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NCMHCE Assessments
psychological assessments
| Assessment | Description |
|---|---|
| Stanford-Binet Intelligence Scales (SB5) | - measure cognitive ability & diagnose developmental disabilities for age 2-85+ - verbal and non verbal measures for five categories (fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory) |
| Wechsler Adult Intelligence Scale (WAIS-III) | - measure intellectual ability of adolescents and adults - considers intelligence to be made up of interrelated functions - 7 verbal subtests and 7 non verbal subtests |
| WISC-IV | - for children age 6-17 - based on neurocognitive models - diagnoses autism, ADHD, and other learning disorders |
| WPPSI-I | - intelligence test for children age 2.5-7.25 - for ages 2 or 3, measures verbal comprehension and perceptual organization - for older children, measures same things with processing speed |
| Kaufman Tests - Kaufman Assessment Battery for Children (KABC-II) -Kaufman Brief Intelligence Test (KBIT-II) | - measures cognitive ability in children age 3-18 - verbal instructions and responses must be minimized to make this test fair for all cultures |
| Cognitive Assessment System (CAS) | - intelligence test based on PASS (planning, attention, simultaneous processing, and sequential processing) model of intelligence - for children age 5-18 |
| Slosson Tests | - fast way of estimating intelligence to identify children at risk of educational failure |
| Denver II Screens | - screens for developmental delays by observing child's performance in 4 domains - for age 2 or younger - poor predictive validity |
| Bayley Scales of Infant Development (BSID-II) | - assess development on mental, motor, and behavior rating scales - for age 1 month-42 months |
| Fagan Test of Intelligence | - gauges information processing speed of an infant to predict childhood IQ - introduces novel stimuli to child and observes reaction time |
| Columbia Mental Maturity Scale (CMMS) | - test of general reasoning ability that does not require fine motor skills or verbal responses - useful for assessing students with cerebral palsy, brain damage, intellectual disability, and speech impediments |
| Peabody Picture Vocabulary Test | - measures receptive vocabulary without requiring verbal responses |
| Haptic Intelligence Scale | - uses tactile stimuli to measure intelligence - good for assessing blind and partially sighted individuals |
| Hiskey-Nebraska Test of Learning Aptitude | - measures learning ability using 12 nonverbal subtests that can be administered verbally or in pantomime - good for assessing children with hearing impairments |
| Leiter International Performace Scale (Leiter-R) | - a culture-fair assessment of cognitive sensibilities - for age 2-21 - does not require verbal instructions, so can be useful with people who have language problems or hearing impairments |
| Raven's Progressive Matices | - nonverbal measure of general intelligence - strives to avoid rewarding specific education or cultural learning |
| Kuhlmann-Anderson Test | - group intelligence test for grades K-12 - measures verbal and quantitative intelligence - Relies less on language than other tests |
| Woodcock Johnson III | - group intelligence test - measures cognitive abilities and achievement in oral language and academics |
| Wonderlic Personnel Test | - group intelligence test - takes about 12 minutes to fill out - measures mental ability of adults - good predictor of performance - some criticize that it discriminates against some cultural groups in certain jobs |
| Scholastic Achievement Test (SAT) | - measures verbal and mathematical reasoning skills - used to predict college success of high school students |
| Graduate Record Exam (GRE) | - measures general scholastic abilities - may be taken in lieu of a normal secondary course of study |
| Differential Aptitude Tests (DAT) | - identify job-related abilities and are used for career counseling and employee selection |
| General Aptitude Test Battery (GATB) | - developed by US Employment Service for vocational counseling and job placement |
| Minnesota Multiphasic Personality Inventory-2 (MMPI-2) | - originally developed to diagnose psychiatric patients - commonly used as personality and behavioral assessment through profile analysis - criticized for being standardized on a disproportionate number of college graduates |
| Edwards Personal Preference Schedule (EPPS) | - structured personality test based on personality theory of Murray - 225 items that present an either-or choice to examinee - attempts to prevent examinees from responding in ways that they know are socially desirable |
| Sixteen Personality Factor Questionnaire (16 PF) | - structured personality test - factor analysis-based exam that identifies 16 primary personality traits and 5 secondary traits |
