Introduction to Clinical Psychology 8th Edition By Geoffrey P. Kramer- -Test Bank

Introduction to Clinical Psychology 8th Edition By Geoffrey P. Kramer- -Test Bank

 

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CHAPTER FIVE

Testing in Clinical Psychology

 

LEARNING OBJECTIVES

 

1. How are psychological tests similar to, and different from, other forms of assessment?
2. What are standardization samples and test norms?
3. What are the main categories of tests used by clinical psychologists?
4. How are tests constructed using analytic and empirical procedures?
5. How can test developers determine if their test is biased against specific ethnic or cultural

groups?

6. What ethical standards and guidelines should clinicians follow in using tests?
7. Which specific tests are most commonly used by clinical psychologists?
8. What are general, specific, and hierarchical models of intelligence?
9. What do intelligence tests used by clinical psychologists actually measure?
10. What is the Stanford-Binet 5, and what scores are derived from it?
11. What are the Wechsler scales, and what scores are derived from them?
12. What other tests of intelligence, achievement, and aptitude do clinicians commonly use?
13. What are the differences between objective and projective personality tests?
14. What is the Minnesota Multiphasic Personality Inventory, and what measures are derived

from it?

15. What other tests do clinicians use to measure psychopathology or emotional distress?
16. What tests are commonly used to measure normal personality?
17. How are the Rorschach and the Thematic Apperception Test constructed and

administered?

18. Why are projective tests controversial?
19. How do the validities of psychological tests compare with the validities of tests used in

other areas of health care?

20. What do clinical utility and treatment utility mean, and why are they significant for testing?

 

CHAPTER OUTLINE

BASIC CONCEPTS IN PSYCHOLOGICAL TESTING

What Is a Test?

What Do Tests Measure?

How Are Tests Constructed?

Avoiding Distortion in Test Scores

Cultural Fairness and Bias in Psychological Tests

Ethical Standards in Testing

 

         TESTS OF INTELLECTUAL FUNCTIONING

Theories of Intelligence

The Binet Scales

The Wechsler Scales

Other Intelligence Tests

Aptitude and Achievement Tests

 

TESTS OF ATTITUDES, INTERESTS, PREFERENCES, AND VALUES

 

TESTS OF PSYCHOPATHOLOGY AND PERSONALITY

Objective Tests of Psychopathology

Objective Tests of Personality

Projective Personality Tests

 

THE CURRENT STATUS OF PSYCHOLOGICAL TESTING

The Validity of Psychological Testing Versus Medical Testing

Clinical Utility and Evidence-Based Assessment

 

THE FUTURE OF PSYCHOLOGICAL TESTING

 

        

IDENTIFICATION / KEY TERMS

 

 

• objective measures (p. 117)
• standardization (p. 117)
• Mental Measurement Yearbook (p. 117)
• analytical test construction (p. 119)
• empirical test construction (p. 119)
• sequential systems approach (p. 119)
• scales (p. 120)
• standardization sample (p. 120)
• norms (p. 120)
• criterion (p. 120)
• ipsative measurement (p. 121)
• response set (p. 121)
• response style (p. 121)
• social desirability bias (p. 121)
• malingering (p. 121)
• cultural fairness (p. 122)
• 80% or four-fifths rule (p. 123)
• ethical standards (p. 124)
• psychometric approach (p. 125)
• triarchic theory of intelligence (p. 125)

factor analytic studies (p. 126)

Binet scales (p. 126)

intelligence quotient (p. 126)

Wechsler scales  (pp. 126-128)

Kaufman Assessment Battery for Children (p. 129)

achievement (p . 130)

aptitude  (p. 130)

values (p. 131)

objective personality measurement (p. 132)

projective personality assessment (p. 132)

MMPI-2 (pp. 133-134)

Personality Assessment Inventory (p.136)

Millon Clinical Multiaxial Inventory (p. 136)

Beck Depression Inventory (p. 136)

NEO-PI (p. 137)

California PI (p. 137)

projective hypothesis (p. 137)

Rorshach test  (p. 138)

protocol (p. 139)

Thematic Apperception Test (p. 140)

treatment utility (p. 143)

clinical utility (p. 143)

 

DISCUSSION QUESTIONS / CLASS ACTIVITIES

 

            BASIC CONCEPTS IN PSYCHOLOGICAL TESTING

 

1. Have students explore the role testing has played in their lives (e.g., the SAT, employment tests, etc.) What have their reactions been to these tests? What are their concerns about how tests have been used in their personal experiences?

