Assessing and Testing Sattler’s Pillars
Introduction
Sattler is a celebrated famous psychologist and writer, who is among the forerunners in the subject of philosophy in evaluating clients based on diverse case situations. Because of Sattler’s efforts in assessing children, he published an assessment of children’s cognitive applications. His publication comprised four essential pillars. These pillars established on evidence valuation procedures, consultations, explanations, and norm-referenced trials; the critical components of assessment involve norm reference tests, informational assessment, views, and interviews assessments. These key pillars apply to diverse physiological valuations of clients on various physiological associated trials (Arslan, 2018). The evaluation is mainly steering to extract in-depth information concerning the client. Hence the primary purpose of this essay discusses the use of pillar of assessment in examining the client in education; additionally, it addresses ethical issues associated with the testing process.
Part A: pillars of assessments
Jerome M. Sattler’s assessment pillars deliver the best hypothetical outline of learners who require special needs. The core aim and goal of the assessment procedure contain steering screening, analysis, suitability purpose, and application of intervention development that observe the learning institutes (Arslan, 2018). The physiological assessments guarantee that suitable intervention plans design in catering to the client’s needs. Besides, valid assessments must guide better intervention tactics to assist in determining the further course of actions and reintegration of the client. A better estimate of the client must assimilate every relevant data obtained from the client. Below are the four pillars of evaluations; Norm-referenced tests are the first pillar. This valuation links a person’s actions to those in the same category. Also, there should be a compact assessment group for outcomes to be considered dependable and sincere. As a psychology, while addressing the issue of education issues, I must be able to perform various actions. Norm-referenced tools comprise the following, overall language, adaptive functions, early childhood development, and intelligence. For example, to achieve the assessment, a physiologist needs to analyze all levels of knowledge. Additionally, while performing the evaluation, it is indispensable to assign a numerical value to the clients concerning their social-emotional purposes (Lok et al., 2015). This step is essential because it allows psychologists to compare the weakness and strengths which the client displays comparing them with those of peers.
Interview assessments play a vital role in generating information that helps in concluding. Assessing interviews involve using formless, semi-structured, and organized questions to assist in investigating deeper in the client’s social-emotional operation. Likewise, the principal caregivers can, at some point, can be questionable concerning their effect on influencing the client’s activity. Besides, it is vital to administer free-flowing interviews with the clients while assessing them because it is client approachable. This assessment is the first essential pillar because it enables behavioral specialists to know the likely behavioral problem the clients are most likely facing. This pillar additionally provides physiologists with a chance to understand the contextual of the physiological issue from the client’s perspective and primary care providers.
While assessing a
physiological test, it is essential to monitor a client’s behavior, an
individual’s manner, and methodologies (Machek, 2018). Concerning observation,
phycologists specialists must assess clients based on the displayed reactions
observed during testing assessments. Also, the view can contain an examination
of the to monitor the effort of the student, social and language interaction
skills, and the response to the client to problems related to learning
procedures and familiarizing with the school situation. The observation pillar
is vital because it assesses the client’s behaviors in connection with their
skills, reactions to disappointments, and obstructions. Thus, observation
assessment has critical importance in determining clients and in determining
suitable interventions that can assist the client in attaining their
educational wants.
Numerous inconsistent
tactics can assist in monitoring the strong points, and weak points of other assessment approach. For example, physiologists can subject the client to
unceremonious assessment methods such as narrating passages, assessment based
on real events, i.e., outdoor games. Besides, a physiology expert can give
other tests, i.e., fair testing, to monitor the vital knowledge of physical and
academic performance. The criteria are essential since they assist in
determining the learning requirements of the client. Additionally, the tests
are crucial to the suitability of the client when given learning programs that
match the assessment results of a client. Also, the administration of learning
resources must consider the psychological issues that can expressively affect
clients from acquiring knowledge and skills (Machek, 2018). The educational
behavior counselors deliver a vital understanding of the assessment and
endorsements on the learning requirements of some students to provide excellent
learning understanding in learning organizations. Conferring to Sattler’s
valuation pillars, it is likely to regulate and discourse psychological trials
that students might face in the struggle to obtain facts and aids in the
learning organizations.
