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109 Cards in this Set
- Front
- Back
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Qualifications for Level A, B, and C tests
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A: administered and administered by non-psychologists
B: require some technical knowledge C: administered by at least Master's level clinicians AND one year supervision under psychologist |
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Norm-Referenced scores
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can be compared to others in the norm group
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Criterion-Referenced scores
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aka Domain-Referenced and Content-Referenced
able to interpret performance in terms of extent of knowledge within a certain domain or external criterion |
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Self-Referenced scores
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intraindividual comparisons
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Functional Behavior Asessment
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determine the function or purpose of a behavior by identifying antecedents and consequences
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Testing the limits
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A type of Dynamic Assessment
provide the examinee with additional cues after the standard administration to see how they perform with "scaffolding" |
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Computer adaptive testing
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the computer tailor's the questions on the examinee's previous response
increased precision and efficiency validity has been questioned |
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Actuarial vs. clinical judgement
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actuarial alone is more accurate than clinical judgement alone
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Techniques for assessing children
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-establish rapport & maintain cooperation
- use descriptive statements (non-negative) -Use reflections -Provide Labeled Praise (helps guide child) -Avoid critical statements -open-ended questions (except starting questions with "why..." |
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Using anatomically correct dolls
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-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 |
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Factors to consider with culturally diverse populations
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-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) |
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Spearman's Two-Factor Theory of Intelligence
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general intelligence (g)
specific factors (s) performance depends on "g" plus any one or more "s" factors that are unique to the task |
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Fluid and Crystallized Intelligence
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Horn and Cattell
Crystallized (Gc): acquired knowledge and skills Fluid (Gf): relatively culture-free, does not depend on instruction and enables person to solve novel problems |
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Carrol's Three Stratum Theory
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Stratum III: g
Stratum II: 8 broad abilities including Gf Stratum I: specific abilities that link to on of Stratum II abilities |
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McGrew's Cattell-Horn-Carrol Theory of Cognitive Abilities
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CHC
10 broad stratum level abilities 70 narrow-stratum abilities that are linked to 10 broad stratum levels based on extensive research used for KABC and Woodcock-Johnson III |
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Convergent thinking
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rational, logical reasoning and using logical judgement and consideration of fact
Guilford |
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Divergent Thinking
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nonlogical processes and requires creativity and flexibility to derive multiple solutions
Guilford |
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Sternberg's Triarchic Theory
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"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 |
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Gardner's Multiple Intelligences
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8 types of cognitive abilities
linguistic musical logical-mathematical spatial bodily-kinesthetic interpersonal intrapersonal naturalistic |
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Relationship between heredity and intelligence
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the greater the genetic similarity, the higher the correlation between intelligence
identical twins living together: .85 identical twins raised apart: .65 fraternal twins together: .58 Bio sibs raised together: .45 bio sibs raised apart .24 parent child together: .39 parent child apart: .22 adoptive parent and child: .18 |
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heredibility estimate
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in industrialized countries, approximately 32-65% of variability is due to genetics
** only applied to groups, to population it was tested on and not between groups ** |
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Confluence Model
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children's IQ scores decrease from first born to last
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Flynn Effect
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IQ scores have increased over the past 70 years
On average, IQ scores increase by three points each year (due to increase in fluid intelligence) attributed to environmental factors It applies to those whose IQ is 70-109 and actually decreases for those with IQ >110 |
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Aging and Intelligence
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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 |
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Seattle Longitudinal Study
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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 |
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Factors influencing cognitive decline
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-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) |
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Gender differences in intelligence
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males and females are not different in terms of IQ
Females better at verbal during school years (less likely to have reading LD) Males: better at spacial and and math skills with spacial being the biggest gender gap --declined in recent years and small-- |
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intelligence differences between races
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whites tend to outperform A.A. by 1SD, however this has narrowed a little since 70s
