Assessment

Question 1

Hiskey-Nebraska Test of Learning Aptitude

Answer 1

The Hiskey-Nebraska Test of Learning Aptitude is a measure of learning ability for children and adolescents ages 3:0 to 17:6 who have hearing or language impairments. It can be administered verbally or in pantomime.

Question 2

Halstead-Reitan Neuropsychological Battery

Answer 2

The Halstead-Reitan Neuropsychological Battery is a measure used to detect the presence of brain damage and determine its severity and possible location in individuals ages 15 and older.

Question 3

The Kaufman Assessment Battery for Children (KABC-II)

Answer 3

The Kaufman Assessment Battery for Children (KABC-II) is a measure of cognitive ability for children ages 3:0 to 18:11. While administration of the KABC-II does minimize the need for verbal instructions and responses, this is with intent to be culturally fair.

Question 4

The Haptic Intelligence Scale

Answer 4

The Haptic Intelligence Scale for the Adult Blind is a measure for adolescents and adults (16:0 and older) who are blind or partially sighted.

Question 5

Holland’s six personality types

Answer 5

Holland’s six personality types are realistic, investigative, artistic, social, enterprising, and conventional (“RIASEC”).

Question 6

The Peabody Picture Vocabulary Test (PPVT) was designed as a measure of receptive vocabulary for:

Answer 6

children, adolescents, and adults with a motor or speech impairment; The Peabody Picture Vocabulary Test (PPVT) is a measure of receptive vocabulary developed to assess children, adolescents, and adults with a motor or a speech impairment. During the assessment, examiners ask examinees to point to (or otherwise indicate) the picture that best corresponds to the word verbally provided by the examiner.

Question 7

On the Rorschach Inkblot Test, confabulation is most suggestive of which of the following?

Answer 7

Confabulation on the Rorschach refers to overgeneralizing a part of the inkblot to the whole. Confabulation is associated with brain damage, emotional disturbance, or intellectual disability.

Question 8

The IQ concordance rate for biological (non-twin) siblings who are reared together is:

Answer 8

0.45; The contribution of heredity to IQ is confirmed by studies showing that the greater the genetic similarity, the higher the concordance rate. Bouchard and Gue report an IQ concordance rate of 0.45 for biological (non-twin) siblings reared together.

Question 9

The IQ concordance rate for identical twins reared together

Answer 9

0.85

Question 10

The IQ concordance rate for identical twins reared apart

Answer 10

0.67

Question 11

The IQ concordance rate for biological parent and child living apart

Answer 11

0.22

Question 12

In the case of Larry P. v. Riles, the court ruled that IQ tests:

Answer 12

are racially and culturally biased; In the Larry P. v. Riles case, a suit was brought against the California State Department of Education and the San Francisco School Board on the grounds that the use of standardized IQ tests as a placement technique resulted in an over-representation of African American children in special education classes. Following expert testimony, the judge determined that IQ tests are racially and culturally biased, as well as have a discriminatory impact on Black children. The judge enjoined San Francisco public schools from using IQ tests to place Black children in special education classes, indicating they should not be used as placement tools for children of color.

Question 13

The Bender-Gestalt II is a measure of:

Answer 13

The Bender-Gestalt II is a brief assessment of visual-motor integration. During administration, the examinee copies geometric figures and then draws them from memory. It is used to assess visual-motor integration and assist in the assessment of neurological impairment.

Question 14

ACTUARIAL VERSUS CLINICAL PREDICTIONS:

Answer 14

Actuarial predictions are based on empirically validated relationships between test results and target criteria and make use of a multiple regression equation or similar technique, while clinical predictions are based on the decision-maker’s intuition, experience, and knowledge. Studies comparing the two methods have generally found that the actuarial method alone is more accurate than clinical judgment alone.

Question 15

AGING AND INTELLIGENCE/PROCESSING SPEED:

Answer 15

Increasing age is associated with a decline in speed of information processing and fluid (not crystallized) intelligence; but for some adults, declines may be reversed with relatively simple training and practice.

Question 16

AMERICANS WITH DISABILITIES ACT:

Answer 16

The Americans with Disabilities Act (ADA) requires that any test administered to a job applicant or employee with a disability must accurately measure the skills and abilities the test was designed to measure rather than reflect the examinee’s disability. It also mandates that employers make reasonable accommodations when testing disabled examinees.

