PA ENHANCEMENT (5/14/24) On-going Flashcards
Queen G
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019.
Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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What is the reason for referral?
A. To identity whether Bea is fit to work.
B. To identity if Bea has ongoing psychological condition that impairs her learning.
C. To learn how Bea’s history of dyslexia and dyscalculia impacts her current learning condition.
D. To explore Bea’s areas of improvement in general.
B. To identity if Bea has ongoing psychological condition that impairs her learning.
Not because the client has a history of a certain condition, does not mean that we will focus on that. It is important to consider the other areas of concern for referral
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019.
Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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What kind of assessment interview is BEST FIT to identity Bea’s reason for referral?
A. Intake interview
B. Mental status interview
C. Case history interview
D. Crisis interview
A. Intake interview
Intake Admissions - To identify reason for referral; To evaluate whether the agency will meet the needs and expectations of the client.
Case History - To provide a broad background and context in which both the patient and the problem can be placed.
Mental Status - To assess the presence of cognitive, emotional, or behavioral problems.
Crisis - To meet problems as they occur and to provide an immediate resource.
Diagnostic - To explore a patient’s presenting problem, current situation, and background, with the aim of formulating a diagnosis and prognosis as well as developing a treatment program.
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019.
Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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What kind of assessment method can provide rich and more complete information regarding this information: “Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019.”?
A. Interview
B. Behavioral observation
C. Evaluation report and progress
D. Psychological testing
C. Evaluation report and progress
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining
mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019. Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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The data “Difficulty following instructions at school, problems sustaining mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still.” can be described as
A. Presenting issues
B. Prognosis indicators
C. Precipitating factors
D. Predisposing factors
A. Presenting issues
A. Presenting issues –> chief complaint, reason why the client was referred to us.
B. Prognosis indicators –> Social Support; Coping; Resilience; Treatment compliant; Severity; helps the client recover
C. Precipitating factors –> Triggers
D. Predisposing factors –> Risk Factors
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining
mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019. Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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“Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs.” As the assessor, to whom you shall disclose the assessment results?
A. Bea only
B. Bea’s parents
C. Bea’s teachers
D. Bea’s guidance counselor
B. Bea’s parents
If the client is minor, you need to disclose the assessment results to their parents BUT if the results showed that the cause of the problem of the child is his/her parents, we can report it to authorities.
If the client is not a minor anymore, then you need to disclose the assessment to the client him/herself or the company who referred them for psychological assessment.
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining
mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019. Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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Given the information about Bea’s referral question and history, you could say that Bea’s assessment is ___________ by nature.
A. Forensic
B. Clinical
C. Psychoeducational
D. Industrial
Psychoeducational
Since the reason for referral is her impairement in her academics and school behavior.
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining
mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019. Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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If you are the assessor, what psychological tests/test battery you would use to answer the referral question for Bea’s case?
A. WISC-IV, BASC-3 S/T/P Reports, ADHDT-2, WIAT-4.
B. WAIS-IV, MBTI, TIS, PNLT.
C. WPPSI, NEO-FF-I, TAT, CFIT.
D. SB-5, 16PF-APQ, SSCT, PKP.
A. WISC-IV, BASC-3 S/T/P Reports, ADHDT-2, WIAT-4.
Because we saw an ADHD symptoms.
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WISC-IV = WECHSLER INTELLIGENCE SCALE FOR CHILDREN – 4TH EDITION
BASC-3 S/T/P Reports = Behavioral Assessment for Children (S-Self Report Version, T-Teacher Report Version, P-Parent Report Version)
ADHDT-2 = Attention-Deficit/Hyperactivity Disorder Test – Second Edition
WIAT-4 = WECHSLER INDIVIDUAL ACHIEVEMENT TEST - 4TH EDITION
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WAIS-IV = WECHSLER ADULT INTELLIGENCE SCALE – 4TH EDITION
MBTI = Myers Briggs Type Indicator
TIS = Thurstone Interest Inventory
PNLT = Purdue Non Language Test
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WPPSI = Wechsler Preschool and Primary Scale of Intelligence
NEO-FF-I = NEO Five-Factor Inventory
TAT = Thematic Apperception Test
CFIT = Culture Fair Intelligence Test
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SB-5 = Stanford Binet
16PF-APQ = 16 Personality Factor Adolescent Personality Questionnaire
SSCT = Sacks Sentence Completion Test
PKP = Panukat ng Katalinuhang Pilipino
Bea, a 10-year-old girl, was referred for assessment due to difficulty following instructions at school, problems sustaining
mental energy when doing complex academic tasks, issues with time management skills, blurting answers during classes, and difficulty standing still. Her mother accompanied Bea during the assessment, and the guidance office requested the evaluation to obtain Bea’s psychological profile and identify the correct diagnosis and accommodations to support Bea’s learning needs. Bea’s mother reported that she has a history of dyslexia and dyscalculia, diagnosed in 2019. Meanwhile, Bea’s teachers reported that Bea’s difficulties have been evident since she was in grade school, and symptoms have persisted up to the present. No intervention was performed to address Bea’s symptoms.
