Assessment Procedures for Counselors and Helping Professionals (8th Edition) (Merrill Counselling)

Since its first publication in 1988, Assessment Procedures for Counselors and Helping Professionals has become a classic among assessment textbooks designed specifically for aspiring counselors. Now in its Eighth Edition the text includes extensive changes to content and updating throughout, while maintaining its popular, easy-to-read format and continuing emphasis on assessment information that is most useful and relevant for school counselors, marriage and family therapists, mental health counselors, and other helping professionals. Throughout the text, readers learn the essential topics; see clearly how the elements of assessment interact; apply the material to the major instruments used in counseling; reinforce learning through discussion questions and activities; and get invaluable information and examples about widely used assessment instruments in order to become familiar with these well-known tests. Cover......Page 1 Title Page......Page 4 Copyright Page......Page 5 Dedication......Page 6 Preface......Page 7 Acknowledgments......Page 10 About the Authors......Page 11 Brief Contents......Page 12 Contents......Page 13 Chapter 1 Introduction to Assessment......Page 22 What Is Assessment?......Page 23 The Purposes of Assessment......Page 24 Multiple Methods and Multiple Sources......Page 26 The Assessment Process......Page 28 Competencies Required for Assessment......Page 30 Historical Perspectives......Page 32 Computer-Based Assessment......Page 36 Internet-Based Assessment......Page 37 Summary......Page 38 References......Page 39 Assessment Methods and Sources......Page 41 Formal and Informal Assessment Instruments and Strategies......Page 43 The Initial Interview......Page 44 Degrees of Structure in Interviews......Page 45 Interview Guidelines......Page 47 Tests......Page 48 Categories of Tests......Page 50 Observation......Page 55 Direct and Indirect Observation......Page 56 Methods of Recording Observations......Page 57 Collateral Sources......Page 62 Suggested Activities......Page 64 References......Page 65 Statistical Concepts for Assessment......Page 67 Nominal Scale......Page 69 Interval Scale......Page 70 Frequency Distributions......Page 71 Measures of Central Tendency......Page 76 Measures of Variability......Page 78 The Normal Curve......Page 81 Measures of Relationship......Page 82 Suggested Activities......Page 89 References......Page 90 Assessment Scores......Page 91 Criterion-Referenced Scores......Page 92 Norm-Referenced Scores......Page 93 Norm Group......Page 94 Types of Norm-Referenced Scores......Page 96 Qualitative Assessment......Page 105 Tables and Profiles......Page 106 Norm-Referenced, Criterion-Referenced, or Both?......Page 108 References......Page 110 Chapter 5 Reliability/Precision......Page 112 Reliability......Page 113 Sources of Measurement Error......Page 114 Methods of Estimating Reliability/Precision......Page 116 Test-Retest......Page 118 Alternate Form......Page 119 Internal Consistency Reliability......Page 120 Interrater Reliability......Page 123 Evaluating Reliability Coefficients......Page 124 Standard Error of Measurement......Page 125 Confidence Intervals......Page 127 Increasing Reliability/Precision......Page 128 Suggested Activities......Page 129 References......Page 130 Chapter 6 Validity......Page 131 The Nature of Validity......Page 132 Threat s to Validity......Page 133 Validity and Reliability/Precision......Page 134 Test Content Validity Evidence......Page 135 Evidence Based on Internal Structure......Page 137 Relations to Other Variables Evidence......Page 139 Convergent and Discriminant Evidence......Page 142 Evidence Based on Consequences of Testing......Page 146 Summary......Page 147 Suggested Activities......Page 148 References......Page 149 Selecting Assessment Instruments and Strategies......Page 151 Determine the Methods for Obtaining Information......Page 152 Search Assessment Resources......Page 154 Evaluate and Select an Assessment Instrument or Strategy......Page 158 Administering Assessment Instruments......Page 166 Before Administration......Page 168 During Administration......Page 169 Scoring Assessment Instruments......Page 172 Scoring Performance Assessment......Page 173 Standards for Scoring Assessment Instruments......Page 174 Interpreting Assessment Results......Page 175 Summary......Page 176 Suggested Activities......Page 177 References......Page 178 Defining Intelligence......Page 179 Theories of Intelligence......Page 181 Spearman’s Two-Factor Theory......Page 182 Thurstone’s Multifactor Theory......Page 183 Vernon’s Hierarchical Model......Page 184 Guilford’s Structure-of-Intellect Model......Page 185 Piaget’s Theory of Cognitive Development......Page 186 Sternberg’s Triarchic Theory of Successful Intelligence......Page 187 Carroll’s Three-Stratum Model of Human Abilities......Page 188 Catt ell–Horn–Carroll Hierarchical Three-Stratum Model......Page 189 Intelligence Tests......Page 191 Individual Intelligence Tests......Page 193 Group Intelligence