Dr. Frank Gresham APA2009 IQ assessment and Atkins death peanlty presentation

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This document discusses several issues related to assessing intellectual disability in Atkins cases where the death penalty is being considered. It notes that courts often do not properly understand factors like the Flynn effect, practice effects, measurement error, and the reluctance of schools to diagnose students as mentally retarded. As a result, individuals with intellectual disabilities are sometimes found not to meet the criteria, putting their lives at risk.

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Intellectual Assessment in Atkins Cases and Use of School Diagnoses Frank M. Gresham Louisiana State University Symposium: Death Penalty Court Decisions and Mental Retardation Classification and Research , Presented at the 2009 APA Annual Convention, August 7, 2009, Toronto, Ontario CANADA

Commonwealth of Virginia Virginia’s Definition of Mental Retardation ,[object Object],[object Object],[object Object],[object Object],[object Object],*Tests move on and off this list quite frequently

Ruling: U.S. District Court Eastern District of Virginia Walker v True ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Interpretive Issues in Intellectual Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]

Nature of Intelligence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Flynn Effect ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Dates reflect when test was normed, not when it was released

Flynn Effect & MMR Diagnoses Kanaya, Scullin, & Ceci (2003) (Based on almost 9,000 referrals to SPED) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Not part of the Kanaya et al. (2003) study

Take Away Message on Flynn Effect ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Practice Effects & IQ Test Scores ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Role of Measurement Error ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],State’s expert refers consistently in his report to the “standard error of measure” (sic)

School Diagnoses: Some Atkins Case Examples ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

School Diagnoses (continued) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

School “Diagnoses” ,[object Object],[object Object],[object Object],[object Object]

IQ<75 MacMillan, Gresham, Siperstein, & Bocian (1996) SLD 44% M =68 MR 14% M =63 The labyrinth of IDEA: School decisions for referred students with subaverage general intelligence. American Journal on Mental Retardation, 101, 161-174.

IQ<70 Kanaya et al. (2003) SLD 48.1% MR 48.5% M =64 M =66

Summary of School “Diagnoses” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What’s the Take Away Message? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Assessment 1 by Jaquetta Stevens Submission date: 09-Oct-2018 11:17PM (UTC-0500) Submission ID: 1017193794 File name: Stevens_J_A1_PSY7610.doc (100K) Word count: 1936 Character count: 11551 49% SIMILARITY INDEX 24% INTERNET SOURCES 16% PUBLICATIONS 47% STUDENT PAPERS 1 46% 2 1% 3 1% 4 1% 5 <1% 6 <1% Exclude quotes Of f Exclude bibliography Of f Exclude matches < 8 words Assessment 1 ORIGINALITY REPORT PRIMARY SOURCES Submitted to Capella Education Company Student Paper link.springer.com Internet Source Submitted to Liberty University Student Paper journals.sagepub.com Internet Source connect.springerpub.com Internet Source chi.librarypass.org Internet Source Assessment 1by Jaquetta StevensAssessment 1ORIGINALITY REPORTPRIMARY SOURCES PSY7610 – Research Worksheet Assessment 1: Review and Selection of a Standardized TestSection One: Test Review Table Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about the three tests under consideration. Identify the professional setting: Test 1 Test 2 Test 3 Test Name Millon Adolescent Personality Inventory (MAPI) Personality Inventory for Children-Second Edition (PIC-2) Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) Publisher Pearson Pearson Pearson Publication Date 1993 1977-2001 1992 Types of Scores Obtained 27 scales: The patterns of the person The Personality Patterns (Introversive, Self-conscious, Sad, Passive, Exaggerating, Narcissistic, Disruptive, Powerful, Compliant, Marginal Tendency), The concerns demonstrated (Distinctiveness Dispersal, Low self-esteem, Body Displeasure, Sexual Discomfort, Insecurities , Social sensitivity, Childhood Abuse), Clinical Syndromes (poor eating patterns, venerability to drug use, Antisocial behaviour, Quickness to anger, Depression, Affect, Suicidal Tendency), and 3 Adapting categories (Revelation, Attractiveness, Disparagement).. The test has 9 Adjustment scales and 12 adjustments subscales: Cognitive disorder(poor abilities, low achievement, slow development), Impulsivity and easily distracted (Disturbs others , Boldness), Misbehavior (Rebellious Behavior, Decontrol, Nonfulfillment), Family Dysfunction (Conflict Among Members, Parent Instability), Reality Alteration (Developmental Nonconformity, Visions and Misapprehensions), Somatic Concern (Mental Preoccupation, Muscular Stiffness and Anxiety), Psychosomatic Discomfort (Fear and Worry, Depression, Sleep Disturbance/Preoccupation with Death), Social Withdrawal (Social Introspection, Loneliness), Social Skill Deficits (Limited Peer Status, Conflict With Peers), 3 Response Validity Scales (Defensiveness, Dissimulation, Inconsistency). 8 Validity Scales (Cannot Say (?), Falsehood (L), Irregularity 1 (F1), Uncommonness 2 (F2), Infrequency (F), Defensiveness (K), Variable Response Inconsistency (VRIN), True Response Inconsistency (TRIN) Intended Population Children of.