Part B: ethical guidelines
Various ethical deliberations have essential influences on the testing processes of learners who have diverse physiological learning processes. Although these tests are critical in manipulating the forms of intervention events that are adaptable in teaching activities, they provide ethical problems to the behavioral specialists. In some cases, the behavioral specialist may issue multiple opinions that require well-developed skills and a high level of intelligence, which may be a problem for the client. In such a situation and relying on the background of the client, such tests may give false impressions on the language skills and intelligence of the client who assessed using the critical pillars of assessments. Evaluation of the client from a diverse cultural upbringing can cause biasness during valuations, and remarks on the language used in distinguishing the intelligence of the client must be examinable. Further, this may affect assessment results that cause unfortunate alterations in teaching processes.
The three ethical guidance include; Competence, Human Relations, Informed Consent, and human relation. Competence is
an exceptionally essential element in assessing learners since it helps in
determining if the client’s abilities and pieces of knowledge which helps in
showing competency. Further, skill is vital to physiologists who are competent
in the field they have specialized in preventing violence and other problems
that may affect them from helping clients. According to research, competence is
essential part characteristics of physiologist performance that determine their
abilities; for instance, clients require proficiency to assess positive
learning for them. Human relation is additional ethical guidance that covers
numerous essentials that are harmful to the experimental situation. Lack of
understanding between the client and the psychologist is a centralized factor,
and it needs a specific protocol to ensure that clients are relating to the
physiologists easily. For instance, human relations help in building a good connection;
additionally, it promotes in developing self-esteem and mutual respect.
Informed consent is another critical ethical which help psychologist to
interview, assess, counsel, or consult services. Informed consent is a
sensitive approach that comprises dangerous activities, but there is an
exceptional need to ensure that psychologists encourage clients to participate
in education processes effectively. This ethical procedure helps in questioning
a client’s mental capacity to assess their involvement in education practices.
For instance, informed consent assists in determining and examining clients,
which enables them to develop critical thinking and decision making.
Diverse cultures
contain diverse forms of evaluating different levels of intelligence. The
issues considered in evaluating assessment differs from one culture to another.
This issue causes difficulty while assigning aspects that play a role in
judging levels of knowledge between different individuals (Machek, 2018).
Additionally, this difficulty emerges with common issues that compare the
clients with their peers, which can cause ethical issues the behavioral
specialists against certain racial societies. Second, some clients may be
unlawfully assigned minimum levels of intelligence, which can cause their
placement in a group of clients who require special needs. This issue might be
a problem since it may cause and affect their learning abilities in learning
institutions.
Conclusion
Conclusively, it is vital to identify that Sattler’s pillar of assessment has a crucial role in evaluating clients on diverse psychological linked issues that affect learners. These issues identified can affect the ability of the learner to use their full potentials when it comes to learning and acquiring knowledge and skills taught by physiologists’ experts. The four pillars of assessment play an essential role in shaping and helping clients to learn skills; hence physiologists need to use the components in helping people to attain their objectives. Lastly, behavioral experts need to note that the four pillars, i.e., interviews, observations, informal valuation, and norm-referend trials, are essential in assessment trial and hence to be used effectively.
References
Arslan, R. (2018). A Review on Ethical Issues and Rules in Psychological Assessment. Journal
of Family, Counseling, and Education, 3(1),
17–29. https://doi.org/10.32568/jfce.310629
Lok, B., McNaught, C.,
& Young, K. (2015). Criterion-referenced and norm-referenced assessments:
compatibility and complementarity. Assessment
& Evaluation in Higher Education, 41(3),
450–465. https://doi.org/10.1080/02602938.2015.1022136
Machek, D. (2018).
Stoics and Daoists on Freedom as Doing Necessary Things. Philosophy East and West, 68(1), 174–200. https://doi.org/10.1353/pew.2018.0009