Schedule
Download the ITC
2004 Conference day-to-day schedule
| October 7th |
Registration & Welcome Reception |
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| October 8th |
Invited workshops |
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Main conference |
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Wine reception |
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Evening Tours |
| October 9th |
Main conference |
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Reception and dinner |
| October 10th |
Main conference |
Keynote Speakers
Dr. David Bartram,
United Kingdom
Dr. Fanny Cheung,
Hong Kong
Dr. Elias Mpofu,
United States
Dr. Robert
Sternberg, United States
Invited Workshops
Friday Morning Sessions
| A) |
Seeking Equitable
Assessment Through Tests for Multigroup Invariance
Barbara M.
Byrne Ph.D. Professor Emeritus School of Psychology, University
of Ottawa
With multiple group comparisons, an important aspect of equitable
assessment is knowledge that tests operate equivalently across
groups. Designed within the framework of structural equation
modeling (SEM), this workshop provides procedures for testing
equivalence of a test across groups, and differences in latent
factor means. Working from examples of first and second-order
CFA models, participants are "walked through" the
process, from model specification of the computer input to
interpretation of the computer output. Some knowledge of, and
experience with, SEM is recommended. |
| B) |
Equitable Assessment with
the KABC-II
Elizabeth
I. Lichtenberger, Ph. D., The Salk Institute, La Jolla, CA
This workshop describes the new Kaufman Assessment Battery
for Children II (KABC-II), and its applicability for diverse
populations ages 3-18. The KABC-II will be presented within
theoretical and data-based contexts, including its applications
for clinical, neuropsychological, and psychoeducational assessment.
The workshop will cover the (a) dual theoretical foundations
(Luria and CHC) of the KABC-II; (b) choice between global scores;
(c) emphasis on learning ability and reasoning; (d) applications
for assessing diverse populations; (e) relationship between
the KABC-II and other measures; and (f) use with clinical populations
(e.g., ADHD). |
| C) |
Adaptive Behavior: Information
Useful in Equitable Assessment Practices
Thomas
Oakland, Ph. D., ABPP, ABPH, Educational Psychology, University
of Florida
This workshop reviews existing adaptive behavior measures and
features the use of the Adaptive Behavior Assessment System-II
(ABAS-II). The ABAS-II measures adaptive behavior and skills
throughout the age span of birth through 89 years. Adaptive
behavior assessment typically focuses on what people do to
care for themselves and their relationships with others. Ten
specific adaptive skills have assumed increased importance:
communication, community use, functional academics, school/home
living, health & safety, leisure, self-care, self-direction,
social, and work. Research and diagnostic criteria from the
DSM-IV and the AAMR will be reviewed. |
| D) |
The WISC-III: Cultural Issues
Within and Across 15 Nations
Lawrence
G. Weiss, Ph. D., The Psychological Corporation
This presentation will examine the factor structure of the
WISC-III in various countries, and the relationship between
education, affluence, and FSIQ scores within and across 15
nations. Within the U.S., changes in racial/ethnic scores between
WISC-III and WISC-IV will be presented, and discussed in relation
to changes in test content, educational level, and regional
influences. Updates and preliminary findings will be presented
from ongoing WISC-IV standardization projects in Canada, Great
Britain, and Australia. |
| E) |
Development and Applications
of the BRIEF
Peter K.
Isquith, Ph. D., Dartmouth Medical School
This workshop will provide in-depth exposure to the Behavior
Rating Inventory of Executive Function (BRIEF) and a broad
overview of executive function in children and adolescents,
including a review of basic concepts and techniques for measuring
executive function. Psychometric properties of the BRIEF will
be introduced, with emphasis on diverse populations. Profiles
of specific clinical groups will be used to highlight interpretation
of the BRIEF, including ADHD, chronic illness, brain injury,
frontal lesions and Autistic Spectrum Disorders. |
Friday Afternoon Sessions
| F) |
Critical Issues
in the Assessment of English Language Learners
Salvador
Hector Ochoa, Ph, D., Texas A & M University
The number of children who are English Language Learners (ELLs)
in U.S. public schools is increasing at a dramatic rate. There
are many critical factors that need to be considered when conducting
psychoeducational assessment of ELLs. This workshop will review
the following factors and their implications on test selection
and procedures: second language acquisition, bilingual instructional
programming, and language proficiency assessment. Methods for
assessing intellectual functioning will also be discussed. |
| G) |
The Stanford-Binet Fifth
Edition Nonverbal IQ (SB5) with Diverse Populations
Gale H. Roid,
Ph. D., Simpson College and Graduate School
The SB5 was designed to provide a comprehensive verbal and
non-verbal assessment of five cognitive factors.< The SB5 employs "tailored
testing" that adapts to the functioning level of the examinee.
This presentation includes: 1) the theoretical orientation
of the SB5 (e.g., CHC theory); 2) review of the SB5 development,
including practical features that make non-verbal assessment
possible for diverse populations, and, 3) administration, scoring,
and interpretation of the SB5, including case studies. |
| H) |
The Neuropsychological Assessment
Battery (NAB)
Robert A.
Stern, Ph. D. Boston School of Medicine
The NAB is a comprehensive battery of 33 neuropsychological
tests, with two equivalent forms. The NAB assess a wide array
of cognitive functions in adults, ages 18-97. The NAB combines
the strengths of flexible and fixed battery approaches to assessment.
This workshop includes: a) theoretical rationale, test construction,
organization, and structure of the NAB; b) descriptions of
NAB tests; c) NAB administration and scoring procedures; d)
interpretive considerations; e) description of norm samples;
and f) reliability and validity studies. |
| I) |
Psychometric Methods for
Enhancing Fairness and Equity: Differential Item Functioning
(DIF) and Scale-level Invariance
Bruno D.
Zumbo, Ph. D. University of British Columbia, Vancouver, Canada
Methods for detecting differential item functioning (DIF) and
scale (or construct) equivalence typically are used in developing
new measures, adapting existing measures, or validating test
score inferences. DIF methods allow the judgment of whether
items (and ultimately the test they constitute) function in
the same manner for various groups of examinees, essentially
flagging problematic items or tasks. In broad terms, this is
a matter of measurement invariance; that is, does the test
perform in the same manner for each group of examinees? Participants
will be introduced to a variety of DIF methods, some developed
by the presenter, for investigating item-level and scale-level
(i.e., test-level) measurement invariance. The objective is
to impart psychometric knowledge that will help enhance the
fairness and equity of the inferences made from tests. |
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