Introduction to Psychological Assessment of ChildrenPurpose of Psych. AssessmentTesting vs. AssessmentPsychological TestingPsychological AssessmentNorm-Referenced TestsSlide 7Slide 8Slide 9Variables Affecting Test ScoresSlide 11Slide 12Administering TestsExaminer Nonverbal BehaviorOther Testing IssuesEstablishing RapportSlide 17Slide 18InterviewingExplaining ConfidentialityInterviewing TechniquesExample Developmental InterviewSlide 23Slide 24Slide 25Slide 26Slide 27Slide 28Developmental ConsiderationsSlide 30Format of the InterviewSlide 32Closing the InterviewBehavioral ObservationsSlide 35Slide 36Slide 37Informal AssessmentMultimodal AssessmentInterpreting ResultsFinal Steps in AssessmentKey IngredientsIntroduction to Psychological Assessment of Children Gregg Selke, Ph.D. PSY 4930October 3, 2006Purpose of Psych. AssessmentGoal DrivenBroad Screening versus Focused/Problem-SpecificDiagnosticDifferential and Comorbid ConditionsTherapy OrientedIdentify target problemsDevelop preliminary intervention planProgress evaluationHow well are ongoing interventions working?Testing vs. AssessmentBoth involveIdentifying areas of concernCollecting dataPsychological TestingAdministering testsFocuses solely on collection of dataPsychological AssessmentMore broad goalsInvolves several clinical toolsUses clinical skill to interpret data and interpret data and synthesize resultssynthesize resultsPsychological TestingRequire standardized proceduresstandardized procedures for behavior measurementConsistency and use of the sameItem contentAdministration proceduresScoring criteriaDesigned to reduce personal differences and biases of examiners and other external influences on the child’s performancePsychological AssessmentMain types of assessment1. Norm-referenced tests2. Interviews3. Observations4. Informal assessment procedures5. Non-norm referenced testsNorm-Referenced TestsTests that are standardized on a clearly defined group Normative versus clinical reference groupsGoal: quantify the child’s functioningScores represent a rank within the comparison groupExamplesIntelligenceAcademic skillsNeurocognitive skillsMotor skillsBehavioral and emotional functioningNorm-Referenced TestsPsychometric propertiesDemographically representative standardization sampleReliabilityInternal consistency, test-retest stabilityValidityCorrelation with other tests measuring same constructEcologicalPsychological tests are imperfectExaminer, the child, and the environment can affect responses and scoresMost attempt to be normally distributedStandard deviation: Commonly used measure of the extent to which scores deviate from the meanIn a Normal distribution, 68% of cases fall between 1 SD above the mean and 1 SD below the meanThe threshold for meeting “clinical significance” varies across tests, typically > 1 to 2 SDs above or below mean““Normal” or “Bell” curveNormal” or “Bell” curveNorm-Referenced TestsPercentile ranksDetermines child’s position relative to the comparison groupExample: What does it mean when a child is in the 35th %tile on an Intelligence test??Age-Equivalent and Grade-Equivalent scoresFrequently used on academic achievement testsSometimes questionable validityVariables Affecting Test ScoresDemand characteristicsChild may give a certain type of response in order to obtain a desired outcomeResponse biasChild’s response to one item may influence how they respond to subsequent itemsSocial desirabilityTendency to present one’s self in a positive lightVariables Affecting Test ScoresMisinterpretation of ItemsMisunderstanding directionsFormat of instructionsOral vs. writtenResponse formatTrue-false, written, oral, timed, untimedSetting variablesLocation, time of day, medication statusPrevious testing experiencePractice effectsVariables Affecting Test ScoresReactive effectsAssessment procedure affects responsesTimed, anxiety provokingExaminer-examinee variablesIndividual characteristics may affect responses (e.g., gender, age, warmth)Research suggests that children of low SES and/or ethnic minorities are more affected by examiner characteristicsFamiliar vs. unfamiliar examinerAdministering TestsAdministering psychological tests to children requires specific skillsFlexibility: breaks, time to warm up, establishing rapportVigilance: attend to child’s behavior while still correctly administering the testSelf-awareness: how do children typically react to your style, body language, mannerismsExaminer Nonverbal BehaviorPositive Behaviors Negative BehaviorsGood eye contact Avoiding eye contact, staring or peeringBody posture—leaning towards childBody posture - laid back, feet propped upInterested, natural voiceInterrupting child oftenNot engaging in distracting gesturesLooking at watch, chewing gum, running hands through hair, etc.Taking minimal notes while continuing to make frequent eye contactTaking excessive notes and seldom looking at childOther Testing Issues Introducing yourself to childExplaining what the child will be doingLetting them know where their parent will be during the assessmentProviding adequate expectationsDevelopmental considerationsYounger children Older childrenPraising effort NOT performanceSetting limits on behaviorEstablishing Rapport“the sense of mutual trust and harmony that characterizes a good relationship”Good rapport = child/family perceives the clinician as caring, interested, competent, and trustworthyClinician feels positive regard, genuineness, and empathyNecessary conditionEstablishing RapportUse of communication skillsAcknowledgementsDescriptive StatementsReflectionsPraisePeriodic SummariesElaborationClarificationEstablishing RapportAvoid:Lack of interest or not attendingSarcasmLecturingInterruptingCommandsNo eye contactCriticismsInterviewingTypes of interviews:Unstructured—allow child/parent to “tell their story”Semi-structured—provide flexible guidelines, a starting pointStructured—most often used to make diagnoses or in research studies, standardizedMay interfere with rapportDoes not provide info on family interactions or a functional analysis of behaviorWhich types of