Educational Psychology and Counselling Learning Objectives PDF

Learning objectives – week 1 Demonstrate sound knowledge of the theoretical and historical bases of test development, particularly in relation to measures of ability and personality Theoretical basis of test development will be explored via a (revised) understanding of the psychometric...

Learning objectives – week 1 Demonstrate sound knowledge of the theoretical and historical bases of test development, particularly in relation to measures of ability and personality Theoretical basis of test development will be explored via a (revised) understanding of the psychometrics of assessment tools (norms, reliability and validity) Summarise the findings of psychological assessments in the form of a professional report By understanding the reason for referral section of a psychological assessment report and how to express the referral information in the report Educational Psychology and Counselling | @MonashEducation Some questions to get you thinking… What are psychological tests? What constructs can they assess? Why are psychological tests used? How do psychologists know what type of test(s) to use with particular clients? 2  Test construction activity In groups develop a self-report measure of intelligence Hint: what is your definition of intelligence? Response format is a 5-item Likert scale (1 = strongly disagree, 5 = strongly agree) Each group to create 3-5 items When writing test items avoid the following Ambiguity (Is the item clear? Would different test takers interpret it in the same way?) Double-barrelled items – “I am satisfied with my pay and job conditions” Colloquial language - “I’m often chuffed with myself” Double negatives – “I do not consider myself an incompetent person” Consider the following questions Do the test items provide a good measure of the construct of intelligence? (i.e., does the test have content validity?) Was it easier or more difficult to develop the items than you thought? What other factors could influence a persons responses to the questions? Do you think intelligence can be validly measured by self-report? 3 The process of psychological assessment Testing alone offers a very limited picture!!!! 4 Reason for referral Determines the focus of the evaluation and provides a rationale for the assessment Psychological reports are written with the referral question(s) in mind Can help with determining whether information is relevant or not (beware however that psychological assessments often provide unexpected results!!!) Referral question(s) should be specific and answerable Read the paediatrician’s letter from Dr Hutz to Dr Shaw – what information would you include? Write out your ‘reason for referral’ individually Educational Psychology and Counselling | @MonashEducation Clinical Interview A clinical interview should be considered a psychological test conducted within the context of a psychological assessment The goal of a clinical interview is to: have the interviewer understand the client’s situation have the interviewee explore his or her own situation Allows for results of assessment to be put in context e.g., Client presents as very sad BUT you find out someone close to them recently passed away Allow for appropriate tests to be selected for an assessment e.g., possible learning difficulty so need to assess cognitive profile 6 Principles of effective interviewing Use open-ended questions Avoid questions that have a ‘yes’ or ‘no’ answer Keep the interaction flowing Active listening, transitional phrases Make ‘understanding’ statements Let people know you understand what they are saying (repeat or paraphrase), summarize what you have been told, seek clarification if you are not sure, communicate empathy (how you think the interviewee feels) Understanding statements are extremely powerful in helping the interviewee uncover and explore underlying feelings 7 Principles of effective interviewing Principles are designed to facilitate the flow of communication The ‘right’ attitude warmth, genuineness, acceptance, understanding, openness, honesty, fairness. Be interested, be involved Avoid judgmental or evaluative statements, probing statements, hostile responses, false reassurances Do not interrogate people ‘why’ questions are not usually advised 8 Interviewing Structured – a printed set of questions are used. The questions are asked in a specific order or sequence Standardised set of rules for probing so that all interviewees are questioned in the same manner Allows for norms to be developed and applied Usually used to help determine if an individual meets the criteria (e.g., DSM) for a particular disorder (e.g., ADI-R) Semi-Structured – specific questions are asked but with no set order (e.g., SCID-5) Unstructured – no specific questions or guidelines. Questions are decided on the basis of how the interviewee responds together with a broad map of the areas to be covered (could be for a case history interview or as part of intervention planning) 9 Interviewing in a Case History Goal – to understand the interviewee’s background so you can select psychological tests and interpret individual test scores Possible areas: Education Hobbies/Interests Accomplishments Relationship experiences Social networks Job history Family history Mental health/wellbeing (e.g., past or current diagnoses) Previous interventions Whether all of these areas are explored and the extent to which each of them are explored depends on the nature of the presenting issue and/or the reason