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Slope Bias
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differential Validity
the predictor is more accurate for one group than the other |
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Intercept Bias
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Unfairness
validity coefficients are equal, but the mean is different and therefore one group consistently scores lower than the other and over or under predicts for the groups |
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Stanford Binet-5
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2-85 years old
assess g and assist in psychoed planning, diagnose dvpt disabilities and strengths g with 5 cognitive factors from Cattell-Horn-Carroll 2 Routing (Object Series Matrices and Vocabulary) |
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WAIS IV
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16-90 years old
Weschler's view of intelligence: interrelated functions to "act purposefully, to think rationally and deal effectively with his/her env" Practice effects: +4.5 in FSIQ Rarely does IQ decrease, except once 70 years old likely to decrease by 7 or 8 |
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WMI
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Core: digit span & Arithmetic
Supplemental: LN sequencing |
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VCI
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Core: Vocab, Similarities, Information
Supplemental: Comprehension Highest score for: Mild cog. impaired, Alzheimers, MDD, ADHD, TBI |
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PSI
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Core: Symbol Search, Coding
Supplemental: Cancellation Lowest score for: Alzheimer's, MDD, ADHD, TBI |
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PRI
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Core: Block Design, Matrix Reasoning, Visual Puzzles
Supplemental: Figure Weights, PIcture Completion Lowest score for Mild Cog. Impairment |
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WISC-IV
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6-16 years old
more neurocognitively based, 6 cattel-horn-carroll abilities |
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Autistic children's score pattern on WISC
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HIGH: Block design, matrix reasoning, picture concepts
LOW: comprehension, symbol search, coding |
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ADHD children's score pattern on WISC
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HIGH: Picture concepts, Picture completion, word reasoning, similarities
LOW: cancellation, arithmetic, coding |
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WPPSI
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2-7 years old
verbal comprehension, perceptual organization |
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KABC-II
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3-18 year olds
designed to be culturally fair by minimizing verbal instructions and responses can be interpreted by CHC or Luria model |
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KBIT-2
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4-90 years old
brief screener for Crystalized intelligence and nonverbal abilities |
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KAIT
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11-85
fluid, crystallized and composite IQ scores |
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Cognitive Assessment System
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5-17 years old
assesses the cognitive processes central to learning (PASS: Planning, attention, simultaneous processing and sequential processing) |
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Slossen Tests
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2-7 years old (SIT-P-1)
screening test for IQ to evaluate need for further testing 4-65 years old (SIT-R3-1) screening test for crystallized intelligence...OK FOR VISUAL IMPAIRMENTS |
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Denver Dvpt Screening Test
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0-6 years old
brief screener for dvpt. delay if child fails item that 90% of children get, they are considered delayed can be administered by paraprofessional |
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Bayley Scales
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1-42 months old
identify current developmental status of child most recent version includes a link between assessment and intervention |
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Fagan Test of Infant Intelligence
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3-12 months
assesses selective attention to novel stimuli which is presumed to reflect ability to retain info. used to ID MR and cognitive impairment |
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Columbia mental maturity
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3-9 years old
NO VERBAL RESPONSE OR FINE MOTOR NECESSARY indicates whether a drawing presented belongs with the others good for: cerebral palsy brain damage, MR, speech impairment, limited english |
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Peabody Picture Vocabulary
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2-90 years old
Test RECEPTIVE vocabulary, nonverbal estimate of intelligence examinee indicates which picture illustrates meaning of word examiner presented good for: orthopedic disabilities |
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Haptic Intelligence Scale
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16+ years old
BLIND or PARTIALLY SIGHTED tactile stimuli |
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Hiskey-Nebraska Test of Learning Aptitude
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3-17 years old
measure of learning ability LANGUAGE IMPAIRED administered verbally or in pantomime |
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Leiter
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2-20 years old
match a set of response cards to corresponding illustration on easel emphasizes fluid intelligence NO VERBAL OR WRITTEN RESPONSE (good for lang. impaired or ESL) |
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Raven's Progressive Matrices
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6+years old
nonverbal measure of g good for: hearing impaired, ESL, aphasia, limited physical ability identify missing component in matrix 5-11 years - colored matrices Advanced Progressive Matrices for adolescents |
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Kuhlmann-Anderson Test
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achievement test for children K-12
less language based than others |
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Woodcock-Johnson III
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2-90 years old
Cognitive Abilities and Achievement test CHC theory |
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Wonderlic Test
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12 minute test of intelligence for adults (usually for employment purposes)
also has a 40 minute version to evaluate employability |
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Instructional Assessments
