Chapter 5: Testing In Clinical Psychology Flashcards

1
Q

Resurgence of Tests

A

Newer and better tests have been designed to address some of the concerns such as unflattering results of research on reliability and validity of many tests, awareness of susceptibility of tests to various biases, recognition that tests may place members of certain minority groups at a disadvantage, fear that the testing process may invade respondents’ privacy, worry that tests are too easily misused and misinterpreted

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2
Q

Test

A

Systematic procedure for observing and describing a person’s behavior in a standard situation; present a set of planned stimuli and ask the client to respond in some way

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3
Q

How Tests are Distinct from All Other Assessment Techniques

A

Client’s test responses can be quantitatively compared to statistical norms
Tests can be administered in private
Tests can be administered in groups and individually

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4
Q

Categories Tests are Placed In

A

Intellectual or Cognitive Abilities
Attitudes, Interests, Preferences, and Values
Personality Characteristics

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5
Q

How are Tests Constructed

A

Using analytic or empirical approaches, and a sequential system approach which combines the two

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6
Q

Analytic or Rational Approach to Test Development

A

What are the qualities I want to measure, and how do I define these qualities? They build tests by creating items that answer these questions; Developer creates test materials or items by analyzing the content of a domain and matching qustions that he or she believe (or that a theory says) tap that content

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7
Q

Empirical Approach to Test Development

A

The tester lets the content choose itself; clinician would amass a large number of self-report test items, performance tasks, inkblots, or other stimuli and then administer all of them to a large group of people who have already been identified; Entire group’s responses would be examined

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8
Q

Factors which affect the developer’s coice between analytic and empirical proceduresq

A

Cost, convenience, what theory one is evaluatingl time, and resources

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9
Q

Sequential System Approach

A

Combination of aspects of the analytic and empirical techniques; decision about which items to try is usually made on analytic grounds, some items are from existing tests while others are those the clinician believes ought to be evaluated;

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10
Q

Standardization

A

Refers to consistency in administration an scoring of a test; also refers to the sample on which the test was originally developed

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11
Q

Standardization Sample

A

Scores obtained from tis sample become the standard against which subsequenct scores are compared; scores provide the main interpretative framework for all individual scores on the test

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12
Q

Norms

A

Numbers that come from the standardization sample - means, variances, percentages, etc.

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13
Q

Renorming

A

Done every decade or so; involves identifying large representative sample of persons willing to take the test; finding examiners to give the test, and report results, then finally, compiling and analyzing all the data

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14
Q

Criterion

A

Level of proficiency;

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15
Q

Ipsative Measurement

A

Interpreting test scores not by comparing the test taker to others or to an external criterion but only to himself or herself;

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16
Q

Sources of Distortions in Test Results

A

Room temperature, time of day, client responding in particular ways to most items, regardless of what the items are; social desirability biases

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17
Q

How to eliminate all extraneous sources of variablitiy in test scores

A

Develop clear, simple instructions for examiners and testtakers; extensively pilot-testing and studying response tendencies in items; enlisting the participation of outside experts in test bias during test development; and building indicators of response bias or deliberate distortion into the test so that these can be identified if they occur

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18
Q

How Test Administrators can reduce distortion

A

Clearly explaining thepurposes of the test and answering any questions the client has, thereby enhacing rapport and client motivation
Paying careful attention to the circumstances under which testing takes place so that conditions are esentially the same for each client
Noting and reporting any circumstances in the testing that might compromise the validity of the test results

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19
Q

Cultural Fairness & Bias in Psychological Tests

A

Will the client be able to understand the test items? WILL she interpret the items in the same way as native English speakers would? To what extent do psychological tests adequately assess psychopathology, personality, intelligence, or other characteristics in diverse populations?

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20
Q

International Test Consortium

A

Formed to promoted study of cross-cultural applications of tests of these and other efforts related to cross-cultural test used

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21
Q

Ethical Standards in Testing

A

Testing-related situations requiring ethical decisions relate to principles of confidentiality, privacy, informed consent, and social responsibility

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22
Q

APA Standards for Ethical Use of Testing

A

Standards for Educational and Psychological Tests (1999)

APA Guidelines for Test taker Qualifications

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23
Q

General Intelligence Model (g)

A

Psychometric approach to testing Intelligence, describes intelligence as a general characteristic; proposed by Spearman, intelligence as a global, general ability

