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CAS 310 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

A measure of typical responding that focuses on observable behavior
Typically a typical response test, but can occur with a maximum performance test.

A

Behavioral assessments

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2
Q

Schools provide special education and related services to students with emotional disorders
Schools should identify students and expand assessment practices to evaluate personality, behavior, and related constructs

A

Public Law 94-142, Individuals with Disabilities Act (IDEA)

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3
Q

practices and strategies used by professionals in a field, that have been shown to work with a specific group of people through research

A

Evidence-based practice

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4
Q

starts with broad, general questions such as, “Why are you here?”, “How can I help you?”

A

Behavioral interviewing

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5
Q

Six steps of behavioral interviewing

A 
Identify problem and define in behavioral terms
Identify and evaluate environment
Develop a plan to alter contingencies
Implement plan
Evaluate outcomes
Modify intervention plan, if necessary
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6
Q

Inventory that asks a knowledgeable informant to rate an individual on a number of dimensions

A

Behavior rating scale

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7
Q

Behavior rating scale that has two forms

A

CBCL

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8
Q 
Behavior rating scales that includes Teacher rating scale
Parent rating scale
Self-report scale
Classroom observation
Developmental history
A

BASC

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9
Q

Designed to help identify autism in children over 2

A

Childhood Autism Rating Scale (CARS)

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10
Q

Designed to assess primary symptoms of ADHD in 4-18 year olds

A

BASC Monitor for ADHD

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11
Q

Designed to identify early onset bipolar disorder in people ages 3-18

A

Pediatric Behavior Rating Scale

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12
Q

Three scales that assess adaptive behaviors

A

Adaptive Behavior Rating Scales

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13
Q

Single domain: Pros

A

more thorough assessment

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14
Q

Single Domain: Cons

A

limited to very specific domain

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15
Q

Two 45 item scales (one for teachers, one for parents)
Designed to use with adolescents and children 4-18 years
Monitors symptoms and behaviors and also tracks effectiveness of treatments

A

BASC for ADHD

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16
Q

The four scales of the BASC for ADHD

A

Attention problems
Hyperactivity
Internalizing problems
Adaptive skills

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17
Q

Two scales: one for teachers (95 items) and one for parents (102 items)
3-18 years old
Designed to identify early onset bipolar disorder and differentiate it from other disorders with similar symptoms

A

Pediatric: bipolar disorder

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18
Q

Assesses adaptive behaviors: Conceptual skills (literacy, telling time, using money), practical skills (brushing teeth, getting dressed), social skills (following laws, social behavior)

A

ABRS:

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19
Q

Oldest method of behavioral assessment

A

Direct observation

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20
Q

The most widely used system of coding behavior

A

Student Observation System (SOS)

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21
Q

Student Observation System (SOS) is a component of

A

BASC-2

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22
Q

Measures vigilance, attention and executive control

A

Continuous Performance Tests (CPTs)

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23
Q

Recording physical changes in the body during some specific event

A

Psychophysiological Assessments

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24
Q

Applying psychological principles to work and organizational settings

A

Industrial-Organizational Psychology

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25
Q

The largest contributor to I-O psych

A

WWI

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26
Q

Poor job performance
Turnover
Counterproductive work behavior

A

Organizational costs:

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27
Q

Primary goal is to save organizations $ and effort by providing them with adequate resources to hire employees who will be able to perform required job duties and be satisfied with the org culture

A

Personnel selection approaches:

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28
Q

Personnel selection approaches include:

A 
Cognitive ability
Interview
Personality testing
Integrity testing
Assessment centers
Work sample tests
Biodata
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29
Q

Measure verbal ability, math ability, perception, problem solving
Often multiple choice or short answer
Can predict job performance
Organizational tension

A

Cognitive Ability

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30
Q

Interviewer generates questions that are relevant to the applicant or content of interview
Subjective
Cannot compare across applicants

A

Unstructured Interviews

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31
Q

Develop questions and scoring key prior to interviews

Can give each applicant a score

A

Structured Interviews

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32
Q

Characteristics that define an individual and are used by the individual when interacting with others
Most often assessed with self-report measures
Debate over use and validity of personality tests in employment settings

A

Personality

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33
Q

Self-report tests that are designed to identify dishonest people.

