Typepad



Test inventory 3

Australian Scale for Asperger’s Syndrome 3

Achenbach Child Behaviour Checklist 3

Achenbach System of Empirically Based Assessment Ages 6-18 4

Anxiety Disorders Interview Schedule –Revised (ADIS-R) Child 4

Beck Anxiety Inventory 4

Beck Depression Inventory –II 5

Beck Hopelessness Inventory 7

Beck Youth Inventories of Emotional & Social Impairment 10

Bene Anthony Family Relations Test (Test cupboard) 10

Benton Controlled Oral Word Association Test 11

British Ability Scales 11

CAVLT 12

Child’s Auditory Verbal Learning Test 13

Children’s Apperception Test 13

Children’s atypical development scale 14

Children’s Depression Scale 15

Children’s Memory Scale 15

Connor’s rating scales 16

Connors’ Continuous Performance Test 2.0 17

Coopersmith Self-Esteem Inventory 17

Coping Scale for Adults 18

Delis-Kaplan Executive Function System 18

Depression Anxiety Stress Scales 19

DES 19

Eating Disorder Inventory-II 19

Goldstein-Scheerer Tests of Abstract and Concrete Thinking 20

Impact of Events Scale (IES) 20

Kaufman Assessment Battery for Children 20

Key Math Revised 22

Millon Clinical Multiaxial Inventory 22

MMPI-2 24

MMPI-Adolescent 25

NART 26

NEALE 26

Pain - OMPSQ 26

P-3 & Pain profile 27

Padua inventory 27

Piers-Harris 2, Piers Harris Children’s Self Concept Scale 27

Post-Traumatic Stress Diagnostic Scale 28

Personality Assessment Inventory 29

Rey Auditory Verbal Learning Test (RAVLT) 30

Rey Complex Figure Test 31

Reynolds Adolescent Depression Scale 32

Reynolds Child Depression Scale 33

RCMAS 34

Rohde Sentence Completion Method 34

Rorschach Inkblot Test 35

SCL-90-R 35

SCOLP 37

Self-Directed Search 37

SIQ 38

ASIQ 39

Social Skills Training: Enhancing Social Competence with Children and Adolescents 39

South Australian Spelling Test 40

STAXI 40

STAXI-2 42

STROOP TEST 43

SYMBOL DIGIT MODALITIES TEST (SDMT) 44

Thematic Apperception Test 45

TRAIL MAKING TEST 45

TRAUMA SYMPTOM INVENTORY 46

WAIS-R 47

WASI 49

WIAT 50

Wechsler Memory Scale-Revised 50

WISC-III 50

WISC-IV 53

Wisconsin Card Sort Test 56

Woodcock Reading Mastery Tests-Revised 56

WPPSI-R 57

WPPSI-III 59

Wide Range Assessment of Memory and Learning 63

Test inventory

Australian Scale for Asperger’s Syndrome

This questionnaire is designed to identify behaviours and abilities indicative of Asperger's Syndrome in children during their primary school years. This is the age at which the unusual pattern of behaviour and abilities is most conspicuous. Each question or statement has a rating scale with 0 as the ordinary level expected of a child of that age.

Achenbach Child Behaviour Checklist

Purpose: Designed to assess "social competence" and "behavior problems" in children. [Parent, teacher, self-report]

Population: Ages 4-18.

Score: Five scale scores.

Authors: Thomas M. Achenbach and Craig Edelbrock.

Publisher: Thomas M. Achenbach.

Description: The Child Behavior Checklist (CBCL) was designed to address the problem of defining child behavior problems empirically. It is based on a careful review of the literature and carefully conducted empirical studies. It is designed to assess in a standardized format the behavioral problems and social competencies of children as reported by parents.

Scoring: The CBCL can be self-administered or administered by an interviewer. It consists of 118 items related to behavior problems which are scored on a 3-point scale ranging from not true to often true of the child. There are also 20 social competency items used to obtain parents’ reports of the amount and quality of their child’s participation in sports, hobbies, games, activities, organizations, jobs and chores, friendships, how well the child gets along with others and plays and works by him/herself, and school functioning.

