Psychological Assessment PDF

PSYCHOLOGICAL ASSESSMENT Lesson 9: CONTEXT OF Neuropsychological tests assess PSYCHOLOGICAL ASSESSMENT brain-behavior relationships and are often used ROLE OF CLINICIAN...

PSYCHOLOGICAL ASSESSMENT Lesson 9: CONTEXT OF Neuropsychological tests assess PSYCHOLOGICAL ASSESSMENT brain-behavior relationships and are often used ROLE OF CLINICIAN with individuals who have suffered Clinicians play a critical role in the brain injuries, neurological conditions, assessment process, acting as or both interpreters of test data and cognitive impairments. decision-makers. Examples include the Halstead- Their responsibilities extend Reitan Battery and the Bender- beyond administering tests; they Gestalt Test. must also integrate test results with interview data, observations, D. Behavioral and Emotional and other contextual information Assessments to form a holistic view of the client. Tests in this category, such as the Beck Depression Inventory (BDI) Key roles of Clinicians and the State-Trait Anxiety  Test Administrator Inventory (STAI), measure specific  Interpreter of Results emotional states or behaviors.  Contextual Analyst  Ethical Decision-Maker E. Personality Testing PATTERNS OF TEST USAGE IN CLINICAL ASSESSMENT Personality tests, such as the MMPI-2 The types of psychological or Millon Clinical Multiaxial tests used in clinical settings vary Inventory depending on the purpose of the (MCMI), use to understand enduring assessment, the population being personality traits and how they may assessed, and the specific conditions influence being evaluated. the client’s behavior A. Diagnostic Testing Diagnostic testing is used to identify Evaluating Psychological Test or confirm the presence of a Evaluating psychological tests is a critical psychological disorder. aspect of psychological assessment to These tests may include personality ensure that the inventories (e.g., MMPI-2), projective tests used are valid, reliable, and appropriate tests(e.g., Rorschach), and structured for the client. diagnostic interviews (e.g., SCID for DSM-5 1. Reliability - refers to the consistency of a test’s results. A reliable test produces stable and B. Cognitive and Intellectual Testing consistent results Tests like the Wechsler Adult across time (test-retest reliability), Intelligence Scale (WAIS) or the across different items (internal Stanford-Binet Intelligence Scales consistency), are often used to assess cognitive and across different observers (inter- functioning, learning disabilities, or rater reliability). intellectual impairments. C. Neuropsychological Testing ۶ৎViolet ۶ৎ 1  PSYCHOLOGICAL ASSESSMENT 2. Validity Considerations: Reliability, validity, - refers to the degree to which a test measures and cultural appropriateness of the what it claims to measure. selected tests. Different types of validity include content validity, construct validity, Phase 3: Administration of tests and criterion-related validity. The clinician administers the selected tests, following standardized 3. Standardization procedures. During this phase, it’s critical to ensure that the testing - refers to the process of administering and environment is conducive to accurate scoring a test under consistent conditions and and valid results. norms. Tests that are standardized have Phase 4: Interpretation of Results clear instructions and have been After the tests have been administered to a administered, the clinician interprets representative sample to establish the data, integrating it with other normative data. information gathered from interviews, observations, and the client’s history. 4. Cultural Sensitivity Outcome: The clinician may arrive at - culturally sensitive tests are designed or a diagnosis, recommend treatment adapted to account for the linguistic, cultural, options, or provide feedback to the and socio-economic differences among test- client about the assessment findings. takers. Phase 5: Feedback and Treatment PHASES IN CLINICAL ASSESSMENT Planning Clinical assessment typically proceeds The final phase involves providing through several phases, each designed to feedback to the client and discussing gather different the results of the assessment. This types of information. phase also includes developing a treatment plan based on the Phase 1: Initial Interview assessment findings. The initial interview is designed to gather background information, understand the client’s presenting problem, and CULTURAL COMPETENCE IN establish a therapeutic rapport. Clinicians PSYCHOLOGICAL ASSESSMENT often use structured or semi-structured interviews during this phase. Cultural competence refers to the clinician’s Information Gathered: Personal ability to effectively work with clients from history, current symptoms, family diverse history, medical history,and cultural backgrounds. psychosocial factors. In psychological assessment, cultural competence ensures that the tools and Phase 2: Selection of Assessment Tools methods used Based on the information from the initial are appropriate and respectful of the client’s interview, the clinician selects cultural context. appropriate psychological tests to further explore the client’s issues. Tests Components of Cultural Competence are chosen based on the client’s needs, the presenting problem, and theoretical 1. Awareness of Cultural Differences orientation. Clinicians must recognize and respect the different cultural norms, values, and practices ۶ৎViolet ۶ৎ 2  PSYCHOLOGICAL ASSESSMENT that may influence how clients experience 🎀 Psychological assessments in mental health issues and how occupational settings aim to evaluate job- they respond to assessment. related behaviors, cognitive abilities, and personality 2. Culturally Appropriate Test Selection traits that may affect job performance. Clinicians should choose tests that have been validated for use with 5. MEDICAL SETTINGS clients fromdiverse backgrounds or 🎀 Psychological assessments in medical that have been adapted to reduce settings often focus on understanding how cultural bias. psychological factors interact with medical conditions (e.g., chronic pain, diabetes) 3. Understanding of Cultural Context and how to manage them. When interpreting test results, clinicians need to consider the client’s cultural background, including language proficiency, immigration Ethics in Psychological Assessment status, socioeconomic status, and - is paramount to ensuring that clients are cultural beliefs about mental health.. treated fairly, respectfully, and professionally. Clinicians must adhere to ethical guidelines that protect TYPES OF REFERRAL SETTINGS the rights Psychological assessments occur in various and well-being of clients. referral settings, each with its unique purpose, population, and assessment needs. A. Confidentiality - clinicians must maintain the confidentiality 1. CLINICAL SETTINGS of the client’s assessment results and 🎀 The most common setting for personal information unless consent to share psychological assessments, clinical settings it is given or unless there is a legal focus on requirement to disclose. diagnosing mental health disorders, creating treatment plans, and evaluating the B. Informed Consent effectiveness of interventions. - before any assessment begins, clients must be fully informed about the nature, 2. EDUCATIONAL SETTINGS purpose, and potential consequences of the 🎀 Psychological assessment in educational tests they will undergo. settings is primarily aimed at identifying learning disabilities, giftedness, or behavioral