A practical guide for psychological testing.Full description
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PSYCH ASSESSMENT REVIEWER
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PSYCHOLOGICAL TESTS
IPIP-NEO Personality Test The International Personality Item Pool test, commonly known as the IPIP-NEO test, measures an employee's personality on five broad personality cateories and !" sub-cateories# Orani$ations can use this test to evaluate an employee's ability to et alon in a multicultural settin, which is important because lobali$ation brins employees, customers and suppliers from around the world# The five broad cateories and sub-cateories are e%trav e%travers ersion ion or rear reariou iousne sness, ss, with with sub-cat sub-cateo eorie riess of friend friendlin liness ess,, social social enae enaemen mentt and activi activity ty level& level& areeableness, which involves trust, altruism and cooperation& conscientiousness, with sub-cateories of selfconfidence, cautiousness and achievement& neuroticism or self-consciousness, which refers to sensitivity to other people's opinions& and openness to new e%periences, which includes adventurousness and the readiness to challene authority# authority#
Kolbe Index The olbe Inde%, named after orani$ational theorist athy olbe, is based on the premise that an employee's problem-solvin abilities are stable and independent of intellience, personality and education# The inde% specifies four problem-solvin modes( fact finder, which involves information atherin& follow-throuh, which refers to the schedulin and orani$in of activities& )uick start, which means innovation and risk takin& and the solution implementation process# Employees answer several multiple-choice )uestions based on problem-solvin scenarios# The scores for each of the four modes reveal whether an employee is likely to initiate action, respond to needs or prevent problems# *ompanies can use this assessment method to match employees with the riht +obs and improve orani$ational performance#
Flanagan Industrial Tests (FIT) The IT battery offers . individually sold tests that are used for selection, placement, reassinment, and vocational counselin# It offers . individually sold tests that are desined to help measure distinct aptitudes or functions important to a variety of industrial positions# Percentile norms are based on more than /" +ob classifications# 0alidation studies were conducted in various companies for a variety of +obs and measures were found to be related to +ob performanc performance# e# Note( The IT battery differs differs from the 1*T2 battery battery in that the IT tests are enerally enerally for upper-level positions and have shorter time limits# The tests may be used separately or in any combination. They are designed for Supervisory, technical, office, skilled labour and other industrial positions. These are paper and pencil tests and each package of 25 booklets contains one type of test. They are hand-scored with scoring stencil, yielding 1 individual scores. !ach test takes about 5-15 minutes to complete. "ssembly - 1bility to visuali$e how separate pieces will look as a whole# Ten-minute Ten-minute time limit# #omponents - 1bility to identify a simple fiure that is part of a complete drawin# Ten-minute Ten-minute time limit# #oordination - 1bility to control hand and arm movements while workin throuh a series of ma$es# ive-minute time limit# !lectronics - 1bility to understand electrical and electronic principles as well as analy$e diarams of electrical circuits# ifteen-minute time limit# !$pression - nowlede of correct rammar and sentence structure# ive-minute time limit# %ngenuity - 1bility to think of inenious and effective ways of solvin problems# ifteen-minute time limit# %nspection %nspection - 1bility to spot imperfections or flaws in a series of ob+ects# ive-minute time limit# &udgment and #omprehension #omprehension - 1bility to read and comprehend iven information# ifteen-minute time limit# 'athematics and (easoning - 1bility to reason throuh mathematical word problems# ifteen-minute time limit# 'echanics - 1bility to understand mechanical principles and analy$e mechanical movement# ifteen-minute time limit# "rithmetic - 1bility to add, subtract, multiply and divide# ive-minute time limit# 'emory 'emory - 1bility to memori$e different terms and their meanins# Ten-minute time limit# )atterns - 1bility to perceive and reproduce pattern outlines accurately# ive-minute ive-minute time limit# )lanning )lanning - 1bility to plan, orani$e and schedule various types of activities# ifteen-minute time limit# )recision - *apacity for precision work with small ob+ects# ive-minute time limit# Scales - 1bility to read scales, raphs and charts# ive-minute time limit# Tables - 1bility to read tables )uickly and accurately# ive-minute ive-minute time limit# *ocabulary - nowlede of words used in business and overnment environments# ifteen-minute time limit# +ormative ata )ercentile norms and stanines provided are based on more than /ob classifications. )ercentile norms and stanines are also listed liste d for 12th-grade students and male university students entering their first year. *alidation Studies 0%T was validated in various companies and was found to be predictive of /ob success for a number of different /obs.
Beck Anxiety Inentory )urpose 3esined to discriminate an%iety from depression in individuals# )opulation 1dults# Score 4ields a total score Time 56-"7 minutes# "uthor 1aron T# 8eck# )ublisher The )ublisher The Psycholoical *orporation# escription The 8eck 1n%iety Inventory 581I7 was developed to address the need for an instrument that would reliably discriminate an%iety from depression while displayin converent validity# 9uch an instrument would offer advantaes for clinical and research purposes over e%istin self-report measures, which have not been shown to differentiate an%iety from depression ade)uately# ade)uately# Scoring The scale consists of : items, each describin a common symptom of an%iety# The respondent is asked to rate how much he or she has been bothered by each symptom symptom over the past week on a /-point /-point scale ranin from " to !# The items are summed to obtain a total score that can rane from " to ;!# (eliability The scale obtained hih internal consistency and item-total correlations ranin from #!" to #< 5median=#;"7# 1 subsample of patients 5n=.!7 completed the 81I after week, and the correlation between intake and -week 81I scores was #<6# *alidity The correlations of the 81I with a set of self-report and clinician-rated scales were all sinificant# The correlation of the 81I with the >1?9-? and >?93-? were #6 and #:6, respectively# The correlation of the 81I with the 83I was #/.# *onverent and discriminant validity to discriminate homoeneous and heteroeneous dianostic roups were ascertained from three studies# The results confirm the presence of these validities# +orms The three normative samples of psychiatric outpatients were drawn from consecutive routine evaluations at the *enter for *onitive Therapy in Philadelphia, Pennsylvania# The total sample si$e was ,".;# There were /6; men and ;!" women. women. Suggested ses ?ecommended for use in assessin an%iety in clinical and research settins#
Beck !e"ression Inentory - #nd Edition )urpose 3esined )urpose 3esined to determine presence and severity of symptoms of depression# )opulation 1dolescents )opulation 1dolescents and adults# Score Produces Score Produces sinle score indicatin intensity of the depressive symptoms# Time 6-" minutes, loner for patients patients with severe depression or obsessional disorders# "uthor 1aron T# T# 8eck, ?obert 1# 9teer, and @reory # 8rown# )ublisher the )ublisher the Psycholoical *orporation# escription The escription The 8eck 3epression Inventory 9econd Edition 583I-II7 is a :-item self-report instrument intended to assess assess the e%iste e%istence nce and severit severityy of sympto symptoms ms of depres depressio sionn as listed listed in the 1merica 1mericann Psychi Psychiatr atric ic 1ssociation's Diagnostic and Statistical Manual of Mental Disorders ourth ourth Edition Edition 539A-I0& 539A-I0& BB/7# This new revised edition replaces the 83I and the 83I-1, and includes items intendin to inde% symptoms of severe depression, which would re)uire hospitali$ation# Items have been chaned to indicate increases or decreases in sleep and appetite, items labeled body imae, work difficulty, weiht loss, and somatic preoccupation were replaced with items labeled aitation, concentration difficulty and loss of enery, and many statements were reworded resultin in a substantial revision of the oriinal 83I and 83I-1# Chen presented with the 83I-II, a patient is asked to consider each statement as it relates to the way they have felt for the past two weeks, to more accurately correspond to the 39A-I0 criteria# Scoring Each of the : items correspondin to a symptom of depression is summed to ive a sinle score for the 83I-II# 83I-II# There is a four-point four-point scale scale for each item ranin ranin from " to !# On two items 5; and .7 .7 there are seven options options to indicate indicate either an increase or decrease of appetite and sleep# *ut score uidelines uidelines for the 83I-II are iven with the recommendat recommendation ion that thresholds be ad+usted ad+usted based on the characteristics characteristics of the sample, sample, and the purpose for use of the 83I-II# Total score of "-! is considered minimal rane, /-B is mild, :"-:. is moderate, and :B-;! is severe# (eliability 83I has been used for !6 years to identify and assess depressive symptoms, and has been reported to be hihly hihly reliable reardless reardless of the population population## It has a hih coefficien coefficientt alpha, 5#."7 its construct validity validity has been established, and it is able to differentiate depressed from non-depressed patients# or the 83I-II the coefficient alphas 5#B: for outpatients and #B! for the collee students7 were hiher than those for the 83I- 1 5#. ;7# The correlations for the corrected item-total item-total were sinificant at #"6 level 5with a 8onferroni ad+ustment7, for both the outpatient outpatient and the collee student student samples# samples# Test-retest est-retest reliability reliability was studied usin the responses responses of :; outpatients who were tested at first and second therapy therapy sessions one week apart# There was a correlation of #B!, which was sinificant at p at p D D #""# The mean scores of the first and second total total scores were comparable comparable with a paired t 5:67 5:67 =#"., which was not sinificant# *alidity One *alidity One of the main ob+ectives of this new version of the 83I was to have it conform more closely to the dianostic criteria for depression, and items were added, eliminated and reworded to specifically assess the symptoms of depression listed in the 39A-I0 39A-I0 and thus increase the content validity of the measure# Cith reard to construct validity, the converent validity of the 83I-II was assessed by administration of the 83I-1 and the 83I-II
to two sub-samples of outpatients 5N=B7# The order of presentation was counterbalanced and at least one other measure was administered between these two versions of the 83I, yieldin a correlation of #B! 5 pD#""7 and means of .#B: 593 = #!:7 and :#... 593 = :#;B7 the mean 83I-II score bein :#B; points hiher than the 83I-1# 1 calibration study of the two scales was also conducted, and these results are available in the 83I-II manual# *onsistent with the comparison of mean differences, the 83I-II scores are ! points hiher than the 83I-1 scores in the middle of the scale# actorial 0alidity has been established by the inter-correlations of the : items calculated from the sample responses# +orms The normative sample included 6"" outpatients from rural and suburban locations# 1ll patients were dianosed accordin to 39A-III-? or 39A-I0 criteria were used to investiate the psychometric characteristics of 83I-II# The roup was comprised of ;! women, and !< men, the mean ae was !<#:" years, rane of !-.; years# The racialFethnic makeup was B Chite, / 1frican 1merican, / 1sian 1merican, and >ispanic# 1 student sample of :" collee students in *anada served as a comparative normal roup# Suggested use The 83I-II is intended to assess the severity of depression in psychiatrically dianosed adults and adolescents ! years of ae and older# It is not meant to serve as an instrument of dianosis, but rather to identify the presence and severity of symptoms consistent with the criteria of the 39A-I0# The authors warn aainst the use of this instrument as a sole dianostic measure, as depressive symptoms may be part of other primary dianostic disorders#
Beck $o"elessness %cale )urpose 3esined to measure neative attitudes about the future# )opulation 1es < and over# Score 1 total scale score# Time 56-"7 minutes# "uthor 1aron T# 8eck# )ublisher The Psycholoical *orporation# escription The 8eck >opelessness 9cale 58>97 is a :"-item scale for measurin neative attitudes about the future# 8eck oriinally developed this scale in order to predict who would commit suicide and who would not# The conceptual basis for the scale derives from the writins of the social psycholoist E$ra 9cotland# Scoring 9corin is straihtforward& one simply adds up each of the items marked in the direction keyed for Ghopelessness#G Hsin the scorin template, one counts the number of blackened circles that show up under the circles on the template# The user bases his or her interpretation on the total scale score# The manual contains eneral cutoff uidelines, althouh the author recommends that cut-off scores should be based upon clinical decisions# (eliability The manual reports ?-:" coefficients 5measures of the scale's internal consistency7 ranin from #.: to #B!# The manual states that when : patients with mi%ed dianoses were tested at the *enter for *onitive Therapy both durin an intake evaluation and week later, before beinnin their therapy, the correlation between their scores on the two occasions was #;B# In another sample of patients from the *enter for *onitive Therapy 5N = BB7, the test-retest reliability over a ;-week span was #;;# 8oth of these test-retest coefficients are statistically sinificant# *alidity *oncurrent validity# 8eck e%amined the relationship between clinical ratins of hopelessness and 8>9 scores in two samples( a7 :! outpatients in a eneral medical practice and b7 ;: hospitali$ed patients who had recently attempted suicide# In the eneral practice sample, the correlation between the 8>9 and the ratins of hopelessness was #& in the suicide-attempt sample, it was #;:# +orms The normative sample consisted of :B/ psychiatric inpatients who had made recent suicide attempts# This sample included :6 men and ;B women# Of the total sample, 6" were white, !B were black, and 6 beloned to other racial roups# The averae ae was :B#B years# On averae, the participants had finished "#.6 years of school# 1s to marital status, /#6 were sinle, <#! were married, !#; were separated or divorced, :#< were widowed# and the rest were unmarried but livin toether or of unknown status# Suggested ses The 8>9 is recommended for measurin e%tent of neative attitudes in clinical and research settins# Bender-&estalt Test )urpose 1 rapid, efficient measure of perceptual-motor and conitive development in children# )opulation 1es / and over# Time 5"7 minutes# "uthor auretta 8ender# )ublisher The 1merican Orthopsychiatric 1ssociation, Inc# escription The 8ender 0isual Aotor @estalt Test 58ender-@estalt7 is the most fre)uently administered and thorouhly researched of all of the drawin 5copyin7 tests# It consists of nine eometric desins 5numbered 1 and -.7 oriinally developed by Certheimer to demonstrate the perceptual tendencies to orani$e visual stimuli into confiural wholes 5Gestalten7# Each desin is presented se)uentially to the sub+ect whose task is to reproduce them on a blank sheet of paper# Scoring 9corin is usually relatively easy and rapid, rarely re)uirin more than three or four minutes, reardless of whether a formali$ed or intuitive scorin system is employed# (eliability The results involvin the 8ender with youn children reveal interscorer reliability to be very hih with correlations of #B" and above# Test-retest reliability coefficients with children rane from a low of about #6" with kinderarten children measured . months apart to #B" with the same ae roup measured two weeks apart# The ma+ority of more than :" different