for the assessment – do not underestimate the importance of a case history 10  Indigenous vs non-Indigenous interview Aboriginal peoples Non-aboriginal peoples Two way street More professional boundaries Focus on shared activities Focus on the individual Opportunistic Structured Varied cultural issues Fewer cultural issues High influence of family and land Less influence of family and land Family help-seeking Individual help-seeking Low eye-contact Shared eye-contact Slower paced – more listening Faster paced – more talking 11 Clinical and Mental Health Testing and Assessment Mental State Examination (MSE) A systematic appraisal of the appearance, behaviour, mental functioning and overall demeanour of the person Provides a “snapshot” of their functioning at a given point in time Important in determining a person’s capacity to function, and whether psychiatric follow-up is required Judgements need to be considered at the developmental level of the person and age- appropriateness of the behaviours Suicidal or homicidal ideation would require an immediate risk assessment 12 Components of a MSE o Appearance o Behaviour o Mood and affect o Speech o Cognition o Thoughts – content and process o Perception o Insight o Judgement 13 Clinical interview: Steve a) Clinical interview i. Comment on the content and processes of the interview ii. Comment on the style and quality of the psychologist iii. Note whether useful information has been obtained from the client b) Mental status examination i. Comment on the mental status of the client Discuss your notes in groups 14 Mini Mental State Examination Helpful for assessing orientation and cognition, as these are not always readily observable in a clinical interview Scoring: 25 – 30: May be normal 21 – 24: Mild impairment 10 – 20: Moderate 0 – 9: Severe 15 Other measures When conducting a clinical assessment, other measures may also be used depending on the reason for referral. Rating scales Beck Anxiety and Depression Inventories (BAI; BDI) Kessler Psychological Distress Scale (K-10) Depression, Anxiety and Stress Scales (DASS) (Semi)structured interviews Montgomery-Asberg Depression Rating Scale (MADRS) Structured Clinical Interview for DSM-5 (SCID-5) Positive and Negative Symptoms Scale (PANSS) Risk assessment Beck Scale for Suicide Ideation (BSI) Columbia Suicide Severity Rating Scale (C-SSRS) Indigenous Risk Impact Screen and Brief Intervention (IRIS) 16 Reason for referral A request for psychological testing or assessment usually raised by a client or other professionals who work with the client; it can be general or specific. In a report this is written as one or more statements (not as questions) Clarifying the reason for referral (sometimes called a referral question)  A reason for referral must not be too broad or unrealistic  Formulation of a clear and specific reason for referral facilitates  Derivation of hypotheses about a case  Selection of appropriate psychological assessment instruments  Interpretation of results  Provision of recommendations What would be a possible reason for referral statement for Steve? Ensure it is clear, specific and answerable 17 Cognitive testing is used to… Understand learning difficulties Predict occupational success Provide vocational guidance Determine access to funding Assess extent of brain injury/response to intervention Assist with diagnoses such as intellectual disability, specific learning disorder, language disorder 18 Modern understanding and assessment of intelligence 19  Cognitive ability is best measured under conditions that produce maximal performance because “...we want a pure measure, one that is determined almost wholly by one thing, the subject’s capacity, rather than a measure which is affected by several influences” (Fiske & Butler, 1963, p. 253) 20 Binet’s revolution Binet-Simon Intelligence Scale o First successful intelligence test o Removed subjectivity from practice of establishing level of cognitive functioning o Developed a series of tests of increasing difficulty that were to be administered under experimental condition e.g., conducting examination in a quiet and isolated room, adhering strictly to administration guidelines, receiving each child in friendly and encouraging manner to elicit maximal performance This performance-based method of assessment has remained largely unchanged to this day 21 Cognitive testing Cognitive testing provides test scores that indicate level of functioning in underlying cognitive construct/s being measured e.g., Processing speed – the ability to perform simple cognitive tasks quickly and fluently Cognitive testing also provides opportunity for making important behavioural observations of the client. Can provide indication of whether test results are a valid indication of underlying constructs or not. In groups think of different behaviours that would indicate that test results are either valid or invalid 22 THE WECHSLER SCALES Wechsler Adult Intelligence Scale – 4th ed. (WAIS-IV), released 2008* Wechsler Intelligence Scale for Children – 5th ed. (WISC-V), released 2016 Wechsler Preschool and Primary Scale of Intelligence – 4th ed. (WPPSI-IV), released 2014 Wechsler Memory Scales – 4th ed. (WMS-IV), released 2009** Children's Memory Scale (CMS), released 1997 * WAIS-5 and WMS-5 are currently being normed in Australia, likely to be released in 2025 23 WAIS-IV INDICES AND Subtests FSIQ VCI PRI WMI PSI Similarities Block Design Digit Span Coding Vocabulary Matrix Reasoning Arithmetic Symbol Search Information Visual