Question 17

BECK DEPRESSION INVENTORY-2:

Answer 17

The BDI-2 contains 21 items that address the affective, cognitive, behavioral, and physical aspects of depression. The examinee rates each item in terms of severity on a 4-point scale that ranges from 0 to 3. The following score guidelines are often used: 0 to 13 = minimal depression, 14 to 19 = mild depression, 20 to 28 = moderate depression, and 29 to 63 = severe depression.

Question 18

BEHAVIORAL ASSESSMENT:

Answer 18

Behavioral assessment focuses on overt and covert behaviors and utilizes various techniques including behavioral interviews, behavioral observation, protocol analysis and other cognitive measures, and psychophysiological measures. Functional behavioral assessment (FBA) is a type of behavioral assessment that involves identifying and altering the antecedents and consequences that are maintaining an undesirable behavior.

Question 19

BENDER-GESTALT-II:

Answer 19

The Bender-Gestalt II is a measure of visual-motor integration that is also used as a screening tool for neuropsychological impairment. It includes 16 stimulus cards consisting of geometric figures that the examinees first copies and then draws from memory.

Question 20

BIG FIVE PERSONALITY TRAITS:

Answer 20

The initial identification of the personality traits that make up the “Big Five” (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) utilized an atheoretical lexical approach that entailed identifying personality characteristics listed in the dictionary and then using factor analysis to identify the core traits (factors).

Question 21

CRYSTALLIZED AND FLUID INTELLIGENCE:

Answer 21

Horn and Cattell proposed that general intelligence can be described in terms of two categories: Crystallized intelligence (Gc) refers to acquired knowledge and skills and is affected by educational and cultural experiences, whereas fluid intelligence (Gf) enables an individual to solve novel problems and perceive relations and similarities and does not depend on specific instruction.

Question 22

CURRICULUM-BASED MEASUREMENT

Answer 22

Curriculum-based measurement (CBM) involves periodic assessment of school-aged children with brief standardized and validated measures of academic skills that reflect the current school curriculum for the purposes of evaluating instructional effectiveness and making instructional decisions.

Question 23

DIFFERENTIAL VALIDITY:

Answer 23

The term differential validity has two meanings. In the context of multiple aptitude batteries, differential validity is desirable, and a battery lacks differential validity when each test or subtest has similar validity coefficients for each criterion group or category. In the context of job selection, differential validity is undesirable and occurs when a predictor has different validity coefficients for different groups of individuals (e.g., men and women).

Question 24

DIRECT OBSERVATION:

Answer 24

Direct observation involves the evaluator actively monitoring and collecting data on the participant’s behavior. Direct observations may be structured or unstructured.

Question 25

DYNAMIC ASSESSMENT/TESTING THE LIMITS:

Answer 25

Dynamic assessment was derived from Vygotsky’s method for evaluating a child’s mental development and involves deliberate deviation from standardized testing procedures to obtain additional information about an examinee and/or determine if they would benefit from assistance or instruction. Testing the limits, a type of dynamic assessment, involves providing an examinee with additional cues, suggestions, or feedback and is ordinarily done after standard administration of the test to preserve the applicability of the test’s norms.

Question 26

FLYNN EFFECT

Answer 26

Research conducted prior to 2000 found that IQ test scores consistently increased over the previous 70 years in the United States and other industrialized countries. This increase is referred to as the Flynn effect, involves a rate of about three IQ points per decade, and is apparently due primarily to increases in fluid intelligence. Recent research suggests, however, that the Flynn effect has reversed in some countries, and in the U.S. for individuals with IQs of 110 and above.

Question 27

GLASGOW COMA SCALE:

Answer 27

The Glasgow Coma Scale is used to assess level of consciousness following brain injury and involves rating the patient in terms of three responses – visual response (eye opening), motor response, and verbal response.

Question 28

HALSTEAD-REITAN

Answer 28

The Halstead-Reitan Neuropsychological Test Battery is used to detect brain damage and determine its severity and possible location. It produces a Halstead Impairment Index that ranges from 0 to 1.0, with higher scores indicating greater impairment.

