Originally Posted by indigo
Originally Posted by aeh
if additional testing is in the offing, you have to tell them that you had testing, and what the instruments were, or you will end up putting your child through a slate of useless, invalid testing. (The re-test time for the same cognitive instrument is actually 24 months.) ... they have to select different instruments...
I agree with the ethics of the situation, and parents ought to share which test(s) their child has been exposed to. Some may find it easy for things like this to (willfully) slip through the cracks. Overexposure to tests, and validity of test results, are serious concerns with far-reaching impacts on many people.

Prior to test administration, are parents required to sign a form attesting that their child has not been exposed to the specific test instrument(s) within a 2-year period?

Sadly, unless/until there is enforcement such as laws under which parents will be charged for a crime (related to withholding prior test information, resulting in re-taking a test within the 2-year wait interval), some parents may find this an expedient way to game the system in order to achieve a higher IQ score.

Unfortunately, there are currently no avenues for enforcement. I have found, however, that in the evaluation environment, children are surprisingly honest about previous testing (though not always with reliable memories). Granted, parents may go so far as to prep their children not to mention previous testing, but I think they are probably risking optimal performance by doing so, as the child now has to be on guard throughout the whole evaluation, while simultaneously attempting to benefit from prior exposure. I often ask children if they have had testing experiences before, mainly to gauge what I need to do and say to put them most at ease (some had negative experiences, and will need reassurance that this will be more positive, and some have had no experience, and need information and warm-up tasks to take the edge off its novelty; older and more inquisitive kids may want to understand the purpose and design of testing, which I am happy to explain in general terms). Even the occasional child who has been instructed not to talk about previous (or current!) outside testing tends to reveal the information before I have finished the evaluation, at which point I discontinue the repeated instrument, contact the parent, and discuss alternative instruments with them/sharing of preexisting test data/obtaining a real picture of a child's learning profile. (Of course, there's pretty strong selection bias here, as I wouldn't know about the ones where they successfully concealed testing from the school system!)

...pronounced like the long vowel and first letter of the alphabet...