Assessment

Standford binet - Can Full Scale IQ provide the best indicator of the overall level of functioning?

A. Possibly, if NVIQ and VIQ are not significantly and practically different. B. The FSIQ is the most reliable score. C. The FSIQ has strong predictive promise. D. Caution is still needed: Although comprehensive, the SB5 does not measure all aspects of intelligence. Intellectual functioning may be influenced by a variety of factors.

Description of Digit Span

DS Forward: Examinee is read a sequence of numbers and recalls the numbers in the same order DS Backward: Recalls numbers in reverse order DS Sequencing: Recalls numbers in ascending order

Description of Comprehension

Examinee answers questions based on his or her understanding of general principles and social situations

Description of Similarities

Examinee is presented with 2 words that represent common objects or concepts and describes how they are similar.

Description of Arithmetic

Examinee mentally solves a series of arithmetic problems. - Timed test

What does Information measure?

Fund of knowledge, LTM & retrieval, verbal comprehension, crystalized intelligence. (VCI)

Calculating the difference between FSIQ and __________ provides an index of the degree to which brain- and age-sensitive subtests are lowering a person's overall level of functioning A. GAI B. CPI

GAI

14. Which of the following is FALSE about the MMPI-3 L scale a. The full name for the scale is "Uncommon Virtues" b. Scale elevations begin at T = 65 c. Along with the K scale, it is how the MMPI-3 assesses positive impression management/socially desirable responding d. It is commonly elevated among clients who participate in psychological evaluations related to disability.

d. It is commonly elevated among clients who participate in psychological evaluations related to disability.

11. Which of these IS NOT a subtest on the WJ-IV ACH? a. Editing b. Math Problem Solving c. Spelling d.Pseudoword Decoding

d.Pseudoword Decoding

What does the VCI measure?

measure of acquired knowledge and verbal reasoning measures verbal skills and information to solution of new problems o Ability to process verbal information o Ability to think with words o Crystallized knowledge o Cognitive flexibility o Ability to self-monitor

Woodcock-Johnson IV (WJ-IV ACH) Test 1 Letter-Word Identification

measures the examinee's word identification skills, a reading (Grw) ability The initial items require the individual to identify letters that appear in large type. The remaining items require the examinee to read aloud individual words correctly The examinee is not required to know the meaning of any word. The items become increasingly difficult as the selected words appear less freq in written English

Woodcock-Johnson IV (WJ-IV ACH) Test 2 Applied Problems

requires the examinee to anaylze and solve math problems, a quant knowledge (Gq) ability To solve the problems, the examinee must listen to the problem, reconize the procedure to be followed, and then perform relatively simple calculations bc many of the probs include extraneous info, the individual must decide not only the approp mathematical ops to use, but also which numbers to include in the calculation Item diff increases w more complex calculations

Crystallized Ability (Gc)

"Learned" ability, acquired knowledge Tasks that use: - Previous training - Education - Acculturation - Vocab as prototypical test

Low Average FSIQ Range

80-89

Average FSIQ Range

90-109

Basal and ceiling levels of the woodcock johnson

The purpose of basal & ceiling requirements is to limit the number of items administered but still be able to estimate (w high probability) the score that the examinee would have obtained if all items were administered The test items are arranged in order of difficulty. Each test contains items spanning a wide range of difficulty. The basal level is the set of consecutive items below which the examinee has essentially a 100% chance of responding correctly to all items. The ceiling level is the set of consecutive items above which the examinee has a 0% chance of responding correctly o Always continue testing until you are confident that a true basal and a true ceiling have been obtained!! If you have any reason to believe that an examinee may fail an item below an apparent basal or get an item correct above the criteria for an apparent ceiling, you should continue the testing

High Average FSIQ Range

110-119

Above Average FSIQ Range

120-129

Below Average FSIQ Range

68-79

query

Ask for more information when an ambiguous response is given

What is GAI?

Composite score of 3 VCI and 3 PRI subtests Made up of Verbal Comprehension Index and Perceptual Reasoning Index o An alternative global measure of intelligence o The GAI eliminates the WMI and the PSI; these indexes are most sensitive to deterioration. Calculating the difference between FSIQ and GAI provides an index of the degree to which brain- and age-sensitive subtests are lowering a person's overall level of functioning

Internalizing/externalizing issues determine what assessment measures will be used o __________________ issues use more questionnaires/objectives o __________________ issues use more projectives to back up data from objectives i.e. to watch behaviors during assessment

Internalizing Externalizing

What does Vocabulary measure?

Language development, word knowledge. Learning ability from past knowledge, fund of general information, and general range of ideas. (VCI)

what is a benefit of the stanford binet scale

Nonverbal Scale is useful for individuals whose ability may be underestimated by verbal tasks alone ex: English language learners Individuals who are hard of hearing Individuals with language impairments Individuals with autism, head injuries, aphasia, or stroke

What does Block Design measure?

