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73 Cards in this Set
- Front
- Back
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Stanford-Binet
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Age Range: 2-85
Subtests: 10 (5 verbal, 5 nonverbal) Scores: Full Scale IQ, Nonverbal and Verbal IQs, and Five Factor Indices (Fluid Reasoning, Knowledge, Quantitative Reasoning, visual-Spatial Reasoning, Working Memory). mean=100, SD=15 (IQ scores) mean=10, SD=3 (subtest scores) Test begins with two routing subtests to determine which level to start at. |
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WAIS-III
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Age Range: 16-89
Subtests: 13 with one optional assembly subtest Scores: Full-scale IQ Four Composite Scores (verbal comprehension, processing speed, working memory, perceptual organization); verbal and performance IQs m=100, SD=15 (IQ scores) m=10, SD=3 (subtests) |
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WISC-IV
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Age Range: 6-16
Subtests: 15 (5 supplemental) Scores: Full Scale IQ, Four Index Scores (verbal comprehension, processing speed, perceptual reasoning, working memory). mean=100, SD=15 (IQ) m=10, SD=3 (subtests) |
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Kaufman Assessment Battery for Children II
(KABC-II) |
Age Range: 3-18
Subtests: 18 (up to 10 are administered depending on age) Scores: processing scores, crystallized scores. 6 different ability indexes. More cross-culturally fair than similar instruments. |
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Kaufman Adult and Adolescent Intelligence Test (KAIT)
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Age Range: 11-85
Subtests: 10 (6 core, 4 additional) Scores: crystallized intelligence, fluid intelligence, composite IQ mean=100, SD=15 (IQ) mean=10, SD=3 (subtests) |
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Cognitive Assessment System
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Age Range-5-18
Subtests: 13 (only 12 are used) Scoring: Full Scale Score and Four Scales (PASS) Mean=100, SD=15 |
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Woodcock Johnson II
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Age range: 2-90+
Two versions of test: Cognitive version: 10 Achievement: 12 Good for diagnosing learning disabilities. |
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Peabody Picture Vocabulary Test-III
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Individual Intelligence Test of listening comprehension and verbal ability. Proctor says a word and examinee points to the picture that shows it.
Age Range: 3-65 10-15 minutes to complete Score: IQ mean=100, SD=15 |
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Slosson Intelligence Test-Revised
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Individual Vebal Intelligence Test
Age Range: 4-65 10-25 minutes to complete Score: IQ Mean=100, SD=16 |
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WRAT-4
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Individual Intelligence Test of Word Reading, Reading Comprehension, Spelling and arithmetic
Age Range: 5-95 Subtests: 4 |
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Cognitive Abilities Test (CogAT)
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Group Intelligence Test
Consists of 3 different batteries: verbal, nonverbal and quantitative Age Range: K-12 Scores, IQ, age/grade stanines, percentile ranks Mean=100, SD=16 |
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Test of Cognitive Skills-2
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Group Intelligence Test
Six test levels with 4 subtests per level. Scoring for three critical factors: verbal, nonverbal, and memory. Stanines, percentiles and standard scores. 6 test levels, each designed for 2 grades. |
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Otis-Lennon School Ability Test
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Group Intelligence Test
Age Range: k-12 Subtests: 21 Score: IQ Mean=100, SD=16 |
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Wonderlic Personnel Test
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Group Intelligence Test
Age Range: Adult Brief, 12-minute, 50 item, speeded test ofmental ability for adults. -Often administered in business settings for the selection and placement of employees. |
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Iowa Tests of Educational Development (ITED)
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Group Achievement Tests
Age Range: High School (grades 9-12) 9 tests total (e.g., Vocabulary, Reading Comprehension, Spelling, Computation) Known to be good predictors of SAT and ACT scores and college GPA Scores: m=15, SD=5 |
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Stanford Achievement Tests
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Group Achievement Tests
Age Range: k-12 -13 different levels -8-10 subtests per level -difficult and easy items are mixed to reduce frustration - |
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Metropolitan Achievement Tests
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Group Achievement Tests
Age Range: k-12 -13 overlapping test batteries -7 achievement areas Scores are content and criterion-referenced designed to reflect what is taught in classrooms |
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TerraNova Tests
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Group Achievement Tests
3 different batteries available: basic, complete, and survey. Age Range: k-12 13 levels Assess reading, language arts, math and science through multiple choice and student constructed responses. -customized to meet NCLB requirements |
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Problem Solving Model
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1) Problem Orientation
2) Problem Identification 3) Generation of Alternatives 4) Decision Making 5) Verification |
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The Joint Committee on Testing Practices (JCTP) reduced the 86 competencies of assessment into seven broad factors. What are these factors?
