continuum of assessment lst 2013

Continuum of AssessmentKootenay Lake SD #8Todd Kettner, Ph D (Registered Psych) Deanna Britton-Rumohr, Ed S (BCASP)February 27, 2013

Ethics

Ethical Princip

alsCPA

• Respect for the Dignity of Persons

• Responsible Caring• Integrity in

Relationships• Responsibility to

Society

c 2013 D. Rumohr and T. Kettner Distribution permitted.

Ethics of Confidentiality

Teacher

Code of

Ethics

• The teacher respects the confidential nature of information concerning students and may give it only to authorized persons or agencies directly concerned with their welfare. The teacher follows legal requirements in reporting child protection issues.

• http://bctf.ca/ProfessionalResponsibility.aspx?id=4292


CPA Code of Ethics

• Share confidential information with others only with the informed consent of those involved, or in a manner that the persons involved cannot be identified, except as required or justified by law, or in circumstances of actual or possible serious physical harm or death.

• http://www.cpa.ca/cpasite/userfiles/Documents/Canadian%20Code%20of%20Ethics%20for%20Psycho.pdf

Informed Consent and Confidentiality

APA Ethical

Principals and

Code of Conduct

and Psycholo

gical Testing

• discuss with persons (including, to the extent feasible, persons who are legally incapable of giving informed consent and their legal representatives) and organizations with whom they establish a scientific or professional relationship (1) the relevant limits of confidentiality and (2) the foreseeable uses of the information

• Unless it is not feasible or is contraindicated, the discussion of confidentiality occurs at the outset of the relationship and thereafter as new circumstances may warrant.


APA Ethical Principals and Code

of Condu

ct

• Psychologists discuss confidential information obtained in their work only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters.

• information via electronic transmission inform clients/patients of the risks to privacy and limits of confidentiality.

• Minimizing Intrusions on PrivacyPsychologists include in written and oral reports and consultations, only information germane to the purpose for which the communication is made.


Ethics of Assessment

APA Ethical Principals and Code

of Conduc

t

• Psychologists provide opinions of the psychological characteristics of individuals only after they have conducted an examination of the individuals adequate to support their statements or conclusions.

• Use of Assessments (a) Psychologists administer, adapt, score, interpret or use assessment techniques, interviews, tests or instruments in a manner and for purposes that are appropriate in light of the research on or evidence of the usefulness and proper application of the techniques.

• (b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation.

• http://www.apa.org/ethics/code/?item=1

Ethics of Assessment

UBC Faculty of Education

• The appropriate, ethical use of educational and psychological tests requires general knowledge of statistics and measurement, and specific information about the test you are using.

• Formal academic coursework in tests and measurement (or the equivalent) provides the necessary foundation for the proper use of most instruments, although membership in a professional organization whose code of ethics governs the sound use of educational and psychological instruments is also desirable.

• Specialized knowledge and training is required for the use of instruments that could be harmful to an individual if misused. With this background, a careful reading of the test manual is then necessary.

• http://prtc.educ.ubc.ca/files/2011/12/Qualifications-for-the-Ethical-Use-of-Tests.pdf

UBC Faculty of EducationEthics of Assessment

Level A

• Level A includes tests or aids which can be adequately administered, scored, and interpreted with the aid of the manual and a general orientation to the kind of organization within which the testing is done. Such tests and aids may be given and interpreted by responsible non-psychologists (e.g., school principals, business executives). Level A tests include trade and vocational proficiency tests, "most interest inventories, group or individual, and multiple choice tests that employ a simple metric as the main avenue of interpretation (e.g., occupational clusters)"1.

• Use of Level A tests requires advanced level course(s) (senior undergraduate or graduate) in testing from an accredited college or university, or equivalent training under the direction of a qualified supervisor or consultant.1,2



Level B

• includes tests which require specific training for administration, scoring and interpretation. These tests are more complex than Level A tests and require some understanding of psychometric principles, the traits being measured and the discipline within which the tests are used (e.g. education, clinical, counseling). Level B tests "would generally include most individual or group tests of achievement or interest, screening inventories and personnel tests."1



Level B

• Use of Level B tests requires advanced level course(s) (senior undergraduate or graduate) in testing from an accredited college or university, or equivalent training under the direction of a qualified supervisor or consultant.

• At a minimum the user must have adequate training in psychometric principles (reliability, validity, test construction) and supervised experience in administration, scoring and interpretation of such tests

• For some tests, the test publishers require a degree from an accredited college or university, specifically, a Masters degree in Psychology or Education or equivalent training in assessment, and verification of membership in a professional organization requiring training and experience in a relevant area of assessment consistent with the 1985 Standards 3.



Level C

• Level C is the most restricted category and includes tests and aids which require advanced training and experience in administration, scoring, and interpretation. Level C tests "would generally include any aptitude or language or personality or clinical diagnostic test, group or individual."1


Level C

• Use of Level C tests generally requires graduate level training in the specific professional field to which the tests apply (e.g., school, clinical or counseling psychology). a minimum of a Masters and/or Doctoral (Ph.D.) degree in education, psychology or related discipline. Also required is verification of licensure or registration as a psychologist, or certification by a provincial school psychologists association.

Discussion on BASC-2 How to get good information from parents and

classroom teachers regarding behaviors and emotional functioning without using up a “golden ticket” of a psychology referral?

Students can qualify for moderate or intense behavior with a Medical Dx or Psychological Assess or BASC

(along with demonstrated impact on educational progress and evidence that classroom and school based interventions haven’t resulted in significant progress and thus outside agency involvement is necessary).



Discussion on WJ-IIIAm I…qualified, experienced, interested and available?

Senior undergraduate and/or graduate level courses in assessment including test validity, reliability, and the ethics of assessment (Qualification)?

Current specific training with the WJ-III Achievement (Qualification)?

How many assessments have I done and how many am I currently doing each year (Experience)?

Do I want to do WJ-III Achievement testing (Interest/Motivation)?

Do I have time to do WJ-III Achievement (Capacity/Availability)?


Other discussion items: Phone Consults Weekly “office hours teleconference or

Adobe Connect?” Would this be helpful? Likely combination of group case

consultation (whoever wants to join and is available on a given week) and individual consultation.

Do you feel like you have access to psychologist via phone, email, in person for quick consults?

Other discussion items: Testing Rooms “…administer the test in a well-lit, quiet

room that is free from distractions and interruptions…External distractions must be minimized to focus the child’s attention on the tasks presented rather than outside sights or sounds…If possible, position the child to face away from the windows. The furniture should be comfortable and appropriately sized for the child.”

– Wechsler Test Administration Manuals

Professional Development Ideas – what do you most want from us? Deanna’s Passions are:

Sharing evidence based resources regarding working memory and memory interventions

Sharing evidence based resources regarding Neuro-Cognitive research and interventions

Apps for Assessment and intervention

Professional Development Ideas – what do you most want from us? Todd’s Passions are

Strengths Based Assessment Positive Psychology Educating parents and staff about practical

strategies for managing Anxiety Sleep disorders ADHD

Screening for Behavioral & Emotional issues

Referenceshttp://bctf.ca/ProfessionalResponsibility.aspx?id=4292

http://www.cpa.ca/cpasite/userfiles/Documents/Canadian%20Code%20of%20Ethics%20for%20Psycho.pdf

http://www.apa.org/ethics/code/?item=1

http://prtc.educ.ubc.ca/files/2011/12/Qualifications-for-the-Ethical-Use-of-Tests.pdf


http://bctf.ca/ProfessionalResponsibility.aspx?id=4292

http://bctf.ca/ProfessionalResponsibility.aspx?id=4292







