Tests - PsychLab

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Contents

1 Becks Depression Inventory and

Checklist II (BDI-II)

2 Draw-A-Person (DAP)

3 Draw-a-Woman Scale

4 Edwards Personal Preference

Schedule (EPPS)

5 Family Adaptability and Cohesion

Evaluation Scale (FACES-III)

6 Family Assessment Device (FAD)

7 Family Relationship Inventory

(FRI)

8 Filipino Self-Appraisal Inventory

(Security-InsecurityInventory)

9 Fuld Object-Memory Evaluation

10 The Hand Test

11 House Tree Person

Projective Drawing Techniques (H-

T-P)

12 The Inner View Questionnaire

13 Keirsey Temperament Sorter

14 Kinetic Family Drawing

15 Manual for Ravens Progressive

Matrices and Vocabulary Scales

16 Manwal ng Panukat ng Ugali at

Pagkatao

17 Mental Status Examination

Rapid Record Form

18 Mini Mental Status Exam

(Filipino version)

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19 Multidimensional Aptitude

Battery

20 Myers-Briggs Type Indicator

(Form G)

21 NEO PI-R Revised NEO

Personality Inventory *NEO

Tagalog Answer Sheet only

22 Neuropsychiatric Inventory

Questions23 The Offer Self-Image

Questionnaire for Adolescents

(OSIQ)

24 Panukat ng mga Katangian ng

Personalidad

25 Panukat ng Pagkataong Pilipino

(PPP)

26 Purdue Non Language Test

27 Rotter Incomplete Sentence

Blank

28 SRA Verbal

29 Stanford-Binet Intelligence

Scale Manual

30 Trail Making Test

31 OTHERSClinical Psychology

Dyad Exercise on Clinical

Assessment: Interviewing and

Observation

32 Genogram

33 Norms for the Learning Style

Inventory (1976 version)34 Practicing to take the GRE

Psychology Test

35 Sport Metacognitive Assistant

Inventory (Answer sheet only)

36 Thematic Apperception Test

Interpretation Guide

Becks Depression Inventory and Checklist II (BDI-II)

Type: Structured

Description:BDI-II is a short screening device used to indicate the severity of depression withindividuals already diagnosed with depression. It is composed of 21 items of self-administered inventory designed to measure the intensity of depressive symptoms inpsychiatric and non-psychiatric populations of both adults and adolescents. Each itemcontains a header that is intended to focus the examinee on the general purpose of theresponse options.

Materials: Becks Depression Inventory and Checklist II (BDI-II)
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Administration: Pen and paper self-administration.

References:Nykiel, P. (2007). Examination of the Psychometric Properties of the Beck DepressionInventory- II: using the Rasch Measurement Model (Dissertation). Adler School ofProfessionalPsychology. Illinois.Seigert, R. (2009). An examination of the factor structure of the Beck Depression Inventory-

II in aneurorehabilitation inpatient sample.Journal of the International NeuropsychologicalSociety.15 (01)

Becks Depression Inventory and Checklist II Manual. Retrieved 5 November 2013 at

http://www.pearsonclinical.co.uk/Psychology/AdultMentalHealth/AdultMentalHealth/BecII(BDI-II)/BeckDepressionInventory-II(BDI-II).aspx

Draw-A-Person (DAP)

Type: Projective/ Personality test

Description: The DAP is based on the assumption that an individual will be that an individual

will be forced to structure this relatively unstructured situation in accordance with his/herbasic typical, and unique personality dynamics, revealing essential data about self throughdrawing a person. It is also assumed that in drawing of a person, the subject will present, tosome degree, both his self-image and his ideal self-image. The subject may present a personof significance to him/her. Aspects such as the size of the head, placement of the arms, etc.are thought to reveal a range of personality traits.

Materials: 8 x 11 white paper, No.2 black lead pencil

Administration:The subject is to be told, Please draw a picture of a person.No further instructions need

be given, as the purpose is to provide subject with as nearly an unstructured situation as ispossible. Questions raised by the subject are answered: That is up to you.The Examiner is to closely observe the behavior of the subject and record spontaneous

verbalizations. During the administration, the subject may be concerned about the artisticqualities of his/her drawings. It is permissible to assure the subject that this is not a test ofartistic ability and that artistic ability, as such, is not really considered when the test isscored and interpreted. Explain to the curious subject that DAP drawings are helpful inunderstanding the thinking and feeling of the subject.

When the first figure is drawn, the Examiner asks the subject to draw a figure of the

opposite sex. The Examiner is careful to avoid using the words male or femalepermitting the subject to define its first figure as male or female. Occasionally a subjectclaims that his/her first figure is nonsexual. It is permissible for the subject to drawanother figure and continue with a drawing of the opposite sex, or else he can consider thefirst figure as of either sex, whichever he desires.If the subjects drawings are stereotyped figures, i.e., stick figures, cartoons, or stylizeddrawings, it is fruitful to repeat the test until a complete figure is drawn. Upon completionof the DAP, the Examiner thanks the subject for his cooperation and marks the drawings toindicate the name of the subject, his age, sex, date of testing, and sequence of drawings.Individuals tend to make changes which improve figures, showing better balance andcontrol: anxiety ridden persons tend to make changes which reveal poor control, rigidity,

brittleness and constriction.


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Reference:Laak, J., Goede, M., and Rijswijk, A. (2005).The Draw-A-Person Test: An Indicator ofChildrens Cognitive and Socioemotional Adaptation? The Journal of Genetic Psychology.166 (1), 7793

Draw-a-Woman Scale

Type: Projective

Description:The child is asked to draw a woman or a picture of herself. The scoring is of 73characteristics specified in the manual. The test offers a relatively quick method ofassessing general and cognitive development.