C. Competence of Clinicians issues that impact academic - clinicians must be adequately trained and performance. competent to administer and interpret the psychological tests they use. 3. FORENSIC SETTINGS D. Use of Culturally Fair Tests 🎀 Forensic psychological assessments – ethical practice requires that clinicians use focus on understanding psychological factors tests that are free from cultural bias and relevant to legal cases, including criminal appropriate for the individual being assessed. responsibility, competency to stand trial, and risk of recidivism. E. Avoidance of Harm – the clinician’s primary obligation is to do no harm. This includes ensuring that the 4. OCCUPATIONAL/INDUSTRIAL SETTINGS ۶ৎViolet ۶ৎ 3  PSYCHOLOGICAL ASSESSMENT assessment process does not cause 3. Client Characteristicss unnecessary stress, anxiety, or harm The clinician must consider the to the client. client’s age, cognitive abilities, language, cultural background, and any physical or psychological conditions that could ASSESSING DIVERSE GROUPS impact the testing process. Cultural diversity presents significant 4. Cultural Appropriateness challenges and responsibilities in Culturally biased tests can lead to psychological assessment. inaccurate diagnoses and inappropriate Clinicians must account for differences in treatment recommendations. Tests that language, cultural norms, socioeconomic have been validated for use with diverse background, populations should be prioritized. and other factors that may influence test performance. 5. Administrative Practicality The practical aspects of the test Linguistic and Language Differences administration, including time constraints, Cultural Norms and Values availability of test materials, and the Socioeconomic Status clinician’s familiarity with the test, are also Acculturation and Identity important. SELECTING PSYCHOLOGICAL TESTS Selecting the appropriate psychological test ⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧₊˚ for a particular client or context is a critical ⋅⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧ step in the assessment process. Lesson 9: Part 2 Laboratory GATHERING INFORMATION AND BEHAVIORAL ASSESSMENT 1. Purpose of the Assessment The first step in selecting a test is understanding the specific goals of the CLINICAL INTERVIEWS assessment. Is the assessment intended - Clinical interviews form the cornerstone of to diagnose a mental disorder, assess psychological assessment. They allow the cognitive functioning, or evaluate clinician to personality traits? collect qualitative information through interaction with the client. Interviews provide 2. Psychometric Properties essential data Tests should have established regarding the individual’s psychological, reliability, validity, and standardization. social, medical, and developmental history. Reliability ensures that the test provides consistent results, while validity ensures Types of Clinical Interviews that the test measures what it claims to measure. ۶ৎViolet ۶ৎ 4  PSYCHOLOGICAL ASSESSMENT 1. Structured Interviews Cross- cultural issues - Highly systematic, structured interviews are cultural differences can affect how often used in research or clinical settings clients express symptoms and their where reliability is paramount. They consist of willingness to engage in the assessment predetermined, standardized questions, process. It is crucial for clinicians to be allowing for little deviation. culturally sensitive and adapt their interviewing techniques accordingly 2. Semi-Structured Interviews MENTAL STATUS EXAMINATION (MSE) - While still following a general format, semi- - Is a structured method used by structured interviews allow more flexibility for clinicians to assess a client’s current the clinician to probe into areas of particular cognitive, emotional, and interest or concern based on client responses. psychological functioning. It provides an observational framework to assess 3. Unstructured Interviews the client at the present moment, - These interviews are the most flexible and offering valuable diagnostic conversational. They often begin with open- information. ended questions like, “Can you tell me why you’ve come in today?” From there, the Components of MSE clinician uses follow-up questions based on the client's responses. 1. Appearance Observations include the client’s physical appearance, including grooming, Goals of the Clinical Interview hygiene, clothing, and any unusual Rapport Building features like tattoos, scars, or signs of Understanding the Presenting physical neglect. The appearance can Problem provide clues to the client’s level of self- Gathering Comprehensive care and socioeconomic status Background Information 2. Behavior Behavior includes the client’s motor Challenges in Interviewing activity, body language, posture, and any movements that might indicate Client Reluctance psychological distress (e.g., psychomotor some clients may be hesitant to agitation, handwringing, pacing). share personal information, especially in Clinicians also assess eye contact and initial sessions. Clinicians must be skilled responsiveness to interaction in building rapport, using empathy, and creating a safe environment. 3. Speech The clinician evaluates the rate, volume, Malingering or Exaggeration and articulation of the client’s speech. clients may exaggerate or feign Slurred speech, rapid speech, or symptoms for various reasons, including tangential responses can provide insight secondary gain (e.g., financial into conditions like anxiety, mania, or compensation, avoidance of neurological disorders. Patterns of responsibility). Clinicians need to be speech can also reflect thought aware of potential malingering and use disorders, such as in schizophrenia. objective measures, like psychological tests, to verify self-reports ۶ৎViolet ۶ৎ 5  PSYCHOLOGICAL ASSESSMENT 4. Mood and Affect Memory: Short-term (immediate Mood refers to the client’s subjective recall), recent (within the last few emotional state, as reported by them days), and longterm memory are (e.g., sad, anxious, euphoric). typically assessed. Affect refers to the objective Executive functioning: Ability to observation of the client’s emotional think abstractly, plan, and problem- expression, which can be congruent or solve. incongruent with their reported mood. Common descriptors include flat (no 9. Insight and Judgement emotional expression), blunted Insight refers to the client’s (reduced emotional expression), or awareness of their mental health labile (quickly changing). issues. Good insight suggests the client understands their condition and 5. Thought Process its implications. Lack of insight is The clinician assesses how the client’s common in conditions like psychosis thoughts are organized. Signs of or dementia. disorganized thinking, tangentiality, Judgment involves the client’s ability flight of ideas, or derailment (jumping to make appropriate decisions and from one topic to another without foresee the consequences of their logical connection) can signal thought actions. Poor judgment is often seen disorders, such as in psychosis. in substance use disorders, impulse control disorders, and personality 6. Thought Content disorders. This involves the content of the client’s thoughts, including: THE INTAKE INTERVIEW Delusions: Fixed, false beliefs (e.g., The intake interview serves as the initial delusions of grandeur, persecution). point of contact between the client and Hallucinations: Perceptions in the absence clinician and lays the foundation for the of stimuli (auditory, visual, tactile, etc.). psychological assessment process. It is Obsessions: Recurrent, intrusive thoughts typically more expansive than the that cause distress MSE, covering a broad range of topics 7. Perception Key Components of the Intake Interview The MSE assesses for perceptual disturbances like hallucinations or illusions. It 1. Presenting Problem is crucial to differentiate between true The first goal of the intake interview is to hallucinations (seeing or hearing things that identify the client’s main concerns or aren’t symptoms, including their onset, duration, there) and illusions (misperceptions of real and impact on daily functioning. Clinicians stimuli). explore how the problem developed and its associated stressors. 