Intellectual Development, psychology homework help

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Discuss whether or not you agree or disagree with your peer regarding the need for additional information in order to place Michael in a special education program. Also, discuss how your views are similar or different from your peer’s view on the importance of standardized testing, including administration and scoring procedures conducted by Dr. Williams. 4 sentences or more. attached is the pdf needed to complete assignment.

Intellectual Development

Intelligence testing is important and necessary for the school to use to determine the areas where the child hasn’t developed cognitively and to ensure that all children receive the help needed to correct any problems that have with their development. Although intelligence testing is helpful to determine a child’s intellectual functioning, some questioned its fairness towards African Americans and other minority groups. According to the article, Intelligence: Foundations and Issues in Assessment, in school settings “researchers probing tests to determine whether their individual items functioned in the same manner for people of all racial and ethnic groups as well as both sexes. Also, whether either test administrators or test takers behaved in ways that artificially raised or lowered the scores of certain types of individuals” (Gottfredson & Saklofske, 2009).

In the case study presented in Chapter 10, Dr. Williams should not have given hints to Michael during testing because he would have reduced the validity of the test. The test wouldn’t have given an accurate result of Michael’s competency. According to Farrar & Montgomery (2015), “Dr. Williams goal was to identify the child’s intellectual abilities by comparing his score to the normative sample” (Farrar & Montgomery, 2015) which is why he should not have given Michael hints. If he did give Michael hints, it would have been Dr. Williams intellectual abilities being compared to typical children instead of Michael mental abilities.

I believe that testing Michael intellectual ability would help determine if his parents’ divorce is the cause of this antisocial behavior and academic failure but, it doesn’t provide enough information to decide whether he should be placed in a special education program. It is best to keep an open mind when it comes to the different behaviors the child is expressing because he could be very smart but, drawing back because he wants the extra attention may be missing since the divorce. On the other, Michael could have been affected by the divorce which caused him to shut down and strive to reach his full potential academically or socially. I believe Dr. Williams should also consider collaborating with the school’s Guidance Counselor to get Michael to talk about his feelings toward the divorce and the changes that are taking place in his life.

Everyone that is involved in Michaels life should understand that he is only six years old and he has time to grow socially and intellectually. Around this age teachers, Psychologist and other services can be used to help determine all the areas in Michael’s development that need to evaluated and worked on for him to be successful. Six-year-old children have not been taught or learned many cognitive skills yet because they have only been in school that long so if they don’t understand some skills, it should not be counted against the child.

Michael’s parent’s recent divorce could have been a contributing factor to Michael’s unmotivating performance which resulted in his IQ test score. According to Farrar & Montgomery (2015), “many studies conclude that include incentives improve children’s test performance particularly for those identified with below-average IQ scores” (Farrar & Montgomery, 2015). Dr. Williams also could have used incentives and rewards to help motivate Michael to take the test with a positive attitude which would have probably increased his test score.


Farrar, M. J., & Montgomery, D. E. (2015). Cognitive Development of Children: Research and Application. Bridgepoint. Retrieved from

Gottfredson, L., & Saklofske, D. H. (2009, May 26). Intelligence: Foundations and Issues in Assessment. Retrieved from Canadian Psychological Association:

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