1
Q
Assessment
[ ] scores permit comparisons between an examinee’s test performance and the performance of individuals in the norm group.
A
Norm-referenced
2
Q
Assessment
[ ] scores permit interpreting an examinee’s test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain or in terms of performance or status on an external criterion.
A
criterion-referenced
3
Q
Assessment
[ ] are provided by ipsative scales and permit intraindividual comparisons - i.e., comparisons of an examinee’s score on one scale with his/her scores on other scales.
A
self-referenced scores
4
Q
Assessment
Standardization
2 qualifiers
A
- First, a test is standardized when the administration and scoring procedures are clearly defined.
- Second, a test is standardized when it has been administered under standard conditions to a representative sample for the purpose of establishing norms.
5
Q
Assessment
Levels of Test User Qualifications
A
- Level A- tests that can be administered by non-psychologists
- B tests that require some knowledge of construction and use
- C only administered with a masters in psych
6
Q
Assessment
Behavioral assessment focuses on [ ] and [ ] behaviors and utilizes various techniques including:
A
1) overt; covert behaviors
2) behavioral interviews, behavioral observation, protocol analysis and other cognitive measures, and psychophysiological measures.
7
Q
Assessment
FBA
A
Functional behavioral assessment (FBA) is a type of behavioral assessment that involves identifying and altering the antecedents and consequences that are maintaining an undesirable behavior.
8
Q
Assessment
Dynamic Assesment
A
Dynamic assessment was derived from Vygotsky’s method for evaluating a child’s mental development and involves deliberate deviation from standardized testing procedures to obtain additional information about an examinee and/or determine if he/she would benefit from assistance or instruction.
9
Q
Assessment
Dynamic Assessment Types
3 types
A
- testing the limits
- graduated prompting
- test-teach-retest
10
Q
Assessment
Testing the Limits
A
Testing the limits, a type of dynamic assessment, involves providing an examinee with additional cues, suggestions, or feedback and is ordinarily done after standard administration of the test to preserve the applicability of the test’s norms.
11
Q
Assessment
CAT
computer assisted testing
A
- precision and efficiency
- adaptive to answers
12
Q
Assessment
Actuarial predictions
A
based on empirically validated relationships between test results and target criteria and make use of a multiple regression equation or similar technique, while
13
Q
Assessment
[ ] predictions are based on the decision-maker’s intuition, experience, and knowledge.
A
clinical
14
Q
Assessment
Actuarial vs Clinical Predicitions
A
Studies comparing the two methods have generally found that the actuarial method alone is more accurate than clinical judgment alone.
15
Q
Assessment
assessing children
age/advice
A
- can be interviewed reliably as young as 6
- use descriptive statements
- reflection
- labeled priase
- avoid critical statements
16
Q
Assessment
most common way of collecting data from a large group
A
self-report
17
Q
Assessment
Spearman Two-Factor Theory
A
- g (general intellectual factor)
- s factors specific to the task
18
Q
Assessment
crystallized vs fluid
Horn and Cattell (1966)
A
- Gc crystallized - acquired knowledge and skills
- Gf fluid intelligence- does not depend on specific instruction, culture free
19
Q
Assessment
Carroll’s Three Stratum
A
III: general intelligence
II: eight broad abilities
I: specific abilities linked ot the 2nd stratum
20
Q
Assessment
CHC
Cattell Horn Carroll
A
- combined by McGrew in 1997
- WJ and KABC developed on CHC basis
- 10 broad stratum, 70 narrow stratum abilities
21
Q
Assessment
convergent vs divergent thinking
Guilford
A
- convergent - rational, logical thinking
- divergent - non-logical processes, creativity and flexibility
most intelligence tests focus on convergent
22
Q
Assessment
triarchic theory
ACP
A
Sternberg’s triarchic theory defines “successful intelligence” as the ability to adapt to, modify, and choose environments that accomplish one’s goals and the goals of society and proposes that it is composed of three abilities - analytical, creative, and practical.
23
Q
Assessment
confluence model
A
- first child has higher IQ, doesn’t have to share parents’ attention
24
Q
Assessment
IQ and heredity
A
- identical twins reared together, r = .85
- identical twins reared apart, r = .67
- siblings raised together, r = .45
25
# Assessment
Flynn effect
Research conducted prior to 2000 found that IQ test scores consistently increased over the previous 70 years in the United States and other industrialized countries.
This increase is referred to as the Flynn effect, involves a rate of at least three IQ points per decade, and is apparently due primarily to increases in fluid intelligence.
Recent research suggests, however, that the Flynn effect has reversed in some countries and, in the U.S., for individuals with IQs of 110 and above.
