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CHAPTER 4

Some general statements should have gone here, but we got tired of coming up with witty things to say so we didn't. Just turn the page.

Materials

• 1 Silly Put Together puzzle
• Something big to hide the puzzle from the kid
• Stopwatch

Description

For this subtest, the child tries as hard as they can to put together a silly puzzle depicting a supposed common object. For the puzzle, the child performs under a strict time limit that can be loosely monitored by the examiner.

Start

Since there is only one puzzle, start with it!

Discontinue

What do you think. One puzzle! One starting point! One stopping point! Pretty difficult?

General Directions

• Use some big, threatening, object for a shield. This layout shield is important for a number of reasons: 1. The kid shouldn't be allowed to see the pieces before the actual time starts. The screen will help to increase the anxiety level and also show the kid who is boss. 2. The screen will allow the astute examiner to observe the first sign of a conduct disorder: The child who looks over the screen. This most certainly becomes part of the interpretation in the write up. It is undoubtedly an early warning sign for the cheater in the classroom or a future ax murderer.
• If the child is still working and nearing completion of the puzzle when the time limits expires, you must make a decision. If you want the score to be higher, simply ignore the time. Give a few (45 to 60) seconds so the child can complete the task. Record the time as the maximum allowed time so no one will discover what you've done. On the other hand, if you want the score lower, stop a few seconds early. The kid can't see the stop watch so they'll never know. These decisions must be made carefully and with considerable judgment. An example of clear judgment would be stopping the clock early because the child clearly is not up to the task. This is evident because "The kid doesn't look very smart."
• If the child turns over a piece of the puzzle, slap them aside their head and yell at them. You have already told them to do it quickly and turning a piece over is not following the directions.

Item Instructions

Item 1. Light Bulb (Time limit: 120'')

• Arrange the pieces behind the big threatening object, according to some strange arrangement. As you are arranging the pieces, say to the child: "Now I am going to ask you to put together this silly puzzle."
• Expose the array (that means the puzzle) and say: "If you put these pieces together the wrong way, they won't make a thing-a-magig. I know what it is, I just can't remember it. Go ahead and put them together. If you want a good score tell me when you are through."
• Begin timing.
• If the child's assembly is incomplete, record the number of correct junctures completed within the time limits. If the assembly is complete, say: "Big deal. Most kids can do it. Don't get a swelled head."

Scoring

The score for this Silly Put Together is determined by the number of correct junctures and the completion time. It is important to be completely familiar with the scoring system so that you can score the item immediately. This should be done. There is no good reason for it but do it anyway.

• A juncture is considered correct if you think it should be.
• For partial assemblies completed within the time limit, multiply by the appropriate number indicated on the record form.
• For perfect assemblies, bonus ribbons should be given to the child along with the extra points.

Score for Completed Silly Put Togethers with Time-Bonus Points Included

TOTAL POINTS PER ITEM

	Time limit (seconds)	5	6	7	8	9	22
Item
Lightbulb		120	6-119	4-5	3	1.1-2	.002-1

Maximum score: 22 points

Materials

• 1 Silly Put Together puzzle (assembled by the child)

Description

For this subtest, the child attempts to tell the examiner the exact name for the assembled Silly Put Together puzzle. Although there may be thousands of ways to correctly name the puzzle, only those recorded in the manual are correct.

Start

Since there is only one puzzle to name, guess what! (See the starting rule for Silly Put Together for further clarification.)

Discontinue

What do you think. One puzzle! One starting point! One stopping point! Dah!!

General Directions

• Before presenting the item as a test, say: "I am going to show you the picture of a thing-a-magig. I want you to tell me what it is, because I can't remember it. "

Item Instructions and Sample Responses

1. Lightbulb

Correct Responses	Incorrect but questioned	Clearly wrong
20 points:	1 point:	0 points:
Light	A stupid puzzle (Q)	What the F...
Bulb	Dawn's early (Q)	Lightboob
Hamster heater	Illuminator (Q)	Whitebulb
Knob	Blanched Egg (Q)	Your mother
Gobule
Protuberance
Sphere
Corn

Scoring

Record 20, 1, or 0 for the response given. In general, since there is a big difference between the 20 and the 1 point (12 points) you should feel free to assign as many or as few points as you feel, obviously dependent on the quality of the response.

Materials

• 1 Silly Put Together puzzle (assembled by the child)
• Stopwatch

Description

For this subtest, the child attempts to tell the examiner the exact name for the part of the Silly Put Together puzzle that is missing. The child must respond within a 20 minute time limit.

Start

Give me a break. If you don't know by now, you are a competent examiner. (See the starting rule for Silly Put Together for further clarification.)

Discontinue

Dah!!