24
Q

Multiple Specific Intelligences Models

A

Intelligence as a collection of relatively separate abilities; as many as 120 specific intellectual functions (s) were proposed

25
Robert Sternberg's Triarchic Theory
There are three basic kinds of intelligence: analytical, creative, and practical
26
Howard Gardner
Lists eight intelligences or frames of mind: verbal, mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and naturalistic
27
Heirarchical and Factor Analytic Models
Separate and General cognitive abilities are related in a heirarchical fashion; at the most elemental are specific abilities such as vocabulary knowledge, visual pattern recognition etc.
28
Factor Analytic STudies
Measure the degree to which various measures are correlated
29
Binet Scales
His tests based on measures of intelligence have been the most influential means of assessing the mental ability of children
30
Age Graded Tests
Tasks were arranged so that younger children were expected to pass only the earlier ones, while older children were expected to pass later ones as well
31
Wechsler Scales
Aimed at adults aged 17 or older; point scale in which the client received credit for each correct answer
32
Wechsler Adult Intelligence Scale
Items are arranged and presented in order of increasing difficulty within subtests; the clinician stops each subtest after a predetermined number of failures and then begins the next subtest
33
Kaufman Assessment Battery for Children
Suitable for children 3 to 18 years of age; based on research and theory in cognitive psychology and neuropsychology; defines intelligence as the ability to solve new problems (fluid intelligence) and also acquired knowledge of facts (crystallized intelligence)
34
Intelligence Tests
Viewed as general mental ability instruments measuring both aptitude and achievement
35
Aptitude
The capacity to acquire knowledge or skill
36
Achievement
Acquired knowledge or skill
37
Aptitude Tests
Designed to predict success in an occupation or an educational program; measure the accumulated effects of many different educational and living experiences and attempt to forecast persormance on the basis of these effects
38
Achievement tests
Measure proficiency at certain tasks; measure how much people know or how well they can perform in specific areas
39
Personality
The pattern of behavioral and psychological characteristics by which a person can be compared and contrasted with other people
40
Types of Personality Tests
Projective and Objective
41
Objective Personality Tests
Present relatively clear, specific stimuli such as questions or statements to which the client responds with direct answers, choices, or ratings; paper and pencil variety and can be scored arithmetically; focus on one aspect of personality while others provide a comprehensive overview of many personality dimension
42
Projective Tests
Ask clients to respond to ambiguous or unstructured stimuli; responses tend to be complex then scored and interpreted by clinicians, often as a reflection of both conscious and unconscious aspects of personality structure and dynamics
43
Objective Tests of Psychopathology
Minnesota Multiphasic Personality Inventory Millon Clinical Multiaxial Inventory (MCMI) Beck Depression Inventory
44
Objective Tests of Personality
California Psychological Inventory (CPI) Sixteen Personality Factors Questionnaire (16PF) Myers-Briggs Type Indicator (MBTI) NEO Personality Inventory-Revisited (NEO-PI-R)
45
Projective Personality Test
Grew out of psychodynamic approach to clinical psychology
46
Projective Hypothesis
Each individual's personality will determine, to a significant degree, how he or she interprets and responds to ambigiuous stimuli
47
Projective Methods
Tests that encourage clients to displa this tendency of tests to ellicit a response from ambiguous stimuli
48
Rorschach Ink Blot Test
Consists of 10 cards which contain an inkblot and client is asked what he or she sees what the blot could be; responses are recorded verbatim, response times made note of, how the card was held as responses occured;
49
Protocol
Client's record of responses
50
Thematic Apperception Test
Consists of 30 drawings of people, objects, and landscapes; analysis can focus both on the content and structure of TAT stories;
51
Incomplete Sentence Tests
Projective assumption is that how the client does so reflects important personality characteristics;
52
Projective Drawings
Interpretative inferences are guided by projective assumptions that the inclusion, exclusion, and characteristics of each body part, along with the placement, symmetry, organization, size, and other features of the drawing, are indicative of the client's self-image, conflicts, and perceptions of the world
53
Types of Projective Drawings
House Tree Person Test | Draw-A-Person Test
54
Bender Visual Motor Gestalt Test
A figure copying test designed to measure certain aspects of mental ability, particularly neuropsychological functioning
55
Reliability and Validity of Projective Tests
Rorschach is in the excellent range for interrater reliabilities for some variables, inferior in psychometric support
56
Treatment/Clinical Utility
The extent to which tests can be used to select specific treatments or to measure treatment outcomes