reliability studies reported by oppit$ reveal correlation coefficients in the #."J rane and suest that normal elementary school children show relatively stable patterns of 8ender-@estalt scores from one administration to the ne%t# *alidity Cith respect to the validity of the 8ender with children, oppit$ reported correlation coefficients from about #6" to as hih as #." between the 8ender-@estalt and intellience as measured by the 9tanford-8inet or Cechsler Intellience 9cale for *hildren up to about the ae of "# 8eyond this ae the correlations drop to essentially $ero as most older children obtain nearly perfect scores# 9he also reported relatively hih correlations between 8ender scores and subse)uent educational achievement of first-rade children# oppit$ also reported a relatively hih correlation between the 8ender and intellectual and academic performance for retarded children as well# Cith children dianosed as havin minimal brain damae, she reported that the 8ender is a valuable dianostic tool but cautioned that it should not be used alone but in combination with other psycholoical tests and any backround information available# +orms Norms for a wide variety of clinical roups, includin mentally retarded, oranically brain-damaed, psychotic, and normal adults are included in 8enderKs classic research monoraph# Suggested ses 3esined for use in educational, research, and clinical settins#
Benton 'isual etention Test )urpose 3esined to assess visual perception, visual memory, and visuoconstructive abilities# )opulation 1es . and over# Score 3ifference between error score and correct score# Time Not reported# "uthor 1rthur 8enton# )ublisher The Psycholoical *orporation# escription The 8enton ?evised 0isual ?etention Test is a widely used instrument that assesses visual perception, visual memory, and visuoconstructive abilities# 8ecause it measures perception of spatial relations and memory for newly learned material, it is used in clinical dianosis of brain damae and dysfunction in children and adults, as well as in research# The 8enton, as it is usually called, has three alternate forms, each of which consists of ten desins# In addition, there are four possible modes of administration# Scoring Test interpretation is based on an assessment of the number and types of errors made and involves several levels of analysis for dianostic purposes# The e%aminer compares the e%amineeKs obtained scores with the e%pected scores found in the norm tables# Chen e%aminin the difference between these scores for the number correct, the wider the discrepancy in favor of the e%pected score, the more probable it is that the e%aminee has suffered neuroloical impairment# (eliability The interscorer areement for total error score is hih 5r = #B67 and for ma+or cateories of errors reliability is moderate to hih 5r = #;; to #B<7# The cateory of errors havin the lowest interscorer reliability is substitutions 5#;;7, whereas distortion and omissionFaddition cateories produce a correlation of #<6# 1ll other cateories have correlations over #.6# 1lternate form reliability for orms *, 3, and E is hih 5r= #.67 for 1dministration 1# The multiple-choice forms 5 and @7 are reported to have a moderate internal consistency, split-half reliability is #<;# To determine test-retest reliability, 1dministration * was iven to B/ inderarten children twice in a four-month interval# The correlation of #<6 between the two sets of scores is very promisin# *alidity 1 correlation of #/: was found between the 8enton and the 3iit 9pan C1I9 subtest# This low correlation indicates discriminate validity since the 8enton was created to supplement the 3iit 9pan test# 0arious studies have e%amined the ability of the 8enton to assist in the dianosis# Hsin a cutoff score of -!, the test identified as brain-in+ured :: of the suspected brain in+ured, :/ of the true brain in+ured, and ; of normals# +orms ;"" people were used in the normin of this test, but the manual does not indicate the demoraphic distribution of its sample# Suggested ses The 8enton is recommended for use as part of a neuropsycholoical battery to assess specific dysfunction# ali*ornia Psyc+ological Inentory )urpose 3esined to evaluate interpersonal behavior and social interaction within normal individuals# )opulation 1es ! and over# Scores Inventory produces . scale scores# Time 5/6-;"7 minutes# "uthor >arrison @ouh )ublisher *onsultin Psycholoists Press, Inc# escription The purpose of the *PI scales is stated by the author as follows( GEach scale is desined to forecast what a person will say or do under defined conditions, and to identify individuals who will be described in characteristic ways by others who know them well or who observe their behavior in particular conte%ts# The scales are rouped for convenience into four broad cateories, brinin toether those havin related implications# The underlyin loic here is interpretational, not factorial, i#e#, these four cateories do not necessarily constitute psychometric entities#G Scoring The items on the inventory produce scores for . scales, which are divided into four classes( measures of poise, ascendancy, self-assurance and inter-personal ade)uacy& measures of sociali$ation, responsibility, intra-personal values, and character& measures of achievement potential and intellectual efficiency& and measures of intellectual and interest modes# (eliability The manual contains no information on reliability#
*alidity *orrelations between individual *PI scales and relevant e%ternal criteria fall in the #: to #6 rane# 9uch relationships are typical in personality research, and e%tremely hih correlations are unlikely to be found since the scales are developed to assess rather broad behavioral tendencies# The manual contains no information on item intercorrelations and factorial analyses# +orms The manual contains no information on norms# Suggested ses Hsin the *PI as a research tool and as an assessment device for adolescents and adults have been popular amon psycholoists#
+ild Be+aior +ecklist )urpose 3esined to assess Gsocial competenceG and Gbehavior problemsG in children# )opulation 1es /-.# Score ive scale scores# Time Not reported# "uthors Thomas A# 1chenbach and *rai Edelbrock# )ublisher Thomas A# 1chenbach# escription The *hild 8ehavior *hecklist 5*8*7 was desined to address the problem of definin child behavior problems empirically# It is based on a careful review of the literature and carefully conducted empirical studies# It is desined to assess in a standardi$ed format the behavioral problems and social competencies of children as reported by parents# Scoring The *8* can be self-administered or administered by an interviewer# It consists of . items related to behavior problems which are scored on a !-point scale ranin from not true to often true of the child# There are also :" social competency items used to obtain parentsK reports of the amount and )uality of their childKs participation in sports, hobbies, ames, activities, orani$ations, +obs and chores, friendships, how well the child ets alon with others and plays and works by himFherself, and school functionin# (eliability Individual item intraclass correlations 5I**7 of reater than #B" were obtained Gbetween item scores obtained from mothers fillin out the *8* at -week intervals, mothers and fathers fillin out the *8* on their clinically-referred children, and three different interviewers obtainin *8*s from parents of demoraphically matched triads of children#G 9tability of I**s over a !-month period were #./ for behavior problems and #B< for social competencies# Test-retest reliability of mothersK ratins were #.B# 9ome differences were found between mothersK and fathersK individual ratins# *alidity 9everal studies have supported the construct validity of the instrument# Tests of criterion-related validity usin clinical status as the criterion 5referredFnon-referred7 also support the validity of the instrument# Importantly, demoraphic variables such as race and 9E9 accounted for a relatively small proportion of score variance# +orms Normative data, obtained from parents of ,!"" children, were heteroeneous with respect to race and socioeconomic status and were proportionate to the composition of the eneral H#9# population# Suggested ses It is suested that the *8* is a viable tool for assessin a childKs behaviors, via parent report, in a clinical or research environment. +ildren,s A""erce"tion Test )urpose 3esined as a pro+ective method of describin personality# )opulation 1es ! to " years# Score NF1# Time 5!"7 minutes# "uthors eopold 8ellak and 9onya 9orel 8ellak# )ublisher *#P#9#, Inc# escription The *hildrenKs 1pperception Test 5*1T-17 is a pro+ective method of describin personality by studyin individual differences in the responses made to stimuli presented in the form of pictures of animals in selected settins# The " items consist of " scenes showin a variety of animal fiures, mostly in unmistakably human social settins# The use of animal rather than human fiures was based on the assumption that children of these aes would identify more readily with appealin drawins of animals than with drawins of humans# The author discusses interpretation on the basis of psychoanalytic themes, but there is no compellin reason that *hildrenKs 1pperception Test protocols could not be interpreted from other theoretical frameworks# Scoring This pro+ective techni)ue is not GscoredG in a )uantitative sense# The ist of stores is recorded, and the presence or absence of thematic elements is indicated on the form provided# (eliability and *alidity No statistical information is provided on the technical validity and reliability of the *1T# +orms Information on norms is not included in the manual# Suggested ses 3esined for use in clinical and research settins#
onners ating %cales - eised )urpose 3esined to assess attention-deficitFhyperactivity 513>37 and related problems in children# )opulation *hildren, aed ! years throuh < years# Score 9hort and lon versions of parent, teacher, and self-report forms with subscales# Time :" minutes or less, loner for readin disabilities, E9, or psychiatric problems# "uthor *# eith *onners
)ublisher A>9 escription The *onnors ?atin 9cale - ?evised 5*?9-?7 updates the oriinal *onnersK ?atin 9cale, provides three scales rather than two, with lon and short versions of each scale# The L>yperactivity Inde%M had been renamed the *onnersK @lobal Inde%, and is included on the forms for teachers and parents# Chile the lon versions re)uire more time to complete, they correspond more closely to the criteria of the Diagnostic and Statistical Manual of Mental Disorders, ourth Edition 539A-I0, 1P1, BB/7# The short version is useful when time is limited or when repeated administrations are needed# Scoring *omputer prorams are available for scorin, calculatin standardi$ed T-scores from raw scores, and providin raphic display and a report of the results# (eliability The coefficient alphas for internal reliability were hihly satisfactory for the normative roups# or the lon form there was a rane from #<:. to #B/: and #.6< to #B!. for the short form of the *?9-?, indicatin that the *?9-? subscales are accurate in measurin the constructs they were intended to measure# *alidity One The *?9-? has been compared to the *3I, The *?9, and the *PT overall inde%# *orrelations were also done between the teacher, parent, and adolescent ratins# The results indicate that the *?9-? does in fact identify childhood and adolescent 13>3 behavioral problems and psychopatholoy# 0alidity studies are continuin# +orms The normative sample consisted of over .""" cases# 3ata are from over :"" schools in over /6 states and " provinces throuhout the H9 and *anada for parents, teacher and self-reports was included# Suggested use The main use of the *?9-? is for the assessment of 13>3# The subscales however provide information useful for assessment of conduct problems, conitive problems, family problems, emotional, aner control and an%iety problems# The *?9-? can be used for screenin, for treatment monitorin, as a research instrument, and as a clinical dianostic aid#
!i**erential Ability %cales )urpose 3esined to assess the conitive ability and achievement of children# )opulation *hildren, aed : years ; months throuh < years months# Scores @eneral *onceptual 1bility, cluster scores and core subtest scores# Time 5:6-;67 minutes for Preschool level, 5/" ;67 minutes for 9chool-1e evel on the *onitive 8attery, 56:67 minutes for the 9chool 1chievement tests# "uthor *olin 3# Elliott )ublisher The Psycholoical *orporation escription The 3ifferential 1bility 9cales is an individually administered test battery intendin to measure conitive and achievement levels for children for classification and dianostic purposes# Its diverse nature makes it possible to profile a childKs strenths and weaknesses# This instrument intends to provide a wider rane of measurement possibilities than found in other similar batteries# The tasks and scores of the 319 are said to reflect a wide rane of theories to accommodate a variety of theoretical views# It consists of :" subtests, < conitive and ! achievement subtests yieldin an overall conitive ability score and achievement scores# 3ifferences between conitive abilities and between conitive ability and achievement can be e%plored# >arder or easier sets of items can be administered if hih or low ability is e%pected in out-of-level testin# Scoring 9cores are obtained on three levels, the @eneral *onceptual 1bility 5@*17 made up the cluster scores, with a foundation provided by the individual subtests# The @*1 score is based on a definition of psychometric as the eneral ability of an individual to perform comple% mental processin that involves conceptuali$ation and the transformation of information 5conceptual and reasonin ability7, the cluster scores represent verbal, spatial, and nonverbal reasonin abilities, and the subtest represent specific ability or processes# 9pecial ability scores for 0erbal 1bility, Nonverbal ?easonin 1bility, and 9patial 1bility are reported as percentiles and standard scores# 9uch measures as perceptual and memory skills on the dianostic subtest are reported by ae as both percentile and T scores# (eliability The reliability coefficient 5I?T in most cases,7 was hih for The @*1 in all aes, with an averae of #B" at the lowest preschool lever, and #B/ for the upper preschool level# 1nd #B6 for the 9chool 1e level# Test-retest reliability scores were very stable for the @*1 and cluster scores# ?anin from #
This instrument is able to address a wide variety of referral )uestions for a broad ae rane of children in school and clinical settins, as well as in research#
Ed.ards Personal Pre*erence %c+edule )urpose Personality inventory# )opulation *ollee and adults# Scores 6 scores# Time 5/"-667 minutes# "uthor 1llen # Edwards# )ublisher The Psycholoical *orporation# escription The Edwards Personal Preference 9chedule 5EPP97 is a forced choice, ob+ective, non-pro+ective personality inventory, derived from the theory of ># 1# Aurray, which measures the ratin of individuals in fifteen normal needs or motives# On the EPP9 there are nine statements used for each scale# 9ocial 3esirability ratins have been done for each item, and the pairin of items attempts to match items of appro%imately e)ual social desirability# ifteen pairs of items are repeated twice for the consistency scale# Scoring The EPP9 consists of 6 scales( achievement, deference, order, e%hibition, autonomy, affiliation, interception, succorance, dominance, abasement, nurturance, chane, endurance, heterose%uality, and aression# (eliability 9plit-half reliability coefficients, or coefficients of internal consistency for ,6"B students in the collee normative roup rane from #;" to #.< with a median of #<.# The author also presents test-retest stability coefficients with a one-week interval# These are based on a sample of .B students and rane from #66 to #.< with a median of #alstead impairment inde%# Time Not reported# "uthor ?alph A# ?eitan )ublisher ?eitan Neuropsycholoy aboratories, Hniversity of 1ri$ona# escription The >alstead-?eitan Neuropsycholoical Test 8attery 5>?N87 was developed to predict the presence of brain damae while offerin a comprehensive view of a patientKs individual functions# The purpose of this battery is to provide the clinician with a database for inferrin the nature, location, and e%tent of the structural chanes in the brain that may underlie and e%plain the pattern of intact and impaired functions derived from the measures and )ualitative information yielded by the battery# The present battery consists of " tests which have been shown empirically to best discriminate between normals and patients with documented cortical damae# The authors offer convincin data favorin clearer brain damae locali$ation with the >?N8 for acute lesions rather than more chronic neuropatholoy# Scoring The battery includes tests purported to measure elements of memory, abstract thouht, lanuae, sensory-motor interation, imperception, and motor de%terity# (eliability Information on reliability is not included in the manual# *alidity The battery has been shown to discriminate normal controls from patients with brain damae with considerable accuracy 5./-B.7# The normative base for establishin a profile of individual standard score patterns can be found in a lare collection of studies desined to demonstrate validity of the battery to differentiate 57 oranic neuroloical from normal populations, 5:7 oranic neuroloical from functional psychiatric populations, 5!7 focal from diffuse neuroloical disease, 5/7 reional focal cerebral dysfunction by ma+or $ones, and 567 the etioloical conditions associated with individual differences in outcome pattern# +orms The manual reports no standardi$ation or normative data, but relies upon the body of research which has evolved for the past !" years with the battery# Suggested ses It is suested that the >?N8 is a more than ade)uate neuropsycholoical instrument for use in clinical and research settins# Kau*/an Test o* Educational Ac+iee/ent )urpose 3esined to measure school achievement of children# )opulation @rades -:# Score 1e and rade norms# Time 5;"-<67 minutes# "uthors 1lan 9# aufman and Nadeen # aufman#