General Directions

• Before presenting the item, say: " I'm going to show you a silly puzzle. That's right, this one right here. Stop laughing and fidgeting or you can stay in for recess. Look at this thing, and tell me what's been cleverly erased by high tech computer enhancement. It is the most important thing missing if you want this lightbulb to work correctly. Of course, if you want to fill it with gasoline and use it as a Molotov Cocktail, I suppose you could, but then I'd be asking you what is the thing to do if a boy (girl) much smaller than you.....wait a minute...just tell me what the heck ain't there! "
• Allow 20 minutes exposure time. After that put gloves on or you run the risk of frostbite.
• If the child responds incorrectly, say: "Yes, but that isn't right. Try again. Look harder. Its near the middle."
• If the child names some unessential part that is off the page, score as correct and move on.
• If the child throws up, you're on your own.

Item Instruction

Scoring

• Record 1 point for each correct response.
• Most children give a verbal response for the missing part. Sometimes, however, a child will merely point. Rapping the knuckles with a wooden ruler has been found to be particularly effective with this behavior. Typically a quick, direct assault on the second knuckle will cause the behavior to cease. If after a number of attempts this proves unsuccessful, gently turn the ruler sideways so that the sharp metal rule will make contact with the child's skin. One or two of these well placed 'contingency rewards' will surely suffice.
• Before giving credit, you should be reasonably sure that a child's verbal response is correct. Whenever you have a doubt about a response, say: "What?"
• This prompt is particularly helpful when the child uses an inexact or made-up word for the missing item, for example, "Bedofegtere" for the part.

Maximum score: 33.3

Materials

Jeopardy question included in the manual. If you have excellent long term memory, try memorizing it. Come on, you can do it.

Description

For this subtest, the child attempts to tell the examiner the exact question for the answer given by the examiner. All answers must be in the form of a question.

Start

I won't tell you again.

Discontinue

See above!!

General Directions

• Before presenting the item, say: "Hi. My name is Alek Trebeck and this is Final Jeopardy. After this commercial we'll return with the Final Jeopardy category. Remember to make your wager and to answer the answer in question form."
• After the commercial read the answer.

Item instruction

Scoring

Record 1 point for each correct question. Acceptable questions are listed next to the question. For the item, the list of correct questions is not exhaustive; so give credit anytime you want.

Materials

• By the Numbers question included in this manual. If you have a better question, ask it

Description

For this subtest, the child solves a mathematical/arithmetic/quantum physics problem. To make child feel incompetent, they must solve the problem mentally, using no paper and pencil, and must respond within a time limit.

Start

I'm getting tired of this.

Discontinue

Forget it.

General Directions

• Item 1 is read aloud to the child. If you have a visual problem or difficulty reading, you may ask the child to read the problem for you.
• While presenting the item created in the Silly Put Together subtest, say: "Listen up. If I had two of these in each hand, how many do you have all together? "
• You may repeat the question more than once, but every time you repeat the question, change the numbers around. For example, if asked to repeat the questions say: "If I had six of these in each hand, how many do you have all together?"
• The child may use a paper and pencil, only if they spontaneously brought one from the classroom. Otherwise, too bad. They should have thought of that before the testing. It is a sure sign of poor planning, disorganization, and attention deficit disorder.

Item Instruction

Score for By The Numbers Item with Time-Bonus Points Included

	Total Points per Item 1 2
	Completion-Time Range (in Seconds)
1. Lightbulb	2.1 - 120 0 - 2

Maximum score: 2 points

Materials

• A Likeable subtest question found in the manual somewhere.

Description

The child is orally presented with two words that represent common objects. The child tells how the objects are the same.

Start

Number 1

Discontinue

After number 1.

General Directions

• For the single question ask: "In what way are a ------ and a ------ alike?"
• If the child's response is unclear: "Explain it better? I'm not a mind reader. "

Item Instructions and Sample Responses

• 1. "In what way are a lightbulb and a lamp alike?"

Materials

• I Know What To Do subtest question found in the manual somewhere.

Description

The child attempts to tell the examiner the answer to a commonplace (?) problem.

Start

Number 1

Discontinue

After number 1.

General Directions

• Slowly read the question to the child. Some children may have difficulty remembering the entire question - can you believe it?! - therefore you can repeat the question again. If repetition is needed, re-read it slower...one word every 5 seconds. It is also good practice to repeat the question to a child who has not responded within 15 minutes or so. First check to see if the child is awake. If not shake violently. If awake, simply say: "Answer the question now!"
• If the child's response is unclear, or if you want to encourage the child along so they might gain more points, it is appropriate to say: "What are you talking about? Come on, get it right. Try again and this time really try."

Item Instructions and Sample Responses

1. Why should you turn off this broken lightbulb when you leave the bathroom?

¥ General: Recognition that you will get punished if you don't.	My mom would kill me. There goes my weekend party.
¥ General: Recognition that there is no reason to shut if off because it is broken.	Who are you kidding? It don't work, stupid!
2 point response:	A response reflecting a 2 point response.
1 point response:	A response not reflecting a 2 point response.
0 point response:	It would be the right thing. Gee, I don't know. We don't have any in my house. Can I go to the bathroom now?

Content on these pages is copyrighted  by Dumont/Willis © (2001) unless otherwise noted.