Date of Award

1988

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Problem. Computer Based Test Interpretations (CBTIs) of the WISC-R have experienced rapid growth, are gaining acceptance in clinical use, and have demonstrated potential benefits for psychologists. However, little published research exists on the reliability, validity and professional utility of such interpretation systems. Purpose. (1) Present guidelines to foster the evaluation of CBTIs, (2) Recommend policies and practices to assist psychologists in applying such innovative technologies and (3) Evaluate the reliability, validity and professional utility of three CBTIs for the WISC-R. Procedures. An 80 item questionnaire was designed to collect information from fifteen psychologists concerning three different CBTIs based on one set of WISC-R scores obtained from each psychologist. Findings. Although the evaluation guidelines appeared to function adequately and have high face validity in the judgment of the evaluators, additions, deletions, re-wording, and a decrease in the length of the guidelines is indicated. Frequency distributions of the evaluators' responses to the guidelines indicated a variety of agreement and disagreement. It appeared that overall there was general agreement on reliability, validity and professional utility of each of these three CBTIs. There was wide disagreement on the relative strengths and weaknesses of each CBTI. A significant difference between CBTIs B and C occurred in one area, the information that CBTIs provide related to the reliability of the systems. No significant differences were found in the other areas of content validity, face validity, or in the evaluators' perceptions of these three CBTIs as a useful component in their own work. Statistical analysis of Overall Validity, the degree of relationship between the CBTIs, and the evaluators' traditional reports did not produce statistically significant results. Conclusions. (1) The experimental guidelines functioned adequately and had high face validity in the judgment of the evaluators, but the guidelines could be substantially improved through item analysis. (2) School psychologists are in the position to have a formative effect on the development of CBTIs. They are encouraged to explore CBTIs, be vocal in their opinion, and transmit these to the people who purchase, publish and author CBTIs. (3) Each of the CBTIs evaluated had areas of weaknesses that could be addressed in subsequent revisions and improved.

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