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Entry Level Cognitive Assessment Jobs (NOW HIRING)

State of Maryland

MD · On-site

$70.74K - $110.29K/yr

... status assessments; cognitive-behavioral group psychotherapy (the primary treatment modality ... the Entry Level Training Academy operated by the Maryland Police and Correctional Training ...

City of Grand Rapids

Firefighter

Grand Rapids, MI

$55.40K/yr

Cognitive/Behavioral Assessment- Candidates meeting minimum qualifications will be emailed ... This assessment is an entry-level Firefighter exam developed and published by Industrial ...

City of Grand Rapids, MI

Firefighter

Grand Rapids, MI · On-site

$55.40K/yr

Cognitive/Behavioral Assessment- Candidates meeting minimum qualifications will be emailed ... This assessment is an entry-level Firefighter exam developed and published by Industrial ...

Abston Therapeutics

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Associate Clinician - Make an Impact in Forensic Mental Health

Los Angeles, CA · On-site

$62.40K - $72.80K/yr

You will assess clients' needs, develop treatment plans, and deliver therapeutic interventions ... This entry-level position is ideal for individuals with a passion for helping others and a desire ...

Abston Therapeutics

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Clinician I (APCC - AMFT - ACSW)

Los Angeles, CA · On-site

$62.40K - $72.80K/yr

You will assess clients' needs, develop treatment plans, and deliver therapeutic interventions ... This entry-level position is ideal for individuals with a passion for helping others and a desire ...

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Entry Level Cognitive Assessment information

What are the key skills and qualifications needed to thrive in an Entry Level Cognitive Assessment role, and why are they important?

To excel in an Entry Level Cognitive Assessment role, you need a background in psychology, education, or a related field, along with strong analytical and observational skills. Familiarity with standardized cognitive testing tools, data entry systems, and basic statistical software is typically required. Attention to detail, effective interpersonal communication, and the ability to build rapport with clients are crucial soft skills. These competencies are vital for accurate assessment, ethical test administration, and supporting client understanding and outcomes.

What are some common challenges faced by entry-level professionals administering cognitive assessments, and how can they be overcome?

Entry-level professionals conducting cognitive assessments often encounter challenges such as managing test anxiety in participants, ensuring standardized administration, and accurately interpreting results. To overcome these, it's important to build rapport with clients to help them feel comfortable, strictly follow assessment protocols, and seek supervision or peer feedback when interpreting data. Ongoing training and collaboration with experienced colleagues can also help new professionals develop confidence and accuracy in their assessment skills.

What are entry level cognitive assessments?

Entry level cognitive assessments are standardized tests or evaluations designed to measure a candidate's basic cognitive abilities, such as problem-solving, logical reasoning, numerical aptitude, and verbal skills. These assessments are commonly used by employers during the hiring process to evaluate the potential of job applicants for entry-level roles. The results help employers determine if candidates possess the necessary skills to perform well in the position. Cognitive assessments are objective and can provide insights beyond what is found on a resume or during an interview.

What is the difference between Entry Level Cognitive Assessment vs Entry Level Neuropsychologist?

AspectEntry Level Cognitive AssessmentEntry Level Neuropsychologist
Required CredentialsHigh school diploma or bachelor's degree; certification in cognitive testingBachelor's degree; advanced degree (Master's or Doctorate) often preferred
Work EnvironmentClinics, schools, or testing centers; focused on assessmentsHospitals, clinics, research settings; broader clinical responsibilities
Industry UsageUsed for initial cognitive screening and assessmentsInvolved in diagnosis, treatment planning, and research

Entry Level Cognitive Assessment roles focus on administering and scoring cognitive tests, often requiring certification and working in testing environments. Entry Level Neuropsychologists have more advanced education, perform comprehensive evaluations, and work in clinical or research settings. The two roles differ mainly in education level, scope of responsibilities, and work environment.

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What cities are hiring for Entry Level Cognitive Assessment jobs? Cities with the most Entry Level Cognitive Assessment job openings:
What are the most commonly searched types of Cognitive Assessment jobs? The most popular types of Cognitive Assessment jobs are:
What states have the most Entry Level Cognitive Assessment jobs? States with the most job openings for Entry Level Cognitive Assessment jobs include:
What job categories do people searching Entry Level Cognitive Assessment jobs look for? The top searched job categories for Entry Level Cognitive Assessment jobs are:
Entry Level Cognitive Assessment jobs near you
Infographic showing various Entry Level Cognitive Assessment job openings in the United States as of May 2026, with employment types broken down into 73% Full Time, 19% Part Time, 4% Temporary, and 4% Contract. Highlights an 100% Physical job distribution.
SCHOOL PSYCHOLOGY INTERNSHIP PROGRAM: SPECIAL EDUCATION