Puzzles (Letter-Number Sequencing) (Cancellation) (Comprehension) (Figure Weights) 24 SIMILARITIES Participant is asked how two words are alike (that is, what feature the two words share) e.g., In what way are a dog and a cat alike? Educational Psychology and Counselling | @MonashEducation VOCABULARY Participant is asked to define the meaning of words presented e.g., What does tolerance mean? Educational Psychology and Counselling | @MonashEducation INFORMATION Participant is required to answer questions relating to general knowledge e.g., What does the stomach do? Educational Psychology and Counselling | @MonashEducation BLOCK DESIGN Participant uses three dimensional blocks to recreate a model or a design shown on paper Educational Psychology and Counselling | @MonashEducation Matrix reasoning Participant selects from five choices to correctly complete the design Educational Psychology and Counselling | @MonashEducation Visual puzzles Participants selects three options that go next to each other to form the completed puzzle Educational Psychology and Counselling | @MonashEducation DIGIT SPAN Participant is asked to remember and repeat back a series of numbers that progressively increase in length Digit Span Forwards – repeat numbers in the same order Digit Span Backwards – resequence numbers in the reverse order Digit Span Sequencing – resequence numbers from smallest to largest Educational Psychology and Counselling | @MonashEducation ARITHMETIC Participant is required to answer questions relating to arithmetic that are presented verbally, and without aid of pencil or paper e.g., How many are three cats and two cats? Educational Psychology and Counselling | @MonashEducation CODING Participant is required to copy symbols paired with numbers using a key within a time limit Educational Psychology and Counselling | @MonashEducation Symbol search Participant is required to look at two symbols and then decide whether either is present in an array of symbols following it. If one of the symbols is there, they draw a line through it. If neither of the symbols are there, they draw a line through the No box. They complete as many items as they can within a time limit. Educational Psychology and Counselling | @MonashEducation WISC-V indices and subtests Educational Psychology and Counselling | @MonashEducation Figure weights Child selects from five choices the answer that will allow the scales to be balanced on both sides Educational Psychology and Counselling | @MonashEducation Picture span Child is presented one or more images for three seconds. The page is turned and they point to the image(s) they have just seen amongst an array of distractors. They must point to them in the order they were presented. Educational Psychology and Counselling | @MonashEducation Limitations to the Wechsler measures Contemporary assessments aim for a cognitive assessment to measure each of the broad ability areas below The Wechsler scales, however, DO NOT measure all of these areas. g Gs Gf Gc Gv Gl Gr Gs Ga m Fluid Crystallized Visual Short-term Learning Retrieval Processing Auditory intelligence intelligence processing memory efficiency fluency speed processing 38 Mapped across to the wais-iv Educational Psychology and Counselling | @MonashEducation Cross-battery assessment (XBA) The realisation that several major intelligence tests (e.g., Wechsler, Stanford Binet) failed to adequately measure all the broad ability areas led to development of XBA Practitioners “cross” batteries (i.e., use more than one intelligence test) so they can measure more/all abilities Primarily used by neuropsychologists (to gain a complete understanding of cognitive functioning for an individual) and ed/dev psychologists (for SLD assessments) Educational Psychology and Counselling | @MonashEducation Filling in the gaps When selecting batteries to complete a XBA, you are trying to find subtests that will “complete” the picture So if you chose to use the WAIS-IV as your main assessment measure, you require subtests from another measure that will allow you to assess Gl, Gr and Ga 41 Some advantages and disadvantages of XBA Advantages Disadvantages Provides a framework for completing a Not always practical (e.g., time constraints; contemporary intellectual assessment required for referral?) Allows a wider range of cognitive abilities to Tests are expensive and not all practitioners be assessed than a single measure can offer have access to multiple test batteries More time efficient than completing 2+ full Tests may have been normed at different cognitive assessment batteries times Aligns with contemporary research about It relies mainly on subtest analysis intelligence (i.e., CHC theory) 42 WAIS-IV scoring activity Work in groups to score the test record using the Appendices in the WAIS-IV scoring manual or the tables provided here. CLIENT - SAM Male ?? Years old Reading and writing difficulties Maths not a concern 43  Work from right to left If the top number under Day is smaller than the bottom number you need to add a month (i.e., 30 days) to the top number, and then take away 1 month from the top number in the month column. A month is always defined as 30 days using this method. If the top number under Month is smaller than the bottom number you need to add a year (i.e., 12 months) to the top number, and then take away 1 year from the top number in the year column. Then subtract the bottom number from the top number in each column to get the client’s test age 44  Step 1: Calculate age 45  Step 2: