Essentials of WRAML2 and TOMAL-2 Assessment E-Book

Wayne Adams

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Veröffentlichungsjahr: 2008

Beschreibung

Essentials of WRAML2 and TOMAL-2 Assessment introduces professionals to these two widely used memory measurement batteries, both of which measure memory and are used to supplement evaluations of ADHD and reading problems in youngsters, as well as a number of other disorders across the age span. Written by Wayne Adams and Cecil Reynolds, this essential reference provides administration guidelines, including procedural suggestions and solutions for common problems examiners may encounter; expert assessment of each test?s relative strengths and weaknesses; valuable advice on clinical applications; and illuminating case reports.

Leseprobe

Table of Contents

Title Page

Copyright Page

Dedication

SERIES PREFACE

One - FOUNDATIONS: MEMORY AND ITS MEASUREMENT

HISTORICAL FOUNDATIONS

ANATOMY OF MEMORY

IN THE PAGES THAT FOLLOW

SOME CAUTIONS

Two - OVERVIEW OF THE WRAML2

FROM WRAML TO WRAML2

USER QUALIFICATIONS AND RESPONSIBILITIES

THE STRUCTURE OF THE WRAML2

CORE INDEXES AND CORE SUBTESTS

QUALITATIVE ANALYSES

MEMORY SCREENING OPTION

WRAML2 PSYCHOMETRIC PROPERTIES

READMINISTRATION OF THE WRAML2

TEST FORMS

Three - ADMINISTRATION AND SCORING OF THE WRAML2

SUBTEST DURATION, UNIQUE OBSERVATIONS, AND ERRORS TO AVOID

Four - INTERPRETATION OF THE WRAML2

LEVELS OF ANALYSIS

GMI Versus Index Level of Analysis

Index Versus Subtest Level of Analysis

INDEX SCORE INTERPRETATION

Qualitative Descriptors for WRAML2 Indexes

Subtest Score Interpretation

Core Subtests

OPTIONAL SUBTESTS

CEILING AND FLOOR CONSIDERATIONS IN INTERPRETATION

ITEM BIAS: GENDER AND MINORITY GROUPS

CHILDREN WITH ADHD AND READING DISORDER

MALINGERING

CASE STUDY

Five - OVERVIEW OF THE TOMAL-2

FROM TOMAL TO TOMAL-2

USER QUALIFICATIONS AND RESPONSIBILITIES

THE TOMAL-2 STRUCTURE AND COMPONENTS

LEARNING AND LEARNING CURVES

DESCRIPTION OF SUBTESTS

TOMAL-2 PSYCHOMETRIC PROPERTIES

WRAML2 and TOMAL-2

SUMMARY

Six - ADMINISTRATION AND SCORING OF THE TOMAL-2

SUBTEST DURATION, UNIQUE OBSERVATIONS, AND ERRORS TO AVOID

Seven - INTERPRETATION OF THE TOMAL-2

LEVELS OF ANALYSIS

THE PROFILE SUMMARY FORM

THE COMPOSITE MEMORY INDEX (CMI)

INDEX VERSUS SUBTEST LEVELS OF ANALYSIS

INDEX SCORE INTERPRETATION

CLINICAL SYNDROMES AND THE INTERPRETATION OF THE TOMAL-2

AN APPLICATION OF THE TOMAL-2 WITH A CHILD REFERRAL

References

Annotated Bibliography

Index

About the Authors

Essentials of Psychological Assessment Series Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada.

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eISBN : 978-0-470-46018-4

Adams, Wayne. Essentials of WRAML2 and TOMAL-2 assessment / by Wayne Adams and Cecil R. Reynolds p. cm.—(Essentials of psychological assessment series) Includes bibliographical references and index.