8. Cognition Cognitive functioning is often assessed 2. History of Present Illness through: After identifying the presenting problem, the Orientation: The client’s awareness clinician probes further into the development of time, place, person, and situation of the problem. This involves detailed (often referred to as being “oriented questioning about any triggers, precipitating x3”). events, and coping strategies that the client Attention and concentration: The has attempted. ability to focus and maintain attention. ۶ৎViolet ۶ৎ 6  PSYCHOLOGICAL ASSESSMENT 3. Psychiatric History 9. Client’s Goals and Expectations This section covers any past psychiatric Understanding what the client hopes to diagnoses, treatments, hospitalizations, or achieve through assessment or treatment is medications. Understanding prior mental essential for developing an effective health history provides important context for intervention plan. It allows for client-centered the current assessment and can indicate care, fostering collaboration between the patterns of behavior or recurrence of client and clinician. symptoms. HISTORICAL AND CURRENT EVENTS IN 4. Medical History PSYCHOLOGICAL EVENTS Medical conditions such as neurological disorders, chronic pain, or autoimmune Understanding a client's past and present life conditions can mimic or exacerbate events is critical for diagnosing psychological psychological symptoms. Clinicians must conditions, forming case formulations, and inquire about general health, medications, creating effective treatment plans. Historical surgeries, head injuries, or substance use. and current events refer to the significant life experiences 5. Substance Use History that shape an individual’s psychological Substance use, including alcohol, drugs, and state. prescription medications, is a critical area to explore. Understanding the client’s patterns of use, any history of dependence or Historical Events withdrawal, and its impact on mental health is Historical events encompass a client’s vital for diagnosis and treatment planning. developmental history, trauma, family background, and psychosocial factors. 6. Family History Understanding the client’s past can reveal A comprehensive intake interview includes a underlying causes for present thorough exploration of family psychiatric and psychological issues and contextualize their medical history. Genetic predispositions play symptoms. a role in many psychological disorders, and understanding familial patterns can aid in diagnosis. Key Areas to Assess in Historical Events 7. Developmental and Social History 1. Developmental History Early Childhood: Assessing This section covers early childhood developmental milestones helps development, including any delays in detect early signs of neurological or milestones, traumatic experiences, or psychological disorders (e.g., speech significant life events. The client’s current delays, learning disabilities). Any social functioning, relationships, and support abnormalities in early motor, systems are also evaluated. cognitive, or social development can provide clues about long-term mental 8. Cultural Considerations health issues. Cultural, religious, and ethnic background significantly influence how clients perceive Adolescence and Puberty: and express psychological distress. Adolescence is a period of rapid Clinicians should be mindful of cultural psychological and emotional changes. factors that may affect the client’s worldview, Significant historical events during coping strategies, and symptom presentation. adolescence, such as bullying, relationship difficulties, or substance ۶ৎViolet ۶ৎ 7  PSYCHOLOGICAL ASSESSMENT abuse, can be linked to current behavior 5. Psychiatric History The client’s previous experiences with 2. Family History mental health services, including prior Mental Health History: A diagnoses, hospitalizations, comprehensive family psychiatric medications, and treatments, are history helps identify genetic essential for understanding how their predispositions to mental illnesses like psychological issues have developed depression, bipolar disorder, or over time and the effectiveness of schizophrenia. Family dynamics— previous interventions such as parental conflict, divorce, or abuse—also have profound effects on the client’s mental well-being. Current Events Substance Use History: Substance Current life events focus on the use or abuse by family members can present circumstances impacting the influence the client's environment and client. A comprehensive coping mechanisms. Growing up in understanding of what the client is such environments increases the risk going through now can shed light on of substance use disorders in clients. the immediate causes of psychological distress and help inform 3. Traumatic Events therapeutic approaches Abuse (Physical, Emotional, Sexual): Traumatic events, particularly childhood abuse, are strongly correlated with Key Areas to Assess in Current Events various mental disorders such as post- 1. Presenting Problems traumatic stress disorder (PTSD), anxiety Current symptoms or issues are explored in disorders, and personality disorders. detail, including their onset, frequency, Exploring these events helps to and intensity. The goal is to determine what understand their long-term impact. brought the client into treatment and what is perpetuating their distress. Clinicians Loss and Grief: The loss of a loved one, may also assess how recent events significant relationships, or life transitions (e.g., job loss, relationship breakdown) are (e.g., migration, war, etc.) can trigger contributing to these issues. psychological symptoms. Identifying unresolved grief or trauma is crucial in therapeutic planning. 2. Social and Relational Context Current social relationships and family dynamics often contribute to mental 4. Education and Employment History health. Relationships with significant others, The client’s performance in school or friends, or family members can act as work can reflect their cognitive either sources of support or stress. functioning and mental health. For instance, learning disabilities, school 3. Recent Stressors dropout, or occupational difficulties Acute stressors, such as the death of a loved may point to conditions like ADHD, one, job loss, financial struggles, or anxiety, or mood disorders. Moreover, physical illness, may precipitate educational and employment histories psychological symptoms. Clinicians should can highlight sources of stress or assess fulfillment. these factors to help pinpoint the timing of symptom onset and develop a crisis ۶ৎViolet ۶ৎ 8  PSYCHOLOGICAL ASSESSMENT management strategy if needed. 