Nonverbal reasoning, visual perception & organization, visual motor coordination. (PRI)

Strengths/weaknesses of PROJECTIVE (Ex. Thematic apperception test (TAT) or Roberts) versus OBJECTIVE (Ex. BASC, Conners) assessments

Objective measures: global- wide range of behaviors. --- Have a clear-cut answer, but can fake-good/bad ▪ Precise, standardized scoring ▪ Not open-ended ▪ More scientific, reliable, valid ▪ May be reliant on immediate situation ▪ Allows for multiple perspectives ▪ Overt behaviors Ex. BASC, Conners Projective measures ▪ Many ways to get answers, responses are open-ended ▪ Can to get info about a person they might not say aloud ▪ Fill in the weak spots of objectives ▪ Little to no norms ▪ Subjective in scoring and interpretation ▪ Need high level of training, heavy reliance on clinical judgment ▪ Difficult to fake good or bad Ex. Thematic apperception test (TAT) or Roberts

What does Visual Puzzles measure?

Perceptual reasoning, visuospatial ability, simultaneous processing, and perceptual organization. (PRI)

Base Rate

The frequency in which the measured difference occurred in the standardization sample

Fluid Reasoning

Process of manipulating abstractions, rules, generalizations, and logical relationships.

What does the PSI measure?

Processing and responding to visual information quickly o Processing speed o Rate of test taking o Perceptual discrimination o Speed of mental operation o Psychomotor speed o Attention and concentration o Short-term visual memory o Visual-motor coordination o Numerical ability o Cognitive flexibility o Ability to self-monitorv

Error scores

Raw process scores that are based on specific types of errors made by the child ex: an examiner may note the # of misnamed quantities during administration of Naming Speed Quantity

Woodcock johnson iv test of achievement (WJ-IV ACH) standard battery test Domains

Reading Mathematics Writing

What are the advantages of psychological tests?

Standardized, quantitative (precision, objectivity), economical and efficient, best and sometimes only feasible way of collecting certain data types

Woodcock-Johnson IV (WJ-IV ACH) Test 5: Calculation

Test of math achievement measuring the ability to perform mathematical computations, a Gq ability require the individual to write single numbers and then require individual to perform addition, subtraction, multiplication, division, geometric, trigonometric, logarithmic, and calculus operations & combo of operations

What are the differences between testing and assessment?

Testing: measurement, individual compared to group, measurement of technical skills Assessment: problem solving, individual is in a problem situation, greater knowledge base and integrative skills

Flynn Effect

The rise in average IQ scores that has occurred over the decades across nations (about 3 FSIQ points in the US)

What is the highest g-loading subtest?

Vocabulary, .78

Woodcock-Johnson IV Test of Achievement Woodcock-Johnson IV is composed of three parts:

Woodcock-Johnson IV is composed of three parts: o 1. Tests of Cognitive Ability o 2. Tests of Oral Language o 3. Tests of Achievement*** o ***used by FCPS as an instrument to conduct an educational assessment to be used in the process of determining eligibility for special education services

What does Digit Span measure?

Working memory, attention, auditory processing, and mental manipulation. (WMI)

What does Arithmetic measure?

Working memory, mental manipulation, attention, concentration. (WMI)

What does Letter-Number Sequencing measure?

Working memory, mental manipulation, attention, concentration. (WMI, Supp. Subtest)

Is IQ a valid measure of academic ability?

Yes

7 step interpretation mthod of stanford binet

o 1. Assumptions o 2. Purpose and context 3. Nonverbal vs. verbal Consider whether Nonverbal and Verbal IQ provide equally good indicators of the true level of functioning. 4. Full Scale IQ Can Full Scale IQ provide the best indicator of the overall level of functioning? o 5. Factor indexes o 6. Comparison of nonverbal and verbal subtests o 7. Qualitative interpretation

Appraisal of the Individual ● Tests→ a subset of assessment yielding scores based on collective data ● Ethical issues in assessment→ COMPETENCE o Different levels in competence needed to administer tests

▪ Level A- can be administered, scored, and interpreted by responsible non psychologists ▪ Level B- require knowledge of construction, use, and appropriate advanced coursework in psych/related ▪ Level C- advanced psych degree or licensure and advanced training/supervised experience in particular test ▪ Know the standards of qualification of test users dictated by test publishers o Other ethical issues in assessment→ confidentiality, cross-cultural sensitivity, informed consent, invasion of privacy, proper diagnosis, release of test data, proper administration, test security, and test scoring and interpretation

Best practice of interviews

▪ Used to gather and clarify info ▪ Opportunity to directly ask questions ▪ Begin with open-ended questions, then probe specifics ▪ Review all information before interview ▪ Build rapport with subject first ▪ Ask about multiple areas i.e. academics, home life, extra curricular activities, relationships, etc.

Significantly Below Average FSIQ Range

61 or below

Ethical Concerns of Testing

- Appropriateness in training - Acceptance of professional responsibility - Test selection, administration, scoring, and norms - Test interpretation - Reporting to clients - Administrative/organizational policy issues

What does PRI > VCI potentially mean?

- Cultural disadvantage - Learning disability - Learned ESL or 2 languages at the same time - More common in people of lower SES (interpret with caution!)

What does VCI > PRI potentially mean?

- Emphasis on achievement - Hard work - May be less able to deal with "surprises" - More common in people of greater SES

Pre and Perinatal Variables that impact IQ

- Nutrition (prenatal and during childhood) - Low birth rate - Birth injury (esp. anoxia) - Environmental toxins (lead, mercury, cadmium, and pesticides) - Multiple births

What is "g"?

