The Impact of Test-taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample

OaklandT.; CalluengC.; HarrisJ.G.

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The Impact of Test-taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample

机译：考试行为对其标准化样本中的WISC-IV西班牙域名得分的影响

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The use of individually administered measures of intelligence and other cognitive abilities requires clinicians to monitor a client's test behaviors, given the need for a client to be engaged fully, attentive, and cooperative during the testing process. The use of standardized and norm-referenced measures of test-taking behaviors facilitates this important clinician-centered evaluation process. Research on children's test-taking behaviors identifies Avoidance, Inattentiveness, and Uncooperative Mood as being counterproductive to performance on tests of cognitive abilities. Two prior studies examines the influence of these three test-taking behaviors on WISC (Wechsler Intelligence Scale for Children-IV, Spanish) full-scale IQs of Hispanic children and youth. The first, with English-speaking Hispanic children and youth, finds their test-taking behaviors to be low and to account for approximately 30% of the variance in their full-scale IQs. The second, with Hispanic children and youth who were acquiring English, finds their test-taking behaviors to be average and to account for approximately 9% of variance in their full-scale IQs on the WISC-IV Spanish. The current study extends this research by examining the impact of the above-mentioned test-taking behaviors on four domain scores (i.e., verbal comprehension, perceptual reasoning, working memory, and processing speed) obtained by Hispanic children and youth who constitute part of the standardization sample of WISC-IV Spanish. The GATSB (Guide to the Assessment of Test Session Behavior) total score accounts for 7% of the variance on perceptual reasoning and working memory. Collectively, and the three test-taking behaviors account for a modest amount of variance on perceptual reasoning, with Avoidance accounting for most of this variance. Furthermore, the three test-taking behaviors account for a significant amount of variance on working memory, with Inattentiveness accounting for most of this variance. The three test-taking behaviors do not influence performance on verbal comprehension and processing speed. Age also accounts for considerable variance on the four WISC-IV Spanish domains.

机译：考虑到需要在测试过程中充分，专注和合作的需求，使用单独管理的智力和其他认知能力的测量方法要求临床医生监视客户的测试行为。使用标准化和规范参考的考试方式来促进这一重要的以临床医生为中心的评估过程。对儿童的应试行为的研究表明，回避，注意力不集中和不合作的情绪与认知能力测试的表现适得其反。先前的两项研究检验了这三种考试方式对西班牙裔儿童和青少年的WISC（儿童的韦氏智力量表-IV，西班牙）全面智商的影响。第一个是会讲英语的西班牙裔儿童和青少年，他们发现自己的应试行为很低，约占其全部智商方差的30％。第二个是，正在学习英语的西班牙裔儿童和青年发现，他们的考试行为是平均水平，并且在WISC-IV西班牙文中占其全部智商的大约9％的差异。本研究通过检查上述应试行为对构成西班牙裔儿童和青少年的四个领域得分（即口头理解，感性推理，工作记忆和处理速度）的影响来扩展该研究。 WISC-IV西班牙文的标准化样本。 GATSB（测试会话行为评估指南）总分占感性推理和工作记忆差异的7％。总的来说，这三种应试行为在感知推理上占适度的差异，而回避则占了这种差异的大部分。此外，这三种应试行为在工作记忆中占很大的差异，而注意力不集中占了大多数这种差异。这三种应试行为不会影响言语理解能力和处理速度。在四个WISC-IV西班牙域名中，年龄也占很大的差异。

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《Journal of psychoeducational assessment》 |2012年第2期|共9页
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OaklandT.; CalluengC.; HarrisJ.G.;
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中图分类神经病学与精神病学;
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Hispanic children and youth; test-taking behaviors; WISC-IV Spanish;

机译：西班牙裔儿童和青少年;应试行为;WISC-IV西班牙语;

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1. The Impact of Test-taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample [J] . OaklandT., CalluengC., HarrisJ.G. Journal of psychoeducational assessment . 2012,第2期

机译：考试行为对其标准化样本中的WISC-IV西班牙域名得分的影响
2. Impact of Test-Taking Behaviors on Full-Scale IQ Scores From the Wechsler Intelligence Scale for Children-IV Spanish Edition [J] . Thomas Oakland, Josette G. Harris Journal of psychoeducational assessment . 2009,第5期

机译：测验行为对儿童Wechsler智力量表-IV西班牙语版的全面智商得分的影响
3. Discrepancy Score Reliabilities in the WISC-IV Standardization Sample [J] . Laura A. Glass, Joseph J. Ryan, Richard A. Charter, Journal of psychoeducational assessment . 2009,第2期

机译：WISC-IV标准化样本中的差异评分可靠性
4. Identifying Students’ Test-Taking Behavioral Patterns in an Online Chinese Reading Assessment System [C] . Xiaoxue Han, Xiuyun Tian, Hercy N.H. Cheng, International Symposium on Educational Technology . 2017

机译：在线中文阅读评估系统中识别学生的应试行为模式
5. The Impact of Practice Test-Taking on NJ ASK 3, 4, and 5 Language Arts Scores. [D] . Rohrman, Susan T. 2011

机译：练习测验对NJ ASK 3、4和5语言艺术分数的影响。
6. Standardizing ADOS Domain Scores: Separating Severity of Social Affect and Restricted and Repetitive Behaviors [O] . Vanessa Hus, Katherine Gotham, Catherine Lord -1

机译：标准化ADOS域分数：区分严重的社会影响力和受限的重复性行为
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。
8. Posttraumatic Stress Disorder and Standardized Test-Taking Ability [R] . Rutkowski, L., Proctor, S. P., Vasterling, J. J., 2010

机译：创伤后应激障碍与标准化考试能力

The Impact of Test-taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample

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