"Current functioning" myth: An overlooked fallacy in psychological assessment

Abstract

Challenges the assumption that testing procedures which characteristically occur in a 1-to-1 setting and under optimal conditions offer valid information regarding current or actual functioning. Differences between testing situations and functioning situations are discussed and implications drawn concerning extrapolation of results from the former to the latter. Within this context, the use of labels such as learning disability and underachievement which are derived from data obtained under optimal testing conditions is attacked. The need for "psychosituational assessments" rather than psychological evaluations is stressed. Research is reviewed which supports the hypothesis that significant changes in behavior do occur when testing situations are constructed to conform more to reality. (15 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1971 American Psychological Association.