Materials: 8 x 11 white paperNo.2 black lead pencil

Administration:

Draw a picture of a woman. Make the very best picture you can. Be sure to make yourwhole woman, not just the head and shoulders.Move all the books and pictures out of sight to avoid children copying human figures fromthem.

References:Harris, D. B. (1963). Children's drawingas measures of intellectual maturity. New

York:Harcourt, Brace 81 World,Vass, Z. (2012). A Psychological Interpretation of Drawings and Paintings. The SSCA Method:Systems Analysis Approach. Alexandra Publishing. Page 890

Edwards Personal Preference Schedule (EPPS)

Type: Structured

Description:The Edwards Personal Preference Schedule (EPPS) is a scale designed to measure 15personal needs, originally proposed by H. A. Murray. The scale, authored by Allen Edwards,

was constructed to provide ipsative information on how people rank one need relative totheir other needs, as well as normative information on their needs compared with otherpeople.

Materials: Edwards Personal Preference Schedule answer sheet

Administration: Pen and paper administration

References:Matthew E. Kaler & Jo-Ida C. Hansen (2007). Edwards Personal Preference Schedule.Encyclopedia of Measurement and Statistics.Piedmont, R. Costa Jr., and McCrae R. (1992). An Assessment of the Edwards PersonalPreference Schedule From the Perspective of the Five-Factor Model. Journal of Personality

Assessment. 58, 1 pages 67-78


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Family Adaptability and Cohesion Evaluation Scale (FACES-III)

Type: Structured

Description:FACES-III is a 20 item instrument designed to measure two main dimensions of

family functioning: cohesion and adaptability. It is based in the Circumplex Model of familyfunctioning which asserts that there are three central dimensions of family behavior:cohesion, adaptability (ability to change), and communication. This instrument is designedto place families within the Circumplex Model and does so by assessing how familymembers perceive their family and how they would like it to be (ideal). Thus, the same20 items on the FACES-III are responded to in two different ways, It can also be used withcouples by simply changingthe cording on some of the items (e.g. the first item becomes, We ask each other for help).Clinical rating scales for therapists are also available for each of the three dimensions ofthe family functioning.

Materials: FACES-III questionnaire and pencil

Administration: Pencil and paper; or oral.

References:Fischer and Corcoran. (2007). Measures for Clinical Practice and Research: A Sourcebook

Volume 1: Couples, Family and Children. New York. Retrieved from (25 October 2013)Kouneski, E. (2000). The Family Circumplex Model, FACES II, and FACES III: Overview ofResearch and Applications. (Doctoral Dissertation).Smith, S. (1996). Clinical Utility of the Family Adaptation and Cohesion Evaluation Scales III(FACES III).(Doctoral dissertation)

Family Assessment Device (FAD)

Type: Structured

Description:The FAD is a 60-item questionnaire designed to evaluate family functioning on sevendimensions which are problem solving, communication, roles, affective responsiveness,affective involvement, behavior control and general functioning.

Materials: FAD questionnaire and pencil

Administration: Pencil and paper; or oral.

Reference:Stevenson-Hinde, J. and Akister, J. (1991). Identifying families at risk: exploring thepotential of the McMaster Family Assessment Device. Journal of Family Therapy.13: 41 1-421

Family Relationship Inventory (FRI)


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Type: Structured

Description:The FRI consists of 50 items in a small card or paper, consisting of which may be used todescribe self or various family members. 25 items have positive valences (e.g., Strong-dependable), and 25 items have negative valences (e.g., Yells and screams a lot). Eachrespondent is asked to assign the items to self or another family member, or to no one(wastebasket). The sum of the response valences (either +1 or -1) constitutes a score.

Materials: FRI Tabulation FormFRI Scoring FormFRI Family GramFRI Question Items

Administration:Each item will be answered by an assigned respondent or family member and are asked toscore every item assigned for self or another family member, or to no one (wastebasket).

References:Edwards B, Clarke V. (2005). The validity of the family relationships index as a screening

tool for psychological riskin families of cancer patients.Psychooncology.14 (7):546-54http://www.tjta.com/products/tst_019.htm Retrieved 25 October 2013

Filipino Self-Appraisal Inventory (Security-Insecurity Inventory)

Type: Structured

Description:

This is a 50-item test used with 5-point Likert scale authored by Dr. Salud Evangelista. Itmeasures security and insecurity of Filipino college students. It is composed of 6 subscales

which are safety, self-confidence, trust, love, acceptance and competence.

Materials: Filipino Self-Appraisal Inventory Form


Reference:Cipres-Ortega, S. and Guanzon-Lapea, M. Locally Developed Psychological Tests: A CriticalReview. Transactions of the National Academy of Science and Technology.Vol. 19.Retrieved at (25 October 2013)

http://www.nast.ph/index.php?option=com_docman&task=doc_view&gid=904&tmpl=component&format=raw&Itemid=7

Fuld Object-Memory Evaluation

Type: Structured

Description:


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The Fuld Object-Memory Evaluation allows the examiner to evaluate memory and learningunder conditions that virtually guarantees attention and minimize anxiety. It eliminatesquestions about the effects of poor vision, hearing, language handicaps, culturaldifferences or inattention because the procedure guarantees attention even under adversetesting conditions. This test is usually used for screening dementia.

Materials: Bag of 10 common subjects, identifiable by touchRecord FormStop watch

Administration:Prepare materials and say, I have 10 common subjects in this bag. I want you to see if youcan identify them by touch, without looking. Put your left hand in the bag and findsomething. Dont pull it out (Prevent the subject from doing so). Examine it with yourfingers. What do you think it is? (Repeat, alternating hands exactly as indicated on recordform, for all 10 objects.)Observe the subjects ability to present hand requested. Does he actively explore object?Record object-time or description the subject gives. Record it in numerical order of object-naming.Say, "Now lets see if youre right. (Patient pulls object out.) Elicit name if not correct

before. Record. Accept any reasonable name; supply if not forthcoming. If the subjects

object-name is too complex, e.g. Round plastic container to keep pills in, Say, Lets call ita (bottle), OK? Replace all objects in bag. Bag remains closed but within sight forremainder of the test.

