This page features Q-interactive reviews and testimonials from our customers. If you would be interested in writing a review on your experience, please complete this form.
Tim Long, Educational Psychologist:
Why did you choose Q-interactive (QI)?
As an Educational Psychologist I access a range of skills to carry out the work requested from parents, schools and professionals. Often, I utilise a mix of assessment tools, interviews and observations which help with our consultations and formulating interventions with schools, young people, adults and our partners.
QI supports us in terms of the ease of use to administer the assessments, as we have all the information required to administer the assessments on the iPads, the ease of scoring and the interpretive reports help to ensure our work is of a high quality. As a Principal Educational Psychologist probably the key motivation for using QI is how simple it is to use!
What are the benefits of digital versus paper?
There are many benefits to using QI. Over the years the ‘hard copies’ of the test equipment has led to the wear and tear, damage to equipment and we have an increasing emphasis to move to a paperless work place. It is also noteworthy to add that often with some assessments it can be that we have to focus on the logistics of administration of ‘the assessment and not the client with paper driven assessments which can be cumbersome to use in comparison to the iPad. QI assessments flow seamlessly without the need to plan in detail all the assessment with hard copies.
Is QI easy-to-set up? Did you receive the support you needed?
There are online tutorials but the program is logical so easy to set up without much effort. Also the telephone support, when there is a rare glitch, is always very helpful and one rarely has to wait to speak to someone who can also offer a solution. In a work context we have found it easier to sit with a colleague and set the iPad up with them as this is much quicker than leaving the person to do this on their own. Often the programme is up and running with a new set up within 40 minutes if not less.
Is QI easy-to-use?
We always do a few practice assessments when new tests are developed but once the assessment has been set up and trailed there are rarely (if ever) any problems. Initially when I first started to use the iPad’s there was an anxiety that they would not work but in the years of use there has never been an occasion when they have not worked…even working in a remote area with no Wi-Fi for example. The set up for assessment, the sync with the desktop Q-interactive site and downloaded the interpretive reports always works with no difficulties.
Do you find QI flexible when administering subtests?
I probably do not use the assessment within the realms of flexibility that they can be used. The ease by which we can present assessments and now compare some tests with other via QI is extensive and no doubt as the need arises so I will make use of the flexibility by which we can administer these assessments.
Do you find scoring on QI easier than hand scoring?
Absolutely, as the effort of scoring is done for you which makes assessment scoring effortless. In addition, some of the interpretative statistical analysis helps to inform the interpretation of the tests subtests and scales which provides ease of analysis for report writing and feedback to the client
How do you find QI reporting?
The QI report with the WISC-V, for example, is comprehensive, detailed and provided a wealth of information which helps to validate ones interpretations and observations. For discussions with professions these reports are helpful to raise questions and undertake detailed analysis of assessments and the rigour of our debate with regards relevant interventions for the clients is refined and backed up thorough normative assessments.
Do your clients respond positively to QI? How does using QI compare with paper kits?
Clients are accustomed to using electronic equipment and even at a young age. A recent example was a complex child with ADHD and behavioural difficulties who had not engaged with two past assessments (which were paper / hard copy IQ tests), but with the iPad he compiled and completed the entire assessment. This assessment confirmed that he is cognitively very able and it was worrying that staff wished him to be placed in a school for children with significant learning difficulties prior to his engagement with QI based assessments.
Would you recommend QI to other psychologists?
No hesitation in recommending this assessment with QI given the ease of administration and the value they add to one’s professional tools
Do you have any other comments?
In the context in which we work where many services are actively encouraging agile and mobile working, the use of technology to ensure that we can carry out to professional role means that QI will be an essential feature of our working toolkit. I can strongly recommend the use of QI as a Psychologist.
January 12, 2018
Dr Aafke Ninteman, Principal Clinical Psychologist/Clinical Lead, On behalf of the Clinical Psychologists and Neuropsychologists at the Cambridge Centre for Paediatric Neuropsychological Rehabilitation - CCPNR.
We are a specialist interdisciplinary community neurorehabiliation team for children and young people affected by brain injury either through accident or illness. In the team we have clinical psychologists, educational psychologists and neuropsychologists as well as other disciplines such as occupational therapy, speech and language and neurology. A part of our work is providing neuropsychological assessment in order to understand the needs of young people following a brain injury so that we can develop a collaborative goal-based rehabilitation program.
It has been a leap forward for us to have Q-interactive. The children and young people have thus far responded well to the digital format of assessment. Q-interactive has also saved us a lot of time in terms of scoring the results since the scores are automatically loaded as the assessment is administered. The time saving has been one of the biggest advantages of switching to Q-interactive. We have had good support from Pearson in terms of technical matters, although they have generally been few and far between.
July 19, 2018
Emma Turner CPsychol, HCPC Registered Occupational Psychologist:
Using the WAIS-IV UK with Q-interactive
This review is directed towards qualified practising test users, but may also be of interest to academics and specialists in psychometrics and psychological testing.