)ublisher 1merican @uidance 9ervice# escription The aufman Test of Educational 1chievement 5-TE17 was desined to measure school achievement of children enrolled in @rades -:# It consists of two overlappin forms( *omprehensive and 8rief# The 8rief orm lobally samples the areas of readin, mathematics, and spellin, whereas the *omprehensive orm measures more specific skills in the areas of readin decodin and comprehension, mathematics applications and computation, and spellin# Normreferenced measures are included in both forms# The *omprehensive orm also provides criterion-referenced assessment data to analy$e the studentsK errors in each subtest content area# 1dditionally, all standard scores in both forms are set at a mean of "", with a standard deviation of 6, to allow for comparisons between the -TE1 and previously obtained standard I scores# Scoring The *omprehensive orm subtests include( AathematicsF1pplications 5;" items7, ?eadinF3ecodin 5;" items7, 9pellin 56" items7, ?eadinF*omprehension 56" items7, and AathematicsF*omputation 5;" items7# ?aw scores can be converted to ae and rade norms# (eliability The overall reliability coefficients raned from #.< to #B6 for all aes# Internal consistency showed stron reliability in this area# *oefficients raned from #<< to #.6 by rade level and from #.: to #.. by ae roup# Test-retest intervals raned from to !6 days# In most cases the results showed a #B" or better test-retest coefficient# 8ecause there are two forms of the -TE1 58rief and *omprehensive7, reliability between the two was e%amined# The overall results showed interform reliability coefficients to be in the low #B"s, with a rane from #.< to #B; for the different rade levels and #B" to #B< for the separate ae roups# Interform reliability coefficients in the areas of readin were hiher 5in the #B"s7 for youner children and fell into the upper #<"s for older children# *alidity 3ata that correlate performance on both forms of the -TE1 with other achievement tests are presented in the manual# The other tests included the Cide ?ane 1chievement Test, the Peabody Individual 1chievement Test 5PI1T7, the Aetropolitan 1chievement Test, the 9tanford 1chievement Test, and the -18*# The test authors present data to support relatively stron correlations on most of these measures 5e##, -18* raned from #.! to #..& PI1T raned from #<6 to #.;7# +orms The standardi$ation sample was representative with reard to eoraphic reion, se%, socioeconomic status, and educational level of parents# Suggested ses The -TE1 is recommended for achievement assessment in educational and research settins#
0illon Adolescent Personality Inentory )urpose 3esined as an ob+ective personality measure for adolescents# )opulation 1es ! to . years# Score . personality-style dimensions# Time Not reported# "uthors Theodore Aillon, *atherine # @reen, and ?obert 8# Aeaher, r# )ublisher N*9 Professional 1ssessment 9ervices# escription The Aillon 1dolescent Personality inventory 5A1PI7 is an ob+ective personality measure of the true-false type that assesses a number of personality dimensions, e%pressed concerns, and behavioral correlates in adolescents aed ! to . years# Scoring The inventory comprises eiht scales measurin personality styles based on AillonKs theory of personality types& four scales desined to tap sub+ectsK e%pressed concerns, such as peer security and acceptance of se%ual maturation& and four scales assessin sub+ectsK actual behavior# The A1PI yields normative scores that are ad+usted for personality-traitprevalence data on each of the personality style, e%pressed concern, and behavioral correlate scales# 1 narrative report interprets scores on each of the three sets of scales, identifies noteworthy responses to individual items, lists applicable 39A-III-? dianoses, and discusses therapeutic implications for use in treatment plannin# (eliability Two test-retest studies produced stability coefficients enerally within the acceptable rane# 1n analysis of the internal consistency of all :" A1PI scales produced a median reliability coefficient of #, with a rane from #;< to #./# The findins are within the acceptable rane for scales of this type# *alidity Internal validity was established by employin statistical correlation of each of the 6" test items with total scores on each of the :" scales, subse)uent to completion of the initial scale-construction stae# Those test items that displayed a moderate correlation 5usually #!" or hiher7 with any scale other than a theoretically incompatible one were added to that scale# urther validity research was undertaken subse)uent to the completion of the final form of the A1PI# In eneral, the :" individual scales of the A1PI display moderate correlations in the e%pected direction with relevant scales of the *alifornia Psycholoical Inventory, ; P, and the Edwards Personal Preference 9chedule# +orms The test was normed on roups of GclinicalG and GnonclinicalG sub+ects ranin in ae from ! to B years# The normal roup consisted of ,"< males and ,".; females enrolled in public and parochial schools in a number of cities in various parts of the Hnited 9tates# The clinical roup consisted of /!" adolescents, of whom !:6 were outpatients and "6 were inpatients# The sample was ./ white, black, ! >ispanic, Oriental, and other# The standardi$ation sample rouhly matched the estimated percentaes for socioeconomic status roups within the eneral population# Suggested ses The A1PI is recommended for use in clinical and research settins# 0illon linical 0ultiaxial Inentory - 1rd Ed . )urpose 3esined to provide treatment information in the areas of personality disorders and clinical syndromes# )opulation 1dult clinical population . and over with .th rade readin
Scales :. clinical personality scores Aodified Indices 5/7, *linical Personality Patterns 57, 9evere Personality Patholoy 5!7, *linical 9yndromes 5<7, and 9evere *linical 9yndromes 5!7 Time appro%# :6 minutes "uthor Theodore Aillon, ?oer 3avis, and *arrie Aillon )ublisher N*9 Pearson escription The Aillon *linical Aultia%ial Inventory-!rd# Ed# 5A*AI-III7 is an update of the A*AI-II which represents onoin research, conceptual developments, and the chanes in the 39A-I0# It is a standardi$ed, selfreport )uestionnaire assessin a wide rane of information related to personality, emotionality, and test-takin attitude# The A*AI-III contains <6 items which produce :. scales# *hanes to the A*AI-II include addition of the 3epressive and PT93 scales# There are B" new items and .6 that remained the same maintainin the <6 total items of the A*AI-II# Aost of the chanes had to do with the severity of the symptoms to increase the ability to detect patholoy# The items per scale were reduced, keyins were reduced from B6! to //", and the possible ratins per item reduced from ! to : choices# The instrument is brief in comparison to other personality inventories, it has a stron theoretical basis, administration and scorin are simple, and it has a multi-a%ial format# Scoring The AA*I-III consists of :. pQclinical personality scales, Aodifyin Indices 53isclosure, 3esirability, 3ebasement, 0alidity7, *linical Personality Patterns 59chi$oid, 1voidant, 3epressive, 3ependent, >istrionic, Narcissistic, 1ntisocial, 1ressive 59adistic7, *ompulsive, Passive-1ressive 5Neativistic7, 9elf-3efeatin7, 9evere Personality Patholoy 59chi$otypal, 8orderline, Paranoid7, *linical 9yndromes 51n%iety, 9omatoform, 8ipolar( Aanic, 3ysthymia, 1lcohol 3ependence, 3ru 3ependence, Post-Traumatic 9tress 3isorder7, 9evere *linical 9yndromes 5Thouht 3isorder, Aa+or 3epression, 3elusional 3isorder7# (eliability or the A*AI-III the internal consistency measures have been stron# The alpha coefficients e%ceed # ." for :" of the :; scales# The 3epression scale had a hih of #B", and the *ompulsive scale was low at #;;# Test-retest reliability, interval of 6 to / days, was e)ually hih with a median of #B# *alidity actor analysis supports the orani$ation of the scales# Aany correlation have been made between the A*AI-III and related instruments, for e%ample, the 8eck 3epression Inventory correlated with the A*AI-III Aa+or 3epression 5#7 and 3ysthymia 5#<7# >ih correlations were also found between the AAPI-: and the A*AIIII Aa+or 3epression 5#<7 and 3ysthymia 5#;.7# Chile there have been some surprisin results, with moderate or low correlations, most of the findins have been in the e%pected direction# +orms The instrument was normed with psychiatric patients and uses a new weihted score, the 8ase ?ate 9core 58?97 that takes into account the prevalence of the specific disorder in the psychiatric population# The normative data and transformation scores are based entirely on clinical samples and are applicable only to individuals who evidence problematic emotional and interpersonal symptoms or who are underoin professional psychotherapy or a psychodianostic evaluation# Suggested use A*AI-III is used primarily in clinical settins with individuals who re)uire mental health services for emotional, social, or interpersonal difficulties# One reviewer states that he considers this test as one of the reatest contributions made to the field durin his professional life#
0innesota 0ulti"+asic Personality Inentory-# )urpose 3esined as an ob+ective personality test for the assessment of psychopatholoy# )opulation 1dults# Score ?eports scores for the various scales# Time 5/"-B"7 minutes# "uthors 9tarke >athaway and # *harnley Acinley# )ublisher Hniversity of Ainnesota Press# escription The Ainnesota Aultiphasic Personality Inventory-: 5AAPI-:7 is a broad-based test desined to assess a number of ma+or patterns of personality, emotional, and behavioral disorders# It consists of 6;< statements that a sub+ect mark true or false# The test provides internal checks that determine if the eneral re)uirements have not been satisfied# Scoring The inventory is scored in subunits, eiht of which are conventionally termed clinical scales and provide the clinical profile# The clinical scales are 9cale 5>ypochondriasis7& 9cale : 53epression7& 9cale ! 5>ysteria7& 9cale / 5Psychopathic 3eviate7& 9cale ; 5Paranoia7& 9cale < 5Psychasthenia7& 9cale . 59chi$ophrenia7& and 9cale B 5>ypomania7# Two other scales were added from within the oriinal item pool# 9cale 6 5Aasculinity-femininity7 was developed alon with the eiht clinical scales# 9hortly after, 9cale " 59ocial Introversion7 was added# Three additional measures were desined to estimate the validity of the clinical profile# The 5ie7 9cale has statements dealin with a common, relatively insinificant weakness to which most people are willin to confess# The 5Infre)uency7 9cale is made up of statements that were answered in the keyed direction by less than " of the inventoryKs oriinal standardi$ation roup# The 9cale was desined to trap the respondent who attempts to conceal actual psych opatholoy# (eliability ?eliability information on the new AAPI-: basic scales was computed from test-retest data on .: males and females retested after a median of < days# *orrelation coefficients raned from #;< to #B: for males 5median r = #.:7, and from #6. to #B for the females 5median r = #
+orms The restandardi$ation sample for the AAPI-:, comprised of sub+ects between the aes of . and B" 5,!. males and ,/;: females7 was drawn from communities in *alifornia, Ainnesota, North *arolina, Ohio, Pennsylvania, 0irinia, and Cashinton, in addition to proportionate samples of individuals from a federal Indian reservation and various military bases# Suggested ses Hses include screenin, assessment, selection, and prediction applications in both research and clinical settins#
0yers-Briggs Ty"e Indicator )urpose 3esined to classify individuals accordin to unian theory# )opulation >ih school and collee students# Score Two types of scores on the four iven dimensions# Time Not reported# "uthors Isabel 8ris Ayers and atharine *# 8ris# )ublisher *onsultin Psycholoists Press, Inc# escription The Ayers-8ris Type Indicator 5A8TI7 is a forced-choice, self-report inventory that attempts to classify individuals accordin to an adaptation of *arl unKs theory of conscious psycholoical type# There is the assumption that human behavior, perceived as random and diverse, is actually )uite orderly and consistent# This view supposes that the observed variability is due to Gcertain basic differences in the way people prefer to use perception and +udment#G The A8TI should be rearded Gas affordin hypotheses for further testin and verification rather than infallible e%pectations of all behaviors#G Scoring The A8TI classifies individuals alon four theoretically independent dimensions# The first dimension is a eneral attitude toward the world, either e%traverted 5E7 or introverted 5I7# The second dimension, perception, describes a function and is divided between sensation 597 and intuition 5N7# The third dimension, also a function, is that of processin# Once information is received, it is processed in either a thinkin 5T7 or feelin 57 style# The final dimension is +udin 57 versus perceivin 5P7# (eliability Cith test-retest intervals from five weeks to : months, reliability coefficients rane from #
NEO Personality Inentory - eised )urpose 3esined to measure five ma+or dimensions or domains of normal adult personality# )opulation 1es < and older# Scores !" facet scores and 6 domain scores# Time 5!"-/"7 minutes# "uthors Paul T# *osta, r# and ?obert ?# Ac*rae# )ublisher Psycholoical 1ssessment ?esources, Inc# escription The NEO-PI-? is the most recent version of *osta and Ac*raeKs instrument to assess normal adult personality usin the five-factor model ta%onomy of personality# It is one of the few commercially available test based on this model# Scoring The NEO-P-? assesses five ma+or domains of personality( Neuroticism 5N7, E%troversion 5E7, Openness to E%perience 5O7, 1reeableness 517, and *onscientiousness 5*7, each represented by si% lower level facet scale scores# It is available in three formats( self-report and observer-report versions and the NEO-I, a ;"-item short form of the instrument# (eliability 3omain level reliabilities rane from #.; to #B6 for both the self and observer ratin forms of this instrument# acet level reliabilities are ood ranin from #6; to #B" for both self- and observer-report forms of the NEO-PI-?# 9hort-term test-retest reliability has been found with the NEO-I and the NEO-PI-?# on-term test-retest reliability has been shown for the N, E, and O domains for the previous version of this instrument# *alidity There is stron consensual validity between self, peer, and spouse reports of the test# *onstruct, converent, and diverent validity evidence for the scales has been collected by *osta and Ac*rae# NEO-PI-? scales correlated with analoous scales from other instruments# +orms Norms are based on a sample of ,""" sub+ects 56"" males, 6"" females7 selected from three lare scale studies of the NEO-PI-?# The normative sample was stratified to match BB6 H#9# *ensus pro+ections for ae, ender, and race# 9eparate norms are also provided for collee-aed samples#
Suggested ses It is recommended that these scales are useful tools for personality assessment and may provide a useful bride between basic research in personality psycholoy and applied psycholoy#