26
# Assessment
crystallized intelligence
| effect of age
crystallized intelligence increases until age 60
27
# Assessment
fluid intelligence
| effect of age
peaks in late adolescence and thereafter declines
| linked to decline in efficency of working memory and processing speed
28
# Assessment
cross-sequential design
| used in Seattle Longitudinal
combined cross-sectional and longitudinal
* cross sectional studies will find declines in IQ because of cohort (intergenerational) effects
* found that only perceptual speed declines before 60, most things stay stable until 70 or 75
29
# Assessment
slope bias
Slope bias occurs when there is differential validity - i.e., when the validity coefficients for a test differ for different groups
30
# Assessment
intercept bias
. Intercept bias (unfairness) occurs when the validity coefficients and criterion performance for different groups are the same, but their mean scores on the predictor differ.
31
# Assessment
WAIS age
16:0 to 90:11
32
# Assessment
WAIS indices
* Working Memory
* Verbal Comprehension
* Processing Speed
* Perceptual Reasoning
33
# Assessment
SB-5
| age range
ages 2 and up.
34
# Assessment
SB-5
| Five Cognitive Factors
* Fluid Reasoning
* Knowledge
* Quantitative Reasoning
* Visual-Spatial Processing
* Working Memory
35
# Assessment
SB-5
| Routing Subtests
Administration of the SB5 is tailored to the examinee's level of cognitive functioning through the use of two routing subtests (**Object Series/Matrices and Vocabulary**) which indicate the appropriate starting point for the remaining subtests
36
# Assessment
WAIS Findings on Mentally Unwell
| FSIQ and Index Scores lowest for
TBI and Alzheimers (low 80s)
37
# Assessment
WISC-V Age
6:0 to 16:11.
38
# Assessment
WISC-V Indices
* Verbal Comprehension
* Visual-Spatial
* Fluid Reasoning
* Working Memory
* Processing Speed
39
# Assessment
KABC-II Age
| Age
3:0 through 18:11
| Kaufman Assessment Battery for Children
40
# Assessment
KABC-II
| design/scoring
* designed to be a culture-fair test by minimizing verbal instructions and responses.
* Interpretation of scores can be based on one of two models - the Cattell-Horn-Carroll (CHC) model of cognitive abilities or Luria's neuropsychological processing model (for non-mainstream cultural background)
| Kaufman Assessment Battery for Children
41
# Assessment
Cognitive Assessment System
| CAS
CAS is based on PASS
| Planning, Attention, Simultaneous **P**rocessing, Sequential Processing
## Footnote
age 5-17y/o
42
# Assessment
Slosson
| SIT-P-1
quick estimate of mental ability, idenitfying children at risk, SIT-R3-1 is for crystallized verbal intelligence
## Footnote
age 2-8
43
# Assessment
WJ-IV
| Woodcock-Johnson 4
based on CHC theory
| both cog and achievement
## Footnote
age 2-80
44
# Assessment
preschool tests
| 3 types
* Denver Developmental
* Bayley Scale of Toddler Development
* Fagan Test of Infant Intelligence
45
# Assessment
CMMS
| Columbia Mental Maturity Scale
* ages 3-10
* contains cards that have drawings on them, examinee required to indicate the drawing that does not belong
46
# Assessment
PVVT-4
| Peabody Picture Vocabulary Test
* measures receptive vocabulary
* ages 2-90
* useful for people with a motor or speech impairment
47
# Assessment
Hiskey Nebraska Test of Learning Aptitude
* Can be done verbally or in pantomime
* ages 3-17
48
# Assessment
Leiter-3
* culture fair measure of cognitive abilities
* ages 3-75
* **no verbal instructions**
* match cards to corresponding instructions on an easel
49
# Assessment
Raven's Progressive Matrices
* Raven's Progressive Matrices is a nonverbal measure of general intelligence (g) and is considered useful as a **multicultural test** because it is relatively independent of the effects of specific education and cultural learning.
* There are several versions including the Standard Progressive Matrices and Colored Progressive Matrices.
50
# Assessment
Group Intelligence Tests
* Kuhlmann-Anderson
* Congitive Abilities Test
* Wonderlic Tests
51
# Assessment
Kuhlmann-Anderson
* multi-level K-12 test
* measures school learning ability
52
# Assessment
Congitive Abilities Test
| CogAt
- K-12 used to predict school grades and determine student's eligibility
53
# Assessment
Wonderlic Tests
Personnel and Basic Skills tests, hiring and employability
54
# Assessment
Curriculum-based measurement (CBM)
involves **periodic assessment** of school-aged children with brief standardized and validated measures of basic academic skills that reflect the **current school curriculum** for the purposes of evaluating instructional effectiveness and making instructional decisions.
55
# Assessment
Performance-Based assessment
authentic assessment of performance of a concrete skill (giving a speech, producing a product)
56
# Assessment
ITPA-3
| Illinois Test of Psycholinguistic Abilities
* ages 5:0 to 12:11.