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directly linked to information presented in the classroom
-curriculum Based Measures -performance based measures |
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curriculum-based measures
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periodic assessments of school-age children used to evaluate instructional effectiveness and make decisions on instruction plans
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DIBELS
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diagnostic dynamic indicators of basic literacy skills
curriculum based measure one minute probe that regularly monitor literacy and reading skills |
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Performance based assessment
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"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) |
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Illinois Test of Psycholinguistic abilities
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5-12 years old
evaluate strengths and weaknesses of linguistic skills, diagnose dyslexia and track progress based on Osgood's communication model: different channels of comm. psycholinguistic process, levels of organization and recent information processing |
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WRAT
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5-94 years old
rapid screening device for reading, spelling, math help Dx LD |
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WIAT
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Wechsler individual achievement test
4-50 years old assesses 8 areas of achievement that were identified by IDEA legislation help Dx LD and identify IEP goals and interventions |
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SAT
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SAT-I: reasoning
-used to predict college performance -writing subtest is best predictor of first year college GPA -SAT score + High School GPA is the best predictor of college success -less predictive of college GPA when person scores in middle range - Coaching for SAT increases score by 25-35 and most helpful for "rusty skills" or "nonexistant" SAT-II: subjects (English, History, Social Studies, Math, Science, Language) |
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GRE
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evaluate readiness for graduate level work
Analytical writing, verbal reasoning, quantitative reasoning Subject tests: biochemistry, biology, chemistry, computer science, lit., math, physics, psychology |
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Multiple Aptitude Test Batteries
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used for educational/vocational counseling for HS and college students
consists of several tests that measure different aptitudes LACKS ADEQUATE DIFFERENTIAL VALIDITY |
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Differential Aptitude Tests
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5 subtests that are job-related
3 subtests that are broad intellectual abilities used for educational/career counseling for middle and high school students or for vocational counseling and employment selection for adults |
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General Aptitude Test Battery
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assess aptitudes relevant to different occupations
nine aptitudes that are highly speeded for HS seniors and adults NOT FOR THOSE WHO CANNOT WORK QUICKLY |
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Psychomotor Tests
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assess speed, coordination and motor responses
LOW VALIDITY COEFFICIENTS (susceptible to practice effects and highly specific) - no underlying psychomotor factor- |
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mechanical aptitude tests
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assess broad range of functions including dexterity, perceptual and spatial skills, mechanical reasoning, mechanical information
females: better at dexterity and perceptual discrimination males: better at mechanical reasoning and information |
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validity of interest inventories
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good predictors of job satisfaction, persistance, job choice
LESS valid than intelligence tests for academic/occupational success better if combined with self-confidence, self-efficacy and personality inventories |
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Strong Interest Inventory
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General Occupational Themes, Basic Interest Scales (both developed with logical content method) and Occupational Scales (developed with empirical criterion keying)
15+ years old must be computer scored General Occupational Theme: Hollands 6 occupational categories (RIASEC) Basic Interest Scales: related to the occupational themes, but includes 30 different interests Occupational Scales: degree to which the test-taker's interest are similar to satisfied workers in a particular field Personal Styles Scales: work style, learning env, leadership style, risk taking, team orientation Administrative indices: type of responses and consistency in responses |
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Kuder Tests
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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 |
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Self-Directed Search
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Holland
match person's preference with characteristics of job Realistic: technical, physical, outdoor Investigative: scientific, mat, analytical Artistic: writing, art, ddrama Social: helping others Enterprising: competition, mgmt, public speaking Conventional: structured, unambiguous, detail oriented |
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Congruence (SDS)
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consistency in an examinee's expressed interests
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coherence (SDS)
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degree to which an examinee's interests match the RIASEC model
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Consistency (SDS)
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similarity of examinee's two strongest interest areas
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Differentiation (SDS)
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distinctiveness of examinees interest
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commonness (SDS)
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frequence of response pattern that occurs in normative groups
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logical content method
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items are selected based on reason and deductive logic
may or may not be guided by a theory ex: Edwards Personality Preference Scale |
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Theoretic Method (of item selection)
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items chosen based on a personality theory and construct validity is used to determine if it fits theory
Ex: Myers Briggs |