Peabody Picture 'ocabulary Test - 1rd Edition )urpose 3esined as a test of receptive vocabulary achievement and verbal ability# )opulation 5Enlish speakin7 individuals aes :(; throuh B"J years Score 9tandard scores rane from /" to ;"# Time 5-:7 minutes for most people# "uthor loyd A# 3unn and eota A# 3unn )ublisher 1merican @uidance 9ervice escription The Peabody Picture 0ocabulary Test - Third Edition 5PP0T-III7 updates the PP0T of B6B and the PP0T-? of B., and like them is an individually administered, un-timed, norm-referenced, wide-rane test with two parallel forms# The :"/ items on each form are rouped into < sets of : items of / black and white illustrations formin a picture plate# The oriinal PP0T used !"" stimulus words, 6" on each form of the test# In the development of the PP0T-III item pool, national tryouts were used to eliminate stimulus words that were biased by ender, reion, race or ethnicity# The test has two parallel forms, re)uires no oral or written responses and no readin by the e%aminee# Scoring ?apid and ob+ective scorin is done while the test in bein administered# ?aw scores are converted into normative scores# (eliability The alpha reliabilities for the :6 standardi$ed ae roups were between #B: and #B. with a median reliability of #B6 for both forms# The split-half reliabilities for the :6 ae roups raned from #.; to #B<, with a median of #B/ for both forms# The altenate forms reliabilities rane from #.. to #B; with a median correlation of #B/# *alidity *orrelations of the PP0T-III form 1 and 8 scores with scores of the CI9*-III 0I are #B and #B:& with the 1IT *rystalli$ed I, #.< and #B& and with the -8IT 0ocabulary score, #.: and #."# 9lihtly lower correlations with the non-verbal scores were predicted& with the CI9*-III PI #.: and #./& 1IT luid I, #<; and#.6, and with the -8IT matrices score, #;6 and #;:# ull scale I on the CI9*-III was #B" and #B", 1IT *omposite I was #.6 and #B, -8IT composite, #<. and #<;# +orms The normative sample included :<:6 persons# 1nd while the oriinal PP0T was standardi$ed only on white children from Tennessee, the normative sample of the PP0T-III was selected to match the data of the BB/ H9 *ensus# The sample was stratified with each ae roup by ender, raceFethnicity, eoraphic reion, and 9E9# Only individuals who were determined to speak and understand Enlish were included in the testin Suggested use The PP0T-III is useful in testin preschool children for vocabulary ac)uisition as an indicator of linuistic and conitive development# Chen Enlish is the lanuae of home, school, and community, it can be used as a screenin device for verbal ability and for iftedness and for mental retardation# It is a useful test for people who perform poorly on roup tests, or for nonreaders and for those with written lanuae problems# or individuals with lanuae impairment, it can provide a measure of linuistic potential, and it is useful for those who are autistic, withdrawn, or have psychotic problems, as speech is not re)uired# Individuals with cerebral palsy or with visual-perceptual problems can also take this test#
Personality Assess/ent Inentory )urpose 3esined to provide information relevant to clinical dianosis, treatment plannin, and screenin for psychopatholoy# )opulation 1es . years to adult# Scales Inconsistency, Infre)uency, Neative Impression, Positive Impression, 9omatic *omplaints, 1n%iety, 1n%iety- ?elated 3isorders, 3epression, Aania, Paranoia, 9chi$ophrenia, 8orderline eatures, 1ntisocial eatures, 1lcohol Problems, 3ru Problems, 1ression, 9uicidal Ideation, 9tress, Nonsupport, Treatment ?e+ection, 3ominance, Carmth# Total Time 5/"-6"7 minutes# "uthor eslie *# Aorey )ublisher Psycholoical 1ssessment ?esources escription The Personality 1ssessment Inventory 5P1I7, is a self-report inventory of adult psychopatholoy# It was desined as a multidimensional alternative to the Ainnesota Aultiphasic Personality Inventory 5AAPI7 for assessin abnormal personality traits# The P1I is a self-report )uestionnaire consistin of !// items 5scored on a /-point ordinal scale( = alse& 9T = 9lihtly True& AT = Aainly True& 0T = 0ery True7# The P1I includes current items, and avoids collo)uial and slan e%pressions# Items considered potentially biased 5on ender, ethnic, economic, reliious or other rounds7 were e%cluded# The P1I manual is both comprehensive and informative# Scoring The P1I has :: non-overlappin scales which include / validity scales, clinical scales, 6 treatment scales, and : interpersonal scales 5" scales are further subdivided into ! conceptually distinct subscales7# Aost scales consist of ., :, or :/ items with an averae rade / readin level# 0alidity scales measure response Inconsistency, Infre)uency, Neative Impression, and Positive Impression# ?aw scores are plotted on the Profile
orms, yieldin T scores 5A=6", 93="7# (eliability 1lpha coefficients of internal consistency for the :: scales were median #., median #.:, and median # .; for the normative, collee, and clinical samples# Inter item correlations were low, indicatin independent content of most items within each scale Aedian test-retest coefficients over :-/ weeks showed stability with median alphas e%ceedin #."# *alidity *oncurrent validity correlations of the P1I validity, clinical, treatment, and interpersonal scales with several other personality instruments 5e##, AAPI, 9T1I, 8eck 9cales, Cahler Physical 9ymptoms Inventory, ear 9urvey 9chedule7 reveal many small to moderate coefficients, suestin only relatively modest common variance# E%ploratory factor analyses based on the scale and subscale intercorrelations for the standardi$ation and clinical samples are methodoloically )uestionable# +orms There were three samples, all comprised of at least ,""" individuals& community-dwellin adults stratified on ender, race, and ae accordin to BB6 H#9# *ensus pro+ections, clinical patients& and collee students 5all samples comprised at least ,""" individuals7# Suggested use The P1I is intended to provide information relevant to clinical dianoses, treatment plannin and screenin for psychopatholoy#
Personality esearc+ For/ )urpose 3esined to assess personality characteristics# )opulation @rades <-; and adults, collee# Score 6 scores# Time 5!"-/67 minutes# "uthor 3oulas N# ackson# )ublisher ?esearch Psycholoists Press, Inc# escription 3evelopment of the Personality ?esearch orm 5P?7 was uided by the belief that more riorous and valid assessment of personality characteristics could be achieved throuh the application of modern principles of personality and test theory# The oals established for the P? were to develop an item pool and a set of personality scales relevant to normal human functionin in a wide variety of situations# Scoring There are 6 scores, which include( achievement, affiliation, aression, autonomy, dominance, endurance, e%hibition, harm avoidance, impulsivity, nurturance, order, play, social reconition, understandin, and infre)uency# (eliability The odd-even reliabilities, ad+usted usin the 9pearman-8rown correction, were calculated from the responses of B: sub+ects# The reliability estimates for the personality scales raned from #/. to #B", with a median reliability of about # <.# The reliabilities of the 3esirability 5validity7 9cale raned from #6B to #;;, and those of the Infre)uency 5validity7 9cale raned from #!! to #6<# Test-retest reliability estimates raned from #6< to #.6, with a median of #<<# *alidity The P? manual contains nine tables reportin correlations between scales on various forms of the P? and scales on other tests# ?eported are the relationships between the P?-11 and the *PI and 9tron 0ocational Interest 8lank 590I87, the P?-1 and the 1llport 0ernon ind$ey 9tudy of 0alues 59O07, and the P?-E and the PI, ackson 0ocational Interest 9urvey 50I97, 8entler Psycholoical Inventory 58PI7, 8entler Interactive Psycholoical Inventory 58IPI7, and *attellKs >ih 9chool Personality uestionnaire 5>9P7# In eneral, the P? scales have hiher correlations with scales from the other instruments measurin the same or a similar construct 5e##, dominance-leadership7 than with scales measurin different or antithetical constructs# +orms The normative sample consisted of ,":B male and ,"": female collee students selected to represent a stratified random sample by reions of the Hnited 9tates# Suggested ses The P? is recommended for use in personality research and for measurin normal personality traits in settins such as schools, collees, clinics, uidance centers, business, and industry# aen %tandard Progressie 0atrices )urpose 3esined to measure a personKs ability to form perceptual relations# )opulation 1es ; to adult# Score Percentile ranks# Time 5/67 minutes# "uthor #*# ?aven# )ublisher H#9# 3istributor( The Psycholoical *orporation# escription The 9tandard Proressive Aatrices 59PA7 was desined to measure a personKs ability to form perceptual relations and to reason by analoy independent of lanuae and formal schoolin, and may be used with persons ranin in ae from ; years to adult# It is the first and most widely used of three instruments known as the ?aven's Proressive Aatrices, the other two bein the *oloured Proressive Aatrices 5*PA7 and the 1dvanced Proressive Aatrices 51PA7# 1ll three tests are measures of 9pearman's # Scoring The 9PA consists of ;" items arraned in five sets 51, 8, *, 3, R E7 of : items each# Each item contains a fiure with a missin piece# 8elow the fiure are either si% 5sets 1 R 87 or eiht 5sets * throuh E7 alternative pieces to complete the fiure, only one of which is correct# Each set involves a different principle or GthemeG for obtainin the missin piece, and within a set the items are rouhly arraned in increasin order of difficulty# The raw score is typically converted to a percentile rank by usin the appropriate norms# (eliability Internal consistency studies usin either the split-half method corrected for lenth or ?:" estimates result in values ranin from #;" to #B., with a median of #B"# Test-retest correlations rane from a low of #/; for an eleven-year
interval to a hih of #B< for a two-day interval# The median test-retest value is appro%imately #.:# *oefficients close to this median value have been obtained with time intervals of a week to several weeks, with loner intervals associated with smaller values# ?aven provided test-retest coefficients for several ae roups( #.. 5! yrs# plus7, #B! 5under !" yrs#7, #.. 5!"!B yrs#7, #.< 5/"-/B yrs#7, #.! 56" yrs# and over7# *alidity 9pearman considered the 9PA to be the best measure of # Chen evaluated by factor analytic methods which were used to define initially, the 9PA comes as close to measurin it as one miht e%pect# The ma+ority of studies which have factor analy$ed the 9PA alon with other conitive measures in Cestern cultures report loadins hiher than #<6 on a eneral factor# *oncurrent validity coefficients between the 9PA and the 9tanford-8inet and Ceschler scales rane between #6/ and #.., with the ma+ority in the #<"s and #."s# +orms Norm roups included in the manual are( 8ritish children between the aes of ; and ;& Irish children between the aes of ; and :& military and civilian sub+ects between the aes of :" and ;6# 1 supplement includes norms from *anada, the Hnited 9tates, and @ermany# Suggested ses ?ecommended uses include measurement of a personKs ability to form perceptual relations and reason by analoy in research settins#
otter Inco/"lete %entences Blank2 %econd Edition )urpose 3esined Gas a screenin instrument of overall ad+ustment#G )opulation *ollee students, adults, hih-school students# Score Inde% of Overall 1d+ustment# Time 5:"-/"7 minutes# "uthors ulian ?otter, Aichael ah, and anet ?afferty# )ublisher The Psycholoical *orporation# escription The 9econd Edition of the ?otter Incomplete 9entences 8lank 5?I987 is a pro+ective measure of malad+ustment with a semi-ob+ective scorin system# This revised instrument provides direct information on personality conflicts# 1s scorin depends on intuitive clinical insihts, coni$ance of personality dynamics is essential for accurate interpretation# 1lthouh responses can also be scored )ualitatively for pro+ected motivational needs, as a eneral rule, interpretation of sub+ective scales is notoriously unreliable# Scoring ?esponses are rated on a <-point ordinal scale 5hiher scores suestin reater malad+ustment7 on the basis of omissions and incomplete responses, conflict responses, positive responses, or neutral responses# Overall scores enerally rane from ." to :"6 5on a scale from $ero throuh :/"7# >owever, because of the diversity amon individualsK idiosyncratic responses, the ?I98 cannot readily be computer scored# This inevitably raises )uestions as to the ob+ectivity and scorin consistency of ?I98 responses# (eliability 9everal studies reported in the ?I98 manual suest uncertain reliability# 9tability coefficients are reported as ranin from a low #!. 5retest interval of ! years7 up to #.: 5retest after only -: weeks7, so it cannot be assumed that the instrument is always reliable# 9ome inconsistency in scorin is evident because althouh interscorer reliabilities rane from # <: to #BB, item-rater reliabilities rane from #// to #B!# 8ecause the scorin e%amples are based solely on collee samples, there is the further )uestion as to their applicability for hih school and adult roups# 1 positive feature of this test is its item homoeneity# The manual reports split-half estimates ranin from # to #.;, and a *ronbach alpha coefficient of #;B# This moderate level of item homoeneity suests little item redundancy, and yet sufficient internal consistency to +ustify its use# *alidity The ?I98 relies predominantly on face validity, so that item responses are readily amenable to distortion, dependin on respondentsK lack of self-insiht, and their conscious and unconscious motives# The instrument may act more effectively as a trait measure than as a state indicator of chanes over time, and not be situationally sensitive# 3espite these limitations, the ?I98 has received widespread use in both clinical and nonclinical settins# +orms *ollee students# Suggested ses ?ecommended uses of the ?I98 include screenin, trackin chanes in scores over time, roup comparisons, and research# T+e %+ort E/"loy/ent Tests )urpose 3esined to test applicants for clerical positions# )opulation 1pplicants for clerical positions# Scores Three scores# Time 567 minutes# "uthors @eore 8ennett and Aar+orie @elink# )ublisher The Psycholoical *orporation# escription The 9hort Employment Tests 59ET7 is a roup of ! five-minute tests for applicants to clerical positions# 1ccordin to the authors, 9ET is Gnot intended for use with candidates for administrative positions, nor with maintenance employees or factory production workers#G Scoring The battery consists of a 0erbal 507 test of vocabulary and word knowlede, a 6" item test of eneral vocabulary& a Numerical 5N7 test of simple mathematical computations, a B" item test of the four arithmetic operations& and a *lerical 1ptitude 5*17 test involvin locatin a name in a list and classifyin a dollar amount ne%t to that name# The tests are short and )uickly administered and scored# (eliability The manual does not include reliability data on total scores, althouh subse)uent reviewers have established these to be )uite hih#
*alidity The overall trend in the validity studies is that the total validity coefficients 5combinin all three tests7 are hiher than individual test validities# This emphasi$es the importance of administerin all three tests as opposed to administerin only one or two of them# The hihest correlations with similar sections of other tests are in the *1 test, where all of the correlations are sinificant at the #" level# +orms Normative data in the B<. supplement to the oriinal manual are fre)uently presented in applicant tables involvin both se%es# This may result in test administrator c onfusion when referrin to normative data# Suggested ses The 9ET appears to be a usable employment device for the specific area of clerical applicants#