1. Cognitive Functioning Cognitive functioning encompasses 4. Legal Issues various domains like memory, attention, executive functioning, and Ongoing legal issues, such as involvement in problem-solving. Clients may struggle lawsuits, custody battles, or criminal with these functions due to cases, can add significant psychological neurological disorders (e.g., strain. This information helps clinicians dementia), mood disorders (e.g., understand stressors that may exacerbate depression), or developmental issues the client’s symptoms. (e.g., ADHD). Tools like the Mini-Mental State Importance of Historical and Current Examination (MMSE) or other Events in Assessment neuropsychological tests can provide objective measures of cognitive Contextualizing Symptoms impairment. These assessments can Understanding past and present help identify issues like memory loss, events helps clinicians connect the difficulty concentrating, or dots between a client’s history and impairments in planning and their current symptoms. For example, organization. childhood trauma may explain dissociative symptoms or maladaptive 2. Emotional Functioning coping strategies. Emotional functioning refers to a client’s ability to manage and regulate Identifying Patterns their emotions. Emotional instability, Through longitudinal analysis of such as mood swings, impulsivity, or historical and current events, inappropriate emotional responses, is clinicians can recognize patterns of often associated with mood disorders, behavior, triggers, and symptom personality disorders, or trauma. recurrence. Emotional functioning is often assessed through self-report questionnaires or behavioral Developing Treatment Plans observations during clinical This comprehensive information interviews. Depression, anxiety, and informs not only diagnosis but also affect dysregulation are common treatment. For example, unresolved targets of emotional functioning trauma may necessitate trauma- assessments. focused therapy, while ongoing relational problems may suggest a 3. Social Functioning need for family therapy Social functioning refers to how well the client navigates relationships and Functional measurement interactions with others. Social is the assessment of how well a client impairment is common in disorders is able to function in different areas like social anxiety, autism spectrum of life, including cognitive, emotional, social, disorders, or schizophrenia. and occupational domains. Clinicians assess the quality of relationships with family, friends, and romantic partners, as well as the client’s ability to maintain social roles. Key Areas of Functional Measurement Functional measurements may explore difficulties in forming or ۶ৎViolet ۶ৎ 9  PSYCHOLOGICAL ASSESSMENT sustaining relationships, managing functioning across various domains conflict, or dealing with social (e.g., work, social life). rejection. 4. Occupational and Academic Functioning Self-Report Measures Occupational and academic Clients can complete questionnaires functioning reflects a client’s ability to like the Beck Depression Inventory perform in the workplace or (BDI) or Generalized Anxiety Disorder educational settings. Significant 7-item (GAD-7) to report how much changes in work performance, their symptoms are impacting their absenteeism, or academic daily life. underachievement can indicate underlying psychological issues. Collateral Information Functional measurements often Assessment tools may include include gathering information from workplace evaluations, academic third-party informants like family records, or selfreports of performance members, teachers, or employers. at work or school. Impairment in These individuals can provide occupational functioning is a diagnostic valuable insight into how the client is criterion for many mental disorders, functioning in their natural including major depressive disorder environments. and generalized anxiety disorder. 5. Activities of Daily Living (ADLs) Importance of Functional Measurement in Assessment For clients with severe mental or cognitive impairments (e.g., dementia, Diagnostic Criteria severe depression, schizophrenia), the assessment of basic and Many psychological disorders (e.g., instrumental ADLs is critical. Basic depression, anxiety, schizophrenia) require ADLs include self-care tasks like the presence grooming, dressing, and feeding,while of functional impairments for diagnosis. instrumental ADLs involve more Assessing the client’s functional level helps complex tasks like managing clinicians determine the severity of the finances, cooking, and using disorder. transportation. Assessing ADLs helps determine the Treatment Planning level of support a client may need, Understanding a client’s functional whether that be assistance at home or impairments helps tailor interventions to their in a residential care setting specific needs. For example, clients with significant Tools and Techniques for Functional cognitive impairment may need cognitive Measurement rehabilitation, while those with social dysfunction may benefit from social skills training. Objective Behavioral Ratings Tools like the Global Assessment of Monitoring Progress Functioning (GAF) or the World Functional measurement also allows for Health Organization Disability tracking improvement or deterioration over Assessment Schedule (WHODAS) time. By regularly assessing the client’s allow clinicians to assign a numerical functional capacities, clinicians can evaluate score to the client’s overall level of the effectiveness of treatment ۶ৎViolet ۶ৎ 10  PSYCHOLOGICAL ASSESSMENT ⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧₊˚ ⋅⋅˚₊‧ ୨୧ ‧₊˚⋅ Reasoning Judgment Assessment of Intelligence, Education, and Memory Special Abilities Abstraction Assessment of Personality MORE COMPLEX measure of Intelligence Neurological Assessment Psychological Report Writing 3. David Wechsler Psychological Test we used during Intelligence as “aggregate” or laboratory “global capacity” Considered other factors (TRAITS AND PERSONALITY) in assessing Intelligence and Measurement intelligence. TWO qualitatively abilities : Verbal INTELLIGENCE - a multifaceted capacity and Performance that manifests itself in different ways across Verbal Comprehension, Working the life span Memory, Perceptual Organization, & Processing Speed. Intelligence defined: Views of the Lay Public 4. Jean Piaget Research by STERNBERG (1981) - In Intelligence is evolving biological general, the researchers found a adaptations to the outside world surprising degree of of intelligence Focused on the development of HOWEVER, in terms of ACADEMIC cognition in children. INTELLIGENCE - Experts put emphasis  Schema (organized mental on MOTIVATION, while Laypeople structures) stressed the importance of SOCIAL  Assimilation (Actively organizing ASPECTS new information so that it fits in what already perceived and thought)  Accommodation (Changing what is Intelligence defined: Views of Scholars already perceived or thought so that it and Test Professionals fits with the new information) DISEQUILIBRIUM - causes the individual to 1. Francis Galton discover new information, perceptions, and First person to published on the communication skills. HERETABILITY OF INTELLIGENCE, thus framing the contemporary nature- FACTOR ANALYTIC THEORIES nurture debate He believed that the MOST 1. Charles Spearman INTELLIGENT PERSONS were those  Theory of General Intelligence/ Two equipped with the best sensory factor Theory of Intelligence abilities Attempted to measure this sort of Factor Theory of Intelligence Intelligence in many of the (g) general intellectual ability