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Cognitive Tests
Beery-Buktenica Developmental Test of Visual-Motor
Integration, Fifth Edition
| 2004 |
The
Beery-Buktenica Developmental Test of
Visual-Motor Integration (VMI), Fifth Edition,
is a developmental sequence of geometric forms
to be copied on paper with pencil. The purposes
of the VMI are to help identify, through early
screening, children who may need special
assistance, to obtain needed services, to test
the effectiveness of educational and other
interventions, and to advance research. The
short form has 21 items and is for children 2-7
years of age. The full form has 30-items and can
be either group or individually administered in
10-15 minutes for ages 2-18. The 2004 edition
has two supplemental tests, VMI Visual
Perception and VMI Motor Coordination.
Reliability and validity are discussed and norms
are provided. Also included in this edition are
norms for two-year old children; 600
developmental stepping stones norms for birth
through age six and visual-motor teaching
methods from birth through early elementary
school. (JW) |
Beery-Buktenica Developmental Test of Visual-Motor
Integration, Fourth Edition
| 1997 |
The
Beery-Buktenica Developmental Test of
Visual-Motor Integration (VMI) is a
developmental sequence of geometric forms to be
copied with paper and pencil. The purposes of
the VMI are to help identify, through early
screening, children who may need special
assistance, to obtain needed services, to test
the effectiveness of educational and other
interventions, and to advance research. There is
an 18-item version for ages 3 to 7, and a
27-item version for use with preschool children
through adults. The 1996 edition has two
supplemental tests, VMI Visual Perception and
VMI Motor Coordination. Reliability and validity
are discussed and norms are provided. (JW) |
Bender Visual-Motor Gestalt Test - Second Edition
| 2003 |
The Bender
Visual-Motor Gestalt Test, Second Edition
(Bender-Gestalt II) was designed to measure
visual-motor integration skills in children and
adults from 4 to 85 + years of age. It may be
used as an aid in diagnosing the difficulties of
emotionally disturbed and brain damage. it
requires the copying of designs. The second
edition has seven new designs to increase the
ability range. A recall phase and two
supplementary tests (the Motor Test and the
Perception Test) have been added. New Norms are
provided. There is no time limit. Reliability
and validity are discussed. |
Bender Visual Motor Gestalt Test For Children
| 1962 |
Provides an
index of structural and functional aspects of
perceptual motor development. Uses the same
BVMGT figures. Used as an aid in diagnosing the
difficulties of emotionally disturbed children
and identifying organic brain damage. Requires
copying of nine designs. These nine figures were
adapted from the original Wertheimer (1921)
version which required only a verbal description
of the figures. The figures were simplified and
adapted to accentuate particular Gestalt
figures. |
Stanford Binet Intelligence Scale - Fifth Edition
| 2003 |
The SBS may
be used to diagnose development disabilities, to
research clinical and neuropsychological
assessment, abilities, early childhood, special
education placements, adult social security and
worker's compensation evaluations. It provides
information for interventions such as individual
family plans, individual educational plans,
career assessment, work transition, career
change, employee selection and adult
neuropsychological treatment. It may be useful
in a variety of forensic contexts. It has been
used to diagnose mental retardation, learning
disabilities, developmental cognitive delays in
young children, as well as placement of students
in school programs for the intellectually
gifted. The examiner must be professionally
trained and certified. Reliability and validity
are discussed.
The Stanford Binet, Fifth Edition (SB5) is an
individually administered assessment of
intelligence and cognitive abilities. It is
appropriate for examinees ages 2 through 85+
years. The complete scale consists of 10
subtests: 5 verbal and 5 nonverbal. It takes 15
-75 minutes to administer depending on the scale
administered. Differences in this edition
include: five factors rather than four (fluid
reasoning, knowledge, quantitative reasoning,
visual-spatial processing and working memory).
Half of the subtests use a nonverbal mode of
testing. New Items include very low and very
high discriminating items.