%ixteen Personality Factor 3uestionnaire )urpose 3esined as an ob+ective personality test# )opulation 1es ; and above# Score 9ten scores# Time !"-;" minutes# "uthor ?aymond 8# *attell )ublisher Institute for Personality and 1bility Testin, Inc# escription The 9i%teen Personality actor uestionnaire 5;P7 is an ob+ective test of ; multidimensional personality attributes arraned in omnibus form# In eneral, it provides normed references to each of these attributes 5the primary scales7# *onceptuali$ed and initially developed by ?aymond 8# *attell in B/B as a broad, multipurpose measure of the Gsource traitsG of individual personality, the ;P is appropriate for a wide rane of multifaceted populations# It provides a lobal representation of an individualKs copin style, the personKs reactive stance to an ever-fluid and transactional environment and that individualKs ability to perceive accurately certain specific environmental re)uisites for personal behavior# Scoring 1 sub+ectKs raw score for each of the ; primary factors is obtained throuh a weihted procedure where particular responses count as GG or G:G summatively toward the final raw score# These weihted or unweihted sums are then compared to the desired normative score tables in the tabular supplement where a particular sten score is identified based on the manitudinal rane of the response and the individual normative demoraphics of the respondent# This sten score is entered on the profile form and subse)uently depicted raphically for ease of interpretation# (eliability ?eliability coefficients calculated by test-retest with short intervals 5sinle or multiple day7 demonstrate relatively acceptable coefficients, with only sporadic instances of a scale fallin below a #<" manitude# or stability coefficients, test-retest administrations conducted over lon intervals 5several weeks7, manitudes are e%pectedly reduced# Intercorrelations between primary factor scales enerated from different test forms are seldom reater than #6" when orms 1 and 8 are compared# ewer coefficients of #6" or more manitude e%ist for orms * and 3# *alidity orms 1 and 8 are reported to have the reatest total direct validity where each form has seven scales with validity coefficients of at least #<" manitude# Indirect construct validities for orms 1, 8, *, and 3 are also reported in the form of multiple correlation coefficients, representin the deree of relationship between each primary scale manitude and the total remainin primary scale manitudes in the ;P# 1s miht be anticipated, correlational coefficients fall below a #." manitude in only two instances( #;! for 9hrewdness and # for Imaination# +orms The norms were constructed for hih-school +uniors and seniors, collee students, and a eneral nation wide population of ae and income levels commensurate with the then current H#9# 8ureau of *ensus fiures. Suggested ses The ;P is recommended for use in personality assessment as part of a battery in clinical and research settins# %tan*ord-Binet Intelligence %cale4 5t+ Edition (%B5) )urpose 3esined for the testin of conitive abilities# )opulation Individuals aes : throuh .6J years# Score 0erbal, Performance, and ull 9cale 9cores# Time 0aries dependin on ae and functional level of e%aminee# Aost items are untimed addin to the overall time for administration# "uthor @ale ># ?oid# )ublisher ?iverside Publishin# escription This fifth edition blends features of earlier editions of the 98 with recent improvements in psychometric desin# Point-scale format subtests, desined to measure behavior at every ae, and used in the B.; edition are combined with the ae-scale or functional-level desin of the earlier editions 5B;-B!<7# Two routin subtests identify the developmental startin points of the e%aminee, and the items can be tailored to conitive level, resultin in reater precision in measurement# The fifth edition maintains many of the same subtests and items of previous editions, and includes a lobal factor and several broad factors at the second level as in the 9tanford-8inet ourth Edition 598( E7# *hanes in the 986 distinuishin it from the 98( E, include some moderni$ation of both artwork and content and some additions and enhancement of content# The 986 now has five factors, 5luid ?easonin, nowlede, uantitative ?easonin, 0isual9patial Processin, and Corkin Aemory7 as opposed to the four of the 98( E# Aany toys and ob+ects have been returned from earlier editions, as they are helpful with early childhood assessment# Hni)ue to the 986 is the use of a nonverbal mode
of testin coverin all five conitive factors# The rane of the scales has been e%tended to more accurately measure both hiher and lower areas of functionin# *hanes in the Item and ?ecord orms are reported to have made the scale more useful for clinical, forensic, school and vocational applications and interpretations# This edition also allows for evaluation of the abilities of elderly e%aminees# Scoring ?aw scores are converted into scaled scores 5M = ", 93 = !7 usin ae appropriate tables# The scaled scores are summed for Nonverbal, 0erbal and ull 9cale I as well as for the five factor inde% scores# These are all normali$ed standard scores 5M = "", 93 = 67# Percentile rank e)uivalent and the confidence intervals are also obtained# *omputeri$ed scorin is faster, provides reater consistency of raw score conversion and is recommended for use whenever available# (eliability Hsin the split half method, and correctin with the 9pearman-8rown formula, reliability coefficients were e%tremely hih for the ull 9cale 9core 5#B.7# The Nonverbal 5#B67 and 0erbal 5#B;7, showed e%cellent stability, and the 1bbreviated 8attery 5#B7 is also considered e%cellent as it contains only two subtests# The five factor inde% scores were all above B", and were hiher than the subtest scales, which were however comparable to other conitive tests with ranes from #./ to #.B# *alidity 1s with the 98( E, several studies were done to investiate the validity of the 986# The first such studies e%plored the relationship between the 986 and the 98( E and the orm -A# There was a hih correlation 5#B"7 between the 986 ull 9cale and the 98( E *omposite 9cale# The hiher scores of the *omposite 9cale are e%plained by the differences in the 93 used and the countrywide chanes in the I 5"#! points per year, as documented by lynn 5B.6, B.<7# The difference in the ull 9cale 9core of the 986 and the one score of the orm -A was in the direction, but not as reat as predicted# 3ifferences in scorin and nonverbal aspects of the tests, as the ull 9cale and 0erbal 9core correlations are hih 5#.6 and #..7# *omparisons were also made with other tests such as the CPP9I-?, the CI9*-III, the C1I9-III, and the Coodcock-ohnson III test of *onitive 1bility and C- III Test of 1chievement# *orrelations raned from # <. to #./# for ull 9cale or 0erbal I and comparable scores# This e%tensive analysis revealed a hih correlation between the composite I scores of the 986 and the composite scores of previous 98 edition and all of the ma+or I batteries used for all populations# +orms The standardi$ation consisted of /,."" sub+ectsK aes : to .6J# *are was taken to assure that the sample was as representative of the H9 population *ensus :""# 9tratification variables were ae, se%, race F ethnicity, eoraphic reion, and socioeconomic level# Suggested use The 986 are used in dianosis of mental retardation, learnin disabilities, and developmental conitive delays in youn children and for placement in academic prorams for the intellectually ifted#
%tate-Trait Anxiety Inentory )urpose 3esined to study an%iety# )opulation @rades B-; and adults# Score : scores( state an%iety and trait an%iety# Time 5"-:"7 minutes# "uthor *harles 3# 9pielberer, ?ichard # @orusch, and ?obert E# ushene# )ublisher *onsultin Psycholoists Press, Inc# escription The 9tate-Trait 1n%iety Inventory 59T1I7 was initially conceptuali$ed as a research instrument for the study of an%iety in adults# It is a self-report assessment device which includes separate measures of state and trait an%iety# 1ccordin to the author, state an%iety reflects a Gtransitory emotional state or condition of the human oranism that is characteri$ed by sub+ective, consciously perceived feelins of tension and apprehension, and heihtened autonomic nervous system activity#G 9tate an%iety may fluctuate over time and can vary in intensity# In contrast, trait an%iety denotes Grelatively stable individual differences in an%iety proneness # # #G and refers to a eneral tendency to respond with an%iety to perceived threats in the environment# Scoring and +orms 9cores on the 9T1I have a direct interpretation( hih scores on their respective scales mean more trait or state an%iety and low scores mean less# 8oth percentile ranks and standard 5T7 scores are available for male and female workin adults in three ae roups 5B-!B, /"-/B, and 6"-;B7, male and female hih school and collee students, male military recruits, male neuropsychiatric patients, male medical patients, and male prison inmates# (eliability The stability of the 9T1I scales was assessed on male and female samples of hih school and collee students for test-retest intervals ranin from one hour to "/ days# The manitude of the reliability coefficients decreased as a function of interval lenth# or the Trait-an%iety scale the coefficients raned from #;6 to #.;, whereas the rane for the 9tatean%iety scale was #; to #;:# This low level of stability for the 9tate-an%iety scale is e%pected since responses to the items on this scale are thouht to reflect the influence of whatever transient situational factors e%ist at the time of testin# *alidity *orrelations are presented in the manual between this scale and other measures of trait-an%iety( the Taylor Aanifest 1n%iety 9cale, the IP1T 1n%iety 9cale, and the Aultiple 1ffect 1d+ective *heck ist# These correlations are #.", #<6, and #6:, respectively# Suggested ses ?ecommended for studyin an%iety in research and clinical settins#
'ineland Ada"tie Be+aior %cales )urpose 3esined to assess handicapped and non-handicapped persons in their personal and social functionin# )opulation 8irth to . years and low functionin adults# Score ! scores#
Time : editions( Interview Edition 5:"-;"7 minutes, Interview Ed#, E%panded orm 5;"-B"7 minutes# "uthors 9ara 9# 9parrow, 3avid 1# 8alla, and 3ominick 0# *icchetti# )ublisher 1merican @uidance 9ervice# escription The 0ineland 1daptive 8ehavior 9cales 501897 were desined to assess handicapped and non-handicapped persons from birth to adulthood in their personal and social functionin# ollowin Edar 3oll's oriinal conceptuali$ation of adaptive behavior as multidimensional in structure and his measurement of the behaviors by areas, the 0189 is orani$ed around four 8ehavior 3omains( *ommunication, 3aily ivin 9kills, 9ociali$ation, and Aotor 9kills# Scoring 9tandard score e)uivalents for domain raw scores and 1daptive 8ehavior *omposite 9tandard scores were developed by the 1noff and ?obertson procedure already familiar to users of the aufman 1ssessment 8attery for *hildren# The manual also provides percentile ranks and stanines 5for the domain and *omposite scores7, adaptive levels 5by percentile roups7, ae e)uivalents 5by raw score conversions7 and maladaptive levels 5for the Aaladaptive 8ehavior domain# (eliability 9plit-half and test-retest reliability coefficients for the *omposite scores are ood, ranin from median values of #.! for the Aotor 9kills domain to #B/ for the *omposite# Interrater coefficients are lower for the same measures( #;: to # <.# Chen broken down by subdomains, the coefficients fluctuate a reat deal and some are )uite low# *alidity 9elected standardi$ation subroups were compared on the oriinal 0ineland, the 18I*, the -18*, the PP0T-?, and the 0189# These concurrent measures e%hibited low to moderate correlations, with enerally hiher coefficients obtained when the comparisons were made on sub+ects with handicappin conditions# +orms 9tandardi$ation samplin followed B." census data and included !,""" sub+ects from birth throuh .- e)ually divided by se%# Suggested ses The 0189 is recommended for assessment in clinical and research settins#
6ec+sler 0e/ory %cale 71rd Edition (60%-III) )urpose 3esined to assess learnin, memory, and workin memory# )opulation Individuals in the ae rane of ;-.B years# Score Eiht primary inde%es and four supplemental auditory process composites# Time 5!" - !67 minutes, :6-!" min# between tests, 56-:"7 min# for optional subtests# "uthor 3avid Cechsler# )ublisher The Psycholoical *orporation# escription This third edition updates the CA9-? and provides subtest and composite scores that assess memory and attention functions usin both auditory and visual stimuli# There are now eiht Primary Inde%es 51uditory Immediate 5was 0erbal7, 0isual Immediate 5was 0isual7, Immediate Aemory 5new7, 1uditory 3elayed 5new7, 0isual 3elayed 5new7, 1uditory ?eception 3elayed 5new7, @eneral Aemory 5only delayed subtest scores7, and Corkin Aemory7, which constitute Immediate Aemory, @eneral 53elayed7 Aemory, and Corkin Aemory 5was 1ttentionF*oncentration7# This edition retains the inde% score confiuration of the CA9-?, but scale content, administration and scorin procedures have been chaned# There is one sliht chane to the optional Information and Orientation subtest and one item has been deleted and si% items added to the Aental *ontrol subtest# The iural Aemory, 0isual Paired 1ssociated, and card 8 of 0isual ?eproduction subtests have been dropped# There are sliht wordin and administration chanes in oical Aemory, and added subtests help to assess various aspects of visual memory# ?e)uires strict and discreet timin for certain subtests# Scoring ?e)uires verbatim recordin of responses for sub+ective scorin on many sub-tests# (eliability The reliability coefficients for the CA9-III Primary subtests and Primary Inde%es were on averae found to be hiher than for the CA9-?# Internal consistency reliability coefficients raned for #<"s to the #B"s# *alidity *orrelation with the CA9-? was not direct because of the many chanes in the scales# The 0erbal Aemory of the CA9-? had a #<: correlation coefficient with the 1uditory Immediate, #;. with the 1uditory 3elayed, and #;6 with @eneral Aemory of the CA9-III# The @eneral Aemory of the CA9-? and the 1uditory Immediate #
6ec+sler Adult Intelligence %cale 7 1rd Edition (6AI%-III) )urpose 3esined as a comprehensive test of conitive ability for adults# )opulation 1es ;-.B#
Score 0erbal I, Performance I, and ull 9cale I# Time 5;" - B"7 minutes# "uthor 3avid Cechsler# )ublisher The Psycholoical *orporation# escription The Cechsler 1dult Intellience 9cale-Third Edition updates the C1I9-?, represents contemporary updated norms, and e%tends the ae rane# 9ome items have been modified, and there is reater discrimination for individuals in the mild to moderate mental retardation rane as the floor has been e%tended# The artwork has been updated, but has been critici$ed as bein distractin and overly detailed and discriminatin aainst disadvantaed individuals, while the colors are thouht to be potentially unfair to color blind individuals# There is less emphasis on timed performance, the new Aatri% ?easonin subtest provides a better measure of fluid intellience, the etter-Number 9e)uencin subtest measures workin memory, and the 9ymbol 9earch subtest 5adapted from the CI9*-III7 measures processin speed# These chanes strenthen the theoretical basis and statistical linkae to other measures of achievement and conitive functionin# Scoring There are / subtests makin up the 0erbal and Performance 9cales with < subtests each, however three of the subtests are supplemental or optional# etter-Number 9e)uencin is a supplementary subtest for the 0erbal 9cale but must be administered for computin the Corkin Aemory Inde% 9core# Aatri% ?easonin and 9ymbol 9earch are additions to the Performance 9cale, and are also parts of the Perceptual Orani$ation and the Processin 9peed Inde%es respectively# Eleven subtests are used to compute the I scores# There are four inde% scores, 0erbal *omprehension, Perceptual Orani$ation, Corkin Aemory and Processin 9peed Inde%es also comprised of eleven subtests# Chile scorin rules and reverse rules are implemented consistently, and improvements in the presentation, scorin criteria and )ueries and prompts, are noted, some items seem to be marked arbitrarily for )uery, and comple% +udments are sometimes re)uired for scorin# (eliability E%tensive testin of reliability was an emphasis of the C1I9-III# The split-half reliability coefficients are outstandin for the ull 9cale I, the 0erbal I, and the 0*I, and are e%cellent for the Performance I, POI, and CAI# or most of the subtests the split-half reliabilities are e%cellent, however for the Ob+ect 1ssembly and the Picture 1rranement is below #<6 for many of the ae levels# There is less than e%cellent test-retest stability for the etter-Number 9e)uencin, Picture 1rranement, or Ob+ect 1ssembly, and the PO and P9 factors do not appear as separate constructs for the oldest ae roup# The C1I9-III helps to provide information about the interrelationships of a broad array of conitive abilities as it is statistically linked to the CI1T and the CA9-III# *alidity Evidence of concurrent validity of the C1I9-III and C1I9-?, CI9*-III, CI1T, 98( E has been provided, and the criterion-validity of #.. for the 98( E and a rane of #6!-#. with CI1T composites# +orms The normative sample was stratified for many key variables and was consistent with the latest census data# Oversamplin was done for research on educational level and conitive abilities, and to perform item bias analyses for 1frican-1merican and >ispanic individuals# 1nother strenth of the C1I9-III standardi$ation sample was that the 9I was e%tended to /6 to 66 from /; to 6"# Suggested use The C1I9-III can be used for assessment of learnin disabilities# 1 sample of 3 adults administered the C1I9-III and the CA9-III had low scores on the 1*I3 profile, 51rithmetic, *odin S3iit 9ymbol*odin, Information, and 3iit 9pan7# 3iscrepancies amon inde% score were found with 3 adult population usin the C1I9-III, and may be a stroner way to identify 3# In 3 roups, CAID0*I, and P9I DPOI# Therefore combinin the CAI and the P9I as in the 9*13 profile 59ymbol 9earch, *odin, 1rithmetic, etter-Number 9e)uencin, and 3iit 9pan7 may be useful for investiatin 3 in adults# The C1I9-III is used for understandin 13>3, for assessment of mental retardation, and interpretation of ae related differences in ability, such as ae trends in workin memory and intellience#
