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• Handbook of Psychological Assessment
• Copyright Page
• Dedication
• Contents
• List of contributors
• Preface
• I. Introduction
• 1 Historical perspectives
• Introduction
• Intelligence and achievement testing
• Personality assessment
• The interview
• Projective personality tests
• Objective personality tests
• Neuropsychological assessment
• Behavioral assessment
• Assessment schemes
• DSMs and behavioral assessment
• Summary
• Recent developments
• References
• Further reading
• II. Psychometric Foundations
• 2 How to develop an empirically based psychological test
• Introduction
• Phase I: Test conceptualization
• Establish a need
• Specify proposed applications
• Specify users
• Specify conceptual and operational definitions of constructs
• Phase II: Specify test format and structure
• Specify age range
• Specify test format
• Specify internal structure
• Develop a table of specifications or test blueprint
• Specify item format
• Select the item format that most directly measures the construct
• Select item formats that promote reliability and validity
• Estimate how many items to include
• Plan for item development
• Specify methods for item tryout and selection
• Diversity panel review
• Specify a plan for item tryout
• Specify the statistical methods you will use to select items
• Phase III: Planning standardization, scaling, and psychometric studies
• Specify standardization plan
• Specify scaling methods
• Scales of measurement
• Nominal scales
• Ordinal scales
• Interval scales
• Ratio scales
• Specify reliability/precision studies
• Test–retest coefficients
• Alternate-form coefficients
• Internal consistency coefficients
• Interrater reliability
• Specify validity studies
• Evidence based on test content
• Evidence based on relations to other variables
• Phase IV: Plan implementation
• Submit a test proposal
• Implement plan, reevaluate, and modify test
• Prepare the test manual
• Concluding comments
• References
• III. Assessment of Intelligence
• 3 Interpreting pediatric intelligence tests: a framework from evidence-based medicine
• Introduction
• A brief history
• Framework for interpreting intelligence tests
• Qualitative-idiographic approaches
• Qualitative-nomothetic approaches
• Quantitative-idiographic approaches
• Quantitative-nomothetic approaches
• Review of two frequently used individually administered tests of intelligence for youth
• Wechsler Intelligence Scale for Children—fifth edition (WISC-V)
• Theory
• Standardization
• Properties
• Useful details for additional interpretation
• Critique
• Woodcock–Johnson Tests of Cognitive Abilities (WJ-IV COG)
• Theory
• Standardization
• Properties
• Critique
• References
• 4 The development, expansion, and future of the WAIS-IV as a cornerstone in comprehensive cognitive
• Introduction
• WAIS-IV: development, advances, and future directions
• WAIS-IV development approach
• Subtest level changes
• Verbal Comprehension
• Perceptual reasoning
• Working Memory
• Processing Speed
• New subtests
• Visual Puzzles
• Figure Weights
• Cancellation
• WAIS-IV index scores and structure
• Verbal Comprehension Index
• Vocabulary
• Similarities
• Information
• Comprehension
• Perceptual Reasoning Index
• Visual Puzzles
• Block Design
• Matrix Reasoning
• Figure Weights
• Picture Completion
• Working Memory Index
• Digit Span
• Arithmetic
• Letter–Number Sequencing
• Processing Speed Index
• Coding
• Symbol Search
• Cancellation
• General Ability Index
• Cognitive Proficiency Index
• Issues in summarizing overall ability
• Five-factor models
• WAIS-IV and digital assessment
• Expanded assessment
• WMS-IV
• Visual Working Memory
• Spatial Addition
• Symbol Span
• Auditory Memory
• Logical Memory
• Verbal Paired Associates
• Visual Memory
• Designs
• Visual Reproduction
• Immediate Memory
• Delayed Memory
• Brief Cognitive Status Exam
• Joint factor structure of the WAIS-IV and WMS-IV
• Social Perception
• Advanced Clinical Solutions Social Cognition
• Advanced Clinical Solutions Suboptimal Effort
• Word Choice
• Refining interpretation of the WAIS-IV
• Demographic referenced norms
• Test of Premorbid Functioning
• Serial assessment with WAIS-IV and WMS-IV
• Multivariate base rates
• Cognitive variability
• Future directions
• References
• Further reading
• IV. Achievement and Interest
• 5 Aptitude and achievement testing
• Aptitude and achievement testing
• Aptitude testing
• College and professional schools
• Vocational preparation and employment
• Military testing for identification and classification
• Language acquisition
• Achievement testing
• Achievement testing in the public schools
• Achievement testing in clinical practice
• Updated research on commonly used measures of achievement
• Wide Range Achievement Test—fourth edition
• Woodcock–Johnson IV Tests of Achievement
• Wechsler Individual Achievement Test-III
• Individual achievement test-revised–normative update (PIAT-R/NU)
• Measurement of underlying cognitive processes involved in reading achievement
