3-86 Psychological Tests and Evaluation Procedures ^ General Ability Measures
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1 3-86 Psychological Tests and Evaluation Procedures ^ General Ability Measures Kent Infant Development Scale (KIDS) The purpose of the KIDS is to help describe behaviors characteristic of the first year of an infant's life and attain a precise index of early developmental milestones. It is said to be appropriate for evaluating the developmental status of both infants and handicapped children. It is intended for use with infants who range in age from birth to 12 months, as veil as with older, handicapped children. It consists of 252 sentence stems to be rated by the child's caregiver in terms of a four response format. Requires Approximately minute completion time. This is not a test in the usual sense, but rather a rating device. Bayley Scales of Infant Development (BSID) For ages 2 months to 30 months. Provides tvo scores mental and motor plus an Infant Behavior Record. A review by Dr. Fred 'Damarin of the Department of Psychology of Ohio State University concludes that the BSID "is an exceptionally veil-standardized infant test that grows out of the research traditions of Gesell and Bayley. 11 He adds, however, that "In both administration and interpretation, the test demands a great deal of the examiner, vho should be veil trained not only in the mechanics of the instrument but also in the principles underlying normal development and its deviation. Yields a Mental Developmental Index (MDI) and a Psychomotor Developmental Index (PD1). The temptation is great to treat these tvo indices as-deviation IQ's. However, as Dr. Damarin points out, they are not really IQ's, and developmental status scores from infants have but limited value in predicting later ability level. Cattell Infant Intelligence Scale For ages 3 months to 30 months. This is said to be a downward extension of the Stanford-Binet Intelligence Scale, modified by observations of the Merrill-Palmer, Minnesota Preschool, and Gesell scales. Yields mental age scores and IQ's. Dr. Damarin, in his review, notes that the results are referred to as IQ's, although most modern vorkers believe that such tests measure one or more constructs that are uncorrelated vith the 1Q levels that the subjects vill later exhibit. He also notes that, "Like most other infant tests, the retest reliabilities on this instrument plummet to approximately zero as one moves downward to the first
2 few months of life. 11 For children over one year of age, the?: correlation between the Cattell and the Bayley MD1 may well be above.90. Stanford-Binet Intelligence Scale - Third Revision For ages 2 years and over. This is a single form combination of items selected from Forms L and M of the still-in-print second edition. Labeled Form L-M, it has 1972 norms. Vechsler Preschool and Primary Scale of Intelligence (VPPS1) For ages 4 to 6.5 years. Eleven subtests provided. Eight of the eleven subtests provide the same measures as the Vechsler Intelligence Scale for Children - Revised (WISC-R). Yields Verbal, Performance, and Full Scale IQ's. Vechsler Intelligence Scale for Children - Revised (WISC-R) For ages 6 to 16 years. The earlier V1SC vas for ages 5-15 years. The new age range was introduced to reduce overlap with the VPPSI. Has 12 subtests and yields Verbal, Performance, and Full Scale IQ's. Vechsler Adult Intelligence Scale - Revised (VA1S-R) For ages 16 years and over. Eleven subtests provided. Revision of earlier WA1S. Provides Verbal, Performance, and Full Scale IQ's. McCarthy Scale of Children's Abilities», Designed to assess the intellectual and motor development of children 2.5 to 8.5 years of age through the use of toy-like materials and game-like tasks. Verbal Scale consists of five subtests. Quantitative Scale consists of three subtests. The Perceptual-Performance Scale consists of seven subtests. A General Cognitive Index (GCI) is derived from a combination of the Verbal, Quantitative, and Perceptual-Performance Scales and is said to provide an overall indicator of the child's present level of intellectual functioning. Mental Age Equivalents for the GCI extend from 1 year* 4 months to 12 years, 6 months. A Memory Score and a Motor Development Score are also provided. System of Multicultural Pluralistic Assessment (SOMPA) This is said to be a comprehensive system for assessing the cognitive and sensorimotor abilities as well as the adaptive behavior of children 5 to 11 years of age. It has two major components: (1) the Parent Interview Materials; and (2) the Student Assessment Materials. The first of these components is
3 intended for administration in the home. Included in the Student Assessment Materials are the WPPS1 or W1SC-R (as appropriate) and the Bender Visual Motor Gestalt Test. Normative data are provided for Black, Hispanic, and White children from 5 to 11 years of age. Raven Standard Progressive Matrices For ages 8 to 65 years. This is a widely-used nonverbal test of general intelligence and is thought to be relatively "culture-fair." The norms consist of percentiles for British children and adults. Percentiles appear to be the only means of translating a rav score result into an IQ equivalent a practice vhich some purists object to. In the United States, Dr. Henry R. Burke of the Veterans' Administration has published WA1S IQ equivalents for hospitalized veterans. Although use of the Raven has its disadvantages in the context of disability evaluation, it is at rimes the only viable alternative IT. some foreign claims. Columbia Mental Maturity Scale For ages 3-5 to 10 years. Requires no verbal response. Consists of 92 items arranged in a series of eight overlapping levels. Each item is provided on a card and requires the child to select, from a series of drawings, the one that does not belong. Norms are expressed as an Age Deviation with a corresponding Percentile Rank and Stanine, and a Maturity Index. f Culture Fair Intelligence Tests These were designed to reduce, as much as possible, the influence of verbal fluency, cultural climate, and educational level. Most of the subtests are nonverbal. Scale 1 requires approximately 22 minutes (exclusive of directions) and is designed for ages 4-8 and older retarded individuals. It yields a Mental Age and an IQ. Scale 2 is designed for ages 8-14 and average adults. Scale 3 is for senior high and college students and adults of superior intelligence. Scales 2 and 3 yield percentiles by age as well as IQ's. Scales 2 and 3 are available in Spanish. Vide Range Achievement Test - Revised (VRAT-R) For ages 5 and over The 1984 revision is based on standardization. Yields raw scores, grade equivalents, standard scores, and percentiles in basic educational skills of reading, spelling, and arithmetic. Requires minutes to administer. C