Convert raw scores to scaled scores using Table A.1 Scaled Score Equivalents of Total Raw Scores for Subtests, by Age Group Step 3: Compute sum of scales scores for each composite 46  Step 4: Record sum of scales scores in ‘Sum of Scaled Scores to Composite Score Conversion’ table Step 5: Convert sum of scaled scores to composite scores using Tables A.3 to A.7. Record PR and 90% CI also. 47  Step 6: Transfer subtest scales scores to ‘Subtest Scaled Score Profile’ and plot results 48  Step 7: Transfer composite scores to ‘Composite Score Profile’ and plot results. Include CI. 49  Step 8: Transfer composite scores to ‘Discrepancy Analysis’ table (columns Score 1 and Score 2) on page 2. Calculate difference. Use Table B.1 to find critical value for differences between index scores at p <.05. Record in ‘Critical Value’ column. If difference is larger than critical value, circle Y in ‘Significant Difference’ column. If not, circle No. 50  Step 9: Determine base rate of significant differences (based on Overall Sample) using Table B.2 Index score differences that exist in less than 10% of population generally considered unusual. 51  Step 10: Transfer subtest scaled scores to ‘Determining Strengths and Weaknesses’ table. Record mean of 10 core subtests. Calculate difference scores. Use Table B.5 to find critical value for difference scores at p <.05. Record in ‘Critical Value’ column. If absolute value of difference is larger than critical value, circle either S (if diff value +) or W (if diff value -) in ‘Strengths or Weakness’ column. 52  Step 11: Determine base rate of significant differences (based on Overall Mean of 10 Subtests) using Table B.5. Record range of base rate if difference value not exact match. 53 What do all the scores mean? FSIQ and Indices Scores between 90 and 109 are ‘Average’ Subtests Scaled scores between 8 and 11 are ‘Average’ See the IQ Classifications document in the Assessment 2 resources for more details about classification of full scale and subtest scaled scores 54 Interpretation Can differ dependent on the branch of psychology Some suggest that profile analysis should not extend beyond FSIQ as this is the most robust (e.g., Canivez, 2010) Some suggest that Indices should also be interpreted to provide additional information (e.g., Kaufman, 1990) Some suggest subtest analysis should also be conducted (e.g., Sattler, 2016) whereas others state they are problematic and should not (e.g., Watkins, Glutting & Youngstrom, 2005) Clinical judgement is used – it can be a fine balance between providing useful information for the client and “over-interpreting” the results 55 Kaufman (1990) “…the individual tested makes an unspoken plea to the examiner not to summarize his or her intelligence in a single, cold number: the goal…. Should be to respond to that plea by identifying hypothesised strengths and weaknesses that extend well beyond the limited information provided by FSIQ, and that will conceivably lead to practical recommendations that help answer the referral questions” While FSIQ (g) is the most robust measure of intelligence, most individuals have a cognitive profile of strengths and weaknesses Interpreting the FSIQ Is the FSIQ interpretable? Are there any significant differences across the Indices? No - FSIQ is representative of overall thinking and reasoning skills Yes - FSIQ should be interpreted with caution 57 Is each Index interpretable? Is there any significant difference in subtest performance? (5 points or less across VCI and PRI subtests; 4 points or less across WMI and PSI subtests*) No - Performance within Index is representative of ability in this area Yes - Index score should be interpreted with caution * A “quick and dirty” way to interpret unity within an Index – you will learn about subtest pairwise comparisons when you do your Masters training 58 WAIS-IV case study CLIENT - SAM ADDITIONAL INFORMATION Male Avoids reading 16 years old Negative self-talk during assessment Reading and writing difficulties (e.g.,. “I won’t be able to do this,” “I’ll just give up when it gets hard.”) Maths not a concern Responded well to encouragement and did try hard, especially when he thought he was doing well 59 WAIS-IV case study (cont.) Does the FSIQ provide a good indication of Sam’s cognitive functioning? Does Sam have a profile of cognitive strengths and weaknesses? What conclusions would be drawn based on FSIQ alone? What conclusions would be drawn based on profile of cognitive strengths and weaknesses? What recommendations would you make based on the referral question and the additional information provided? 60 Subtests from the Woodcock- Johnson IV Visual-auditory learning – a measure of Gl (learning efficiency) Participant is shown words associated with symbols and asked to remember them. They are then shown groups of symbols that progressively increase in length and must recall the word associated with each symbol 61 Phonological processing – a measure of Ga (auditory processing) Contains three parts (word access, word fluency and substitution). In word access, the participant is asked to provide a word that has the same phonemic element in a specific location e.g., Tell me a word that sounds like the /b/ sound. In word fluency, the participant names as many words as they can that begin with a specific sound in 1 minute. Substitution involves the participant replacing one phoneme with another as instructed by the examiner e.g., From Word Access If I say “penny” and then change “pen” to “sun”, what would the new word