2. Most college students have had personal experience with “high stakes” testing during their elementary and high school education as a result of the “No Child Left Behind” legislation. Do they have any concerns about testing related to this experience and to such issues as cultural fairness, and score interpretation?

 

            TESTS OF INTELLECTUAL FUNCTIONING

 

3. In groups, have students develop a definition of intelligence. Then, based on their definition, have them develop some sample test items or activities to assess that type of intelligence. Have the groups share these items with the class.

• 4. Intelligence tests have been misused in the past. Discuss how this has happened and what needs to be done to assure it doesn’t happen in the future.

 

TESTS OF ATTITUDES, INTERESTS, PREFERENCES, AND VALUES

 

5. Have students explore the website authentichappiness.com and possibly take some of the measures available there. Can they see utility in providing means of exploring such aspects of the personality as values and interests?

6. Attitude, interest, and preference tests are used most commonly by counseling psychologists in academic and employment settings. What do the students think about this? Should clinical psychologists take a more active interest in these measures as they complete assessments or not?

            TESTS OF PSYCHOPATHOLOGY AND PERSONALITY

 

7. Illustrate the fundamentals of projective testing by presenting a glass of water filled to the halfway mark and ask the students to describe the glass. Discuss the validity and reliability of this projective measure of optimism and pessimism.

8. Discuss the reasons that projective drawing tests are still used regularly in psychological assessments, especially with children. Do the students have concerns about this? How can these concerns be addressed?

 

THE CURRENT STATUS OF PSYCHOLOGICAL TESTING

 

9. Have students consider the role of psychological testing in a managed care world. What role should financial constraints play in the development of a testing protocol? Is a truncated battery acceptable? Or should traditional testing be eliminated completely in these circumstances?

10. If medical assessment and psychological assessment share similar levels of validity, is it possible that the same factors influence both types of assessments? What might these factors be?

THE FUTURE OF PSYCHOLOGICAL TESTING

 

11. How many of the students in class are interested in learning to conduct psychological testing? What proportion of their clinical training do they think should be dedicated to testing? As technological advances continue, should testing become the domain of technicians rather than clinical psychologists? Why or why not?

12. Does testing alter the relationship between therapist and client? Would repeated assessment of treatment efficacy influence the process of therapy? Why or why not?

 

WEB EXERCISES

 

1. Access the searchable database of tests from Buros Institute of Mental Measurements at http://buros.unl.edu/buros/jsp/search.jsp. Have students list the most surprising measures they find there.

2. Explore the websites for several clinics or mental health centers in your area, as well as the counseling center on campus. Do they offer psychological testing? What types of tests are currently in use?

3. The Meyers-Briggs personality test is available online at humanmetrics.com. Although there are concerns about this measure’s validity, it can still be used to illustrate the impact that theoretical orientation often has on measures of personality.

4. Access information about “quantitative psychology” as an emerging field at the website for APA Division 5: Evaluation, Measurement, and Statistics at http://www.apa.org/about/division/html. Should this field be separate from clinical psychology or integrated into it?

5. Explore the website for the Learning Disabilities Association of America (ldanatl.org), as well as your state chapter. What testing resources are available for individuals seeking a determination of disability? Do these seem adequate?

 

ADDITIONAL RESOURCES

 

• Video: Testing and intelligence. (2001). Discovering Psychology, Vol. 16. WGBH Boston with the American Psychological Association. 30 minutes. Phillip Zimbardo, contributor.
• Video: Evidence-Based treatment. (Undated). Washington, D.C.: American Psychological Association. Approx. 100 minutes. Larry E. Beutler, Ph.D.
• Block, J. (2008). The Q-Sort in character appraisal: Encoding subjective impressions of persons qualtitatively. Washington D.C.: American Psychological Association.
• Hoffman, E. (2002). Psychological testing at work: How to use, interpret, and get the most out of the newest tests in personality, learning styles, aptitudes, interests, and more! New York: McGraw-Hill.
• Naglieri, J., Drasgow, F., Schmit, M., Handler, L., Prifitera, A., Margolis, A., et al. (2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59(3), 150-162.

