Psychological Assessment

Front 1

Confirming a dx of schizophrenia

Back 1

structured interviews, sx scales, and diagnostic decision tree

Front 2

A __________ entails identifying the environmental variables (antecedents and consequences) that control the behaviors of interest.

Back 2

functional anaylsis

Front 3

MMPI-2 F Scale High Score

Back 3

-includes items that are infrequently endorsed by normals
-FAKING, response carelessness, eccentricity, deliberate malingering, random responding, or responding to all items as true or false
->65 faking, >90 test is invalid

Front 4

__________ was derived from Vygotsky's method for evaluating a child's mental development and involves delberate deviation from standardized testing procedures to determine if an examinee has the ability to profit from assistance or instruction. It works from the assumption that cognitive abilities and processes are modifiable.

Back 4

Dynamic assessment (testing the limits is a form of it)

Front 5

Norm-Referenced scores

Back 5

can be compared to others in the norm group

Front 6

MMPI-2 L Scale (validity): High Score

Back 6

high score-->attempt to present in a favorable light OR lack of insight
(if you are presenting yourself in a favorable way, you may have little insight into what's going on...so you're LYING to yourself)

Front 7

Criterion-Referenced scores

Back 7

aka Domain-Referenced and Content-Referenced

able to interpret performance in terms of extent of knowledge within a certain domain or external criterion

Front 8

MMPI-2 K (Correction) Scale: High Score

Back 8

high score-->fake good, guarded, ASSOCIATED WITH POOR TX PROGNOSIS

("nope...nothing's wrong here! I don't even think I need therapy")

Front 9

___________ involves interpreting an examinee's test performance in terms of what the examinee can do with regard to a particular content domain. For example, a student's academic ability might be described in terms of the reading level he has attained.

Back 9

domain-referenced testing

Front 10

MMPI-2 Cannot Say (?) Scale

Back 10

high score--> reading difficulties, indecisiveness, rebelliousness

Front 11

Actuarial vs clinical predictions

Back 11

Acturial are based on statistics
Clinical is based on experince and knowledge

Front 12

Malingering on MMPI-2

Back 12

L and K scores around 50, the F-score is slightly elevated, and clinical score profile is "saw-tooth"

Front 13

What are the two primary goals when interviewing children?

Back 13

establinhing rapport and maintaining the child's cooperation.

Front 14

WAIS Higher Verbal IQ

Back 14

-depression
-bipolar disorder
-multiple sclerosis
-alcoholism
-Alzheimer's
-high SES
-high educational attainment

Front 15

WAIS Higher Performance IQ

Back 15

-bilingualism
-illiteracy
-autism
-delinquency
-psychopathy
-learning disabilities
-mental retardation
-low SES
-low academic achievement

Front 16

The _________ suppports the role of environment on intellegence, which shows that IQ scores are increasing generation to generation.

Back 16

The flynn effect

Front 17

ADHD, learning disabilities on WAIS

Back 17

-higher verbal comprehension than working memory, higher perceptual organization than processing speed

Front 18

Alzheimer's on WAIS

Back 18

in order from best to worst

VC
WM
PO
Processing Speed

Front 19

Using anatomically correct dolls

Back 19

-children who have been sexually abused are more likely than non-abused children to demonstrate sexual activity with dolls

-anatomically correct dolls do not cause young children to act more suggestively than other dolls

-anatomical dolls may not be more effective than regular dolls, anatomical drawings or other media
(so you don't have to use anatomical dolls...could use regular dolls or drawings, etc)

Front 20

Which gender is highly represented in the extreme scores...low and high?

Back 20

male

Front 21

Factors to consider with culturally diverse populations

Back 21

-purpose of the assessment: be clear and use only procedures needed to achieve stated purpose

-test content: be sensitive to cultural loading of content and understand that there are NO culture-fair/culture-free tests

- Alternative Methods: when possible, use culturally sensitive measures in conjunction to or in place of traditional measures

-ethnic norms: use the right normative group

-role of examiner: may interfere with examination process (research is inconsistent on the relationship between race of examiner and examinee, rapport may be most important)

Front 22

WISC Autistic DO

Back 22

High Perceptual Reasoning

Low Comprehension, and Processing Speed

Front 23

WISC ADHD/Learning DO

Back 23

High Similarities, Word Reasoning, Picture Concepts

Low- Coding, Arithmetic, Cancelleation

Front 24

WAIS Vocabulary

Back 24

-greatest resistance to mental deterioration/insults, aging, emotional disturbance