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ADHDT-2 requires LEVEL C qualifications. What does this mean?
A. Only licensed psychologists can administer, score, and interpret the test.
B. Only licensed psychometricians can administer, score, and interpret the test.
C. A doctoral degree (e.g., PhD, PsyD, MD) in psychology or a related field (e.g., occupational therapy, speech–language pathology, special education) is required to administer, score, and interpret the test.
D. Both A and C are correct.
A. Only licensed psychologists can administer, score, and interpret the test.
Level A =
* No degree requirements
Level B =
* Bachelor’s Degree in Psychology or a related field
* Conduct standardized tests and it is group administered
Level C =
* Bachelor’s Degree in Psychology or a related field with additional training
* Master’s Degree in Psychology or a related field
* Individually administered psychological tests and projective tests
Level N =
* Master’s Degree in Psychology or a related field with additional training
* Doctoral Degree in Psychology or a related field
Amiel, 17 years old, was referred for full battery psychological assessment by attending psychiatrist Taylor Sheet, MD, FPPA, last October 1, 2023. Amiel is at risk for developing Attention-Deficit Hyperactivity Disorder (ADHD) as per his assessment dated January 2009. According to Amiel’s mother, it was Amiel who prompted the consultation so he could understand himself better and learn adaptive ways of coping with his current psychological condition. He understands that his unpleasant thoughts are not true, but he hopes to address them accordingly to alleviate their negative impact on his self-esteem.
Test results indicated that Amiel has anger management concerns, increased energy, and fears of abandonment and rejection. Amiel also believes that he will not achieve anything
because of his previous ADHD diagnosis. Projective tests confirm results from objective personality tests, suggesting that Amiel experiences feelings of rejection affecting his view of himself.
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Suppose that the assessor would want to identify a global estimate of Amiel’s intellectual functioning. What test can you recommend?
A. PAI
B. WISC-IV
C. WPPSI
D. RIST-2
D. RIST-2 = Reynolds Intellectual Screening Test, 2nd Edition
Full Battery Psychological Assessment = Checheck mo overall and all areas (cognitive, personality etc.)
A. PAI = PERSONALITY ASSESSMENT INVENTORY
B. WISC-IV = Wechsler Intelligence Scale for Children - 4th edition
C. WPPSI = Wechsler Preschool and Primary Scale of Intelligence
D. RIST-2 = Reynolds Intellectual Screening Test, 2nd Edition
Amiel, 17 years old, was referred for full battery psychological assessment by attending psychiatrist Taylor Sheet, MD, FPPA, last October 1, 2023. Amiel is at risk for developing
Attention-Deficit Hyperactivity Disorder (ADHD) as per his assessment dated January 2009. According to Amiel’s mother, it was Amiel who prompted the consultation so he could understand himself better and learn adaptive ways of coping with his current psychological condition. He understands that his unpleasant thoughts are not true, but he hopes to address them accordingly to alleviate their negative impact on his self-esteem.
Test results indicated that Amiel has anger management concerns, increased energy, and fears of abandonment and rejection. Amiel also believes that he will not achieve anything
because of his previous ADHD diagnosis. Projective tests confirm results from objective personality tests, suggesting that Amiel experiences feelings of rejection affecting his view of himself.
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Amiel had his first assessment way back in 2009. What can you say about the test results?
A. Still applicable as of the time of the assessment.
B. Prior test results may be lifted and be included in the current report given that the client reported that no significant concerns happened from 2009 to present.
C. Prior test results are essential to consider when assessing the client’s current psychological profile and could be a good starting point when proceeding with the current assessment.