Tests......Page 206 Specialized Tests......Page 208 Interviews and Observations......Page 209 Issues in Assessing Intelligence......Page 210 Suggested Activities......Page 212 References......Page 213 Assessing Achievement......Page 216 Standardized Achievement Tests......Page 217 Achievement Test Batteries......Page 218 Individual Achievement Tests......Page 223 Diagnostic Tests......Page 226 Subject-Area Tests......Page 231 Criterion-Referenced Tests and Minimum-Level Skills Tests......Page 232 National Assessment of Educational Progress......Page 234 Performance Assessment......Page 235 Factors Affecting Student Achievement......Page 236 Analysis of Class Profile......Page 238 Questions for Discussion......Page 242 References......Page 243 Aptitude Tests......Page 244 Multiple-Aptitude Test Batteries......Page 245 Specialized Aptitude Tests......Page 251 Admissions Tests......Page 256 Readiness Tests......Page 260 Questions for Discussion......Page 261 References......Page 262 Career Assessment......Page 264 Interest Inventories......Page 265 Work Values Inventories......Page 271 Personality Inventories......Page 273 Abilities and Skills Assessment......Page 274 Career Development Inventories......Page 277 Interviews......Page 278 Selection Interviews......Page 279 Biographical Information......Page 280 Tests......Page 281 Job Analysis......Page 283 Assessment Centers......Page 286 Trends in Employment Assessment......Page 287 Summary......Page 288 Suggested Activities......Page 289 References......Page 290 Defining Personality......Page 292 Traits, States, and Types......Page 293 Approaches to Personality Inventory Development......Page 295 Structured Personality Inventories......Page 297 Projective Instruments and Techniques......Page 306 Personality Inventories with a Positive Focus......Page 315 Response Styles......Page 318 Questions for Discussion......Page 319 Suggested Activities......Page 320 References......Page 321 Fundamentals of Clinical Assessment......Page 324 Determining a Diagnosis......Page 325 DSM-5......Page 326 Interviews in Clinical Assessment......Page 329 Mental Status Exam......Page 331 Instruments Used in Clinical Assessment......Page 332 Suicide Risk Assessment......Page 338 Observation and Clinical Assessment......Page 340 Neuropsychological Assessment......Page 347 Summary......Page 350 References......Page 351 Chapter 14 Assessment in Education......Page 353 Planning a School Assessment Program......Page 354 Instruments Used in School Assessment Programs......Page 355 Assessment Activities of School Counselors......Page 357 Assessing Specific Learning Disabilities......Page 358 Assessing Giftedness......Page 361 Environmental Assessment in the Schools......Page 367 Competencies in Assessment and Evaluation for School Counselors......Page 368 Assessment Issues in Education......Page 369 Test Preparation and Performance......Page 370 Test-Wiseness......Page 371 Test Anxiety......Page 372 Summary......Page 373 References......Page 374 Chapter 15 Assessment Issues with Diverse Populations......Page 377 Measurement Bias......Page 378 Multicultural Perspectives in Assessment......Page 381 Assessment of Linguistically Diverse Individuals......Page 382 Assessment of Individuals with Disabilities......Page 384 Assessment of Individuals with Visual Impairment......Page 386 Assessment of Individuals with Hearing Impairment......Page 387 Assessment of Individuals with Intellectual Disability......Page 388 Assessment of Children with Disabilities......Page 390 Summary......Page 393 References......Page 394 Chapter 16 Communicating Assessment Results......Page 396 Feedback Sessions......Page 397 Problem Areas......Page 399 Feedback Sessions with Parents......Page 402 Assessment Reports......Page 404 Qualities of Well-Written Reports......Page 405 The Assessment Report Format......Page 406 Communicating Assessment Results to the Public......Page 411 Suggested Activities......Page 413 References......Page 414 Professional Standards and Codes of Ethics......Page 416 AERA, APA, and NCME Standards for Educational and Psychological Testing......Page 417 American Psychological Association Ethical Principles of Psychologists and Code of Conduct......Page 419 Joint Committee on Testing Practices Code of Fair Testing Practices in Education......Page 420 Professional Training and Competence......Page 421 Test-User Qualifications......Page 423 Legal Issues in Assessment......Page 425 Statutes and Regulations......Page 426 Judicial Decisions......Page 429 Suggested Activities......Page 431 References......Page 432 Appendix I Standards for Multicultural Asessment Fourth Revision, 2012......Page 433 Appendix II Responsibilities of Users of Standardized Tests (RUST; 3rd ed.)......Page 438 B......Page 443 F......Page 444 J......Page 445 M......Page 446 R......Page 447 T......Page 448 Z......Page 449 A......Page 450 B......Page 451 C......Page 452 D......Page 453 E......Page 454 G......Page 455 I......Page 456 K......Page 457 M......Page 458 O......Page 459 P......Page 460 S......Page 461 U......Page 464 Z......Page 465