Handbook of Psychological Assessment

Cover
Handbook of Psychological Assessment
Copyright
Dedication
List of contributors
Preface
Part I: Introduction
1 Historical perspectives
	Introduction
	Intelligence and achievement testing
	Personality assessment
		The interview
		Projective personality tests
		Objective personality tests
	Neuropsychological assessment
	Behavioral assessment
		Assessment schemes
		DSMs and behavioral assessment
	Summary
	Recent developments
	References
	Further reading
Part II: Psychometric Foundations
2 How to develop an empirically based psychological test
	Introduction
	Phase I: Test conceptualization
		Establish a need
		Specify proposed applications
		Specify users
		Specify conceptual and operational definitions of constructs
	Phase II: Specify test format and structure
		Specify age range
		Specify test format
		Specify internal structure
		Develop a table of specifications or test blueprint
		Specify item format
			Select the item format that most directly measures the construct
			Select item formats that promote reliability and validity
		Estimate how many items to include
		Plan for item development
		Specify methods for item tryout and selection
			Diversity panel review
			Specify a plan for item tryout
			Specify the statistical methods you will use to select items
	Phase III: Planning standardization, scaling, and psychometric studies
		Specify standardization plan
		Specify scaling methods
			Scales of measurement
				Nominal scales
				Ordinal scales
				Interval scales
				Ratio scales
		Specify reliability/precision studies
			Test–retest coefficients
			Alternate-form coefficients
			Internal consistency coefficients
			Interrater reliability
		Specify validity studies
			Evidence based on test content
			Evidence based on relations to other variables
	Phase IV: Plan implementation
		Submit a test proposal
		Implement plan, reevaluate, and modify test
		Prepare the test manual
	Concluding comments
	References
Part III: Assessment of Intelligence
3 Interpreting pediatric intelligence tests: a framework from evidence-based medicine
	Introduction
	A brief history
	Framework for interpreting intelligence tests
	Qualitative-idiographic approaches
	Qualitative-nomothetic approaches
	Quantitative-idiographic approaches
	Quantitative-nomothetic approaches
	Review of two frequently used individually administered tests of intelligence for youth
	Wechsler Intelligence Scale for Children—fifth edition (WISC-V)
		Theory
		Standardization
		Properties
		Useful details for additional interpretation
		Critique
	Woodcock–Johnson Tests of Cognitive Abilities (WJ-IV COG)
		Theory
		Standardization
		Properties
			Critique
	References
4 The development, expansion, and future of the WAIS-IV as a cornerstone in comprehensive cognitive assessments
	Introduction
	WAIS-IV: development, advances, and future directions
	WAIS-IV development approach
	Subtest level changes
		Verbal Comprehension
		Perceptual reasoning
		Working Memory
		Processing Speed
			New subtests
		Visual Puzzles
		Figure Weights
		Cancellation
	WAIS-IV index scores and structure
		Verbal Comprehension Index
			Vocabulary
			Similarities
			Information
			Comprehension
		Perceptual Reasoning Index
			Visual Puzzles
			Block Design
			Matrix Reasoning
			Figure Weights
			Picture Completion
		Working Memory Index
			Digit Span
			Arithmetic
			Letter–Number Sequencing
		Processing Speed Index
			Coding
			Symbol Search
			Cancellation
		General Ability Index
		Cognitive Proficiency Index
	Issues in summarizing overall ability
	Five-factor models
	WAIS-IV and digital assessment
	Expanded assessment
	WMS-IV
		Visual Working Memory
			Spatial Addition
			Symbol Span
		Auditory Memory
			Logical Memory
			Verbal Paired Associates
		Visual Memory
			Designs
			Visual Reproduction
		Immediate Memory
		Delayed Memory
		Brief Cognitive Status Exam
	Joint factor structure of the WAIS-IV and WMS-IV
		Social Perception
	Advanced Clinical Solutions Social Cognition
	Advanced Clinical Solutions Suboptimal Effort
		Word Choice
	Refining interpretation of the WAIS-IV
		Demographic referenced norms
		Test of Premorbid Functioning
		Serial assessment with WAIS-IV and WMS-IV
		Multivariate base rates
		Cognitive variability
	Future directions
	References
	Further reading
Part IV: Achievement and Interest
5 Aptitude and achievement testing
	Aptitude and achievement testing
	Aptitude testing
	College and professional schools
	Vocational preparation and employment
	Military testing for identification and classification
	Language acquisition
	Achievement testing
		Achievement testing in the public schools
	Achievement testing in clinical practice
	Updated research on commonly used measures of achievement
	Wide Range Achievement Test—fourth edition
	Woodcock–Johnson IV Tests of Achievement
	Wechsler Individual Achievement Test-III
	Individual achievement test-revised–normative update (PIAT-R/NU)
	Measurement of underlying cognitive processes involved in reading achievement