SCHOOL PSYCHOLOGY INTERNSHIP PROGRAM: SPECIAL EDUCATION

Albuquerque Public Schools

Albuquerque, NM • On-site

$14.50 - $19/hr

Internship

Posted 2 days ago

Albuquerque Public Schools rating

7.0

Company rating: 7.0 out of 10

Based on 39 frontline employees who took The Breakroom Quiz

222nd of 542 rated elementary and secondary schools

Job description

To provide direct therapy and consultation services to individuals, groups and/or families in a school setting to facilitate behavioral and crises intervention, share with staff and families knowledge of community resources for mental health needs, and administer cognitive, academic achievement, and other social-emotional/behavioral assessment instruments to facilitate identification of students with disabilities and inform educational planning, utilizing current practices in school psychology
The APS School Psychology Internship Program provides prospective school psychologists with an opportunity to develop and integrate knowledge acquired through coursework and practica into relevant professional competencies. The program is designed to meet the internship standards of the National Association of School Psychologists (NASP) and the certification requirements of the New Mexico Public Education Department (NMPED). The internship requirement is one academic year of full-time work.
ESSENTIAL FUNCTIONS:
QUALIFICATIONS OF INTERNS:
Students applying for the internship program should have a university training program director who will certify the student's eligibility for internship. Candidates for internship should possess entry level knowledge and competencies in the following areas:
  • Assessment: The intern should be proficient in the administration, scoring, and interpretation of individual measures of intelligence, academic achievement, cognitive processing, personality, adaptive behavior, and behavior rating scales. The intern should be familiar with the principles and techniques of curriculum-based assessment (CBA), and functional behavior assessment (FBA). In addition, the intern should be able to conduct informal assessments, observations, clinical interviews, and record reviews.
  • Report Writing: The intern should be able to write integrated diagnostic reports, including recommendations for parents, teachers, and other allied professionals.
  • Intervention Planning and Consultation: The intern should have the knowledge base and communication skills necessary for conducting consultations with school personnel and parents, as well as the basic problem analysis skills needed for participation in the development of classroom interventions. The intern should be familiar with the principles associated with effective operation of a Multi-Tiered (Layered) Systems of Supports framework.
  • Professional Standards and Ethical Principles: The intern should be familiar with the 5 NASP Standards for the Provision of School Psychological Services and the NASP Principles of Professional Ethics.
  • Awareness of School Organization: The intern should possess a basic understanding of the organizational structure of schools and the roles of key school personnel.
  • Knowledge of at-risk subpopulations: The intern should have knowledge of common learning and school adjustment problems presented by preschool and school-age students, and of special education services available. This knowledge should include a basic understanding of the Individuals with Disabilities Education Improvement Act (IDEIA) and Section 504 of the Rehabilitation Act of 1973.
  • Knowledge of Cultural, Ethnic, and Socioeconomic Factors: The intern should have knowledge of the impact of cultural, ethnic, socioeconomic factors and alternate lifestyles on interactions between students and the school environment. Further, the intern should be sensitive to the possible impact of these factors on the accuracy of data obtained via typical psycho-educational assessment techniques and instruments.

PREFERRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE:
The minimum expectations for this job are as follows:
  • Effective communication skills, both verbal and written.
  • Flexibility, organization, decision-making and problem solving skills.
  • Interpersonal skills with diverse populations in-person and on the telephone.
  • Knowledge of APS community, computer system, financial and legal requirements.
  • Ability to meet deadlines, work on multiple projects and coordinate the work of others.
  • Knowledge of District policies on immunization, medication, first aid, emergencies and child abuse/neglect.
  • Knowledge of all laws, regulations and guidelines affecting teachers and students.
  • Knowledge of effective classroom management techniques.

REQUIREMENTS:
REQUIREMENTS OF INTERNSHIP PROGRAM:
All interns are required to serve an internship of one academic year. The work calendar for school psychologists consists of 194 days, 6.5 hours per day, resulting in a minimum of 1200 hours of supervised training. At least 300 hours of training must consist of direct service activities with students identified as having an emotional disability. The intern is expected to work during normal school operating hours.
Additionally, upon satisfactory completion of the internship program and completion of necessary degree requirements, the intern agrees to work as a full-time school psychologist within the district for a period of at least two academic years.
All interns will attend an orientation meeting with the supervisor. Topics to be addressed during orientation include, but are not limited to: internship program procedures, Albuquerque Public Schools district guidance and procedural guidelines, office procedures, Special Education Department procedures, and state and federal laws.
CONTACT INFORMATION:
Dr. Valerie Hoose / valerie.hoose@aps.edu or Lisa Oliphant / oliphant@aps.edu
APPLY TO:
Students interested in the internship program must submit the following:
  • APPLY ONLINE: WWW.APS.EDU/Jobs, Certified Application.
  • Letter of interest
  • Current resume
  • Student copies of all academic transcripts
  • At least two letters of reference: one of which must be from his/her program director, field/internship supervisor/coordinator, or full-time school psychology program faculty member; and
  • At least one sample psychological reports/case studies

For questions regarding the applicant process, contact applicant processing at 505-889-4820 or aprequest@aps.edu
ADDITIONAL INFO:
Though subject to change each year due to district budget considerations, the current stipend is approximately $35,000 plus benefits for the full 194-day work calencar. Completion of the internship program will be counted as one year of experience
Notification of acceptance into the internship program is generally provided to the candidates by the beginning of May.
SALARY: Schedule A
DAYS: 194
HOURS: 6.5
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