D. Both A and C are correct.
C. Prior test results are essential to consider when assessing the client’s current psychological profile and could be a good starting point when proceeding with the current assessment.
Amiel, 17 years old, was referred for full battery psychological assessment by attending psychiatrist Taylor Sheet, MD, FPPA, last October 1, 2023. Amiel is at risk for developing
Attention-Deficit Hyperactivity Disorder (ADHD) as per his assessment dated January 2009. According to Amiel’s mother, it was Amiel who prompted the consultation so he could understand himself better and learn adaptive ways of coping with his current psychological condition. He understands that his unpleasant thoughts are not true, but he hopes to address them accordingly to alleviate their negative impact on his self-esteem.
Test results indicated that Amiel has anger management concerns, increased energy, and fears of abandonment and rejection. Amiel also believes that he will not achieve anything
because of his previous ADHD diagnosis. Projective tests confirm results from objective personality tests, suggesting that Amiel experiences feelings of rejection affecting his view of himself.
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“Amiel also believes that he will not achieve anything because of his previous ADHD diagnosis.” What question can BEST elicit the intensity of Amiel’s self-esteem concern?
A. “In a scale of 1-10, 10 being the highest, how much do you believe that you will not achieve anything?”
B. “Can you tell me more about your experiences leading to your current view of yourself?
C. “Who are the people who constantly reminded you of your worth?”
D. “How do you see this situation?”
A. “In a scale of 1-10, 10 being the highest, how much do you believe that you will not achieve anything?”
Use rating scale when looking for an intensity or degree.
Amiel, 17 years old, was referred for full battery psychological assessment by attending psychiatrist Taylor Sheet, MD, FPPA, last October 1, 2023. Amiel is at risk for developing
Attention-Deficit Hyperactivity Disorder (ADHD) as per his assessment dated January 2009. According to Amiel’s mother, it was Amiel who prompted the consultation so he could understand himself better and learn adaptive ways of coping with his current psychological condition. He understands that his unpleasant thoughts are not true, but he hopes to address them accordingly to alleviate their negative impact on his self-esteem.
Test results indicated that Amiel has anger management concerns, increased energy, and fears of abandonment and rejection. Amiel also believes that he will not achieve anything
because of his previous ADHD diagnosis. Projective tests confirm results from objective personality tests, suggesting that Amiel experiences feelings of rejection affecting his view of himself.
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“Amiel, 17 years old, was referred for full battery psychological assessment by attending psychiatrist Taylor Sheet, MD, FPPA, last October 1, 2023.” What do we mean by full battery psychological assessment?
A. Using multiple methods to answer the referral question.
B. Using more than one test to answer the referral question.
C. Collaboration among different professionals to answer the referral question.
D. Maximizing inputs from collateral sources to answer the referral question.
A. Using multiple methods to answer the referral question.
Type of Test
—> Maximal Performance - we are trying to measure the maximum capacity of the person; there are right and wrong answers.
———-> Intelligence Test
———-> Aptitude Test
———-> Achievement Test
—> Typical Performance - it measures your usual attitude; no right and wrong answers; measures how consistent the attitude is in time.
———-> Personality Test
———-> Interest Test
———-> Attitude Test
Type of Test
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Structured Test - Standardized, less prone to bias and issues
—> Quantitative Date (Issue: Cut Score) -
Unstructured Test
—> Qualitative Data (Issue: Subjective)
Amiel, 17 years old, was referred for full battery psychological assessment by attending psychiatrist Taylor Sheet, MD, FPPA, last October 1, 2023. Amiel is at risk for developing
Attention-Deficit Hyperactivity Disorder (ADHD) as per his assessment dated January 2009. According to Amiel’s mother, it was Amiel who prompted the consultation so he could understand himself better and learn adaptive ways of coping with his current psychological condition. He understands that his unpleasant thoughts are not true, but he hopes to address them accordingly to alleviate their negative impact on his self-esteem.
Test results indicated that Amiel has anger management concerns, increased energy, and fears of abandonment and rejection. Amiel also believes that he will not achieve anything
because of his previous ADHD diagnosis. Projective tests confirm results from objective personality tests, suggesting that Amiel experiences feelings of rejection affecting his view of himself.
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“Projective tests confirm results from objective personality tests, suggesting that Amiel experiences feelings of rejection affecting his view of himself.” Do you approve this kind of writing when writing personality assessment results from two or more sources?
