formal training and experience with these individuals. The assessment administrator should be able to recognize clinical symptoms in adolescents, who the test was designed for. While administering the assessment, the person should make sure there is understanding in the questions presented, try to make sure the individuals are not just speeding through it trying to get it over with, and help them with an accurate self-report to make the tool more effective. The test is scored using an interpretative report including the validity information, personality patterns, the Grossman personality facet scales, expressed concerns, and clinical syndromes. The assessment report shows the Base Rate and Raw Scores side by side to indicate clinical syndromes
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“The MACI was validated in three stages: (a) theoretical-substantive; (b) internal- structural; and (c) external-criterion. (Millon, 1993; Everhart, Larsen, Cunningham & Burkhart, 2015) Millon and Davis used a deductive approach to ensure the theory was incorporated into the validity measurements of the instrument. (1993) In the construction of the MACI, Millon and his colleagues tested for internal and external validity on the test. They also included a reliability scale to determine if the individuals were reading the test or just answering the questions. There are questions inserted that depending on the answers can render the test invalid. There are also combinations of answers that will render the test invalid. The MACI was measured along with clinician judgements and other assessment instruments. (Pinto & Grilo, 2004) To be able to determine the reliability and validity of the test, there are a lot of factors that need to align. For instance, the clinician and client relationship, the validation and modifying indices be passed, and other assessments or clinical judgements need to be made. The test is not meant to stand by itself. (Millon et al., …show more content…
There norming groups were exclusively in clinical settings and not utilized for adolescents who did not exhibit clinical symptoms. The MACI is not solely a personality inventory but is designed and normed for adolescents experiencing difficulties aligning with the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV; American Psychiatric Association, 1994; Newman et al., 2015) The norming group involved members from different races, dispositions, age ranges, and gender. (Millon,
“The MACI was validated in three stages: (a) theoretical-substantive; (b) internal- structural; and (c) external-criterion. (Millon, 1993; Everhart, Larsen, Cunningham & Burkhart, 2015) Millon and Davis used a deductive approach to ensure the theory was incorporated into the validity measurements of the instrument. (1993) In the construction of the MACI, Millon and his colleagues tested for internal and external validity on the test. They also included a reliability scale to determine if the individuals were reading the test or just answering the questions. There are questions inserted that depending on the answers can render the test invalid. There are also combinations of answers that will render the test invalid. The MACI was measured along with clinician judgements and other assessment instruments. (Pinto & Grilo, 2004) To be able to determine the reliability and validity of the test, there are a lot of factors that need to align. For instance, the clinician and client relationship, the validation and modifying indices be passed, and other assessments or clinical judgements need to be made. The test is not meant to stand by itself. (Millon et al., …show more content…
There norming groups were exclusively in clinical settings and not utilized for adolescents who did not exhibit clinical symptoms. The MACI is not solely a personality inventory but is designed and normed for adolescents experiencing difficulties aligning with the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV; American Psychiatric Association, 1994; Newman et al., 2015) The norming group involved members from different races, dispositions, age ranges, and gender. (Millon,