What standardized tests ignore when assessing individuals with neurodevelopmental disorders

Marcela Tenorio*, Ruth Campos, Annette Karmiloff-Smith

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

In this article we critique the use of traditional standardized tests for the cognitive assessment of children with neurodevelopmental disorders. Limitations stem from the lack of integrating (a) results from research into the psychological functioning of these populations, and (b) the main arguments underlying models of human development. We identify four secondary issues in this discussion: (1) these instruments cannot be used with children who have particularly low cognitive functioning; (2) little or no variance in the scores obtained by individuals with neurodevelopmental disorders, because all are at floor, prevent adequate interpretations; (3) measurements do not provide information useful for the design of intervention strategies; and (4) different cognitive and/or neural processes may underlie behavioural scores 'in the normal range'. Rethinking traditional assessment methods in favour of technologically-mediated games yields new cognitive assessment possibilities.

Translated title of the contributionWhat standardized tests ignore when assessing individuals with neurodevelopmental disorders
Original languageSpanish
Pages (from-to)426-437
Number of pages12
JournalEstudios de Psicologia
Volume35
Issue number2
DOIs
StatePublished - 2014
Externally publishedYes

Bibliographical note

Funding Information:
Movilidad Internacional — Bristish Academy. MT agradece a FONDECYT-Gobierno de Chile, proyecto postdoctoral 3130612 y FONDECYT concurso regular 1110975. RCG agradece la financiación del proyecto PSI 2010–21457, Ministerio Español de Economía y Competitividad. AK-S agradece a Wellcome Trust Strategic Award (Grant 098330/Z/12/ Z), the Waterloo Foundation and Autour de Williams.

Funding Information:
MT and AK-S are grateful to the British Academy’s International Mobility Project which supported this work. MT thanks the Government of Chile FONDECYT post-doctoral project 3130612 and FONDECYT regular grant 1110975. RCG is grateful for funding from the Spanish Ministry of Economy and Competitiveness PSI 2010–21457 project. AK-S also thanks the Wellcome Trust Strategic Award (Grant 098330/Z/12/Z), the Waterloo Foundation and Autour de Williams. / AK-S y MT agradecen Proyecto de

Publisher Copyright:
© 2014 Fundacion Infancia y Aprendizaje.

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