Computer Assisted Clinical Assessment

Abstract

The number and range of computer-based assessment procedures for children and young people have increased greatly over the past few years. Over this time as well, other technological advances have occurred with a potential for application in services for young people. This paper provides an overview of the range of applications of relevance to practitioners, with a focus on assessment. Some of the benefits and disadvantages of computerised procedures for test administration and report writing are considered. The paper concludes with an examination of the issue of access to tests and some of the implications of the introduction of other new technologies.

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

“…As found in other studies (Aubrey & Dahl, 2006;Berger, 2006;Greene & Hill, 2005), all the children responded positively to the introduction and use of a computer. At the outset, it appeared to have a relaxing influence and they showed obvious pleasure using this medium.…”

The use of the Cambridge Neuropsychological Test Automated Battery (CANTAB) in neuropsychological assessment: Application in Brazilian research with control children and adults with neurological disorders.

“…Features that are intrinsic to computerized tests that confer benefits over paper-and-pencil measures include millisecond timing accuracy, reliable and randomized presentation of stimuli over multiple trials and repeated administration, and the unobtrusive measurement of cognitive skills and response times during all aspects of the assessment process. Computerized batteries of this type can record aspects of performance that are difficult for psychometrists to measure, and these may reflect the activity of developing neural networks with more sensitivity than can be achieved with traditional tests (Berger, 2006;Luciana, 2003;Schatz & Browndyke, 2002;Strauss, Sherman, & Spreen, 2006).…”

“…Computers are helpful in the calculations of scores or conversion from raw to standard scores, but automated scoring has limited usefulness in neuropsychological practice if other variables are not controlled. The importance of paying attention to the patient's response style, manner of dealing with difficulties, type of interaction established, and other important sources of clinically relevant hypotheses has been stressed (Berger, 2006). The analysis of performance by computers needs to be interpreted in the context of psychometric data together with aspects of the patient's history and findings from clinical or neurological examinations (Luciana, 2003).…”

In My Shoes – Validation of a computer assisted approach for interviewing children

“…There is an increasing interest in computer-assisted approaches to interviewing children (Barrow & Hannah, 2012;Berger, 2006), however there have also been concerns that aids, such as an interactive computer program, could distract the child from the task or engage the child in fantasy play and through this negatively affect for example, the accuracy of recall (Powell, Wilson, & Hasty, 2002). On the other hand, using the computer as a medium also seems to have several important benefits: the shared external focus on the computer which reduces the social demands of the interview situation, the possibility for the child to exert control over the pace of the interview, the reduced need for eye contact and that it can facilitate communication (Barrow & Hannah, 2012;Calam, Cox, Glasgow, Jimmieson, & Groth Larsen, 2000a;Donohue, Powell, & Wilson, 1999;Jones & Selby, 1997;Steward et al, 1996).…”