A. Yes. It highlights the role of both tests and how it complements one another.
B. Yes. It suggests the utility of projective techniques which can answer referral questions in most cases.
C. No. Projective techniques are no longer used by professionals given its questionable reliability and validity.
D. No. It was not stated in the sentence the personality measures applied to come up with the finding.
A. Yes. It highlights the role of both tests and how it complements one another.
Jimmy, a 45-year-old male, a father of two children, and a husband to his wife Maria, has been working as a seafarer under ABC Company for 20 years. Jimmy went to your clinic last April 2024 and gave you a referral form from their company. As Jimmy applies for renewal of his contract, the company requires a mental health certificate to assess if Jimmy is mentally fit to work as a seafarer.
Last January 2022, Jimmy received the news that his wife died due to cardiac failure, which was attributed to COVID-19. Beginning then, Jimmy experienced intense yearning/longing for her wife, preoccupations with his memories of his wife, meaninglessness, loneliness, and emotional numbness. These symptoms are impressed to be features of Prolonged Grief Disorder, a newly added psychological condition in the DSM 5 TR.
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Given that there is no test to confirm presence of prolonged grief disorder as there is no test to date that attempts to diagnose such a condition, what approach is recommended
for use in answering the referral question?
A. Actuarial approach
B. Clinical approach
C. Statistical approach
D. Quantitative approach
B. Clinical approach
> Quantitative/Statistical/Actuarial
(Standardized Tests)
Issue: Cut Score
> Subjective/Clinical -> use this if there is no available test yet to use
(Behavior, History, Other Interview Responses)
Issue: Subjectivity
Jimmy, a 45-year-old male, a father of two children, and a husband to his wife Maria, has been working as a seafarer under ABC Company for 20 years. Jimmy went to your clinic last April 2024 and gave you a referral form from their company. As Jimmy applies for renewal of his contract, the company requires a mental health certificate to assess if Jimmy is mentally fit to work as a seafarer.
Last January 2022, Jimmy received the news that his wife died due to cardiac failure, which was attributed to COVID-19. Beginning then, Jimmy experienced intense yearning/longing for her wife, preoccupations with his memories of his wife, meaninglessness, loneliness, and emotional numbness. These symptoms are impressed to be features of Prolonged Grief Disorder, a newly added psychological condition in the DSM 5 TR.
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If a test for prolonged grief disorder is to be made, the test developer should begin with
A. Constructing test items aligned with prolonged grief disorder definition and symptoms.
B. Checking prolonged grief disorder definition and symptoms.
C. Analyzing draft of prolonged grief disorder test and revise as needed.
D. Conduct pilot testing to five individuals with suspected prolonged grief disorder.
B. Checking prolonged grief disorder definition and symptoms.
Stages of Test Development
1.** Test Conceptualization:** Identify what you want to measure and why it’s important.
2. Test Construction: Create questions and items that will accurately measure the concept.
3. Content Validation then Revise then Undergo Validation again, once finalized;
3. Pilot Testing: Administer the test to a small group to see how it works and make any necessary adjustments.
4. Item Analysis: Analyze which questions work well and which don’t, refining the test items.
5. Test Revision: Modify the test based on the results from the tryout and item analysis.
6. Standardization: Administer the test to a large, representative sample to establish norms.
7. Reliability and Validity Testing: Ensure the test consistently measures what it’s supposed to and accurately assesses the intended concept.
8. Finalization: Make any final adjustments and prepare the test for widespread use.
Jimmy, a 45-year-old male, a father of two children, and a husband to his wife Maria, has been working as a seafarer under ABC Company for 20 years. Jimmy went to your clinic last April 2024 and gave you a referral form from their company. As Jimmy applies for renewal of his contract, the company requires a mental health certificate to assess if Jimmy is mentally fit to work as a seafarer.
Last January 2022, Jimmy received the news that his wife died due to cardiac failure, which was attributed to COVID-19. Beginning then, Jimmy experienced intense yearning/longing for her wife, preoccupations with his memories of his wife, meaninglessness, loneliness, and emotional numbness. These symptoms are impressed to be features of Prolonged Grief Disorder, a newly added psychological condition in the DSM 5 TR.
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Who should validate the test items for PGDT?