 

TEST BANK

 

MULTIPLE CHOICE

 

 

1. A test is

• 1. a systematic procedure for observing and describing a person’s behavior.
  2. a method for assigning people to various groups.
  3. usually the starting point of treatment.
  4. all of the above

• Answer: a Page: 117

2. Two principles that facilitate the elimination of extraneous variables in testing are

• 1. objectivity and projectivity.
  2. standardization and elaboration.
  3. objectivity and standardization.
  4. explicity and implicity.
• • Answer: c Page: 117

3. Psychologists using the analytic approach are most likely to

• 1. ascertain the qualities they want to measure.
  2. define the qualities they want to measure.
  3. create test items that measure the qualities they have defined.
  4. all of the above
• Answer: d Page: 119

4. When a test contains items that seem odd or unrelated to the construct being measured, it is likely that it has been constructed using the

• 1. analytic approach.
  2. empirical approach.
  3. psychometric approach.
  4. random question approach.

• Answer: b Page: 119

5. Standardization refers to

• 1. consistency in the administration of a test.
  2. consistency in the scoring of a test.
  3. the sample on which the test was originally developed.
  4. all of the above

• Answer: d Page: 120

6. Test results can be interpreted based on the scores to the standardization sample, a________, or compared to a level of proficiency, a__________.

• 1. norm; criterion.
  2. criterion; norm.
  3. scale; norm.
  4. valid group; reliable measure.

• Answer: a Page: 120

7. When a person is given a pre-test before an intervention, and then another test after an intervention or training, and his or her results are compared to determine progress, this is called

• 1. standardized measurement.
  2. criterion measurement.
  3. ipsative measurement.
  4. all of the above

• Answer: c Page: 121

8. According to Domino and Domino (2006), when is cultural bias likely to affect test performance?

• 1. before the test
  2. during the test
  3. after the test
  4. both before and during the test

• Answer: d Page: 122

9. The 80%, or four-fifths rule, is a guideline the courts have used

• 1. to determine which 20% of the population a measure is appropriate for.
  2. to label a test item as biased.
  3. to ascertain the number of passing grades appropriate for criterion measurements.
  4. all of the above

• Answer: b Page: 123

10. Which of the following is NOT part of the ethical standard for psychologists’ use of tests?

• 1. competence and professional responsibility
  2. respect for rights and dignity
  3. protecting test materials from unauthorized dissemination and misuse
  4. all of the above are included in the ethical standards

• Answer: d Page: 124

 

11. The two types of theories of intelligence presented in the text are

• 1. theories positing intelligence as a general characteristic and theories of specific intelligences.
  2. theories of cognitive intelligence and theories of emotional intelligence.
  3. triarchical theories and hierarchical theories.
  4. theories positing intelligence as a practical attribute and theories of intelligence as abstract reasoning.

• Answer: a Page: 125

12. The triarchic theory of intelligence

• 1. was developed by Howard Gardner.
  2. argues that there are three kinds of intelligence: analytical, creative, and practical.
  3. is measured by the STAT, which has been well-researched to establish its validity and reliability.
  4. all of the above

• Answer: b Page: 125

13. Which statistical method is used to determine what specific abilities or traits cluster together?

• 1. cluster analysis
  2. correlational analysis
  3. ipsative analysis
  4. factor analysis

• Answer: d Page: 126

14. The current revision of the Stanford Binet (SB5)

• 1. is not considered reliable.
  2. is no longer used to diagnose gifted, learning-disordered, or intellectually-impaired children.
  3. is built around a hierarchical model of intelligence.
  4. postulates eight different intelligences or frames of mind.

• Answer: c Page: 126

15. The most popular intelligence test in the United States is the

• 6. Kaufman Assessment Battery for Children.
  7. WAISIII
  8. STAT

• Answer: c Page: 126

 

16. Kaufman describes intelligence as both

• 1. verbal and visual motor abilities.
  2. intuitive and objective understanding.
  3. higher order and basic functions.
  4. the ability to solve problems and “crystallized” intelligence.