• Reading comprehension measures: research and critiques
• Current measures of mathematical achievement
• Aptitude and achievement testing in the 21st century: comments and conclusions
• References
• 6 Interest inventories
• Introduction
• The earliest item pool
• Characteristics of good items
• Influence of vocational interest theories on inventory construction
• Construction of interest inventory scales
• Homogeneous scale development
• Heterogeneous scale development
• Current interest inventories
• Campbell Interest and Skill Survey
• Holland’s interest inventories
• Strong Interest Inventory
• Career Assessment Inventory
• O*NET Interest Profiler and Interest Item Pool
• Stability of interests
• Use of interest inventories
• Career exploration
• Selection and placement
• Research
• Future directions
• Summary
• References
• V. Neuropsychological Assessment
• 7 Sources of error and meaning in the pediatric neuropsychological evaluation
• Historical foundation
• Origins of child neuropsychology
• Process of the child neuropsychological evaluation
• The child neuropsychological versus psychoeducational evaluation
• Theory and goals of the assessment process—deriving meaning
• Sources of error
• Incremental validity
• Culture, language, and poverty
• Ecological validity
• Malingering
• Clinical decision making
• Summary
• References
• Further reading
• 8 Adult comprehensive neuropsychological assessment
• Introduction
• Special problems in the construction and standardization of neuropsychological test batteries
• Practical concerns in test construction
• Issues related to validity and reliability
• Reliability
• An introduction to the comprehensive batteries
• The Halstead–Reitan Battery (HRB)
• History
• Structure and content
• Theoretical foundations
• Standardization research
• Evaluation
• The Luria–Nebraska Neuropsychological Battery
• History
• Structure and content
• Theoretical foundations
• Standardization research
• Evaluation
• Other fixed battery approaches
• Flexible batteries
• Conclusions
• References
• Further reading
• 9 Assessment in sports: psychological and neuropsychological approaches
• Psychological assessment in sport
• Disciplines of sports psychology
• Unique aspects of the sport milieu
• Approaches to assessment in sport psychology
• Most frequent constructs and behaviors measured in sports assessments
• Personality
• Emotion regulation
• Coping skills
• Resilience
• Mental toughness
• Team cohesiveness
• Section key points
• Assessment in sports neuropsychology
• Concussion—the basics
• Assessment of concussion
• Sideline evaluations
• Off-field evaluations
• Section key points
• Summary and conclusions
• References
• Further reading
• VI. Interviewing
• 10 Clinical interviewing
• Introduction
• Definition, history, and structure
• Definition
• History of the clinical interview
• Structure of the clinical interview
• Selecting an interview format
• Reliability and validity
• Free-format or open interviews
• Flexibly structured interviews
• Structured and semistructured interviews
• Critical topics
• Culture and diversity
• Technology
• DSM-5
• Conclusion
• Acknowledgments
• References
• 11 Structured and semistructured interviews for children
• Introduction
• Historical perspectives
• General structured interviews
• Schedule for Affective Disorders and Schizophrenia for School-Aged Children
• Diagnostic Interview for Children and Adolescents
• Diagnostic Interview for Children
• Child and Adolescent Psychiatric Instrument
• Children’s Interview for Psychiatric Syndromes
• Mini International Neuropsychiatric Interview for Children and Adolescents
• Structured Clinical Interview for DSM-IV Childhood Diagnoses
• Specific structured interviews
• Anxiety disorders
• Trauma-related conditions
• Selective mutism
• Other areas
• Strengths and limitations of structured interviews
• Conclusion
• References
• 12 Diagnostic and symptom interviews for adults
• Introduction
• Diagnostic Interviews
• Structured Clinical Interview for the DSM-5
• Mini International Neuropsychiatric Interview
• The Diagnostic Interview Schedule
• Composite International Diagnostic Interview
• International Personality Disorder Examination
• Structured Clinical Interview for the DSM-5 Personality Disorders
• Symptom and Behavior Rating Scales
• Multidimensional Rating Scales
• Brief Psychiatric Rating Scale
• Present State Examination
• Positive and Negative Syndrome Scale
• Symptom specific and clinical diagnosis rating scales
• Affective symptoms
• Hamilton Rating Scale for Depression
• Inventory of Depressive Symptomatology
• Calgary Depression Scale for Schizophrenia
• Young Mania Rating Scale
• Bech–Rafaelsen Mania Scale
• Psychotic symptoms
• Scale for the Assessment of Positive Symptoms
• Scale for the Assessment of Negative Symptoms
• Brief Negative Symptom Scale
• Conclusion
• Acknowledgments
• References
• Further reading
• VII. Personality Assessment
• 13 Overview of multidimensional inventories of psychopathology with a focus on the MMPI-2
