Adam W. McCrimmon

Review of the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II):

The Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II; Wechsler, 2011), published by Pearson, is a newly updated abbreviated measure of cognitive intelligence designed for individuals 6 to 90 years of age. Primarily used in clinical, psychoeducational, and research settings, the WASI-II was developed to quickly and accurately estimate cognitive intelligence when administration of a full battery is not feasible or necessary. The WASI-II is classified as a Level C measure, and can be administered and interpreted by individuals with a doctorate degree in psychology or a related discipline. Although the Examiner’s Manual states that the WASI-II can be administered by individuals with a bachelor’s degree under appropriate supervision due to the ease of administration, it is important to note that ideally the same person would administer and interpret the results of the measure, preferably an individual with appropriate training and certification (e.g., an individual with master’s or doctoral training). Administration time is approximately 30 min for the four-subtest form or 15 min for the two-subtest form. The WASI-II kit includes an Examiner’s Manual, 25 Record Forms, Stimulus Book, and nine red and white Block Design cubes. The manual is well laid out, beginning with a detailed history of the WASI (Wechsler, 1999) and development of the WASI-II, an overview of the WASI-II tasks, details about the administration and scoring of the measure, interpretation of results, and psychometric properties.

Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome

Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed.

A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports

Psychoeducational reports are the primary means for a school psychologist to communicate the results of an assessment. Although reports should be written in the most efficient and reader-friendly manner, this is not always the case. Additionally, problems in report writing have remained relatively consistent for several decades, despite recommendations on how reports should be improved. The focus of the current article is to provide an integrated and easily implemented framework for improving psychoeducational reports based on the evidence and broad recommendations currently available in the literature. Specifically, the C.L.E.A.R. Approach to report writing for practitioners is presented, with practical strategies and examples provided to illustrate the use of the model in a school-based setting. Le rapport psycho-éducatif est la méthode primaire pour un psychologue d’école afin de communiquer ses résultats obtenus lors d’une évaluation. Ce rapport doit être écrit de façon simple et précis, malheureusement, ce n’est pas toujours ce qui est observé. En effet, certaines difficultés face aux rapports psycho-éducatifs sont demeurées constantes au cours des années, malgré les nombreuses recommandations suggérées. Le but de la recherche présentée ici, consiste à fournir un modèle d’encadrement facile à implanter et à intégrer. Ceci permettra d’améliorer les rapports puisqu’ils sont basés sur les preuves et les vastes recommandations qui sont actuellement disponibles dans la littérature. Spécifiquement, l’accent sera mis sur l’approche “C.L.E.A.R.”. Cette approche présente des stratégies pratiques ainsi que des exemples illustrant l’utilisation de ce modèle dans un environnement scolaire.

Resilience in Childhood Disorders

Resilience is most commonly characterized as a dynamic process encompassing good or positive outcome in an individual despite experiences of serious or significant adversity or trauma (Luthar, Cicchetti, & Becker, 2000). Resilience as a theoretical concept implies that two specific constructs be present. First, the presence of adversity or risk associated with life circumstances known to interfere with adjustment (Luthar & Cicchetti, 2000; Masten, 2001). Common indicators of risk include low socioeconomic status (SES), chronic exposure to violence or aggression, and traumatic life events such as a divorce (Luthar & Cicchetti, 2000). The second construct, the achievement of positive adaptation despite the presence of adversity, is typically measured via observable behaviors such as social competence, academic success, and secure attachment with caregivers as well as an absence of psychopathology (Luthar & Cicchetti, 2000). Individuals are considered to be resilient when they face significant adversity to development yet display positive outcomes (Masten & Coatsworth, 1998; Olsson, Bond, Burns, Vella-Brodrick, & Sawyer, 2003).

Test Review: Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) Manual (Part II): Toddler Module

The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2; Lord, Luyster, Gotham, & Guthrie, 2012; Lord, Rutter et al., 2012) is a newly updated, semistructured, standardized measure of communication, social interaction, play/imagination, and restricted and/or repetitive behaviors published by Western Psychological Services. Used in clinical and research settings, the ADOS-2 is often referred to as the “gold standard” measure of observational assessment for autism spectrum disorder (ASD; Kanne, Randolph, & Farmer, 2008). It is a Level C measure that can be administered and interpreted by appropriately credentialed professionals from medicine, psychology, or a related discipline in approximately 40 to 60 min, depending on the module selected and the specific behavior demonstrated by the examinee. Extensive prior experience with individuals with ASD is strongly recommended, and administrators must have completed clinical training provided by an independent trainer or through the test publisher. The ADOS-2 kit is a large container consisting of most of the required toy items and materials (some materials must be supplied and replenished by the examiner), and 10 protocols for each of the 5 modules. The manual is expansive and well laid out, beginning with an overview of the measure, guidelines for module selection, administration and coding procedures, instructions for each module, and case examples to assist with interpretation.

