ࡱ> ` Sbjbjss A $ $ $ $ $ $ $ 8 ||||t8 * "<$h<$ 5^$ $ g $ $ i$ $ >o| |m\8{L }0mX']'>o>o'$ vXr  8 8 8 D|8 8 8 |8 8 8 $ $ $ $ $ $   TOC \o "1-2" \h \z \u  HYPERLINK \l "_Toc136248996" Test inventory  PAGEREF _Toc136248996 \h 3  HYPERLINK \l "_Toc136248997" Australian Scale for Aspergers Syndrome  PAGEREF _Toc136248997 \h 3  HYPERLINK \l "_Toc136248998" Achenbach Child Behaviour Checklist  PAGEREF _Toc136248998 \h 3  HYPERLINK \l "_Toc136248999" Achenbach System of Empirically Based Assessment Ages 6-18  PAGEREF _Toc136248999 \h 4  HYPERLINK \l "_Toc136249000" Anxiety Disorders Interview Schedule Revised (ADIS-R) Child  PAGEREF _Toc136249000 \h 4  HYPERLINK \l "_Toc136249001" Beck Anxiety Inventory  PAGEREF _Toc136249001 \h 4  HYPERLINK \l "_Toc136249002" Beck Depression Inventory II  PAGEREF _Toc136249002 \h 5  HYPERLINK \l "_Toc136249003" Beck Hopelessness Inventory  PAGEREF _Toc136249003 \h 7  HYPERLINK \l "_Toc136249004" Beck Youth Inventories of Emotional & Social Impairment  PAGEREF _Toc136249004 \h 10  HYPERLINK \l "_Toc136249005" Bene Anthony Family Relations Test (Test cupboard)  PAGEREF _Toc136249005 \h 10  HYPERLINK \l "_Toc136249006" Benton Controlled Oral Word Association Test  PAGEREF _Toc136249006 \h 11  HYPERLINK \l "_Toc136249007" British Ability Scales  PAGEREF _Toc136249007 \h 11  HYPERLINK \l "_Toc136249008" CAVLT  PAGEREF _Toc136249008 \h 12  HYPERLINK \l "_Toc136249009" Childs Auditory Verbal Learning Test  PAGEREF _Toc136249009 \h 13  HYPERLINK \l "_Toc136249010" Childrens Apperception Test  PAGEREF _Toc136249010 \h 13  HYPERLINK \l "_Toc136249011" Childrens atypical development scale  PAGEREF _Toc136249011 \h 14  HYPERLINK \l "_Toc136249012" Childrens Depression Scale  PAGEREF _Toc136249012 \h 15  HYPERLINK \l "_Toc136249013" Childrens Memory Scale  PAGEREF _Toc136249013 \h 15  HYPERLINK \l "_Toc136249014" Connors rating scales  PAGEREF _Toc136249014 \h 16  HYPERLINK \l "_Toc136249015" Connors Continuous Performance Test 2.0  PAGEREF _Toc136249015 \h 17  HYPERLINK \l "_Toc136249016" Coopersmith Self-Esteem Inventory  PAGEREF _Toc136249016 \h 17  HYPERLINK \l "_Toc136249017" Coping Scale for Adults  PAGEREF _Toc136249017 \h 18  HYPERLINK \l "_Toc136249018" Delis-Kaplan Executive Function System  PAGEREF _Toc136249018 \h 18  HYPERLINK \l "_Toc136249019" Depression Anxiety Stress Scales  PAGEREF _Toc136249019 \h 19  HYPERLINK \l "_Toc136249020" DES  PAGEREF _Toc136249020 \h 19  HYPERLINK \l "_Toc136249021" Eating Disorder Inventory-II  PAGEREF _Toc136249021 \h 19  HYPERLINK \l "_Toc136249022" Goldstein-Scheerer Tests of Abstract and Concrete Thinking  PAGEREF _Toc136249022 \h 20  HYPERLINK \l "_Toc136249023" Impact of Events Scale (IES)  PAGEREF _Toc136249023 \h 20  HYPERLINK \l "_Toc136249024" Kaufman Assessment Battery for Children  PAGEREF _Toc136249024 \h 20  HYPERLINK \l "_Toc136249025" Key Math Revised  PAGEREF _Toc136249025 \h 22  HYPERLINK \l "_Toc136249026" Millon Clinical Multiaxial Inventory  PAGEREF _Toc136249026 \h 22  HYPERLINK \l "_Toc136249027" MMPI-2  PAGEREF _Toc136249027 \h 24  HYPERLINK \l "_Toc136249028" MMPI-Adolescent  PAGEREF _Toc136249028 \h 25  HYPERLINK \l "_Toc136249029" NART  PAGEREF _Toc136249029 \h 26  HYPERLINK \l "_Toc136249030" NEALE  PAGEREF _Toc136249030 \h 26  HYPERLINK \l "_Toc136249031" Pain - OMPSQ  PAGEREF _Toc136249031 \h 26  HYPERLINK \l "_Toc136249032" P-3 & Pain profile  PAGEREF _Toc136249032 \h 27  HYPERLINK \l "_Toc136249033" Padua inventory  PAGEREF _Toc136249033 \h 27  HYPERLINK \l "_Toc136249034" Piers-Harris 2, Piers Harris Childrens Self Concept Scale  PAGEREF _Toc136249034 \h 27  HYPERLINK \l "_Toc136249035" Post-Traumatic Stress Diagnostic Scale  PAGEREF _Toc136249035 \h 28  HYPERLINK \l "_Toc136249036" Personality Assessment Inventory  PAGEREF _Toc136249036 \h 29  HYPERLINK \l "_Toc136249037" Rey Auditory Verbal Learning Test (RAVLT)  PAGEREF _Toc136249037 \h 30  HYPERLINK \l "_Toc136249038" Rey Complex Figure Test  PAGEREF _Toc136249038 \h 31  HYPERLINK \l "_Toc136249039" Reynolds Adolescent Depression Scale  PAGEREF _Toc136249039 \h 32  HYPERLINK \l "_Toc136249040" Reynolds Child Depression Scale  PAGEREF _Toc136249040 \h 33  HYPERLINK \l "_Toc136249041" RCMAS  PAGEREF _Toc136249041 \h 34  HYPERLINK \l "_Toc136249042" Rohde Sentence Completion Method  PAGEREF _Toc136249042 \h 34  HYPERLINK \l "_Toc136249043" Rorschach Inkblot Test  PAGEREF _Toc136249043 \h 35  HYPERLINK \l "_Toc136249044" SCL-90-R  PAGEREF _Toc136249044 \h 35  HYPERLINK \l "_Toc136249045" SCOLP  PAGEREF _Toc136249045 \h 37  HYPERLINK \l "_Toc136249046" Self-Directed Search  PAGEREF _Toc136249046 \h 37  HYPERLINK \l "_Toc136249047" SIQ  PAGEREF _Toc136249047 \h 38  HYPERLINK \l "_Toc136249048" ASIQ  PAGEREF _Toc136249048 \h 39  HYPERLINK \l "_Toc136249049" Social Skills Training: Enhancing Social Competence with Children and Adolescents  PAGEREF _Toc136249049 \h 39  HYPERLINK \l "_Toc136249050" South Australian Spelling Test  PAGEREF _Toc136249050 \h 40  HYPERLINK \l "_Toc136249051" STAXI  PAGEREF _Toc136249051 \h 40  HYPERLINK \l "_Toc136249052" STAXI-2  PAGEREF _Toc136249052 \h 42  HYPERLINK \l "_Toc136249053" STROOP TEST  PAGEREF _Toc136249053 \h 43  HYPERLINK \l "_Toc136249054" SYMBOL DIGIT MODALITIES TEST (SDMT)  PAGEREF _Toc136249054 \h 44  HYPERLINK \l "_Toc136249055" Thematic Apperception Test  PAGEREF _Toc136249055 \h 45  HYPERLINK \l "_Toc136249056" TRAIL MAKING TEST  PAGEREF _Toc136249056 \h 45  HYPERLINK \l "_Toc136249057" TRAUMA SYMPTOM INVENTORY  PAGEREF _Toc136249057 \h 46  HYPERLINK \l "_Toc136249058" WAIS-R  PAGEREF _Toc136249058 \h 47  HYPERLINK \l "_Toc136249059" WASI  PAGEREF _Toc136249059 \h 49  HYPERLINK \l "_Toc136249060" WIAT  PAGEREF _Toc136249060 \h 50  HYPERLINK \l "_Toc136249061" Wechsler Memory Scale-Revised  PAGEREF _Toc136249061 \h 50  HYPERLINK \l "_Toc136249062" WISC-III  PAGEREF _Toc136249062 \h 50  HYPERLINK \l "_Toc136249063" WISC-IV  PAGEREF _Toc136249063 \h 53  HYPERLINK \l "_Toc136249064" Wisconsin Card Sort Test  PAGEREF _Toc136249064 \h 56  HYPERLINK \l "_Toc136249065" Woodcock Reading Mastery Tests-Revised  PAGEREF _Toc136249065 \h 56  HYPERLINK \l "_Toc136249066" WPPSI-R  PAGEREF _Toc136249066 \h 57  HYPERLINK \l "_Toc136249067" WPPSI-III  PAGEREF _Toc136249067 \h 59  HYPERLINK \l "_Toc136249068" Wide Range Assessment of Memory and Learning  PAGEREF _Toc136249068 \h 63  Test inventory Australian Scale for Aspergers Syndrome This questionnaire is designed to identify behaviours and abilities indicative of Asperger's Syndrome in children during their primary school years. This is the age at which the unusual pattern of behaviour and abilities is most conspicuous. Each question or statement has a rating scale with 0 as the ordinary level expected of a child of that age. Achenbach Child Behaviour Checklist Purpose: Designed to assess "social competence" and "behavior problems" in children. [Parent, teacher, self-report] Population: Ages 4-18. Score: Five scale scores. Authors: Thomas M. Achenbach and Craig Edelbrock. Publisher: Thomas M. Achenbach. Description: The Child Behavior Checklist (CBCL) was designed to address the problem of defining child behavior problems empirically. It is based on a careful review of the literature and carefully conducted empirical studies. It is designed to assess in a standardized format the behavioral problems and social competencies of children as reported by parents. Scoring: The CBCL can be self-administered or administered by an interviewer. It consists of 118 items related to behavior problems which are scored on a 3-point scale ranging from not true to often true of the child. There are also 20 social competency items used to obtain parents reports of the amount and quality of their childs participation in sports, hobbies, games, activities, organizations, jobs and chores, friendships, how well the child gets along with others and plays and works by him/herself, and school functioning. Reliability: Individual item intraclass correlations (ICC) of greater than .90 were obtained "between item scores obtained from mothers filling out the CBCL at 1-week intervals, mothers and fathers filling out the CBCL on their clinically-referred children, and three different interviewers obtaining CBCLs from parents of demographically matched triads of children." Stability of ICCs over a 3-month period were .84 for behavior problems and .97 for social competencies. Test-retest reliability of mothers ratings were .89. Some differences were found between mothers and fathers individual ratings. Validity: Several studies have supported the construct validity of the instrument. Tests of criterion-related validity using clinical status as the criterion (referred/non-referred) also support the validity of the instrument. Importantly, demographic variables such as race and SES accounted for a relatively small proportion of score variance. Norms: Normative data, obtained from parents of 1,300 children, were heterogeneous with respect to race and socioeconomic status and were proportionate to the composition of the general U.S. population. Suggested Uses: It is suggested that the CBCL is a viable tool for assessing a childs behaviors, via parent report, in a clinical or research environment. Achenbach System of Empirically Based Assessment Ages 6-18 The Achenbach System of Empirically Based Assessment (ASEBA) includes an integrated set of rating forms for ages 1.5 to 59:  HYPERLINK "http://www.assess.nelson.com/aseba/mod15-5.html" Ages 1.5-5 Module (Pre-School)   HYPERLINK "http://www.assess.nelson.com/aseba/mod6-18.html" Ages 6-18 Module (School) new Test Observation Forms for Ages 2-18 (TOF/2-18)  HYPERLINK "http://www.assess.nelson.com/aseba/mod18-59.html" Ages 18-59 Module (Adult) Ages 60+ Module (Adult) -- Call ASEBA forms are used and researched worldwide, as reported in some 5,000 studies across 50 countries. Features Multi-informant assessment for ages 1.5-59 with separate forms available for parents/caregivers, teachers/educators, self-rating Separate norms by gender and age group for competencies, adaptive functioning, syndromes, DSM-oriented scales, Internalizing, Externalizing, and Total Problems Comparable scales across wide age ranges User-friendly forms for both hand-scoring and key entry (computer-scoring); scannable forms and direct client entry also available Specialized Guides illustrate use of the ASEBA in mental health, medical, school, and child/family service settings Extensive research on service needs and outcomes; diagnosis; prevalence of problems, medical conditions, treatment efficacy, genetic and environmental effects, epidemiology, cross-cultural variatons, child abuse, ADHD, HIV, PTSD The ASEBA offers a comprehensive approach to assessing adaptive and maladaptive functioning. ASEBA instruments clearly document clients' functioning in terms of both quantitative scores and individualized descriptions in respondents' own words. Descriptions include what concerns respondents most about the clients; the best things about clients; and details of competencies and problems that are not captured by quantitative scores alone. The individualized descriptive data, plus competence, adaptive, and problem scores, facilitate comprehensive, in-depth assessment. Numerous studies demonstrate significant associations between ASEBA scores and both diagnostic and special education categories. You can relate ASEBA directly to DSM-IV diagnostic categories by using the normed DSM-oriented scales that are available for scoring ASEBA forms.  HYPERLINK "http://www.assess.nelson.com/aseba/mod15-5.html" Ages 1.5-5 Module (Pre-School Age)  Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Caregiver-Teacher Report Form (C-TRF/1.5-5)  HYPERLINK "http://www.assess.nelson.com/aseba/mod6-18.html" Ages 6-18 Module (School Age) Child Behavior Checklist for Ages 6-18 (CBCL/6-18) Youth Self-Report for Ages 11-18 (YSR/11-18) Teacher's Report Form for Ages 6-18 (TRF/6-18) Test Observation Forms for Ages 2-18 (TOF/2-18) NEW Direct Observation Form for Ages 5-14 (DOF) Semistructured Clinical Interview for Children & Adolescents (SCICA)  HYPERLINK "http://www.assess.nelson.com/aseba/mod18-59.html" Ages 18-59 Module (Adult Age) Adult Behavior Checklist for Ages 18-59 (ABCL) Adult Self-Report for Ages 18-59 (ASR) Anxiety Disorders Interview Schedule Revised (ADIS-R) Child (none found yet) Beck Anxiety Inventory Purpose: Designed to discriminate anxiety from depression in individuals. Population: Adults. Score: Yields a total score Time: (5-10) minutes. Author: Aaron T. Beck. Publisher: The Psychological Corporation. Description: The Beck Anxiety Inventory (BAI) was developed to address the need for an instrument that would reliably discriminate anxiety from depression while displaying convergent validity. Such an instrument would offer advantages for clinical and research purposes over existing self-report measures, which have not been shown to differentiate anxiety from depression adequately. Scoring: The scale consists of 21 items, each describing a common symptom of anxiety. The respondent is asked to rate how much he or she has been bothered by each symptom over the past week on a 4-point scale ranging from 0 to 3. The items are summed to obtain a total score that can range from 0 to 63. Reliability: The scale obtained high internal consistency and item-total correlations ranging from .30 to .71 (median=.60). A subsample of patients (n=83) completed the BAI after 1 week, and the correlation between intake and 1-week BAI scores was .75. Validity: The correlations of the BAI with a set of self-report and clinician-rated scales were all significant. The correlation of the BAI with the HARS-R and HRSD-R were .51 and .25, respectively. The correlation of the BAI with the BDI was .48. Convergent and discriminant validity to discriminate homogeneous and heterogeneous diagnostic groups were ascertained from three studies. The results confirm the presence of these validities. Norms: The three normative samples of psychiatric outpatients were drawn from consecutive routine evaluations at the Center for Cognitive Therapy in Philadelphia, Pennsylvania. The total sample size was 1,086. There were 456 men and 630 women. Suggested Uses: Recommended for use in assessing anxiety in clinical and research settings Beck Depression Inventory II The Beck Depression Inventory Second Edition (BDI-II) is a 21-item self-report instrument intended to assess the existence and severity of symptoms of depression as listed in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV; 1994). This new revised edition replaces the BDI and the BDI-1A, and includes items intending to index symptoms of severe depression, which would require hospitalization. Items have been changed to indicate increases or decreases in sleep and appetite, items labeled body image, work difficulty, weight loss, and somatic preoccupation were replaced with items labeled agitation, concentration difficulty and loss of energy, and many statements were reworded resulting in a substantial revision of the original BDI and BDI-1A. When presented with the BDI-II, a patient is asked to consider each statement as it relates to the way they have felt for the past two weeks, to more accurately correspond to the DSM-IV criteria. Each of the 21 items corresponding to a symptom of depression is summed to give a single score for the BDI-II. There is a four-point scale for each item ranging from 0 to 3. On two items (16 and 18) there are seven options to indicate either an increase or decrease of appetite and sleep. Cut score guidelines for the BDI-II are given with the recommendation that thresholds be adjusted based on the characteristics of the sample, and the purpose for use of the BDI-II. Total score of 0-13 is considered minimal range, 14-19 is mild, 20-28 is moderate, and 29-63 is severe. BDI has been used for 35 years to identify and assess depressive symptoms, and has been reported to be highly reliable regardless of the population. It has a high coefficient alpha, (.80) its construct validity has been established, and it is able to differentiate depressed from non-depressed patients. For the BDI-II the coefficient alphas (.92 for outpatients and .93 for the college students) were higher than those for the BDI- 1A (.8 6). The correlations for the corrected item-total were significant at .05 level (with a Bonferroni adjustment), for both the outpatient and the college student samples. Test-retest reliability was studied using the responses of 26 outpatients who were tested at first and second therapy sessions one week apart. There was a correlation of .93, which was significant at p < .001. The mean scores of the first and second total scores were comparable with a paired t (25)=1.08, which was not significant. Validity: One of the main