• Precursors to self-report inventories of psychopathology
• Development and use of multidimensional inventories of psychopathology
• Assessing protocol validity with the MMPI-2
• Assessing psychopathology: MMPI-2 clinical scales
• Assessing psychopathology: MMPI-2 supplementary scales
• Assessing psychopathology: MMPI-2 content scales
• Publications on the MMPI-2, MMPI-2-RF, PAI, and MCMI
• Concluding comments
• References
• 14 The Rorschach
• Introduction
• History and development
• Current Rorschach research
• The neuroscience of the Rorschach
• Rorschach variable selection
• Normative and form quality research
• New clinical developments
• R-Optimized method
• Complexity
• Ego Impairment Index
• Oral Dependency Language
• Mutuality of Autonomy
• Conclusion
• References
• Further reading
• VIII. Behavioral Assessment
• 15 Behavioral assessment of children
• History of behavioral assessment
• Assessment of children’s overt behavior
• Direct behavioral observation
• Behavior ratings and checklists
• Interviews
• Assessment of a child’s covert processes
• Interviews
• Direct measures
• Self-report instruments
• Self-monitoring
• Assessment of contexts
• Interviews
• Checklists
• Cultural considerations
• Summary
• References
• Further reading
• 16 Behavioral assessment of adults in clinical settings
• Behavioral assessment with adults in clinical settings
• Measurement and clinical science in psychological assessment
• Overview of the chapter
• A note on idiographic and nomothetic assessment strategies
• Conceptual foundations of behavioral assessment
• Strategies of behavioral assessment
• Multimethod assessment
• Multiple instruments
• Multiinformant assessment
• Time-series and repeated measurement
• Methods of behavioral assessment
• Behavioral observation
• Naturalistic behavioral observation
• Analog behavioral observation
• Self-monitoring
• Ecological momentary assessment
• Functional behavioral interviews and questionnaires
• Psychophysiological assessment
• Ambulatory biosensor assessment
• Integrating multiple measures in clinical assessment into a functional analysis
• Operationally defining target behaviors and causal variables
• Identifying and evaluating causal relations
• Constructing a functional analysis and functional analytic clinical case diagram
• Sam: an example of behavioral assessment strategies, a functional analysis, and FACCD
• It makes a difference: the effects of interventions based, or not based, on the functional analysis
• Summary and concluding recommendations
• References
• Further reading
• IX. Special Topics and Applications
• 17 Psychological assessment of the elderly
• Introduction
• Normal aging
• Clinical assessments
• Medical conditions
• Family history
• Social adaptation
• Psychiatric conditions
• Depression
• Schizophrenia
• Cognitive functioning
• Definition of dementia
• Establishment of premorbid functioning
• Overview of brief dementia assessment instruments
• General principles in neuropsychological assessment of the older adult
• Learning and memory
• Attention
• Perception
• Verbal skills
• Motor skills
• Executive functioning
• Praxis
• Visuospatial organization
• Differential diagnosis
• Profile analysis
• Alzheimer’s disease
• Vascular dementia
• Depression versus dementia
• Special problems in geriatric assessments
• References
• Further reading
• 18 Forensic psychology: practice issues
• What is forensic psychology?
• Legal courts system
• Forensic roles
• U.S. legal decisions on scientific expertise
• Forensic process
• General procedures—collateral sources
• Assessment tools
• Forensic role function
• Courtroom testimony
• Expert witness fees
• Ethical issues
• Multiple relationships
• Working within the legal system
• Documentation and record keeping
• Dealing with subpoenas
• Summary
• References
• Further reading
• 19 Fairness in psychological testing
• Defining fairness in psychological testing
• Importance of fairness in testing minority individuals
• Variables contributing to test performance in minorities
• Psychological construct being tested and test content
• Test norms
• Acculturation and assimilation
• Communication and language
• Socioeconomic status and education
• Conclusions and future directions
• References
• 20 Technological developments in assessment
• Introduction
• Assessment: enhancing efficiency and reliability
• Advantages and challenges in early adoption
• Technological advances
• Expanding tasks and scenario-based assessment
• Computer-automated assessment of multitasking
• Virtual environments for ecologically valid assessments
• Access to care and telehealth
• Remote psychological assessment
• Linking cognitive domains and biological systems
• Neuroimaging
• Advancing innovative neurotechnologies
• Enhancing diagnosis and behavioral prediction: computational assessment/neuropsychology
• Cognitive rehabilitating and self-monitoring
• Computers for cognitive training
• Smartphones for psychological assessment
• Ecological momentary assessments
• Expanding research options
• Conclusions
• References
• Index
• Back Cover