Reliability: Individual item intraclass correlations (ICC) of greater than .90 were obtained "between item scores obtained from mothers filling out the CBCL at 1-week intervals, mothers and fathers filling out the CBCL on their clinically-referred children, and three different interviewers obtaining CBCLs from parents of demographically matched triads of children." Stability of ICCs over a 3-month period were .84 for behavior problems and .97 for social competencies. Test-retest reliability of mothers’ ratings were .89. Some differences were found between mothers’ and fathers’ individual ratings.

Validity: Several studies have supported the construct validity of the instrument. Tests of criterion-related validity using clinical status as the criterion (referred/non-referred) also support the validity of the instrument. Importantly, demographic variables such as race and SES accounted for a relatively small proportion of score variance.

Norms: Normative data, obtained from parents of 1,300 children, were heterogeneous with respect to race and socioeconomic status and were proportionate to the composition of the general U.S. population.

Suggested Uses: It is suggested that the CBCL is a viable tool for assessing a child’s behaviors, via parent report, in a clinical or research environment.

Achenbach System of Empirically Based Assessment Ages 6-18

The Achenbach System of Empirically Based Assessment (ASEBA) includes an integrated set of rating forms for ages 1.5 to 59:

Ages 1.5-5 Module (Pre-School)

Ages 6-18 Module (School)

new Test Observation Forms for Ages 2-18 (TOF/2-18)

Ages 18-59 Module (Adult)

Ages 60+ Module (Adult) -- Call

ASEBA forms are used and researched worldwide, as reported in some 5,000 studies across 50 countries.

Features

Multi-informant assessment for ages 1.5-59 with separate forms available for parents/caregivers, teachers/educators, self-rating

Separate norms by gender and age group for competencies, adaptive functioning, syndromes, DSM-oriented scales, Internalizing, Externalizing, and Total Problems

Comparable scales across wide age ranges

User-friendly forms for both hand-scoring and key entry (computer-scoring); scannable forms and direct client entry also available

Specialized Guides illustrate use of the ASEBA in mental health, medical, school, and child/family service settings

Extensive research on service needs and outcomes; diagnosis; prevalence of problems, medical conditions, treatment efficacy, genetic and environmental effects, epidemiology, cross-cultural variatons, child abuse, ADHD, HIV, PTSD

The ASEBA offers a comprehensive approach to assessing adaptive and maladaptive functioning. ASEBA instruments clearly document clients' functioning in terms of both quantitative scores and individualized descriptions in respondents' own words.

Descriptions include what concerns respondents most about the clients; the best things about clients; and details of competencies and problems that are not captured by quantitative scores alone. The individualized descriptive data, plus competence, adaptive, and problem scores, facilitate comprehensive, in-depth assessment.

Numerous studies demonstrate significant associations between ASEBA scores and both diagnostic and special education categories. You can relate ASEBA directly to DSM-IV diagnostic categories by using the normed DSM-oriented scales that are available for scoring ASEBA forms.

Ages 1.5-5 Module (Pre-School Age)

Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5)

Caregiver-Teacher Report Form (C-TRF/1.5-5)

Ages 6-18 Module (School Age)

Child Behavior Checklist for Ages 6-18 (CBCL/6-18)

Youth Self-Report for Ages 11-18 (YSR/11-18)

Teacher's Report Form for Ages 6-18 (TRF/6-18)

Test Observation Forms for Ages 2-18 (TOF/2-18) NEW

Direct Observation Form for Ages 5-14 (DOF)

Semistructured Clinical Interview for Children & Adolescents (SCICA)

Ages 18-59 Module (Adult Age)

Adult Behavior Checklist for Ages 18-59 (ABCL)

Adult Self-Report for Ages 18-59 (ASR)

Anxiety Disorders Interview Schedule –Revised (ADIS-R) Child

(none found yet)

Beck Anxiety Inventory

Purpose: Designed to discriminate anxiety from depression in individuals.

Population: Adults.

Score: Yields a total score

Time: (5-10) minutes.