objectives of this new version of the BDI was to have it conform more closely to the diagnostic criteria for depression, and items were added, eliminated and reworded to specifically assess the symptoms of depression listed in the DSM-IV and thus increase the content validity of the measure. With regard to construct validity, the convergent validity of the BDI-II was assessed by administration of the BDI-1A and the BDI-II to two sub-samples of outpatients (N=191). The order of presentation was counterbalanced and at least one other measure was administered between these two versions of the BDI, yielding a correlation of .93 (p<.001) and means of 18.92 (SD = 11.32) and 21.888 (SD = 12.69) the mean BDI-II score being 2.96 points higher than the BDI-1A. A calibration study of the two scales was also conducted, and these results are available in the BDI-II manual. Consistent with the comparison of mean differences, the BDI-II scores are 3 points higher than the BDI-1A scores in the middle of the scale. Factorial Validity has been established by the inter-correlations of the 21 items calculated from the sample responses. Beck Hopelessness Inventory Description: Hopelessness is the experience of despair or extreme pessimism about the future, and as such, is part of the "cognitive triad" (along with a negative view of oneself and one's world) described in Beck's (1979) cognitive model of depression. According to Shneidman (1996), hopelessness-helplessness is the most common emotion experienced among suicidal persons. The Beck Hopelessness Scale (Beck et al., 1974; Beck and Steer, 1988; Steer and Beck, 1988) is a 20-item assessment device designed to measure negative expectations about the future. Individuals completing the BHS are asked to answer the questionnaire based on their attitudes during the preceding week. The self-report instrument may be administered in written or oral form, and each item is scored with a true/false response. Total scores range from 0-20 with higher scores indicating a greater degree of hopelessness. The BHS has been translated into Dutch (DeWilde et al., 1993) and Hebrew (Pershakovsky, 1985). Potential Use: Clinical research and assessment. Populations Studied: The BHS has been used with high school students and other non-clinically ascertained populations (DeWilde et al., 1993; Osman et al., 1998), adolescent psychiatric outpatients (Brent et al., 1997; 1998) and inpatients (Enns et al., 1997; Goldston et al., 2000; Kashden et al., 1993; Kumar and Steer, 1995; Morano et al., 1993; Rotheram-Borus and Trautman, 1988; Steer et al., 1993a, 1993b; Topol and Reznikoff, 1982), and adolescent suicide attempters on a pediatrics unit (Swedo et al., 1991). Reliability: Among adolescents who have been psychiatrically hospitalized, hopelessness as assessed with the BHS seems to be a relatively stable construct (correlation between serial administrations 6 months apart = .63; Goldston, unpublished data, January 2000). These data dovetail with data from adult samples suggesting that hopelessness as assessed with the BHS has some "trait characteristics" (Young et al., 1996). Internal Consistency: In adolescent psychiatric inpatients (Steer et al., 1993a), the BHS has been found to be internally consistent (KR-20 coefficient=.86). Both the Dutch translation of the scale (in three samples of adolescents) and the Israeli version of the BHS have been found to be internally consistent (alphas from .68 to .75, and alpha=.89, respectively). Concurrent Validity: In a United States adolescent psychiatric inpatient sample, and in Canadian samples of Aboriginal psychiatric inpatient suicide attempters and non-Aboriginal psychiatric inpatient suicide attempters, BHS scores were found to correlate (r=.53, .75, and .82, respectively) with severity of depression as measured with the BDI (Enns et al., 1997). In nonreferred adolescents, BHS scores were negatively related (as predicted) with Reasons for Living - Adolescent Version total scores (r=-.65; Osman et al., 1998). In adolescent psychiatric inpatients, severity of hopelessness was positively related to suicidal ideation (Steer et al., 1993b). Likewise, changes in hopelessness over one year among high school students were related to changes in suicidal ideation over the same period of time, after controlling for changes in depression (Mazza and Reynolds, 1998). In both Caucasian and Aboriginal adolescent psychiatric inpatient suicide attempters, BHS scores were related to suicide intent; the relationship between BHS scores and suicide intent remained significant for Caucasian but not Aboriginal youths after controlling for concurrent depression (Enns et al., 1997). BHS scores were not found to be related to suicidal intent among primarily Hispanic and African-American adolescent psychiatry inpatient suicide attempters (Rotheram-Borus and Trautman, 1988). In one study, adolescent suicide attempters reported more hopelessness at psychiatric hospitalization than did adolescents without a history of attempts (Goldston et al., 2000). In another study, suicidal adolescents as well as depressed nonsuicidal adolescents reported more hopelessness than nondepressed, nonsuicidal adolescents (DeWilde et al., 1993). In this study, depressed adolescents also reported more hopelessness than suicidal youths, although it is worth noting that some of the suicide attempters made their suicide attempts as long ago as one year before the study. Psychiatrically hospitalized adolescent suicide attempters had higher hopelessness scores than nonattempters, both in samples matched for severity of depression (Morano et al., 1993) and in samples not matched for depression scores (Kashden et al., 1993; Topol and Reznikoff, 1982). Hopelessness was one of two variables that were used to discriminate between (or correctly classify) 76% of suicide attempters hospitalized on a pediatrics unit, other at-risk youths, and normal controls (Swedo et al., 1991). Predictive Validity: Among adults, hopelessness has repeatedly been found to be associated with eventual suicide (Beck et al., 1985, 1990; Fawcett et al., 1990) and repeat self-harm behaviors (Scott et al., 1997; Brittlebank et al., 1990) in clinically referred samples. Among adolescent psychiatric inpatients with a history of suicide attempts, BHS scores were predictive of suicide attempts following discharge from the hospital (Goldston et al., 2000). These predictive effects were not apparent among adolescents without a history of attempts, and were no longer statistically significant after controlling for depression (Goldston et al., 2000). In a second study (Hawton et al., 1999), the BHS failed to differentiate between adolescents who made repeat attempts and adolescents who did not make repeat attempts in a 1-year follow-up after hospitalization for self-poisoning. However, this study was limited in power because of the small number of youths attempting suicide in the follow-up. When Hawton et al. (1999) combined for statistical analyses the adolescents who presented at hospitalization with repeat suicide attempts and adolescents who made repeat suicide attempts over the follow-up, the repeaters did on average have higher BHS scores than the youths with single overdoses. Adults who prematurely discontinue cognitive therapy have higher hopelessness scores than adults who remain in therapy (Dahlsgaard et al., 1998). In a controlled treatment study, Brent et al. (1997) also found that adolescents who dropped out of therapy had higher hopelessness scores than adolescents who remained in therapy. Brent et al. (1998) also found higher BHS scores to be associated with failure to achieve clinical remission of major depression. Treatment Studies: A suicide prevention program was found to reduce BHS scores in some but not all schools (Orbach and Bar-Joseph, 1993); however, BHS scores were generally low in this high school population even before the intervention. The BHS has been used in multiple treatment studies with adults (e.g., Rush et al., 1982), but has not been used as a primary outcomes measure in a controlled treatment trial with youths. Summary and Evaluation: The Beck Hopelessness Scale is an excellent scale based on the cognitive theory of depression that has been widely used with adults, but less used in studies with adolescents. Among adults, the BHS repeatedly has been found to be associated with repeat suicide attempts and completed suicide in clinically ascertained samples. Hopelessness also has been found to predict later suicide attempts (over 5 years) among psychiatrically hospitalized adolescents with a history of prior attempts (but not among youths without prior attempts). An important consideration in treatment studies is that BHS scores have been found to be associated with treatment dropout in both samples of adults and adolescents. Beck Youth Inventories of Emotional & Social Impairment Used to assess emotional & social impairment in children ages 7 through 14. The new Beck Youth Inventories five self-report inventories can be used separately or in combination to assess symptoms of depression, anxiety, anger, disruptive behavior, and self-concept. Five Inventories The five inventories each contain 20 statements about thoughts, feelings, and behaviors associated with emotional and social impairment in youth. Children describe how frequently the statement has been true for them during the past two weeks, including today. The instruments measure a child's emotional and social impairment in five specific areas: Beck Depression Inventory for Youth: In line with the depression criteria of the Diagnostic and Statistical Manual of Mental Health DisordersFourth Edition (DSMIV), this inventory allows for early identification of symptoms of depression. It includes items related to a child's negative thoughts about self, life and the future, feelings of sadness and guilt, and sleep disturbance. Beck Anxiety Inventory for Youth: Reflects children's specific worries about school performance, the future, negative reactions of others, fears including loss of control, and physiological symptoms associated with anxiety. Beck Anger Inventory for Youth: Evaluates a child's thoughts of being treated unfairly by others, feelings of anger and hatred. Beck Disruptive Behavior Inventory for Youth: Identifies thoughts and behaviors associated with conduct disorder and oppositional-defiant behavior. Beck Self-Concept Inventory for Youth: Taps cognitions of competence, potency, and positive self-worth. Child-Friendly Using the same principles as the widely-used Beck Depression InventoryII and other adult Beck Inventories for anxiety, hopelessness and suicide ideation, the Beck Youth Inventories focus on children's self-perceived behavior, cognitions and feelings. Each inventory can be completed in just 5 to 10 minutes. Items are written at a 2nd grade reading level, with language that is easy to understand for self-reporting; they may also be administered orally to those who have difficulty reading at this level. Items have been selected from statements made by children seen in various treatment settings. Multiple Uses in School and Clinical Settings Consistent with IDEA legislation requirements, the Beck Youth Inventories are intended for screening for emotional and social difficulties that may impair a child's ability to function in school settings. These inventories are useful in planning and monitoring educational placement as well as in clinical treatment settings. For children who are classified as emotionally disturbed, or who are emotionally volatile, the inventories may be used for routine monitoring. Flexible Scoring and Profiling Norms allow comparison with responses of children within age and gender groups that are ethnically and socio-economically representative of the U.S. population. Scoring and profiling are adaptable to the clinical needs of and time available to the user, including: across inventory profiling for a global picture of the child's experience and possible diagnostic impression; inventory analysis for specific understanding of a child's experience in one affective domain; and single domain scores for expedient progress monitoring. Cost-Effective for Treatment Decisions These inventories offer brief, cost-effective methods for assessing both the severity of a child's symptoms as well as change during the course of treatment. Initially, all inventories may be administered to assist in treatment planning, with select ones used in subsequent sessions as needed to target specific areas of treatment. The inventories can be completed prior to each session without using valuable treatment time; ease and flexibility of scoring also allows for problem identification and prevention efforts without extensive training. Bene Anthony Family Relations Test (Test cupboard) Purpose: The test assesses the feelings and emotions, negative and positive, that a child has towards their family. Benefits: Measures outgoing and incoming negative and positive feelings for each figure, highlighting relationships which you may need to focus on. Gives you information about a child's view of their family relationships and thoughts concerning them, to which you can then focus attention. Contains an easy-to-use scoring procedure which assesses the feelings associated with maternal and paternal over-protection and over-indulgence and personality strength and weakness. Benton Controlled Oral Word Association Test The Controlled Oral Word Association Test (COWAT) is a measure of a person's ability to make verbal associations to specified letters (i.e., C, F. and L). This measure is a useful component of a neuropsychological battery as it is able to detect changes in word association fluency often found with various disorders. British Ability Scales A reliable measure of cognitive functioning over a wide age range, using ability scales. These are divided into two batteries, available separately or together as a Full Age Range kit. The assessment enables you to derive a general conceptual ability score (GCA). Where more specific abilities need investigating, other diagnostic scales can be used to provide a more detailed profile Format: Individual Time: 30-45 mins Age: 2 years 6 months 17 years 11 months Purpose: A cognitive functioning measure that enables you to use scales tailored to a specific problem. Benefits: Age-related start points and decision points pinpoint an individuals ability range, and terminate the scale as soon as sufficient information is gathered to ensure manageable testing times and minimise the risk of fatigue. In addition to presenting profiles and discrepancy scores, it generates two interpretative narrative reports for you to customise or edit; one for parents/teachers and a more technical report for psychologists. Microsoft Windows compatible. Contents Available in 3 versions: Full Age Range for 2.6 to 17:11 years Early Years for 2:6 to 5:11 years School Age for 5:0 to 17:11 years Complete Set contains: Stimulus Items for each scale Stimulus Booklets 10 Record Forms 10 Assessment Booklets. CAVLT The CAVLT-2 measures auditory verbal learning and memory abilities-processes commonly disrupted in learning disabilities and brain trauma. This test is designed to be used with children and adolescents ages 6.6-17.11 years as part of a comprehensive psychoeducational or neuropsychological assessment battery. The CAVLT-2 is composed of one recognition and two free-recall memory word lists designed specifically for young people. The first free-recall word list is presented for five trials. The second free-recall test is presented as an interference list, after which the individual is asked to recall words from the first list. Following a brief delay, retention is assessed by a second recall test of the words from the first list. Finally, words from a new recognition list are presented; the individual must decide whether each word was included in the original free-recall word list. The CAVLT-2 yields measures of immediate memory span, level of learning, immediate recall, delayed recall, recognition accuracy, and total intrusions. The CAVLT-2 scores for each trial may now be obtained and baserate tables are included for standard score comparisons. Scores are reported as both percentiles and normalized standard scores. Performance profiles for both learning trials and CAVLT-2 summary scores can be plotted on the test booklet. Normative data are provided for 12 age groups and include learning trial scores. Results from generalizability and validity studies are contained in the manual. Four case studies, including a learning-disabled sample, are also presented. Childs Auditory Verbal Learning Test Type of test: Neuro Memory / Learning Ages: 6.5 18 Testing time: 45 minutes Childrens Apperception Test Purpose: Designed as a projective method of describing personality. Population: Ages 3 to 10 years. Time: 30 minutes. Description: The Childrens Apperception Test (CAT-A) is a projective method of describing personality by studying individual differences in the responses made to stimuli presented in the form of pictures of animals in selected settings. The 10 items consist of 10 scenes showing a variety of animal figures, mostly in unmistakably human social settings. The use of animal rather than human figures was based on the assumption that children of these ages would identify more readily with appealing drawings of animals than with drawings of humans. The author discusses interpretation on the basis of psychoanalytic themes, but there is no compelling reason that Childrens Apperception Test protocols could not be interpreted from other theoretical frameworks. Scoring: This projective technique is not "scored" in a quantitative sense. The gist of stores is recorded, and the presence or absence of thematic elements is indicated on the form provided. Reliability and Validity: No statistical information is provided on the technical validity and reliability of the CAT. Norms: Information on norms is not included in the manual. Suggested Uses: Designed for use in clinical and research settings. Childrens atypical development scale  HYPERLINK "javascript:AL_get(this,%20'jour',%20'J%20Abnorm%20Child%20Psychol.');" J Abnorm Child Psychol. 