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Stanford-Binet Intelligence Scale, Fourth Edition,
Nonverbal Short Form
| 1991 |
A nonverbal
short form of the Stanford Binet Intelligence
Scale, Fourth Edition (TC 014823). Instrument is
comprised of five subtests of the fourth edition
which were determined to require the least
amount of verbal response. The subtests are:
Bead Memory, Pattern Analysis, Copying, Memory
for Objectives, and Matrices. Short form is
intended for use with hearing impaired,
speech/language disabled, and limited English
proficient individuals and was standardized
using a sample of individuals in the 2 through
23 year age range. Technical data are included. |
Stanford-Binet Intelligence Scale, Fourth Edition
| 1986 |
This revision
of the 1972 edition is individually administered
to children from below age 2 through superior
adults. Tests cover four major areas: verbal
reasoning, quantitative reasoning,
abstract/visual reasoning, and short-term
memory. Scores include raw scores and scaled
scores for each of the 15 subtests, scaled
scores and percentile ranks for a composite of
the four area scores, a composite of any
combination of the four area scores and a
profile of all 15 subtests, based on scaled
scores. Separate norms are provided for each
score. A pretest is administered to identify the
level at which to begin testing. The test is
said to have minimal sex or ethnic bias. The
examiner must be professionally trained and
certified. Adult norms are for the age 18-23
group. Other norms are available for demographic
groups based on parental education, occupation,
community size, gender, racial/ethnic groups.
Scores corresponding to IQ's are called
"standard age scores". |
Wechsler Adult Intelligence Scale - Third Edition
| 1997 |
The Wechsler
Adult Intelligence Scale, Third Edition is an
individually administered clinical instrument
designed to assess the intellectual ability of
adults ages 16 through 89. WAIS-III consists of
various subtests, each measuring a different
facet of intelligence. The test yields the three
traditional composite IQ scores - verbal,
performance, and full scale - and four index
scores - verbal comprehension, perceptual
organization, working memory, and processing
speed. WAIS-III contains 14 subtests: picture
completion, vocabulary, digit symbol-coding,
similarities, block design, arithmetic, matrix
reasoning, digit-span, information, picture
arrangement, comprehension, symbol search,
letter-number sequencing, and object assembly.
The WAIS-III can be used as a psychoeducational
test for secondary and postsecondary school
planning and placement and also for differential
diagnosis of neurological and psychiatric
disorders that affect mental functioning. (MH) |
Wechsler Intelligence Scale for Children, Fourth Edition
| 2003 |
The Wechsler
Intelligence Scale for Children--Fourth Edition
(WISC-IV) is an individually administered,
comprehensive clinical instrument for assessing
the intelligence of children from 6-16. It
provides composite socres that represent
intellectual functioning in verbal
comprehension, perceptual reasoning, working
memory and processing speed as well as a
composite score that represents a child's
general intellectual ability. Subtests include:
block design, similarities, digit span, picture
concepts, coding, vocabulary, letter-number
sequencing, matrix reasoning, comprehension and
symbol search. Supplemental subtests include:
picture completion, cancellation, information,
arithmetic, and word reasoning. It differs from
WISC-III in that three subtests were dropped:
picture arrangement, object assembly and mazes.
Item content, administration and scoring
procedures of all subtests were revised. Five
new subtests were added: picture concepts,
letter-number sequencing, matrix reasoning, and
word reasoning. |
Wechsler Intelligence Scale for Children, Third Edition
| 1991 |
A clinical
instrument for assessing the intellectual
ability of children ages 6 through 16 years.
Comprised of 12 subtests retained from the
Wechsler Intelligence Scale For Children -
Revised (WISC-R), with a new subtest, Symbol
Search. Subtests are organized into two groups:
the verbal and the perceptual-motor, or
performance. Developed to retain most of the
features of the WISC-R but also contains
improvements. These improvements include:
full-color artwork, the Stimulus Booklet
containing the Block Design, Arithmetic, and
Picture Completion Subtests. Wording was revised
on some items. Outdated items were deleted and
ethnicity and gender references were balanced.
