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| Question | Answer |
|---|---|
| Role of Psychological assessment | assist diagnosis (87.5%); assist treatment recs 79.25%); inpatient setting (89.7%); forensic applied setting (100%); Small snapshot in time |
| Considerations for psychological assessment | duty to client not computer, don't take interpretations at face value, consider behavioral data, consider narrative statements; life-impacting power; evaluator projected into the report |
| Assessment | integration of data and qualified interpretation; differentiating symptom patterns and diagnoses; distinguishing situational from enduring behaviors; predicting how the person will respond in different situations; finding treatment |
| Assessment components | identifying the problem; consider the referral question; selecting measurement instruments; integrating sources of information about the problem, deriving/reporting conclusions, opinions, and recs ; not a one-time process |
| Atkins v Virgina | (2002) Daryal Atkins and William Jones robbed ATM/murder; Atkins had mildly mentally retarded (59 on WAIS 3); sentenced to death; determined that intellectually disabled individuals cannot be subject to death penalty |
| Flynn effect | the observed rise over time in standardized intelligence test scores |
| Francis Galton | developed first comprehensive individual test of intelligence; adults and giftedness; "eugenics" and improving racial stock/ hella racist |
| Alfred Binet | created first intelligence test - Binet-Simon instrument (mental age v chronological age) |
| Binet-Simon instrument limitation | Intelligence is far too broad a concept to quantify with a single number; Intelligence is influenced by many factors; Intelligence can change over time; Intelligence can only be compared among children of similar backgrounds |
| Lewis Terman | translated and adapted Binet-Simon scale for use in the US (Stanford-Binet Intelligence Scale); justification for segregated system of education |
| Charles Spearman | developed the idea of general intelligence (g); several factors underlie this common factor of intelligence |
| James McKeen Cattell | mental test; "father" of assessment psychology and generated scientists' interest in psychological tests |
| Army Alpha | Written test developed to screen recruits; First group-administered intelligence test; Given to almost 2 million recruits by the end of World War I; Established a clear racial hierarchy of performance with White, American-born recruits scoring highest |
| Army Beta | Administered in cases where recruits were unable to read or hear |
| David Wechsler | first developed an assessment in 1939; published the Wechsler Adult intelligence Scale (WAIS) in 1955 |
| Jean Piaget's Theory | children are all born with a basic mental structure on which all learning and knowledge is based; Intelligence develops through continually shifting balance between the assimilation of new information into existing cognitive structures |
| Lev Vygotsky's Theory | All intellectual abilities are social in origin; Language and thought first appear in early interactions with caregivers and continue to develop through contact with others. |
| Biological Theories | Investigators have turned to the study of the brain as a basis for new ideas about what intelligence is and how to measure it; Many aspects of brain anatomy and physiology have been suggested as potentially relevantto intelligence |
| Cattell-Horn-Carroll (CHC)Theory | retained spearman's g; fluid and crystallized intelligence |
| Fluid Intelligence | ability to solve novel problems by using reasoning; ability to learn new things |
| crystallized intelligence | knowledge-based ability; influenced by education and experience |
| CHC 10 Broad Abilities | Fluid Intelligence; Crystallized Intelligence; Quantitative reasoning; Reading and writing ability; Short-term memory; Long-term storage and retrieval; Visual processing; Auditory processing; Processing speed; Decision/reaction time/speed |
| Sternberg’s Triarchic Theory | Analytic (components of problem solving); creative (use of experience in ways that foster insight); practical (ability to read and adapt to context of everyday life) |
| Intelligence | mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one's life. |
| Gardener’s Multiple Intelligences Theory | intelligence is not a single ability but a set of distinct, independent capacities. He originally identified eight types of intelligence—such as musical, spatial, and interpersonal—people possess different strengths and learn in unique ways |