Rapid Verbal RetrievalSay, Now I want you to tell me, as quickly as you can all the different girls (boys) names(same sex as the patient) you can think of. Ready, go! Start stopwatch. Time: 60 seconds.Record names. When patient pauses, encourage to keep trying.

60 Second RecallSay, Remember the things from the bag? Id like to see how many of you can recall, Startstopwatch. Check off items recalled inder Trial 1, etc. As necessary, encourage patient to

keep trying; complete recall is much harder than people expect. Time for each trial: 60seconds.Remind the subject only of items missed. Allow exactly five seconds after each word (slowrate). Then elicit Rapid Verbal Retrieval from second category (see record form), allowingonly 30 seconds. (For affective categories, say, I want you to tell me, as quickly as you can,all the different things you can think of that make people happy (sad)things that make

you happy (sad). Go ahead. Alternate the recall of bag items, reminders, and rapidverbal retrieval (30 seconds) for the remaining trials.

Delayed Recall and Oral Multiple Choice Recognition TestingAfter a 5 minute interval filled by other verbal testing: Elicit recall of items from bag.Encourage effort for 1 full minute unless all 10 items recalled sooner. Ask for multiple

choice recognition of each item not recalled. The total number of items either recalled orrecognized shows the number of items about which information is retained in storage.

References:The Fuld Object-Memory Evaluation Manual Stoelting Instrument Company, Chicago(1981)Bowen, J. (1997). Progression to dementia in patients with isolated memory loss.TheLancet.349(9054), 763765


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The Hand Test

Type: Projective

Description:The Hand Test is a simple projective technique widely used to measure action tendenciesparticularly acting-out and aggressive behaviorin adults and children (at least 5 years ofage). It is a non-threatening and easily administered in just 10 minutes that is used forpersonality evaluation.

Materials:Actual Hand Test Kit includes 25 Scoring Booklets; 1 Set of Picture Cards; 1 Manual; 1 HandTest Manual Supplement: Interpreting Child and Adolescent Responses

Administration:Using pictures of hands as the projective medium, the Hand Test elicits responses thatreflect behavioral tendencies. The client is shown 10 picture cards, one at a time. Thesecontain simple line drawings of a hand in various positions. The clients task is to explain

what each hand is doing. To score the Hand Test, you simply classify responses accordingto clear-cut quantitative and qualitative scoring categories.The quantitative scores (such as

Aggression, Exhibition, Communication, Dependence, Acquisition, Tension, andWithdrawal) reflect the individuals overt behaviorhow he or she interacts with othersand the environment. The qualitative scores generally reflect feelings and motivationsunderlying the imparted action tendencies. The test also provides six summary scores,including an index of overall pathology and acting-out ratio, which is used to predictaggressive behavior.

References:Edwin E. Wagner (1979). Diagnostic Applications of the Hand Test.Clinical Diagnosis ofMental Disorders A Handbook . Plenum Press, New York. pp 393-443

Vagaggini M. (1976). Hand test as an instrument for the prediction of aggressive behavior[Article in Italian]. Quad CriminolClin.18(1):71-91.http://www.psychpress.com.au/psychometric/product-page.asp?ProductID=3717Retrieved 29 October 2013http://portal.wpspublish.com/portal/page?_pageid=53,69285&_dad=portal&_schema=PORTAL Retrieved 29October 2013

House Tree Person Projective Drawing Techniques (H-T-P)

Type: Projective

Description:The House-Tree-Person (H-T-P), developed by John N. Buck and Emmanuel Hammer, is oneof the most distinguished and widely used projectives. The H-T-P is popular not only

because it yields abundant clinical information yet time efficient.The H-T-P can be administered to anyone over the age of 3. The subject simply producesthree drawings--of a house, a tree, and a person. Then he or she is given the opportunity todescribe, define, and interpret these drawings.Because drawing can reduce tension in testing situations, the H-T-P is often administeredas the first in a battery of psychodiagnostic tests. It is an ideal way to assess personality inindividuals who are culturally different, educationally deprived, developmentally disabled,or non-English-speaking. H-T-P drawings are highly sensitive to the presence ofpsychopathology--early in its development.The H-T-P is a nonthreatening way to obtainclinically useful information.


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Materials: HTP drawing form and interpretation bookletSeveral No. 2 lead pencilsSet of crayons with at least 8 colors

A stopwatch to record latency and total drawing time

Administration:(1) Ask the client to make a freehand pencil drawing of a house, tree and person (and aperson of the opposite gender) on 3 separate sheets of paper.

a. Present the paper in the horizontal orienatation with the word HOUSE on top of thepersons point of view.

b. Present paper in vertical orientation for the TREE and PERSON drawings.c. Clear view of the page while the client is drawing. Note the order of details drawn,observe and record unusual events in the drawing sequence. There is no time limit.d. Instruct the client to choose a pencil and say, I want you to draw a picture of a house.

You may draw any kind of house you wish and to do the best you can. You can erase asmuch as you like. You make take time as much time you need. Just do your best. e. Repeat the instructions for the tree and person drawings.(2) Do the structured post drawing inquiry (appended).(3) Ask the client to make again a drawing of a house tree person using colored crayons(can be done on the same sheet)

(4) Ask follow up questions about the colored drawings.