be? 62  Learning objectives – weekS 6-7 Demonstrate sound knowledge of the theoretical and historical bases of test development, particularly in relation to measures of ability and personality Historical and theoretical bases of personality test development will be explored via an understanding of the work of leading theorists Decide on the appropriate assessment procedures necessary to undertake specific psychological classification An understanding of when a psychologist might conduct a personality assessment An understanding of some of the different assessment tools used to conduct a personality assessment, and how to score an assessment Educational Psychology and Counselling | @MonashEducation Assessment 2 organiser Week To do 1 Complete identifying information and assessment information Write up reason for referral 2 Write up background information Write up behavioural observations 3 Interpret results from WAIS-IV and write up text of results 4 5 Think about how you want to organise your numeric results e.g., if you want to use tables, placement of tables (in body of report or Appendix) Devise tables and organise results within tables (if using) 6 Interpret results from NEO and write up text of results 7 Write up Summary and recommendations Proof read report. Make sure report does not exceed word limit (2500 + 10%) and make edits if it does 8 20th September Submit assessment and then do something nice for yourself! 😊 64 Methods of Personality Test Construction Content (logical/rational) Method Items created that are logically related to the construct being assessed Factor Analysis (Data Reduction) Approach FA used to reduce large number of observed phenomena (i.e., test items) into a minimum number of meaningful variables (i.e., factors). Theory Approach Tied closely to a particular theory such that items are designed to measure traits or types presumed to exist on the basis of the theory Persistent problem of concerns such as: Do we have the right traits? Did we understand what it means correctly? Criterion Keying Approach Empirical (and atheoretical) approach that selects items on the basis of differentiating between defined groups (e.g., schizophrenic and non-schizophrenic). Why items differentiate is not important. Suggests groups are separated by clearly defined cut-score BUT distributions of groups tend to overlap 65 Criterion Keying Approach re = c o -s C ut 70 66 Methods of Personality Test Construction Rational-empirical approach: a combination of previous methods A way of constructing psychological tests that relies on both reasoning from what is known about the psychological construct to be measured in the test, and collecting and evaluating data about how the test and the items that comprise it actually behave when administered to a sample of respondents. 67  Cognitive tests are designed to measure maximal performance Series of tasks of increasing difficulty with correct and incorrect responses Performance-based method of assessment Personality tests designed to measure typical behaviour No right or wrong answers Self-report method of assessment Example instructions: Here are a number of characteristics that may or may not apply to you. Please indicate the extent to which you agree or disagree each statement. There are no right or wrong answers. 68 Response Set A person's tendency, either conscious or unconscious, to respond to items in a certain way, independent of the person's true feeling about the item Responses to test items are independent of the construct the test is trying to measure Results in construct irrelevant variance which threatens validity Common types are: Acquiescence – agreeability to items Socially Desirable Responding e.g., “faking good”, “faking bad” 69  Paulhus’ (1984) Two-Factor Model  Tendency to give overly positive Can you think of a self-descriptions.  Responses considered more desirable by socially neutral society. personality trait? Socially  SDR is a potential threat in any self-report Desirable measure of a value-laden construct (i.e., one end more desirable than the other) Responding Consciously responding in a way to create a favourable Any positively biased impression for a given response that the audience e.g., police, respondent actually judge. Impression Self-Deceptive believes to be true. Management Enhancement Note: Self-Deceptive Enhancement also referred to as Positive Illusions 70  What does this figure indicate? John, O. P., & Robins, R. W. (1993). Determinants of interjudge agreement on personality traits: The big five domains, observability, 71 evaluativeness, and the unique perspective of the self. Journal of Personality, 61(4), 521-551.  76 traits rated for desirability What do you think the most desirable trait was? Emotional  Conforming Submissive  Lenient Talkative  Active Reckless  Controlled Quiet  Well-organised Unstable  Independent Dominant  Passive Suspicious  Unenvious Energetic  Timid  Imperceptive Careful Impulsive  High-strung Reliable  Cautious Unemotional  Intelligent Secure  Stingy Impractical Even-tempered  Uncurious Uncreative  Careless Impulsive  Complex Hardworking  Humble Curious  Bold Unenergetic  Cultured Temperamental  Creative Nervous  Agreeable Sociable  Analytical Simple  Conscientious Disorganised  Stable Stubborn  Fair Knowledgeable  Perceptive  Insecure Ignorant Jealous  Critical Negligent  Flexible Practical  Relaxed Warm  Stupid At ease Retiring  Cold Uncultured  Undependable  Proud Generous  Unfair  Unanalytical Disagreeable  Lazy  Trusting 72 What is personality? “... A unique, relatively consistent pattern of thoughts, feelings, and behaviours” (this definition assumes constancy) But Byrne (1974) argues that personality psychology is “psychology’s garbage bin” How might knowing our own (or someone else’s) personality be helpful? In everyday life? In psychological practice? 