Author: Aaron T. Beck.

Publisher: The Psychological Corporation.

Description: The Beck Anxiety Inventory (BAI) was developed to address the need for an instrument that would reliably discriminate anxiety from depression while displaying convergent validity. Such an instrument would offer advantages for clinical and research purposes over existing self-report measures, which have not been shown to differentiate anxiety from depression adequately.

Scoring: The scale consists of 21 items, each describing a common symptom of anxiety. The respondent is asked to rate how much he or she has been bothered by each symptom over the past week on a 4-point scale ranging from 0 to 3. The items are summed to obtain a total score that can range from 0 to 63.

Reliability: The scale obtained high internal consistency and item-total correlations ranging from .30 to .71 (median=.60). A subsample of patients (n=83) completed the BAI after 1 week, and the correlation between intake and 1-week BAI scores was .75.

Validity: The correlations of the BAI with a set of self-report and clinician-rated scales were all significant. The correlation of the BAI with the HARS-R and HRSD-R were .51 and .25, respectively. The correlation of the BAI with the BDI was .48. Convergent and discriminant validity to discriminate homogeneous and heterogeneous diagnostic groups were ascertained from three studies. The results confirm the presence of these validities.

Norms: The three normative samples of psychiatric outpatients were drawn from consecutive routine evaluations at the Center for Cognitive Therapy in Philadelphia, Pennsylvania. The total sample size was 1,086. There were 456 men and 630 women.

Suggested Uses: Recommended for use in assessing anxiety in clinical and research settings

Beck Depression Inventory –II

The Beck Depression Inventory Second Edition (BDI-II) is a 21-item self-report instrument intended to assess the existence and severity of symptoms of depression as listed in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV; 1994). This new revised edition replaces the BDI and the BDI-1A, and includes items intending to index symptoms of severe depression, which would require hospitalization. Items have been changed to indicate increases or decreases in sleep and appetite, items labeled body image, work difficulty, weight loss, and somatic preoccupation were replaced with items labeled agitation, concentration difficulty and loss of energy, and many statements were reworded resulting in a substantial revision of the original BDI and BDI-1A. When presented with the BDI-II, a patient is asked to consider each statement as it relates to the way they have felt for the past two weeks, to more accurately correspond to the DSM-IV criteria.

Each of the 21 items corresponding to a symptom of depression is summed to give a single score for the BDI-II. There is a four-point scale for each item ranging from 0 to 3. On two items (16 and 18) there are seven options to indicate either an increase or decrease of appetite and sleep. Cut score guidelines for the BDI-II are given with the recommendation that thresholds be adjusted based on the characteristics of the sample, and the purpose for use of the BDI-II. Total score of 0-13 is considered minimal range, 14-19 is mild, 20-28 is moderate, and 29-63 is severe.

BDI has been used for 35 years to identify and assess depressive symptoms, and has been reported to be highly reliable regardless of the population. It has a high coefficient alpha, (.80) its construct validity has been established, and it is able to differentiate depressed from non-depressed patients. For the BDI-II the coefficient alphas (.92 for outpatients and .93 for the college students) were higher than those for the BDI- 1A (.8 6). The correlations for the corrected item-total were significant at .05 level (with a Bonferroni adjustment), for both the outpatient and the college student samples. Test-retest reliability was studied using the responses of 26 outpatients who were tested at first and second therapy sessions one week apart. There was a correlation of .93, which was significant at p < .001. The mean scores of the first and second total scores were comparable with a paired t (25)=1.08, which was not significant.

Validity: One of the main objectives of this new version of the BDI was to have it conform more closely to the diagnostic criteria for depression, and items were added, eliminated and reworded to specifically assess the symptoms of depression listed in the DSM-IV and thus increase the content validity of the measure. With regard to construct validity, the convergent validity of the BDI-II was assessed by administration of the BDI-1A and the BDI-II to two sub-samples of outpatients (N=191). The order of presentation was counterbalanced and at least one other measure was administered between these two versions of the BDI, yielding a correlation of .93 (p ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download