1994 Apr;22(2):167-76 Psychometric properties of the children's atypical development scale.  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Stein+MA%22%5BAuthor%5D" Stein MA,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Szumowski+E%22%5BAuthor%5D" Szumowski E,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Sandoval+R%22%5BAuthor%5D" Sandoval R,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Nadelman+D%22%5BAuthor%5D" Nadelman D,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22O%27Brien+T%22%5BAuthor%5D" O'Brien T,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Krasowski+M%22%5BAuthor%5D" Krasowski M,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Phillips+W%22%5BAuthor%5D" Phillips W. The Children's Atypical Development Scale (CADS) is a 53-item rating scale designed to measure unusual behaviors in children. Principal-factor analysis on a clinic-referred and pediatric sample of 474 children resulted in a four-factor solution: Communication Deficits, Lability, Social Relatedness Deficits, and Preoccupation. The CADS is internally consistent and has adequate temporal stability. CADS factor scores were differentially associated with parent and teacher rating scales, IQ, and Continuous Performance Test errors. The scale shows promise as a clinical and research tool for assessing atypical behaviors associated with pervasive developmental disorder and other neurobehavioral disorders. Childrens Depression Scale First published in 1978, the CDS is an invaluable tool for identifying depressed children. Six sub-scales measure affective response, social problems, self-esteem, pre-occupation with own sickness or death, guilt, pleasure and enjoyment. Children post responses into one of five boxes: very right, right, dont know / not sure, wrong, or very wrong. A parents questionnaire allows for others to report on the childs behaviour and feelings. The questionnaire is intended for use with parents, siblings, teachers and relatives of the child to provide another index of the childs depression or well-being. The CDS is used by clinicians for therapy as well as assessment. In counselling and psychotherapy the CDS helps children acknowledge their sadness or depression. It is also used in family therapy to help children and parents talk to each other about their feelings. The scale has a game-like quality which facilitates the childrens ability to communicate more fully their experience. For assessment of depression, the CDS provides an indication of the childs depression along two continua: depression and the capacity to enjoy life. Children s Memory Scale Compares memory and learning to ability, attention, and achievement. The Children s Memory Scale"! (CMS) fills the need for a comprehensive learning and memory test for children ages five to 16. Multiple Uses Plays a vital role in assessing learning disabilities and attention deficit disorders Helps to plan remediation and intervention strategies for school and clinical settings As a screener or diagnostic instrument, CMS measures learning in a variety of memory dimensions: Attention and working memory Verbal and visual memory Short- and long-delay memory Recall and recognition Learning characteristics. Serves as a process skills screening instrument For children with learning disabilities, diagnosed with TBI, ADHD, epilepsy, cancer, brain tumors Connors rating scales The Conners' Rating Scales - Revised (CRS-R) are a result of 30 years of research on childhood and adolescent psychopathology and problem behavior. The CRS-R assess for attention-deficit/hyperactivity disorder in children and adolescents (aged 3-17), and can measure treatment changes and outcome assessment purposes. The CRS-R are composed of the parent rating scale, teacher rating scale and adolescent self-report scale, all of which come in a long version, taking 15-20 minutes to complete, and a short version, taking 5-10 minutes to complete. The information below pertains to the teacher rating scale. Number of Versions:3Version:TeacherAuthor(s):C. Keith Conners, Ph.D.Date of Publication:1997Material(s) Needed for Test:InstrumentManual:Available Charge for one form or kit:Yes Purpose and Nature of Test Construct(s) Measured:Conduct Problems, Cognitive Problems, Anxiety Problems, Social Problems. Population for which designed:Age Range: 3 through 17 years old Method of Administration:IndividualSource of Information:TeacherSubtests and Scores:Oppositional, Social Problems, Cognitive Problems/Inattention, DSM-IV Symptom Subscales, Hyperactivity, Conners' ADHD Index, Anxious-Shy, Conners' Global Index, Perfectionism Number of Items:59Type of Scale:Likert Connors Continuous Performance Test 2.0 (nothing located) Coopersmith Self-Esteem Inventory The Coopersmith Self-Esteem Inventory was developed through research to assess attitude toward oneself in general, and in specific contexts: peers, parents, school, and personal interests. It was originally designed for use with children, drawing on items from scales that were previously used by Carl Rogers. Respondents state whether a set of 50 generally favorable or unfavorable aspects of a person are "like me" or "not like me." There are two forms, a School Form (ages 8-15) and an Adult form (ages 16 and older) (Anastasi, 1988; Blascovich & Tomaka, 1991; Pervin, 1993). Acceptable reliability (internal consistency and test-retest) and validity (convergent and discriminant) information exists for the Self-Esteem Inventory (see Blascovich & Tomaka, 1991). Coping Scale for Adults Designed as a self-report inventory that examines coping behavior. The test comprises of an administrators manual, four test forms, a scoring sheet and a profile chart. The manual includes guidance for the administration, scoring and interpretation of the test. The test forms are made up of two short forms, one for general and the other for specific concerns, and two long forms, also for general and specific concerns. The forms contain items which describe a coping strategy; the short forms contain 19 items representing each coping scale; the long version contains between three to seven items representing each scale, making up 73 items in all. The respondents answer each item on a five point Likert scale that assesses the degree to which each coping strategy is used. The scale ranges from Used a great deal to Doesnt apply or dont do it. Each form includes an open question at the end. The forms appear printed back to back and are appointed by colour; purple for general and green for specific. Hence, the long forms, for example, will be printed on the same sheet of paper; one side of this sheet will be purple, the other side green. Accompanying the long forms is a scoring sheet for manual scoring of both general and specific versions, and a profile chart, which can provide graphic feedback of results from both the general and specific forms, and for individual scores or group scores. The long form may be scored by machine using Optical Mark Recognition (OMR) Scoring Services. The short form cannot be scored in this manner. All of the forms are non-reusable. The authors give no indication of the order in which the forms should be presented. The respondent will need a pen or pencil and eraser to complete the forms and the administrator will perhaps need a calculator to score the test, the authors suggest using different coloured pens to mark out the profile chart in order to distinguish between the profiles for general and specific concerns. Delis-Kaplan Executive Function System The Delis-Kaplan Executive Function System (D-KEFS) is the first nationally standardized set of tests to evaluate higher level cognitive functions in both children and adults. Assesses key areas of executive function (problem-solving, thinking flexibility, fluency, planning, deductive reasoning) in both spatial and verbal modalities, normed for ages 8-89. With nine stand-alone tests, comprehensively assess the key components of executive functions believed to be mediated primarily by the frontal lobe. Engaging Materials: Its game-like format is engaging for examinees, encouraging optimal performance without providing right/wrong feedback that can create frustration in some children and adults. Multiple Uses Assess the integrity of the frontal system of the brain Determine how deficits in abstract, creative thinking may impact daily life Plan coping strategies and rehabilitation programs tailored to each patients profile of executive-function strengths and weaknesses.. Depression Anxiety Stress Scales The DASS is a 42 item self-report inventory that yields 3 factors: Depression; Anxiety; and Stress. This measure proposes that physical anxiety (fear symptomatology) and mental stress (nervous tension and nervous energy) factor-out as two distinct domains. This screening and outcome measure reflects the past 7 days. Gamma coefficients that represent the loading of each scale on the overall factor (total score) are .71 for depression, .86 for anxiety, and .88 for stress. One would expect anxiety and stress to load higher than depression on the common factor as they are more highly correlated and, therefore, dominate the definition of this common factor (Lovibond and Lovibond, 1995). Reliability of the three scales is considered adequate and test-retest reliability is likewise considered adequate with .71 for depression, .79 for anxiety and .81 for stress (Brown et al., 1997). Exploratory and confirmatory factor analyses have sustained the proposition of the three factors (p < .05; Brown et al., 1997). The DASS anxiety scale correlates .81 with the Beck Anxiety Inventory (BAI), and the DASS Depression scale correlates .74 with the Beck Depression Scale (BDI). In the public domain. Can be downloaded for free from the following site http://www.psy.unsw.edu.au/Groups/Dass/ DES The Dissociative Experiences Scale (DES) was developed by Eve Bernstein Carlson, Ph.D. and Frank W. Putnam, M.D. The overall DES score is obtained by adding up the 28 item scores and dividing by 28: this yields an overall score ranging from 0 to 100. Copies of the DES can be obtained through the  HYPERLINK "http://www.sidran.org" Sidran Institute. The following pages from Dr. Ross's book Dissociative Identity Disorder provide background information on the DES. The papers by Dr. Ross referenced in the text are listed elsewhere on this Web site. The Dissociative Experiences Scale (DES) is a 28-item self-report instrument that can be completed in 10 minutes, and scored in less than 5 minutes. It is easy to understand, and the questions are framed in a normative way that does not stigmatize the respondent for positive responses. A typical DES question is, "Some people have the experience of finding new things among their belongings that they do not remember buying. Mark the line to show what percentage of the time this happens to you." The respondent then slashes the line, which is anchored at 0% on the left and 100% on the right, to show how often he or she has this experience. The DES contains a variety of dissociative experiences, many of which are normal experiences. A newer form of the DES has a format in which the responses are made by circling a percentage ranging from 0% to 100% at 10% intervals. The advantage of the new form of the DES is that it is easier to score. It appears to have excellent convergent validity with the original form of the DES, and to be interchangeable with it (Ellason, Ross, Mayran, & Sainton, 1994). The DES has very good validity and reliability, and good overall psychometric properties, as reviewed by its original developers (Carlson, 1994; Carlson & Armstrong, 1994; Carlson & Putnam, 1993; Carlson et al., 1993). It has excellent construct validity, which means it is internally consistent and hangs together well, as reflected in highly significant Spearman correlations of all items with the overall DES score. The scale is derived from extensive clinical experience with an understanding of DID. In the initial studies during its development and in all subsequent studies, the DES has discriminated DID from other diagnostic groups and controls at high levels of significance, based on either group mean or group median scores. In most samples, the mean and median DES scores for DID subjects are within 5 points of each other. As reviewed in Chapter Six, the higher the DES score, the more likely it is that the person has DID. In a sample of 1,051 clinical subjects, however, only 17% of those scoring above 30 on the DES actually had DID (Carlson et al., 1993). The DES is not a diagnostic instrument. It is a screening instrument. High scores on the DES do not prove that a person has a dissociative disorder, they only suggest that clinical assessment for dissociation is warranted. This is how we report DES scores in our consults, as within or not within the range for DID, and as consistent or not consistent with the clinical and DDIS diagnosis of DID. DID subjects sometimes have low scores, so a low score does not rule out DID. In fact, given that in most studies the average DES score for a DID patient is in the 40s, and the standard deviation about 20, roughly about 15% of clinically diagnosed DID patients score below 20 on the DES. Eating Disorder Inventory-II The EDI-2 is a widely used 91-item self-report measure of symptoms commonly associated with AN and BN. It provides standardized subscale scores on 11 clinically relevant dimensions of EDs. Furthermore, it provides normative and reliability data on 11- to 18-year-old females (18). (18). Shore RA, Porter JE. Normative and reliability data for 11 to 18 year olds on the eating disorder inventory. Int J Eat Disord 1990;9:2017. Goldstein-Scheerer Tests of Abstract and Concrete Thinking Psychological test inquiring into aptitudes and interests. Reveals weaknesses in concept formation and abstract thinking, useful in determination between brain damage and schizophrenia. Hanfmann-Kasanin Test is also used for this same purpose Impact of Events Scale (IES) Note: This is The IES not the revised 22 item version ( HYPERLINK "http://www.swin.edu.au/victims/resources/assessment/ptsd/ies-r.html" IES-R). The IES is a 15 item questionnaire evaluating experiences of avoidance and intrusion which attempts to "reflect the intensity of the post-traumatic phenomena" (McGuire, 1990). Both the intrusion and avoidance scales have displayed acceptable reliability (alpha of .79 and .82, respectively), and a split-half reliability for the whole scale of .86 (Horowitz et al., 1979). The IES has also displayed the ability to discriminate a variety of traumatised groups from non-traumatised groups (see Brier, 1997 for review). The IES was developed by Mardi Horowitz, Nancy Wilner, and William Alvarez to measure current subjective distress related to a specific event (Horowitz, Wilner, & Alvarez, 1979). Horowitz observed that the most commonly reported responses to traumatic stressors fell into 2 major response sets: intrusion and avoidance (Horowitz, et al, 1979; Weiss & Marmar, 1997). Measurements of responses to traumatic events at the time were confined to physiological measures such as galvanic skin responses or to self-reports on more general measures of anxiety, neither of which provided a measure of the current degree of subjective impact experienced following a specific