SENSORIMOTOR AND OTHER (s) specific components PERCEPTION-related tests he devised (e) error components  The greater the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence 2. Alfred Binet Components of Intelligence ۶ৎViolet ۶ৎ 11  PSYCHOLOGICAL ASSESSMENT  - g factor is based on some type of 5. Raymond Cattell general electrochemical mental energy TWO MAJOR TYPES OF COGNITIVE available to the brain for problem solving ABILITIES  Abstract Reasoning were thought to be Crystallized Intelligence (Gc) Acquired the best measures of g in formal test - skills and knowledge that are dependent Group Factors - an intermediate class on exposure to a particular culture as well of factors common to a group of activities as on formal and informal evaluation but not at all Ex. Linguistic, Mechanical, Example: VOCABULARY Arithmetical Fluid Intelligence (Gf) Nonverbal, relatively culture-free, and independent of specific instruction Example: Encoding of 2. Joy Paul Guilford Short-Term Memory Intelligence is a systematic collection of abilities or functions for the processing of 6. John Horn information of different kinds in various Addition of his mentors Raymond Cattel, ways work De-emphasized (g) - 25 important Gv - Visual Processing mental ability factors Ga - Auditory Processing Structure of Intellect Model (SI Model) Gq - Quantitative Processing Gs - Speed Processing Grw - Reading and Writing 3. Louis Leon Thurstone Gsm - Short Term Memory Intelligence is considered as mental Glr - Long Term Storage and trait. It is the capacity for abstraction, Retrieval which is inhibitory process SEVEN PRIMARY ABILITIES 7. John Carroll Word Fluency Three-Stratum Model of Human Cognitive Verbal Comprehension Abilities Spatial Visualization Stratum III - the general level/general Number Facility intellectual ability Associative Memory Stratum II - the broad level; 8 factors Reasoning Stratum I - the specific level; more Perceptual Speed specific factors 8. McGrew & Flanagan Cattel-Horn-Carroll Models (CHC) – 4. Howard Gardner 10 Broad Stratum - Over 70 narrow stratum Intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural INFORMATION- PROCESSING VIEW settings 1. Aleksandr Luria Information-Processing Approach -  Theory of Multiple Intelligences: Focuses on the mechanisms by which 1. Logical-Mathematical information is processed – “how it is 2. Bodily-Kinesthetic processes and what is being processed” 3. Linguistic TWO BASIC TYPES 4. Musical Simultaneous (parallel) - Information is 5. Spatial integrated at all time 6. Intrapersonal Successive (sequential) Each bit of 7. Interpersonal information is individually processed in sequence ۶ৎViolet ۶ৎ 12  PSYCHOLOGICAL ASSESSMENT Kaufman Assessment Battery for 1. Stanford-Binet Intelligence Scales: Fifth Children 2nd Edition rely heavily on this Edition (SB5) concept 1st Edition 2. Robert Sternberg Triarchic Theory of Intelligence  First published test with detailed Metacomponents - Planning, monitoring, administration & instructions evaluating  Introduced the concept of IQ and Performance Components - Performing alternate items (substituted for a the instructions of metacomponents regular item under specified Knowledge Acquisition - Learning conditions). something new  Criticism: Poor standardization sample representation. 3. Others - PASS Model 1937 Revision Planning - strategy development for problem solving Attention/Arousal- receptivity to  Two equivalent forms: L (Lewis) and information M (Maud). Simultaneous and Successive - the  New type of tasks for preschool and type of information processing employed adult test-takers.  Criticism: Lack of minority MEASURING INTELLIGENCE representation during development. Infancy (Birth to 18 months) 1960 Revision Measuring SENSORIMOTOR DEVELOPMENT  Consisted of only a single form Testing Alerting Response (labeled L-M) and included the items Assessing RESPONSIVENESS considered to be the best from the Focusing a light on the eyes of the two forms of the 1937 test, with no infant new items added to the test. Testing Orienting Response  Introduced deviation IQ tables Assessing the ability in turning in instead of ratio IQ. direction of stimulus Ringing of bell 1972 Revision Child  Criticism: Poor standardization; Measuring of VERBAL and overrepresented the West and urban PERFORMANCE ABILITIES areas. Adult According to Wechsler, abilities such 4th Edition (1986) as retention of general information, quantitative reasoning, expressive  Shifted from Age Scale to Point language and memory, and social Scale (organized by item categories). judgment  Point Scale - a test organized into Obtain during clinical evaluation or subtests by category of item, not by corporate assessment age at which most testtakers are presumed capable of responding in the TEST TO MEASURE INTELLIGENCE way that is keyed as correct  Test Composite - a test score or index derived from the combination of, and/or ۶ৎViolet ۶ৎ 13  PSYCHOLOGICAL ASSESSMENT a mathematical transformation of, one  Achieved when the test-taker meets a or more subtest scores preset criterion to continue testing.  Example: Responding correctly to two 5th Edition (2003) consecutive items that contains increasingly difficult items may  Administration for Age range: 2 to 85+ establish a “base” to continue testing years. Ceiling Level:  Full Scale IQ, 10 subtests, and five  Achieved when the test-taker meets a Factor Index Scores. criterion to discontinue testing.  Scores: Subtest (mean = 10, SD = 3),  Example: Responding incorrectly to two Composite (mean = 100, SD = 15). consecutive items increasingly difficult  Based on Cattell-Horn-Carroll items may establish presumed “ceiling” Theory of intelligence. on test taker ability.  Five Factors: Fluid Reasoning, 3. Testing the Limit Knowledge, Quantitative Reasoning, Visual-Spatial, Working Memory. Administering test items beyond the level at which test manual dictates discontinuance Done to observe the examinee’s capabilities or gather additional information. SB5 has a test administration protocol that could be characterized as adaptive in nature Extra-Test Behavior Observations made by an examiner regarding what the examinee does and 1. Routing Test how the examinee reacts during the course of testing. A task used to direct the examinee to a specific level of questions. 2. The Wechsler Scales Direct an examinee to test items that have a high probability of being at an Developed by David Wechsler, these tests optimal level of difficulty assess intelligence across different age groups: Wechsler-Bellevue 1 (W-B 1) or Wechsler- 2. Teaching Items Bellevue (W-B) 1939 Designed to illustrate the task required and assure the examiner that the Point Scale - Items were classified by examinee understands subtest Floor: The lowest level of items on a Organized into six verbal subtests and subtest. five performance subtests, and all the Ceiling: The highest level of items on items in each test were arranged in order a subtest. of increasing difficulty Basal Level: ۶ৎViolet ۶ৎ 14  PSYCHOLOGICAL ASSESSMENT Wechsler-Bellevue 2 (W-B 2) Ȃ 1942- an Core subtest is one that is alternate form administered to obtain a composite score Criticisms: Supplemental Subtest is used for The standardization sample was rather purposes such as providing additional restricted clinical information or extending the Some subtests lacked sufficient inter-item number of abilities or processes reliability sampled Some of the subtests were made up of Intended for use with individuals ages items that were too easy o The scoring 16 to 90 years and 11 months criteria for certain items were too Completion time: 60 to 90 minutes o ambiguous Contains ten core subtests (Block Design, Similarities, Digit Span, Matrix Reasoning, Vocabulary, Arithmetic, Wechsler Adult Intelligence Scale (WAIS) Symbol Search, Visual Puzzles, 1955 Information, and Coding) o and five supplemental subtests (Letter-Number Organized into Verbal and Sequencing, Figure Weights, Performance scales Comprehension, Cancellation, and Scoring yielded a Verbal IQ, a Picture Completion) Performance IQ, and a Full-Scale IQ.  