A. Professors teaching psychology-related subjects.
B. Mental health practitioners working in assessment centers.
C. Licensed psychologists with background and experience working with PGD cases.
D. Licensed psychometricians with experience in developing psychological tests for preemployment.
C. Licensed psychologists with background and experience working with PGD cases.
Jimmy, a 45-year-old male, a father of two children, and a husband to his wife Maria, has been working as a seafarer under ABC Company for 20 years. Jimmy went to your clinic last April 2024 and gave you a referral form from their company. As Jimmy applies for renewal of his contract, the company requires a mental health certificate to assess if Jimmy is mentally fit to work as a seafarer.
Last January 2022, Jimmy received the news that his wife died due to cardiac failure, which was attributed to COVID-19. Beginning then, Jimmy experienced intense yearning/longing for her wife, preoccupations with his memories of his wife, meaninglessness, loneliness, and emotional numbness. These symptoms are impressed to be features of Prolonged Grief Disorder, a newly added psychological condition in the DSM 5 TR.
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If a test for prolonged grief disorder is to be made, what reliability index is required to be met?
A. At least .60
B. At least .70
C. At least .80
D. At least .90
D. At least .90
Reliability with Interpretation
0.90 and above ———- Excellent Reliability
0.80 - 0.90 —————— Very Good
0.70 - 0.80 —————— Good
0.50 - 0.60 —————— Fair (revision is needed)
< 0.5 ————————– Poor
Jimmy, a 45-year-old male, a father of two children, and a husband to his wife Maria, has been working as a seafarer under ABC Company for 20 years. Jimmy went to your clinic last April 2024 and gave you a referral form from their company. As Jimmy applies for renewal of his contract, the company requires a mental health certificate to assess if Jimmy is mentally fit to work as a seafarer.
Last January 2022, Jimmy received the news that his wife died due to cardiac failure, which was attributed to COVID-19. Beginning then, Jimmy experienced intense yearning/longing for her wife, preoccupations with his memories of his wife, meaninglessness, loneliness, and emotional numbness. These symptoms are impressed to be features of Prolonged Grief Disorder, a newly added psychological condition in the DSM 5 TR.
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Will you endorse Jimmy to the ABC company?
A. Absolutely yes
B. Absolutely no
C. Partly yes
D. More information is needed before making any endorsements.
D. More information is needed before making any endorsements
because there is no existing tests yet
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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Mx. G created what type of test?
A. Personality test
B. Achievement test
C. Interest test
D. Intelligence test
B. Achievement test
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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If the majority of the students scored high in the summative examination, this means that the scores are ________.
A. Positively skewed.
B. Negatively skewed.
C. Meaningless
D. Normally distributed
B. Negatively skewed.
- “Negatively skewed” refers to the shape of a distribution of data points. In simple terms, it means that most of the data points are clustered on the right side of the distribution, and the tail of the distribution extends to the left. Picture it like a hill sloping down to the left.
- “Positively skewed” refers to the shape of a distribution of scores or values in which the majority of the scores are concentrated on the left side of the distribution, with a tail stretching out toward the right side. In simpler terms, it means that there are more low scores and fewer high scores, and the tail of the distribution extends towards the higher end.
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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Suppose that the majority of the students scored high in the summative examination. Students said that the items were easy. This means that the test has ____________.
A. High item difficulty index
B. Low item difficulty index
C. High item discrimination index
D. Low item discrimination index
A. High item difficulty index
Item Difficulty Index = tells you how easy a test question is by showing the percentage of people who answered it correctly.
“The higher the Item Difficulty, the easier the test”
Item Difficult Index with Interpretation
P Value Range: Intepretation
0.00 to 0.20 —————— Very Difficult
0.21 to 0.40 —————— Difficult
0.41 to 0.60 —————— Average
0.61 to 0.80 —————— Easy
0.81 to Above ————— Very Easy
Types of Reliability
- Test-Retest = Different Time, Same Test
- Parallel Forms = Set A and Set B
- Internal Consistency = Uniformity
——> Split-half = odd-even
——> KR 20 = Dichotomous
——> Coefficient Alpha = Polytomous - Inter-Scorer = Agreement
Summary of Reliability Types
Test-Retest
> Purpose: to evaluate the stability of a measure
> Typical uses: when assessing the stability of various personality traits
> Numver of Testing Sessions: 2
> Sources of Error Variance: Administration
> Statistical Procedure: Pearson R or Spearman rho
Alternate Forms
> Purpose: to evaluate the relationship between different forms of a measure
> Typical uses: when there is a need for different forms of a test
> Numver of Testing Sessions: 1 or 2
> Sources of Error Variance: test construction or administration
> Statistical Procedure: Pearson R or Spearman Rho
- Internal Consistency = Uniformity
> Purpose: to evaluate the extent which items on a scale relate to one another
> Typical uses: when evaluating the homogeneity of a measure (or, all items are tapping a single construct)
> Numver of Testing Sessions: 1
> Sources of Error Variance: test construction
> Statistical Procedure: Pearson R between equivalent test halves with Spearman Brown correction or Kuder-R-ichardson for dichotomous items, or coefficient alpha for multipoint items or APD.