Reference:Polatajko, H. and Kaiserman, E. (1986).House-Tree-Person Projective Technique: A

Validation of its Use inOccupational Therapy. CJOT. Vol. 53 No. 4Buck, J. (1948). House-Tree-Person Manual.Western Psychological Services (WPS),Retrieved 4 November, 2013http://portal.wpspublish.com/portal/page?_pageid=53,70613&_dad=portal&_schema=PORTAL

The Inner View Questionnaire

Type: Structured

Description:The InnerView Questionnaire has sixteen groups of eight items (descriptive phrases) ineachgroup and a seventeenth group of eleven items. The person answering the questionnaireranks the items in the first sixteen groups in order, according to which describes him/herthe most. There are a total of six integrated tests of suitability assessments which are

Values Inventory, Interest Inventory, Task Preferences Inventory, Personal HonestyAssessment, Work Environment Preferences, and Personality / Motivation Assessment.

The person rates the items in the seventeenth group. Most of the items are repeated indifferent groups that allow the scores to be analyzed for consistency and yields greaterscoring accuracy. It is a suitability profiling system used in job selection and employeedevelopment. It can be used for staff selection, team development, staff development,training needs assessment, conflict resolution, career counseling and other similar humanresource development functions.

Materials: Inner View QuestionnaireAdministration: Pen and paper administration.

Reference:Lewis,K., et. al. (2004). The Psychometric Properties of the Inner Strength Questionnaire for


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Women with Chronic Health Conditions. Doctoral Dissertation. Virginia CommonwealthUniversity

Keirsey Temperament Sorter

Type: Structured

Description:The Keirsey Temperament Sortert is a 70 question personality instrument that helpsindividuals discover their personality type. It is based on Keirsey Temperament Theory.

According to Keirsey Temperament Theory, there are four basic temperament groupswhich describe human behavior. Keirseys four temperaments are referred to as Artisans,Guardians, Rationals and Idealists. These four temperaments can be further subdivided,often referred to as Character Types. There are four types of Artisans, four types ofGuardians, four types of Rationals, and four types of Idealists.

Materials: Keirsey Temperament Sorter Form

Administration: Pen and paper and/or online administration.

Reference:Keirsey, D &Bates, M. (1984). Please Understand Me Character and Temperament Types.Prometheus Nemesis Book CompanyJugovic, H. and Kelly, K. (2001).Concurrent Validity of the Online Version of the KeirseyTemperament Sorter II. Journal of Career and Assessment. 21(4)

www.keirsey.com Retrieved 29 October 2013

Kinetic Family Drawing

Type: Projective/ Personality testThis test is used to elicit the subjects attitudes toward his or her family and the overallfamily dynamics. It is sometimes used for evaluation of child abuse.

Description:The Kinetic Family Drawing is a projective test developed by burns and Kaufman (1970) thatrequires the subject to draw a picture of his or her entire family. The subjects are asked todraw a picture of their family, including themselves, doing something.

Materials: 8 x 11 white paper

No.2 black lead pencil

Administration:Tell the subject that you want to do something different during the session and ask if themto draw a picture of everyone in their family doing something. Traditional administrationis that Examiner leaves the room and return once the picture is completed.

References:Handler, L and Habenicht, D. (1994). The Kinetic Family Drawing Technique: A Review ofLiterature. Journal of Personality Assessment.62(3), 440-464


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Manual for Ravens Progressive Matrices and Vocabulary Scales

Type: Structured

Description:Ravens Progressive Matrices and Vocabulary Scales measure two complementarycomponents of general intelligence. The Progressive Matrices measure eductive ability.

The term comes from Latin educere, meanin to draw out. It thus refers to the ability tomake the sense of complex situations, to draw meaning out of confusion, to perceive andthink clearly. The Vocabulary Scales measure reproductive ability: the ability to store andreproduce information. These two components are reasonably distict, have differentgenetic and environmental origins, and predict different types of contribution to

workplaces and the community. Used together, the two tests provide information that canbe obtained from full-length intelligence tests.The APM consists of 48 items that is also consists of two sets. Set 1 can be used as either asa practice test for Set 2 or as a rough screening test. Set 2 can be used either as a test ofintellectual capacity when administered without a time limit or as a test of mentalefficiency when used with a time limit.

Materials: Ravens Progressive Matrices and Vocabulary Scales(Advanced Progressive Matrices Sets I &II)

Administration: Pen and paper administration.

References:Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven's progressive matrices and

vocabulary scales. Oxford: Oxford Psychologists Press.Ravens Progressive Matrices and Vocabulary Scales (Advanced Progressive Matrices Sets I& II)Retrieved 5 November 2013 athttp://www.pearsonassessments.com/haiweb/cultures/en-us/productdetail.htm?pid=015-4686-76X&Community=CA_Ed_AI_Ability

Manwal ng Panukat ng Ugali at Pagkatao

Type: Structured

Description: The Panukat ng Ugali at Pagkatao (PUP) is a psychological measure that maybe used forresearch, recruitment and/or admission in an institution. It is composed of 24 subscalesthat indicate dimensions of Filipino characteristics. The 24 subscales are composed of 119items in total. There are also 2 validity subscales that are composed of 14 items. Aside from

this, there are also an additional 19 items about self-determined traits and another 8additional items. Overall, PUP is composed of 160 items. There are two types of PUPFilipino version that can be used, the Form A and Form B.

Materials: Panukat ng Ugali at Pagkatao Forms A or B


References:Cheung, S. F., Cheung F. M., et. al. (2003). Indigenous Measures of Personality Assessment in

Asian Countries: A Review. Psychological Assessment: American Psychological Association.15(3) 280289


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del Pilar, Gregorio E. (2011). The Development of the Masaklaw na Panukat ng Loob(Working Paper)Guanzon-Lapea, M. A., et. al. (1998). Indigenous Personality Measures: PhilippineExamples. Journal of Cross-Cultural Psychology. 29: 249

Mental Status Examination Rapid Record Form

Type: Structured

Description:The Mental Status Examination (MSE) is a structured assessment of the patient's behavioraland cognitive functioning.The MSE does not need to be a standardized test. It includesdescriptions of the patient's appearance and general behavior, level of consciousness andattentiveness, motor and speech activity, mood and affect,thought and perception, attitude and insight, the reaction evoked in the examiner, and,finally, higher cognitive abilities. The specific cognitive functions of alertness, language,memory, constructional ability, and abstract reasoning are the most clinically relevant.