• Answer: d Page: 128

17. In what ways are values different from attitudes and interests?

• 1. They are fewer in number and more central to a person’s belief system.
  2. They have a much more clearly pronounced effect on a person’s behavior.
  3. They are much more directly related to intelligence.
  4. Research indicates that values aren’t different from attitudes and interests.

• Answer: a Page: 131

18. Values, interest, and attitude assessment instruments remain in wide use, largely because

• 1. they have an exceptionally high reliability and validity.
  2. they can be administered, scored, and interpreted by almost anyone.
  3. they can be used to stimulate personal and career exploration.
  4. all of the above

• Answer: c Page: 131

19. The pattern of behavioral and psychological characteristics by which a person can be compared with other people is a definition of

• Answer: c Page: 131

20. The two major types of personality tests are

• 1. self-report and observational.
  2. objective and projective.
  3. intrapsychic and theory-driven.
  4. empirical and analytical.

• Answer: b Page: 132

 

21. The _______ is the most influential psychological test available for the objective measurement of personality.

• 1. Rorschach
  2. MMPI-2
  3. WAISIII
  4. Beck Depression Inventory (BDI)

• Answer: b Page: 133

22. The hypothesis that states that an individual’s personality will influence how he or she responds to ambiguous stimuli is called

• 1. the projective hypothesis.
  2. the triarchic theory.
  3. the psychodynamic theory of response.
  4. the “big five” trait hypothesis.

• Answer: a Page: 137

23. Training in the administration of the _____________is no longer required in some graduate psychology programs, even though many clinicians still find it a useful diagnostic measure.

• 1. WAIS-III
  2. MMPI-2
  3. Rorschach
  4. Thematic Apperception Test

• Answer: c Page: 138

24. The extent to which tests can be used to specify treatment approaches or measure treatment outcomes is referred to as

• 1. treatment or clinical utility.
  2. external or criterion validity.
  3. clinical efficacy.
  4. psychotherapy/assessment integration.

• Answer: a Page: 143

25. Instruments that attempt to tie testing directly to treatment

• 1. should be developed by identifying the most important treatment variables and then developing tests specifically to measure those variables.
  2. have already been developed, such as the outcome Questionnaire-45.
  3. may come about only by reversing the traditional relationship between psychotherapy and testing.
  4. all of the above

 

Answer: d                    Page: 143

 

 

TRUE/FALSE

 

26. According to the Mental Measurements Yearbook, there are often several different tests designed to measure the same characteristic.

• Answer: True Page: 117

27. When a test developer uses the sequential system approach, groups of correlated items are identified as scales.

• Answer: True Page: 120

28. Ipsative measures can be useful to clinicians because they can be used to measure the outcomes of treatments.

• Answer: True Page: 121

29. Both the social desirability bias and malingering can affect or bias test results.

• Answer: True Page: 121

30. There is concern that Gardner’s Theory of Multiple Intelligences overextends the definition of intelligence.

• Answer: True Page: 125

31. Alfred Binet was the first person to develop a measure of intelligence.

• Answer: False Page: 126

32. Aptitude tests measure proficiency at certain tasks or how well a person can perform in specific areas.

• Answer: False Page: 130

33. One difficulty for clinicians posed by the MMPI-2 is that there are very few interpretative and scoring manuals available.

• Answer: False Page: 134

34. The MMPI-2 is so well-established that relatively few empirical studies are currently being conducted with it.

• Answer: False Page: 136

35. The popularity of the Rorschach test has declined in recent years due to concerns about its reliability and validity. However, many clinicians continue to consider it useful.

 

Answer: True               Page: 138

 

 

ESSAY

 

36. Discuss the reasons why psychological testing lost much of its appeal during the early 1970s. (Page: 116)

37. What are some of the ways that testers can minimize response distortions? (Page: 117)

38. Discuss the factors that have affected patterns of test usage in clinical psychology. (Page: 118)

39. Multifaceted intelligence tests are among the most popular psychological tests in use today. Discuss what types of diagnoses or descriptions can be made based on these measures, and which ways the scores should not be used. (Page: 128)

40. What are some reasons that projective personality tests are still used, even though their psychometric properties are fairly poor? (Page: 138)