——> Split-half = odd-even reliability
——> KR 20 = Dichotomous
——> Coefficient Alpha = Polytomous - Inter-Scorer = Agreement
> Purpose: to evaluate the level of agreement between raters on a measure
> Typical uses: interviews or coding. used when researchers need to show that there is consensus in the way that different raters view a particular behavior pattern (and hense no observer bias)
> Numver of Testing Sessions: 1
> Sources of Error Variance: scoring and interpretation
> Statistical Procedure: Cohen’s Kappa, Pearson R, or Spearman rho
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Cohen’s Kappa = it measures the agreement between two raters when categorizing data into two mutually exclusive categories.
Omnibus Spiral Format = Items in an ability tests are arranged into increasing difficulty; easy to hardest
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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Let’s say the students complained that the content of the test only included clinical assessment, neglecting other topics covered during the midterm period. This means that the test has concerns with
A. Construct validity
B. Content validity
C. Concurrent validity
D. Predictive validity
B. Content validity
Validity - it measures what it claims to measure
Types of Validity
> Internal
—–> Content
—–> Construct
—–> Substantive
—–> Structural
> External
—–> Convergent/Divergent
————–> Convergent - It helps establish the credibility of a measure by demonstrating that it correlates with other measures that assess similar constructs; positive correlation
(ex. If a new depression questionnaire correlates strongly with established depression scales, it suggests convergent validity.)
————–> Divergent - also known as discriminant validity, assesses whether a measure is distinct from other measures that it should not be related to according to theory; negative correlation
(ex. If a depression questionnaire does not correlate with measures of anxiety or stress, it suggests divergent validity because depression, anxiety, and stress are related but distinct constructs.)
—–> Criterion-Related
————–>Concurrent
————–>Predictive
————–>Incremental
—–> Ecological/Diagnostic/Treatment
—–>Consequential
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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Mx. G wants to know the average score of their students. Hence, Mx. G is looking for the
A. Median
B. Mode
C. Mean
D. Standard Deviation
C. Mean
A. Median - middle value in a list of numbers arranged in ascending or descending order.
B. Mode - value that appears most frequently in a set of data.
C. Mean - average
D. Standard Deviation - measure of how spread out the numbers in a data set are. It tells you how much the values typically differ from the mean.
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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In this summative assessment, Rizalyn, Mx. G’s student, scored 32. Mean score of the class is 40, while SD is 2. What is Rizalyn’s T score?
A. 10
B. 20
C. 30
D. 40
A. 10
“We cannot interpret if there are only raw scores available”
if raw scores are available convert it into Z-Score, the you can convert it from Z-score to T-score
To convert Raw score to Z-score:
Z-Score = (Raw score - Mean) / SD
To convert Z-Score to T-Score:
T-Score = (50 + 10 x Z-Score)
——————————
Standard Score———-Mean———-Standard Deviation
Z-Score————————0————– 1
T-Score————————50————- 10
Stanine————————-5————– 2
Sten—————————–5.5———— 2
IQ——————————–100————15
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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Based on Rizalyn’s summative assessment, what can you say about Rizalyn’s standing in class?
A. Low average
B. Average
C. High average
D. No interpretation can be made.
A. Low average
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
-
According to classical test theory, Rizalyn’s score, 32, is
A. A reflection of how much Rizalyn studied for the exam.
B. A valid measure of Rizalyn’s performance.
C. Probably confounded by an error.
D. Attributed to Rizalyn’s IQ, particularly cryztallized intelligence.
Mx. G, a licensed psychometrician, and a faculty of RuPaul State University is presently handling an introduction to clinical psychology course. Mx. G created 50 items as part of the summative assessment of their students. Items are in multiple-choice format (a to d). The examination covers all topics discussed during the midterm period.