Question 29

HEREDITY AND INTELLIGENCE:

Answer 29

Correlations between the IQ scores of people with varying degrees of genetic similarity are used to demonstrate the impact of heredity on intelligence. The studies have found that, the closer the genetic similarity, the higher the correlation (e.g., identical twins reared together, r = .85; identical twins reared apart, r =.67).

Question 30

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

Answer 30

IDEA requires that (a) all students with a suspected disability from infancy to 21 years of age must be evaluated by a team of specialists to determine their specific needs; (b) an Individualized Educational Program (IEP) must be developed for each child with a disability enrolled in the public school system that provides education for the student in the “least restrictive environment” and that has been approved by the child’s parents; and (c) although reliable, valid, and nondiscriminatory psychological tests can be used, assignment to special education classes cannot be made on the basis of any single test, including an IQ test.

Question 31

INFANT AND PRESCHOOL TESTS:

Answer 31

Infant and preschool tests are generally considered valid as screening devices for developmental delays and disabilities but, when administered to children aged two or younger, they have little predictive validity. Examples include the Denver Development Screening Test, Bayley Scales, Mullen, and Fagan Test of Infant Intelligence.

Question 32

ITPA-3

Answer 32

The ITPA-3 (Illinois Test of Psycholinguistic Abilities, Third Edition) is appropriate for individuals ages 5:0 to 12:11. It was designed to evaluate a child’s strengths and weaknesses in terms of linguistic abilities, assist in the diagnosis of dyslexia and problems related to phonological coding, and track a child’s progress as the result of an intervention.

Question 33

KABC-II

Answer 33

The KABC-II (Kaufman Assessment Battery for Children) is a measure of cognitive ability for children ages 3:0 through 18:11 and was designed to be a culture-fair test by minimizing verbal instructions and responses. Interpretation of scores can be based on one of two models – the Cattell-Horn-Carroll (CHC) model of cognitive abilities or Luria’s neuropsychological processing model

Question 34

KUDER CAREER INTERESTS ASSESSMENT

Answer 34

The KCIA was designed for high school juniors and seniors, college students, and adults. Results of the KCIA are based on the National Career Clusters Framework, which identifies 16 overarching career clusters and 79 career pathways. The KCIA indicates an examinee’s degree of matching with each of these career clusters, highlighting their top 5 clusters and providing resources for learning about jobs in those clusters. The KCIA also provides an overview of an examinee’s interests as they relate to Holland’s occupational themes.

Question 35

LARRY P. v. RILES:

Answer 35

The case of Larry P. was brought by plaintiffs on behalf of Black children who were disproportionately enrolled in special education classes in the San Francisco school system. Based primarily on the testimony of experts, the judge handed down the opinion that “IQ tests are racially and culturally biased, [and] have a discriminatory impact on Black children”. The judge issued a ban on IQ testing for Black children in the state of California for the purpose of special education placement.

Question 36

LEITER-3:

Answer 36

The Leiter-3 was designed as a culture-fair measure of cognitive abilities for individuals aged 3 to 75+ years. It is administered without verbal instructions and is also used for individuals with language or cognitive delays, autism spectrum disorder, or who are hard-of-hearing. Examinees are required to match a set of response cards to corresponding illustrations on an easel. Test items emphasize fluid intelligence, along with an optional battery measuring attention and memory

Question 37

MINI MENTAL STATE EXAM

Answer 37

The Mini Mental State Exam (MMSE) is a screening test for cognitive impairment for older adults and assesses six aspects of cognitive functioning: orientation, registration (immediate recall), attention and calculation, delayed recall, language, and visual construction. The maximum score is 30, and a score of 24 is ordinarily used as a cutoff, with scores below the cutoff indicating cognitive impairment.

Question 38

MMPI-2 (VALIDITY SCALES, T-SCORES)

Answer 38

The MMPI-3’s validity scales include the L, F, and K scales, which are designed to assess test-taking attitudes and determine if an examinee’s results are valid. A high score on the L Scale indicates an attempt to present oneself in a favorable light, a high score on the F Scale suggests response carelessness or an attempt to “fake bad,” and a high score on the K scale indicates defensiveness or an attempt to “fake good.” Scores on the MMPI-3 are reported as T-scores that have a mean of 50 and standard deviation of 10, and a T-score of 65 or higher considered clinically significant. Scores are the clinical scales are commonly interpreted through profile analysis, which involves considering the examinee’s two or three highest scale scores.