traumatic event (Weiss & Marmar, 1997). The IES is considered one of the earliest self-report measures of posttraumatic disturbance ( Briere, 1997). Type of Instrument: The IES is a broadly applicable self-report measure designed to assess current subjective distress for any specific life event (Horowitz, et al 1979; Corcoran & Fischer, 1994). It is an instrument that can be used for repeated measurement over a period of time. Its sensitivity to change renders it useful for monitoring the client's progress in therapy (Corcoran & Fischer, 1994). The IES scale consists of 15 items, 7 of which measure intrusive symptoms (intrusive thoughts, nightmares, intrusive feelings and imagery), 8 tap avoidance symptoms (numbing of responsiveness, avoidance of feelings, situations, ideas), and combined, provide a total subjective stress score. All items of the IES are anchored to a specific stressor (Horowitz, et al, 1979; Briere, 1997). Respondents are asked to rate the items on a 4-point scale according to how often each has occurred in the past 7 days. The 4 point on the scale are: 0 (not at all), 1 (rarely), 3 (sometimes), and 5 (often). Scoring Method: Each item was scored 0, 1, 3 or 5, with the higher scores reflecting more stressful impact. The scores for the intrusive subscale range from 0 to 35, and is the sum of the scores for items 1, 4, 5, 6, 0, 11, and 14. The scores for the avoidance subscale range from 0 to 40, and is the sum of the scores for items 2, 3, 7, 8, 9, 12, 13, and 15. The sum of the two subscales is the total stress score. It is suggested that the cut-off point is 26, above which a moderate or severe impact is indicated. Wayne Corneil, Directory of Employee Assistance for the Department of Health and Welfare, Canada; Randall Beaton, PhD, Professor of Psychological Nursing at the University of Washington; and Roger Solomon, PhD, Department Psychologist for the Washington State Patrol, suggest that the IES can be interpreted according to the following dimensions: 0 - 8 Subclinical range 9 - 25 Mild range 26 - 43 Moderate range 44 + Severe range Kaufman Assessment Battery for Children Purpose: Designed for assessing cognitive development in children. Population: Children, ages 2.5-12.5. Score: 16 subtests. Time: (40-85) minutes. Author(s): Alan Kaufman and Nadeen Kaufman. Publisher: American Guidance Service. Description: The Kaufman Assessment Battery for Children (K-ABC) is a clinical instrument for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology. The K-ABC also gives special attention to certain emerging testing needs, such as use with handicapped groups, application to problems of learning disabilities, and appropriateness for cultural and linguistic minorities. The authors rightly caution, however, that success in meeting these special needs must be judged through practical use over time. They also point out that the K-ABC should not be regarded as "the complete test battery"; like any other test, it should be supplemented and corroborated by other instruments to meet individual needs, such as the Stanford-Binet, Wechsler scales, McCarthy scales, or neuropsychological tests. Scoring: The 16 subtests are grouped into a mental processing set and achievement set, which yield separate global scores. The mental processing set is then grouped into those requiring primarily sequential processing of information and those requiring simultaneous processing, with separate global scores for each. Validity and Reliability: Odd-even reliabilities within one-year age groups averaged in the .70s and .80s for subtests; for global scores, the averages were in the high .80s and .90s. Test-retest reliabilities were computed within age groups spanning 3 or 4 years, retested after intervals of 2 to 4 weeks. For subtests, these reliabilities ranged from .59 to .98, clustering in the .70s and .80s; for global scores, they ranged from .77 to .97. In general, reliabilities were higher for the achievement than for the mental processing tests. Concurrent and predictive validity (6- to 12 interval) against standardized achievement tests, were investigated in several small groups of both normal and exceptional children. The correlations vary widely, but most appear promising, and the patterns of correlations with subtests tend to fit theoretical expectations. Analyses by ethnic groups yielded closely similar validities for Blacks, Hispanics, and Whites. Norms: Norms for the battery are based on administration of the tests to representative samples of 100 children at each 6-moth age interval from 2.5 to 12.5, a total of 2000 individuals. A variety of supplementary norms are provided, some requiring the testing of additional subjects. Sociocultural norms are provided based on a cross-tabulation by race (black-white) and by parental education (less than high school education, high school graduate, and one or more years of college or technical school). Suggested Uses: Recommended uses of the K-ABC include integration as a component of a cognitive assessment battery in clinical situations. Key Math Revised The Revised Key Math is a content-referenced test for children in grades K-9. It can be used for diagnostic, achievement and curriculum assessment purposes. The 13 domains it measures are: numeration, rational numbers, geometry, addition, subtraction, multiplication, division, mental computation, measurement, time and money, estimation, interpreting data, and problem solving. Spring and fall norms are available for converting raw scores to standard and percentile scores as well as grade and age equivalents. The test is administered individually and takes between 30 and 50 minutes. The tester, using small flip charts, shows pictures and diagrams to the examinee and asks progressively harder questions within each domain until three consecutive errors indicate that a "ceiling level" has been reached. Responses are recorded by the tester in a score booklet. For the four mathematical operations sections (addition, subtraction, multiplication, division), and examinee who progresses beyond the first six basic questions continues within the domain by working problems by hand at the back of the scoring booklet. Norms for this test were established on 925 children in 14 states nationwide. Overall alternate-form reliability averages .90 and split-half reliability is in the high .90s. Cross-validation with the ITBS yields an overall correlation of .76. Norms are included in the test kit Millon Clinical Multiaxial Inventory Purpose: Designed as a clinical measure to assist with psychiatric screening and with clinical diagnosis. Population: Adult clinical populations. Score: 10 clinical personality pattern scores. Time: (25) minutes. Author: Theodore Millon. Publisher: National Computer Systems, Inc. Description: Based on Millons theory of personality and psychopathology, the brief Millon Clinical Multiaxial Inventory-II (MCMI-II) instrument provides a measure of 22 personality disorders and clinical syndromes for adults undergoing psychological or psychiatric assessment or treatment. Specifically designed to help assess both Axis I and Axis 11 disorders, the MCMI-II instrument can assist clinicians in psychiatric diagnosis, developing a treatment approach that takes into account the patients personality style and coping behavior, and guiding treatment decisions based on the patients personality pattern. Scoring: The MCMI-II consists of 10 clinical personality pattern scales, 3 severe personality pathology scales, 6 clinical syndrome scales, 3 modifier indices, 1 validity index. Reliability: The reliability of the MCMI II generally has been sound, with the Axis II scales showing the highest stability as predicted by Millon. Normal subjects also had noticeably higher stability coefficients than clinical subjects. Millon also tested the stability of high point and double-high-point configurations. He reports that high point codes are fairly stable over a month, with nearly two thirds of 168 subjects achieving the same scale high point. For double-high-point configurations, 25% achieve the same high scores with another 19% achieving the same two scales but in reverse order. Based on part of his normative sample, Millon reports quite high internal consistencies. The average of 22 clinical scales is .89, and the range is from .81 to .95. Validity: Because of extensive item overlap, we cannot be sure of the factor structure of this instrument. But there are also overlaps based on the overlap of the constructs; that is, the personality disorders are by no means distinct entities. Norms: Norms for the MCMI-II instrument are based on a national sample of 1,292 male and female clinical subjects representing a variety of DSM-III and DSM-III-R diagnoses. The subjects included inpatients and outpatients in clinics, hospitals, and private practices. The MCMI-II manual describes the distribution of gender, age, marital status, religion, and other factors within the sample. Suggested Uses: The MCMI-II is used primarily in clinical settings with individuals who require mental health services for emotional, social, or interpersonal difficulties.  HYPERLINK "http://www.pearsonassessments.com/forms/qualify.asp" Qualification LevelAAdminister ToIndividuals 18 years and olderReading Level8th gradeCompletion Time2530 minutes (175 true/false items) MMPI-2 The MMPI-2 tests contemporary normative sample and extensive research base help make it the gold standard in assessment for a wide variety of settings. The test can be used to help: Assess major symptoms of social and personal maladjustment. Identify suitable candidates for  HYPERLINK "http://www.pearsonassessments.com/tests/mmpipersonnel.htm" high-risk public safety positions. Support classification, treatment, and management decisions in  HYPERLINK "http://www.pearsonassessments.com/tests/mmpi_correct.htm" criminal justice and correctional settings. Give a strong empirical foundation for a clinician's expert testimony. Assess medical patients and design effective treatment strategies, including chronic pain management. Evaluate participants in substance abuse programs and select appropriate treatment approaches. Support college and career counseling recommendations. Provide valuable insight for marriage and family counseling. Key Features Descriptive and diagnostic information relevant to todays clients. Tailored reports present interpretive information for specific settings to help meet a wide range of needs. Nationally representative normative sample. Normative sample consists of 1,138 males and 1,462 females between the ages of 18 and 80 from several regions and diverse communities within the U.S. Flexible administration and scoring. The test can be administered in several formats: traditional paper-and-pencil, audiocassette or CD recording, and computer. To help meet the needs of more individuals, the MMPI-2 test can be administered in English, Spanish, Hmong, and French for Canada. Abbreviated format. The first 370 items of the test can be administered to obtain scores for validity indicators L, F, and K and the 10 clinical scales. The full MMPI-2 test must be administered to obtain scores for all the validity indicators, the content scales, and the supplementary scales. Quick Facts Date Published1989  HYPERLINK "http://www.pearsonassessments.com/forms/qualify.asp" Qualification LevelAAdminister ToIndividuals 18 years and olderReading Level6th gradeCompletion Time6090 minutes (567 true/false items) MMPI-Adolescent The adolescent inventory is shorter than the standard adult version, was developed at a sixth-grade reading level, and is geared towards adolescent issues and personality "norms." The MMPI-A has 478 true/false items, or questions, (compared to 567 items on the MMPI-2) and takes 45 minutes to an hour to complete (compared to 60 to 90 minutes for the MMPI-2). There is also a short form of the test that is comprised of the first 350 items from the long-form MMPI-A. The questions asked on the MMPI-A are designed to evaluate the thoughts, emotions, attitudes, and behavioral traits that comprise personality. The results of the test reflect an adolescent's personality strengths and weaknesses, and may identify certain disturbances of personality (psychopathologies) or mental deficits caused by neurological problems. There are eight validity scales and ten basic clinical or personality scales scored in the MMPI-A, and a number of supplementary scales and subscales that may be used with the test. The validity scales are used to determine whether the test results are actually valid (i.e., if the test taker was truthful, answered cooperatively and not randomly) and to assess the test taker's response style (i.e., cooperative, defensive). Each clinical scale uses a set or subset of MMPI-A questions to evaluate a specific personality trait. Some were designed to assess potential problems that are associated with adolescence, such as eating disorders, social problems, family conflicts, and alcohol or chemical dependency. NART Title: National Adult Reading Test, Second Edition Author: Nelson, Hazel E.; Willison, Jonathan Purpose: Developed to estimate "the premorbid intelligence levels of adult patients suspected of suffering from intellectual deterioration." NEALE The Neale Analysis of Reading Ability is an individually administered standardised diagnostic reading test. It contains a Reader, in book form, comprising six short graded narratives, each with a limited number of words and having a central theme. The passages are illustrated. It consists of four criterion-referenced, supplementary diagnostic tests: Discrimination of Initial and Final Sounds, Names and Sounds of the Alphabet, Graded Spelling, and Auditory Discrimination, are provided in the manual, plus Word Lists extracted from the passages for quick assessment of Accuracy or Word Recognition. Pain - OMPSQ Orebro Musculodkeletal Pain screening questionnaire Acute pain Definition: Acute pain is pain that is associated with tissue injury eg, lacerations, fracture, inflammation, muscle strain. Analgesics are given to provide pain relief allowing patients to move and function as normally as possible, particularly as evidence shows that too much rest is detrimental. Analgesics should be given regularly whilst an injury is still healing; as long as an injury is present, patients will experience pain. A sprain may last 2 days while postoperative pain may last up to a week, but patients often wait until pain becomes intolerable before taking painkillers. This is not desirable since severe pain is much more difficult to control than moderate pain. Giving analgesics regularly actually decreases pain before it reaches its peak. For example, in dysmenorrhea, the pain may be very severe only for the first 2 days. Therefore, Ponstan (mefenamic acid, Pfizer), Voltaren (diclofenac, Novartis) or other NSAIDs should be taken on a regular basis for 2 days. Multimodal analgesia describes giving different drugs acting at different levels of the nociceptive (pain) pathway are used concurrently, using opioids, NSAIDs and local anesthetics for the same patient. This approach will potentiate the analgesic effects and allow smaller doses of each drug to be used, thus reducing side effects. [Anesth Analg 1993; 77:1048-1056] For example, NSAIDs act peripherally by reducing prostaglandins but opioids act centrally on opioid receptors. Furthermore, side effects of both drugs are completely different. Thus NSAIDs and opioids can be given together in the multimodal approach. Sometimes we may give one drug regularly while the other is given PRN, eg, regular NSAIDs with prn opioids if the pain is not relieved with NSAIDs alone. Another important point in treating acute pain is to inform the patient about the "natural history" of the injury and when he/she can expect the pain to diminish without analgesics. For example, for muscle strain or sprain, the pain should diminish after 2 to 3 days; if it does not, the patient should return to the doctor who can then assess if anything further needs to be done. Chronic pain Definition: Although chronic pain is classified as pain that lasts 3 to 6 months, this is an arbitrary duration. Basically, chronic pain is pain that persists beyond the healing period (ie, once the tissues have healed). Chronic pain may be nociceptive, neuropathic, or mixed nociceptive-neuropathic. In many types of chronic pain, it is not possible to eliminate the pain completely and therefore the approach to this problem must be to teach the patient to manage the pain rather than to focus on relieving the pain. When assessing patients with chronic pain, it is very important to determine the type of their pain as medications used for nociceptive pain and neuropathic pain are very different. We also need