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Rizalyn said that at the time of testing, the test paper that was given to her was poorly printed, as printed texts were difficult to read. Meanwhile, test papers of her classmates were all in good condition, and she find it unfair as the quality of test paper significantly impacted her performance. This case highlights _______.
A. Random error.
B. Systematic error.
C. Error due to testing environment.
D. Error due to lack of test administrator preparation.
What will you do if your client shows signs of fatigue while you are administering WISC-IV?
A. Discontinue testing and proceed with interviewing the client instead.
B. Discontinue testing and proceed with interviewing the client’s parents instead.
C. Put breaks in between subtests.
D. Reschedule the testing.
WISC-IV is a Level ____ test and administered by
_______.
A. A; RPm
B. B; RPm
C. C; RPsy only
D. C; RPsy and/or RPm
You are administering NEO-PI-3 to a client. What would you do if your client asked you to explain an item because they cannot understand the language?
A. Strictly stick to what is written in the manual.
B. Ask the client to answer based on how he understood the item.
C. Cautiously answer the client’s query to ensure that cultural disparity is addressed.
D. Either B or C is correct.
WISC-IV is an example of a test classified under test of ________. NEO-PI-3 is an example of a test classified under test of ________.
A. Maximal performance; Typical performance.
B. Typical performance; Maximal performance.
C. Maximal performance; Maximal performance.
D. Typical performance; Typical performance.
What does “testing the limits” mean in the context of intelligence testing and assessment?
A. Asking test items intended for a higher age-group population to get the client’s ceiling performance.
B. Putting the client in a highly frustrating event to test its limits in handling difficult situations.
C. Inquiring on highly sensitive topics that can put the client to a shameful situation and observe changes in behavior.
D. All of the above are examples of testing the limits.
A client was referred for diagnostic screening purposes. Working impression is ADHD. The test battery arrived at inconsistent result. One test says the client’s level of attention, hyperactivity and impulsivity are within normal limits. One test says the client has possible ADHD. What should you do to address the test results’ inconsistency?
A. Refer the client for further testing.
B. Check results from other assessment methods.
C. Follow whichever test has the higher reliability and validity indexes.
D. Remove the test that resulted in inconsistent finding.
__________ answers the referral question.
A. Psychological testing
B. Assessment interview
C. Behavioral assessment
D. Psychological assessment
Projective techniques are widely used in practice. However, it has questionable psychometric properties. Do you think psychology professionals still incorporate projective techniques as part of your assessment methods?
A. Yes, only as a complementary test.
B. Yes, mostly for clinical/diagnostic screening purposes.
C. Yes, only as a complementary test and if appropriate to the referral question.
D. No, ethical principles say that using obsolete and unreliable tests should no longer be used by assessors.
A 14-year-old client was referred for assessment by her attending psychiatrist for diagnostic purposes, mainly to rule out BPD. During the assessment interview, the client was hesitant to share her life experiences. What should you do to handle the situation well?
A. Respect the client’s autonomy. Ensure to establish rapport prior to asking highly personal and sensitive questions.
B. Orient the client well about the purpose of asking questions and its relevance to the referral process.
C. Reflect what possible factors are hindering the client from sharing.
D. All of the above.
- Do you trust the assessment results elicited through tele-assessment means?
A. Yes, as long as standardized processes are followed, and accommodations are reported well in the psychological report.
B. Yes, assessment, whether conducted in-person or online, always arrives at reliable results if the right tests are utilized.
C. No, telepsychology has a lot of ethical issues which cannot be addressed accordingly.
D. Yes, as long as standardized processes are followed, and accommodations are reported well in the psychological report. However, it will still depend on the nature of referral and severity of cases.
What should you do if during the assessment interview, your client suddenly showed seductive behavior. In what way will you handle this situation?
A. Revisit client background.
B. Note specific behavioral observations.
C. Explain code of ethics.
D. All of the above.
A client sought your psychological services but missed to clearly convey the purpose of assessment. What questions will you ask the client to address this concern?
A. “What are usual thoughts lately?”
B. “May I inquire about the reason for your visit or consultation?”
C. “Can you tell me more about your life at school?”
D. “What is the date today?”
What will you do if the client doesn’t sign the consent?
A. Refer to other clinics.
B. Explain the purpose of the consent.
C. Refer to the case manager.
D. Deny client any services.