- Test scores on very different cognitive tasks show a "positive manifold" - Positively correlated to varying degrees - Factor analysis yields a single general factor of intelligence ("g")

Why is assessment important in Psychology?

- Tracks outcomes - Used in research - Informs diagnosis & treatment - Case conceptualization & formulation

What is the g-loading for Similarities?

.76

3 steps of assessment

1) Problem clarification 2) Data collection 3) Interpretation

Factor loading ranking of indices

1) VCI 2) PRI 3) WMI 4) PSI

1. What is Spearman's g? 2. What is Psychometric "g"?

1. A single ability common to all complex task performance (AKA Concrete g) 2. lowest order interpretation of g - Non-controversial, generally agreed - g is a psychometric factor, can be found in cognitive test data by using certain analytic techniques

WISC-V has 13 index scores divided into what 3 categories?

1. Primary indexes- VCI, VSI, FRI, WMI, PSI - factor-based & recc'd for a comprehensive eval of intellectual ability 2. Ancillary index scores QRI, AWMI, NVI, GAI, CPI - provide additional info regarding a childs cog abilities and WISC performance 3. Complementary index scores NSI, STI, SRI

clinical significance (1) vs statistical significance (2)

1. Term to describe if the difference is meaningful 2. Term to describe if the difference is real

Significantly Above Average FSIQ Range

130-139+

Woodcock-Johnson IV (WJ-IV ACH) Test 8: Oral Reading

A measure of story reading accuracy and prosody, a reading-writing (Grw) ability Examinee reads aloud sentences that gradually increase in difficulty Performance is scored for both accuracy and fluency of expression

normative strength or weakness

A statistically significant difference compared to the population

relative (ipsative) strength or weakness

A statistically significant difference compared to yourself

perceptual speed (in Thurston theory of primary mental abilities)

Ability to grasp perceptual details quickly and accurately and to determine similarities and differences between stimuli. ability to identify visual similarities and differences quickly and accurately being able to examine and compare numbers, letters, and objects quickly

What does Similarities measure?

Abstract verbal conceptualization, previous learning, verbal comprehension, associative thinking, and ability to perceive and verbalize abstract similarities. (VCI)

What does Comprehension measure?

Basic principles & social situations. Verbal conceptualization, verbal expression, practical knowledge, crystalized intelligence. (VCI, Supp. Subtest for both WAIS & WISC)

Which subtests are timed in the WAIS?

Block Design, Visual Puzzles, Arithmetic, Symbol Search, Coding, Figure Weights, Picture Completion, Cancellation

when interpreting the Stanford-Binet, how do you know if you can interpret the FSIQ?

Consider whether Nonverbal and Verbal IQ provide equally good indicators of the true level of functioning. A. If approximately the same, then the Full Scale can be used as representative of the examinee's general cognitive ability level. B. If significant differences exist, be cautious about using the Full Scale IQ. C. If significant differences exist, consider all relevant variables to determine which score better represents the true level of functioning.

What are the PRI WAIS subtests?

Core: Block Design, Matrix Reasoning, Visual Puzzles Supplemental: Figure Weights and Picture Completion

What are the WAIS WMI subtests?

Core: Digit Span, Arithmetic Supplemental: Letter-Number Sequencing

What are the WAIS VCI subtests?

Core: Similarities, Information, Vocabulary. Supplemental: Comprehension

What are the WAIS PSI subtests?

Core: Symbol Search and Coding Supplemental: Cancellation

What is Keith's 5-factor Model?

Crystallized Intelligence (Gc), Short-Term Memory (GSM), Fluid Reasoning (Gf), Visual Processing (Gv), and Processing Speed (Gs)

Evaluating differences in scores when administering the Stanford Binet --> Differences to look out for

Evaluating differences between scores o Differences should be statistically significant. o Magnitude of the difference should be uncommon. Four types of score-differences are described in the Examiner's Manual. 1. Differences between/among IQ and factor indexes 2. Frequency of IQ and factor indexes differences 3. Differences between single subtest and average of the examinee's subtests 4. Scatter among the subtests in the 2 domains

how do you evaluate test behavior in the woodcock johnson iv test of achievement

Evaluating test behavior o Test Session Observations Checklist" is a brief, seven-category behavior rating scale intended to systematize and document a number of salient examiner observations. These categories are: 1. Level of conversational proficiency 2. Level of cooperation 3. Level of activity 4. Attention and concentration 5. Self-confidence 6. Care in responding 7. Response to difficult tasks

Description of Letter-Number Sequencing

Examinee is read a sequence of numbers and letters and recalls the numbers in ascending order and the letters in ascending order. * Supposed to recall letters first but no points are marked down if numbers are.

Description of Symbol Search

Examinee scans a search group and indicates whether one of the symbols in the target group matches. - Timed test

Description of Cancellation

Examinee scans a structured arrangement of shapes and marks target shapes. - Timed test

Description of Picture Completion

Examinee views a picture with an important part missing and identifies the missing part. - Timed test

Description of Figure Weights

Examinee views a scale with missing weights and selects the response option that keeps the scale balanced - Timed test

Description of Visual Puzzles

Examinee views and completed puzzle and selects 3 response options that, when combined, reconstruct the puzzle -Timed test

Description of Matrix Reasoning

Examinee views and incomplete matrix or series and selects the response option that completes the matrix or series

T/F As a school psychologist, it is important to diagnose children with dyslexia if they are showing clear signs

FALSE We look for red flags, but we do NOT dx Schools only have to test to find out if a child is eligible for special education services, and if so, under what category. If a child with dyslexia is eligible, they will be placed in a category called Learning Disability.