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Assessment 2 by Jaquetta Stevens Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500) Submission ID: 101964 1991 File name : Stevens_J_Assessment_2.do c (66K) Word count : 1894 Charact e r count : 134 64 53% SIMILARIT Y INDEX 28% INT ERNET SOURCES 21% PUBLICAT IONS 46% ST UDENT PAPERS 1 35% 2 2% 3 2% 4 1% 5 1% 6 1% 7 1% Assessment 2 ORIGINALITY REPORT PRIMARY SOURCES Submitted to Capella Education Company St udent Paper www.nivel.nl Int ernet Source Submitted to EDMC St udent Paper Submitted to University of Abertay Dundee St udent Paper uncch.pure.elsevier.com Int ernet Source Matthew A. Jarrett, Anna Van Meter, Eric A. Youngstrom, Dane C. Hilton, Thomas H. Ollendick. "Evidence-Based Assessment of ADHD in Youth Using a Receiver Operating Characteristic Approach", Journal of Clinical Child & Adolescent Psychology, 2016 Publicat ion eprints.bbk.ac.uk Int ernet Source 8 1% 9 1% 10 1% 11 1% 12 1% 13 1% 14 1% 15 1% 16 1% 17 <1% 18 <1% pesquisa.bvsalud.org Int ernet Source www.ncbi.nlm.nih.gov Int ernet Source journal.f rontiersin.org Int ernet Source www.redalyc.org Int ernet Source www.jove.com Int ernet Source "Handbook of Childhood Psychopathology and Developmental Disabilities Assessment", Springer Nature America, Inc, 2018 Publicat ion espace.library.uq.edu.au Int ernet Source Submitted to Marist College St udent Paper openaccess.city.ac.uk Int ernet Source www.raikesf oundation.org Int ernet Source www.medicalnewstoday.com Int ernet Source 19 <1% 20 <1% 21 <1% 22 <1% 23 <1% Exclude quo tes Of f Exclude biblio graphy Of f Exclude matches < 8 wo rds journals.plos.org Int ernet Source etheses.bham.ac.uk Int ernet Source commons.pacif icu.edu Int ernet Source tigerprints.clemson.edu Int ernet Source www.livestrong.com Int ernet Source Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES Running head: EVALUATION OF TECHNICAL QUALITY 8 Assessment 2: Evaluation of Technical Quality This worksheet contains three sections: · Section One: Purpose and Intended Population of Selected Test. · Section Two: Technical Review - Reliability of Selected Test. · Section Three: Technical Review - Validity of Selected Test. · Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics. · Section Five: Resources (APA Style). Section One: Purpose and Intended Population of Selected Test Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*. Selected Test Achenbach System of Empirically Based Assessment Purpose of Test The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014). Intended Population 18 mos.- 90 years old * in some cases, you may find limited published work on the most recent version of a.

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APPLIED NEUROPSYCHOLOGY, 16: 91–97, 2009 Copyright # Taylor & Francis Group, LLC ISSN: 0908-4282 print=1532-4826 online DOI: 10.1080/09084280902864329 Interpretation of Intelligence Test Scores in Atkins Cases: Conceptual and Psychometric Issues Frank M. Gresham Department of Psychology, Louisiana State University, Baton Rouge, Louisiana So-called Atkins cases refer to individuals who have been sentenced to death for capital crimes who claim that the death penalty constitutes ‘‘cruel and unusual punishment’’ under the Eighth Amendment. Psychological testimony is influential because this testimony strikes at the very core issue in these cases; namely, whether or not the individual is mentally retarded. Despite the importance of psychological testimony, courts have not been made to understand the subtleties and complexities of the issues in diagnosing mental retardation. Five such issues are discussed in this article: (a) the nature of intellectual functioning, (b) the Flynn Effect, (c) measurement error, (d) practice effects, and (e) the nature of school ‘‘diagnoses.’’ Examples of each of these issues are illustrated with an actual Atkins case (Walker v. True, 2006). Key words: Flynn Effect, intelligence, measurement error, psychometric Around midnight on August 16, 1996, Daryl Renard Atkins and an accomplice (William Jones) abducted Erich Nesbitt with a semiautomatic handgun and robbed him of his money. Subsequently, they drove Nesbitt to an ATM and forced him to withdraw cash. He was then taken to an isolated spot where he was shot eight times and killed. During trial, both Atkins and Jones testified and confirmed each other’s account of the incident, except that Jones’ testimony was considered more credible than Atkins’. In fact, Atkins’ court testimony was substantially inconsistent with the testimony he gave police upon his arrest, whereas Jones declined to make a statement to authorities upon his arrest (Miranda Rights). During the penalty phase of the trial, the defense relied on Dr. Evan Nelson, a forensic psychologist, who had evaluated Atkins prior to trial and concluded that he was mildly mentally retarded based on a review of school and court records and a tested full scale IQ of 59 on the Wechsler Adult Intelligence Scale-III (WAIS-III). Atkins, however, was sentenced to death, and Jones plea bargained with Address correspondence to Frank M. Gresham, Department of Psychology, Louisiana State University, Baton Rouge, LA 70803. E-mail: [email protected] the prosecution in return for testimony against Atkins and was spared the death penalty. At a second sentencing hearing, another forensic psychologist, Dr. Stanton Samenow, expressed the opinion that Atkins was not mentally retarded and was functioning in the range of ‘‘average’’ intelligence. This opinion was based on two interviews with Atkins, a review of school records, the Wechsler Memory Scale (Wechsler, 1972), and interviews with correctional offi- cers. Dr. .

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