Affordable Access

deepdyve-link
Publisher Website

Q-interactive: Training Implications for Accuracy and Technology Integration

Authors
  • Corcoran, Stephanie1
  • 1 University of Alabama at Birmingham,
Type
Published Article
Journal
Contemporary School Psychology
Publisher
Springer New York
Publication Date
Mar 01, 2021
Pages
1–10
Identifiers
DOI: 10.1007/s40688-021-00368-3
PMID: 33680570
PMCID: PMC7919628
Source
PubMed Central
Keywords
Disciplines
  • Article
License
Unknown

Abstract

With the iPad-mediated cognitive assessment gaining popularity with school districts and the need for alternative modes for training and instruction during this COVID-19 pandemic, school psychology training programs will need to adapt to effectively train their students to be competent in administering, scoring, an interpreting cognitive assessment instruments. This manuscript describes a mixed methods study of graduate students learning both the traditional and digital format (Q-interactive) of the WISC-V, with the goal of improving training methods and reducing administration and scoring errors. Results indicated that more errors are made on the traditional format than on the digital format, but the errors that did occur on the digital format were on subtests that require clinical acumen. Q-interactive did not reduce errors related to more complex judgments and nuanced scoring. The participating graduate students were surveyed regarding their perceptions of each format, and they revealed a majority preference for the digital format. Training implications are discussed, and specific suggestions provided for how training programs may respond to our current situation by integrating Q-interactive into their assessment courses.

Report this publication

Statistics

Seen <100 times