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Q-interactive: Training Implications for Accuracy and Technology Integration.

Stephanie Corcoran1

  • 1School of Education/Department of Curriculum and Instruction, University of Alabama at Birmingham, 1150 10th Ave South, Birmingham, AL 35294 USA.

Contemporary School Psychology
|March 8, 2021
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Summary

Graduate students found the digital WISC-V (Wechsler Intelligence Scale for Children – Fifth Edition) easier to use, though complex scoring still presented challenges. Training programs should integrate digital tools like Q-interactive for effective cognitive assessment instruction.

Keywords:
COVID-19Cognitive assessmentDigital assessmentQ-interactiveSchool psychologyTraining

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Area of Science:

  • Psychology
  • Educational Psychology
  • Neuropsychology

Background:

  • The COVID-19 pandemic necessitated alternative training methods for school psychology.
  • iPad-mediated cognitive assessments are increasingly adopted by school districts.
  • Effective training in administering, scoring, and interpreting cognitive assessments is crucial.

Purpose of the Study:

  • To compare the traditional and digital (Q-interactive) formats of the WISC-V for graduate student training.
  • To identify areas for improving training methods and reducing assessment errors.
  • To evaluate graduate students' perceptions of both assessment formats.

Main Methods:

  • A mixed-methods study involving graduate students learning the WISC-V.
  • Comparison of error rates between traditional and Q-interactive WISC-V administration.
  • Survey of graduate students' preferences and experiences with both formats.

Main Results:

  • More errors occurred with the traditional WISC-V format compared to Q-interactive.
  • Digital format errors were concentrated in subtests requiring significant clinical judgment.
  • Q-interactive did not reduce errors in complex scoring or nuanced judgments.
  • A majority of graduate students preferred the digital Q-interactive format.

Conclusions:

  • While Q-interactive offers benefits, it does not eliminate errors in complex clinical judgments.
  • School psychology training programs should integrate digital assessment tools like Q-interactive.
  • Adapting training to include digital formats is essential for preparing competent school psychologists.