4 Personality and Psychological Adjustment Minnesota Multiphasic Personality Inventory (MMPI) Provides information regarding psychiatric symptomatology and personality dynamics. May be used with both adults and adolescents. Norm groups include normal adolescents, adults, college students, and elderly adults. Consists of 566 true/false items written at a 6th grade reading level. Completion time is typically minutes. The standard profile consists of three validity scales and ten clinical scales. However, many additional, specialized scales are also available. The MMPI is available in four different formats, including a tape-recorded version. A Spanish language version is also available. This is perhaps the most widely-used of all personality /adjustment inventories. Sixteen Personality Factor Questionnaire (16 PF) For ages 16 and over. Several versions: Form A, Form B, and Combined Form A/B. Form A and Form B each consist of 187 items written at a 7th grade reading level. Yields 16 bipolar personality scales. Each form requires minutes to complete. Shorter forms C and D as well as (low literate) are also available. Millon Adolescent Personality Inventory (MAPI) i Consists of 150 true/false items written at a 6th grade reading level. Completion time is approximately minutes. Its purpose is to help predict, identify, and understand adolescent behavior by looking at overall personality characteristics. The norm groups include both males and females age and Yields several scales in three general areas: (1) Personality Styles; (2) Expressed Concerns; and (3) Behavioral Correlates. Children's Personality Questionnaire (CPQ) For children age Norms apply to this age group. Consists of 140 forced-choice items. Requires minutes to complete. Measures 14 primary personality traits. It is described as a broad range, normal personality test useful in predicting and evaluating children's behavior. High School Personality Questionnaire (HSPQ) _ For adolescents age Norms apply to this age group. Consists of 142 trichotomous items written at the 6th grade reading level. Requires minutes to complete. Measures 14 primary personality dimensions. It is described as useful in predicting and understanding behavior.
5 1PAT Anxiety Scale For senior high school and college students as veil as adults. Norms apply to these groups. Purpose is to measure the level of anxiety. Consists of 40 items vritten at the 7th grade reading level. Completion time is approximately ten minutes. Yields the following scales: Emotional Stability, Suspiciousness, Guilt-Proneness, Low Integration, Tension, Overall Anxiety Scale, and Overt/Covert Ratio. Thematic Apperception Test (TAT) The TAT is a videly-used projective technique in the psychological assessment of adolescents and adults. It consists of picture cards vhich serve as the stimuli for stories and descriptions. Interpretation, typically, is essentially clinical and subjective. However, Beilak has developed & form for recording and analyzing stories that may reduce subjectivity. Children's Apperception Test (CAT) This is a projective technique for children, consisting of 10 pictures of animals in a social context through vhich the child becomes involved in conflict, identities, roles, family structures, and interpersonal interaction. There is also a form CAT-H vhich consists of human figures and situations that parallel the original CAT. Rorschach Technique This projective technique consists of 10 inkblots, the responses to vhich are scored in terms of location, determinants, and content. Several different scoring systems are available.- It may be used vith adolescents. Opinions as to its validity vary vith one's theoretical orientation. Interpretation, in practice, is essentially clinical and subjective; however, Exner has provided a comprehensive system for scoring and interpretation that may reduce subjectivity. Vineland Adaptive Behavior Scale This is a revision of the Vineland Social Maturity Scale. It is intended for administration to parents or caregivers of individuals ranging from birth to 18 years, 11 months as veil as low-functioning adults. There are three versions: (1) Interview Edition, Survey Form; (2) Interview Edition, Expanded Form; and (3) Classroom Edition. The first tvo contain items in the following
6 domains: (1) Communication; (2) Daily Living Skills; (3) Socialization; U) Motor Skills; and (5) Maladaptive Behavior (not included in Classroom Edition). An Adaptive Behavior Composite is also obtained based on the first four domains listed above. Several types of national norms are available: standard scores with means of 100 and standard deviation of 15; national percentile ranks; stanines; and age equivalents. This is, of course, a rating scale and not a standardized test of the Individual in question. The accuracy and lack of bias in the caregiver'c assessments and descriptions m.ust obviously be assumed. Note The above devices are merely illustrative of the total available, although it is believed that the most videly used ones have been mentioned. In addition to the foregoing assessment devices, there exists a vide variety of behavior rating scales for use vith children and adolescents. To describe or even to mention them is beyond the scope of the present communication. For those interested in pursuing this matter, however, the following references may be consulted: 1. Orvaschel, H., Sholomskas, D., and Veissman, M. M. The assessment of psychopathology and behavioral problems in children: A review of scales suitable for epidemiological and clinical research ( ). Monograph for N1MH Series 'No. 1, DHHS Publication No. (ADM) Washington, D.C.: U.S. Government Printing Office, Orvaschel, H. v and Valsh, G. The assessment of adaptive functioning in children: A review of existing measures suitable for epidemiological and clinical services research. Monograph for N1MH Series No. 3, DHHS Publication No. (ADM) , Washington, D.C.: U.S. Government Printing Office, * Barkley, R. A* A review of child behavior rating scales and checklists for research in child psychopathology. In Prinz, R. (ed.). Advances in Behavioral Assessment of Children and Families, Vol. 3, Greenwich, Conn.; JA1 Press. (In Press) C
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