A

Integrity Testing

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34
Q

Questions about general beliefs towards theft, admissions of previous wrongdoings

A

Overt tests:

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35
Q

Focus on personality traits associated with theft

A

Personality-Oriented: Integrity Testing

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36
Q

Collection of tasks or exercises that simulate a variety of situations that one would experience in the work environment
Participants complete tasks and are observed.
Performance is rated across multiple dimensions

A

Assessment centers

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37
Q

Require the applicant to perform tasks related to the job that they applied for

A

Work sample tests

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38
Q

Limitations of work sample tests

A

Representativeness of selected tasks?
Assumes applicants already have knowledge and skills
Expensive

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39
Q

Applicant’s personal experiences and background
Measures broader domains than personality tests
Can be collected through a variety of measures

A

biographical data

40
Q

: best used for jobs that have a lot of manual labor or activities that can be completed in a short amount of time. Involves observing people who currently have the job to see what is required.

A

Direct observation

41
Q

employees who are considered experts at their jobs are placed into groups of 5-10 and perform a job analysis to determine what is needed to succeed at job

A

Subject-matter expert panels

42
Q

typically measure a variety of tasks. People who hold a job are asked to rate the relevance of specific tasks to performing their job functions

A

Questionnaires

43
Q

Different types of Job analysis

A

Interview
Direct observation
Expert panels
Questionnaires

44
Q

Type of evaluation of job performance

A

Performance ratings
Relative rating methods
Absolute rating methods

45
Q

Compare the performance of the ratee to other persons performing the same or similar jobs

A

Relative rating methods

46
Q

Compare the ratee’s performance to a defined measure of performance

A

Absolute rating methods

47
Q

Errors in evaluating job performance

A

leniency
severity
central tendency
Halo

48
Q

employee is rated more favorably than they should be

A

leniency

49
Q

employee is rated more negatively than they should be

A

Severity

50
Q

everyone is rated about the same (average)

A

Central tendency

51
Q

rater uses a global impression of an employee when rating, resulting in either overly positive or negative ratings

A

Halo

52
Q

systematically overestimates or underestimates the value of the variable it is designed to measure

A

Biased assessment:

53
Q

Any gender, ethnic, racial or other nominally determined groups who perform differently on mental tests are due to inherent, artifactual biases produced within the tests through flawed psychometric methodology

A

Cultural Test Bias Hypothesis

54
Q

Explanations for difference in test scores across cultures

A

Differences primarily have a genetic basis
Differences have an environmental bases (SES, education, culture)
Differences are due to an interaction between genes and the environment
Tests are defective and systematically underestimate the knowledge and skills of minorities

55
Q

Objections to Tests

A 
Inappropriate content
Inappropriate standardization sample
Examiner and language bias
Inequitable social consequences
Measurement of different constructs
Differential predictive validity
Qualitatively distinct aptitude and personality
56
Q

minority children might not have been exposed to material involved in test

A

Inappropriate content

57
Q

ethnic minorities are underrepresented in standardization samples. Therefore the normative reference group does not accurately reflect minority students.

A

Inappropriate standardization sample

58
Q

because most psychologists are white and speak English, they may intimidate Black and other minorities and may be unable to communicate, therefore creating examiner and language bias. Need to have more people who come from the same background and come equipped with the skills and knowledge to best serve students. (We see this in many areas of society—it’s important for children to have role models who look like them and come from the same backgrounds)

A

Examiner and language bias

59
Q

: minority group members who perform poorly on tests are put on lower, dead-end educational tracks. It’s difficult to get off of these tracks throughout their education.