Biased items were also revised. Provides current
normative data. |
Wechsler Memory Scale, Third Edition
| 1997 |
The Wechsler
Memory Scale, Third Edition (WMS-III) is an
individually administered battery of learning,
memory, and working memory measures. WMS-III is
designed for use with older adolescents and
adults ranging in age from 16 to 89 years. The
test consists of 11 subtest, with 6 primary
subtests and 5 optional subtests. The primary
subtests are: logical memory, verbal paired
associates, letter-number sequencing, faces,
family pictures, and spatial span. The primary
subtests can be administered in approximately
30-35 minutes. The optional subtests are:
information and orientation, word lists, mental
control, digit span, and visual reproduction.
WMS-II was designed to provide relevant
information for general clinical and
neuropsychological evaluations and for
rehabilitation evaluations. (MH) |
Wide Range Achievement Test - 4
| 2006 |
The Wide
Range Achievement Test 4 (WRAT4) is a
norm-referenced test that measures the basic
academic skills using four subtests: word
reading, sentence comprehension, spelling, and
math computation. Word reading measures letter
and word decoding through letter identification
and word recognition. Sentence comprehension
measures an individual's ability to gain meaning
from words and to comprehend ideas and
information contained in sentences through the
use of a modified cloze technique. Spelling
measures an individual's ability to encode
sounds into written form through the use of a
dictated spelling format containing both letters
and words. Math computation measures an
individual's ability to perform basic
mathematics computations through counting,
identifying numbers, solving oral problems, and
calculating written mathematics problems. The
test can be administered to individuals ranging
in age from 5 through 94 years old. The WRAT4 is
most often administered individually but some of
the subtests or section |
Wide Range Achievement Test - 3
| 1993 |
The Wide
Range Achievement Test, Revision 3 (WRAT3), has
returned to a single level format for use with
all individuals aged 5-75. Two alternate test
forms (BLUE and TAN) continue to provide the
three subtests: reading, spelling and
arithmetic. The purpose of the test is to
measure the codes needed to learn the basic
skills of reading, spelling, and arithmetic. It
was designed to eliminate as much as possible
the effects of comprehension. Norms and
reliability data are provided. Absolute scores,
standard scores and grade scores are provided
for each of the three subtest areas. When used
in conjunction with a test measuring general
intelligence which has the same standard
deviation units, it can be use to help determine
learning ability or learning disability. (JW) |
Woodcock-Johnson III, Tests of Achievement
| 2001 |
Woodcock-Johnson III (WJ III) consists of two
co-normed batteries: Tests of Achievement and
Tests of Cognitive Abilities. The two batteries
assess general intellectual ability, specific
cognitive abilities, oral language and academic
achievement. The tests can be used with a
population ranging in age from 2 years to 80+
years. The achievement battery is available as a
standard battery comprising 12 tests or an
extended battery that has 10 tests that provide
more in-depth diagnostic information on specific
academic strengths and weaknesses. The
achievement tests are primarily organized into
five broad curricular areas: reading, oral
language, mathematics, writing and academic
knowledge. The test is also available in two
forms, form A and form B, that have parallel
content. (MH) |
Woodcock-Johnson III, Tests of Cognitive Abilities
| 2001 |
Woodcock-Johnson III consists of two co-normed
batteries: Tests of Achievement and Tests of
Cognitive Abilities. The two batteries assess
general intellectual ability, specific cognitive
abilities, oral language, and academic
achievement. The tests can be used with a
population ranging in age from 2 years through
80+ years. The Tests of Cognitive Abilities is
comprised of a standard battery (tests 1-10) and
an extended battery (tests 11 - 20). The tests
assess the following cognitive factors: verbal
ability, thinking ability, cognitive efficiency,
and supplemental. (MH) |
Personality Tests
Projective Tests
Rorschach Inkblot Test
|
1951-1970 |
Scoring techniques for Rorschach Test
including Davis Rorschach Miniature
Location Charts in Color: Bruno Klopfer
Scoring Areas; Beck's scoring method;
Frequency Tables for Scoring Rorschach
Responses by Marguerite Hertz; and
Leonard Small's Rorschach Location and
Scoring Manual. These techniques are
individually available from the
publisher. |
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Rorschach Interpretive System
|
|
A scoring
method allowing for the input of raw Rorschach
data gathered by physician or clinical and
interpretation via a scoring system by John E.