Its validity and reliability are not based on psychometric properties, but on its simplicityand its consistent sequential inquiry (Rogers, 2001). This method of investigation isrelatively independent from the verbal content of an interview, and it is uniquely tuned tothe identification of specific behavioral manifestations that are diagnostically andprognostically significant. The MSE can be part of a formal clinical interview or part of anytype of interaction with a patient. The MSE method allows the examiner to observe andidentify selected targeted behaviors that are specific objectives for intervention.

Materials: Mental Status Examination Rapid Record Form

Administration: Interview and observation administration.

References:Schwartz, E. (2010). Mental Status Examination.Corsini Encyclopedia of Psychology.12.Martin, D. (1990). Chapter 207: The Mental Status Examination. Clinical Methods: TheHistory, Physical, and Laboratory Examinations. 3rd edition.Boston: Butterworths

Mini Mental Status Exam (Filipino version)

Type: Semi Structured

Description:

The MMSE is a brief, quantitative measure of cognitive status in adults. It can be used toscreen for cognitive impairment, to estimate the severity of cognitive impairment at agiven point in time, to follow the course of cognitive changes in an individual over time,and to document an individual's response to treatment.

Materials: Mini Mental Status Exam Form and pen.

Administration: Either through oral or written.

Reference: *Actual paper available in the laboratory.


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Multidimensional Aptitude Battery

Type: Structured

Description:The MAB-II can be administered individually or in groups via paper-and-pencil format.Software administration is also available. The time limit for each subtest is seven (7)

minutes, so one (1) battery of five (5) subtests can easily be administered in one sitting, orthe entire test in 100 minutes. Any combination of subtests can be administered for shorterforms. The MAB-II assesses 10 distinct domains of human intellectual functioning, groupedinto two (2) broader categories, as follows: Verbal: Information, Comprehension,

Arithmetic, Similarities, Vocabulary and Performance: Digit Symbol, Picture Completion,Spatial, Picture Arrangement, Object Assembly.

Materials: Multidimensional Aptitude Battery Verbal and Performance, Answer sheet


References:

Wallbrown, F., Carmin, C., and Barnett R. (2006). A further note on the construct validity ofthe multidimensional aptitude battery. Journal of Clinical Psychology. 45, 3, pages 429433.MAB II Retrieved 25 November 2013 athttp://www.sigmaassessmentsystems.com/assessments/mab.asp

Myers-Briggs Type Indicator (Form G)

Type: Structured

Description:It is a self-inventory that classifies an individual into one of sixteen personality types usingfour combinations of two orientations of life, extraverted (E) and introverted (I); two waysof perceiving, sensing (S) and intuitive (N); two ways of judging, thinking (T) and feeling (F);and two attitudes in respect to the outer world, judging and perceptive.

Materials: Myers-Briggs Type Indicator Form G and Manual


References:

McCrae, R. R. and P. T. Costa. Reinterpreting the Myers-Briggs Type Indicator from thePerspective of theFive-Factor Model of Personality.Journal of Personality, Vol. 57, No. 1(1989), pp. 12-40.Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of theMyers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press.

NEO PI-R Revised NEO Personality Inventory *NEO Tagalog Answer Sheet

only


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Type: Structured

Description: The NEO PI-R is a measure of the five major domains of personality as well asthe six facets that define each domain. Taken together, the five domain scales and thirtyfacet scales of the NEO PI-R facilitate a comprehensive and detailed assessment of normaladult personality. The NEO PI-R is recognized internationally as a gold standard forpersonality assessment. Today, reputable developers of personality tests for theoccupational market will as a matter of course publish data on the relationship of theirtests with the five factor model using one form or another of the NEO as the benchmark.

The total amount of recent data from high level academic journals concerning the NEO PI-R underpins its quality.

Materials: NEO PI-R Scale and Answer sheet


References:Lord, Wendy (2007). NEO PI-R - A Guide to Interpretation and Feedback in a Work Context.Hogrefe Ltd, Oxford.Morasco, B. (2007). The Utility of the NEO-PI-R Validity Scales to Detect ResponseDistortion: A Comparison with the MMPI-2. Journal of Personality Assessment. 88(3), 276-

283 P.T. (Jr.) Costa, R.R. McCrae Hogrefe Ltd. The Test People, Oxford. Retrieved 8November 2013 at http://www.unifr.ch/ztd/HTS/inftest/WEB-Informationssystem/en/4en001/d590668ef5a34f17908121d3edf2d1dc/hb.htm

Neuropsychiatric Inventory Questions

Type: Structured

Description:

The Neuropsychiatric Inventory (NPI) was developed to provide a means of assessingneuropsychiatric symptoms and psychopathology of patients with Alzheimers disease andother neurodegenerative disorders. The NPI has been used to characterize theneuropsychiatric symptom profiles in a variety of neurological diseases.Ten behavioral and two neurodegenerative areas are included in the NPI: (1) Delusions,(2)Hallucinations, (3) Agitation/Aggression, (4)Depression/Dysphoria,(5)Anxiety, (6)Elation/Euphoria (7) Apathy/Indifference (8) Disinhibition(9) Irritability/Lability, (10)

Aberrant motor behavior and (1) Sleep and Nighttime Behavior Disorders and (2) Appetiteand Eating Disorders.It has proven to be sensitive to change and has been employed to capture treatment related

behavioral changes in patients receiving cholinesterase inhibitors, antipsychotic agents,melatonin and a variety of other antidementia and psychotropic compounds.