	Reading comprehension measures: research and critiques
	Current measures of mathematical achievement
	Aptitude and achievement testing in the 21st century: comments and conclusions
	References
6 Interest inventories
	Introduction
	The earliest item pool
	Characteristics of good items
	Influence of vocational interest theories on inventory construction
		Construction of interest inventory scales
	Homogeneous scale development
	Heterogeneous scale development
		Current interest inventories
	Campbell Interest and Skill Survey
	Holland’s interest inventories
	Strong Interest Inventory
	Career Assessment Inventory
	O*NET Interest Profiler and Interest Item Pool
		Stability of interests
		Use of interest inventories
	Career exploration
	Selection and placement
	Research
		Future directions
	Summary
	References
Part V: Neuropsychological Assessment
7 Sources of error and meaning in the pediatric neuropsychological evaluation∗
	Historical foundation
		Origins of child neuropsychology
	Process of the child neuropsychological evaluation
		The child neuropsychological versus psychoeducational evaluation
		Theory and goals of the assessment process—deriving meaning
	Sources of error
		Incremental validity
		Culture, language, and poverty
		Ecological validity
		Malingering
		Clinical decision making
	Summary
	References
	Further reading
8 Adult comprehensive neuropsychological assessment
	Introduction
	Special problems in the construction and standardization of neuropsychological test batteries
		Practical concerns in test construction
		Issues related to validity and reliability
		Reliability
	An introduction to the comprehensive batteries
		The Halstead–Reitan Battery (HRB)
			History
		Structure and content
			Theoretical foundations
			Standardization research
			Evaluation
		The Luria–Nebraska Neuropsychological Battery
			History
			Structure and content
			Theoretical foundations
			Standardization research
			Evaluation
			Other fixed battery approaches
			Flexible batteries
	Conclusions
	References
	Further reading
9 Assessment in sports: psychological and neuropsychological approaches
	Psychological assessment in sport
	Disciplines of sports psychology
	Unique aspects of the sport milieu
	Approaches to assessment in sport psychology
	Most frequent constructs and behaviors measured in sports assessments
	Personality
	Emotion regulation
	Coping skills
	Resilience
	Mental toughness
	Team cohesiveness
		Section key points
	Assessment in sports neuropsychology
	Concussion—the basics
	Assessment of concussion
		Sideline evaluations
		Off-field evaluations
		Section key points
	Summary and conclusions
	References
	Further reading
Part VI: Interviewing
10 Clinical interviewing
	Introduction
	Definition, history, and structure
		Definition
		History of the clinical interview
		Structure of the clinical interview
	Selecting an interview format
		Reliability and validity
		Free-format or open interviews
		Flexibly structured interviews
		Structured and semistructured interviews
	Critical topics
		Culture and diversity
		Technology
		DSM-5
	Conclusion
	Acknowledgments
	References
11 Structured and semistructured interviews for children
	Introduction
	Historical perspectives
	General structured interviews
		Schedule for Affective Disorders and Schizophrenia for School-Aged Children
		Diagnostic Interview for Children and Adolescents
		Diagnostic Interview for Children
		Child and Adolescent Psychiatric Instrument
		Children’s Interview for Psychiatric Syndromes
		Mini International Neuropsychiatric Interview for Children and Adolescents
		Structured Clinical Interview for DSM-IV Childhood Diagnoses
	Specific structured interviews
		Anxiety disorders
		Trauma-related conditions
		Selective mutism
		Other areas
	Strengths and limitations of structured interviews
	Conclusion
	References
12 Diagnostic and symptom interviews for adults
	Introduction
	Diagnostic Interviews
		Structured Clinical Interview for the DSM-5
		Mini International Neuropsychiatric Interview
		The Diagnostic Interview Schedule
		Composite International Diagnostic Interview
		International Personality Disorder Examination
		Structured Clinical Interview for the DSM-5 Personality Disorders
	Symptom and Behavior Rating Scales
		Multidimensional Rating Scales
			Brief Psychiatric Rating Scale
			Present State Examination
			Positive and Negative Syndrome Scale
		Symptom specific and clinical diagnosis rating scales
			Affective symptoms
				Hamilton Rating Scale for Depression
				Inventory of Depressive Symptomatology
				Calgary Depression Scale for Schizophrenia
				Young Mania Rating Scale
				Bech–Rafaelsen Mania Scale
			Psychotic symptoms
				Scale for the Assessment of Positive Symptoms
				Scale for the Assessment of Negative Symptoms
				Brief Negative Symptom Scale
	Conclusion
	Acknowledgments
	References
	Further reading
Part VII: Personality Assessment
13 Overview of multidimensional inventories of psychopathology with a focus on the MMPI-2
	Precursors to self-report inventories of psychopathology
