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Midterm Exam requirements

Folders of your inter-raters
SPSS Output of Cohens Kappa

The Psychological
Revised Questionnaire ready for pretesting

Report

Demographic Data
Reporting of findings Clients name, address, telephone number, education,
Considerations for writing the Psychological report: occupation, religion, marital status, date of birth, place of
goal of the assessment birth, date of testing. The examiners name may also be
The audience for whom the report is intended
included
There is no single, universally accepted style or form
Some basic elements of a psychological report:
Demographic data/Personal information
Reason for Referral
Tests Administered
Findings
Recommendation
Summary

Reason for Referral Background

Why was the client referred for psychological assessment?
May be as short as one sentence
Example: Johnny was referred for evaluation to shed light on the
question of whether his inattention to class is due to personality,
neurological, or other difficulties
Introduces a more detailed data about the client, such as
family background, birth-order, educational background, and
other relevant experiences revealed by the client that may be
relevant to the reason for referral
Here you can use the data that you have gathered from the intake
interview form and the intake interview

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Test Administered
Listing of the names of test that were administered.
Date of testing is inserted next to the name of each test
administered
Example:
In-depth Intake Interview with the client (date)
Wechsler Intelligence Scale for Children-IV (date)
Bender Visual-Motor Gestalt Test-2 (date)
Rorschach Test (date)
Thematic Apperception Test (date)
Sentence Completion Test (date)
Mention of any extraneous variables that might in some way
have affected the test results unusual noise in or out of the
testing room, significant event that happened prior to testing,
etc.
Where all the background material, behavioral observations,
and test data are integrated to provide an answer to the
referral question.
Recommendation
Should be made on the basis of the psychological assessment
with particular attention to factors such as personal aspects
and deficiencies of the client
Recommendations should be given with the goal of addressing
the presenting problem
Some recommendations:
For psychotherapy and other interventions
Consultation with a neurologist
Placement in a special class
Short-term family therapy
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Findings
Reports results of tests
Extra-test considerations (such as observations during the
conduct of the test e.g. clients motivation to take the test;
level of fatigue, rapport with examinee, etc)
Example: the client did not appear to be motivated to do well on
the tests
May begin with a description that is detailed enough for the
reader of the report almost to visualize the examinee
Example: Silas is a 20-year old college student with black,
shoulder length, stringy hair and a full beard. He came to the
testing wearing a tie-dyed shirt, cutoff and ragged shorts, and
sandals. He sat slouched in his chair for most of the test session,
tended to speak only when spoken to, and spoke in a slow,
manner.
Whether or not the examiner makes reference to the actual
test data is a matter of personal preference.
Example: There is evidence of neurological deficit in this record
or
There is evidence of neurological deficit, as indicated by the
rotation and perseveration errors in the Bender-Gestalt-2 record.
Further, on the TAT, this examinee failed to grasp the situation as
a whole and simply enumerated single details.
Findings section should lead logically into the
Recommendation section.
Summary
Includes brief presentation of the reason for referral, findings,
and the recommendation
Usually only a paragraph or two
Should provide a concise statement of who the examinee is,
why the examinee was referred for testing, what was found,
and what needs to be done.
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Some issues to psychological
testing (personality tests)
The Barnum Effect (Forer effect)
The consequence of ones belief that a vague personality
description truly describes oneself when in reality that
description may apply to almost anyone;
Sometimes referred to as the Aunt Fanny effect because
the same personality might be applied to anyones Aunt Fanny
The hindsight bias (knew-it-all-along effect)
The tendency to overestimate how predictable an outcome
was once the outcome is known
Example, once results are given, the bias suggests that
examinee will overestimate how easily they could have
guessed what their scores would have been
Important note
It is destructive to leave students either with the idea that
tests are infallible or that tests are not to be trusted. Oliver,
1982
Lowman et al. (1982) also stress the importance of pointing
out the possible imperfections of the theory and note that
this is especially important to prevent students from placing
undue emphasis on their results or stereotyping themselves
or others.
Reporting Intellectual functioning
Tests that will be used:
OLMAT
RPM
DAT numerical
SCAT - verbal
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The Lake Wobegon effect (superiority bias)
in domains where individuals generally have some degree of
familiarity and ability (e.g. being intelligent, being honest,
possessing communication skills, getting along with others,
leadership skills), a majority of people consistently rate
themselves as above average
The Confirmation bias (confirmatory bias)
the tendency to search for, interpret, favor, and recall
information in a way that confirms one's preexisting beliefs or
hypotheses, while giving disproportionately less consideration
to alternative possibilities.
4 parts of test interpretation
Intellectual/Cognitive functioning
Emotional functioning (affect/mood)
Interpersonal relations
Vocational aptitude
Suggested flow
Report first the Overall IQ (OLMAT)
corresponding percentile (approximately),
corresponding intellectual category (normal, bright
normal, etc.);
salient strengths and weaknesses in various cognitive
abilities; how abilities compare to those of general
population.
Here you may mention, whether intellectual/mental ability scores
validate school performance of the client, e.g. consistent honor
student, class valedictorian, etc
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OLMAT School Ability Tests