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Empirical Criterion Keying
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proposed items are given to criterion groups and those items that actually discriminate between groups are kept
Ex: MMPI |
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Factor Analysis (for item selection)
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administer a large pool of items to a group and then factor analyze and include the items that assess the factors of interest
Ex: NEO-5 and 16 PF |
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MMPI
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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 |
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Edwards Personal Preference Schedule
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based on Murray's personality theory (15 basic needs)
-forced choice between 2 needs -can compare relative strengths, but not absolute strength of needs |
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16 personality factors
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Cattell
developed with factor analysis compare profile to a profile of a specific group 185 multiple choice |
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NEO Personality inventory
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Big 5 traits (OCEAN)
Big 5 developed with atheoretical lexical approach - factor analysis to 5 factors replicable across cultures (except opennes to experience for asian and non-western) |
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Myers-Briggs indicator
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based on Jung's dimenstions
4 bipolar dimenstions Interoversion-extroversion sensing-intuition thinking-feeing judging-perceiving forced-choice format used for career counseling |
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MCMI
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used to help dx based on 5 axis
18+ years old MACI: 13-19 years old |
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Rorschach
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1) free association
2) Inquiry phase score: location determinant (form, mvmt, color) Form Quality (how similar is what they saw to actual shape) Content Popularity/Frequency of response Psychometrics: EXNER -higher inter-rater reliability and validity scores correlated with Psychotic d/o: form quality, human response, deviant verbalizations, schiz, perceptual and ego impaired index correlated with intelligence: developmental quality, organizational activity, complexity, human, form quality, # of responses |
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TAT
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based on Murray's needs
interpretation: look at who the hero is, intensity, frequency, and duration of needs |
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Halstead-Reitan
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15+ years old
detect presence of brain damage and determine severity administer in conjunction with WAIS/WISC and MMPI 0-.2: normal functioning .3-.4: mild impairment .5-.7: moderate impairment .8-1.0: severe impairment |
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Luria Nebraska
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highly standardized to assess neuropsychological functioning
0: normal 2: brain injury more complete coverage of deficits and more precise localization of damage than H-R |
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Bender
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brief measure of visual-motor integration
3+years old screener for brain damage (USE IN CONJUNCTION) assess school readiness in first graders, predict academic performance, ID emotional probs and LD performance affected by education and up to age 10 correlate with intelligence |
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Benton Visual Retention Test
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visual memory, visual perception, visual motor skills
used to ID damage 8+ years old reproduce figure by memory |
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Beery-Buktenica Dvptl test
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visual-motor integration
2+ years ID deficits associated with neuro impairments or LD, bxl problems |
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Wisconsin Card Sort
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6-80 years old
assess abstract concepts and cognitive shift strategies sensitive to frontal lobe damage, impaired linked to: ETOH, autism, schizophrenia and malingering |
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Stroop Color-Word
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assess ability to suppress habitual response, cognitive flexibility, selective attention, response inhibition
sensitive to frontal lobe damage, poor performance associated with ADHD, mania, depression, schizophrenia |
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Tower of London
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measures attention, memory, exec. functioning
impaired linked to: frontal damage, ADHD, autism, depression |
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Wechsler Memory Scale
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measure of memory for older adolescents and adults
can be used as screener for cog. impairment compare to WISC to determine if memory is consistent with IQ |
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MMSE
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screener for impairment in older adults
assesses: orientation, registration, attention/calculation, delayed recall, language, visual construction max score is 30, <23 = impaired relies heavily on verbal |
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Glasgow Coma Scale
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assess level of consciousness after brain injury
3-8 indicates unconscious |
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Rancho Scale of Cog. Functioning
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measure of recovery after head injury
Level I: no response Level X: purposeful approrpriate |
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BDI
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assess mood, bxl and physical aspects of depi
14-19: minimal 20-28: moderate 29-63: severe |
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assessment of ADHD
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broad-band scale: behavioral assessment system for children, CBCL, Conners
Narrow-Band: obtain detailed info on the individual's symptoms to facilitate tx planning |
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Assessment of autism
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chidl autism rating scale
autism behavior checklist Autism Diagnostic Interview Leiter-R |
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Assessment of MR
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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 |
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Larry P. vs. Riles
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A.A. children were overrepresented in special ed
determined IQ tests are racially/culturally biased and discriminate against blacks |