to assess the impact of pain on the patient's life, as chronic pain is something that can consume patients and affect not only them but also their family and friends. Patient assessment In assessing patients with chronic pain, history is the most important factor, with physical examination providing confirmation of the diagnosis; investigations may also be helpful in eliciting the underlying cause of the pain, eg, diabetes mellitus in a patient who presents with painful peripheral neuropathy. Red flags that indicate tumors, infection and neurological deficit, need to be ruled out and yellow flags that indicate psychosocial risk factors should also be looked for. If any red flags are found, the patient must be referred to the appropriate specialist. Examples of red flags in patients with low back pain are: age of presentation below 20 years or above 55 years; trauma; constant progressive, non-mechanical pain; previous history of cancer; steroid use; limited lumbar flexion; weight loss and constitutional symptoms; widespread neurological deficit; cauda equina syndrome and structural deformity. Yellow flags are psychological factors that increase the risk of developing long term disability. For back pain, yellow flags include the belief that back pain is harmful and is potentially severely disabling and the fear of becoming paralyzed in the future. Patients with yellow flags are at higher risk of developing chronic pain related disability unless these factors are appropriately addressed. During history taking, a detailed description of the pain will help the doctor to make a diagnosis. Important questions include asking how the pain started, how long the pain has lasted, how frequent the episodes of pain are, where the pain is and where it goes, what the pain feels like ie, pricking, burning, cramping, shooting. Neuropathic pain is usually burning and shooting or lancinating and nociceptive pain may be cramping, pricking or sharp. Patients should be asked to score their pain when they are at rest and during movement. There are many pain scales available today. A simple scale that can be used is the Numerical Rating Scale (NRS) where the pain score ranges from 0 (no pain at all) to 10 (worst pain imaginable). Once patients understand the concept of pain score, it is easier to assess their level of pain and to monitor their progress after treatment. Some doctors use a body chart, which is useful for patients to indicate where they feel the pain. Sometimes this helps to indicate the level of distress of the patient, for example if the patient puts crosses or lines all over the body, (pain all over) it usually means that the patient is greatly distressed and that psychosocial factors need to be addressed as well. During assessment, the Pain Self Management Checklist devised by Dr. Michael Nicholas, a clinical psychologist at the Royal North Shore Hospital in Sydney, is useful. If patients score very high on the questionnaire, they are probably at high risk of becoming chronic pain sufferers and need help. Another useful questionnaire is the Orebro Musculoskeletal Pain Screening Questionnaire (OMPSQ) from Steven Linton in Sweden. This is used to screen for yellow flags and is reliable. [Clin J Pain 2003; 19:80-86]. P-3 Pain Patient Profile The Pain Patient Profile (P-3) assessment, a test from Pearson Assessments, focuses on the factors most frequently associated with chronic pain. The test can help provide an objective link between the physician's observations and the possible need for further psychological assessment. How to Use This Test A variety of medical professionals, including anesthesiologists, general practitioners, rehabilitation specialists, chiropractors, surgeons, neurologists, and nurses can use the P-3 test to help: Identify the psychological roadblocks to patient recovery Assess, document, and justify the need for further psychological evaluation Facilitate physician-psychologist communication Evaluate the patient's emotional readiness for surgery Support evaluations for cases involving vocational readiness; orthopedic, occupational, and auto injuries; workers' compensation; and long-term disabilities Easily and inexpensively measure pre- and post-treatment pain status to evaluate treatment effectiveness and monitor clinical outcomes Key Features The test can help save time and money and reduce frustration for both patient and medical providers by identifying psychological factors that may be preventing the patient from reaching a successful medical outcome. The test report includes an easy-to-understand summary of results to share with the patient. Requiring only 12-15 minutes to administer, the test can be easily administered as part of an initial clinical evaluation. The test was normed using both pain patients and subjects from the community. This cross-validating approach helps assure that results are more relevant to pain patients than more traditional assessments may be. Quick Facts Administer ToIndividuals 1776 years oldReading Level8th gradeItems44 groups of statements with three statements per groupFormatsPaper-and-pencil or computer administration HYPERLINK "http://www.pearsonassessments.com/tests/p3.htm" \l "reports#reports" Report OptionsInterpretive Report, Progress Report  HYPERLINK "http://www.pearsonassessments.com/tests/p3.htm" \l "scoring#scoring" Scoring Options HYPERLINK "http://www.pearsonassessments.com/scoring/qlocal.htm" Q"! Local Software Hand Scoring  HYPERLINK "http://www.pearsonassessments.com/scoring/mailin.htm" Mail-in Scoring Service Fax-in Service  HYPERLINK "http://www.pearsonassessments.com/catalog/fpadfl.pdf" PAD (Patient Assessment Device) Hand-held Electronic Device  HYPERLINK "http://www.pearsonassessments.com/scoring/scanning.htm" Optical Scan Scoring HYPERLINK "http://www.pearsonassessments.com/tests/p3.htm" \l "scales#scales" ScalesSomatization, Depression, Anxiety and Validity Index HYPERLINK "http://www.pearsonassessments.com/tests/p3.htm" \l "norms#norms" NormsPain Patients and Community Samples Padua inventory  HYPERLINK "javascript:AL_get(this,%20'jour',%20'Behav%20Res%20Ther.');" Behav Res Ther. 1990;28(4):341-5. Obsessions and compulsions: psychometric properties of the Padua Inventory with an American college population.  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Sternberger+LG%22%5BAuthor%5D" Sternberger LG,  HYPERLINK "http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&itool=PubMed_Abstract&term=%22Burns+GL%22%5BAuthor%5D" Burns GL. The psychometric properties of the Padua inventory, a self-report measure of obsessive-compulsive behaviors, were examined in a sample of 678 American college students. Results showed good internal consistency as well as convergent and divergent validity with the subscales of the Symptom Checklist-90 Revised and the Maudsley Obsessional-Compulsive Inventory. A principal components analysis suggested a four factor solution (i.e. 'impaired control of mental activities', 'checking', 'urges and worries of losing control of motor behaviors', and 'being contaminated'). The factor structure was very similar to that found in the original Italian study of the inventory. Suggestions are made for the use of the Padua Inventory in the study of obsessions and compulsions in nonclinical samples. Piers-Harris 2, Piers Harris Childrens Self Concept Scale The updated Second Edition of the Piers-Harris Childrens Self-Concept Scale, one of the most widely used measures of psychological health in children and adolescents, quickly identifies youngsters who need further testing or treatment. Comprises a total Score and Six Subscale Scores Based on the childs own perceptions rather than the observations of parents or teachers, the Piers-Harris 2 assesses self-concept in individuals ages 7 to 18. It is composed of 60 items covering six subscales: Physical Appearance and Attributes , Intellectual and School Status, Happiness and satisfaction, Freedom from Anxiety, Behavioral Adjustment, Popularity. In addition, two validity scales identify biased responding and the tendency to answer randomly. Test items are simple descriptive statements, written at a second-grade reading level. Children indicate whether each item applies to them by selecting a yes or no response. This usually requires just 10 to 15 minutes. (A Spanish Test Booklet is available for children who read Spanish only.) The Piers-Harris 2 provides a Total Score that reflects overall self-concept, plus subscale scores that permit more detailed interpretation. Nationally representative norms are based on a sample of nearly 1,400 students, ages 7 to 18, recruited from school districts throughout the U.S. Because the scales remain psychometrically equivalent to those on the First Edition, results from the Piers-Harris 2 can be compared, for research or clinical purposes, to those obtained using the original test. Classroom or Clinical Screening: The Piers-Harris 2 is widely used in both schools and clinics. It is often administered as routine classroom screening, to identify children who might benefit from further evaluation. And it is commonly used in clinical settings to determine specific areas of conflict, typical coping and defense mechanisms, and appropriate intervention techniques. It is an ideal choice when you need a quick but comprehensive measure of self-concept in children or adolescents. Post-Traumatic Stress Diagnostic Scale The Posttraumatic Stress Diagnostic Scale (PDS) is a 49 item paper and pencil or on-line, self-report instrument that is designed to assist with the diagnosis of Post Traumatic Stress Disorder (PTSD). The PDS is based on the DSM-IV (American Psychiatric Association, 1994) diagnostic criteria for PTSD. The PDS takes 10-15 minutes to complete and 5 minutes to hand score (Axford, 1999). The PDS was developed to provide a brief self-report instrument to assist with the diagnosis of PTSD and it provides a means of quantifying the severity of PTSD symptoms. It is not intended to replace the structured diagnostic interview (Doll, 1999). The PDS has been validated on a clinical population aged 18 to 65 years. Nevertheless, clinical judgment may be used in deciding whether to use PDS on individuals falling outside this age range. However, the PDS is not designed to be administered to children as the DSM-IV (American Psychiatric Association, 1994) criteria for PTSD in children are not represented in the PDS. The PDS manual recommends that the PDS should be used with at least eighth-grade reading level ability. The PDS generates judgments on whether the DSM-IV (American Psychiatric Association, 1994) six diagnostic criteria for PTSD have been met, the level of impairment and a symptoms severity score. Personality Assessment Inventory The PAI is a self-administered, objective inventory of adult personality and psychopathology. The PAI contains 344 items comprising 22 nonoverlapping full scales: validity scales, clinical scales, 5 treatment scales and 2 interpersonal scales (Morey 1991). The PAI has been developed in several computerised forms and can be used in a shortened form. The PAI measures manifestation of clinical syndromes which were selected based upon their historical importance in classification of mental disorder and their significance in contemporary diagnostic practice (Morey 1991). The PAI provides information to assist diagnosis, treatment and screening for psychopathology which parallels DSM-IV categories. Clinical scales are clustered in Neurotic, Psychotic, Personality Disorders and Behavioural Disorders. In addition to measurement of clinical constructs, interpretation of results also provides measures for detecting Malingering; evaluating potential for Aggression and Suicide; and motivation for Treatment. The development of the scale used a cluster analysis rather than a two point code type so that scales would be useful across a number of different applications. Profile interpretation can be made as a two-point code but the author warns against this method of assessment, ...the reliability of the small differences that can determine a two-point code on any psychological instrument is often suspect (Morey 1996). The PAI requires a Grade 6 reading level and takes about 40-50 minutes to complete. The four choice per answer, from False to Very True reduces resistance to forced choice. Low functioning clients may experience difficulties. It is not designed to provide a comprehensive assessment of normal personality. Rey Auditory Verbal Learning Test (RAVLT) The Auditory Verbal Learning Test was developed by Andr Rey and first published in France in the 1960s. The list learning format that it utilises has become virtually the standard for verbal learning tests as can be readily seen when examining the California Verbal Learning Test, WMS-III Word Lists Test, and Hopkins Verbal Learning Test. With, perhaps, the exception of the Hopkins, the RAVLT probably has the largest number of published alternate forms (unfortunately there is little to no normative data for these versions). The standard administration format of the RAVLT consists of reading a list of 15 words aloud to the client. While a number of variant procedures exist, these tend to relate to whether or not a delayed recall trial is administered, and the type of recognition test used. The format presented here will be for the form I have standardised in Australia and is used in your assignments. There are 8 recall trials and a recognition test. The first five trials (I through V) are termed the learning trials and involve the repeated reading of the test list (sometimes called List A) followed by free recall of this list by the client. This first trial (I) is often viewed as a measure of immediate memory and some clinicians have proposed comparing it to other immediate memory tasks such as Digit Span Forward. This sort of comparison can certainly be interesting but the differences between RAVLT I and DS-F are just as great as their similarities. For example, RAVLT I is a supra-span task (i.e. the number of words is well in excess of the average persons immediate memory span) while DS-F is an incremental measure of immediate memory span, with more than one trial at each span level. Trials II through V are administered in the same way, first reading the list and then asking the client to recall as many words as they can in any order. The next trial is commonly referred to as the interference trial in which a new list (List B) is read aloud to the client and free recall is requested. This is essentially a poor mans measure of proactive interference the degree to which old learning can interfere with new learning. Trial VI immediately follows in which the client is asked to recall as many words as they can from the first List (A). This recall is conducted WITHOUT reading List A again. As with the interfernece taks, this simulates a retroactive interference situation where new learning interferes with the recall of old information. The degree to which these constructs (proactive vs. retroactive interference) are relevant to clinical testing of memory AND the degree to which these trials are a valid measure of these constructs, is still a matter for debate. Trial VII is administered in the same way as trial VI (i.e. no reading of List A) but following a 20-minute delay, which is characteristically not filled with other verbal or memory tests. Rey Complex Figure Test Purpose - Measure visuospatial ability and visuospatial memory Age range Child, Adolescent, Adult, Elder Adult Administration individual Time approx 45mins including 30 min delay interval (timed) Assess - executive functioning The RCFT standardizes the materials and procedures for administering the Rey complex figure. The Recognition trial measures recognition memory for the elements of the Rey complex figure and assesses the respondent's ability to use cues to retrieve information. RCFT Materials: The RCFT materials include the 120-page Professional Manual, Manual Supplement with data for children and adolescents, the laminated RCFT Stimulus Card, and the 16-page RCFT Test Booklet. A stopwatch is required for administration. The manual provides information on the development of the RCFT materials, administration and scoring procedures with scoring examples, demographically corrected normative data, guidelines for interpretation with case illustrations, and reliability and validity data. The 8.5" x 11" Stimulus Card contains a computer-rendered replica of the original Rey complex figure. Prior to this publication, Rey's original figure has not been available commercially. The Test Booklet provides all forms necessary to administer and score the RCFT. Pages for the three freehand drawing trials (Copy, Immediate Recall, and Delayed Recall) and the Recognition