More explicit administration WAIS-R (1981) New norms and instructions as well as the expanded materials o Alternate administration of use of demonstration and sample verbal and performance tests itemsȄthis in an effort to provide WAIS-III (1997) - Contained updated assessees with practice in doing what and more user-friendly materials is required, in addition to feedback on Test materials were made physically their performance o All of the test larger to facilitate viewing by older items were thoroughly reviewed to adults root out any possible cultural bias o Some items were added to each of Floor = 40; Ceiling = 160 the subtests that extends floor in order to make the test more useful for Wechsler Intelligence Scale for Children evaluating people with extreme (WISC) intellectual deficits Extensive research was designed to  Designed for children aged 6–16 years. detect and eliminate items that may  1st edition 1949 have contained cultural bias  Currently in its 5th Edition (WISC-V, Norms were expanded to include 2014), it includes: testtakers in the age range of 74 to 89  Primary Index Scores and Ancillary Yielded a Full Scale (composite) IQ Index Scores. as well as four Index Scores Verbal  21 subtests, providing 15 composite Comprehension, Perceptual scores for detailed analysis Organization, Working Memory, and  completion time: 60 minutes Processing Speed -- used for more in- depth interpretation of findings Wechsler Preschool and Primary Scale of Intelligence (WPPSI) WAIS-IV (2008)  For young children aged 2 years, 6 It is made up of subtests that are months to 7 years, 7 months. designated either as core or  Measures emerging cognitive skills and supplemental developmental progress. ۶ৎViolet ۶ৎ 15  PSYCHOLOGICAL ASSESSMENT  Completion time: o A multiple-choice test  Ages 2:6 to 3:11: 30 -45 Minutes commonly used in the U.S. to  Ages 4:0 to 7:7: 45 - 60 Minutes identify gifted children.  WPPSI-IV (2012) has tailored o Completion Time: Max 75 administration times for different age minutes; for K–12 students. groups.  Raven’s Progressive Matrices Group Intelligence Tests (RPM) o A nonverbal test assessing  First used in World War I (1917) to reasoning and problem- screen large groups of recruits solving. efficiently. o Minimizes the influence of  Notable examples: language and culture, making o Army Alpha Test: For literate it ideal for diverse groups. recruits, focused on verbal and written tasks. o Army Beta Test: For illiterate Other Measures of Intellectual Abilities or non-English-speaking Cognitive Styles recruits, using nonverbal tasks a psychological dimension that characterizes like mazes and picture the consistency with which one acquires and completion. processes information Examples : Field Dependence vs Field World War 2 Independence Reflection vs Impulsivity  Army General Classification Test Visualizer vs Verbalizer (AGCT) - administered to more than Measures of Creativity 12 million recruits Originality the ability to produce something that is innovative or TODAY: Screening Tool - an instrument or nonobvious procedure used to identify a particular trait or Fluency - the ease with which constellation of traits at a gross or imprecise responses are reproduced and is level usually measured by the total number of responses produced Some group intelligence test for school Flexibility - the variety of ideas settings: California Test of Mental Maturity ƒ presented and the ability to shift from Kuhlmann-Anderson Intelligence Test ƒ one approach to another o Henmon-Nelson Tests of Mental Ability ƒ Elaboration - the richness of detail in Cognitive Abilities Test a verbal explanation or pictorial display A criticism frequently leveled at group  Otis-Lennon School Ability Test standardized intelligence tests (as well as (OLSAT) formerly Otis-Lennon Mental at other ability and achievement tests) is Ability Tests (OLMAT) that evaluation of test performance is too o Measures abstract thinking heavily focused on whether the answer is and reasoning ability to assist correct. The heavy emphasis on correct in school evaluation and response leaves little room for the placement decision-making evaluation of processes such as o First group intelligence in U.S originality, fluency, flexibility, and schools. elaboration ۶ৎViolet ۶ৎ 16  PSYCHOLOGICAL ASSESSMENT Convergent Thinking - A deductive  Lewis Terman: Suggested Mexicans reasoning process that entails recall and Native Americans were inferior. and consideration of facts as well as a  Wendy Johnson: VPR model shows series of logical judgments to narrow strong genetic influence on intelligence. down solutions and eventually arrive  Nurture Proponents: Emphasize at one solution environment, socioeconomic status, Divergent Thinking - A reasoning education, and parental modeling in process in which thought is free to shaping intelligence. move in many different directions,  Interactionist View: We are free to making several solutions possible ƒ become all that we can be Requires flexibility of thought, originality, and imagination Stability of Intelligence Remote Associates Test (RAT) Developed by Sarnoff Mednick in the Intelligence remains stable over 1960s. Presents the testtaker with adulthood, but specific abilities may three words; the task is to find a fourth change. word associated with the other three Highly Stable: Verbal intellectual A test used to measure creative convergent skills (Ivnik et al.). thinking A possible weakness of this test is Young Adulthood: Best predictor of its focus on verbal associative habits Ȃ long-term cognitive performance. meaning it might be more difficult for non- Gifted Children: Tend to retain native speakers of English. Also, it may not superior abilities (Terman). favor those who are more comfortable with Child Prodigies: May lose their early visual thinking exceptional abilities (Winner, 2000). Torrance Test of Creative Thinking (TTCT) ƒ Developed by E. Paul Torrance in 1960s Consist of word-based, picture-based, Construct Validity of Intelligence Tests and sound-based test materials The evaluation of test construct validity proceeds on the assumption that one knows in advance exactly what the test is supposed to INTELLIGENCE: SOME ISSUES measure - It is essential to understand how the test developer Nature vs. Nurture defined intelligence Other Issues in Intelligence Preformationism: Intelligence is fixed at birth and cannot improve (like a cocoon  Flynn Effect: IQ scores increase over becoming a butterfly). generations (~10 years).  Personality: Predeterminism: Intelligence is determined o Street Efficacy: Ability to by genetics, and no intervention can alter it. avoid violent confrontations.  Gender Differences: o Males: Higher in general factor  Arnold Gesell: Mental development follows a genetic pattern. (g) and visual-spatial tasks. o Females: Better in language-  Francis Galton: Genius is hereditary.  Richard Dugdale: Argued degeneracy related tasks (differences is inherited. minimized with computer  Henry Goddard: Feeblemindedness testing).  