EPPP Assessment Latest Update
Terms in this set (122)
-Process of using psychological tests, clinical interviews, behavioral
observations, and other assessment tools to gather data on an
Psychological Assessment
individual's cognitive, social, and behavioral functioning for the purpose
of description, classification, prediction, and intervention
-Level A: may be administered and interpreted by a non-psychologist
-Level B: require some technical knowledge of test construction and use,
as well as completion of supporting educational and psychological
Examiner Qualifications subjects
-Level C: should be administered only by individuals with at least an MA
in psychology and at least one year of supervised experience under a
psychologist
-Reliability: degree to which test scores are
free from the effects of measurement error
Reliability vs Validity
Validity: degree to which a test measures
what it was designed to measure
, -The examinee's responses, the apparatus, and the scoring have been
fixed so the scores collected at different times and places are fully
comparable; any deviations from standardized administration and
scoring may result in invalid conclusions
Standardization
-The test has been administered under standard conditions to a
representative sample for the purpose of establishing norms; the greater
the discrepancy between the examinee and the norm group, the less
likely the test results will be valid
-Norm-Referenced: comparison between an examinee's scores and the
scores of the norm group; percentile ranks, standard scores
-Criterion-Referenced: domain or content referenced; scores based on
Types of Scoring what the examinee can do or knows with regard to clearly defined
content; percent correct
-Self-Referenced: ipsative; intra-individual comparison of scores; relative
strengths or weaknesses
-Focuses on overt and covert behaviors that occur in specific
circumstances
-May utilize behavioral interviews, observation, cognitive assessment, or
Behavioral Assessment
psychophysiological measures
-Functional behavioral assessment (FBA): determines the purpose of a
behavior by identifying antecedents and consequences
-Interactive approach and deliberate deviation from standardized
procedures to obtain additional information about the examinee
-Associated with educational assessment
-Testing the limits: involves providing examinees with additional cues,
suggestions, or feedback; ordinarily done after standardized
Dynamic Assessment
administration
-Graduated prompting: giving the examinee a series of verbal prompts
that are graduated in terms of difficulty level
-Test-teach-retest: following the initial assessment with an intervention
designed to modify the examinee's performance, then re-assessing
-Computer Adaptive Testing (CAT): computer tailors the test to an
individual examinee by choosing subsequent items based on previous
answers
Computer-Assisted Assessment -Increases precision and efficacy, as all examinees are tested with the
same degree of reliability and reduced testing time
-Computer-based interpretations should not be used to replaced
clinical judgement
-Actuarial: statistical; based on empirically validated relationship
between test results and specific criteria
-Clinical: based on the decision-maker's intuition, experience, and
Actuarial vs Clinical Predictions
knowledge; clinical judgement
-Research has found that actuarial method alone is more accurate than
clinical judgement alone
, -Interviews can be used to obtain reliable and valid data from children
as young as 6
-Goals include establishing rapport and maintaining the child's
Assessing Children
cooperation, and can be accomplished by using descriptive statements,
reflections, and open-ended questions; providing labeled praise; and
avoiding critical statements and leading questions
-Considerations include acculturation, identity, language proficiency,
availability of appropriate norms, cultural equivalence of content
measured by the test, and availability of more culturally appropriate
Assessing Members of Culturally
alternatives
Diverse Populations
-There are no truly culture-fair or culture-free tests
-Research has found no consistent effect of match or mismatch between
examiner and examinee in terms of race, ethnicity, or culture
-One of the most common data collection methods
Self-Report -Advantages include quick production and scoring, and low cost
-Disadvantages can include weaker reliability and validity
-Advantages include increased information about the client
Multi-Informant Report -Disadvantages can include inconsistency in reports across various
informants
-Used to observe physiological functions which can often describe the
emotional state of an individual
-Advantages include ability to analyze momentary experiences without
Psychophysiological Measures
intervening in the interaction while it occurs
-Disadvantages can include monetary expense and that not every
momentary experience may be important
-Observational study; method of collecting evaluative information in
which the evaluator watches the participant in their usual environment to
evaluate ongoing behavior processes; can be overt or covert
Direct Observation -Structured: most appropriate when standardized information needs to
be gathered and results in quantitative data
-Unstructured: provides qualitative data
-Disadvantages can include participant and observer bias
-Structured: fixed set of close questions; easier to replicate and test for
reliability; not as flexible and answers may lack detail
Structured vs Unstructured Interview -Unstructured: more flexible; questions can be adapted as needed;
generate a lot of qualitative data; time consuming; interviewers need
more training
-Proposed a general intellectual factor (g)
Spearman's Two-Factor Theory of -Argued that performance on any cognitive
Intelligence task depends on g plus one or more
specific factors (s) unique to the task