What does Matrix Reasoning measure?

Fluid intelligence, visuospatial ability, simultaneous processing, and perceptual organization. (PRI) Examinee views an incomplete matrix or series and selects the response option that completes the matrix or series WISC Substitution --> Picture concepts

What does Figure Weights measure?

Fluid reasoning. Validated for 16-69 y/o. (PRI, Supp. Subtest for WAIS, Primary subtest for WISC)

Vocabulary

For picture items, the examinee names the object presented verbally. For verbal items, the examinee defines words that are presented visually and orally.

who revived the term "intelligence" in the 19th century, arguing for its INNATENESS - believed that intelligence and most other physical and mental characteristics of humans were inherited and biologically based.

Francis Galton revived this term Galton was one of the first experimental psychologists, and the founder of the field of enquiry now called Differential Psychology, which concerns itself with psychological differences between people, rather than on common traits one of the first people to study intelligence. He tried to measure physical characteristics of noblemen and created a laboratory to measure their reaction time and other physical and sensory qualities

what does the Cognitive Proficiency Index (CPI) measure?

Introduced with the WISC-IV, but can be applied with the WAIS-IV. o Composite score of the two core Working Memory subtests (DS and Arithmetic) and the two core Processing Speed subtests (Symbol Search and Coding). o Calculated by adding the scaled scores on the above four subtests. CPI tables are available on the CD-ROM that came with your WAIS-IV Essentials text.

also known as the latent response theory refers to a family of mathematical models that attempt to explain the relationship between latent traits (unobservable characteristic or attribute) and their manifestations (i.e. observed outcomes, responses or performance). a measurement approach that uses complex statistical modeling of test performance data to make generalizations about item characteristics Provides a way to model the probability that a person with X ability will be able to perform at a level of Y.

Item Response Theory

What subtest is the most impacted by the Flynn Effect? (The Flynn effect is the substantial and long-sustained increase in both fluid and crystallized intelligence test scores that were measured in many parts of the world over the 20th century)

Matrix Reasoning

Woodcock-Johnson IV (WJ-IV ACH) Test 11: Sentence Writing Fluency

Measures an individuals skill in formulating and writing simple sentences quickly, requiring both reading-writing (Grw) and cognitive processing speed (Gs) abilities Each sentence must relate to a given stimulus pic in the response booklet and must include a given set of 3 words

Woodcock-Johnson IV (WJ-IV ACH) Test 9: Math Facts Fluency

Measures speed of computation or the ability to solve simple addition, subtraction & multiplication facts quickly, requiring both quant knowledge (Gq) and cognitive processing speed (Gs) abilities Examinee is presented w a series of simple arithmetic problems in the response booklet with a 3 minite time limit

What does the PRI measure?

Measures the examinee's ability to detect the underlying conceptual relationship among visual objects and to use reasoning to identify and apply rules - Inductive & Quantitative reasoning - Broad Visual Intelligence - Simultaneous Processing - Abstract thinking o Ability to interpret or organize visually perceived material with a time limit o Nonverbal ability o Ability to form abstract concepts and relationships without use of words o Fluid reasoning o Ability to self-monitor

Woodcock-Johnson IV (WJ-IV ACH) Test 7: Word Attack

Measures the examinees ability to apply phonic and structural analysis skills to the pronunciation of unfamiliar printed words, a reading-writing (Grw) ability initial items require examinee to produce sounds for single letters. remaining items require examinee to read aloud letter combinations that are phonically consistent or are regular patterns in english orthography but are nonsense or low-freq words

Woodcock-Johnson IV (WJ-IV ACH) Test 6: Writing Samples

Measures the examinees skill in writing responses to a variety of demands, a reading-writing (Grw) ability examinee must write sentences that are evaluated for their quality of expression no penalization for spelling or punctuation

Woodcock-Johnson IV (WJ-IV ACH) Test 3: Spelling

Reading writing (Grw) ability requires the examinee to write words that are presented orally The initial items measure prewriting skills, such as drawing lines & tracing letters. The next set of items requires the examinee to produce uppercase and lowercase letters. The remaining items measure the examinee's ability to spell words correctly Items become more difficult as words become more difficult

Woodcock-Johnson IV (WJ-IV ACH) Test 4: Passage Comprehension

Reading-writing (Grw) ability Measures the examinees ability to use syntactic and semantic cues to identify a missing word in text initial --> involve symbolic learning (ability to match a pictographic representation of a word with an actual pic of the object) The next items are presented in a multiple-choice format and require the examinee to point to the pic represented by a phrase Remaining items require the examinee to read a short passage and identify a missing key words that makes sens in the context of the passage

Woodcock johnson iv test of achievement (WJ-IV ACH) RELATIVE PROFICIENCY INDEXES (RPI)