A

Inequitable social consequences

60
Q

tests measure different constructs for minority children than for white, middle class children

A

Measurement of different constructs

61
Q

test usage might be accurate for one group, but invalid for another

A

Differential predictive validity

62
Q

tests measure “European-centered” cognitive style, but there are other cognitive styles that are not measured on tests

A

Qualitatively distinct aptitude and personality

63
Q

Posits that when a negative stereotype about a group becomes relevant, one might do something to confirm that stereotype

A

Stereotype Threat

64
Q

The degree of cultural specificity present in the test or individual items on the test

A

Cultural loading

65
Q

What happens when cultural loading is high

A

the test has a greater chance of bias

66
Q

all human populations are identical on all mental traits or abilities

A

Egalitarian Fallacy

67
Q

What are the three parameters for IRT

A

Difficulty, Discrimination, Guessing

68
Q

A test is shown to measure different hypothetical traits for one group than another or to measure the same trait but with differing degrees of accuracy

A

Construct measurement test bias

69
Q

The inference drawn from the test score is not made with the smallest feasible random error or if there is constant error in an inference or prediction as a function of membership in a particular group

A

biased to prediction

70
Q

What is used to detect test construct bias

A

factor analysis

71
Q

Identifies clusters of test items that correlate highly with one another, and less so with other items

A

Factor analysis

72
Q

How can you tell bias from factor analysis

A

If these clusters are different for different groups, test may be biased—or, if one group clusters in a certain way, but another group does not, the test might be biased

73
Q

What is used to detect test prediction bias

A

regression lines

74
Q

How can you tell bias from regression lines

A

If slopes or intercepts (or both) are different for different groups, then there is bias.

75
Q

Changes in the standard assessment procedures that are implemented to minimize the impact of examinee characteristics that are irrelevant to the construct being measured by the assessment that would alter obtained scores if the test was administered under standardized conditions

A

assessment accommodations

76
Q

implies a potential change in the construct being measured

A

Modification

77
Q

implies that the construct measured by the test is not altered

A

Accommodation

78
Q

When Are Accommodations NOT Acceptable?

A

If the affected ability is directly relevant to the construct being measured
If the purpose of the test is to assess the presence and degree of the disability
Accommodations are not necessary for all examinees with disabilities

79
Q

What is the goal of accommodations

A

to obtain more valid score interpretations.

80
Q

Modifying or changing the way that the directions, items, or tasks are presented

A

Modifications of presentation format

81
Q

Allow examinees to respond with their preferred method of communication (ex: verbally instead of written)

A

Modifications of response format

82
Q

Extended time for examinees who may have reduced processing speed, reading speed, or writing speed

A

Modifications of timing

83
Q

Allow examinees to be tested in a setting that will allow them to perform at their best

A

Modification of setting

84
Q

Determining Accommodations to Provide

A

Modifications should be tailed to meet the specific needs of the examinee
Accommodations that students receive in regular classroom instruction should be appropriate for testing
Use accommodations that promote independent functioning
Follow publishers guidelines
Periodically reevaluate the needs of the examinee

85
Q

Four phases of test development

A

Test conceptualization
Specification of test structure and format
Planning standardization and psychometric studies
Plan implementation

86
Q

Conduct a review of the literature and develop a statement of need
Describe the proposed uses and interpretation of results from the test
Decide who will use the test and why
Develop conceptual and operational definitions
Determine whether measures of dissimulation are needed

A

Phase I: Test Conceptualization

87
Q

Age range for the measure
Testing format and potential administrators
The structure of the test and how items/subscales are organized
Table of specifications
Item formats and summary of instructions for administration and scoring
Written explanation of methods for item development, testing, and item selection

A

Phase II: Test Structure and Format

88
Q

Describe the reference group/norm group
Describe choice of scaling methods
Outline the reliability studies and their rationale
Outline validity studies and rationale
Include special studies that may be needed for development of this test or to support proposed interpretations of performance
List the components of the test

A

Phase III: Standardization and Psychometrics

89
Q

Reevaluate the test content and structure
Prepare the test manual
Submit test proposal

A

Phase IV: Plan Implementation

90
Q

To measure convergent and discriminate validity what do you use

A

MTMM

91
Q

How do you get the coefficient of determination

A

square of the correlation coefficient

92
Q

What percentile is one standard deviation above the mean

A

84.1

93
Q

What percentile is 2 standard deviations above the mean

A

97.7

94
Q

What percentile is 3 standard deviations above the mean

A

99.9

95
Q

What percentile is one standard deviation below the mean

A

15.9

96
Q

What percentile is 2 standard deviations below the mean

A

2.3

97
Q

What percentile is 3 standard deviations below the mean

A

.10

CAS 310 (3 decks)

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