Terms in this set (122)
-Process of using psychological tests, clinical interviews, behavioral
observations, and other assessment tools to gather data on an
Psychological Assessment
individual's cognitive, social, and behavioral functioning for the purpose
of description, classification, prediction, and intervention
-Level A: may be administered and interpreted by a non-psychologist
-Level B: require some technical knowledge of test construction and use,
as well as completion of supporting educational and psychological
Examiner Qualifications subjects
-Level C: should be administered only by individuals with at least an MA
in psychology and at least one year of supervised experience under a
psychologist
-Reliability: degree to which test scores are
free from the effects of measurement error
Reliability vs Validity
Validity: degree to which a test measures
what it was designed to measure
, -The examinee's responses, the apparatus, and the scoring have been
fixed so the scores collected at different times and places are fully
comparable; any deviations from standardized administration and
scoring may result in invalid conclusions
Standardization
-The test has been administered under standard conditions to a
representative sample for the purpose of establishing norms; the greater
the discrepancy between the examinee and the norm group, the less
likely the test results will be valid
-Norm-Referenced: comparison between an examinee's scores and the
scores of the norm group; percentile ranks, standard scores
-Criterion-Referenced: domain or content referenced; scores based on
Types of Scoring what the examinee can do or knows with regard to clearly defined
content; percent correct
-Self-Referenced: ipsative; intra-individual comparison of scores; relative
strengths or weaknesses
-Focuses on overt and covert behaviors that occur in specific
circumstances
-May utilize behavioral interviews, observation, cognitive assessment, or
Behavioral Assessment
psychophysiological measures
-Functional behavioral assessment (FBA): determines the purpose of a
behavior by identifying antecedents and consequences
-Interactive approach and deliberate deviation from standardized
procedures to obtain additional information about the examinee
-Associated with educational assessment
-Testing the limits: involves providing examinees with additional cues,
suggestions, or feedback; ordinarily done after standardized
Dynamic Assessment
administration
-Graduated prompting: giving the examinee a series of verbal prompts
that are graduated in terms of difficulty level
-Test-teach-retest: following the initial assessment with an intervention
designed to modify the examinee's performance, then re-assessing
-Computer Adaptive Testing (CAT): computer tailors the test to an
individual examinee by choosing subsequent items based on previous
answers
Computer-Assisted Assessment -Increases precision and efficacy, as all examinees are tested with the
same degree of reliability and reduced testing time
-Computer-based interpretations should not be used to replaced
clinical judgement
-Actuarial: statistical; based on empirically validated relationship
between test results and specific criteria
-Clinical: based on the decision-maker's intuition, experience, and
Actuarial vs Clinical Predictions
knowledge; clinical judgement
-Research has found that actuarial method alone is more accurate than
clinical judgement alone
, -Interviews can be used to obtain reliable and valid data from children
as young as 6
-Goals include establishing rapport and maintaining the child's
Assessing Children
cooperation, and can be accomplished by using descriptive statements,
reflections, and open-ended questions; providing labeled praise; and
avoiding critical statements and leading questions
-Considerations include acculturation, identity, language proficiency,
availability of appropriate norms, cultural equivalence of content
measured by the test, and availability of more culturally appropriate
Assessing Members of Culturally
alternatives
Diverse Populations
-There are no truly culture-fair or culture-free tests
-Research has found no consistent effect of match or mismatch between
examiner and examinee in terms of race, ethnicity, or culture
-One of the most common data collection methods
Self-Report -Advantages include quick production and scoring, and low cost
-Disadvantages can include weaker reliability and validity
-Advantages include increased information about the client
Multi-Informant Report -Disadvantages can include inconsistency in reports across various
informants
-Used to observe physiological functions which can often describe the
emotional state of an individual
-Advantages include ability to analyze momentary experiences without
Psychophysiological Measures
intervening in the interaction while it occurs
-Disadvantages can include monetary expense and that not every
momentary experience may be important
-Observational study; method of collecting evaluative information in
which the evaluator watches the participant in their usual environment to
evaluate ongoing behavior processes; can be overt or covert
Direct Observation -Structured: most appropriate when standardized information needs to
be gathered and results in quantitative data
-Unstructured: provides qualitative data
-Disadvantages can include participant and observer bias
-Structured: fixed set of close questions; easier to replicate and test for
reliability; not as flexible and answers may lack detail
Structured vs Unstructured Interview -Unstructured: more flexible; questions can be adapted as needed;
generate a lot of qualitative data; time consuming; interviewers need
more training
-Proposed a general intellectual factor (g)
Spearman's Two-Factor Theory of -Argued that performance on any cognitive
Intelligence task depends on g plus one or more
specific factors (s) unique to the task