Exner. A narrative report and a record of the
raw data are provided. Narratives describe
psychological state, trait characteristics, and
defense mechanisms. Part of a software package
compatible with IBM, DEC and COMPAQ hardware as
of this writing. It is part of a package with 28
instruments and hardware. The system is designed
to administer, score, interpret or supply
results of testing within a few minutes. For
further information on the Wechsler Intelligence
Scale for Children-Revised, see TC 009048. |
House-Tree-Person Projective Technique
| 1947-1966 |
Designed to
aid clinician in obtaining information
concerning an individual's sensitivity,
maturity, flexibility, efficiency, degree of
personality integration, and interaction with
the environment. Subject is asked to draw
pictures of a house, a tree, and a person.
Subject is given an opportunity to explain the
drawings. |
Kinetic Drawing System for Family and School
| 1985 |
A projective
technique, used to help understand the dynamics
of self growth in family and school. Composed of
two separate instruments: the Kinetic Family
Drawing (KFD) and Kinetic School Drawing (KSD)
in which the child or adolescent is asked to
draw a picture of relevant school or family
figures doing something. The examiner then
attempts to clarify the child's drawings and to
investigate the covert processes which affected
them. Can be used as an "ice breaker technique"
to facilitate child-examiner rapport, as a
projective technique which investigates one
aspect of an individual's personality and
attitudes, or as a projective technique which
assesses a child's perceptions of relationships
among the child, peers, family, school, and
significant others. Especially useful with
children who have difficulty with verbal
expression. |
Thematic Apperception Test
| 1973 |
Designed to
elicit interpretations by subject of social
situations. Stories and descriptions of pictures
reveal some of the dominant drives, emotions,
sentiments, conflicts, and complexes of a
personality. It is suggested that examinee
review only ten pictures at each of two
sessions. Bellak TAT Blank and Analysis Sheet
may be used by the psychologist to provide a
more definite frame of reference and a more
objectively comparable scheme of interpretation. |
Objective Tests
Minnesota Multiphasic Personality Inventory - 2 |
Short Forms
| 1989 |
MMPI-2
assesses major psychological characteristics
that reflect an individual's social and personal
maladjustment, including disabling psychological
dysfunction. MMPI-2 test booklet is revised.
National norms have been restandardized and are
more representative of the present U.S.
population. Scores from the restandardization
subjects on eight of the Basic Clinical Scales
are uniform T scores. New scales are offered
that provide protocol validity; new content
dimensions; and separate measures of masculine
and feminine gender roles. |
Minnesota Multiphasic Personality Inventory - Form R
| 1966 |
Designed for
use with adolescents and adults who have
psychological or psychiatric difficulties.
Provides clinical psychologist with information
regarding treatment decisions and treatment
evaluation. Identifies psychiatric
symptomatology and personality dynamics. Form R
consists of 566 true-false items which may be
administered in approximately ninety minutes to
an adolescent or adult with a minimum
sixth-grade reading level. Also available for
computer-administered testing from Integrated
Professional Systems, 5211 Mahoning Avenue,
Suite 135, Youngstown, OH 44515. |
Millon Clinical Multiaxial Inventory - III
| 1994 |
The Millon
Clinical Multiaxial Inventory III (MCMI-III) was
designed to provide information to clinicians
(psychologists, psychiatrists, counselors, Etc.