6ec+sler Belleue Intelligence %cale )urpose 3esined as a eneral test of conitive ability for children and adults# )opulation 1es " and over# Score 0erbal, Performance, and ull 9cale I# Time 5/"-;"7 minutes# "uthor 3avid Cechsler# )ublisher The Psycholoical *orporation# escription The Cechsler 8ellevue Intellience 9cale 5C8I97 is a eneral test of intellience, which Cechsler defined as, G### the lobal capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment#G In keepin with this definition of intellience as an areate of mental aptitudes or abilities, the C8I9 consists of subtests divided into two parts, verbal and performance# Scoring The battery of tests consists of si% 0erbal and five non-verbal or Performance tests as follows( an information test, a eneral comprehension test, a memory span test 5diits forward and backward7, an arithmetical reasonin test, a similarities test, a vocabulary test, a block desin test, an ob+ect assembly test and a diit symbol test# (eliability ?eliability coefficients for the subtests rane from #;: to #..# The 0erbal I, Performance I, and ull 9cale I have reliability coefficients of #./, #.;, and #B", respectively# *alidity The author investiates correlations between the C8I9 and other tests of conitive ability# The coefficients are as follows( 9tanford-8inet, B!< rev#, #;:& Otis, #
+orms The C8I9 was standardi$ed on <6" sub+ects of both se%es, aes <-;B# This sampleKs demoraphic characteristics are not representative of the Hnited 9tate population# Suggested ses 8ecause of its dated normative and psychometric data, the C8I9 is recommended for teachin purposes only#
6ec+sler Intelligence %cale *or +ildren 7 8t+ Edition (6I%-I') )urpose 3esined to as a Lmeasure of a childKs intellectual and conitive ability#M )opulation *hildren, aed ; years " months throuh ; years months# Score our Inde% 9cales and a ull 9cale 9cores# Time 5;6 - ."7 minutes for most children# "uthor 3avid Cechsler# )ublisher The Psycholoical *orporation# escription This fourth edition updates the CI9*-III and provides subtest and composite scores representin intellectual functionin in eneral and specific conitive abilities# The chanes in the CI9*-I0 represent current research on conitive development, intellectual assessment and conitive processes# The revisions also include updated norms, additional subtests, and emphasis on scores reflectin discrete areas of conitive functionin# New subtests include Cord ?easonin, Aatri% ?easonin, Picture *oncepts, *ancellation, and etter-Number 9e)uencin# ormer CI9*-III subtests that were dropped include Aa$es, Ob+ect 1ssembly, and Picture 1rranement# Scoring ?e)uires 9ubtest raw scores are converted into scaled scores that are summed into four inde% scores# The 0erbal *omprehension Inde% 50*I7 is composed of three subtests that are mostly verbal, the Perceptual ?easonin Inde% 5P?I7 uses three subtests that rely less on verbal skills, the Corkin Aemory Inde% 5CAI7 consists of items re)uirin recall and repetition of letters and numbers, and the Processin 9peed Inde% 5P9I7 uses non-verbal, timed search and codin tests# The optional subtests are not included in the inde% scores unless they replace a core test# (eliability The subtest reliability coefficients for internal consistency raned from #arrison R Oakland, :""!# Evidence of construct validity was also established usin matched samples of clinical and non-clinical children# +orms One of the ma+or oals was to update the norms to be more representative of the relevant population# The normative sample included ::"" children aed ;("-;( and additional samples from special roups# The sample was stratified on demoraphic variables of ae, se%, raceFethnicity, parent education level, and eoraphic reion based on the Aarch :""" H#9# census data# Suggested use The CI9*-I0 is an appropriate instrument for practitioners and clinical researchers in assessin childrenKs intellience and eneral conitive functionin# Chen used with other assessment tools, it can be useful in identifyin iftedness, mental retardation, and conitive strenths and weaknesses# The test results can be useful in treatment plannin, in placement and provision of clinical or educational services, and can add important information to a neuropsycholoical evaluation#
6ec+sler Presc+ool and Pri/ary %cale o* Intelligence - 1rd Edition )urpose 3esined to measure intellectual abilities and academic achiev ement# )opulation *hildren, aed :(; years throuh <(! years# Scales 0erbal, Performance, ull 9cale I9, Processin 9peed uotient, and @eneral anuae *omposite Time !"-!6 minutes for children aed :(;-!( and /"-6" minutes for aes /-<(# "uthor 3avid Cechsler )ublisher The Psycholoical *orporation escription The Cechsler Preschool and Primary 9cale of Intellience - Third Edition is a revision of the CPP9I? and has e%tended the ae rane, updated the norms, added new subtests and composite scores, and claims to have a developmentally appropriate structure based on contemporary intellience and conitive development theory# The artwork has been updated, and some the test material has been made more child-friendly and enain# 9ome modifications in the administration and scorin make the scales easier to use# Scoring The CPP9I-III contains / core subtests for aes :(; to !(& ?eceptive 0ocabulary, Information, 50I7 8lock 3esin, Ob+ect 1ssembly 5PI7, and < for aes /(" to <(!& Information, 0ocabulary, Cord ?easonin 50I7, 8lock 3esin, Aatri% ?easonin, Picture *oncepts 5PI7, and *odin 59I7# 9upplemental tests for :(; to !( roup are Picture namin and ?eceptive 0ocabulary 5@*7# or the / to <(! roup the supplementary tests are 9ymbol 9earch, *omprehension, Picture *ompletion, 9imilarities, Ob+ect 1ssembly 5P97, and the optional
subtests are ?eceptive 0ocabulary and Picture Namin 5@*7# The CPP9I-III employs the 3eviation I 5A="", 93=67 for the 0erbal, Performance and ull 9cale I9, and scaled scores 5A="", 93=!7 for the subtests (eliability The reliability coefficient of the CPP9I-III subtests rane from #.! to #B6# The reliability coefficients for the composite scales raned from #.B to #B;# Test-retest reliabilities for a mean interval of :; days for the :(; to !( year old roup 0erbal, Performance, ull and @eneral anuae scores were #B", #./, #B: and #B: respectively# or the / to <(! year old roup for 0erbal, Performance, Processin 9peed, ull and @eneral anuae werer#B:, #.<, #B!, #B:, and #B" respectively# *alidity The evidence of previous research that because of the similarity of content, much of the research on the validity of the CPP9I- ? The scores derived from the CPP9I-? correlate well with the CPP9I, CI9*-?, 9tanford 8inet 5/th ed#7, and Ac*arthy 9cales 5rs between CPP9I-? 9Is and other test composites rane from # to # B"7# The correlation between the CPP9I-? 9I and the aufman-1ssessment 8attery for *hildren 5-18*7 Aental Processin *omposite is low 5#/B7, but the -18* has consistently yielded lower correlations with other intellience tests as well# These results imply ood criterion validity for the CPP9I-?# There are also studies showin the discriminant validity of the CPP9I-? with ifted, mentally deficient, learnin disabled, and speechlanuae impaired children# +orms The normative sample included <"" children in nine ae roups# The sample was representative of the H9 population of children aed :(; to <(! for se%, raceFethnicity, parental education level and eoraphic reion# Suggested use The CPP9I-III for assessment of eneral intellectual functionin as part of an assessment to identify iftedness, delays, or mental retardation# ?esults can be useful in uidin clinical or school related placements#
6ide ange Ac+iee/ent Test - T+ird Edition (6AT-1) )urpose 3esined to assess the conitive ability of children# )opulation 1ll individuals aed 6-<6# Score 1bsolute, 9tandard, and @rade scores for readin, spellin and arithmetic# Time 56-!"7 minutes for each of the ! forms# "uthor oseph astak F @ary Cilkenson# )ublisher Cide ?ane, Inc# escription The re-standardi$ation of the C?1T serves to e%pand the scope of the test to include pre and post testin while maintainin an ease and reliability of previous editions# The C?1T-! uses a sinle level format, and has two alternate forms, the 8HE and T1N, which provide the traditional three subtests of previous editions# The alternate forms may be used in combination with one another for a more )ualitative assessment of academic skill, or sinularly, leavin the other form to be used for testin at a later date# There are three subtests contained on each of the alternate forms# The readin subtest includes the reconition and namin of letters and pronunciation of words out of conte%t# In the spellin subtest, the e%aminee is asked to write his or her own name, and then to write letters and words as they are dictated# The 1rithmetic involves countin, readin number symbols, solvin oral problems, and doin written computations# Scoring The norms for all tests on the 8lue, the Tan, and *ombined forms provide raw scores, standard scores with a mean of "" and a standard deviation of 6, absolute scores and rade scores# The raw score is a basic unit of test measure, and has limited interpretive use# The absolute scores are an interval scale obtained throuh a ?asch analysis# These scores are suitable for use in statistical studies, pre-post testin, local normin and cut-off levels# The standard scores are scaled on the norm# They are also an interval scale, with e)ual radient so they can be used for parametric statistical analyses# The rade scores are defined by mean performance for a particular rade level# The scores are ordinal and have limited use for interpretation of test results# (eliability Aedian test coefficient alphas for the nine tests of C?1T-! rane from #.: to #B6# The rane is hiher for the three *ombined tests 58oth 8HE and T1N cards7# 1lternate form correlations of ?eadin 5#B:7, 9pellin 5#B!7, and 1rithmetic 5#.B7 also support the reliability of the measure# *alidity The C?1T-! intents to measure basic academic skills# There is a hih correlation with the C?1T-? 5#
6ide ange Assess/ent o* 0e/ory and 9earning )urpose 3esined to evaluate a child's ability for learnin and memori$in information# )opulation 1es 6 throuh < Scales 0erbal Aemory Inde%, 0isual Aemory Inde%, earnin Inde%, @eneral Aemory Inde% Time /6-;" minutes for *ore 8attery& .!-": minutes for E%panded 8attery#
"uthors 3avid 9heslow R Cayne 1dams )ublisher astak 1ssociates Inc escription The Cide ?ane 1ssessment of Aemory and earnin 5C?1A7 is desined to assess memory and learnin functions across the school years# Scoring There are nine subtests each yieldin a norm-referenced score# 9cores on three subtests are combined to ive a 0erbal Aemory Inde%, a 0isual Aemory Inde%, and a earnin Inde%# The scaled scores for these three inde%es are then summed to yield a @eneral Aemory Inde%# our of the nine subtests 50erbal earnin, 9tory Aemory, 9ound 9ymbol, and 0isual earnin7 ask for both immediate and delayed recall# Interpretations are provided, based on the ae of the child tested, of the difference between the immediate and delayed score# Thus, the nine subtests of the C?1A yield a total of . scores# The @AI and 0erbal, 0isual, and earnin Inde%es can be computed in percentiles and standard scores# Individual subtests yield scaled scores# (eliability or the nine subtests, the reliability coefficients are usually between #." and #.6# Chen subtests are combined, reliabilities rane from appro%imately #B" to #B;# Test reliability is as hih for youner as for older children# *alidity *onstruct validity, used in ?asch measurement, indicates e%cellent item definitions of variables measured and internal consistency *omparisons with the CA9-? for adolescents 5;-< year7# The C?1A appears superior to the CA9-? for use with adolescents# The C?1A is well validated, and is widely used in research# Information is also included concernin the standard error of measurement for each subtest and inde% for each ae roup, alon with correlations between scores on the C?1A and other standardi$ed instruments such as the Ac*arthy Aemory Inde%, 9tanford 8inet 9hort-Term Aemory, and the Cechsler Aemory 9cale# +orms The test was normed and standardi$ed based on samples of children from 6 to ; years of ae# There were appro%imately : children in each subroup 5half-year intervals7# The total normin roup consisted of :,!;! individuals# The normin samples are representative of the H9 population with reard to ender, eoraphic reion, and parental occupation# Suggested use The ma+or use for the C?1A is clinical in terms of providin incremental information in makin an individual dianosis# The C?1A is used to evaluate learnin and schoolrelated problems# It is helpful in evaluatin the effects of a lanuae disability or problems with verbal memory retrieval, in identifyin the inefficient or disorani$ed memory strateies of a briht but under-achievin student, and in pointin to the functional inefficiency of memory in a child with attention deficit# It can be used to assess memory followin head in+ury#
6onderlic Personnel Test )urpose 3esined to measure eneral mental ability for aid in personnel selection# )opulation 1dult employment applicants# Score 4ields one total score# Time : 5:"7 minutes# "uthor E## Conderlic# )ublisher E## Conderlic R 1ssociates, Inc# escription The Conderlic Personnel Test 5CPT7, so named to reduce the possibility that +ob applicants will think they are takin an intellience test, was oriinally a revision of the Otis 9elf-1dministerin Tests of Aental 1bility# The CPT is a 6"item, :-minute omnibus test of intellience# The items and the order in which they are presented provide a broad rane of problem types 5e##, analoies, analysis of eometric fiures, disarraned sentences, and definitions7 interminled and arraned to become increasinly difficult# The CPT e%ists in ; forms, and was desined for testin adult +ob applicants in business and industrial situations# Scoring The CPT yields one final score which is the sum of correct answers# (eliability The manual reports odd-even reliabilities, which are not appropriate for speeded tests& however, it also reports test-retest reliabilities of #.: to #B/, and interform reliabilities of #
6ord Association Test )urpose 3esined to reveal associative connections between stimuli words and responses# )opulation 1dults# Score NF1# Time NF1# "uthors 3# ?apaport, A# @ill, and ?# 9chafer# )ublisher International Hniversities Press, Inc# escription The word association method is a psycholoical test intended to reveal associative connections between stimulus words and free verbal responses# 9ub+ects are instructed to ive discrete verbal responses to common stimulus words 5usually nouns or verbs7# 8ecause verbali$ations reflect ideation, it is assumed that the systematic study of associative thouht can reveal information about an individualKs personality characteristics, areas of emotional disturbances,
and the like# 1lthouh the method has no necessary tie to any particular theory, it is usually employed as a pro+ective techni)ue# Scoring There are no formal scorin procedures employed with this method# (eliability and *alidity The manual provides no reliability and 0alidity information# 0ery few validity and reliability studies have been undertaken because internal clinical +udment constitutes such an interal part of the approach# +orms Norms are included in the manual for normal collee students and schi$ophrenics# Suggested ses The Cord 1ssociation Test is recommended as part of a comprehensive test battery in clinical and research settins#