Question 39

MULTI-INFORMANT REPORTS

Answer 39

Multi-informant reports are a form of data collection that compile information from several sources (e.g., family, friends, clinicians, etc.). Multi-informant reports may provide a wealth of information to use when assessing or treating a client, however there may also be inconsistencies among the reports.

Question 40

NORM-, CRITERION-, AND SELF-REFERENCED SCORES:

Answer 40

: The scores provided by most tests can be categorized as norm-, criterion-, or self-referenced. Norm-referenced scores permit comparisons between an examinee’s test performance and the performance of individuals in the norm group. Criterion-referenced scores permit interpreting an examinee’s test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain or in terms of performance on an external criterion. Self-referenced scores are provided by ipsative scales and permit intraindividual comparisons – i.e., comparisons of an examinee’s score on one scale with their scores on other scales.

Question 41

PPVT-5

Answer 41

The PPVT-5 (Peabody Picture Vocabulary Test-Fifth Edition) is a measure of receptive vocabulary. It is designed for examinees ages 2:6 to 90+ years, is useful for people with a motor or speech impairment, and can be administered to any examinee who is able to hear the stimulus word, see the drawings on the cards, and in some way communicate a response.

Question 42

PSYCHOPHYSIOLOGICAL MEASURES

Answer 42

Psychophysiological measures are data collection methods that involve the monitoring of a physiological function, such as heart rate or perspiration, as it correlates to the client's psychological or emotional state.

Question 43

RAVEN’S PROGRESSIVE MATRICES

Answer 43

Raven’s Progressive Matrices is a nonverbal measure of fluid intelligence and is considered useful as a multicultural test because it is relatively independent of the effects of specific education and cultural learning. There are several versions including the Standard Progressive Matrices and Colored Progressive Matrices.

Question 44

RORSCHACH INKBLOT TEST

Answer 44

The Rorschach is a projective personality test that presents the examinee with 10 inkblots and is based on the premise that an examinee’s responses to the inkblots reflect their underlying personality. Administration usually entails two phases — free association and inquiry. Most scoring systems involve looking at the following categories: location, determinants, form quality, content, and popularity. Interpretation involves considering the number and ratio of responses in each category.

Question 45

SB-5 (AGE RANGE, COGNITIVE FACTORS, ROUTING SUBTESTS)

Answer 45

The SB-5 (Stanford-Binet Intelligence Scales, Fifth Edition) is an individually-administered intelligence test for ages 2-85+. It is based on a hierarchical model of intelligence that includes “g” and five cognitive factors-Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Administration of the SB-5 is tailored to the examinee’s level of cognitive functioning through the use of two routing subtests (nonverbal fluid reasoning and verbal knowledge), which indicate the appropriate starting point for the remaining subtests. The Full-Scale IQ and Factor scores have a mean of 100 and standard deviation of 15, and the subtest scores have a mean of 10 and standard deviation of 3.

Question 46

SEATTLE LONGITUDINAL STUDY

Answer 46

The Seattle Longitudinal Study found that a cross-sectional design is more likely to find early age-related declines in IQ because it is more vulnerable to the confounding effects of educational and other differences between different age groups (“cohort effects”). It utilized a cross-sequential design (which combines cross-sectional and longitudinal methodologies) and found that, of the six primary mental abilities studied, only perceptual speed declined substantially prior to age 60.

Question 47

SELF-DIRECTED SEARCH/RIASEC

Answer 47

Holland classified occupations and occupational interests into six themes, which he believed reflect basic personality characteristics. The relationship between these themes is conceptualized in terms of a hexagon with themes located closer to one another being more similar. Starting in the upper left of the hexagon, the themes are Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC). These themes are measured by the Self-Directed Search (SDS).

Question 48

SELF-REPORT

Answer 48

Self-report is a form of data collection in which the participant or client themselves provides the targeted information. Self-report is generally a quick, low-cost method of data collection, but it may result in low validity and reliability of data.