Materials: Neuropsychiatric Inventory (NPI) Questionnaire

Administration:Administration is through interview and observation. Questions should be asked exactly aswritten. Clarification should be provided if the caregiver does not understand the question.Acceptable clarifications are restatements of the questions in alternate terms.

References:Bahia, V. and Viana, R. (2009).Accuracy of neuropsychological tests and theNeuropsychiatric Inventory in differential diagnosis between Frontotemporal dementiaand Alzheimers disease.DementNeuropsychol. 3(4):332-336


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Cummings, Jeffrey L. (2009). Neuropsychiatric Inventory. Mary S. Easton Center forAlzheimers Disease Research at UCLA. California.

The Offer Self-Image Questionnaire for Adolescents (OSIQ)

Type: Structured

Description:The OSIQ is a self-descriptive personality test that can be used for measuring theadjustment of teenage boys and girls between the ages of 13 and 19. It contains 130 items(simple statements) to measure adjustment in 11 content areas that are consideredimportant in the psychological world of the teenager. The adolescent is required to indicatehow much the single statement fits his description choosing within 6 points according tothe Likert scale. The OSIQ is a questionnaire designed to assess the personality traits of aperson, that can be used to select a group of adolescent who are characterized by aparticular range of personality features.

Materials: OSIQ Form


References:Patton, W. and Noller, P. (1994).The Offer Self-Image Questionnaire for adolescents:Psychometric properties and factor structure. Journal of Youth and Adolescence.23(1):19-41.Lindfors, K., et. al. (2005).Construct Validity of the Offer Self-Image Questionnaire and ItsRelationship with Self-Esteem, Depression, and Ego Development. Journal of Youth and

Adolescence.34 (4),389-400

Panukat ng mga Katangian ng Personalidad

Type: Structured

Description:The Panukat ng mga Katangian ng Personalidad began with 6,900 person-descriptive termsculled from a Filipino dictionary and reduced to 1,297 personality-related adjectives asagreed upon by Filipino judges and samples of college students. Versions of the instrumentcontaining from 281 to 861 adjectives were factor analyzed in three samples, yielding sevenfactors that replicated fairly consistently. The available tool in the laboratory is composedof 253 items of descriptive personality-related terms version.

Materials: Panukat ng mga Katangian ng Personalidad



Asian Countries: A Review. Psychological Assessment: American Psychological Association.15(3) 280289Del Pilar, Gregorio E. (2011). The Development of the Masaklaw na Panukat ng Loob(Working Paper)Guanzon-Lapea, M. A., et. al. (1998). Indigenous Personality Measures: Philippine


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Examples. Journal of Cross-Cultural Psychology. 29: 249

Panukat ng Pagkataong Pilipino (PPP)

Type: Structured

Description:Panukat ng Pagkataong Pilipino (PPP) is a three-form personality measure which isdesigned to assess a total of nineteen (19) dimensions of personality. Each personalitydimension has a corresponding subscale comprising a homogenous subset of items. These19 dimensions have been clustered into three groups (Form K, Form S, Form KS)This measure was developed through an inductive approach beginning in 1978 (Guanzon-Lapea et al., 1998), drawing on materials collected in the local culture. The authors rankedthe personality dimensions mentioned and added dimensions from their literature reviewto derive 19 personality dimensions, including Emotional Stability, Sociability, Risk Taking,Cheerfulness, and Respectfulness. The initial version of the instrument was written in theFilipino language (Tagalog), had over 400 items, and was administered to a sample of 245respondents. Item analysis was conducted to select items based on the itemtotal

correlations, resulting in the 220-item first edition. The most recent version of the PPP has210 items and is available in English and three other Philippine languages.

Materials: Panukat ng Pagkataong Pilipino Form K Panukat ng Pagkataong Pilipino Form SPanukat ng Pagkataong Pilipino Form KS Panukat ng Pagkataong Pilipino Scales(Psychometrics) Panukat ng Pagkataong Pilipino Answer sheet



Asian Countries: A Review. Psychological Assessment:American Psychological Association.

15(3) 280289Guanzon-Lapea, M. A., et. al. (1998).Indigenous Personality Measures: PhilippineExamples.Journal of Cross-Cultural Psychology.29: 249

Purdue Non Language Test

Type: Structured

Description:The Purdue Non-Language Test is designed to measure mental ability. It is culture fairand consists entirely of geometric forms which show that it can be effectively used forpersons having different cultural or educational backgrounds.

Materials: Purdue Non Language Test Form A and B

Administration:Instructions for administering the test after the test papers have been distributed are asfollows: 1) Print your name on the test booklet. 2) Do not open the test booklet until told todo so. 3) On the front page, look at the sample form the 5 drawings that had been crossedout. 4) In the sample B, one of the five drawings is different from the other 4. Cross out this


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different drawing with a big X. 5) Look at sample C. In this sample, cross out the drawingthat is different from the other 4 with a great big X. 6) In taking the test, you will find sets of5 drawings, cross out the different one with a good big X. 7) You may not be able to identifythe different drawings given in all of the sets, but do the best you can. It will not pay you tospend a great deal of time on any one set. You will have 25 minutes which is enough if

you dont spend too much time of the sets. 8) Dont skip around. Take sets in order. 9) Arethere any questions? If none, open your test booklet and go ahead. At the end of exactly 25minutes, say: 10) Stop. Please pass in your test booklets.

References:De Jesus, E. (1995). Handbook of Psychological Tests: Theories, Administration, Scoring and

Applications. Rex Bookstore, ManilaSeibert, W. F. (1958). A study of the Purdue Non-Language Adaptability Test.Journal of

Applied Psychology, Vol 42(6), Dec 1958, 376-378.