trial are perforated for easy detachment. Scoring and Interpretation: The RCFT provides an objective and standardized approach to scoring drawings based on the widely used 36-point scoring system. The same scoring criteria apply to all three drawing trials. Each of the 18 scoring units is scored based on accuracy and placement criteria. Unit scores range from two (accurately drawn, correctly placed) to zero (inaccurately drawn, incorrectly placed, unrecognizable, omitted). Normative Data: The normative sample included 601 adults ages 18-89 years and 505 children and adolescents ages 6-17 years. Demographically corrected normative data for the RCFT copy and memory variables are presented to assist in interpretation as well as in making comparisons among individuals and various patient groups. Validity: Intercorrelations between the RCFT and other measures, in samples of both normal and brain-damaged subjects, establish the convergent and discriminant validity of the RCFT as a measure of visuospatial constructional ability (Copy trial) and visuospatial memory (Immediate Recall, Delayed Recall, and Recognition trials). Results of factor analysis suggest the RCFT captures five domains of neuropsychological functioning: visuospatial recall memory, visuospatial recognition memory, response bias, processing speed, and visuospatial constructional ability. It reliably discriminates among brain-damaged, psychiatric, and normal subjects. In addition, the Recognition trial provides incremental diagnostic power compared to using recall trials alone Reynolds Adolescent Depression Scale The RADS-2 is a brief, 30-item self-report measure that includes subscales which evaluate the current level of an adolescent's depressive symptomatology along four basic dimensions of depression: Dysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, and Somatic Complaints. Interpretation of these four subscales is based on both the nature of the depression domain and the item content of the subscale. The RADS-2 standard (T) scores and associated clinical cutoff score provide the clinician or researcher with an indication of the clinical severity of the individual's depressive symptoms (normal, mild, moderate, or severe). Scores are plotted on a Summary/Profile Form, allowing comparison of elevations across subscales. Examining item endorsement levels within elevated subscales can provide further information about the nature of an adolescent's reported symptomatology. In addition to the four subscale scores, the RADS-2 yields a Depression Total score that represents the overall severity of depressive symptomatology. An empirically derived clinical cutoff score helps to identify adolescents who may be at risk for a depressive disorder or a related disorder. Data demonstrate the ability of this cutoff score to discriminate between adolescents with Major Depressive Disorder and an age- and gender-matched control group. The six RADS-2 critical items alert clinicians that an adolescent (with a Depression Total score below the clinical cutoff) may be experiencing a significant level of depression Reynolds Child Depression Scale Purpose - Screen for depressive symptoms in children Age range - Child Administration individual or group Time 10 mins The RCDS was developed to screen for depression in children and can be used in schools or in clinical settings (grades 3-6). It provides school and mental health professionals with a straightforward, easily administered measure for the evaluation of the severity of children's depressive symptoms. The RCDS can also be used in research on depression and related constructs. Written at a 2nd-grade level (items are read aloud to assist students in Grades 3 and 4). 30 items are rated on a 4-point scale. Hand-Scorable for individual or group administration. Reliability coefficients range from .87-.91. Total sample alpha reliability of .90 and split-half reliability of .89. Validity consistently demonstrated in field testing since 1981 RCMAS The RCMAS (What I Think and Feel ) is a 37-item self-report inventory used to measure anxiety in children, for clinical purposes (diagnosis and treatment evaluation), educational settings, and for research purposes. The RCMAS consists of 28 Anxiety items and 9 Lie (social desirability) items. Each item is purported to embody a feeling or action that reflects an aspect of anxiety, hence the subtitle, What I think and Feel. It is a relatively brief instrument, which has been subjected to extensive study to ensure that it is psychometrically sound. However, it is also advisable that the RCMAS only be used as part of a complete clinical evaluation when diagnosing and treating a childs anxiety (Gerard and Reynolds, 1999, p.323). The Revised Childrens Manifest Anxiety Scale was developed by Reynolds and Richmond (1978) to assess the degree and quality of anxiety experienced by children and adolescents (Gerald and Reynolds, 1999, p. 323). It is based on the Childrens Manifest Anxiety Scale (CMAS), which was devised by Casteneda, McCandless and Palermo (1956). The Revised version of the CMAS deletes, adds and reorders items from the CMAS to meet psychometric standards. Reynolds and Richmond (1978) also renamed the instrument, What I Think and Feel, although subsequent papers primarily refer to it as the Revised Childrens Manifest Anxiety Scale (RCMAS). Rohde Sentence Completion Method (nothing found) Rorschach Inkblot Test The Rorschach inkblot test is a psychological projective test of personality in which a subject's interpretations of ten standard abstract designs are analyzed as a measure of emotional and intellectual functioning and integration. The test is named after Hermann Rorschach (1884-1922) who developed the inkblots, although he did not use them for personality analysis. The test is considered "projective" because the patient is supposed to project his or her real personality into the inkblot via the interpretation. The inkblots are purportedly ambiguous, structureless entities which are to be given a clear structure by the interpreter. Those who believe in the efficacy of such tests think that they are a way of getting into the deepest recesses of the patient's psyche or subconscious mind. Those who give such tests believe themselves to be experts at interpreting their patients' interpretations. SCL-90-R The Symptom Checklist-90-R (SCL-90-R) instrument from Pearson Assessments helps evaluate a broad range of psychological problems and symptoms of psychopathology. The instrument is also useful in measuring patient progress or treatment outcomes. The SCL-90-R instrument is used by clinical psychologists, psychiatrists, and professionals in mental health, medical, and educational settings as well as for research purposes. It can be useful in: Initial evaluation of patients at intake as an objective method for symptom assessment Measuring patient progress during and after treatment to monitor change Outcomes measurement for treatment programs and providers through aggregated patient information Clinical trials to help measure the changes in symptoms such as depression and anxiety Quick Facts Administer ToIndividuals 13 years and olderReading Level6th gradeCompletion Time12-15 minutes (90 items, 5-point rating scale)FormatsPaper-and-pencil, audiocassette, or computer administration HYPERLINK "http://www.pearsonassessments.com/tests/scl90r.htm" \l "reports#reports" Report OptionsInterpretive, Profile, and Progress HYPERLINK "http://www.pearsonassessments.com/tests/scl90r.htm" \l "scoring#scoring" Scoring Options HYPERLINK "http://www.pearsonassessments.com/scoring/qlocal.htm" Q Local"! Software  HYPERLINK "http://www.pearsonassessments.com/scoring/mailin.htm" Mail-in Scoring Service Hand Scoring  HYPERLINK "http://www.pearsonassessments.com/scoring/scanning.htm" Optical Scan Scoring HYPERLINK "http://www.pearsonassessments.com/tests/scl90r.htm" \l "scales#scales" Scales9 Primary Symptom Dimensions 3 Global Indices HYPERLINK "http://www.pearsonassessments.com/tests/scl90r.htm" \l "norms#norms" NormsAdult nonpatients, Adult psychiatric outpatients, Adult psychiatric inpatients, Adolescent nonpatients SCOLP The Speed and Capacity of Language-Processing Test (SCOLP) Alan Baddeley, Ph.D., Hazel Emslie and Ian Nimmo-SmithDescriptionThis test is sensitive to slowing of language and cognitive functioning that often occurs following brain damage. The SCOLP is composed of two brief tests, Speed of Comprehension Test and Spot-the-Word Vocabulary Test. The first test asks the client to answer as many simple true/false questions about the world as he/she can in a two minute period. This test is sensitive to the effects of closed head injury, normal aging, Alzheimer's Disease, schizophrenia and alcohol related disorders. The second test assesses verbal capacity in order to help interpret results obtained from the first test. Norms are provided for patients 16 to 65 for both tests. Test results can help identify the discrepancy between comprehension speed and vocabulary and the extent of cognitive impairment. Administration time is 6 minutes. This test is intended for use only by OT, SLP and Psychologists Self-Directed Search The Self-Directed Search (SDS) is the most widely used career interest inventory in the world, having helped more than 14 million people with career planning decisions. The SDS is an easy-to-use, self-administered test that helps individuals find occupations that best suit their interests and skills. Applications Assist students and adults with career exploration Educational and career planning The SDS was designed to assist students and adults with career exploration and educational and career planning. Individuals answer questions about their aspirations, activities, competencies, occupations, and other self-estimates and discover occupations that best fit their interest skills. Based upon the Holland "RIASEC" theory that people are most satisfied in work environments that reinforce their personalities, the SDS categorizes people as one of six (6) personality types: Realistic, Investigative, Artistic, Social, Enterprising or Conventional. SIQ Purpose screen for suicidal ideation in adolescents Age range adolescent Administration individual or group Time 10 mins or less The Suicidal Ideation Questionnaire assesses the frequency of suicidal thoughts in adolescents and may be used to evaluate or monitor troubled youths. Because not all depressed adolescents are suicidal and not all suicidal adolescents are depressed, the SIQ is a valuable component in a comprehensive assessment of adolescent mental health. Items rated on a 7-point scale. Hand-Scorable for individual or small group administration. Grades 10-12 (SIQ); Grades 7-9 (SIQ-JR). Use to evaluate large-scale intervention/prevention programs. Reliability coefficients are .97 for the SIQ; .93-.94 for the SIQ-JR. Validity consistently supported in many published content, construct, and clinical studies ASIQ Purpose: Screen for suicidal ideation in college students and adults Age range: adult, elder adult Administration: individual / group Time: 10 mins The ASIQ can be used during intake interviews or during treatment to reduce liability and take appropriate preventive action whenever there may be a risk of suicide. Endorsement of critical items alerts you immediately in case of serious suicidal ideation. The ASIQ includes a 25-item self-report; items rated on a 7-point scale; and a built-in scoring key. Norms are based on 2,000 adults ages 18 years and older, including psychiatric outpatients, normal adults, and college students. Internal consistency and test-retest reliability coefficients range from .96-.97 and .85-.95, respectively, in various samples. The ASIQ yields a total score with a corresponding T score and percentile score. Comparing the total score to a cutoff allows you to identify individuals in need of further evaluation for suicide risk. Results of several research studies support the ASIQ as a valid measure of suicidal ideation. Social Skills Training: Enhancing Social Competence with Children and Adolescents Social Skills Training is a comprehensive, up-to-date resource that helps you assess the social competence of young people and design appropriate individual intervention programmes. The programme aims in particular to change negative thinking patterns and develop self-esteem. Purpose Measures social skills problems and helps design appropriate intervention programmes to enhance young peoples social competence. Benefits Accessible and open, designed to put students and their parents at ease Versatile can be used as broad guidelines for practitioners who wish to tailor unique programmes, or as a 16-session programme in its own right. Informative gives a detailed overview of the whole area of social skills. Contents Complete Set contains: Users Guide Photocopiable Resource Book Eight Photo Cards Research and Technical Supplement. South Australian Spelling Test This is a test of real word spelling which has been standardised across the age range 6-15 years. The revised norms for this simple spelling test provide estimates of spelling age based on a sample of South Australian students tested in 1993. This test assesses spelling performance from age 6 to over 15 years. It is popular because it has Australian norms however in some places it may be over-used and some children are developing familiarity with the test STAXI The STAXI was developed with two goals in mind. The first was to develop a measure of the components of anger in the context of both normal and abnormal personality. The second goal seems rather more specific to a particular research orientation - in this case examining the contribution of anger to the development or exacerbation of medical conditions such as hypertension, coronary heart disease, and cancer. There are two fundamental aspects of anger which are addressed - the experience of anger, and the expression of anger. The experience of anger can be understood in the context of state - subjective feelings that vary from irritability to intense rage, and trait anger which refers to a disposition to perceive situations as annoying and to respond to these situations by more frequent expressions of state anger. Thus state and trait anger are unlikely to actually be independent characteristics or components of anger. When expressing anger, it may be focused outward on other people or objects (Anger-Out), or directed inward (Anger-In). A third component is the degree to which people attempt to control their expression of anger (Anger Control). The STAXI is designed to be administered to people aged 13 through adulthood with a minimum fifth grade reading level. The task of administering the test is straightforward, essentially self-administered, but interpretation of test scores requires formal training in assessment. There are no time limits imposed on completing the STAXI, but it is a brief test and most people complete it within 15 minutes. STAXI Scales: The STAXI consists of 44 items which are distributed across the five main scales. Consistent with the conceptualisation of anger above there are three main aspects to the STAXI scales: State, Trait, and Anger Expression. Trait contains two subscales that examine different dispositions in trait anger - temperament and reaction. Anger Expression is actually an experimental composite of the three expression constructs -In, Out, and Control. STATETRAITANGER EXPRESSION(S-Anger)(T-Anger)(AX/EX)Angry TemperamentAnger-In (AX/In)(T-Anger/T)Anger-Out (AX/Out)Angry ReactionAnger Control (AX/Con)(T-Anger/R) S-Anger - This is a 10-item stand-alone scale which measures the respondent's current feelings of anger. T-Anger - This scale also contains 10 items which asks the respondent to answer questions about his or her disposition towards anger. T-Anger/T - is a subscale of T-Anger consisting of 4 items that generally address the disposition to express anger without provocation. T-Anger/R - is a subscale of T-Anger also consisting of 4 items that ask about the respondent's disposition to express anger when provoked. AX/In - this 8 item scale measures the frequency with which the respondent holds in or suppresses his or her anger. AX/Out - this 8 item scale measures the frequency with which the respondent expresses her anger to other people or objects. AX/Con - another 8 item scale that attempts to measure the degree to which the respondent attempts to control his or her expression of anger. AX/EX - this is an experimental composite score that is designed to represent the combination of AX/In, AX/Out, and AX/Con and essentially examines the overall frequency of anger expression. AX/EX is computed with the following formula: AX/EX = AX/Out + AX/In - AX/Con +16. The addition of 16 at the end