Shows the examinee's level of proficiency (accuracy, speed, or whatever is measured by the test) at the level at which peers are 90% proficient. An RPI of 90/90 would mean that, at the difficulty level at which peers were 90% proficient, the examinee was also 90% proficient. --> AVG An RPI of 95/90 would indicate that the examinee was 95% proficient at the same level at which peers were only 90% proficient. --> above avg An RPI of 75/90 would mean that the examinee was only 75% proficient at the same difficulty level at which peers were 90% proficient. --> below avg RPI; Proficiency Tasks; Age tasks would be 100/90 Very Advanced Extremely Easy 98/90 to 100/90 Advanced Very Easy 95/90 to 98/90 Average to Advanced Easy 82/90 to 95/90 Average Manageable 67/90 to 82/90 Limited to Average Difficult 24/90 to 67/90 Limited Very Difficult 3/90 to 24/90 Very Limited Extremely Difficult 0/90 to 3/90 Extremely Limited Nearly Impossible

how do researchers differ in their views of intelligence

Some researchers argue that intelligence is a general ability (e.g., Spearmans g factor) , whereas others make the assertion that intelligence comprises specific skills and talents Some psychologists contend that intelligence is genetic, or inherited, and others claim that it is largely influenced by the surrounding environment. As a result, psychologists have developed several contrasting theories of intelligence as well as individual tests that attempt to measure this very concept. -- Similar to how each individual seems to have a 'general' athletic ability (those who do well in one measure of athleticism, typically do well in others) research seems to show that humans have a general underlying ability for ability/intelligence (scores trend together) however just like how one individual may be incredible at boxing but horrible at gymnastics (requiring different athletic abilities), they may achieve the same high score on underlying general athletic ability (so sums of scores are not too telling)

when do you use the GAI (VCI & PRI)

The WAIS-IV Technical and Interpretive Manual suggests that, when assessing an examinee with possible neuropsychological issues, the GAI may be used to clarify interpretation. The WMS-IV (which we will learn in Neuropsychological Assessment) enables ability-memory comparisons using the GAI. Ability-achievement discrepancies are also available, comparing the GAI with scores on the WIAT-III. The WAIS-IV Technical and Interpretive Manual suggests that the GAI can be used when significant and unusual discrepancies exist between VCI and WMI, PRI and PSI, WMI and PSI, or between subtests within WMI and/or PSI. The GAI does not replace the FSIQ, but should be reported and interpreted with the FSIQ and all four index scores.

Description of Block Design

The examinee views a model and/or a picture and uses 2-color blocks to recreate the design - Timed test

what do we need to be careful of when using the CPI

The four subtests that make up the CPI also require verbal comprehension and perceptual reasoning to some extent. Working Memory correlates more highly with VC (r = .64) and with PR (r = .62) than it does with Processing Speed (r = .51). CPI might actually measure ability for sustained attention and psychomotor speed.

What is a percentile rank?

The score an individual has above their same-aged peers. (I.e. 42nd percentile = scoring 42% above their same aged peers)

Why do we need to be wary about using the GAI (VCI & PRI)

The six subtests that make up the GAI also require working memory and processing speed. VCI correlates more highly with WMI (r = .64) than with PRI (r = .61). PRI correlates more highly with WMI (r = .62) than with VCI (r = .61). Eliminating working memory and processing speed takes away two important components of intellectual functioning. GAI might actually measure acquired knowledge and problem solving ability, and not be a good overall indicator of cognitive functioning.

processing speed

The speed with which an individual can perceive auditory or visual information and respond to it.

What is FSIQ?

Used to measure overall intelligence and cognitive function Global estimate of an individual's current level of cognitive ability; includes measures of verbal comprehension, perceptual reasoning, working memory, and processing speed. More heavily weighted with the first two than the last two. o Provides the basis and context for evaluating other cognitive abilities o Generally the single most reliable and valid score among all the scores on the WAIS-IV. o Provides information about the individual's relative standing in the general population, as compared to the standardization/normative group

Description of Coding

Using a key, examinee copies symbols that are paired with numbers. - Timed test

What are the 2 WAIS-III indices the FSIQ was composed of?

Verbal IQ (VIQ) and Perceptual IQ (PIQ)

What does Picture Completion measure?

Visual perception, perceptual organization, attention to visual detail. (PRI, Supp. Subtest)

What does Symbol Search measure?

Visuomotor processing speed, short-term visual memory, attention, concentration. (PSI)

What does Cancellation measure?

Visuomotor processing speed, visual selective attention, and visual neglect. (PSI, Supp. Subtest)

What does Coding (CD) measure?

Visuomotor procession speed, short-term memory, learning ability, cognitive flexibility, attention, concentration, motivation. (PSI) Working within a specified time limit, the child uses a key to copy symbols that correspond with simple geometric shapes or numbers

When do we use neither the FSIQ or GAI?

When all indices have large discrepancies

Spoiled

When the individual gives an answer that shows a lack of understanding, a misconception, or impoverished response, after being queried

When do we use the GAI?