* It was designed to evaluate a child's strengths and weaknesses in terms of **linguistic abilities**, assist in the **diagnosis of dyslexia** and problems related to phonological coding, and track a child's progress as the result of an intervention.
57
# Assessment
SLD Tests
| 3 total
* IPTA-3
* WRAT-4
* WIAT-III
58
# Assessment
Admission Tests
* SAT
* GRE
59
# Assessment
GATB
| General Aptitude Test Battery
to measure innate capacity or potential for learning a specific skill
| aptitude tests lack **adequate differential validity**
60
# Assessment
Strong Interest Inventory
| SII
* ages 15+
* uses RIASEC
* empirical criterion keying compares to a general representative sample
61
# Assessment
* General Occupational Themes
* Basic Interest Scales
* Occupational Scales
* Personal Styles Scales
* Administrative Indices
Strong Interest Inventory Scales
62
# Assessment
* Occupational Scales
* College Major Scales
* Vocational Interest Estimates
* Dependability Indices
Kuder Occupational Interest Survey Scales
63
# Assessment
SDS
| Self-Directed Search
Holland's "RIASEC"
64
# Assessment
engineer, mechanic, construction worker, electrician, farmer, police officer, pilot
| RIASEC
Realistic
65
# Assessment
biologist, veterinarian, mathematician, university professor, medical technician
| RIASEC
Investigative
66
# Assessment
artist, actor, musician, writer, interior designer, industrial designer
| RIASEC
Artistic
67
# Assessment
teacher, psychologist, social worker, nurse, minister, personnel manager
| RIASEC
Social
68
# Assessment
sales manager, realtor, stockbroker, financial planner, buyer
| RIASEC
Enterprising
69
# Assessment
accountant, administrative assistant, actuary, technical writer, paralegal, banker
| RIASEC
Conventional
70
# Assessment
Congruence
| Holland's RIASEC
degree of consistency between expressed interests and occupations identified in the Daydreams section
71
# Assessment
Coherence
| Holland's RIASEC
extent to which their interests belong to the same RIASEC category
72
# Assessment
Consistency
| Holland's RIASEC
similarity between two strongest measured interests
73
# Assessment
Differentiation
| Holland's RIASEC
level of distinctiveness- highly differentiated when you have one specific area of interest
74
# Assessment
commonness
| Holland's RIASEC
frequency the summary code appears in normed samples
75
# Structured Personality Tests
Logical content method
Test items derived on the basis of reason and deductive logic | Edwards Personal Preference Schedule
76
# Structured Personality Tests
Theoretical Model
Items chosen to measure the constructs identified by a **specific personality theory**
| Myers-Briggs Type/Jungian
77
# Structured Personality Tests
Empirical Criterion Keying
Administered to appropriate criterion groups, items that distinguish between groups are included in the test
| Minnesota Multiphasic Personality Inventory/Millon Clinical MultiAxial Inventory
78
# Structured Personality Tests
Factor Analysis
Large pool of items to a group of examines, factor analyzing the inter correlations of items
79
# Structured Personality Tests
Hypochondriasis, Depression, Hysteria, Psychopathic Deviate, Masculinity-Femininity, Paranoia, Psychasthenia, Schizophrenia, Hypomania, Social Introversion
MMPI Clinical Scales
80
# Structured Personality Tests
L scale
| MMPI
Attempt to portray oneself in a favorable light
associated with a reduced ability to benefit from therapy
81
# Structured Personality Tests
F Scale
| MMPI
Fake bad, malingering, eccentricity (low score means “faking good”
82
# Structured Personality Tests
K scale
| MMPI
“Fake good,” responding false to all items, poor treatment prognosis
83
# Structured Personality Tests
30 or more ? Or “cannot say”
| MMPI
Means an invalid MMPI profile
84
# Structured Personality Tests
VRIN
| MMPI
Variable Response Inconsistency- items you would expect to be together being different
85
# Structured Personality Tests
TRIN
| MMPI
Items you would expect to be different being the same, scored the same as the VRIN scale
86
# Structured Personality Tests
Infrequency-Pathology (Fp)
| MMPI
Not endorsed, even by psychiatric patients, “fake bad” even for psychiatric patients
87
# Structured Personality Tests
L, F, K make a V-shape
| MMPI
Faking good, common with child custody litigants, especially parental alienation syndrome
88
# Structured Personality Tests
Extremely elevated F scale with high F minus K (greater than 9)
| MMPI
Symptom exaggeration
89
# Structured Personality Tests
Very elevated F scale + high scores on most or all clinical scores
| MMPI
Suggests random responding
90
# Structured Personality Tests
12/21
| MMPI
Depression, worry, pessimism, hypochondriasis
91
# Structured Personality Tests
29/92
| MMPI
Agitated depression, bipolar disorder, psychosomatic complaints
92
# Structured Personality Tests
49/94
| MMPI
Impulsive, narcissistic, antisocial behavior, substance abuse
93
# Structured Personality Tests
Conversion-V/Neurotic Triad