Verbal Description Range of O-L Range of Stanine Assess the students aptitude in reasoning and problem
DIQs percentile ranks solving, using verbal (word), quantitative (number), and
Superior 4% 128 & above 96 & above 4% 9 nonverbal (picture-figure-spatial relationship) symbols.
120-127 89-95 7% 8
Tests are developed on the premise that to learn new things,
Above Average 19% students must be able to perceive accurately, to recognize and
112-119 77-88 12% 7 to recall what has been perceived, to think logically, to
104-111 60-76 17% 6 understand relationships, to abstract from a set of particulars,
to apply generalizations to new and different contexts
Average 54% 96-103 40-59 20% 5

88-95 23-39 17% 4

80-87 11-22 12% 3

Below Average 19%
72-79 4-10 7% 2

Low 4% 71 & below Below 4 4% 1

Verbal Score Nonverbal Score

Ability to perceive the meaning of and the relationship between
words and word combinations
Sentence completions, solving verbal analogies, deciphering the
relationships between the meaning of words
Quantitative Score
Ability to comprehend and employ numbers that permit him to
understand relationships, computation rules, and problem-
solving techniques
Build and solve equations, recognize number series, demonstrate
an understanding of the relationship between numbers and their
values.
Ability to spatially manipulate and reason with geometric
patterns and figures.
High scores in this area indicate that the person learn best
through visuals, pictures, objects, models, simulations, and
hands-on activities
Ability to solve figure analogies, classify designs, and exercise skill
sin recognizing figures in dimension

RPM Aptitude Tests

Abstract Reasoning It needs to be remembered that an individual can have an
non-verbal measure of reasoning ability - student is asked to infer aptitude for a particular area but have no interest in it, and
the rule/s that are operating and predict the next step in the series. conversely, may have a low aptitude in area a have an extreme
measures an individuals logical, analytical, and conceptual skills. interest or liking for it.
ability to see relationships among objects in terms of their size,
shape, position, and quantities
ability to analyse dynamic changes and project them forward in time
an individual to envisage cause and effect in situations were it is
important to predict the future based on past events and trends, for
example, market trends in the financial sector.
Individuals with good abstract reasoning will usually work out
problems for themselves and will often challenge ideas that fail to
be convincingly though through or explained.

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DAT
test the understanding of numerical relationships and facility in Description Stanine Percentile
handling numerical concepts.scores in a test it has very little Very High 9 97 & Above
meaning unless it know how this score relates to the total possible 8 90-96
score Above Average
7 78-89
Two systems are used to convert raw scores to a system that gives
6 59-77
meaning to the result in terms of (i) the total possible score
(stanine), (ii) the score relative to the score obtained by other Average 5 41-58
candidates (percentiles). 4 23-40
A percentile score indicates the percentage of candidates who fall 3 12-22
Below Average
below a particular raw score. A score, which falls at the 65th 2 5-11
percentile, means that an individuals score is better than 65% of the
Very Low 1 4 & Below
students.
Stanine scores is a range expressed as a series of single digits
numbers between 1 and 9, were 4 to 6 represents an average score.