Family Environment: Divorce results from recessive genes. impacts children’s school ۶ৎViolet ۶ৎ 17  PSYCHOLOGICAL ASSESSMENT performance and problem-solving skills. Major Tests for Young Children  Culture: o Culture Loading: Incorporating  McCarthy Scales of Children's cultural vocabulary and Abilities concepts into tests. o Age: 2–8 years. o Culture-Fair Tests: Designed o General Cognitive Index to reduce cultural and (GCI): Combines Verbal, language bias. Perceptual-Performance, and Quantitative scales. EDUCATION o Additional scales: Memory and Motor. Infant Intelligence Scales  Kaufman Assessment Battery for Children (KABC-II) 1. Brazelton Neonatal Assessment o Age: 3–18 years. Scale (BNAS) o Measures: Sequential o Age: 3 days to 4 weeks. Processing, Simultaneous o Provides an index of newborns Processing, Learning, competence- 47 scores (27 Planning, and Knowledge. scores) and responses (20 scores). o Drawbacks: No norms, poor Specialized Intelligence Tests reliability, doesn’t predict future intelligence. 1. Columbia Mental Maturity Scale 2. Gessell Developmental Schedules (CMMS) (GDS) o Age: 3–12 years. o Age: 2.3–6.3 years. o Evaluates children with o Areas: Gross/Fine Motor, sensory or language Adaptive, Language, impairments. Personal-Social. o Format: Multiple-choice, no o Drawbacks: Inadequate time limit. standardization, lacks 2. Peabody Picture Vocabulary Test reliability, no future prediction. (PPVT-IV) 3. Bayley Scales of Infant and Toddler o Age: 2–90 years. Development (BSID-III) o Measures hearing/receptive o Age: 2–30 months. vocabulary. o Measures cognitive and motor 3. Leiter International Performance skills. Scale (LIPS-R) o Strength: Predicts well for o Age: 2–18 years. developmental delays. o Nonverbal test; ideal for o Weakness: Cannot predict assessing children with autism future intelligence. or deafness. 4. Cattell Infant Intelligence Scale 4. Porteus Maze Test (PMT) (CIIS) o Nonverbal measure using o Age: 2–30 months. maze puzzles. o Uses age scale, mental age, o Suitable for special and IQ concepts. populations; poorly o Drawbacks: Outdated, standardized. unreliable, does not predict future IQ. ۶ৎViolet ۶ৎ 18  PSYCHOLOGICAL ASSESSMENT Learning Disabilities o A standardized approach to derive norms and assess  Illinois Test of Psycholinguistic student performance. Abilities (ITPA-3): For ages 2–10; measures input/output processing.  Woodcock-Johnson III: Assesses Pre-School Level Assessments cognitive abilities, oral language, and academic achievement. 1. Checklist: Marks the presence/absence of specific behaviors or events. Visiographic Tests 2. Rating Scale: Evaluators make judgments about specific variables. 1. Benton Visual Retention Test 3. Apgar Score: (BVRT-V): Visual memory for ages o Quick newborn evaluation tool 8+. for immediate action if needed. 2. Bender Visual Motor Gestalt Test: 4. Informal Evaluation: Nonsystematic Popular test involving geometric figure opinions outside professional copying. standards. 3. Memory-for-Designs (MFD): 5. At Risk: Identifies children needing Drawing test for perceptual-motor intervention in psychological, social, coordination (ages 8–60). or academic areas. Achievement Tests Performance-Based Assessments  Purpose: Measure accomplishment  Performance Tasks: Work samples or learning of specific subject matter. to measure knowledge and skills.  Can be standardized nationally,  Portfolio Assessment: Evaluation of regionally, locally, or not standardized collected work samples. at all.  Authentic Assessment: Evaluates  A good achievement test samples real-world, meaningful tasks. targeted content and reliably gauges  Peer Appraisal: Obtains information learning. through group evaluation. o Nominating Technique: Select individuals for activities. Models and Assessments  Sociogram: A graphic method to organize peer appraisal results. 1. Response to Intervention (RTI) o Multilevel framework to maximize student Standardized Achievement Tests achievement. o Identifies students at risk and provides evidence-based 1. Stanford Achievement Test (SAT) interventions. o Measures K–12 achievement 2. Curriculum-Based Assessment in reading, math, science, (CBA) social studies, etc. o Measures learning based on 2. Metropolitan Achievement Test school teachings. (MAT) 3. Curriculum-Based Measurement o Evaluates reading (CBM) (vocabulary, comprehension) ۶ৎViolet ۶ৎ 19  PSYCHOLOGICAL ASSESSMENT and math (concepts, problem-  High school and solving). above-average adults. o Braille, large print, and audio o Drawback: Outdated norms; versions for accessibility. RPM is more reliable. 3. Other Tests: o Kuhlmann-Anderson Test (KAT) ASSESSMENT & SPECIC DISABILITIES o Henmon-Nelson Test (H-NT) o Cognitive Abilities Test Alternative Individual Ability Tests (COGAT) Compared with Binet and Wechsler Scales Aptitude and Higher Education Tests None of these are clearly superior from a psychometric standpoint  SAT Reasoning Test (SAT-I) Some less stable, most more limited in  American College Test (ACT) their documented validity  Graduate Record Examination Compare poorly to Binet and Wechsler on (GRE) all accounts  Miller Analogies Test They don't rely on a verbal response as  Law School Admission Test (LSAT) much as the B and W Just use pointing or Yes/No responses, thus do not depend on the complex integration of visual and motor functioning - Nonverbal Intelligence Tests Contain a performance scale or subscale Their specificity often limits the range of 1. Raven Progressive Matrices (RPM) functions or abilities that they can measure o Nonverbal test measuring Because they are designed for special reasoning ability. populations, some alternatives can be o Suitable for group or individual administered totally without the verbal administration. instructions. o Minimizes cultural and language biases. SPECIFIC INDIVIDUAL ABILITY TESTS o Age: 5 years and older. o Advantage: Worldwide norms, Historical Context: Early individual ability better than Wechsler for fluid tests were developed for specific intelligence. populations and were often nonverbal. 2. Goodenough-Harris Drawing Test These tests: (G-HDT) o Quick, easy test for children. o Task: Draw a man; scored  Produced only a single score. based on detail (e.g., clothing).  Emphasized performance-based o Drawback: Outdated norms, tasks rather than verbal responses. not standardized. o Seguin Form Board Test 3. Culture Fair Intelligence Test (CFIT) (1800s): o Designed to reduce cultural  One of the earliest individual tests and language biases. designed for evaluating mentally o Levels: retarded adults.  Ages 4–8 and mentally  Focused on speed and performance disabled adults. as key indicators of ability.  Ages 8–12 and adults.  While groundbreaking at the time, it lacked the sophistication and breadth of later tests like the Binet. ۶ৎViolet ۶ৎ 20  PSYCHOLOGICAL ASSESSMENT o Healy-Fernald Test:  Backed by a strong research base  A purely nonverbal test developed for and is commonly used in hospitals adolescent delinquents. and clinical settings.  Focused on performance tasks to o Drawbacks: eliminate reliance on verbal  Lack of Norms: No established instructions. norms for comparison. o Knox’s Battery of  Limited Predictive Validity: Performance Tests: Scores may not accurately predict  Designed for non-English-speaking future intelligence or cognitive adult immigrants entering the United development. States.  