Test development and use in five Iberian Latin American countries

BENDI: Improving Cognitive Assessments in Toddlers and Children with Down Syndrome Using Stealth Assessment

Cognitive assessment is a fundamental step in diagnosing intellectual and developmental disabilities, designing interventions, and evaluating their impact. However, developed and developing countries have different access to tools designed for these purposes. Our goal was to develop a battery for cognitive assessment mediated by digital technology that allows the exploration of cognitive domains (inhibitory control, attention, motor ability, and context memory) in children with Down Syndrome (DS) in Chile. Four tasks, based on established experimental paradigms modified to provide a game-like experience, were tested in 68 children with DS from 20 months to 12 years of age. We present evidence of reliability based on internal consistency and split-half analyses, with results ranging from adequate to excellent. Regarding validity, factorial and correlational analyses show evidence consistent with what was theoretically expected of internal structure, convergence, and divergence with other measures. Expected age trajectories were observed as well. Our data offer evidence that supports the use of tasks based on touch-screen devices for cognitive assessment in the population with DS. The tasks also have a low cultural load, so they could be validated and used in other contexts without the need for an adaptation process.

Challenges for Behavioral Assessment in Brazilian Schools

Abstract In this article we begin by providing an overview of the need to increase the frequency with which behavioral assessment is used in Brazilian schools. We then describe various methods of behavioral assessment. Next, we discuss various purposes for assessing behavior in school settings. We then discuss general challenges that impact the assessment of behavior. Finally, we conclude by discussing the importance of identifying psychological and social concerns early in childhood and call for the development of additional evidence-based assessment tools that are appropriate for use in Brazilian schools.

Top Ten Standardized Tests Used Internationally With Children and Youth by School Psychologists in 64 Countries

This article provides a 24-year update on the 10 standardized tests used most frequently with children and youth by school psychologists. Data were acquired from 64 countries through an international survey, with one respondent from each country. The informants were solicited due to their expertise in the area of assessment. The data from the current 2013 survey are described and discussed as well as contrasted with the 1989 survey data. The 2013 survey data led to the following rank order of tests based on data from the 64 countries: the Wechsler Intelligence Scales for Children, Ravens Progressive Matrices, Wechsler Preschool and Primary Scales of Intelligence, Child Behavior Checklist, Bender–Gestalt Test, Child and Adult Apperception Tests, Kaufman Assessment Battery for Children, Draw-a-Person Test, Stanford–Binet Intelligence Scales, and the Wechsler Adult Intelligence Scales. Survey data from advanced, developing, and emerging counties also are compared and discussed. Results are discussed in the broader context of international test development and use.