Discussion 1: Intelligence Testing
Intelligence testing should only be used when it can contribute valid and reliable information that will assist in clinical or academic decision-making. The validity of the clinical decision is a function of the psychometric properties of the instrument, but equally important, it is a function of how the results are used. Using test data inappropriately may lead to invalid test results.
While current tests of intelligence have been developed in a manner that minimizes gender, racial, or cultural bias, there continue to be differences in individual performance which correlate with gender, race, and culture. For example, it has been clearly established that the average score on the Processing Speed Index of the Wechsler Adult Intelligence Scales-Fourth Revision is higher among females than males. Even though there are established group differences in performance on intelligence tests, the criteria for making educational or occupational decisions are the same for all groups and do not take into consideration group differences. The cause of these differences continues to be unknown and is a source of ongoing debate.
For this Discussion review this week's Learning Resources. Consider the use of intelligence tests and group differences.
With these thoughts in mind:
An argument for or against the use of intelligence tests given the existence of group differences. Justify your argument using the Learning Resources and current literature.
Discussion 2: Cattell-Horn-Carroll Model
The Cattell-Horn-Carroll Model is currently considered to be the most comprehensive and valid model of intelligence to date. Newer tests of intelligence are being designed based upon the CHC Model. It is important for clinicians to understand the factors included in the CHC Model and to understand the impact of these cognitive factors on the everyday behaviors of their clients.
In this week's Discussion you are being asked to describe the impact of two selected CHC broad ability factors on educational and occupational functioning and to provide two interventions/accommodations to address impairments in these factors.
With these thoughts in mind:
Brief description of two CHC broad ability factors. Then explain how each of the two CHC broad ability factors that you selected might influence one academic and one occupational skill/ability. Finally, provide two recommendations for addressing possible impairments of the two CHC broad ability factors you selected and justify your recommendations.