When there's a discrepancy between the highest and lowest scoring indices greater than 1.5 SDs ( > 23), and VCI/PRI stick together

Although Nicholas's standard score on the Mathematics Reasoning cluster was within the Average range for seventh-grade students, his RPI (45/90) indicated that a) he will have considerably more difficulty than most of his grade peers in math problem-solving. b) he will have considerably less difficulty than most of his grade peers in math problem-solving.

a) he will have considerably more difficulty than most of his grade peers in math problem-solving.

16. Which of the following IS NOT one of the MMPI-3 PSY-5 Scales: a. Hypomania b. Psychoticism c. Aggressiveness d.Disconstraint

a. Hypomania

8. Which of the following is FALSE about the Stanford Binet Fifth Edition? a. It is the fifth version of a test initially developed by Binet and Simon in France and translated into English by Lewis Stanford, a Psychologist who worked with the Armed Forces during World War I. b. It is published by Riverside Publishing -- true c. It has three summary scores, FSIQ, VIQ, and NVIQ. d.All scores have a Mean of 100 and a Standard Deviation of 15.

a. It is the fifth version of a test initially developed by Binet and Simon in France and translated into English by Lewis Stanford, a Psychologist who worked with the Armed Forces during World War I. FALSE bc it was actually translated to English by Lewis TERMAN who was a psychologist who worked with the Armed Forces during World War I

Your supervisor asks you to evaluate a client that is suspected of having major personality dysfunction. You decide to use the MCMI-IV; however, your supervisor disagrees and asks you to defend your choice. You would defend your choice by saying which of the following: a. Its shorter length, relative to the PAI and the MMPI-3, may increase compliance with the evaluation process. b. Base Rate scores are very easy to understand, so it will be easy to explain the results to the client. c. The MCMI-IV covers symptoms associated with Avoidant Personality Disorder, while the PAI and the MMPI-3 do not. d. None of the above

a. Its shorter length, relative to the PAI and the MMPI-3, may increase compliance with the evaluation process.

A Base Rate score of 60 on a mcmi-iv Clinical Syndromes scale is: a. Not clinically significant b. Suggestive of a personality style c. Indicative of a DSM-5 disorder d.An indication of a need for more focused, narrow-band testing in that clinical area.

a. Not clinically significant

13. Which of the following is TRUE about the WAIS-IV? a. Similarities is one of the ten subtests used to calculate a Full Scale IQ. b. The test is sold/distributed by Psychological Assessment Resources c. Comprehension is included in the Full Scale IQ. d. Coding and Cancellation are the two core subtests that make up the Processing Speed Index.

a. Similarities is one of the ten subtests used to calculate a Full Scale IQ. (C → False bc supplemental for WAIS) (D--> --> actually symbol search and coding)

spatial visualization (in Thurston theory of primary mental abilities)

ability to imagine how an object would look if its position in space were changed Ability to visualize and manipulate patterns and forms in space.

The PAI Cashel Discriminant Function is best described as: a. A score that indicates the client's true mental health status. b. A score that provides information on impression management, specifically, under-reporting of psychological symptoms. c. A score that provides information on impression management, specifically, over-reporting of psychological symptoms. d.A score that looks at the difference between the client's opinion of their substance-related problems and their actual substance-related problems.

b. A score that provides information on impression management, specifically, under-reporting of psychological symptoms.

9. A WAIS-IV/WISC-V profile with subtest scaled scores that vary from 8 to 12 suggests ____ ability across all areas measured. a. Average to superior b. Average c. Below average to average d.Below average to above average

b. Average

3. You are giving the WISC-V when you suddenly realize that you have made an administration error on Digit Span. Your best course of action would be: a. Discontinue testing, as the WISC-V protocol is likely invalid b. Complete the Digit Span subtest, then administer either Picture Span or Letter-Number Sequencing in order to properly calculate the WMI and FSIQ c. Calculate a pro-rated WMI and FSIQ d.Discontinue the Digit Span subtest immediately after the error, and administer either Picture Span or Letter-Number Sequencing to properly calculate the WMI and FSIQ

b. Complete the Digit Span subtest, then administer either Picture Span or Letter-Number Sequencing in order to properly calculate the WMI and FSIQ

1. Which of the following is a non-core subtest (i.e., not included in the Full Scale IQ) on both the WISC-V and the WAIS-IV? a. Similarities (core for both) b. Comprehension c. Matrix Reasoning (core for WAIS) d.Arithmetic (core for WAIS not wisc)

b. Comprehension Similarities (core for both) Matrix Reasoning (core for both) .Arithmetic (core for WAIS not wisc)

15. On the MMPI-3, CRIN, VRIN, and TRIN are PRIMARILY useful for determining which of the following: a. Under-reporting of symptoms b. Over-reporting of symptoms c. Content inconsistent responding d.Psychotic behavior.

c. Content inconsistent responding

4. You become aware that the WAIS-V has been released last month, and you approach your supervisor to receive permission to order the new test. She tells you that the agency does not have the budget to obtain this test right now and suggests that you continue to use the WAIS-IV. The most ethical way to proceed is: a. Refuse to give the WAIS-IV, as it is unethical to administer outdated tests b. Politely inform your supervisor of the importance of ordering the new test, as well as your ethical requirement to use current tests to make high-stakes decisions, and then refuse to give the WAIS-IV. c. Inform your supervisor of your ethical requirements, and create a plan to order the test within the next eleven months, as you have one year from the publication of a new test to use the old test d.None of the above

c. Inform your supervisor of your ethical requirements, and create a plan to order the test within the next eleven months, as you have one year from the publication of a new test to use the old test

