehensive test of nonverbal intelligence (2nd Ed.). Austin, TX: PRO-ED. Google Scholar 7
Reynolds, C. R., Kamphaus, R. W. (2015). Reynolds Intellectual Assessment Scales, Second Edition. Lutz, FL: Psychological Assessment Resources. Google Scholar
Reynolds, C. R., Kamphaus, R. W. (2015). RIAS Score Report. PAR Psychological Assessment Resources, Inc. •16204 N. Florida Ave
