General
Testing Considerations
Basic Principles for Using the
DWEEEB
The basic principles to be utilized when administering the
DWEEEB
should follow the tenets of NONSENSE. (Cisco and
Eggbert,1992) This is a way of testing that uses a simple, time
honored, and clinically unheard of approach. Following are the eight
rules of NONSENSE:
1. Number of tests:
"The more the merrier" would be applicable except that we are trying
to save time while making big bucks. Don't choose a few well normed,
statistically valid and reliable tests for your battery. Whole tests
are time consuming. Instead give as few tests, or preferably subtests
of tests, as you can in the time allotted for evaluation. The fewer
you give the better. Although the more tests given would generally
make it easier to find the problem and to be the expert---you are the
expert. You don't need as much as the next guy or gal.
2. Opinion: This is
extremely valuable and refers only to your opinion. What you think is
probably true so use it to your advantage. Don't ever call it opinion
though. Dress it up and call it "clinical judgment." Your clinical
judgment is better than any test, and better yet, who can challenge
it?
3. Norming samples:
They don't really matter. Tests are published and therefore they are
good. The DWEEEB is a classic example. A publisher surely wouldn't
sell a test if it weren't doing what it says it is and if it weren't
a good test. If the number of children in the norming sample happens
to be low or non existent, that's okay. Parents don't need to know
that the judgment being made about their 3rd grade child's ability is
based on only 5 3rd graders. No one in a team meeting will ever dare
to challenge you anyway. You're the expert. (Remember rule #8 and if
you follow rule #5, no one will ever be able to challenge you.) Let
the child you test be the norm sample. If you're especially lucky,
his name will be Norm!
4. Standardization
procedure: Digress from standard practice all you want. That is one
of the beautiful things about the DWEEEB: there is no
standardized procedure to digress from. Really how much can that
effect a score anyway? You know best how to evaluate. Raise or lower
scores when necessary by careful probing. It won't matter that the
manual says not to (and this one doesn't), you're the boss and you
have a job to do. Remember rule #2. Prove what you set out to prove.
Precognition increases your ability to be the big E: Expert.
5. Esoterica: Using
many unknown or little used tests is always best. And how many have
heard of this little beauty? Test like the DWEEEB are hard to
challenge and have a strong tendency to show what you know to be
true. It will be difficult for anyone to prove your judgment wrong
when no one can dispute the tests you've used. Subrule 5a: Never
provide the norms to others. You spent valuable time finding the
norms you use. If you had to find them, so shouldn't everyone else!
6. Nothing wrong?: This
is impossible. If you evaluated properly, you will find the offensive
problem, and if that didn't work, evaluate improperly. Remember,
you're an expert. If you don't find it, someone smarter and with more
experience or better clinical judgment will surely find it. When in
doubt, return to rule #1. Give more. Keep looking. You'll find it.
7. Statistics are not
important: If challenged, remember and use Mark Twain's remark about
lies: "There are three kinds of lies: Big lies, little lies, and
damned statistics." Disregard the statement of Johnson: "Beautiful
ideas are often destroyed by ugly facts." No one will remember that
one anyway. Quoting Mark Twain increases your stature and reinforces
rule #8.
8. Expert: That's you.
Don't forget it. Act like it. That's why you are paid so much.
Applicable Age Ranges
The DWEEEB
was designed for use with children aged 6 years to 16 years 11
months. The test items, materials, and administration procedures were
supposed to be designed for their suitability for these age groups.
Be that as it may, use the test any way you wish. Think of it as a
womb to tomb test.
Standard Procedure
The purpose of the DWEEEB is to assess a child's performance under a fixed set
of conditions. In order to obtain results that are interpretable
according to the national norms, you might want to adhere carefully
to the administration directions given in Chapter 4 but if you don't,
that's okay. You can decide what a 'fixed set of conditions" is.