| MMPI
1-2-3 with scales 1 and 3 being much higher than 2, associated with somatization of psychological problems, lack of insight, chronic pain
94
# Structured Personality Tests
Paranoid Valley/Psychotic-V
| MMPI
6-7-8 with 6 and 8 being much higher than 7, associated with delusions, hallucinations, disordered thought
95
# Structured Personality Tests
Edwards Personal Preference Schedule
Based on Murray’s personality theory. Force choice format, relative strengths (instead of absolute strengths)
96
# Structured Personality Tests
Sixteen Personality Factor Questionnaire
Cattell-based
16PF based on factor analysis
97
# Structured Personality Tests
NEO-PI-3
Based on the Big Five
98
# Structured Personality Tests
Big Five cultural finding (Asians)
Asians lower in extraversion, agreeableness and openness
99
# Structured Personality Tests
Big Five cultural findings (Africans)
High in agreeableness and conscientiousness
100
# Structured Personality Tests
Introversion/Extraversion, Sensing/Intution, Thinking/Feeling, Judging/Perceiving
Myer’s Briggs Indicators
101
# Structured Personality Tests
Rorschach phases
Free association then inquiry phase
102
# Structured Personality Tests
Rorschach categories
* location
* determinants
* form quality
* content
* popularity/frequency of occurence
103
# Structured Personality Tests
Location
| Rorschach
Where in the ink lot is their perception located- whole, common detail, unusual detail
104
# Structured Personality Tests
Determinants
| Rorschach
What in the ink lot determined their response: form, movement, color, shading
105
# Structured Personality Tests
Form Quality
| Rorschach
How similar the examinee’s perception is to the shape of the ink blot
106
# Structured Personality Tests
Content
| Rorschach
Category the perception falls into: human, animal, nature
107
# Structured Personality Tests
Popularity/Frequency of Occurence
| Rorschach
How often a certain inkblot or portion elicits a particular response
108
# Structured Personality Tests
Color responses suggests
| Rorschach
Emotionality and impulsivity
109
# Structured Personality Tests
White spaces suggests
| Rorschach
Oppositional tendencies
110
# Structured Personality Tests
confabulation suggests
| Rorschach
Brain damage, emotional disturbance, or intellectual disability
111
# Structured Personality Tests
Thematic Apperception Test
Based on Murray’s theory of needs, asked to make up a story about each card, include information about what is happening in each picture
112
# Clinical Assessment
Halstead-Reitan
used to detect brain damage and determine its severity and possible location.
It produces a Halstead Impairment Index that ranges from 0 to 1.0, with higher scores indicating greater impairment.
113
# Clinical Assessment
Luria-Nebraska Neuropsych Battery
- takes less time than the H-R
- more standardized
- more complete coverage of neurological deficits
114
# Clinical Assessment
Bender-Gestalt II
measure of visual-motor integration that is also used as a screening tool for neuropsychological impairment
It includes 16 stimulus cards consisting of geometric figures that the examinees first copies and then draws from memory.
| copy phase and recall phase
115
# Clinical Assessment
Benton Visual Retention Test
| BVRT
identifying brain damage, cards with geometric figures that the examinee must reproduce from memory
116
# Clinical Assessment
Beery-Buktenica Developmental Test of Visual-Motor Integration
visual-motor integration skills of kids 2 and older
117
# Clinical Assessment
Wisconsin Card Sorting Test
| WCST
* ability to form abstract concepts and shift congitive strategies in response to feedback
* cards sorted according to a strategy only known by examiner, which is then changed mid-game
118
# Clinical Assessment
Stroop Color-Word Association Test
* assesses the degree to which an examinee can suppress a prepotent (habitual) response in favor of an unusual one and measures
* sensitive to frontal lobe damage, and poor performance has been associated with ADHD, mania, depression, and schizophrenia.
119
# Clinical Assessment
Tower of London
variation of tower of hanoi, measures attention, memory, executive functioning
move disks, one at a time so they end up in a particular goal config
poor performance linked to frontal lobe damage, ADHD, autism, depression
120
# Clinical Assessment
WMS-IV
| Wechsler Memory Scale
memory test for older adolescents and adults
121
# Clinical Assessment
orientation, registration, attention, calculation, delayed recall, language, visual construction
Mini Mental State Exam
| MMSE
## Footnote
max score of 30, 23 is cutoff
122
# Clinical Assessment
Rancho Scale of Cognitive Functioning
rates the patient across ten levels of response
| cognitive recovery during the first weeks/months after a head injury
123
# Clinical Assessment
BDI
| 29-63
29-63 severe depression
Madsen Triad EPPP
flashcards
Decks in class (9)
# Cards