73 Personality Trait Theories Trait theorists view personality as a set of attributes that are identified in an effort to locate threads of consistency in behavioural patterns Guilford defined a trait as “any distinguishable, relatively enduring way in which one individual varies from another” How might these differ from a personality “state”? 74 The Lexical Hypothesis If there is a word for a trait, it must be a real trait. “Those individual differences that are most salient and socially relevant in people’s lives will eventually become encoded into their language; the more important such a difference, the more likely is it to become expressed as a single word” (Allport & Odbert, 1936) FA is used to reduce large numbers of observed phenomena into a minimum number of meaningful variables (i.e., factors). It identifies which items are actually measuring the same thing. e.g., vivacious, effervescent. Used by Cattell (found 16 factors, created 16PF) and Eysenck (found 3 factors, created EPQ) Both overshadowed by Costa and McCrae’s Five Factor Model 75 76  Hierarchical structure DOMAIN TRAITS (GENERAL) FACET TRAITS (SPECIFIC) 77 Scoring the NEO Response for each item is given a score (1 - 5) Raw scores are calculated for each of the facets. They are derived by dividing the total by the number of items responded to within each facet Total the raw scores for each facet within a domain to obtain the domain raw score Tables in the manual provide normative data based on age and gender to convert raw scores to T scores. Use the tables provided to obtain T scores for each of the domains and facets, and then plot the scores on a graph T scores < 35 Very Low 35 – 44 Low 45 – 54 Average 55 – 64 High ≥ 65 Very High 78 79 NEO interpretation Interpret the domains first and then move to the facets. Domain scales are generally only reported on their own in research. You can combine facets from different domains when giving your interpretation e.g., low positive emotions score being consistent with a high depression score Combinations of domains that are commonly considered: Emotional style: N & E Interpersonal style: E & A Vocational interests: E & O Attitudes: O & A Academics: O & C Character: A & C 80  Scores can be interpreted both within and across domains Within domain – Are the scores on the facets within a domain similar? If yes, then the domain score represents the facets. If not, interpretation is “more complex” (Costa & McCrae, 2000) but does not mean it is invalid Across domains/facets - Consider consistency (similarity) and contrasts (differences) You can use information from other parts of your assessment (e.g., interview when you obtained the background information) when making these interpretations Computer-generated reports may be helpful to aid in interpretation, but comments are generalised (e.g., “Piper has low extraversion which means she tends to avoid loud, noisy parties”). Do not include such comments in your assignment unless it is verified by information from another source. 81 Important to remember The NEO is a personality measure. Although some of the facets have a label that is also used in clinical psychology, they are not interpreted the same way Anxiety Personality trait = a person’s tendency to judge situations as potentially threatening Clinical (mental health) = excessive anxiety and worry about a variety of topics, events and activities for at least 6 months, accompanied by physical or cognitive symptoms The NEO is not a diagnostic tool. The results may assist in formulating hypotheses about one or more diagnoses, but this should only be done within a full clinical assessment (even then, it is likely that other measures would be considered rather than the NEO. More next week) 82 Case study Thomas is a 39 year old male. He is married with 2 children aged 9 and 6. Thomas has been having marital problems for about 6 months. He loves his wife very much and wants to save his marriage but is not sure what he can do You suggest that Thomas complete a NEO as a way for both of you to get to know him better 83 84 In groups, interpret Thomas’ results on the NEO What personality characteristics may be contributing to Thomas’ marriage problems? What personality strengths does Thomas possess that may assist in saving his marriage? 85 Contributing to problems VH angry hostility and H assertiveness Prone to experiencing anger and forceful in expression VH angry hostility and L compliance Prone to experiencing anger and being hard headed/inflexible in interpersonal conflict VH activity Fast pace of living Low Order Low personal organisation Educational Psychology and Counselling | @MonashEducation PERSONALITY STRENGTHS Av agreeableness Open to considering new ways of doing things VH Warmth and VH feelings Has strong emotional attachments and finds it easy to empathise with others Av Dutifulness Desire to fulfil moral obligations Educational Psychology and Counselling | @MonashEducation  Personality Style GRAPHs Style of Well-Being Style of Defense Vertical Axis: Neuroticism (= 59 T ) Vertical Axis: Neuroticism (= 59 T ) Horizontal Axis: Extraversion (= 56 T ) Horizontal Axis: Openness (= 58 T ) N+E- N+E+ N+O- N+O+ Gloomy