1. Wide Range Assessment of Memory and Learning. 2. Test Memory and Learning. I. Reynolds, Cecil R., 1952- II. Title. BF375.5.W53A32 2009 153.1028’7—dc22 2008017695

To you who mean so much to meand have provided wonderful memories,Nora, Jen, Elizabeth, Martha, Cana, Ellie, and ScottGratefully,Wayne

And to Julia,Cecil

SERIES PREFACE

In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. The series features instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. For the experienced clinician, books in the series will offer a concise yet thorough way to master utilization of the continuously evolving supply of new and revised instruments, as well as a convenient method for keeping up to date on the tried-and-true measures. The novice will find here a prioritized assembly of all the information and techniques that must be at one’s fingertips to begin the complicated process of individual psychological diagnosis.

Wherever feasible, visual shortcuts to highlight key points are utilized alongside systematic, step-by-step guidelines. Chapters are focused and succinct. Topics are targeted for an easy understanding of the essentials of administration, scoring, interpretation, and clinical application. Theory and research are continually woven into the fabric of each book, but always to enhance clinical inference, never to sidetrack or overwhelm. We have long been advocates of what has been called intelligent testing—the notion that a profile of test scores is meaningless unless it is brought to life by the clinical observations and astute detective work of knowledgeable examiners. Test profiles must be used to make a difference in the child’s or adult’s life, or why bother to test? We want this series to help our readers become the best intelligent testers they can be.

In Essentials of WRAML2 and TOMAL-2 Assessment, Drs. Adams and Reynolds provide excellent insights into their respective tests. Both beginners and those familiar with each instrument will find useful material that goes beyond what is found in the test manuals. Following a historical and neurological overview of memory assessment, sections highlighting each instrument are presented. For each battery, specific discussions of test rationale, content, and format are provided. Building on that foundation, a more sophisticated discussion then follows that includes key topics such as common administration errors, interpretative guidelines, and clinical applications. Supplemental data are presented that are not found elsewhere, along with competency-building aides. There is a nice balance between clinically applicable material and conceptual issues. Whether the reader uses the WRAML2, TOMAL-2, or both instruments, this book offers a sound professional grounding to learn, expand, and refine a variety of skills related to the measurement of memory assessment.

Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series Editors Yale University School of Medicine

One

FOUNDATIONS: MEMORY AND ITS MEASUREMENT

Generating meaning from these words is an impressive memory feat. You have to first remember procedural aspects like where to start on the page and to use your eyes and to scan left to right. You also need to remember what the various letter and word combinations represent phonetically and holistically. Then you need to remember what meaning to assign those many phonetic and visual combinations. You also need to remember the meaning at the beginning of a sentence until the end of the sentence, and the beginning of the paragraph until its end. Obviously, without memory, reading would be impossible. And actually, without memory, life as we know it would be impossible.

Memory is a central feature of human intelligence and is represented in nearly all day-to-day functions, be they intellectual, academic, social, vocational, or recreational. Memory makes us who we are and preserves our identity. Without the ability to recall our own personal history, we would be in a near state of confusion and constant dilemma. Indeed, the greatest tragedy of the dementias is that they eventually take from us who we are and what we know of ourselves. Memory allows us to acquire skills and knowledge, to perform our jobs, and to recognize and respond appropriately to our loved ones. Simply stated, memory is ubiquitous in daily life. Memory, as the term is used here, will reflect this commonsense understanding (i.e., the ability to recall an event, an object, or a behavior—to remember something).

While memory is a central cognitive process, it also is a very vulnerable brain function. Various trauma, minor or devastating, can affect the efficiency of the brain laying down new memories and/or retrieving those already stored. Generally speaking, if there is going to be some cognitive compromise resulting from a brain insult, it is most likely that memory will be among those processes negatively affected. Difficulties with memory and attention are the two most common complaints following even mild head trauma. Further, it seems that memory is susceptible to congenital vagaries as well. Therefore, memory, like intelligence, can be demonstrated to range widely across individuals, from very impaired to quite impressive, starting in early childhood. And like intelligence, there is developmental change associated with age. Therefore, it should not be surprising that psychologists, neuropsychologists, and neuroscientists have devoted and continue to devote much attention to memory and its measurement.