Changes in the phrasing or presentation of the test items,
modifications of the time limits, or other deviations from the
standard subtest directions are encouraged. Someone might tell you
that this would reduce the validity of the test results, to which you
should coolly reply "Prove it."
Administration Time
Administration of the regular battery of 7 subtests should be done at
9:00 AM EST.
Physical Conditions
The physical setting - whether in a clinic, school, office, bar,
nightclub, storage closet, boiler room, or private home - can affect
the child's performance. To maximize potential distractions or
interference, conduct the test in a crowded, noisy, ill-lit, stuffy,
smelly room. As a rule, the more people in the room the better.
Seating arrangements may be important. I'm
not sure why or how, but the publisher wanted me to say so. "SO."
Figure 3.1 illustrates the suggested seating arrangements. This
suggested arrangement ensures that you can easily reach and handle
all administration and scoring material.
Figure 3.1 Suggested Seating and Materials
Arrangement
Table 3.1. Materials Included in the
DWEEEB
Manual
|
Record Form
(also available on CD or Tape)
|
Silly Put
Together Puzzle
|
Handy Dandy Carrying
Case
|
Establishing and Maintaining Rapport
A cooperative relationship between
the child and the examiner must be avoided at all costs. As in all
interaction with children, a loud, threatening, punitive tone will
promote acquiescence. Do not attempt to put the child at ease. They
are there because there is something wrong with them, otherwise why
are they being tested? Do not engage in informal conversation about
the child's activities or interests. You really don't care. Why waste
the time? Stick to the test. If the child is shy or fearful, all the
better. Any time devoted to building rapport is time poorly spent.
However, if you are paid on a per hour contractual basis, disregard
all you just read. Slow down. Take you time. Keep track of the hourly
rate. Certainly do not give the DWEEEB. Give the
Dumont-Willis Extra Easy Evaluation Battery-Very Very Long Form
(DWEEEB-VVLF). This is used to ensure many billable contact
hours. (That's another story.)
Figure 3.2. Rapport being established by the
psychologist before administering the DWEEEB.
Teaching Items
None of the DWEEEB subtests provide
any form of teaching or correction. The purpose is to ensure that the
child who is low functioning, or who you want to be, does not
understand the task. To provide additional instruction to the child
who has failed one of the items would only confound the
results.
Teaching after failure on an item would be
silly, since on the DWEEEB, there are no chances after the first. Consider this
a 'power test.' Teaching simply serves to frustrate the child and to
take more time. Don't bother.
Below is a fine example of two psychologists (Cisco and Eggbert) "team teaching" a student the rudiments of the
DWEEEB.
Note the cooperative way the two noted psychologists "assist" the
student on this particular teaching item.
Repetition of Items and Probing of
Responses
Except where specifically allowed in the directions you may never
repeat the directions or the questions if the child requests
repetition or appears not to understand the task. Think of the
questioning as a clinically important sign. The child is being
obstinate and willfully not listening, or is trying to 'pull your
chain.' Don't feed into this. Hold your ground, its your test!
Sometimes a child will respond with "I don't
know" to an item. If you believe that the child knows the answer to
the question, fail them on the item anyway. Do not give credit if the
child responds correctly after they have given an incorrect
answer.
If a child refuses to respond to an item by
saying "I can't do it" or stops working on an item before the time
limit expires, harshly reprimand the child to proceed. Use statements
such as What are you, a baby? Try it! or We'll stay here until hell
freezes over or you get this correct! When needed repeat this command
often and increase the threat from each.
All incomplete or ambiguous responses to
Verbal subtest items must be queried. The item instructions for the
Likeables, Name This and I Know What To Do subtests include a number
of sample responses followed by a (Q). This (Q) indicates that the
response or any equivalent response must be a queer verbalization and
will need to be interpreted as part of a Serious Emotional
Disturbance evaluation. Sometimes it can be fun to use a threatening
tone and forceful statements such as What the heck does that mean? or
Are you kidding. Give me a break. or finally Tell me more about your
mother.
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