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CAPSII
Comprehensive Assessment, appropriate use of norms, proper test use, psychometric knowledge, scoring accuracy, integrity of test results, interprative feedback |
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Alfred Binet
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conceptualized intelligence as a general abiity to judge, comprehend and to reason well. He developed a series of measures by which he could identify children whom needed special educational programs based on his definition of intelligence
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Lewis Terman
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At Stanford university he revised and standardized Binet’s test for use in the U.S. It became the Stanford-Binet Intelligence Scale. He devised the concept of IQ
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John Carroll
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3 stratum theory of intelligence
3 strata include g (mental ability factor), eight subfactors, and narrower abilities |
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Jack Naglieri
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Developed the Cognitive Assessment System
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Howard Gardner
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Proposed a Theory of Multiple Intelligences, which includes the following intelligences:
Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") |
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Robert Sternberg
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proposed a triarchic theory of intelligence with each of the 3 factors made up of several different elements that interact with one another. The 3 factors are cognitive, creative, and practical. His Intelligence test has not yet been published.
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James Cattell
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Worked with Carroll on 3 stratum theory. Also came up with the terms fluid and crystallized intelligence
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Lloyd Dunn
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Developed Peabody Picture Vocabulary Test
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Fluid Intelligence
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ability to be adaptable and flexible in solving new problems.
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Crystallized Intelligence
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ability to solve problems and make decisions on the basis of acquired knowledge, experiences, and verbal conceptualizations.
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Four Methods of Constructing Personality Inventories
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1)Logical Content
2)Theoretical 3)Criterion 4)Factor Analysis |
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Logical Content Method
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Statements related to the characteristics being assessed are logically deduced to be related to the content of the characteristics (e.g., the content scales of the MMPI-2)
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Theoretical Method
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method items are developed to measure constructs represented by a particular theory of personality (example: Myers-Briggs based on Jung)
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Criterion Method
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1. Begins with a sample with known characteristics.
2. An item pool is administered to individuals in the known sample and control group. 3. Items that distinguish the known sample from the control group are then placed on a scale in a manner to similar to the method used to construct Occupational scales on the Strong. Examples: MMPI-2, and CPI |
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Factor Analysis
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A statistical procedure is used to examine the intercorrelations among all of the items on the inventory. (ex. 16PF Questionnaire)
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BIG FIVE
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Neuroticism- insecure vs. self-confident
Extraversion- outgoing vs shy Openness- imaginative vs concrete Agreeableness- empathic vs. hostile Conscientiousness- well organized vs impulsive |
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CAGE
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Alcohol Abuse Screening Instrument made up of four questions:
Have you ever: 1) felt the need to cut down your drinking; 2) become annoyed when others ask about your drinking; 3) felt guilty about your drinking; 4) needed to take an eyeopener to start the day? |
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Addiction Severity Index (ASI)
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assesses the impact of alcohol or other drugs on the client's medical status, employment or school status, legal status, family and social relationships, and psychiatric status.