6oodcock :o+nson III - Tests o* Ac+iee/ent )urpose 3esined to measure intellectual abilities and academic achievement# )opulation 1es : to B"J Scales ?eadin, Oral anuae, Aathematics, Critten anuae, nowlede, 9upplemental 9cores, Intra1chievement 3iscrepancies, and Total 1chievement Time ;"-<" minutes# "uthors ?ichard Coodcock, Nancy Aather, evin Ac@rew )ublisher ?iverside Publishin escription This Coodcock ohnson III - Tests of 1chievement 5C III 1*>7 updates and e%pands the C-? Tests of 1chievement 5C-? 1*>77 with the intension of improvin the dianostic power of the instrument# The C III 1*> is desined to identify and describe an individualKs current strenths and weaknesses# Three oral tests, a dianostic spellin test and a measure of phonoloical awareness have been added to evaluate fluency in readin and in math# The other C III battery, the C III Test of *onitive 1bilities 5C III *O@7 is desined to measure eneral and specific conitive functions# Chen these two batteries are administered toether, they allow the tester to investiate over-underachievement and to e%amine patterns of intra-individual discrepancies amon conitive or achievement areas# The batteries of the C III *O@ and C III 1*> are further classified as standard or e%tended# Scoring 9corin is to be completed durin testin to determine basal and ceilin levels# Incorrect responses are recorded verbatim# ?aw scores are totaled and converted into ae and rade e)uivalents, percentile ranks, and discrepancy scores with use of the 9corin Tables# *ompuscore and Profiles Proram are used for all other scorin# The C III 1*> includes the basic interpersonal communication skill 58I*97 scores, and the conitiveacademic lanuae proficiency 5*1P7 score# These scores are helpful for determinin the ability of nonnative speakers of Enlish to function in informal settins and academic settins 5e##, collee lectures7, respectively# (eliability The median reliability coefficient alphas for all ae roups for the standard battery of the C III 1*> for tests throuh : raned from #. to #B/# or the E%tended battery, median coefficients raned from #<; to # B# The reliability scores for the C III meet or e%ceed standards# The median cluster reliabilities are mostly #B" or hiher, and the individual test reliabilities are mostly #." or hiher, and can be used for decision makin purposes with support from other sources# *alidity The technical manual presents a considerable amount of evidence supportin the validity of scores from the test, notin that the earlier versions of the battery have also been shown to have validity The C III 1*> content is similar to other achievement tests in sub+ect areas and to established practice in schools# @rowth curves of cluster scores in the technical manual illustrate e%pected developmental proressions, with steep rowth from ae 6 to :6, with a decline thereafter# The most e%tensively presented data focus on validity evidence from confirmatory factor analyses of test scores from participants ae ; to adult# These analyses show that the sevenfactor *>* conitive model is more closely related to the observed internal structure than si% other models derived from other commonly used conitive batteries# The internal correlations of the entire battery are consistent with relations between areas of achievement and between areas of achievement and ability c lusters# +orms The normative samples 5pre-school, school aed, collee and adult7 were selected to be representative of the H9 population, based on eoraphic distribution, community si$e and type, and 9E9, occupational status, se%, race# Suggested use The C III Tests of 1chievement has uses for educational, clinical or research purposes, for dianosis, educational prorammin, uidance, proram evaluation#
6oodcock :o+nson III - Tests o* ognitie %kills )urpose 3esined to measure, toether with the C III 1ch, intellectual abilities and academic achievement# )opulation 1es : to B"J Scales 0erbal 1bility, Thinkin 1bility, *onitive Efficiency, 9upplemental, Intra-*onitive 3iscrepancies, Predicted 1cheivement and @eneral Intellectual 1bility 5@I17 Time ;"-<" minutes# "uthors ?ichard Coodcock, Nancy Aather, evin Ac@rew )ublisher ?iverside Publishin escription The Coodcock ohnson III - Tests of *onitive 9kills 5C III *O@7 updates and e%pands the C-? Tests of *onitive 1bility 5C-? *O@7 and is desined to measure eneral and specific conitive functions# The other battery the C III 1*> is desined to identify and describe an individualKs current strenths and
weaknesses# Chen these two batteries are administered toether, they allow the tester to investiate overunderachievement and to e%amine patterns of intra-individual discrepancies amon conitive or achievement areas# The batteries of the C III *O@ and C III 1*> are further classified as standard or e%tended# New tests, clusters and interpretive procedures have been added with the intension of improvin the dianostic power of the instrument and increasin the breadth and depth of coverae# The clusters are rouped into three conitive areas, 0erbal 1bility, Thinkin 1bility, and *onitive Efficiency# Oral lanuae tests have been moved to the C III 1*># Scoring ?e)uires scorin durin testin to determine basal and ceilin levels# ?aw scores are totaled and converted into ae and rade e)uivalents, percentile ranks, and discrepancy scores with use of the 9corin Tables# *ompuscore and Profiles Proram are used for all other scorin# The C III *O@ provides two indices of eneral conitive functionin 5i#e#, intellience7 by means of the @eneral Intellectual 1bility 5@I17 score and the 8rief Intellectual 1bility 58I17 score# (eliability The median reliability coefficient alphas for all ae roups for the standard battery of the C III *O@ for tests throuh " raned from #. to #B/# or the E%tended battery, median coefficients raned from # to #B<# The reliability scores for the C III meet or e%ceed standards# The median cluster reliabilities are mostly #B" or hiher, and the individual test reliabilities are mostly #." or hiher, and can be used for decision makin purposes with support from other sources# *alidity The technical manual presents a considerable amount of evidence supportin the validity of scores from the test, notin that the earlier versions of the battery have also been shown to have validity# Test content on the C III *O@ has emered from previous versions, is similar to the content found on other well-established conitive measures, or is based on sound e%perimental instruments# +orms The normative samples 5pre-school, school aed, collee and adult7 were selected to be representative of the H9 population, based on eoraphic distribution, community si$e and type, and 9E9, occupational status, se%, and race# Suggested use The C III Tests of *onitive 1bility has uses for educational, clinical or research purposes# 1s a dianostic tool, it can determine specific strenths and weaknesses, and can help associate certain factors on future development# Intra-ability, intra-individual and abilityFachievement discrepancies can be useful in determinin the e%istence of specific disabilities, and in selection for 3 prorams# The test results may be helpful ins educational prorammin, individual proram plannin, uidance, in assessin rowth, in research and evaluation and it is an e%cellent instrument for introducin individual assessment in collee and university courses# psychometric trainin#
6ord Association Test )urpose 3esined to reveal associative connections between stimuli words and responses# )opulation 1dults# Score NF1# Time NF1# "uthors 3# ?apaport, A# @ill, and ?# 9chafer# )ublisher International Hniversities Press, Inc# escription The word association method is a psycholoical test intended to reveal associative connections between stimulus words and free verbal responses# 9ub+ects are instructed to ive discrete verbal responses to common stimulus words 5usually nouns or verbs7# 8ecause verbali$ations reflect ideation, it is assumed that the systematic study of associative thouht can reveal information about an individualKs personality characteristics, areas of emotional disturbances, and the like# 1lthouh the method has no necessary tie to any particular theory, it is usually employed as a pro+ective techni)ue# Scoring There are no formal scorin procedures employed with this method# (eliability and *alidity The manual provides no reliability and 0alidity information# 0ery few validity and reliability studies have been undertaken because internal clinical +udment constitutes such an interal part of the approach# +orms Norms are included in the manual for normal collee students and schi$ophrenics# Suggested ses The Cord 1ssociation Test is recommended as part of a comprehensive test battery in clinical and research settins# T+e 9uria-Nebraska Neuro"syc+ological Battery )urpose 3esined to assess neuroloically impaired patients# )opulation 1es 6 and over# Scores ourteen scores# Time 5B"-6"7 minutes# "uthors *harles # @olden, Thomas 1# >ammeke, and 1rnold 3# Purisch# )ublisher Cestern Psycholoical 9ervices# escription The uria-Nebraska Neuropsycholoical 8attery 5NN87 is based on the theory of hiher cortical functionin by 1leksandr ?# uria# In contrast to the more psychometric and )uantitative approach of most western clinical neuropsycholoists, uria utili$ed unstructured )ualitative techni)ues in assessin neuroloically impaired patients# @olden and his colleaues have attempted to interate uriaKs techni)ues into 1merican clinical neuropsycholoy#
Scoring The NN8 enerates fourteen scores( motor, rhythm, tactile, visual, receptive speech, e%pressive speech, writin, readin, arithmetic, memory, intellectual processes, pathonomic, left hemisphere, and riht hemisphere# (eliability and *alidity 9everal studies have reflected positively on the NN8# Chen compared to the >alstead Neuropsycholoical 8attery, they were found to be rouhly e)uivalent in the hands of e%perienced clinical neuropsycholoists in discriminatin between a mi%ed roup of psychiatric and brain-damaed populations# Each battery achieved an overall hit rate of appro%imately ."# The NN8 was also found to separate brain-in+ured patients from pseudoneuroloical patients with an appro%imately ." hit rate# The hit rate for various other roups are as follows( ideopathic sei$ure roup 5<<#!7, sei$ures secondary to brain in+ury roup 5..#B7, and normals 5.<#67# +orms Neuroloically impaired patients# Suggested ses ?ecommended uses include screenin and neuropsycholoical evaluations for neuroloically impaired patients#
T+e $olt;/an Inkblot Tec+ni# >olt$man# )ublisher The Psycholoical *orporation# escription The >olt$man Inkblot Techni)ue 5>IT7 is a multi-variable pro+ective personality test that was desined to overcome psychometric limitations of the ?orschach# Scoring The >IT is an inkblot test that consists of two alternate forms of /6 inkblots# It is scored on :: variables# These are( reaction time, re+ection# ocation, space, form definiteness, form appropriateness, color, shadin, movement, pathonomic verbali$ation, interation, content 5human, animal, anatomy, se%, abstract7, an%iety, hostility, barrier, penetration, balance, and popular# 1dministration and scorin are rather time consumin, e%cept in computeri$ed versions# (eliability The author reported intrascorer consistency on three e%aminers after a period of about ! months# These reliabilities averae about #B6 on B scores# Interscorer consistency is reported for a number of different scorers for various scores# The lowest reported score reliabilities are #6<, the hihest #BB# Intrasub+ect reliabilities are reported for 6 different roups on all :: scores# These split-half reliabilities vary widely, but enerally rane between #6" and #B" with an appro%imate averae in the #<"s or #."s# No test-retest reliabilities w ere found which miht furnish information about whether the scores are measurin persistin traits# *alidity Information reardin validity does not appear in the manual# +orms *ollee students, averae adults,
olt$man Inkblot test include e%perimental and clinical applications# Forer %tructured %entence o/"letion Test )urpose 3esined to identify individualsK attitudes and views about themselves, others, and the world# )opulation 1dolescents and adults# Score our cateories# Time 56-:"7 minutes# "uthor 8ertram ?# orer# )ublisher Cestern Psycholoical 9ervices# escription The orer 9tructured 9entence *ompletion Test 599*T7 is comprised of "" sentence stems developed to identify individualsK attitudes and views about themselves, others, and the world# 9entence stems reflect an appro%imately e)ual balance amon third-person and first-person sinular and plural stimulus presentations# The structure of the 99*T involves both the specificity of the sentence stems and the evaluation system used to assess the )uality of responses# Scoring orer has developed a *hecklist and *linical Evaluation orm for both the adolescent and adult forms# These forms provide a structured evaluation scheme that the e%aminer can use to roup individual items into one of four cateories( Interpersonal iures, Cishes, *auses of Own 5feelins and behaviors7, and ?eactions 5to other people7# Each item is rated accordin to Gattitudes towardG and Gcharacteristics ofG in the first two cateories and Gattitudes towardG in the last two cateories# 1ll of the terms used have specific clinical operational definitions and clear implications about the structure and orani$ation of oneKs personality# orer has attempted to define these terms operationally in the manual# (eliability and *alidity The manual contains no information on reliability and validity# +orms Norms are not available# Suggested ses The 99*T is recommended as a supplement to a battery of psycholoical tests in clinical or research settins#
$ouse-Tree-Person Interrogation For/ )urpose 3esined as a supplemental scorin form for the house-tree-person techni)ue# )opulation *hildren and adults# Score I score# Time Not reported#
"uthor ohn N# 8uck# )ublisher Cestern Psycholoical 9ervices# escription The >ouse-Tree-Person 5>-T-P7 pro+ective techni)ue developed by ohn 8uck was oriinally an outrowth of the @oodenouh scale utili$ed to assess intellectual functionin# 8uck felt artistic creativity represented a stream of personality characteristics that flowed onto raphic art# >e believed that throuh drawins, sub+ects ob+ectified unconscious difficulties by sketchin the inner imae of primary process# 9ince it was assumed that the content and )uality of the >-T-P was not attributable to the stimulus itself, he believed it had to be rooted in the individualKs basic personality# 9ince the >-T-P was an outcroppin of an intellience test, 8uck developed a )uantitative scorin system to appraise ross classification levels of intellience alon with at )ualitative interpretive analysis to appraise lobal personality characteristics# Scoring The Post-3rawin Interroation form 5P3I7 consists of ;" )uestions varyin from direct and concrete to indirect and abstract# Once the P3I has been administered and the interview has been completed, the e%aminer records items of detail, proportion, and perspective in the 9corin older# 1fter completin the scorin tables, the e%aminer derives an I fiure for the percentae of raw @, a net weihted score, a weihted GoodG score, and a weihted GflawG sore, which then comprise the items for the profile confiuration# (eliability and *alidity The manual contains no information on validity and reliability# +orms The standardi$ation sample included /" adults# No attempt was made to randomly select a stratified sample of sub+ects from the eneral population# Twenty adults were selected for each of seven intellectual levels 5imbecile, moron, borderline, dull averae, averae, above averae, and superior7# Suggested ses This instrument is recommended for pro+ective assessment in research and clinical settins#
$arris Test o* 9ateral !o/inance )urpose 3esined to measure directional confusion# )opulation *hildren and adults# Score Total hand dominance ratin# Time Not reported# "uthor 1lbert # >arris# )ublisher The Psycholoical *orporation# escription The author defines lateral dominance as the preferred use and better performance of one side of the body as compared to the other side# 3ominance is said to be crossed when the dominant hand and dominant eye are on opposite sides# >and dominance is called mi%ed or incomplete when the individual does not show a consistent preference for, or superiority of, one hand# The author claims that this battery, which consists of ten tests, are sensitive indicators of directional confusion# Scoring Test measures sub+ectKs knowlede of riht and left& test : assesses hand preferences& test ! assesses simultaneous writin& test / assesses handwritin& test 6 measures tappin& test ; assesses card dealin ability& test < measures strenth of rip& test . consists of monocular tests& test B consists of binocular tests& and test " involves stereoscopic testin# 1fter the separate hand dominance tests have been rated, a total hand dominance ratin is ascertained# The author states that this ratin is a matter of )ualitative +udment# (eliability The author states that a rouh appro%imation of reliability coefficients can be obtained by the use of the coefficient of continency# On this basis, the author states that the ma%imum value for the four hand dominance tests is #.B/# 9plit-half techni)ues yield 9pearman-8rown reliability coefficients of #.6 and #..# Test-retest reliabilities based on roup administration in collee classes yield coefficients ranin from #<6 to #.!# *alidity The author claims that the nature of the tasks are appropriate for the purposes for which the test are intended# On this basis, he claims the tests evidence content validity# The author also asserts that the hand dominace tests are reliable and discriminitive measures which are more sensitive to mi%ed dominance and directional confusion than many previous sets of hand dominance tests# +orms The manual provides no information on norms# Suggested ses ?ecommended uses include assessment of hand dominance or directional confusion in research and clinical settins#
%;ondi Test )urpose 3esined to assess enic relationship# )opulation 1es / and over# Score NF1# Time 5"-67 minutes repeated si% to ten times with one day intervals# "uthor ipot 9$ondi# )ublisher H#9# 3istributor( @rune R 9tratton, Inc# escription The 9$ondi Test is a pro+ective techni)ue based on a person's reaction to a series of /. photoraphs of psychotic patients# The photoraphs were chosen in accordance with the principle of enic relationship& that is, the person assumedly selects a photoraph which portrays a psychiatric disorder also inherent in the sub+ectKs own familial enealoy# Scoring This test yields eiht factors and / vectors 5each vector is a total of : factors7# They are as follows& homose%ual, sadistic, se%ual vector, epileptic, hysteric, paro%ysmal vector, catatonic, paranoic, schi$ophrenic vector, depressive, manic, and contact vector# (eliability and *alidity The manual contains no information on reliability and validity#