) who must make assessment and treatment
decisions about individuals with emotional and
interpersonal difficulties. Changes in version
III include: the addition of one Clinical
Personality Patterns scale, Depressive; the
addition of a Post-Traumatic Stress Disorder
scale; 95 new items were introduced to replace
95 items in MCMI-II; the item weighting system
was changed . The assessment has 175 items,
written at the eighth-grade reading level. Most
patients can complete the assessment in 20 to 30
minutes. It is normed entirely on clinical
samples and norms are applicable only to
individuals who evidence psychological problems
or who are engaged in a program of professional
psychotherapy or psychodiagnostic evaluation.
(JW) |
Millon Clinical Multiaxial Inventory - II
| 1987 |
A revision of
the Millon Clinical Multiaxial Inventory (TC 005
805) which provides information to clinicians
who must make assessments and treatment
decisions about persons with emotional and
interpersonal difficulties. Meant to be used for
diagnostic screening or clinical assessment in a
wide variety of settings; and is therefore
simple to administer, with rapid computer
scoring and interpretation. Special population
norms have been developed, including those for
black and Hispanic patients. Translations
available for many foreign languages. Changes
from the original include adding two new
personality disorder scales, the addition of
three "modifier" scales, replacing 45 items,
introducing an item-weighting system, and
modifying interpretation texts to reflect
changes in the instrument's theory and advances
in knowledge. |
Millon Adolescent Clinical Inventory
|
1993 |
The Millon Adolescent Clinical Inventory (MACI)
is a replacement for the Millon Adolescent
Personality Inventory. It is a 160-item
31-scale, self-report inventory designed
specifically for assessing adolescent
personality characteristics and clinical
syndromes. It was developed for clinical,
residential, and correctional settings for the
evaluation of troubled adolescents, and may be
used for developing diagnoses and treatment
plans as an outcomes measure. Four new
Personality Patterns scales have been added:
doleful, forceful, self-demeaning; and
borderline tendency. In the Expressed Concerns
Area the academic confidence scale was deleted
and childhood abuse scale was added. In the
Clinical Syndromes area these new scales were
added: eating dysfunctions, substance-abuse
proneness, anxious feelings, depressive affect,
and suicidal tendency. Procedures were added for
correcting distortion effects. Only 49 items
were retained from the Million Adolescent
Inventory (MAI) |
Millon Adolescent Personality Inventory.
| 1982 |
Designed for
use by school counselors, guidance personnel and
other mental health professionals as an aid in
identifying, predicting, and understanding a
wide range of psychological attributes
characteristic of adolescents. May be used upon
entrance into school or as one component of a
testing program for vocational and academic
counseling, as well as in mental health service
agencies for adolescent clinical assessment.
Answer sheets are machine scored and provide a
profile report and an interpretive report on
respondents. The subtest sections fall into
three main areas: personality styles (eight
personality patterns); expressed concerns (eight
scales); and behavioral correlates (four
scales). For qualifications necessary to use the
inventory, consult the manual. Two forms are
available. |
Tests of Adaptive Functioning
Vineland Adaptive Behavior Scales, Second Edition
| 2005 |
The Vineland
Adaptive Behavior Scales, Second Edition is a
measure of personal and social skills of people
ranging in age from birth to age 90. It is used
with special needs populations, such as
individuals with mental retardation, autism
spectrum disorder, ADHD, Asperger Syndrome, and
developmental delays. The test is organized in a
three domain structure: communication
(receptive, expressive, written); daily living
skills (personal, domestic, community); and
socialization (interpersonal relationships, play
and leisure time, coping skills). There is also
a motor skills domain and an optional
maladaptive behavior index. The test is
available in four formats: survey interview
form, parent/caregiver rating form, expanded
interview form, and teacher rating form. |
*Source: Ball, J. D.;
Archer, Robert P.; Imhof, Eric A. (1994). Time
Requirements of Psychological Testing: A Survey of
Practitioners. Journal of Personality Assessment,
63(2), 239-249. See
Psychological Tests.
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