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Comprehensive Drinking Profile
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Detailed alcohol abuse assessment
Structured intake interview requiring 1-2 hours. Provides detailed information about history and current status of drinking problems and related matters. A short form is available (CDP, the Brief Drinker Profile) as well as a follow-up instrument. |
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Substance Abuse Subtle Screening Inventory-Adolescent Version (SASSI-A2)
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asseses substance abuse in adolescents
brief paper and pencil. 10 scales including face valid and subtle scales |
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MMPI-A
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Psychopathology assessment with 478 T/F Items
7 Validity Scales 10 Clinical Scales 31 Clinical Subscales 15 Content Scales 31 Content Component Subscales 11 Supplementary Scales Various Special Indices T scores of 65 or greater suggest possible psychopathology. Scores between 60 and 65 should be viewed as indicating possible psychological problems |
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Millon Adolescent Clinical Inventory (MACI)
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Psychopathology assessment
160 items; more closely tied with DSM "witchhunt" (always something wrong with examinee) according to Dr. E -contains 31 scales axis 1 and 2 scored in terms of base rates |
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Children's Depression Inventory (CDI)
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measure of depression for children and adolescents 8-17
27 self report items; asseses behaviors over the past 2 weeks Yields a total score with scores on five factors: negative mood, interpersonal problems, ineffectiveness, Anhedonia, and negative self-esteem. T score of 65 indicates possible depression. 65 or greater on two administrations means the child should be evaluated through a diagnostic interview. |
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State-Trait Anxiety Inventory for Children
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assess anxiety in children
20 items, children respond to how they generally feel and how they feel right now. Two scales are S-Anxiety (transitory anxiety) and T-anxiety (persistent anxiety). scores on s-scale change over time depending on circumstances; scores on t-scale are relatively stable. |
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Eating Disorders Inventory-3
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Assesses the psychological and behavioral characteristics that underlie eating disorders. Ages 13-53
91 items. 12 scales that measure attitudes and behaviors specific to eating disorders and 9 scales that measure personality characteristics related to eating disorders. yields scores on 21 scales. Also yields scores on six composite scales: Eating Disorder Risk, Ineffectiveness, Interpersonal Problems, Affective Problems, Overcontrol, and General Psychological Adjustment. |
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Behavior Assessment System for Children-2
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screening for possible ADHD and other behavioral problems.
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Connors' Rating Scales-R
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focuses specifically on ADHD symptoms in children 3-17
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The WHO of Assessment
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S-Data (self-report) or O-Data (report by others)
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THe WHAT of Assessment
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Is the individual or the environment being assessed?
If it is the individual, the content of assessment can deal with affective (feeling) aspects, cognitive (thinking) aspects, or behavioral (doing) aspects. |
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The WHERE of Assessment
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Does it take place in a laboratory or a natural setting?
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The WHEN of Assessment
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Is it prospective (planned in advance) or retrospective (based on recall)
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The WHY of Assessment
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Assessment can be used for counseling, selection, placement, description and evaluation.
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the HOW of assessment
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Is it disguised or undisguised?
disguised=the respondent is unaware of the true nature of the test or of any "preferred" answer. Are scores arrived at objectively (free of individual judgment) or subjectively? |
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Standardized Tests
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Must meet certain standards for test construction, administration, and interpretation.
Advantages: More reliable Disadvantages: Provide less information than other types of measures |
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Rating Scales
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Provide estimates of behavior or characteristics based on the rater's observations.
Advantages: Provide a perspective you cannot get from standardized tests (subjective). Disadvantages: Halo Effect (generalizing one aspect of a client to another) Error of Central Tendency (tendency to rate all people as average) Leniency Error (tendency to rate more favorably than should be) |
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Projective Techniques
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Provide ambiguous stimuli to which people must respond.
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Behavioral Observations
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Refer to behaviors that can be observed and counted.
Advantage: pertain directly to a behavior that a client is concerned about. Disadvantage: subjective |
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Biographical Measures
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Accomplishments or experiences reported by the client or as reflected in historical records.