Rotter Incomplete Sentence Blank

Type: Projective

Description:The Rotters incomplete sentence blank is an attempt to standardize the sentencecompletion method for the use at college level. Forty stems are completed by the subject.These completions are then scored by comparing them against typical items in empiricallyderived scoring manuals for men and women and by assigning to each response a scale

value from 0to6. The total score is an index of maladjustment.The sentence completion method of studying personality is a semi structuredprojectivetechnique in which the subject is asked to finish a sentence for which the first

word or words aresupplied. As in other projective devices, it is assumed that the subjectreflects his own wishes, desires, fears and attitudes in the sentences he makes.

Materials: Rotter Incomplete Sentence Blank Form

Administration: Pen and paper administration to individual or group.

References:Holaday, M. et. al. (2000).Sentence Completion Tests: AReview of the Literature and Resultsof a Survey of Members of theSociety for Personality Assessment. Journal of Personality

Assessment.74(3), 371383Rotter, J. B., & Rafferty, J. E. (1950). The Rotter Incomplete Sentences Blank manual: Collegeform. New York: Psychological Corp.http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=RISB-2&Mode=summary

Retrieved 29 October2013

SRA Verbal

Type: General Ability TestIt is designed for both school and industry (with forms A and B) and can be used for alleducational levels from junior high school to college and employee levels from unskilled tomiddle laborers.


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Description:It measures the individuals adaptability and flexibility in comprehending and followinginstructions, and in adjusting to alternating types of problems. It is designed for bothschool and industry (with forms A and B) and can be used for all educational levels from

junior high school to college and employee levels from unskilled to middle laborers.

Materials: SRA Verbal Form


Reference:SRA Verbal Manual (1984) Chicago: Science Research AssociatesDe Jesus, E. (1995). Handbook of Psychological Tests: Theories, Administration, Scoring and

Applications. Manila

Stanford-Binet Intelligence Scale Manual

Type: Structured

Description:The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) is a contemporary assessment

with a rich tradition, which began in 1916 when Lewis Terman completed his Americanrevision of the Binet - Simon scale (1905, 1908). Through various editions, this assessmenthas become widely known and is acknowledged as the standard for intelligencemeasurement.

As a battery of cognitive tests, the SB5 advances the assessment of strengths andweaknesses in the cognitive processes of students who may be evaluated for learningdisabilities. The SB5 supports early prediction of emerging learning disabilities in childrenas young as four years old. Author research has identified special predictive compositescores for identifying both Reading and Math disabilities. Information on these composites

is available in the Interpretive Manual. The SB5 provides comprehensive coverage of fivefactors of cognitive ability: (1) fluid reasoning, (2) knowledge, (3) quantitative reasoning, (4)

visual-spatial processing, and (5) working memory.The SB5 helps to diagnose a wide variety of developmental disabilities and exceptionalitiesand may also be useful in: (1) clinical and neuropsychological assessment, (2) earlychildhood assessment, (3) psychoeducational evaluations for special education placements,(4) compensation evaluations, (5) providing information for interventions such as IFSPs,IEPs, career assessment, industrial selection, and adult neuropsychological treatment, (6)forensic contexts and (7) research on abilities and aptitudes.

Materials: Stanford Binet (SB5) Kit: Examiners Manual Technical Manual Item Book 1(Routing Subtest) Item Book 2 (Nonverbal Subtest) Item Book 3 (Verbal Subtest) Record

Forms Manipulatives (e.g. blocks, toys, chips)

Administration:The Item Books include the following:Item Book 1 has the Matrices and Vocabulary subtests used as the initial assessment or

Abbreviated Battery IQItem Book 2 has the nonverbal subtests, arranged according to levels of difficulty, fromLevel 1 to 6used to adapt the test to the examinees ability (based on the initial Matricessubtest of Item Book 1). These levels are clearly marked with a colored border on the

bottom of the pages. Levels allow the test to be tailored to the examinees ability, savingtime and making the assessment accurate and reliable.Item Book 2 has the verbal subtests, again arranged in levels of difficulty. The examinee


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begins at the level suggested by the Vocabulary subtest in Item Book 1.The Record Form was designed to match the widely used format of other IQ tests andguides the examiner through the initial subtests, the Nonverbal sections, and Verbalsections in that order.

References:Roid, G. and Tippin, S. (2009). Assessment of Intellectual Strengths and Weaknesses withthe Stanford-Binet Intelligence Scales Fifth Edition (SB5). Practitioners Guide to

Assessing Intelligence and Achievement. John and Wiley Sons, New Jersey. Pages 127-151

Stanford-Binet Intelligence Scale (SB5). Retrieved 4 November 2013 athttp://www.riverpub.com/products/sb5/details.html andhttp://www.proedinc.com/customer/productView.aspx?ID=4615

Trail Making Test

Type: Diagnostic

Description:

The Trail Making Test is a neuropsychological test of visual attention and task switching.The purpose of the TMT is to test for the presence of brain injury. The TMT is a measure ofattention, speed, and mental flexibility as well as executive functioning.. It also tests spatialorganization, visual pursuits, recall, and recognition. Part A requires the individual to drawlines to connect 25 encircled numbers distributed on a page as fast as possible while stillmaintaining accuracy. Part A tests visual scanning, numeric sequencing, and visuomotorspeed. Part B is similar except the person must alternate between numbers and letters andis believed to be more difficult and takes longer to complete. Part B tests cognitivedemands including visual motor and visual spatial abilities and mental flexibility. Bothsections are timed and the score represents the amount of time required to complete thetask.

