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					Pearson is actively recruiting school and clinical psychologists, speech language pathologists, educational
diagnosticians, clinical social workers and teachers to assist with field research on four major projects
that are launching in the next few weeks. As field research partners, professionals play a key role in the
development of new or revised products by identifying qualifying test subjects and administering the
research edition of the assessments. Field examiners and the subjects are compensated for their time.



If you’d like to make a contribution to the development of assessment tools of your trade, read on about
the projects that are underway and how you can join the field testing team. Please feel free to share this
with colleagues across the United States, as these projects are national in scope.



All projects involve a large number of typically developing candidates, as well as a significant number of
candidates who have been diagnosed with specific disorders. Following is a review of the major
upcoming projects.



Major Projects in Pearson’s Field Research Pipeline



Standardization of the Wechsler Intelligence Scales for Children-Fifth Edition (WISC-V)

Sample Size: More than 2,500

Age: 6.0-16.11

Special Populations: Autism Spectrum Disorder, Asperger’s Disorder, Attention Deficit-Hyperactivity
Disability, Gifted and Talented, Math Disorder, Intellectual Disability, Nonverbal Learning Disorder,
Reading Disorder, Traumatic Brain Injury, Written Expression Disorder

Examiners Needed: School, clinical and Neuro-psychologists, Educational Diagnosticians, Speech-
Language Pathologists, Psychometrists or graduate students supervised in these fields.

Data Collection Window: May 2013 to January 2014

Special Note: One of the validities for this project will be the standardization version of the Kaufman
Test of Educational Achievement-Third Edition (KTEA-3)
Standardization of Clinical Evaluation of Language Fundamentals-Fifth Edition Metalinguistics (CELF-5
METALINGUISTICS)

Sample Size: More than 1,000

Age: 9.0-21.11

Special Populations: English speaking examinees clinically diagnosed with language impairment-
receptive and/or expressive or Autism Spectrum Disorder, and typically developing candidates who
learned English as a Second Language

Examiners Needed: Speech-Language Pathologists, Clinical, School and Neuro-Psychologists, Educational
Diagnosticians, supervised graduate students of Speech-Language Pathology

Data Collection Window: May 2013 to October 2013

Special Note: One of the validities for this project will be the standardization version of Clinical
Evaluation of Language Fundamentals-Fifth Edition (CELF-5) {select subtests will be administered}



Standardization of the Behavior Assessment System for Children-Third Edition (BASC-3)

Sample Size: More than 15,000

Age: 2.0-25.11

Special Populations: Anxiety, Asperger’s Disorder, Attention-Deficit Hyperactivity Disorder, Autistic
Disorder, Depression, Emotional/Behavior Disorder, Hearing Impairment, Intellectual Disorder, Learning
Disorder, Pervasive Developmental Disorder, Speech Language Impairment

Examiners Needed: School, Clinical, Neuro-psychologists, Educational Diagnosticians, Clinical Social
Workers and supervised graduate students in these fields.

Data Collection Window: March 2013 through April 2014

Data Collection Method: This project involves parent and teacher ratings of a candidate’s behavior, as
well as self reports. We are using Pearson’s Q-global platform to collect answers to the questionnaires
online. Examiners are able to email links to the assessments to parents and teachers. They will be able
to establish online testing sessions for those candidates who are filling out a self report. We have
multiple validities that will be collected in the traditional paper and pencil mode. We have a special need
for examiners who have access to the Test of Variables of Attention (T.O.V.A.)



Standardization of the Sensory Profiles for Children-Revised (SP-2)

Sample Size: More than 5,000
Age: Birth to 14.11

Special Populations: Autism Spectrum Disorder, Asperger’s Disorder, Pervasive Developmental Disorder-
Not Otherwise Specified, Attention Deficit-Hyperactivity Disorder, Developmental Coordination
Disorder. We also have a study for typically developing Spanish speakers.

Examiners needed: Occupational Therapist, Clinical, School or Neuro-psychologist, Speech-Language
Pathologist, Educator/Teacher, Physical Therapist. Also need supervised graduate students of
occupational therapy, clinical, school or neuro-psychology and speech-language pathology.