| ethical guidelines | Inappropriate use of testing measures; Breach of confidentiality; Cultural bias; Privacy concerns; Authority to release of test data; Use of outdated measures (validity concerns) |
| The Role of the Evaluator | Assessment should be conducted only in context of a clearly defined professional relationship; nature, purpose, conditions of relationship should be discussed informed consent/assent; client should understand assessor's role ; rapport |
| Evaluator Factors | Technical competence, Cultural competence, Counter-transference |
| Client Factors | Preparedness, Motivation and engagement, Emotional state |
| Assessment Competencies | Examiner must have proper training, Adequate graduate course work AND Substantial supervised practical experience |
| Requisite Evaluator Skills/Knowledge | Ability to evaluate technical strengths and limitations of a test; Appropriate test selection; Knowledge of psychometric issues (i.e., test reliability and validity); Interpretation with diverse population |
| Extended knowledge of evaluators | Knowledge of the relevant research on the measure; The constructs/variables being measured; Criticisms/limitations of the measure |
| Reliability | Refers to degree of stability, consistency, predictability, and accuracy of a test |
| Classical test theory | a psychometric framework that explains outcomes of psychological testing. CTT focuses on improving reliability through item analysis to minimized error. a person's observed or obtained score on a test is the sum of a true score and an error score |
| Standard Error of Measure | Estimates how repeated measures of an individual (using the same instrument) tend to be distributed around their “true” score. |
| Alternate Forms Reliability | if a trait is measured several times on same individual by using parallel forms of test, different measures should produce the same results |
| Split-Half Reliability | Determining reliability for trait with a high degree of fluctuation Because test is given only once, items are split in half and two halves are correlated |
| Interrater Reliability | Scoring between multiple scorers; Obtain series of responses from a single client and have two individuals score responses |
| Validity | Test measures what it intends to measure & should produce useful information to clinicians |
| Construct Validity | How well a test measures the concept it was designed to evaluate |
| Content Validity | Representativeness and relevance of assessment instrument to construct being measured |
| Criterion Validity | Extent to which an operationalization of a construct (i.e., in a test) relates to, or predicts, a theoretically related behavior or outcome (i.e., the criterion) |
| Wechsler's definition of intelligence | the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his/her environment. |
| Full Scale Intelligence Quotient | conceptualized as a global estimate of an individual’s current level of cognitive ability; It is a summary of the underlying abilities described by subsumed cognitive domain score estimates; calculate an FSIQ score by scoring 7 subtests; only 1 substitute |
| Classifications of Intellectual Ability | Extremely Low (<69); Very Low (70-79); Below Average (80-89); Average (90-109); Above Average (110-119); Very High (120-129); Extremely High (>130) |
| Verbal Comprehension Index (VCI) | Measure of vc, application verbal skills and information to the solution of new problems, ability to process verbal information, ability to think in words, cognitive flexibility, and ability to self-monitor. Crystalized knowledge; Similarities and Vocab. |
| Visual Spatial Index (VSI) | Measure of ability to think in visual images/manipulate them with fluence/speed, interpret/organize visually perceived material quickly, nonverbal reasoning,visual-perceptual discrimination, and visual spatial reasoning ability.Block Design/Visual Puzzles |
| Fluid Reasoning Index (FRI) | Measure of fluid reasoning ability, visual-perceptual reasoning/organization, ability to think in visual images and manipulate them with fluency and relative speed, nonverbal reasoning, and visual-perceptual discrimination. Matrix Reasoning/Figure Weights |
| Working Memory Index (WMI) | Measures auditory short-term memory, ability to sustain attention, numerical ability, encoding ability, auditory processing skills, cognitive flexibility, and ability to self-monitor; digit sequencing/running digits |
| Processing Speed Index (PSI) | Measures visual-perceptual discrimination, speed of mental operation,psychomotor speed/attention/concentration, short-term visual memory, visual-motor coordination, numerical ability, cognitive flexibility, and ability to self-monitor.Coding/Symbol Search |