Question 49

STANDARDIZATION:

Answer 49

Standardization refers to two characteristics of a test. First, a test is standardized when the administration and scoring procedures are clearly defined. Second, a test is standardized when it has been administered under standard conditions to a representative sample for the purpose of establishing norms

Question 50

STRONG INTEREST INVENTORY

Answer 50

The Strong Interest Inventory provides scores on General Occupational Themes, Basic Interest Scales, Occupational Scales, and Personal Styles Scales. Development of the Occupational Scales used an empirical criterion keying strategy. Results indicate the degree to which the examinee’s interests are similar to those of satisfied workers of the same gender in 122 occupations

Question 51

STROOP COLOR-WORD ASSOCIATION TEST

Answer 51

The Stroop Test assesses the degree to which an examinee can suppress a prepotent (habitual) response in favor of an unusual one and measures cognitive flexibility, selective attention, and response inhibition. It is sensitive to frontal lobe damage, and poor performance has been associated with ADHD, mania, depression, and schizophrenia.

Question 52

STRUCTURED/SEMI-STRUCTURED INTERVIEWS:

Answer 52

Structured and semi-structured interviews are data collection methods that typically involve a fixed number of close-ended questions. They are generally easy to replicate, however they require training to administer and can be time-consuming.

Question 53

THEMATIC APPERCEPTION TEST:

Answer 53

The Thematic Apperception Test (TAT) is based on Murray’s theory of needs and presents the examinee with vague black-and-white pictures that include one or more human figures. The examinee is asked to make up a story about each picture and their responses are scored and interpreted in terms of several factors including the story’s “hero,” the intensity, frequency, and duration of needs, environmental press, thema, and outcomes expressed in each story.

Question 54

TRIARCHIC THEORY:

Answer 54

Sternberg’s triarchic theory defines “successful intelligence” as the ability to adapt to, modify, and choose environments that accomplish one’s goals and the goals of society and proposes that it is composed of three abilities – analytical, creative, and practical.

Question 55

TYPES OF TEST BIAS (SLOPE AND INTERCEPT)

Answer 55

Slope and intercept biases are types of test bias that can invalidate the interpretation of test scores for members of certain groups. Slope bias occurs when there is differential validity – i.e., when the validity coefficients for a test differ for different groups. Intercept bias (unfairness) occurs when the validity coefficients and criterion performance for different groups are the same, but their mean scores on the predictor differ.

Question 56

VINELAND-3

Answer 56

The Vineland-3 (Vineland Adaptive Behavior Scales, Third Edition) is used to evaluate adaptive skills of children and adults suspected of having intellectual disability, autism spectrum disorder, ADHD, brain injury, or dementia and to assist in the development of educational and treatment plans.

Question 57

WAIS-IV (AGE RANGE, FSIQ, INDEXES):

Answer 57

The WAIS-IV (Wechsler Adult Intelligence Scale, Fourth Edition) is an individually-administered intelligence test for individuals ages 16:0 to 90:11. It provides a Full-Scale IQ (FSIQ), scores on four Indexes (Working Memory, Verbal Comprehension, Processing Speed, and Perceptual Reasoning), and scores on 10 core and five supplemental subtests. The FSIQ and Index scores have a mean of 100 and standard deviation of 15; the subtests have a mean of 10 and standard deviation of 3.

Question 58

WISC-V (AGE RANGE, PRIMARY INDEXES):

Answer 58

The WISC-V (Wechsler Intelligence Scale for Children, Fifth Edition) is an individually administered intelligence test for examinees ages 6:0 to 16:11. It provides a Full-Scale IQ (FSIQ) score; scores on five Primary Index Scales (Verbal Comprehension, Visual-Spatial, Fluid Reasoning, Working Memory, and Processing Speed), scores on optional Ancillary and Complementary Index Scales, and individual subtest scores.

Question 59

WISCONSIN CARD SORTING TEST:

Answer 59

The Wisconsin Card Sorting Test (WCST) is used to assess the ability to form abstract concepts and shift cognitive strategies in response to feedback. It is sensitive to frontal lobe damage, and impaired performance has been linked to alcoholism, autism, schizophrenia, depression, and malingering