Construct Validity Issues: The  Administered without verbal meaning and implications of the instructions, making it ideal for scores are still unclear. individuals with language barriers.  Low Test-Retest Reliability:  Unlike earlier tests, speed was not Scores may vary significantly upon emphasized, shifting focus to task repeated administrations. completion rather than response time. 2. Gesell Developmental Schedules (GDS)  Designed for specific populations o Age Range: 2.3 months to 6.3 (e.g., mentally retarded, immigrants, years old. delinquents). o Purpose: Assesses infant  Produced a single performance and early childhood score. intellectual development.  Could be administered nonverbally, o Applications: making them versatile for both children  Used in research to evaluate and adults. developmental outcomes in infants exposed to harmful conditions like Infant Scales mercury or abnormal brain Where mental retardation or developmental formation. delays are suspected, these tests can  Also applied to assess infants with supplement observation, genetic testing, and autism and other developmental other medical procedures concerns. 1. Brazelton Neonatal Assessment Scale (BNAS) o Developmental Quotient (DQ):  Calculated similarly to an IQ: o Age Range: 3 days to 4 (Developmental Age / weeks old (newborns). Chronological Age) x 100. o Purpose: Provides an index of  Provides a standardized score that a newborn’s competence and reflects the child’s developmental ability to respond to stimuli. progress. o Applications: o Strengths:  Widely used as a research tool to  Useful for identifying subtle study neonatal behavior. developmental deficits that may  Used diagnostically for special otherwise go unnoticed. purposes, such as identifying o Drawbacks: neurological issues or assessing  Poor Standardization: Sample is newborn responsiveness. not representative of the general o Strengths: population.  Has received favorable reviews for  Reliability and Validity Issues: its innovative approach to The test lacks established reliability assessing newborn behavior. and validity, reducing its scientific rigor. ۶ৎViolet ۶ৎ 21  PSYCHOLOGICAL ASSESSMENT  Limited Scope: While useful for o Sample primarily drawn from identifying deficits, it falls short of lower and middle-class meeting modern psychometric families, not representative of standards the population. o Psychometrically unsatisfactory. Other Individual Tests of Ability in Education and Special Education Major Tests for Young Children 1. McCarthy Scales of Children’s Abilities Bayley Scales of Infant and Toddler (MSCA) Development – Third Edition (BSID-III) o Age Range: 2 to 8 years.  Age Range: 1 to 42 months. o Measures general cognitive  Purpose: Assesses development ability through composite across five domains: scores and specific patterns. o Cognitive, Language, Motor, o General Cognitive Index Socioemotional, and Adaptive. (GCI):  Motor Scale: Assumes that motor  Standard score with a mean of 100 development influences later mental and a standard deviation of 16. functions.  Reflects how well a child integrates  Strengths: prior learning experiences. o Excellent standardization and o Strengths: strong internal consistency.  Good reliability (coefficients in the low o Widely used for children with 0.90s). Down syndrome, cerebral  Relatively good psychometric palsy, pervasive properties. developmental disorders, and o Limitations: language impairments.  Meager validity, requiring further o Most psychometrically sound research for stronger support. test of its kind.  Limitations: 2. Kaufman Assessment Battery for Children o More validity studies are – Second Edition (KABC-II) needed. o Questions remain regarding o Age Range: 3 to 18 years. predictive validity for long- o Purpose: Measures ability term development. across five global scales:  Sequential Processing, Simultaneous Processing, Learning, Cattell Infant Intelligence Scale (CIIS) Planning, and Knowledge.  Sequential Processing: Solving  Age Range: 2 to 30 months. problems by arranging input in serial  Purpose: Downward extension of the order. Stanford-Binet Scale.  Simultaneous Processing:  Based on normative developmental Synthesizing information into mental data but similar to the Gesell scale. wholes  Limitations: o Rarely used today due to Strengths: being unchanged for 60 years. ۶ৎViolet ۶ৎ 22  PSYCHOLOGICAL ASSESSMENT  Suitable for clinical, minority-group,  Administered in 15 preschool, and neuropsychological minutes. assessment. o Strengths:  Nonverbal measure of ability available.  Easy to administer;  Well-constructed and psychometrically useful for various sound. groups.  Strong reliability and Limitations: validity. o Limitations:  Poorer predictive validity for school  Cannot replace achievement. Wechsler or Binet IQ  Inconsistency between its definition of tests. intelligence and its measurement.  May underestimate IQ  Smaller differences observed between scores. white and minority populations. 3. Leiter International Performance Scale – Revised (LIPS-R) Tests for Handicapped and Special Populations o Age Range: 2 to 18 years. o Purpose: Nonverbal performance test assessing general intelligence through memory and reasoning 1. Columbia Mental Maturity Scale – Third tasks. Edition (CMMS) o Strengths:  Useful for children with o Age Range: 3 to 12 years. pervasive o Purpose: Evaluates ability developmental without requiring verbal disorders, the deaf, responses or fine motor and language-disabled skills. individuals. o Involves identifying which  Untimed, ensuring drawing does not belong on accessibility. a card.  Good validity. o Strengths:  Useful for children with sensory, 4. Porteus Maze Test (PMT) physical, or language disabilities.  Reliable screening device with impressive standardization. o Purpose: Nonverbal measure o Limitations: Vulnerable to of intelligence using maze random error. problems (12 mazes). 2. Peabody Picture Vocabulary Test – o Can be administered without Fourth Edition (PPVT-IV) verbal instructions. o Limitations: Poor o Age Range: 2 to 90 years. standardization; requires o Purpose: Measures receptive restandardization. vocabulary to estimate verbal intelligence. o Features:  Multiple-choice format; no reading ability required. ۶ৎViolet ۶ৎ 23  PSYCHOLOGICAL ASSESSMENT Tests for Learning Disabilities 2. Bender Visual Motor Gestalt Test (BVMGT) 1. Illinois Test of Psycholinguistic Abilities (ITPA-3) o Task: Copy 9 geometric figures. o Age Range: 2 to 10 years. o Errors: Common in children o Purpose: Identifies specific under a mental age of 9, learning disabilities by brain-damaged individuals, or analyzing input, processing, those with nonverbal learning and output systems. disabilities. o 12 Subtests measure visual, o Limitations: Questionable auditory, and tactile input reliability. independently. o Helps isolate the site of 3. Memory-for-Designs (MFD) Test disability. o Strengths: Revised version is o Age Range: 8 to 60 years. psychometrically sound. o Drawing test requiring perceptual-motor 2. Woodcock-Johnson III coordination. o Strength: Good reliability. o Assesses: o Limitations: Needs stronger  General intellectual validity documentation. ability  Specific cognitive abilities Creativity Tests  Scholastic aptitude, oral language, and 1. Torrance Tests of Creative achievement. Thinking (TTCT) o Based on the Cattell-Horn- o Measures creativity aspects Carroll (CHC) theory of like fluency, originality, and intelligence. flexibility. o Strengths: Good o Strengths: psychometric properties;  Unbiased indicator of useful for identifying learning giftedness.