Inclusive Education in Canada Issues in Teacher Preparation

Inclusive education (IE) is widely adopted in Canadian educational systems. However, few Canadian universities require students in undergraduate teacher preparation programs to complete coursework on the topic of IE, and the few courses on this topic do not adequately prepare future teachers to work in inclusive classrooms with students with diverse exceptional learning needs. One potential solution to this issue of lack of adequate teacher preparation is specialized postgraduate certificate programs that offer highly specialized training on childhood disorders and the application of this knowledge to classroom-based interventions to enhance the learning experiences of children with exceptional learning needs in inclusive classrooms. Suggestions for enhancement of teacher preparation programs are provided.

Pivotal response treatment for children with autism spectrum disorder: A systematic review of research quality

Abstract Objective: Research has indicated support for pivotal response treatment (PRT) as an effective, efficacious and naturalistic intervention for communication and social functioning of children with autism spectrum disorder (ASD). Previously not undertaken, this article describes a systematic evaluation of the adherence of PRT research studies to standards of ASD research quality. Method: A systematic search was conducted on two databases. Seventeen PRT studies were evaluated on their use of seven specified research standards. Results: Strong adherence to research quality standards was demonstrated in the use of standardized protocols, systematic application of intervention procedures, inter-rater reliability and objective evaluators. Variation was found in adherence to treatment fidelity standards and in the use of longitudinal designs. Only two studies implemented comparison designs. Conclusion: It is recommended that researchers compare interventions, use longitudinal designs, better describe their methodology and implement greater adherence to treatment fidelity to enhance research quality and strengthen conclusions.

Resilience-Based Perspectives for Autism Spectrum Disorder

Resilience theory has implications for various groups of children; however, given the trend towards uneven profiles of strengths and weakness in autism spectrum disorder (ASD), this particular population may provide a unique opportunity for the application of a resilience-based perspective. In this chapter we discuss key concepts and research relevant to identifying and enhancing resilience in children and adolescents with ASD, practical and research-supported approaches to assessment and intervention incorporating resilience, pilot programs incorporating perspectives consistent with resilience, and directions for programing and research.

Resilience and emotional intelligence in children with high-functioning autism spectrum disorder

Abstract Purpose: This article presents the results of an investigation of resilience factors and their relation to emotional intelligence (EI) as an area of potential strength for children with high-functioning autism spectrum disorder (HFASD). Based upon previous research with young adults, it was hypothesized that children with HFASD would demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children. Methods: Forty children aged 8–12 years (20 with HFASD and 20 TD control children) completed measures of resilience and EI. Results: Children with HFASD did not significantly differ from TD children on either measure. However, several significant correlations between resilience and EI were found in the HFASD sample. Conclusions: The findings suggest that EI may be a unique area of interest for this population, particularly for interventions that propose to capitalize upon potentially inherent strengths. Implications of these results for intervention are discussed.

Test Review: The Beery Developmental Test of Visual-Motor Integration.

The Beery Developmental Test of Visual-Motor Integration (6th ed. [Beery VMI-6]; Beery & Beery, 2010) is a newly updated measure of visual-motor abilities for individuals aged 2 to 100 years that principally represents a normative update from the fifth edition. Published by Pearson, it is primarily used in educational, medical, and research settings with individuals who may have difficulties with visual-motor integration to acquire necessary services for these individuals, to evaluate the success of educational and other interventions, and for use as a research tool. The Beery VMI-6 may be a good initial measure in an assessment battery, particularly with children, as the enjoyment and feelings of success through drawing can help establish rapport. The Beery VMI-6 is classified as a Level B, Q1, Q2 measure, meaning that administrators are required to have a bachelor’s degree in psychology or formal training in another related field with specific training in assessment. The administration time for either the Short (21-item) or Full (30-item) Format of the Visual Motor Integration (VMI) task is approximately 10 to 15 min, whereas the administration time for the supplemental Visual Perception (VP) and Motor Coordination (MC) tasks is approximately 5 min each.