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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
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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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