Pessimists Strongly Emotional Maladaptive Hypersensitive These individuals face a dark and dreary life. There is These individuals experience both positive and negative Maladaptive individuals tend to use ineffective defenses Hypersensitive individuals seem undefended. They are little that cheers them and much that causes anguish 80 emotions fully and may swing rapidly from one 80 (e.g., repression, denial, reaction formation). They alert to danger and vividly imagine possible and distress. Especially in stressful mood to another. Their interpersonal prefer not to think about disturbing ideas and misfortunes. They may be prone to circumstances, they experience periods of interactions may be tumultuous because they may refuse to acknowledge possible nightmares. Because they think in unusual feeling depressed. Even under normal they are so easily influenced by their dangers (e.g., serious illness). They do and creative ways, they may sometimes circumstances, they often find life feelings. However, they may feel not understand the distressing be troubled by odd and eccentric hard and joyless. 70 that their lives are full of 70 excitement. emotions they experience and ideas. they cannot verbalize their feelings. 60 60 20 30 40 50 60 70 80 20 30 40 50 60 70 80 40 40 N-E- N-E+ Low-keyed Upbeat Optimists N-O- N-O+ Neither good news nor bad has 30 These individuals are usually Unconcerned Adaptive much effect on these individuals; cheerful because they are not unduly In the face of stress, unconcerned 30 Adaptive individuals are keenly they maintain a stoic indifference to troubled by problems and they have a individuals rarely experience strong aware of conflict, stress, and threat, events that would frighten or delight keen appreciation for life's pleasures. negative emotions, and when they do, but use these situations to stimulate others. Their interpersonal relationships may When faced with frustration or they downplay their importance. They do creative adaptations. They grapple suffer because others find them to be "cold fish." 20 disappointment, they may become angry or sad, but not dwell on threats or losses, turning instead intellectually with their own intrapsychic Their emotional experience of life is bland. they quickly put these feelings behind them. They prefer to concrete action to solve the problem or simply to problems and they may react to life stress as a to concentrate on the future, which they view with eager 20 distract themselves. They put their faith in higher powers. source of humor or artistic inspiration. anticipation. They enjoy life. Interactions between traits are often more informative then looking at traits in isolation 88  Learning objectives – week 8 Decide on the appropriate assessment procedures necessary to undertake specific psychological classification An understanding of the purpose of educational assessments and the contexts in which they are used Appreciate the limitations of psychological assessment tools and how they can be misused The limitations of behaviour rating scales will be discussed, and some strategies for overcoming issues around reliability Educational Psychology and Counselling | @MonashEducation Educational Testing and Assessment Role of assessment in education o Two main types of tests: Achievement tests (assess past learning) Aptitude tests (assess future learning potential) i.e., cognitive tests Gt: reaction and decision speed Gs: processing speed Gsm: short-term memory Gl: learning efficiency Gr: retrieval fluency Gv: visual processing Gf: fluid reasoning Ga: auditory processing Gc: comprehension Grw: reading and writing Gq: quantitative knowledge 90  Applications of achievement and aptitude tests o Additional learning needs o Learning disabilities – dyslexia, dyscalculia, dysgraphia o Programming (identifying strengths and weaknesses) o Giftedness o Advanced placement o Curriculum modification o Admission decisions o ENTER/ATAR scores o Medical College Admission Test (MCAT) General applications of achievement testing o Assessment of achieved competence in a unit of work; Assignment of grades; Certification; Curriculum and program evaluation; Accountability; Information for educational policy 91 Types of Achievement Tests Teacher developed tests (formative/summative) Standardised tests (summative) Group administered NAPLAN ICAS Individually administered Wechsler Individual Achievement Test (WIAT-III) Woodcock-Johnson Tests of Achievement (WJ-IV ACH) 92  Wechsler Individual Achievement Test – Third edition (WIAT- III) Total Achievement Composites Oral Reading Writing Mathematics Language Word Reading Alphabet Writing Math Problem Solving Listening Fluency* Numerical Operations Comprehension Reading Comprehension Spelling Math Fluency – Oral Expression Subtests Pseudoword Decoding Sentence Composition* Addition Oral Reading fluency* Essay Composition* Math Fluency – Subtraction * Denotes subtest is only Math Fluency – administered at certain Multiplication* grade levels 93 Word Reading Participant reads a list of words from a card that gradually increase in difficulty you the up fly so school WJ-IV Ach similar task = Letter-Word Identification 94 Reading Comprehension Participant reads passages (either to themselves or aloud) and then answers literal and inferential questions based on the text. They have the text to refer back to when the questions are asked Task is untimed WJ-IV Ach similar task = Passage Comprehension 95 Pseudoword Decoding Participant reads a list of nonsense words that gradually