may seem unusual but it is designed to ensure that a negative score cannot be achieved. Since the four possible responses to each item are assigned a number between 1 and 4 and each of the AX scales has 8 questions, the minimum total for each scale is 8, and the maximum score is 32. The lowest possible score would be minimum In and Out and maximum Con which would be 8+8-32 = -16. Adding 16 to this total would give 0. Similarly if Out and In were at maximum and Con was at minimum the total would be 32+32-8+16 = 72. For this reason the raw score range for AX/EX is 0 to 72. All items are rated on a four-point scale and are assigned a score of between 1 and 4. Raw score totals are converted to percentile ranks and T-scores using normative tables. There are separate normative tables for males and female adolescents, adults, and college students. STAXI-2 The State-Trait Anger Expression Inventory-2 (STAXI-2) is a 57-item inventory which measures the intensity of anger as an emotional state (State Anger) and the disposition to experience angry feelings as a personality trait (Trait Anger). The instrument consists of six scales measuring the intensity of anger and the disposition to experience angry feelings. Items consist of 4-point scales that assess intensity of anger at a particular moment and the frequency of anger experience, expression, and control. Applications Assess components of anger in the context of normal personality and psychopathology. Evaluate the contributions of the various components of anger to the etiology and progression of medical conditions, particularly hypertension, coronary heart disease, and cancer. The STAXI-2 State Anger scale assesses the intensity of anger as an emotional state at a particular time. The Trait Anger scale measures how often angry feelings are experienced over time. The Anger Expression and Anger Control scales assess four relatively independent anger-related traits: (a) expression of anger toward other persons or objects in the environment (Anger Expression-Out); (b) holding in or suppressing angry feelings (Anger Expression-In); (c) controlling angry feelings by preventing the expression of anger toward other persons or objects in the environment (Anger Control-Out); (d) controlling suppressed angry feelings by calming down or cooling off (Anger Control-In). Individuals rate themselves on 4-point scales that assess both the intensity of their anger at a particular time and the frequency that anger is experienced, expressed, and controlled STROOP TEST The Stroop Task is a psychological test of our mental vitality and flexibility. The task takes advantage of our ability to read words more quickly and automatically than we can name colors. If a word is printed or displayed in a color different from the color it actually names; for example, if the word "green" is written in blue ink (as shown in the figure to the left) we will say the word "green" more readily than we can name the color in which it is displayed, which in this case is "blue." The cognitive mechanism involved in this task is called inhibition, you have to inhibit or stop one response and say or do something else. SYMBOL DIGIT MODALITIES TEST (SDMT) PURPOSE: Screen for organic cerebral dysfunction in both children and adults ADMINISTER TO: Children 8-17 years; adults 18-78 years ADMINISTRATION TIME: 20 minutes (107 items) Brief and easy to administer, the SDMT has demonstrated remarkable sensitivity in detecting not only the presence of brain damage, but also changes in cognitive functioning over time and in response to treatment. It is an economical way to screen apparently normal children and adults for possible motor, visual, learning, or other cerebral dysfunction. The SDMT involves a simple substitution task. Using a reference key, the examinee has 90 seconds to pair specific numbers with given geometric figures. Because examinees can give either written or spoken responses, the test is well suited for use with individuals who have motor disabilities or speech disorders. Because it involves only geometric figures and numbers, the SDMT is relatively culture free as well and can be administered to individuals who do not speak English. The SDMT AutoScore Test Form simplifies scoring The SDMT is effective in a wide range of clinical applications including differentiation of brain-damaged from psychotic patients; differentiation of organics from depressives; early detection of senile dementia and Huntingtons disease; differential diagnosis of children with learning disorders; early identification of children likely to have reading problems; assessment of change in cognitive functioning over time and/or with therapy in individuals who have traumatic vascular, neoplastic, and other brain insults; and assessment of recovery from closed-head injury Thematic Apperception Test The 31 picture cards included in the TAT are used to stimulate stories or descriptions about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. Key Features The test can be administered individually, to groups, or self-administered. Individuals can respond orally or in writing. Cards include specific subsets for boys, girls, men, and women. Quick Facts  HYPERLINK "http://www.pearsonassessments.com/forms/qualify.asp" Qualification LevelAAdminister ToIndividuals 10 years and olderCompletion TimeVariable (31 picture cards/2 series of 10 cards for boys, girls, men and women)FormatsIndividuals react (orally or in writing) to a series of picture cardsScoring OptionHand Scoring TRAIL MAKING TEST The test consists of two parts, A and B, and since it is a test of speed, the examiner should stress the importance of time and efficiency. Part A consists of encircled numbers from 1 to 25 randomly spread across a sheet of paper. The object of the test is for the subject to connect the numbers in order, beginning with 1 and ending with 25, in as little time as possible. Part B is more complex than A because it requires the subject to connect numbers and letters in an alternating pattern (1-A-2-B-3-C, etc.) in as little time as possible. Because Part B requires more thought processing and attention on behalf of the subject, it takes longer to complete the test; however, if one works on Part B for more than two or three minutes, one will become frustrated, and the frustration may influence performance on other tests (Bradford, 46). Normally, the entire test can be completed in 5 to 10 minutes. Scores are calculated by adding the time it takes for the subject to complete Part A with the time it takes to complete Part B, so it is extremely important for one to understand the directions fully before the pencil touches the paper and time begins. If an error is made, the examiner will point it out to the patient for correction and have them return to and continue from the correct location while the clock remains running. Errors are recorded and the patient continues with the test. Cutoff scores for impairment are based on normative data instead of earlier recorded scores suggested by Matarazzo because there are other factors which may play a role in an individual's score (ex: age, educational level). TRAUMA SYMPTOM INVENTORY The Trauma Symptom Inventory (TSI) is a test containing 100 items claiming to measure posttraumatic stress and other psychological sequelae of traumatic events. It was devised to be used in the assessment of acute and chronic traumatic symptomatology, such as rape, physical assault, spouse abuse, major accidents, combat trauma, natural disasters and the enduring effects of childhood abuse and early childhood trauma (Briere, 1995). The TSI has 3 validity scales and 10 clinical scales that assess a broad range of psychological symptoms including those related to Posttraumatic Stress Disorder (PTSD) and Acute Stress Disorder (ASD) plus intra and interpersonal difficulties associated with chronic psychological trauma. The test is self-administered and is intended for a fifth grade and above reading level (Briere 1995). Items are scored on a four point scale with 0 = Never through to 3 = Often, and are rated in terms of frequency of occurrence over the previous six months. Due to this time frame the TSI was not intended to generate a DSM IV PTSD diagnosis. The TSI takes approximately 20 minutes to complete and around 15 minutes to score (Briere and Elliott, 1997). Validity scales: Response level (RL); Atypical Response (ATR); Inconsistent Response (INC) Clinical Scales: Anxious Arousal (AA); Depression (D); Anger/Irritability (AI); Intrusive Experiences (IE); Defensive Avoidance (DA); Dissociation (DIS); Sexual Concerns (SC); Dysfunctional Sexual Behaviour (DSB); Impaired Self-Reference (ISR); Tension Reduction Behaviour (TRB) WAIS-R Wechsler Adult Intelligence Scale (WAIS) intelligence test for individuals 16 years and over The WAIS(R) was standardised on a sample of 1,800 U.S. subjects, ranging from 16 to 74 years of age. It was a highly stratified sample, broken down into 9 different age groups. Equal numbers of men and women were used, as were white and nonwhite subjects, in line with census figures. It was further broken down into four geographic U.S. regions and six occupational categories. There was also an attempt to balance urban and rural subjects. The mean I.Q. for each age group on this test is 100, with a standard deviation of 15. The WAIS scales have impressive reliability and validity. There are different adaptations of the scale by country. For example, in Australia we have the Australian adaptation of the WAIS-R (1989). 11 separate subtests, which are broken into the Verbal scale (6 subtests) and the Performance scale (5 subtests). A person taking the test receives a full-scale IQ score, a verbal IQ score, a performance IQ score, as well as scaled scores on each of the subtests. Verbal WAIS scales Information: 29 questions - a measure of general knowledge. Digit Span: Subjects are given sets of digits to repeat initially forwards then backwards. This is a test of immediate auditory recall and freedom from distraction. Vocabulary: Define 35 words. A measure of expressive word knowledge. It correlates very highly with Full Scale IQ Arithmetic: 14 mental arithmetic brief story type problems. tests distractibility as well as numerical reasoning. Comprehension: 16 questions which focus on issues of social awareness. Similarities: A measure of concept formation. Subjects are asked to say how two seemingly dissimilar items might in fact be similar. Performance WAIS scales Picture Completion: 20 small pictures that all have one vital detail missing. A test of attention to fine detail. Picture Arrangement: 10 sets of small pictures, where the subject is required to arrange them into a logical sequence. Block Design: Involves putting sets of blocks together to match patterns on cards. Digit Symbol: Involves copying a coding pattern. Object Assembly: Four small jig-saw type puzzles. Three IQ scores are obtained from the WAIS(R): 1. Verbal IQ 2. Performance IQ 3. Full Scale IQ Interpretation is fairly systematic and can be broken down into a number of discrete steps: 1. Obtain the 3 IQ scores. What standardized categories do they fall into? 2. Is there a Verbal-Performance discrepancy? Is it significant? 3. Break WAIS scores down into the factorial sub-structure: (a) Verbal Comprehension (b) Spatial Perceptual (c) Freedom from Distraction Are individual sub-tests very low or very high? Why? What is the degree of intra-subtest scatter? The WAIS-R gives a global IQ and also two separate IQs for the two scales: verbal and performance. There are 6 verbal subscales and 5 performance subscales. Wechsler believes that this test is a good measure of g. The two scales can be used separately to see if a person has particular strengths or weaknesses. Wechsler suggests that if there is more than 15 IQ points difference between the two main scales then this might be cause for further investigation. The design of the test, with the two scales, means that the verbal & performance scales can be used alone. The Performance section alone can be used with examinees who are unable to properly comprehend or manage language, or the Verbal scale alone can be used with examinees who are visually or motor impaired. There is little emphasis on speed in this test with only some subscales having time limits and some subscales having bonuses for speed. WASI Wechsler Abbreviated Scale of Intelligence (WASI) to obtain a reliable brief measure of intelligence Age Range:6 to 89 years Administration:Individual - Four Subtest Form = 30 minutes; Two Subtest Form = 15 minutes The WASI meets the demand for a reliable, brief measure of intellectual ability in clinical, educational and research settings for ages 6 to 89 years. WIAT This test provides a comprehensive test of reading (word analysis and comprehension), writing (spelling and written language), language (listening comprehension and oral expression), and mathematics (numerical operations and mathematical reasoning). Wechsler Memory Scale-Revised The Wechsler memory test was first developed in 1945 and is the current standard for memory tests. Scores of four sub-tests were reported in the case study: general memory, verbal memory, visual memory, and delayed recalled. These scores are designed to be averaged to obtain a memory quotient (MQ), with scores comparable to intelligence quotients or lQs. 100 is an average score for both MQ and IQ. WISC-III The Wechsler Intelligence Scale for Children, often abbreviated as WISC, is an individually administered measure of intelligence intended for children aged six years to 16 years and 11 months. The WISC is designed to measure human intelligence as reflected in both verbal and nonverbal (performance) abilities. David Wechsler, the author of the test, believed that intelligence has a global quality that reflects a variety of measurable skills. He also thought that it should be considered in the context of the person's overall personality. The WISC is used in schools as part of placement evaluations for programs for gifted children and for children who are developmentally disabled. In addition to its uses in intelligence assessment, the WISC is used in neuropsychological evaluation, specifically with regard to braindysfunction. Large differences in verbal and nonverbal intelligence may indicate specific types of brain damage. The WISC is also used for other diagnostic purposes. IQ scores reported by the WISC can be used as part of the diagnostic criteria for mental retardation and specific learning disabilities. The test may also serve to better evaluate children with attention-deficit/hyperactivity disorder(ADHD) and other behavior disorders. Precautions The Wechsler intelligence scales are not considered adequate measures of extreme intelligence (IQ scores below 40 and above 160). The scoring process does not allow for scores outside this range for test takers at particular ages. Wechsler himself was even more conservative, stressing that his scales were not appropriate for people with IQs below 70 or above 130. Despite this restriction, many people use the WISC as a measure of the intelligence of gifted children, who typically score above 130. The age range for the WISC overlaps with that of the Wechsler Adult Intelligence Scale(WAIS) for people between 16 and 17 years of age, but experts suggest that the WISC provides a better measure for people in this age range. Administration and scoring of the WISC require a competent administrator who must be able to interact and communicate with children of different ages and must know test protocol and specifications. WISC administrators must receive training in the proper use of the instrument and demonstrate awareness of all test guidelines. Description The WISC-III consists of 13 subtests and takes between 50 and 75 minutes to complete. The test is taken individually, with an administrator present to give instructions. Each subtest is given separately. There is some flexibility in the administration of the WISCthe administrator may end some subtests early if the test taker appears to have reached the limit of his or her capacity. Tasks on the WISC include questions of general knowledge, traditional arithmetic problems, English vocabulary, completion of mazes, and arrangements of blocks and pictures. Children who take the WISC are scored by comparing their performance to other test takers of the same age. The WISC yields three IQ (intelligence quotient) scores, based on an average of 100, as well as subtest and index scores. WISC subtests measure specific verbal and performance abilities. The Wecshler scales were originally developed and later revised using standardization samples. The samples were meant to be representative of the United States population at the time of