	Development and use of multidimensional inventories of psychopathology
	Assessing protocol validity with the MMPI-2
	Assessing psychopathology: MMPI-2 clinical scales
	Assessing psychopathology: MMPI-2 supplementary scales
	Assessing psychopathology: MMPI-2 content scales
	Publications on the MMPI-2, MMPI-2-RF, PAI, and MCMI
	Concluding comments
	References
14 The Rorschach
	Introduction
	History and development
	Current Rorschach research
		The neuroscience of the Rorschach
		Rorschach variable selection
		Normative and form quality research
	New clinical developments
		R-Optimized method
		Complexity
		Ego Impairment Index
		Oral Dependency Language
		Mutuality of Autonomy
	Conclusion
	References
	Further reading
Part VIII: Behavioral Assessment
15 Behavioral assessment of children
	History of behavioral assessment
	Assessment of children’s overt behavior
		Direct behavioral observation
		Behavior ratings and checklists
		Interviews
	Assessment of a child’s covert processes
		Interviews
		Direct measures
		Self-report instruments
		Self-monitoring
	Assessment of contexts
		Interviews
		Checklists
		Cultural considerations
	Summary
	References
	Further reading
16 Behavioral assessment of adults in clinical settings
	Behavioral assessment with adults in clinical settings
		Measurement and clinical science in psychological assessment
		Overview of the chapter
			A note on idiographic and nomothetic assessment strategies
		Conceptual foundations of behavioral assessment
		Strategies of behavioral assessment
		Multimethod assessment
		Multiple instruments
		Multiinformant assessment
		Time-series and repeated measurement
		Methods of behavioral assessment
			Behavioral observation
			Naturalistic behavioral observation
			Analog behavioral observation
			Self-monitoring
			Ecological momentary assessment
			Functional behavioral interviews and questionnaires
			Psychophysiological assessment
			Ambulatory biosensor assessment
		Integrating multiple measures in clinical assessment into a functional analysis
		Operationally defining target behaviors and causal variables
		Identifying and evaluating causal relations
		Constructing a functional analysis and functional analytic clinical case diagram
		Sam: an example of behavioral assessment strategies, a functional analysis, and FACCD
		It makes a difference: the effects of interventions based, or not based, on the functional analysis
	Summary and concluding recommendations
	References
	Further reading
Part IX: Special Topics and Applications
17 Psychological assessment of the elderly
	Introduction
	Normal aging
	Clinical assessments
		Medical conditions
		Family history
		Social adaptation
		Psychiatric conditions
			Depression
		Schizophrenia
	Cognitive functioning
		Definition of dementia
		Establishment of premorbid functioning
		Overview of brief dementia assessment instruments
	General principles in neuropsychological assessment of the older adult
		Learning and memory
		Attention
		Perception
		Verbal skills
		Motor skills
		Executive functioning
		Praxis
		Visuospatial organization
	Differential diagnosis
		Profile analysis
		Alzheimer’s disease
		Vascular dementia
		Depression versus dementia
	Special problems in geriatric assessments
	References
	Further reading
18 Forensic psychology: practice issues
	What is forensic psychology?
	Legal courts system
	Forensic roles
	U.S. legal decisions on scientific expertise
	Forensic process
	General procedures—collateral sources
	Assessment tools
	Forensic role function
	Courtroom testimony
	Expert witness fees
	Ethical issues
	Multiple relationships
	Working within the legal system
	Documentation and record keeping
	Dealing with subpoenas
	Summary
	References
	Further reading
19 Fairness in psychological testing
	Defining fairness in psychological testing
	Importance of fairness in testing minority individuals
	Variables contributing to test performance in minorities
		Psychological construct being tested and test content
		Test norms
		Acculturation and assimilation
		Communication and language
		Socioeconomic status and education
	Conclusions and future directions
	References
20 Technological developments in assessment
	Introduction
		Assessment: enhancing efficiency and reliability
			Advantages and challenges in early adoption
			Technological advances
	Expanding tasks and scenario-based assessment
		Computer-automated assessment of multitasking
		Virtual environments for ecologically valid assessments
	Access to care and telehealth
		Remote psychological assessment
	Linking cognitive domains and biological systems
		Neuroimaging
		Advancing innovative neurotechnologies
	Enhancing diagnosis and behavioral prediction: computational assessment/neuropsychology
	Cognitive rehabilitating and self-monitoring
		Computers for cognitive training
		Smartphones for psychological assessment
		Ecological momentary assessments
	Expanding research options
	Conclusions
	References
Index
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