increase in difficulty Participant must draw on own knowledge of phonological processing and word rules to complete task fum bim pon vun WJ-IV Ach similar task = Word Attack 96 Oral Reading Fluency Participant reads aloud sentences and short passages and then answers questions based on the text. They have the text to refer back to when the questions are asked Reading speed, expressive language (related to target words) and comprehension are all assessed Participants are timed while reading text Lee saw a duck in the water. Then she saw a frog. What did Lee see first? WJ-IV Ach similar task = Sentence Reading Fluency 97  Alphabet Writing Fluency Child writes as many alphabet letters as they can in 30 seconds Measures automaticity in written letter formation and sequencing Can use upper or lower case, print or cursive writing WJ-IV Ach similar task = No equivalent test 98 Spelling Participant writes out the spelling of words that gradually increases in difficulty. Word is read aloud and also put in a sentence for context (e.g., some words are homonyms) accept “I am unable to accept your invitation.” WJ-IV Ach similar task = Spelling 99 Sentence Composition Participant is required to join 2 or 3 sentences using conjunction. Sometimes the conjunction is given to the student Response is scored based on semantics, grammar and mechanics Marci’s old car was too expensive to repair. She bought a new car. Her new car is smaller than her old car. WJ-IV Ach similar task = Writing Samples 100 Essay Composition Participant writes a paragraph or letter to the editor. Paragraph/letter to the editor has a time limit Response is scored based on organisation, grammar and mechanics WJ-IV Ach similar task = Writing Fluency 101 Math Problem Solving Participant solves problems presented visually. They may use a pencil and paper to aid problem solving if needed 16 14 12 This graph shows the number of children who went on 10 each ride at an amusement park. 8 If each ride is worth 3 tickets, how many tickets were used 6 on the water slide? 4 2 0 Ferris wheel Merry go round Pirate ship Water slide Haunted house WJ-IV Ach similar task = Applied Problems 102 Numeric operations Participant solves numeric mathematical problems with a pencil and paper, which gradually increase in difficulty Task is untimed  WJ-IV Ach similar task = Calculation 103 Math fluency – addition, subtraction, multiplication Measures speed and accuracy of participant’s math calculations – separate tests for addition, multiplication and subtraction Participant solves as many sums as they can in a 60 second time limit WJ-IV Ach similar task = Math Facts Fluency 104 Listening comprehension Participant is given a word or sentence and asked to point to which picture corresponds with that word or sentence WJ-IV Ach similar task = Oral Reading 105 Oral expression Depending on age, participant engages in word naming, repeats sentences, and/or says the word that best corresponds to a picture WJ-IV Ach similar task = No equivalent test Activity Get into pairs. One person will be the psychologist and the other the client. It will be the psychologist’s job to scribe all the words that your client says. 106 Behaviour rating scales Used most frequently with child/adolescent populations Can be “broad band” (rate a variety of behaviours) or “narrow band” (rate behaviours in one or several related areas) Completed by parents, teachers or the young person (adolescent) Educational Psychology and Counselling | @MonashEducation Common Behaviour Rating Scales Child Behaviour Checklist (CBCL) Conner’s Fourth edition (Conners 4) Behavioural Assessment System for Children – 3rd edition (BASC-3) 108  Behaviour Rating Scales - Advantages Elicit information that may not be forthcoming in interview or by direct observation Provide quantifiable results Provide baseline measures of comparison Can assess broad (e.g., school functioning) and narrow (e.g., leadership) dimensions Cost effective, convenient and minimally intrusive Useful in planning and evaluating interventions Assist in diagnosis and differential diagnosis Enable empirical normative comparisons Enable inter-rater comparisons – useful for targeting interventions Allows collection and comparison across multiple informants Psychometrically evaluated Standardised administration 109 Behaviour Rating Scales - Limitations Impressionistic – subjective Situation-specific Depend on the rater having good knowledge of person they are rating (more of an issue with teacher ratings) Most concentrate on negative behaviours (BASC-3 is an exception and contains adaptive subscales as well) Most developed for children – few valid adult measures Strategies Use multiple raters and run inter-rater correlations Have client complete their own behaviour rating scale (although not possible with young children) 110 Behaviour Assessment System for Children – 3rd edition (BASC-3) Items derived through rational, theoretical and empirical processes – high degree of concordance with DSM-5 Contains both Clinical and Adaptive scales Externalising problems Internalising problems School problems (teacher only) Adaptive skills Choice of norming groups Same sex (assumes client identifies as man or woman) Combined sex Clinical norms Validity measures Consistency (lie scale, social desirability scale) Infrequency Number of omitted/unscorable items Patterned responses 111 BASC-3 interpretation Raw scores get converted to T scores using norming group of interest Clinical scales (higher scores = greater problems):