Description of the Wechsler Adult Intelligence Scale – Fourth UK Edition (WAIS-IV UK)
The Wechsler Adult Intelligence Scale (WAIS) is a test designed to measure intelligence in adults and older adolescents. It is currently in its fourth edition (WAIS-IV). The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler-Bellevue Intelligence Scale that had been released in 1939. The fourth edition of the test (WAIS-IV) was released in 2008 by Pearson. The WAIS-IV contains 15 subtest areas that can be grouped into 4 areas; Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed and ‘provides the most advanced measure of cognitive ability in adults’ (Pearson 2010).
The use of the test is available to anyone who is registered with the HPC as a Practitioner Psychologist and also has the protected titles of Clinical Psychologist, Forensic Psychologist, Counselling Psychologist or Educational Psychologist .
This review is focused on Q-interactive and the exciting new opportunities it offers for the administration and response modes of the WAIS –IV. The Q-interactive enables test users to use two Apple® iPads® to choose, customise test batteries, administer and score assessments.
Some of the key benefits of Q-interactive for the WAIS-IV are:
- No heavy cases full of test materials! Q-interactive offers a much more portable way of administering the WAIS-IV. Rather than lugging around a heavy case, now all that’s needed is 2 iPads® and a small folder of materials.
- The test user is able to choose which test items to use for a particular test taker and can develop customised test batteries for use with different clients.
- The iPad® is ideal for presenting the majority of the test items. All the subtests for testing verbal comprehension, perceptual reasoning and working memory are presented using the iPad®. Three of the subtests are still administered in the traditional way.
- As the subtests have strict time limits the iPad can control these timings, freeing up the test users time to concentrate on attending to the test taker.
- As the test user – everything is there in front of you and is presented on your iPad screen. There is no need to flick through manuals for test instructions or scoring guidance, as it is all presented to you exactly when you need it.
- Scoring has never been easier. Rather than having to review and assess multiple response booklets, Q-interactive now does it all for you. The data can then be analysed by the test user immediately or it can be exported in to the WAIS--IV Scoring Assistant and Report Writer Software. This saves time scoring and reporting the results.
- Great customer support from Pearson. I gained excellent support from one of the Pearson team who came and set Q-interactive up for me and synced the iPads. Like anything, one must familiarise oneself with the software interface before actually administering the tests with clients, but this isn’t an onerous task and simply enables you to feel more confident using it.
Finally, Q-interactive saves time and therefore cost. Pearson considers that testing time can be reduced by up to 30% (Pearson 2013). My average testing time has certainly been greatly reduced. Clearly this is a benefit for both test user and test taker.
February 21, 2014
Research and studies
Grounded in years of solid research
As you would expect, all Q-interactive tests and subtests are backed by rigorous studies:
Research plays an integral role in the development of our products as well as all aspects of a clinician's work. Q-interactive™ is no different; it has a solid foundation of research supporting its use. Prior to inclusion in the Q-interactive assessment library, each new type of subtest undergoes an equivalency study to evaluate whether scores generated via testing with Q-interactive are interchangeable with those generated via testing with our standard paper-and-pencil versions.
Currently, raw scores obtained using Q-interactive are interpreted using paper-pencil norms, and the equivalency studies provide support for the validity of this practice. You can access findings from each of the equivalency studies below:
WISC-V Digital Coding and Symbol Search Subtests (PDF, 400KB)
Reliability, validity, special group studies, and interpretation technical report that supports the use of the new fully digitized versions of coding and symbol search subtests.
WIAT®-III (PDF, 87KB)
The Equivalence of Q-interactive® and Paper Scoring of Academic Tasks: Selected WIAT-III subtests
This is the fifth Q-interactive equivalence study. In this study, the equivalence of scores from digitally assisted and standard scorings of two subtests of the Wechsler Individual Achievement Test®—third edition (WIAT®–III; Wechsler, 2009), Oral Reading Fluency and Sentence Repetition, were evaluated.
WISC®-V (PDF, 371KB)
The Equivalence of Q-interactive® and Paper Administrations of Cognitive Tasks: WISC-V
WAIS®–IV (PDF, 418KB)
Equivalence of Q-interactive-administered Cognitive Tasks: WAIS-IV (Q-interactive Technical Report 1)
WISC®–IV (PDF, 425KB)
Equivalence of Q-interactive-Administered Cognitive Tasks: WISC–IV (Q-interactive Technical Report 2)
WMS®-IV (PDF, 113KB)
Equivalence of Q-interactive and Paper Administration of WMS-IV UK Cognitive Tasks
CVLT®-II and Selected D-KEFS™ (PDF, 228KB)
Equivalence of Q-interactive Administered Cognitive Tasks: CVLT-II and Selected D-KEFS Subtests (Q-interactive Technical Report 3)
NEPSY-II and CMS (PDF, 83KB)
Equivalence of Q-interactive and Paper Administrations of Cognitive Tasks: Selected NEPSY®-II and CMS Subtests
Special group studies
Q-interactive® Special Group Studies: (PDF, 251KB)
The WISC®-V and Children with Autism Spectrum Disorder and Accompanying Language Impairment or Attention-Deficit/Hyperactivity Disorder
Q-interactive® Special Group Studies: (PDF, 231KB)
The WISC®–V and Children with Intellectual Giftedness and Intellectual Disability
User Survey on Q-interactive Examinee Behavior (PDF, 444KB)
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