| General Ability Index (GAI) | Provides an estimate of general intellectual ability, with reduced emphasis on working memory and processing speed relative to the FSIQ. (Similarities, Block Design, Matrix Reasoning, Vocab, Figure Weights) |
| Index Scores | (VCI, VSI, FRI, WMI, & PSI) Each contain 2 subtests, (Requires scores for 10* subtests), Used for primary interpretation level |
| Cognitive Proficiency Index (CPI) | Provides an estimate of intellectual ability derived from working memory and processing speed tasks, with reduced emphasis on verbal comprehension, visual-spatial reasoning, and fluid reasoning abilities. (WMI + PSI) |
| Nonmotor Index | Suitable for use when administered remotely; similarities, vocab, visual puzzles, matrix, figure weights, digit sequencing, naming speed quantity |
| Ancillary Index Scales | inform selection of additional cognitive/neuropsychological testing measures (as part of a larger battery) |
| WAIS-5 Reliability | high nonclinical reliability overall (above .90) est-Retest Stability .93 for FSIQ; 78 to .91 for Index scale scores; 71 to .93 for subtest scores |
| Practice effects | can lead to significantly elevated WAIS scores at retest due to prior exposure to the tasks/questions of the test; WAIS-5 practice effects have been found to endure two year or more years |
| Limitations of the WAIS-IV | Lack of data supporting ecological validity; Potential for over-interpretation of subtest and index scores; Applicability of norms across ethnic and racial categories or socioeconomic backgrounds; Degree of subjectivity in scoring remains |
| VCI | Primary Subtests: Similarities/Vocabulary; Secondary Subtests: Information/Comprehension/ One of the best predictors of overall intelligence |
| Similarities | The examinee is read two words that represent common objects or concepts and describes how they are similar. Measures: Abstract thinking skills; Concept formation skills; Verbal reasoning; subtest 1/ 18 items |
| Vocabulary | (For picture items) The examinee names the object presented visually. (For verbal items) The examinee defines words that are presented visually and orally; measures: language dev/word knowledge; subtest 7; 24 items |
| VSI | Primary Subtests: Block Design; Visual Puzzles Secondary Subtests: (There are no secondary VSI subtests!) VSI is less influenced by educational background. |
| Block Design | Working within a specified time limit, the examinee views a model and a picture, or only a picture of a design, and to recreate the design. Measures: Visual-motor skills, Ability to analyze geometric patterns, Part-whole recognition skills; subtest 2/14i |
| Visual puzzles | Working within a specific time limit, the examinee views a completed puzzle and selects three response options that, when combined, reconstruct the puzzle; Measures: Visual processing skills; Attention to details; Recognition patterns; subtest 9; 25 item |
| FRI | Primary Subtests: Matrix Reasoning; Figure Weights Secondary Subtests: Arithmetic; Set Relations FRI is less influenced by educational background than VCI |
| Matrix Reasoning | The examinee views an incomplete matrix or series and selects the response option that completes the matrix or series. Measures: Non-verbal reasoning skills; Broad visual intelligence; Perceptual organization skills; subtest 3; 26 items |
| Figure Weights | Working within a specified time limit, the examinee views a scale with missing weight(s) and selects the response option that keeps the scale balanced; Measures: Quantitative reasoning/Analogical reasoning; subtest 8; 28 items |
| WMI | Primary Subtests: Digit Sequencing*; Running Digits; Secondary Subtests: Digits Forwards*; Digits Backwards; Letter Number; Sequencing; Symbol Span; Spatial Addition; M: higher order processes; Attention; Concentration; Mental control; Reasoning abilities |
| Digit Sequencing | The examinee is read a sequence of digits and recalls the digits in ascending order Measures: Auditory recall; Short-term memory; Working memory; Subtest 4 and 5; 10 items |
| Running Digits | The examinee is read a sequence of digits and recalls a specified number of recent digits in same order. Measures: Information recall/ processing and Perceptual organization skills; subtest 10; 10 items |
| PSI | Primary Subtests: Coding/ Symbol Search Secondary Subtests: Naming Speed Quantity; Requires Visual perception/organization/scanning;Efficient production of multiple motor responses; Executive control of attention and sustained effort for 2 min |
| Coding | Working within a specified time limit, the examinee uses a key to copy symbols that are paired with numbers. Measures: Psychomotor speed; Ability to absorb new material; Visual motor speed; subtest 6 135 items |