Advantages: "The best predictor of future performance is past performance." Also economical and efficient. Disadvantages: Can be difficult to interpret and limited. |
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RUST Statement
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"Responsibilities of Users of Standardized Tests"
List responsibilities of test users in seven categories: 1) Qualifications of test users 2)technical knowledge 3)test selection 4)test administration 5)test scoring 6)interpreting results 7)communicating results |
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Myers-Briggs Type Indicator
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The most widely used personality inventory in the world.
-Self-Report instrument -Based on Carl Jung's Theories -Identifies preferences in perception and judgment. -16 Personality Type -8 scales that yield 4 bipolar dimensions: Introvert(I) v. Extrovert (E) Sensing (S) v. Intuition (N) -Feeling (F) v. Thinking (T) -Judging (J) v. Perceiving (P) |
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California Psychological Inventory (CPI)
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-The "sane person's MMPI". For use with relatively well-adjusted individuals.
-designed to measure everyday traits or "folk concepts" such as tolerance and responsibility. -20 scales that are separated into four classes Class I: asseses interpersonal adequacy of poise, self-assurance and ascendancy Class II: contains measures of socialization, responsibility and character Class III: measures intellectual and academic themes Class IV: mixed group of scales |
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California Psychological Inventory Scoring
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Uses T-Scores (m=50, SD=10)
High Scores (60 or above) indicate psychological health. Lower Scores (40 or below) indicate psychological inadequacy or distress. |
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DSM-IV TR
Axis I |
Clinical Disorders and other conditions that may be focus of clinical attention ( Depression, bipolar, cyclothymic, Developmental disorders such as learning, motor skills and communication disorders)
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DSM-IV TR
Axis II |
Personality disorders or mental retardation [paranoid, schizoid, schiztypal, antisocial, boardline, histrionic, narcissistic, anxious, restive submissive ( includes avoidant, dependent, OCD)]
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DSM-IV TR
Axis III |
General Medical Condition (back pains, head aches, muscle spasms)
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DSM-IV TR
Axis IV |
Psychosocial and environment problems
(problem with primary support group, occupational problems, difficulty with discrimation, inadequate housing, and inadequate health care) |
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DSM-IV TR
Axis V |
Global Assessment of Functioning
(rates client’s general level of functioning on a 100 point scale as the time of evaluation. |
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SAD PERSONS Scale
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Name of scale is an acronym for 10 factors to keep in mind when assessing suicidal risk.
They are: Sex Age Depression Previous attempt Ethanol abuse Rational thinking loss Social support loss Organized plan No spouse Sickness Clients receive 1 point for each factor. Clients who receive more than 2 should be considered for psychiatric referral. |
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Suicide Assessment Checklist (SAC)
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Based on a review of the literature.
-12 items based on the client's suicide planning, suicide history, psychiatric history, drug use, and demographic characteristics. 9 additional items are based on the counselor's ratings of significant factors (hopelessness, worthlessness, social isolation, depression, impulsivity, hostility, intent to die, environmental stress, and future time perspective) |
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Decision-Tree Assessment
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Uses 3 risk factors to assess clients
a) past suicide attempts b) suicide plans and preparations c) suicidal desire and ideation |
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Significant Factors in Suicide Risk
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1) Self-reported risk
2) Suicide Plan (should be evaluated in terms of lethality, availability of means, and specificity) 3) Suicide History 4) Psychological Symptoms 5) Environmental stress 6) Available resources |
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Diagnostic Critera for Alcohol Dependence or Abuse
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-Tolerance to the effects of alcohol
-Withdrawal symptoms that interfere with everday functioning -Compulsive use -Unsuccessful efforts to cut down -Expenditure of a great deal of time -Reduction or cessation of important social, occupational, or recreational activities -Continued use despite physical or psychological problems |
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Stanford-Binet Factor Indices
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Fluid Reasoning, Knowledge, Quantitative Reasoning, visual-Spatial Reasoning, Working Memory.
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