+orms The manual contains no information on normative samples# Suggested ses ?ecommended uses include pro+ective assessment in a clinical settin#
Tell-0e-a-%tory )urpose 3eveloped to identify strenths and deficits in conitive, affective, intrapersonal and interpersonal functionin# )opulation aes 6 to . Scales uantitative 9cales 5*onitive unctions, Personality unctions, 1ffective unctions7, ualitative Indicators 51ffective unctions, *onitive unctions7 Time /6-;" minutes 5short form7& :" minutes 5lon form7 "uthor @iuseppe *onstantino, ?obert @# Aalady, and loyd ># ?oler )ublisher Cestern Psycholoical 9ervices escription The Tell-Ae-a-9tory 5TEA197 is a multicultural thematic apperception test desined for use with minority and non-minority children and adolescents with a set of stimulus cards and e%tensive normative data for each roup# The stimulus card are structured to elicit specific responses, and are in color to facilitate verbali$ation and pro+ection of emotional states# It differs from the T1T in that 7 it focuses on personality functions as manifested in internali$ed interpersonal relationships rather than on intrapsychic dynamics, :7 the TEA19 consists of :! chromatic pictures while the T1T has B achromatic pictures and one bland card, !7 TEA19 attempts to elicit meaninful stories indicatin conflict resolutions of bipolar personality functions, while the T1T uses ambiuous stimuli to elicit meaninful stories, /7 The TEA19 stimuli represent the polarities of neative and positive emotions conitions and interpersonal functions, while the T1T is primarily weihted to represent neative emotions, depressive mood, and hostility# The TEA19 stimulus cards are culturally relevant, ender sensitive, and have diminished ambiuity# Scoring The childrenKs stories are scored in the record booklet usin specific criteria representative of conitive, affective and intrapersonal and interpersonal functionin# The scales and functions scored are uantitative 9cales 5*onitive unctions S?eaction Time, Total Time, luency, Total Omissions, Personality unctions SInterpersonal ?elations, 1ression, 1n%iety-3epression, 1chievement Aotivation, 3elay of @ratification, 9elf-*oncept, 9e%ual Identity, Aoral udment, ?eality Testin, 1ffective unctions S>appy, 9ad, 1nry, earful7, ualitative Indicators 51ffective unctions SNeutral, 1mbivalent, Inappropriate 1ffect, *onitive unctions S*onflict, 9e)uencin, Imaination, ?elationships, Total Transformations, In)uiries, Omissions and Transformations scores for each of the followin( Aain *haracter, 9econdary *haracter, Event, 9ettin7# (eliability Internal consistency reliability estimates were reported by the manual for the !/ functions 5*onitive, Personality, and 1ffective7 suested by the authors# The *ronbach's alpha raned from #! to #B. with half below an acceptable level 5#<"7, even for pro+ective tests# Test-retest reliabilities were low where the hihest function correlation was r = #6! and :; of the !/ functions showed correlations near $ero# 8ecause the interrater reliabilities were typically moderate to hih, the test-retest correlations suest an e%tremely situational nature to this instrument# The functions proposed by the authors miht vary with time, but should be more stable within individuals than illustrated by the test-retest data reported# One reviewerKs conclusion is that the TEA19 does not measure the constructs it proposes to measure, or does so with a lare proportion of each score attributable to error# >owever, establishin reliability and subse)uent validity has been a common problem for pro+ective testin in eneral# *alidity The TEA19 manual implies criterion-related validity usin a rather comple% reression analysis that concludes ; to :: of the variance of therapeutic outcomes is predicted usin four standardi$ed measures and four ratins of raduate students as criteria# The analysis reported is not sufficient evidence to conclude that correlational validity has been established# In independent research, the verbal responses of >ispanic children were reater to the TEA19 than to the T1T, however there is a lack of differential effectiveness of the minority cards# 1dditionally, reater verbal response does not necessarily indicate that the scores for 8lack or >ispanic students were more valid measures of personality than the scores that miht have been obtained on the T1T# The TEA19 is based on a reasonable premise 5i#e#, e%istin pro+ective techni)ues may be culturally insensitive7 and the measure has promisin construct related validity, but it has not yet established criterion-related validity and has yet to show that it is better than the T1T or similar measures at assessin the personality characteristics of minority children# The well-established T1T is still the suested standard for thematic pro+ective investiations# The reliability of the TEA19 is not acceptable when estimated with both internal consistency and test-retest methods# The TEA19 is not an improvement over other pro+ective tests and may have poorer psychometric properties than e%istin measures# The TEA19 cards may be useful for research purposes so direct comparisons to the T1T and other personality instruments are encouraed# *linical or predictive uses of the TEA19 are still )uestionable and caution is recommended, even when minority children are the clients# +orms The normative sample included :,""" individuals aes to .6J years, spanned The sample was representative of the H9 population census for ender, socioeconomic status 5e%aminee or parental education levels7, and race or ethnic roup#
Suggested use The TEA19 is of clinical use to better understand the conitive, affective and personality functions, ive problem-specific information in order to develop a more accurate treatment plan, to assess therapeutic proress and outcome#
Peabody Picture 'ocabulary Test -- eised )urpose 3esined primarily to measure a sub+ectKs receptive 5hearin7 vocabulary for 9tandard 1merican Enlish# )opulation 1es :#6 to /"# Score score# Time 5"-:"7 minutes# "uthors loyd A# 3unn, eota A# 3unn, @ary # ?obertson, and ay # Eisenber# )ublisher 1merican @uidance 9ervice# escription The Peabody Picture 0ocabulary Test - ?evised 5PP0T-?7 was desined as a measure of receptive lanuae and has replaced the oriinal Peabody Picture 0ocabulary Test 5PP0T7 published in B6B# The PP0T-? retains many features of its predecessor# or e%ample, it consists of two forms 5 and A7, allows a verbal or nonverbal response, is individually administered, and is untimed 5althouh administration time typically re)uires only 6-:" minutes7# The PP0T-? contains !6" items makin it more reliable and discriminatin than the PP0T, which had only !"" items# Scoring The score is obtained by subtractin errors from total ceilin score# (eliability The test manual reports internal consistencies from #; to #.., and alternate form reliability values from #< to #B from the standardi$ation sample# 1lso, when alternate-form e)uivalency is e%amined by comparin means, orm A typically produces slihtly hiher standard score e)uivalents than does orm # *alidity Chen PP0T-? standard scores are compared to PP0T I9, CI9*-? I9, and 9tanford-8inet I9, the mean PP0T-? scores have been sinificantly lower# >owever, results from two studies indicate comparable mean standard scores between the PP0T-? and Ac*arthy 9cales of *hildrenKs 1bilities# *orrelations ranin from #; to #<. have been obtained from studies e%aminin the relationship between the PP0T-? standard score e)uivalents and various G factorG scores such as Cechsler ull 9cale I9, 9tanford-8inet I9, and Ac*arthy 9cales of *hildrenKs 1bilities @*Is& correlation coefficients ranin from #/" to #;", however, are more common# The modest coefficients of determination emerin from these correlations suest limited shared variance& thus PP0T-? scores should not be interpreted as intellience test scores# No predictive validity 5or lon-term temporal stability7 data are available# +orms The PP0T-? was standardi$ed in B
T+e Porteus 0a;e Test )urpose 3esined as a nonverbal test of performance intellience# )opulation 1es ! and over# Scores : scores, Test 1e and )ualitative or score# Time 56-;"7 minutes# "uthor 9tanley 3# Porteus# )ublisher The Psycholoical *orporation# escription The Porteus Aa$e Test is a nonverbal test of performance intellience# It is a raded set of paper forms on which the sub+ect traces the way from a startin point to an e%it& the sub+ect must avoid blind alleys alon the way# There are no time limits# The ma$es vary in comple%ity from simple diamond shape for the averae three-year-old to intricate labyrinths for adults# There are three sets of ma$es( the oriinal 5the 0ineland series7, and two supplements, the E%tension and the 9upplement# Scoring 1dministration must be studied from PorteusK instructions# The scorin instructions are also included in PorteusK book# The scorin results in a ualitative or score and a Test 1e# (eliability This information is not included in the manual# *alidity Aany early studies of correlations with other intellience tests raned widely from moderate to hih coefficients# 8ecause the Porteus is a nonverbal performance test, one does not e%pect a hih correlation with purely verbal tests, but the correlation should be at least moderately positive# ?esearchers note that a correlation coefficient of #6" is representative of studies with other I tests# *orrelations with intellience tests involvin spatial abilities, such as the ohs 8locks and no% *ubes, are particularly hih# +orms This information is not included in the manual# Suggested ses ?eviewers do not recommend this test for clinical use, but suest that further research is necessary to validate the authorKs claims#
AA0! Ada"tie Be+aior %cale )urpose 3esined to measure childrenKs personal independence and social skills# )opulation Aentally retarded and emotionally malad+usted aes !- adult, rades :-;# Score 3omain , actor, and *omparison 9cores# Time 5!"-:"7 minutes# "uthors a$uo Nihira, ?ay oster, Aa% 9hellhaas, and >enry eland# )ublishers Publishers Test 9ervice# escription The 11A3 1daptive 8ehavior 9cale is desined to measure childrenKs personal independence and social skills# 1daptive behavior is a critical component in the dianostic classification of the mentally retarded and is defined as Gthe effectiveness or deree with which the individual meets the standards of personal independence and social responsibility e%pected for his or her ae and cultural roup#G Scoring Three main types of scores are derived from the item response scores 53omain, actor, and *omparison scores#7 The 3omain score is simply the summation of all items within a iven domain, the actor score is the summation of the 3omain scores with a iven factor, and the *omparison score is a weihted summation of three actor scores# Thus, there is a proression in score derivation that results in a score that compares a child to same-aed peers in either ?eular, EA?, or TA? reference roups# (eliability The only form of reliability data documented in the technical manual is the internal consistency of each factor via the coefficient alpha techni)ue# Cith the e%ception of the Personal 1d+ustment actor, the coefficient alphas are hih 5rane # < to #B<7# The omission of test-retest and interrater reliabilities is a ma+or concern for a test that can be administered to several parties 5i#e#, teachers, parents, uardians7 and, in the case of a handicapped child, possibly several times over the course of a few years# *alidity Two types of validity data are presented in the manual( 5a7 data on the relationship between adaptive behavior ratins and intellience test performance and 5b7 data on the predictive power of the 189 for accurately classifyin normal and mentally retarded children# Cith respect to intellience, most of the : 189 domains have low to moderate correlations with I test performances# Noticeable e%ceptions were observed between I and the anuae 3evelopment domain 5r ranin from #!B to #;! dependin on ae roup7 and I and the Numbers and Time domain 5r ranin from #!! to #;:7# +orms The 189 was standardi$ed on a sample of ;,6:! individuals in *alifornia and lorida ranin in aes from ! throuh < years# Individuals sampled were classified into one of three roups( ?eular, EA?, or TA?# Individuals from various racialFethnic roups and locales were included# 1lthouh the sample represents only two states, the si$e and diversity of the sample are very ood compared to other adaptive behavior scales# Suggested ses ?ecommended as part of a classificationFdianostic battery in screenin and placement decisions rearded the mentally handicapped# 0cart+y %cales o* +ildren,s Abilities )urpose 3esined to assess the abilities of preschool children# )opulation *hildren, aes :#6 - .#6# Score 9i% scale scores# Time 5 /6-;"7 minutes# "uthor 3orothea Ac*arthy# )ublisher The Psycholoical *orporation# escription The Ac*arthy 9cales of *hildrenKs 1bilities 5A9*17 is a measurement device used to assess the abilities of preschool children# Scoring The results of the A9*1 produce si% scale scores( verbal, perceptual-performance, )uantitative, composite 5eneral conitive7, memory, motor# (eliability In the A9*1 manual, Ac*arthy provides information on the internal consistency and stability of test scores, as they were obtained from the standardi$ation sample# The internal consistency coefficients for the @eneral *onitive Inde% 5@*I7 averaed #B! across " ae roups between :#6, and .#6 years# Aean reliability coefficients for the other five Inde% 9cales raned from #
Suggested ses The A9*1 is a useful aid in screenin and dianostic decisions#
Kau*/an Assess/ent Battery *or +ildren )urpose 3esined for assessin conitive development in children# )opulation *hildren, aes :#6-:#6# Score ; subtests# Time 5/"-.67 minutes# "uthor3s4 1lan aufman and Nadeen aufman# )ublisher 1merican @uidance 9ervice# escription The aufman 1ssessment 8attery for *hildren 5-18*7 is a clinical instrument for assessin conitive development# Its construction incorporates several recent developments in both psycholoical theory and statistical methodoloy# The -18* also ives special attention to certain emerin testin needs, such as use with handicapped roups, application to problems of learnin disabilities, and appropriateness for cultural and linuistic minorities# The authors rihtly caution, however, that success in meetin these special needs must be +uded throuh practical use over time# They also point out that the -18* should not be rearded as Gthe complete test batteryG& like any other test, it should be supplemented and corroborated by other instruments to meet individual needs, such as the 9tanford-8inet, Cechsler scales, Ac*arthy scales, or neuropsycholoical tests# Scoring The ; subtests are rouped into a mental processin set and achievement set, which yield separate lobal scores# The mental processin set is then rouped into those re)uirin primarily se)uential processin of information and those re)uirin simultaneous processin, with separate lobal scores for each# *alidity and (eliability Odd-even reliabilities within one-year ae roups averaed in the #<"s and #."s for subtests& for lobal scores, the averaes were in the hih #."s and #B"s# Test-retest reliabilities were computed within ae roups spannin ! or / years, retested after intervals of : to / weeks# or subtests, these reliabilities raned from #6B to #B., clusterin in the #<"s and #."s& for lobal scores, they raned from #<< to #B<# In eneral, reliabilities were hiher for the achievement than for the mental processin tests# *oncurrent and predictive validity 5;- to : interval7 aainst standardi$ed achievement tests, were investiated in several small roups of both normal and e%ceptional children# The correlations vary widely, but most appear promisin, and the patterns of correlations with subtests tend to fit theoretical e%pectations# 1nalyses by ethnic roups yielded closely similar validities for 8lacks, >ispanics, and Chites# +orms Norms for the battery are based on administration of the tests to representative samples of "" children at each ;moth ae interval from :#6 to :#6, a total of :""" individuals# 1 variety of supplementary norms are provided, some re)uirin the testin of additional sub+ects# 9ociocultural norms are provided based on a cross-tabulation by race 5black-white7 and by parental education 5less than hih school education, hih school raduate, and one or more years of collee or technical school7# Suggested ses ?ecommended uses of the -18* include interation as a component of a conitive assessment battery in clinical situations#