TY - JOUR
T1 - Lo que ignoran los tests estandarizados en la evaluación de personas con trastornos del neurodesarrollo
AU - Tenorio, Marcela
AU - Campos, Ruth
AU - Karmiloff-Smith, Annette
N1 - 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.
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
KW - Education
KW - Evaluation
KW - Neurodevelopmental disorders
KW - Test standardization
UR - http://www.scopus.com/inward/record.url?scp=84924044344&partnerID=8YFLogxK
U2 - 10.1080/02109395.2014.922264
DO - 10.1080/02109395.2014.922264
M3 - Article
AN - SCOPUS:84924044344
SN - 0210-9395
VL - 35
SP - 426
EP - 437
JO - Estudios de Psicologia
JF - Estudios de Psicologia
IS - 2
ER -