| Symbol Search | Working within a specified time limit, the examinee scans a search group and indicates whether one of the symbols in the target group matches. Measures: Processing speed; Working memory with visual stimuli; subtest 11; 60 items |
| Information | The examinee answers questions about a broad range of general knowledge topics. Measures: Factual knowledge; Retrieval of information from long-term memory; Influenced heavily by intellectual curiosity, quality of education, alertness to the environment |
| Comprehension | The examinee answers questions based on their understanding of general principles and social situations. Measures: Factual information recall; Ability to understand complex questions and formulate answers; Knowledge of conventional standards of behavior |
| Arithmetic | Working within a specified time limit, the examinee mentally solved arithmetic problems. Measures: Calculation skills; Problem-solving skills; Mental manipulation of number operations |
| Set Relations | The examinee views circles depicting relationships and selects the response option that completes the set or best depicts the relations between the objects or concepts the words describe Measures: Abstract deductive reasoning; Logical thinking skills |
| Digits Backwards | The examinee is read a sequence of digits and recalls the digits in reverse order. Measures: Auditory recall; Short-term memory; Working memory |
| Letter Number Sequencing | The examinee is read a sequence of numbers and letters and recalls the numbers in ascending order and then the letters in alphabetical order. Measures: Ability to hold verbal information in memory while manipulating it; Auditory working memory |
| Symbol Span | The examinee views a stimulus page of one or more abstract symbol(s) for a specified time and then selects the symbol(s) in sequential order from the options on a response page. Measures:Visual memory;Visual spatial capacity |
| Spatial Addition | The examinee is shown, sequentially, two grids with blue and red circles for a specified time. They are then asked to create a new grid by combining the circles based on a set of rules |
| Naming Speed Quantity | Working within a specified time limit the examinee names the quantity of squares inside a series of boxes as quickly as possible. |
| Administration | 10* primary subtests – 60 minutes • FSIQ of less than 79: 43 minutes • FSIQ of 120 or greater: 68 minutes • (WAIS-IV 10 “core” subtests took 67-100 minutes) |
| raw score of 0 | Examinee’s ability cannot be determined by the particular set of items A subtest score of zero IS permitted on some subtests; Substitution remains an option if indicated; if both subtests in an index domain are scored zero, index is invalidated. |
| WAIS-5 VS. WISC-V for 16 year old | Clinical judgement of examiner; uspected of below average cognitive ability or with clinical diagnoses = WISC-V; Average or above average ability suspected = WAIS-5; If primarily Spanish speaking examinee with limited English proficiency – WISC-V Spanish |
| Basal | The start/entry point established in a psychometric test; perfect score on the first two items administered, |
| Ceiling | The discontinue point of a psychometric test; after consecutive incorrect or imperfect responses (specific rule varies by subtest) |
| Reverse Rule | Extends the floor for examinees to establish a basal on a measure; Examinees can meet discontinue criteria while reversing |
| Queries | used to elicit additional information when examinee’s response was incomplete, vague, or unclear; Only query when it is indicated by guidance in manual |
| Prompts | used to teach or remind the examinee of the task; If no response, “Do you have a guess?”; Teaching items are similar to prompts, but have specific verbatim content and rules. |
| Spoiled response | if elaboration of it (after query) reveals fundamental misconception = 0 |
| Poor Response | if elaboration (after query) does not improve original response = 1 |
| Multiple Responses | If new response is intended to replace a previous one, score only new (intended) one; If both a correct and incorrect response is given, ask “You said (x) and (y), which one did you mean?” Score response indicated as the intended one. |
| Common Errors | Failing to query all verbal responses Assigning too many/few points to an answer (leniency by examiner); Failing to record examinee responses, circle scores, or record times; Failing to question responses when required by test manual |
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