Front 25

Stroop Color-Word Association

Back 25

-response inhibition

Front 26

Differences Related to Race and Ethnicity: Slope Bias

Back 26

-when differential validity for a predictor differs for different groups. more accurate for one group than other

Front 27

Larry P v Riles

Back 27

-African-American Children overrepresented in special ed classes
-IQ tests are racially and culturally biased

Front 28

Convergent thinking

Back 28

rational, logical reasoning and using logical judgement and consideration of fact

If I know that 2+2=4 and that a cat is a mammal, I have just exercised convergent thinking

Guilford

Front 29

Effects of examiner race on the performance on African-American children on IQ tests

Back 29

performance affected more by examiner's testing experience (esp experience with African-American Children) than by race
(overall rapport and examiner's attitude more important than race)

Front 30

Divergent Thinking

Back 30

nonlogical processes and requires creativity and flexibility to derive multiple solutions

For example, you may feel that tests are structurally violent. On the other hand Ms. Coleman the math teacher may not. However if each of you gives a convincing argument to one another, each of you may be persuaded
Guilford

Front 31

Wechsler's view of intelligence

Back 31

a composite of interrelated abilities

Front 32

Sternberg's Triarchic Theory

Back 32

"successful intelligence" - ability to adapt, modify and accomplish goals with 3 abilities (analytical, creative, practical)

Sternberg believed that traditional tests focused on analytical and neglected creative and practical abilities

Front 33

Which subtest on Wechlser tests could be considered to have a low cultural loading

Back 33

Block Design

Front 34

Letter-Number Sequencing

Back 34

sensitive to effects of aging

Front 35

Relationship between heredity and intelligence

Back 35

the greater the genetic similarity, the higher the correlation between intelligence

identical twins living together: .85
fraternal twins together: .58
Bio sibs raised together: .45
parent child together: .39
adoptive parent and child: .18

parent child apart: .22

identical twins raised apart: .65
bio sibs raised apart .24

Front 36

Mini Mental State Exam

Back 36

-most useful as screening device for Dementia in older patients
-score below 23 or 24

Front 37

Which intelligence test is valid for assessing individuals with LIMITED English, deafness, or communication disorders?

Back 37

Stanford Binet
-hierarchical "g" model incorporates 5 cognitive categories

Front 38

Confluence Model

Back 38

children's IQ scores decrease from first born to last

Front 39

T-score of 65 or above on the majority of clinical scales on the MMPI-2

Back 39

-randomly selected true and false responses
-very elevated F score

Front 40

A ____________ discrepancy of 12 points is statistically significant, but research indicates it should be closer to 17.

Back 40

V-P Discrepency

Front 41

Aging and Intelligence

Back 41

IQ about stable by age 7

Horn proposed that Crystalized intelligence increases until about 60 and then decreases

Fluid intelligence peaks in adolescence - Decreases in fluid intelligence are related to declined efficiency in working memory which is attributed to PROCESSING SPEED

Front 42

Answering "true" to all items on the MMPI-2

Back 42

-L and K scores are below 50
-F score and clinical scales on the right (6-9) are very elevated

Front 43

Seattle Longitudinal Study

Back 43

cross-sequential design

cross-sectional methodology likely to show declines in IQ after mid-20s

when looking longitudinally, only PERCEPTUAL SPEED declined substantially prior to 60, but many other abilities were stable until 70-75

Front 44

Answering "false" to all items on the MMPI-2

Back 44

-3 validity scales elevated (L, F, K)
-clinical scales on the left are elevated (Scales 1-5)

Front 45

Factors influencing cognitive decline

Back 45

-decline in the speed and efficiency of manipulating information (scores will improve when given unlimited time)

-physical health is strong predictor of maintaining cognitive functioning, especially cardiovascular functioning

-declines due to disuse (reversible with increased use, training and practice)

Front 46

Heredity and intelligence

Back 46

-correlation
*id twins together .85
*id twins apart .67
*frat twin together .58
*siblings together .45
*siblings apart .24
*parent and child .39
*parent and child apart .22
*adoptive parent and child .18

Front 47

Which part of the brain do the WCST and Halstead-Reitan Category Test rely on?

Back 47

-frontal lobe

Front 48

intelligence differences between races

Back 48

whites tend to outperform A.A. by 1SD, however this has narrowed a little since 70s

Front 49

Children with _________ score highest on Block designe, matrix reasoning, picture concepts and lowest on comprehension, symbol serach, coding.