| NEO-Personality Inventory (NEO-PI-R) | - structured personality test - gauges person's level of Big Five personality traits (extroversion, agreeableness, conscientiousness, neuroticism, and openness to experience) |
| Rorschack Inkblot Test | - projective personality test (open ended and and less susceptible to faking) - ten cards containing bilaterally symmetrical inkblots - person asked to free associate on the design |
| Thematic Apperception Test (TAT) | - projective personality test (open ended and and less susceptible to faking) - examinee asked to make up a story based on random presentation of picture cards - useful in uncovering unconscious material |
| Halstead-Reitan Neuropsychological Battery (H-R) | - group of tests that are effective at differentiatiating between normal people and those with brain damage - clinician has control over which exams to administer - likely to assess sensorimotor, perceptual, and language funtioning |
| Luria-Nebraska Neuropsychological Battery (LNNB) | - determines brain damage - contains 11 subtests that assess areas like rhythm, visual function, and writing |
| Bender Visual-Motor Gestalt Test | - determines brain damage - brief exam that involves responding to 16 stimulus cards containing geometric figures, which person must either copy or recall |
| Benton Visual Retention Test (BVRT) | - diagnoses brain damage - asks subject to reproduce from memory the geometric patterns on a series of ten cards |
| Beery Developmental Test of Visual-Motor Integration (Beery-VMI) | - assesses visual-motor skills in children - involves reproduction of geometric shapes |
| Wisconsin Card Sorting Test | - screening test that assesses ability to form abstract concepts and shift cognitive strategies -requires subject to sort group cards in an order that is not disclosed to him or her |
| Stroop Color-Word Association Test | - measures cognitive flexibility -tests ability to suppress a habitual reaction to stimulus |
| Mini Mental State Exam | - measures cognitive functioning of older adults |
| Michigan Alcohol Screening Test (MAST) | - determines level of client's alcohol problem - client answers yes or no to 22 questions |
| Drug Abuse Screening Test (DAST) | - determines level of client's drug problem - client answers yes or no to 22 questions - self-report instument |
| Addiction Severity Index (ASI) | - for clients who have already been confirmed to have addiction - determines in what areas the substance has been most invasive - covers 180 items |
| Substance Abuse Subtle Screening Inventory (SASSI) | - developed to disclose covert abusers - helps counselor to understand the client and to create profiles for treatment planning - may be administered paper and pencil, computerized, or audio tape |
| Beck Depression Inventory-II | - one of the most widely used psychometric tests for measuring the severity of depression - multiple choice self-report inventory |
| Behavioral Assessment Rating Scales | - there are a variety of well-validated behavioral assessment tools that are appropriate for use in home and at school. By using a standardized assessment tool, everyone can follow clients progress and rate of improvement |
| Conners ADHD Rating Forms | - assesses ADHD in children and adolescents - useful in measuring effectiveness of treatment for ADHD |
| Child and Adolescent Needs and Strengths (CANS) functional assessment tool | - offers broad evaluation of both deficits and strengths in children and adolescents |
| Mental Status Exam | - structured way of describing a patient's psychological functioning at a given point in time - appearance, attitude, behavior, mood and affect, speech, thought process, thought content, perception, cognition, insight and judgment |
| Folstein Mini-Mental State Exam (MMSE) | - widely used, well validated screening instrument that can aid in determining if broad evidence of cognitive deficits exists, potentially influencing a patient's choices and behaviors |
| Covi Anxiety Scale | - measures severity of anxiety symptoms in patients - relatively accurate in distinguishing between depressive and anxiety symptoms |
| CAGE Questionnaire | - brief, widely used screening tool for alcoholism - 4 questions |
| Beck Hopelessness Scale (BHS) | - designed to be used with the Beck Depression Inventory to identify issues of suicidality - evaluates 3 characteristics of hopelessness (feelings about future, loss of motivation, personal expectations) |
| Vineland Behavior Scales | - measure communication, daily living skills, and socialization, for the purpose of developing special education programs |
| AAIDD Adaptive Behavior Scales | - assess personal self-sufficiency, community self-sufficiency, personal-social responsibility, social adjustment, and personal adjustment |
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