2. Jennifer is a 12-year-old girl with a history of calculation deficits and an IEP that classifies her with a Specific Learning Disability in Mathematics. She obtains an RPI score of 90/90 on the WJ IV ACH Calculation test. Which of the following conclusions can you safely make based upon this score? a. Jennifer obtained a perfect score on the Calculation test b. Jennifer no longer has any calculation deficits, and her IEP can be changed and/or eliminated based solely upon this test result c. Jennifer is about as proficient on calculation tasks as age or grade mates d.Both b and c

c. Jennifer is about as proficient on calculation tasks as age or grade mates An RPI of 90/90 would mean that, at the difficulty level at which peers were 90% proficient, the examinee was also 90% proficient. --> AVG An RPI of 95/90 would indicate that the examinee was 95% proficient at the same level at which peers were only 90% proficient. --> above avg An RPI of 75/90 would mean that the examinee was only 75% proficient at the same difficulty level at which peers were 90% proficient. --> below avg

The best way to score the Vocabulary and Similarities subtests is: a. Depend solely on the sample answers given in the WISC/WAIS test manuals b. Use your best judgment about how to score answers c. Review and become familiar with the general scoring criteria for these subtests, as stated in the WISC/WAIS manuals d.If you think the examinee knows the right answer, but just can't verbalize it, give them the two points

c. Review and become familiar with the general scoring criteria for these subtests, as stated in the WISC/WAIS manuals

10. When conducting cognitive and academic testing, a. Always administer items from the individual's right to left b. Keep as many materials as you like on the table c. Select tests based on the referral question d.All of the above

c. Select tests based on the referral question

The PAI Anxiety-Related Disorders (ARD) scale: a. is considered elevated at T = 50 b. can be interpreted without looking at the clinical subscales c. has clinical subscales assessing obsessive-compulsive symptoms, phobias, and traumatic stress d.can be found only on the PAI, not the PAI-A

c. has clinical subscales assessing obsessive-compulsive symptoms, phobias, and traumatic stress

1. Term to describe if the difference is meaningful 2. Term to describe if the difference is real

clinical significance (1) statistical significance (2)

6. The notion of "adaptive testing" is best personified by which measure: a. Bender II b. WISC-IV c. WJ III ACH d. Stanford-Binet, 5th edition

d. Stanford-Binet, 5th edition

7. The Woodcock-Johnson IV ACH Word Attack subtest assesses: a. Reading-Decoding Skills b. Phonemic Awareness c. Spelling Skills d.a and b

d. a and b

12. On which of the following tests would a "skills analysis" be an appropriate interpretive step: a. An achievement test b. The MMPI-3 c. A test of visual-motor integration d.a and c

d. a and c

Measured intelligence increases with...

development

What are the five factor indexes measured in the Stanford Binet Intelligence scale? measured in verbal and nonverbal domains

fluid reasoning knowledge quantitative reasoning visual-spatial processing working memory

most would agree that intelligence has to do with the related capacities of: i.) ii.)

i.) Learning from experience ii.) Adapting to ones environment Think of a person lacking either of these, and you pick out people who seem to lack intelligence You should note, though, that very few formal tests of intelligence really demand subjects to do either of these! Factor analytic studies (Sternberg, 1981) of informal views of an 'ideally intelligent' person capture these characteristics ---- They emphasize practical problem solving and social competence (the same thing?) as signs of intelligence, along with a factor loaded on verbal ability

What does a 95% confidence interval (CI) mean?

if we were to take 100 different samples and compute a 95% confidence interval for each sample, then approximately 95 of the 100 confidence intervals will contain the true mean value (μ). ... Consequently, the 95% CI is the likely range of the true, unknown parameter. We can be 95% certain that an individual's true score falls in between xx-xxx

Rocco found a bag of coins. The first coin Rocco pulled from the bag is a penny. The next two coins from the bag are pennies as well. Therefore, Rocco concluded that all the coins in the bag are pennies what type of reasoning is Rocco using? inductive or deductive

inductive reasoning

working memory

measures a child's ability to register, maintain, and manipulate visual and auditory information in conscious awareness. These tasks measure one's skills in attention, concentration, and mental reasoning as well as visual and auditory discrimination. a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory

What does the WMI measure?

measures the examinees ability to register, maintain, and manipulate visual & auditory information in conscious awareness - Registration requires attention, auditory & visual discrimination, and concentration - Maintenance is the process by which info is kept active in conscious awareness, using the phonological loop or visual sketchpad - Manipulation is mental resequencing of info based on the application of a specific rule Attention, Concentration, Mental Control, Visual & Auditory

integrated report writing includes

o Include biographical information, reason for referral/background information, assessments used, test session observations, social, emotional, and behavioral functioning, summary, recommendations, data sheets, and signatures ▪ Chronological age → Testing date - DOB. -->> Chronological age order: Year, Month, day o Include relevant things that have happened in the past o Need significant school/medical history o Include information from self, parents, teachers, assessments o Create interventions based on info collected

assessing special groups

o Learning disabled o Individuals with mental retardation o Developmentally delayed o Gifted o English language learners o Attention deficit/ hyperactive disorder o Autistic/Asperger's Syndrome o Speech and language delayed o Alzheimer's/dementia o Traumatic brain injury

measures Ability to use nonverbal, fluid reasoning, attention to detail, and visual-motor integration measures relative cognitive speed o Ability to interpret or organize visually perceived material with a time limit o Cognitive flexibility o Nonverbal ability o Ability to form abstract concepts and relationships without use of words o Fluid reasoning o Ability to self-monitor

perceptual reasoning; PRI

What is general intelligence?