Back 49

Autism

Front 50

Effects of examiner race on cognitive performance

Back 50

White examiner MAY or MAY NOT have negative effect
-attitude, rapport, experience working with other racial kids may be more critical

Front 51

Children with ____ score highest on picture concepts, picture completion, word reasoning, similarities and lowest on cancellation, arithmetic, and coding.

Back 51

ADHD

Front 52

Faking "BAD" on MMPI-2

Back 52

-high F scale (malingering, gross eccentricity)
-very low K scale: (excessive frankness)

Front 53

Children with _________ score highest on picture completion, block design, word reasoning and lowest on arithmetic, letter-number sequencing, and coding.

Back 53

Learning Disorders/ADHD

Front 54

A client obtains a T-score of 100 on the F-scale on the MMPI-2

Back 54

-deliberate malingering
-excessive caution, prob invalid

Front 55

Faking "GOOD" on MMPI-2

Back 55

-elevated L (lack of insight) and K scale (defensiveness)
-low F scale (conform, lack of psychopathology)
-poor tx prognosis

Front 56

Older adults are likely to exhibit the greatest age-related declines on which WAIS-III section

Back 56

-processing speed

Front 57

Which scale quantifies pt level of consciousness following a TBI?

Back 57

Glasgow Coma Scale
-assigns scores to 3 functions:
**eye response
**verbal response
**motor response

Front 58

Domain Referenced Test

Back 58

can identify specific strengths and weaknesses from very precisely defined content area

Front 59

Norm-Referenced

Back 59

-achievement tests
-differentiate students at different levels of achievement but doesn't id specific strengths or weaknesses

Front 60

Criterion referenced

Back 60

used to interpret test performance based on whether or not person reaches an established criterion

Front 61

______________________ involves periodic assessment of school-aged children with brief standardized and validated measures of basic academic skills that reflect the current school curriculum.

Back 61

curriculum-based measurement

Front 62

______________________ involves periodic assessment of school-aged children with brief standardized and validated measures of basic academic skills that reflect the current school curriculum.

Back 62

A curriculum-based measurement involves periodic assessment of school-aged children with brief standardized and validated measures of basic academic skills that reflect the current school curriculum.

Front 63

MMPI-2 F-Scale Low Score

Back 63

-low score -->tendency toward social conformity or an absence of psychopatholgy

Front 64

Autistic children's score pattern on WISC

Back 64

HIGH: Block design, matrix reasoning, picture concepts

LOW: comprehension, symbol search, coding

Front 65

___________________ is considered the "centerpiece" of goals,Clinton Administration. It involves "observing and judging a pupil's skill in actually carrying out a physical activity. Proponents of argue method of evalution and, conseqently, is useful for assessing members of culturally and linguistically diverse groups.

Back 65

Performance Based Assessment

Front 66

___________________ is considered the "centerpiece" of goals,Clinton Administration. It involves "observing and judging a pupil's skill in actually carrying out a physical activity", like giving a speech or building a birdhouse Proponents of argue method of evalution is useful for assessing members of culturally and linguistically diverse groups.

Back 66

Performance Based Assessment

Front 67

MMPI-2 L Scale: Low Score

Back 67

Low score-->frankness in responding, independence, exaggeration of negatives

Front 68

ADHD children's score pattern on WISC

Back 68

HIGH: Picture concepts, Picture completion, word reasoning, similarities

LOW: cancellation, arithmetic, coding Check this, think it refers to WISC-III (just remember low WM and PS)

Front 69

MMPI-2 K Scale: Low Score

Back 69

very low score: fake bad

Front 70

MMPI-2
VRIN and TRIN

Back 70

specifically measure response inconsistency or random responding

Front 71

MMPI-2
Scoring all true produces

Back 71

many scales above 65, (Score ~65 indicates openness about ones problem)

Front 72

q

Back 72

q

Front 73

Which infant test is a better predictor of later cognitive ability than other traditional infant tests?

Back 73

Fagan Test of Infant Intelligence
3-12 months
assesses selective attention to novel stimuli which is presumed to reflect ability to retain info.
Overall, infant intelligence tests are poor predictors of adult and even childhood intelligence (though this does not mean they have absolutely no correlation with future performance). However, they are better predictors for babies who score VERY LOW. For this reason, many experts believe that they are most useful as screening devices to identify babies at risk for future developmental delays or problems.

used to ID MR and cognitive impairment

Front 74

Which scale is appropriate for Blind or Partially Sighted?

