Mary Ainsworth - Created and Developed Attachment Assessment
Hermann Rorschach - Created and Developed Projective Testing
psychological assessment involves the evaluation of the following areas, and can include the following diagnostic instruments:
personality functioning
Rorschach Inkblots (interpretation includes the Exner comprehensive scoring system)
Thematic Apperception Test, Roberts Apperception Test (children and adolescents)
Millon Clinical Multiaxial Inventory- III
Millon Adolescent Clinical Inventory
Minnesota Multiphasic Personality Inventory-2, Restructured Form (MMPI-2 R)
Minnesota Multiphasic Personality Inventory- Adolescent (MMPI-A)
cognitive/intellectual functioning
Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)
Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V)
Wechsler Preschool and Primary Scale of Intelligence- Fourth Edition (WPPSI-IV)
Bayley Scales of Infant and Toddler Development- Third Edition (Bayley-III)
Wechsler Individual Achievement Test- Third Edition (WIAT-III)
neuropsychological functioning
Bender Gestalt Test
Koppitz-2 (Koppitz Developmental Scoring System for the Bender Gestalt Test)
Beery-Bukenica Developmental Test of Visual-Motor Integration
Wechsler Intelligence Scale for Children-IV, Integrated Edition, WAIS-IV, WIPPSI-IV
Wechsler Memory Scale- Fourth Edition (WMS-IV)
autistic spectrum disorders
Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
Childhood Autism Rating Scale- Second Edition
attachment disorders
Ainsworth Attachment Interviews
Adult and Child Attachment Interviews
school related problems, i.e. behavioral difficulties, learning disabilities, communication disorders
assessment instruments are chosen which address the specific needs of the client
giftedness in children and adolescents is usually tested with an intellectual assessment instrument
Dr Feldman was in charge of the assessment program at Stanford Medical School, Department of Child Psychiatry, and is skilled in the assessment of infants, children, adolescents and adults
Other psychological assessment measures are utilized and
are selected to meet the specific needs of the child, adolescent or adult client.
Psychological assessment is a process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, personality and capabilities.
A standardized psychological test is a task or set of tasks given under standard, set conditions. It is designed to assess some aspect of a person’s knowledge, skill or personality.
Norm-referenced psychological tests are standardized on a clearly defined group, termed the norm group , and scaled so that each individual score reflects a rank within the norm group. Norm-referenced tests have been developed to assess many areas, including intelligence; reading, arithmetic, and spelling abilities; visual-motor skills; gross and fine motor skills; and adaptive behavior. Psychologists have a choice of many well-standardized and psychometrically sound tests with which to evaluate an individual.
Valuable information is gained through interviewing. When it’s for a child, interviews are conducted not only the child, but the parents, teachers and other individuals familiar with the child. Interviews are more open and less structured than formal testing and give those being interviewed an opportunity to convey information in their own words. A formal clinical interview is often conducted with the individual before the start of any psychological assessment or testing. This interview includes questions about the individual’s personal and history, recent life experiences, work and school history, a nd family background. Observations of the person being referred in their natural setting — especially if it’s a child — can provide additional valuable assessment information. In the case of a child, how do they behave in school settings, at home, and in the neighborhood? Does the teacher treat them differently than other children? How do their friends react to them?
The answers to these and similar questions can give a better picture of a child and the settings in which they function. It can also help the professional conducting the assessment better formulate treatment recommendations.
Standardized norm-referenced tests are often supplemented with more informal assessment procedures, as such as projective tests. Information gathered from psychological assessment is integrated into a comprehensive and complete picture of the person being assessed. Recommendations are based on all of the assessment and interview findings.