represents an average level of all the individual components that contribute to tasks (AKA Abstract g)

what is inductive reasoning? (in Thurston theory of primary mental abilities)

specific to general reasoning that takes specific information and makes a broader generalization that's considered probable while still remaining open to the fact that the conclusion may not be 100% guaranteed Making an educated or informed guess based on the information or data that you have. It might sound right, but that doesn't mean it is right --> The left-handed people I know use left-handed scissors; therefore, all left-handed people use left-handed scissors assumptions

Fluid Ability (Gf)

the ability to reason and to solve new problems independently of previously acquired knowledge "Raw" ability Tasks that use: - Problem solving - Adaptation and flexibility - Unfamiliar stimuli - Matrix Reasoning as prototypical test - Figure Weights an additional Gf test

Weschler's definition of intelligence

the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with their environment

How did Spearman measure intelligence? what are the strengths and weaknesses?

theory of general intelligence (g) defined it as a general ability involving mainly the ability to see relations and correlates ("g") -- inferred g from tests of various abilities, such as vocabulary, memory, and reasoning - g-factor: single factor that represents an individual's general intelligence across multiple abilities - s-factor: an individual's specific ability in one particular area (mechanical, spatial, numerical, verbal) strength: scores do tend to vary together, individuals who do well on one test tend to do well on others so it makes "sense" weakness: - humans are so variable and unique that defining them w one variable seems too simplified - limited in what he characterizes as intelligence

how did Howard Gardner measure intelligence? what are the strengths and weaknesses of his theory?

theory of multiple intelligence - expanded idea of what can be considered "intelligence" 7-9 independent intllignces (don't depend on eachothr, are not correlated) - logical-mathematical (quantifying things, matching hypotheses & proving them) - linguistic (finding the right words to express what u mean) - musical (discerning sounds, their pitch, tone, rhythm, & timbre) - spatial (visualizing the world in 3D) - body kinesthetic (coordinating ur mind w ur body) - intrapersonal (understanding yourself, what u feel & want) - interpersonal (sensing ppls feelings/motives) - naturalist (understanding living things & reading nature) - Existential intelligence (deep sensitivity and people's ability to handle deep questions such as the meaning of existence) strength: - expands defn of intelligence, takes into account more than just book smarts weakness - are these actually measuring intelligence, or abilities and talents? - are there repercussions to label these as intelligence instead of talents? - not a lot of evidence to support it bc its hard to test

how did LL Thurnstone measure intelligence? what are the strengths and weaknesses of his theory?

theory of primary mental abilities 7 factors of intelligence (rather than just 1 like spearmans g) - verbal comprehension - spatial visualization - perceptual speed - numerical ability (mental math) - inductive reasoning (generalizing) - memory (Ability to recall information such as lists or words, mathematical formulas, and definitions) - word fluency (Ability to use words quickly and fluency in performing such tasks as rhyming, solving anagrams, and doing crossword puzzles) strength: seems more accurate to have a breakdown of intelligence weakness: - individual abilities tend to vary together on the subtests (suggests an underlying intelligence factor like g) - limited in what they consider intelligence (focuses on primarily 'book smarts')

how did Robert Sternberg measure intelligence? what are the strengths and weaknesses of his theory?

triarchic theory of intelligence - agreed w gardner that there are multiple intelligences but only 3 instead of 7-9 - to him, intelligence is measured for real world success 3 independent intelligences - analytical intelligence (problem solving ability; analyze or evaluate problems and arrive at solutions. This is what a traditional IQ test measures) - creative intelligence (ability to go beyond what is given to create novel and interesting ideas. This type of intelligence involves imagination, innovation, and problem-solving) - practical intelligence (adapting to demands of the environment; daily life problems) strength - chose things based on practical real-world success - reliable bc easy to test weakness - individuals that tend to score highly on one intelligence tend to score highly on the others (support for a single factor underlying intelligence)

Measure of crystallized intelligence, Measures the examinees ability to access and apply acquired word knowledge Verbal concept formation, reasoning, & expression - Word Knowledge acquisition - Information Retrieval - Ability to reason & solve verbal problems - Communication of knowledge

verbal comprehension; vci

measures Ability to use attention, concentration, and working memory. o Short-term memory o Ability to sustain attention o Numerical ability o Encoding ability o Auditory processing skills o Cognitive flexibility o Ability to self-monitor

working memory; (WMI)

Best practice for observations

▪ Know goal for observations ▪ Narrative recording, interval recording (time sampling), event recording, duration recording, latency recording ▪ Define behaviors in operational terms ▪ Use a peer comparison ▪ Look for published observational coding system ▪ Be aware of types of observer errors ▪ Use a silent timer