Back 74

Haptic Intelligence Scale

16+ years old

BLIND or PARTIALLY SIGHTED

tactile stimuli

Front 75

Which test of learning aptitude can be administered verbally or in pantomime?

Back 75

Hiskey-Nebraska Test of Learning Aptitude
3-17 years old
measure of learning ability
LANGUAGE IMPAIRED

Front 76

Which test has NO VERBAL OR WRITTEN RESPONSE and instead participants match a set of response cards to corresponding illustration on easel?

Back 76

Leiter
2-20 years old
emphasizes fluid intelligence
NO verbal instructions
(good for lang. impaired or ESL)
(Leiter Fluid aka lighter fluid?)

Front 77

Which battery is a nonverbal measure of intelligence and is good for: hearing impaired, ESL, aphasia, limited physical ability?

Back 77

Raven's Progressive Matrices
6-80 years old
nonverbal measure of g
SIMPLE INSTRUCTIONS
identify missing component in matrix

5-11 years - colored matrices
Advanced Progressive Matrices for adolescents

Front 78

Performance based assessment

Back 78

"centerpiece" of Goals 2000

observe and judge a skill that is caried out in an activity

good for assessing culturally and linguistically diverse students however scoring can be influenced by prior knowledge of the student (not what was learned and performed)

Front 79

Which test is helpful for occupational, college major, and vocational decisions?

Back 79

Kuder Tests

high school, college, adult

developed with emperical criterion keying

Occupational Scales: strength of relationship between examinees interests and satisfied workers in different field

college major scales: help ID major

Vocational Interest Scales: 10 broad areas similar to Holland's

Dependability Indices: assess validity

Most recent includes career planning for all school ages

Front 80

Theoretic Method (of item selection)

Back 80

items chosen based on a personality theory and construct validity is used to determine if it fits theory

Ex: Myers Briggs

Front 81

Empirical Criterion Keying

Back 81

proposed items are given to criterion groups and those items that actually discriminate between groups are kept

Ex: MMPI

Front 82

Factor Analysis (for item selection)

Back 82

administer a large pool of items to a group and then factor analyze and include the items that assess the factors of interest

Front 83

MMPI

Back 83

18+ with reading level of 5, 6, or 8th grade (manual says 5)

MMPI-A for 14-18 year old

Content Scales derived from rational content analysis (correlations of .5 or greater with total scale and low correlation with other scales)

LFK: V shape = fake good, common in child custody

proven to be inadequate in dx


123: neurotic triad/conversion v
678: paranoid valley, psychotic v
psychometrics: normed on highly educated, individual scale validity is questioned because highly correlated

A.A. score higher and lower scores than whites - not clinically significant

Front 84

Which 3 WAIS subtests appear to stay intact after brain trauma and in elderly?

Back 84

Information, vocabulary, picture completion

Front 85

MMSE (4 facts)

Back 85

often used as a screener for dementia

assesses: orientation, registration, attention/calculation, delayed recall, language, visual construction

max score is 30, <23 = impaired

relies heavily on verbal

Front 86

Assessment of MR

Back 86

subaverage intellectual abilities

IDEA:
- all disabled persons evaluated to determine needs, provided IEP for least restrictive environment, assignment to special ed not SOLELY based on IQ

Vineland: evaluate personal and social skills, 0-90 years, used for MR, autism, ADHD, dememtia

AAMR Adaptive Behavior Scales: adaptive living skills in pesonal, community, social, and adjustment areas, 3-18 years old, also has adult version for 18+ year sold

Front 87

Larry P. vs. Riles

Back 87

A.A. children were overrepresented in special ed

determined IQ tests are racially/culturally biased and discriminate against blacks

Front 88

The most used projective test?

Back 88

Rorschach

Front 89

A teacher seeks consultation from an educational psychologist in order to pinpoint a child's specific problems in mathematics ability. The psychologist will most likely utilize a:
a. domain-referenced test
b. norm-referenced test
c. criterion-referenced test
d. predictive-referenced test

Back 89

The Correct Answer is "A"
A domain-referenced test draws items from a very precisely defined content area or domain and can identify specific strengths and weaknesses. For example, a domain-referenced test might be limited to questions assessing the ability to add two three-digit whole numbers rather than multiple areas such as arithmetic, subtraction, multiplication, and division. Most achievement tests in schools use norm-referenced tests ("B") which differentiate students at different levels of achievement but do not identify specific strengths or weaknesses. Criterion-referenced tests ("C") are used to interpret test performance based on whether or not students reach an established criterion (e.g. all students will reach a 90% accuracy level).