Numerical Ability Educational Aptitude (Verbal Reasoning and Numerical

This test measures the ability to perform mathematical reasoning)
reasoning tasks. This combines the scores from verbal and numerical reasoning
Numerical reasoning is important for success in courses such above. The resulting score provides the best general measure
as mathematics, physics, chemistry, accounting, actuary, of educational aptitude or the ability to learn from books and
economics, engineering, trades such as electrician, and teachers and to perform well in academic subjects.
carpentry as well as banking, insurance, computing, and
surveying.
Those with high numerical reasoning will enjoy using
numerical/statistical data and use these creatively and
accurately.
The numerical score alone is not enough to predict ability in
honours Maths which also requires a high level of abstract
reasoning

Emotional functioning and

Example
Social Relations
COGNITIVE ASSESSMENT Tests
The Slosson Intelligence Test-Revised was used to assess the intellectual
functioning of Sari. The test measures six domains of intelligence, namely: 16 PF
vocabulary, general information, similarities and differences, comprehension,
quantitative, and auditory memory. The scores reported below are percentiles, BPI
standard scores (X=100, SD-16), at 95% confidence intervals. The norms were
based on Saris age of 9 years. MBTI
Percentile Standard Score 95% Confidence Interval
PPP
Total Standard Score 9 78 70-86 EPPS
Sari scored in the 9th percentile, meaning that in comparison with children Integrate results from these tests; may or may not use them
within the same chronological age, 91 percent scored higher than this level. Her
intellectual abilities are low in almost all of the domains, particularly in all
similarities and differences domain. Saris scores in both standard score of 78
and 9th percentile are categorized under borderline m/h. This may indicate that Look for common results, complementing/supporting results,
she is able to acquire new information and concept in a slower manner than her and/or contradicting results
counterparts. The confidence interval used for the test was 95%, indicating that
Saris true score would fall somewhere in the range of 70 and 86. Confidence Look for average ratings as well as extreme scores
interval means that if Sari were to take the test, she would score between 70
and 86, 95% of the time.

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16 PF PPP
Tough-Mindedness Emotional Stability
Extraversion Sociability
Independence Risk-taking
Anxiety Cheerfulness
Self-Control Respectfulness
..\..\..\ALGERNON\16PF\16 PF Factor Meanings.doc

MBTI
MBTI Dichotomies
You may indicate personality type but need to expound more on
Focus of Attention
Taking in of information
Decision-making
Dealing with the World Natural focus of extraversion is the external world Natural focus of intraversion is the internal world

Taking in and presenting information Taking in and presenting information

in a sequential, step-by-step way in a snapshot, big picture way

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MBTI Type by
Quadrant

MBTI Dichotomies What they are more

concerned with
IS Thoughtful Realist

Practicalities
IN Thoughtful Innovator

Thoughts, ideas, concepts

How they learn Pragmatically and by reading Conceptually by reading,

Where they focus their
change efforts
Making decisions by stepping back from a situation, Making decisions by stepping into the situation,
taking an objective view taking an emphatic view Motto
What they are more
concerned with
and observing listening and making
connections
Deciding what should be kept
and what needs changing Generalizing new ideas and
theories
If it isnt broken, dont fix it Lets think ahead
ES Action Oriented Realist EN Action Oriented
Innovator
Actions
New ways f doing things

How they learn Actively and by

experimentation Creatively and with others
Where they focus their
change efforts Making things better Putting new ideas into practice
A planned approach to meeting the deadline A spontaneous approach to meeting the deadline
in a scheduled way with a rush of activity
Motto Lets just do it Lets change it
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16 Personality Types BPI