standardization. The WISC is considered to be a valid and reliable measure of general intelligence in children. It is regularly used by researchers in many areas of psychology and child development as a general measure of intelligence. It has also been found to be a good measure of both fluid and crystallized intelligence. Fluid intelligence refers to inductive and deductive reasoning, skills that are thought to be largely influenced by neurological and biological factors. Fluid intelligence is measured by the performance subtests of the WISC. Crystallized intelligence refers to knowledge and skills that are primarily influenced by environmental and sociocultural factors. It is measured by the verbal subtests of the WISC. Wechsler himself did not divide overall intelligence into these two types. The definition of fluid and crystallized intelligence as two major categories of cognitive ability, however, has been a focus of research for many intelligence theorists. Verbal IQ: The child's verbal IQ score is derived from scores on six of the subtests: information, digit span, vocabulary, arithmetic, comprehension, and similarities. The information subtest is a test of general knowledge, including questions about geography and literature. The digit span subtest requires the child to repeat strings of digits recited by the examiner. The vocabulary and arithmetic subtests are general measures of the child's vocabulary and arithmetic skills. The comprehension subtest asks the child to solve practical problems and explain the meaning of simple proverbs. The similarities subtest asks the child to describe the similarities between pairs of items, for example that apples and oranges are both fruits. Performance IQ: The child's performance IQ is derived from scores on the remaining seven subtests: picture completion, picture arrangement, block design, object assembly, coding, mazes, and symbol search. In the picture completion subtest, the child is asked to complete pictures with missing elements. The picture arrangement subtest entails arranging pictures in order to tell a story. The block design subtest requires the child to use blocks to make specific designs. The object assembly subtest asks the child to put together pieces in such a way as to construct an entire object. In the coding subtest, the child makes pairs from a series of shapes or numbers. The mazes subtest asks the child to solve maze puzzles of increasing difficulty. The symbol search subtest requires the child to match symbols that appear in different groups. Scores on the performance subtests are based on both the speed of response and the number of correct answers. Results: WISC scores yield an overall intelligence quotient, called the full scale IQ, as well as a verbal IQ and a performance IQ. The three IQ scores are standardized in such a way that a score of 100 is considered average and serves as a benchmark for higher and lower scores. Verbal and performance IQ scores are based on scores on the 13 subtests. The full scale IQ is derived from the child's scores on all of the subtests. It reflects both verbal IQ and performance IQ and is considered the single most reliable and valid score obtained by the WISC. When a child's verbal and performance IQ scores are far apart, however, the full scale IQ should be interpreted cautiously. WISC-IV It is an individually administered clinical instrument for assessing the cognitive ability of children aged 6 years through 16 years 11 months. WISC IV has 4 composite scores (instead of the 2 we had with the WISC III). Full Scale IQ (FSIQ) is comprises of the four composite scores.  Verbal Comprehension Index (VCI) Perceptual Reasoning Index (PRI) Working Memory Index (WMI) Processing Speed Index (PSI) List of the Subtest under each of the four Indexes: (key= "( )" indicated that the subtest is not included in the index total score.) Verbal Comprehension Index (VCI): lSimilarities lVocabulary lComprehensionl (Information) l(Word Reasoning) lPerceptual Reasoning Index (PRI): lBlock Design lPicture Concepts lMatrix Reasoning l(Picture Completion) lWorking Memory Index (WMI): lDigit Span lLetter-Number Sequencing l(Arithmetic) lProcessing Speed Index (PSI): lCoding lSymbol Search l(Cancellation) The WISC-IV has a total of 15 subtests, 10 are retained from the WISC-III These are the five new subtests: Word Reasoning Matrix Reasoning Letter-Name Sequencing Symbol Search Cancellation Object Assembly subtest from the WISC III is gone. On the WISC III there was Picture Arrangement, now on the WISC IV there is Picture Concepts, under Perceptual Reasoning Index. (Not sure if it is testing the same type of information or not. Not to be confused with the Picture Completion is on both versions of the WISC). Scoring: Current reports show that most students re-tested with the WISC-IV will have approximately a 5 point discrepancy, lower (to the negative) because of this newer version of WISC, its novelty and its increased difficulty. The good news is that the WISC IV has been normed on normal peers and for special education populations: Mental Retardation (MR), Attention-Deficit / Hyperactivity Disorder (AD/HD), Learning Disabilities (LD), both AD/HD and LD, Traumatic Brain Injury (TBI), etc. With 4 composite scores (vs. 2 as is the case with the WISC III), there is no standard discrepancy formula, it now all has to be evaluated in terms of the child's ability, test results, current educational functioning, achievement test expectations based on ability, evaluation of the subtests as well as evaluation of the composite sets. Some evaluators have suggested that a 19 point discrepancy in the VCI/PRI composites may warrant further investigation. Standard deviation is 15 points, it is not clear that these score will tell enough about the child's areas of weakness. Wisconsin Card Sort Test A test measurement that can be used to measure the level of dopamine activation in the pre-frontal cortex. The individual is asked to decipher rules, such as shape, concerning the arrangement of cards, and then must sort the cards according to these rules. Once they have seen the pattern or rule, the arrangement changes and the individual must then sort the cards according to the new rule Woodcock Reading Mastery Tests-Revised Age Range: Grades K-16, ages 5-0 through 75+ Administration Time: 10-30 minutes for each cluster of tests Scores/Interpretation: Age- and grade-based percentile ranks, standard scores (M = 100 SD = 15), and NCEs (for Chapter I ), age and grade equivalents. Benefits Provides thorough coverage of reading readiness, basic skills, and comprehension Two forms make it easy to test and retest Wide age range allows you to test young children to older adults More diagnostic power with a wide array of scores The Woodcock Reading Mastery Test-Revised-Normative Update provide an expanded interpretive system and age range to help you assess reading skills of children and adults. Two forms, G and H, make it easy to test and retest, or you can combine the results of both forms for a more comprehensive assessment. Form G Two readiness tests and four tests of reading achievement: Visual-Auditory Learning Letter Identification (and a Supplementary Letter Checklist) Word Identification Word Attack Word Comprehension (Antonyms, Synonyms, Analogies) Passage Comprehension Form H Four tests of reading achievement with parallel test items to Form G: Word Identification Word Attack Word Comprehension (Antonyms, Synonyms, Analogies) Passage Comprehension Vocabulary measured in content areas Reading vocabulary, measured by the Word Comprehension test, may be evaluated in four areas: General Reading, Science-Mathematics, Social Studies, and Humanities. WRMT-R includes practice items and training procedures to help you administer the test to younger children. The complete kit also includes an audiocassette with pronunciation guides for Word Attack and Word Identification items in each form. WPPSI-R The Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) is a battery of tests for 3-7 year olds that assesses intellectual functioning. Administration time is approximately 50-75 minutes. The WPPSI-R has two parts, the Verbal Scale and the Performance Scale. Each of these scales has several subtests. The Verbal Scale measures language expression, comprehension, listening, and the ability to apply these skills to solving problems. The examiner gives the questions orally, and the child gives a spoken response. The Performance Scale assesses nonverbal problem solving, perceptual organisation, speed, and visual-motor proficiency. Included are tasks like puzzles, analysis of pictures, imitating designs with blocks, and copying. ScalesPercentileAge EquivalentDescription of subtest Performance Subtests   Object Assembly  Visual analysis, object constructionGeometric Design  Fine motor co-ordination, copying, drawingBlock Design  Visual motor problem solving, spatial relationshipsMazes  Fine motor co-ordination, planning, following directionsPicture Completion  Visual discrimination, alertness to detail(Animal Pegs)  Visual-motor co-ordination, speed, concentrationVerbal Subtests   Information  Factual knowledge, long term memory, recallComprehension  Social and practical judgement, common senseArithmetic  numerical reasoning, concentration, attentionVocabulary  Language development, word knowledge, verbal fluencySimilarities  Abstract reasoning, verbal categories and concepts (Sentences)  short-term auditory memory, attention A Percentile rank expresses the relative position of a score. Additional scores, like quotients based on groups of selected subtests, can be calculated. These scores can suggest additional hypotheses about factors underlying the young child's performance on the WPPSI-R. A percentile rank of 98 means that a child has scored as well as or better than 98% of students of the same age on that subtest. The confidence interval indicates the probable range of scores which can be expected when this individual is retested. IQ ScaleIQ Scale ScorePercentile Confidence IntervalClassificationPerformance IQ    Verbal IQ    Full Scale IQ    Conceptual Index    Spatial Index    Sequential Index     Intelligence tests like this one are samples of problem solving abilities and learned facts, and are good predictors of future learning and academic success. However, there are several factors that the tests do not measure. For instance, they cannot determine motivation, curiosity, or creative talent. At an early age, they are also limited by the child's experiences and opportunities for formal and informal learning. WPPSI-III WPPSI"!-III features shorter, more game-like activities that hold the attention of children as young as 2-1/2 years. Simplified instructions and scoring procedures enhance the ease of administration for examiners. WPPSI"!-III has undergone substantial revision to increase the scale's age appropriate properties. Age range has been lowered to 2 years 6 months, allowing for earlier testing of children who could benefit from earlier intervention with special services Scale has been divided into two age bands, 2:6-3:11 years and 4:0-7:3 years. Younger children take fewer subtests that are designed to measure verbal comprehension and perceptual organization abilities. Older children take a greater number of subtests designed to measure verbal comprehension, perceptual organization, and processing speed abilities Less emphasis on acquired knowledge Instructions to children have been simplified Elimination of time bonuses due to the normal lags in motor skill development relative to cognitive skills Use of queries and prompts is generally unrestricted All stimulus booklet art has been redrawn to be more colorful and more closely resemble illustrations found in materials familiar to children WPPSI"!-III test materials have been modified to make administration of the scale as user friendly as possible. Instructions to the examiner and scoring procedures have been simplified New stimulus booklet page layout provides greater comfort and efficiency throughout testing Elimination of Object Assembly shield makes presentation of puzzle pieces less difficult and time-consuming All subtests now feature teaching and practice items Overall testing time for core subtests has been reduced, especially for children in the younger age group, with 25-35 minutes required for them and 40-50 minutes required for the older children The scale's psychometric properties have significantly improved. New items have been added to ensure that all existing subtests have adequate floors, ceilings, and difficulty-level gradients All items have been reviewed for ethnic, gender, regional, and socio-economic bias Seven new subtests were developed to enhance the scale's measurement capabilities of fluid reasoning, receptive and expressive vocabulary, and processing speed Significantly improved reliability and validity Norms include Subtest Scaled Score and Composite Scores (e.g. FSIQ, VIQ, PIQ, PSQ)  INCLUDEPICTURE "http://harcourtassessment.com/hai/images/dotcom/WPPSI-III_Bluepri_Out.jpg" \* MERGEFORMATINET  Wide Range Assessment of Memory and Learning Purpose: Designed to evaluate a child's ability for learning and memorizing information. Population: Ages 5 through 17 Scales: Verbal Memory Index, Visual Memory Index, Learning Index, General Memory Index Time: 45-60 minutes for Core Battery; 83-102 minutes for Expanded Battery. Authors: David Sheslow & Wayne Adams Publisher: Jastak Associates Inc Description: The Wide Range Assessment of Memory and Learning (WRAML) is designed to assess memory and learning functions across the school years. Scoring: There are nine subtests each yielding a norm-referenced score. Scores on three subtests are combined to give a Verbal Memory Index, a Visual Memory Index, and a Learning Index. The scaled scores for these three indexes are then summed to yield a General Memory Index. Four of the nine subtests (Verbal Learning, Story Memory, Sound Symbol, and Visual Learning) ask for both immediate and delayed recall. Interpretations are provided, based on the age of the child tested, of the difference between the immediate and delayed score. Thus, the nine subtests of the WRAML yield a total of 18 scores. The GMI and Verbal, Visual, and Learning Indexes can be computed in percentiles and standard scores. Individual subtests yield scaled scores. 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B  dh$Ifgd9B C T W -!! dh$Ifgd9kd)~$$Iflr ?e 2O 0644 labp2W Z ] `  dh$Ifgd9` a o r -!! dh$Ifgd9kd:$$Iflr ?e 2O 0644 labp2r u x {  dh$Ifgd9{ |   -!! dh$Ifgd9kdK$$Iflr ?e 2O 0644 labp2     dh$Ifgd9   A B -%%%dhgd9kd\$$Iflr ?e 2O 0644 labp2B C M -Q r|;.^ & F"dhgdB< & F!dhgdB< & F!dhgd;dhgdB<gd:9dhgd9B C M 34Ee,-PQ prTs{|úú~hB<h;haJhrh5aJ haJ h;aJhB<h5aJ hB<aJhyuhfZaJhyuhaJ hB<5aJhyuh5aJ h;5aJhyuh0JOJQJ\^J hyuh h:9h$ hB<5\1|:; -.]^"#$%&RS\&,s{R[@M 2;ɹɥɗ{p{p{p{p{p{p{p{p{pnp{Uhrh$ImH sH hrh$I5\mH sH  h:9h$I h:9hJ'Rh[h[OJQJ\^J'jmhrh[5OJQJU\^Jhrh:_5OJQJ\^J'jhrh:_5OJQJU\^Jh:_OJQJ\^Jhh;h;haJ hyuh+&S&sR@2RSdhdd[$\$gd}dhgd;gd:9dhgd}ty is as high for younger as for older children. Validity: Construct validity, used in Rasch measurement, indicates excellent item definitions of variables measured and internal consistency Comparisons with the WMS-R for adolescents (16-17 year). The WRAML appears superior to the WMS-R for use with adolescents. The WRAML is well validated, and is widely used in research. Information is also included concerning the standard error of measurement for each subtest and index for each age group, along with correlations between scores on the WRAML and other standardized instruments such as the McCarthy Memory Index, Stanford Binet Short-Term Memory, and the Wechsler Memory Scale. Norms: The test was normed and standardized based on samples of children from 5 to 16 years of age. There were approximately 112 children in each subgroup (half-year intervals). The total norming group consisted of 2,363 individuals. The norming samples are representative of the US population with regard to gender, geographic region, and parental occupation. Suggested use: The major use for the WRAML is clinical in terms of providing incremental information in making an individual diagnosis. The WRAML is used to evaluate learning and schoolrelated problems. It is helpful in evaluating the effects of a language disability or problems with verbal memory retrieval, in identifying the inefficient or disorganized memory strategies of a bright but under-achieving student, and in pointing to the functional inefficiency of memory in a child with attention deficit. It can be used to assess memory following head injury. ;RS$hrhaOJQJ^JaJmH sH  h[h$Ihrh$I5\mH sH hrh$ImH sH 6&P 1h:pGs. 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