Data collection window: Through June, 2013

Data Collection Method: This project involves parent and teacher ratings of a child’s sensory responses.
We are using Pearson’s Q-global platform to collect answers to the questionnaires online. Examiners are
able to email links to the assessments to parents and teachers. We have multiple validities that will be
collected in the traditional paper and pencil mode.




Key Points:



·    Compensation varies from project to project depending upon the estimated administration time.

·    Candidates may be able to participate in multiple projects. However, exclusions apply. For example,
students recently tested with the KTEA-3 may not participate in WISC-5. There is no exclusionary overlap
between WISC-V, CELF-5 Metalinguistics, Sensory Profile and BASC.

·    All examiners are required to successfully administer their first two assessments in each project
before being allowed to continue testing. This is for both training and quality assurance purposes.

·    Pearson only pays for assessments that are considered usable, i.e., they have arrived by the
established deadline, they are completely administered according to project guidelines, and are
accompanied by an appropriate consent form and Clinical Diagnostic Information Form (for clinical
studies).



·    Project-specific consent forms are available at the launch of each project. These are helpful in
gathering not only appropriate consent, but also key demographic information that is necessary for
Pearson to make testing assignments. Not all candidates nominated for a project will be selected.
·     Most projects offer an opportunity for schools and community organizations to receive additional
site competition for either coordinating a project directly or assisting individual examiners by providing
recruiting assistance or a physical location for testing.

·    All testing is by advance assignment so that Pearson can guarantee a sample that is representative
of the US population.

·    Unless otherwise noted, all candidates must have English as the first and most frequently used
language.

·   Pearson has a great need for assistance reaching candidates whose parents have completed a high
school diploma or less education. The education level is used as a proxy for socioeconomic status, and
we want to make sure we are reaching all segments of the population.

·    There is no minimum commitment on the part of field research partners. However, most tell us
that once they’ve completed one or two tests, they are very familiar with the process and want to test
as many candidates as possible. The most successful examiners have access to candidates from a range
of ages and ethnic and educational backgrounds.

·     Testing for these projects will run through the summer. Many examiners find that is a great time to
test because they don’t have their usual day job commitments.



TO SIGN UP

Pearson uses the online Pearson Partner Portal for applications from sites and examiners. This is a
centralized source where partners can receive and accept project invitations, manage lists of candidates
who are available for projects, monitor receipt of test events and track payment progress.

If you are new to Pearson, you will need to apply to become an examiner at
https://fieldresearch.pearson.com/. Then contact the Field research team so we can identify your
application and get you an invitation to the project that is of most interest to you.

If you are already an examiner for Pearson, go to https://fieldresearch.pearson.com, and log in to see if
you already have a formal invitation to the project in which you’re interested. If you need assistance
with your userid and password, just let us know. Or, if you don’t see an invitation, let us know which
project is of most interest to you.



PARENT-GUARDIAN LETTER/CONSENT FORM:

Signed Consent Forms are required for each of our field research projects, so if you’re interested in
participating in one or more of the projects, you’ll want to distribute these as soon as possible. They not
only grant the necessary permission for the candidate to participate, but they provide you with the
demographic information you’ll need to add the candidate to your new Portal Profile. *Please contact
the Field Research recruiting team so we can send the Consent Form and get you started.

Since all candidates will not meet the needs of all projects and may not receive an assignment, please
don’t make promises to teachers, candidates or their families. If you’d prefer the custom Parent Letter
describing the project as a fundraiser for your site, please let us know. We can also offer a list of
Administration Times/Pay Scale and the Inclusion/Exclusion Criteria for the projects.



COMPENSATION

Compensation is project specific. Since there are several projects under way, Pearson is providing a link
where you can see compensation. Here’s the link: https://www.surveymk.com/s/Pearson_Project_Info.

Feel free to contact a Field Research representative by email at clinsamp@pearson.com or call 800-233-
5686 with any questions. Thank you for your time and consideration. We look forward to working with
you!



Sincerely,

The Pearson Field Research Team



19500 Bulverde Road

San Antonio, TX 78259

E: clinsamp@pearson.com

D: 800-233-5686

F: 800-727-0811

Pearson

				
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