Scale Clusters
A. Cognitive Style and Infrequency
1. Denial 2. Deviation
B. Personal Cognitive Adjustment
1. Persecutory Ideation 2. Thinking Disorder
C. Personal Emotional Adjustment
1. Depression 2. Anxiety 3. Hypochondriasis
D. Social and Self Perception
1. Self-Depreciation 2. Social Introversion
E. Antisocial Orientation
1. Interpersonal Problems 2. Alienation 3. Impulse Expression

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Vocational aptitude
..\..\..\..\Desktop\bpi (2).pptx Tests we can use:
COPS-II: Career Occupational Preference System Interest
Inventory
MBTI

Vocational Aptitude Sample Interpretation

Identify the dominant vocational cluster based on the
result
Describe competencies, distinct characteristic that
people in that particular vocational cluster usually
possess
Check if it is complementing personality characteristics of
the client
The test/work sample results indicate interest and
abilities to perform work in a variety of skilled and semi-
skilled service jobs, which will require training and entry
level employment in unskilled jobs. Victor tested high in
interests in both skilled technology and service
occupations with high aptitudes in clerical, skilled
technology, and skilled service occupations. While he does
have high tested interest and aptitude for clerical work, he
was not interested in sitting in an office all day.

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The COPSystem Career Clusters
Science, Professional occupations involve responsibility for
the planning and conducting of research. They include
collecting and applying systematic accumulation of knowledge
in the related branches of mathematical, medical, life and
physical sciences.
Science, Skilled occupations involve observing and classifying
facts in assisting in laboratory research and applying this
information in the fields of medicine and life and physical
sciences.
Consumer Economics occupations involve the preparation and
packaging of foods and beverages. They also include the
production and care of clothing and textile products.
Outdoor occupations involve activities performed primarily
out-of-doors. They include the growing and tending of plants
and animals and the cultivation and gathering of crops and
natural resources in the areas of agriculture and nature as in
forestry, park service, fishing, and mining.
Clerical occupations involve recording, posting, and filing of
business records requiring great attention to detail, accuracy,
neatness, orderliness, and speed. They include office work
and contact with customers in keeping records.
Communication occupations involve language skill in the
creation or interpretation of literature, or in the written and
oral communication of knowledge and ideas.
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Technology, Professional occupations involve responsibility
for engineering and structural design in the manufacture,
construction, or transportation of products or utilities.
Technology, Skilled occupations involve working with one's
hands in a skilled trade concerned with construction,
manufacture, installation, or repair of products in related
fields of construction, electronics, and mechanics.
Business, Professional occupations include positions of high
responsibility in the organization, administration, and efficient
functioning of businesses and governmental bureaus. They
involve finance and accounting, management, and business
promotion.
Business, Skilled occupations involve sales, promotion, and
marketing. They also include financial and organizational
activities of businesses in regard to promotion of business.
Arts, Professional occupations involve individualized
expression of creative or musical talent. They include the
fields of design, fine arts, and performing arts.
Arts, Skilled occupations involve application of artistic skill in
the fields of photography, graphic arts, and design.
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Writing the Test Manual

Service, Professional occupations include positions of high General Format
responsibility in caring for the personal needs and welfare of Title Page
others in fields of social service, health, and education. Table of Contents
Service, Skilled occupations involve providing services to I Introduction
persons and catering to the tastes, desires, and welfare of What is --- Test?
others in fields of personal service, social and health related Current scientific knowledge about the construct
services, and protection and transportation. II Development of the Test
Construct
Conceptual and Operational definition
Blue Print (table of specifications)
Item construction
Validity procedures
Reliability procedures

General Format (contd) Appendices

III Administering the Test Letters used for the validation/pretesting processes
Major components of the test SPSS output of the pretesting
Administration procedure Other relevant documents
Test sequence
Testing environment
Supervision Writing style:
Instruction script Double-spaced, left-justified all throughout
IV Scoring & Interpretation
Font: Calibri, 11
How the test is scored and interpreted
1 inch margins on all sides
V Copy of the Actual Test/Questionnaire
Page numbers: bottom, right corner
Headings of each section: Calibri all caps, bold, left-justified