Assessment, Testing, and Diagnostic Process

Developing expertise in testing and assessment depends to a large extent on: a. statistical analysis and quantitative methodology. b. a strong mathematics background. c. having taken tests as a client. d. earning a doctoral degree.

a

Ideally, an assessment should include: a. a wide range of information gathered from various avenues to illuminate multiple aspects of the client. b. an emphasis on the available standardized measures and an avoidance of the use of non-standardized measures. c. a large amount of valid information around a narrowly defined, yet relevant, aspect of the client. d. none of the above.

a

Tests concerned with measuring learning, acquired capabilities, or developed skills are called: a. tests of ability. b. achievement tests. c. aptitude tests. d. test of typical performance.

a

Which of the following terms refer to the consistency or accuracy of a test score? a. reliability. b. accuracy. c. validity. d. reality.

a

A test can be defined as: a. an unbiased instrument designed to measure aspects of behavior. b. an attempt to objectively measure a sample of thoughts and/ or behavior. c. a technique for gathering normative data. d. one way to measure intelligence and aptitude.

b

One of the alternatives to the use of formal diagnostic labeling is: a. to reduce the importance of assessment and diagnosis in the treatment of clients. b. to use the system of functional behavioral labeling. c. to encourage the client to accept the responsibility for self-diagnosing. d. to refer clients who need a diagnosis to other professionals.

b

Tests concerned with making predictions about how a person is likely to perform in the future are called: a. tests of ability. b. aptitude tests. c. achievements tests. d. tests of typical performance.

b

Tests that measure learning and the acquired capabilities of developed skills are often called proficiency tests, but are also referred to as: a. ability tests. b. achievement tests. c. aptitude tests. d. tests of typical performance.

b

The impact of technology on testing in the counseling field has: a been negligible, since it has no real statistical significance. b.raised concerns about compromised privacy and confidentiality. c.been instrumental in clarifying assessment issues. d.none of the above

b

The interpretations of assessment data should: a. be designed to help clients non-defensively accept revealed information. b. involve clients in thinking about implications and results. c. help clients to recognize the validity of test data. d. be done in groups whenever possible

b

The major strength of the DSM-IV-TR diagnostic system is that it captures the essence of the client's: a. personality type, temperament, and etiology of presenting problems. b. symptomology, personality patterns, and current functioning. c. family of origin, invalidating environments, and esteem deficits. d. coping resources, adaptive capacities, and character assets.

b

Which of the following is not a valid reason for using a diagnostic system? a.to communicate more clearly with other mental health specialists. b.to create labels for people that guide future decisions about them in other situations. c.to construct a treatment plan and guide interventions. d.to satisfy record-keeping requirements of insurance companies and accrediting agencies.

b

All of the following are steps you must take upon noticing signs or symptoms of a client at risk except: a. comply with your state's reporting laws and requirements. b. screen for a history of abuse and inform the client of reporting requirements. c. evaluate the client's physical condition to decide if abuse has occurred. d. assess safety considerations for your client and others at risk.

c

In recent years, testing has been viewed: a.as an essential and irreplaceable tool in counseling. b.as a routine practice. c.with increased concern due to potential cultural and ethical biases. d.as a sub-specialty to be applied by those receiving advanced training.

c

Interest inventories are designed to: a. predict occupational areas in which a person is likely to experience success. b. inform a person about the occupational areas where they should seek employment. c. compare responses to those of persons successfully employed in various occupations. d. be used only with people who have strong opinions and job skills.

c

The assessment process itself can be therapeutic because: a. it teaches self-discipline. b. it is the most direct route to effective psycho-education. c. clients have an opportunity to learn a great deal about themselves. d. all of the above.

c

The counseling interview is: a. the most unreliable source of assessment information. b. the most researched form of non-standardized assessment. c. the most commonly used observational technique. d. none of the above.

c

Which of the following best describes a standardized test? a. it allows for highly accurate measurements, regardless of cultural factors. b. it is designed to avoid characterizing people unnecessarily. c. it attempts to insure that administration, scoring, and other testing procedures are universal for all clients. d. it is generally free from biases based on sex, gender, race, or socio-economic status.

c

A test designed to measure an individual's day-to-day behavior or performance is called: a. test of ability. b. aptitude test. c. achievement test. d. test of typical performance.

d

Assessment can be defined as: a.the use of the best available single measure to describe an individual. b.the collection of the greatest amount of information possible about the individual. c.a process dependent on a carefully designed research model. d.a multifaceted and integrated process reflecting various aspects of an individual.

d

Assessment is a multifaceted process that involves: a. testing and evaluation. b. interviewing and observing. c. construction of an integrated "portrait" of the client's phenomenological view. d. all of the above. e. none of the above.

d

Diagnosis, despite all the information it provides, does not provide information on: a. the client's behavior. b. the client's long-standing character. c. the possible treatment options. d. the client as a person

d

Ideally, in conducting an assessment, a counselor would select: a. only standardized instruments. b. only non-standardized instruments. c. non-standardized instruments, but administer them in a highly standardized manner. d. both standardized and non-standardized instruments.

d

Many professionals in the counseling field oppose the concept of formal diagnosis because: a. diagnostic reliability is inconsistent. b. there is an emphasis on pathology. c. there is an emphasis on the medical model. d. all of the above. e. none of the above.

d

One of the advantages of using testing in counseling is that it: a.removes the influence of the counselor in assessment and appraisal. b.minimizes the influence of chance factors in the decision-making process. c.removes subjective and external influences on statistical outcomes. d.provides added information to aid client and counselor in decision-making. e. all of the above.

d

The testing and assessment process is crucial to accomplishing which of the following tasks? a.learning the client's developmental issues and assessing strengths and weaknesses. b.familiarizing yourself with the client's view of the world. c.formulating diagnostic impressions and developing a treatment plan. d.all of the above. e.none of the above.

d

"Red Flag" issues in counseling always require further assessment and include (but are not limited to): a. physical or emotional abuse of a child, elder, or dependent person. b.evidence that a client is a danger to themselves or others. c.the need to rule out medical causes for client's presenting problems. d.the presence of legal or ethical concerns. e.all of the above.

e