Materials: Trail Making Test A and B

Administration:

Reference:Shindo, A. (2013). Trail Making Test Part A and Brain Perfusion Imaging in Mild AlzheimersDisease.Dementia and Geriatric Cognitive Disorders Extra.3(1).Retrieved from Karger Open

Access. 25 October 2013Tombaugh, T.N.T.N (2004). Trail Making test A and B: Normative Data Stratified by Age andEducation. Archives of Clinical Neuropsychology: The Official Journal of the National

Academy of Neuropsychologists 19 (2): 203214.Trail Making Test. Published by Reitan Neuropsychology Laboratory (originally published

by Adjutant Generals Office, War Department, U.S. Army in 1944)

OTHERS

Clinical Psychology Dyad Exercise on Clinical Assessment: Interviewing and

Observation

Type: Semi-structured

Description:This is an outline of guide items on practicing assessment in the Clinical Psychology


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program especially used in the Dyad(s) of the Psychology Laboratory as an exercise onclinical assessment (interviewing and observation).

Materials: Clinical Assessment outline; Pen and paper

Administration: Through interview while jotting notes.

Reference: *Actual paper available in the laboratory.

Genogram

Type: Structured

Description:Genogram is a diagram used of an emotional family tree which is used as a diagnostic toolto look into the different areas in the family such as their behavioral and emotionalpatterns, beliefs, ways of coping and adapting, unresolved mourning/ traumas, familyrules, rituals and myths. As closely similar practice in genealogy, genogram may also beused to trace significant personalities and events in the family, its social history as well asthe context of the individual. This is used to determine any transmission of

multigenerational patterns and influences.

Materials: Paper and pen.

Administration: Interview and encoding of data.

Reference: *Actual paper available in the laboratory.'

Norms for the Learning Style Inventory (1976 version)

Type: Structured

Description:The LSI was developed by David Kolb (1976, 1984) to assess individual learning styles. Kolbsconcept of learning style is based on his theory of experiential learning, referred to as theExperiential Learning Model (ELM). The ELM suggests that human beings learn by theirdirect experience of the world, by reflecting on their experience, by conceptualizing andthinking abstractly about the world, and by actively participating in the world. Learning isdefined by Kolb (1984) as the process whereby knowledge is created through thetransformation of experience. This process is mediated on four dimensions that includethe following: (a) affective (sensing, feeling), (b) symbolic (cognitive, thinking skills), (c)

behavioral (doing), and (d) perceptual (skills of observation). Postulating a developmental

theory of learning, Kolb envisions these four dimensions as establishing the base of a cone,with the four dimensions creating an apex as the individual develops and the learning stylebecomes more complex.

Materials:

Administration:1. Complete the survey.2. Score the LSI.3. Education: discuss the Experiential Learning Cycle and the LSI.4. Interpret and apply


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References:Kolb, D. Experiential Learning: Experience as the source of Learning and Development.Upper Saddle River, N.J.: Prentice Hall, 1984

Willcoxson, L. and Prosser, M. (1996). Kolb's Learning Style Inventory (1985): review andfurther study of validity and reliability. British Journal of Educational Psychology.66,(2).247257R. J. Sternberg and L. F. Zhang (Eds.), (2000). Perspectives on cognitive, learning, andthinking styles. NJ: Lawrence Erlbaum

Practicing to take the GRE Psychology Test

Type: Structured

Description:The GRE Subject tests are designed to help graduate school committees and fellowshipsponsors assess the qualifications of applicants in their respective subject fields. The testalso provide students with a means of assessing their own competence.The test consists of about 200 multiple-choice questions. This practice test contains 195questions used in computing scores of the examinees who took the test (April 1983). The

questions in the Psychology Test are drawn from courses of study most commonly offeredwithin the broadly defined field of psychology.

Materials: Practice test: GRE Psychology Test and Answer sheet

Administration: Pena and paper administration

References:Practicing to take the GRE Psychology Test (1983). Published by Educational TestingService for the Graduate Record Examinations Board.

Sport Metacognitive Assistant Inventory (Answer sheet only)

Type: Structured

Description:It is a self-report instrument used to assess your knowledge and habits while engaging inteam sports. When answering, keep in mind the team sport that you have frequentlyparticipated in

Materials: Sport Metacognitive Assistant InventoryAdministration: Pen and paper administration

Thematic Apperception Test Interpretation Guide

Type: Projective

Description: The Thematic Apperception Test, or TAT, is a projective measure intended toevaluate a person's patterns of thought, attitudes, observational capacity, and emotionalresponses to ambiguous test materials. In the case of the TAT, the ambiguous materialsconsist of a set of cards that portray human figures in a variety of settings and situations.The subject is asked to tell the examiner a story about each card that includes the following


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elements: the event shown in the picture; what has led up to it; what the characters in thepicture are feeling and thinking; and the outcome of the event.

Materials: Thematic Apperception Test Cards, pen and paper

Administration:Showing 8-12 cards, say I am going to show you some pictures, one at a time, and your task

will be to make up a story for each card. In your story, be sure to tell what has led up to theevent shown in the picture, describe what is happening at the moment, what the characters

are feeling and thinking, and then give the outcome. Tell a complete story with a beginning,middle, and end. Do you understand? I will write your stories verbatim as you tell them.Heres the first card.

References:Harrison, R. (1940). Studies in the Use and Validity of the Thematic Apperception Test withMentally Disordered Patients II: A Quantitative Validity Study.Lundy, A. (1985). The reliability of the Thematic Apperception Test. Journal of Personality

Assessment, 49141-5.Thematic Apperception Test Interpretation Guide Retrieved 25 November 2013 athttp://faculty.pepperdine.edu/shimels/Courses/Files/TAT%20Interp.pdf

Copyright 2013. All Rights Reserved. Psychology Laboratory, De La Salle University.

Saint Joseph Hall 308, De La Salle Univertisty, 2401 Taft Avenue, 1004 Manila, Philippines

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