Front 90

A child receives a Performance IQ score that is higher than her Verbal IQ score on the WISC-III. When interpreting this difference, it is important to keep in mind that:
a. the difference is not significant unless it is 20 points or more
b. the difference may be significant if it is 12 points or more
c. the difference may be significant if it is 12 points or more and the scatter on the Performance subtests is less than 9 points and the scatter on the Verbal subtests is less than 7 points.
d. the difference may be significant if it is 18 points or more and the scatter on the Performance subtests is 9 points or more and the scatter on the Verbal subtests is 7 points or more.

Back 90

C.
In general, a 12 point difference between Verbal IQ and Performance IQ on the WISC-III is considered significant. For example, a Performance IQ that is 12 or more points higher than the Verbal IQ might indicate autism, a learning disability, or delinquency. However, if there is also wide scatter of the Verbal and/or Performance subtest scores, the difference between Verbal and Performance IQ may be meaningless

Front 91

The primary function of a school psychologist is to
a. treat children with emotional and/or learning problems.
b. identify children who need special help and make appropriate referrals.
c. train classroom teachers in operant learning techniques.
d. assess, consult, and make recommendations.

Back 91

D

Front 92

For which population would it be least appropriate to give the performance subtests only of the WISC-III as a measure of general intelligence?
a. suburban middle-class children
b. reading-disabled children
c. immigrant, non English-speaking children
d.poor, rural Appalachian children

Back 92

A.

Front 93

Compared to the Stanford-Binet, the WAIS-III tends to:
a.underestimate the IQ scores of higher functioning individuals
b. underestimate the IQ scores of lower functioning individuals
c. overestimate the IQ scores of lower functioning individuals and underestimate the IQ scores of higher functioning individuals
d. underestimate the IQ scores of lower functioning individuals and overestimate the IQ scores of higher functioning individuals

Back 93

C
Stanford Binet is better measure to use in extremes. Stanford-Binet and Wechsler Adult Intelligence Scale (WAIS) IQs were compared for a group of 74 adults with intellectual disability (ID). In every case, WAIS Full Scale IQ was higher than the Stanford-Binet Composite IQ, with a mean difference of 16.7 points. And higher IQ's might actually be higher on SB than WAIS

Front 94

To be consistent with the Federal Educational Rights and Privacy Act (the Buckley Amendment), a school counselor must keep in mind that
a. it is necessary to obtain the signed consent of a student's parents before releasing any information from the student's file to officials of another school where the student is planning to enroll
b. student records, including identifying information, must be released to designated federal and state educational authorities if needed in connection with the evaluation of federally-sponsored educational programs
c.parents have the right not only to inspect and review their children's school records but also to challenge the contents of records

Back 94

Only C is a requirement of the Buckley Amendment. Written consent is not needed in the situation described in choice A, as long as the parents have been notified of the transfer of records to the new school. And although the records must be supplied in the situation presented in B, identifying information must be removed from the records

Front 95

Which of the following would have the least detrimental effect on low-achieving students in a school?
a. placing them in a classroom with other children whose abilities are wide-ranging
b.instructing teachers to lower their expectations for these children
c. placing them in a classroom consisting only of other low achievers
d.placing them into an advanced class for high achievers

Back 95

A

Research shows that low-achieving students do better in heterogenous classes than in those in which students are grouped by ability (by the way, just in case it comes up on the exam, you should know that the term for grouping students by ability is "tracking")

Front 96

Standardized ratings of adaptive behavior, such as the Adaptive Behavior Scale and the Vineland, are completed by caretakers, teachers, trained observers, etc., and measure

a. abilities and competencies.
b. competencies, but not necessarily abilities.
c. abilities, but not necessarily competencies.
d. neither abilities nor competencies.

Back 96

B

The idea behind these rating instruments is that we are determining what the person actually does in an average, expectable environment. That is, what his or her competencies are: can he get dressed by himself, can she eat appropriately, does he engage in conversation when addressed, etc.?

Front 97

S get score of 62 on MMPI-2 Depression scale, 62 being a T-Score, which indicates how many SDs it is above or below the mean

Back 97

T-score mean of 50 & SD of 10) 62 is 12 T-score points above mean, 10 X 1.2 = 1.2 SD units above mean

Front 98

T-score of 65 on F-scale is

Back 98

OK, yet suggests ‘faking bad’ or confusion, disorganization & cognitive deficits

Front 99

Relationship btwn crystallized and fluid intelligence

Back 99

Crystallized intelligence develops through the use of fluid intelligence