Review & Selection Of A Standardized Test . Introduction.

The BASC – 2 Behavioral and Emotional Screening System - BASC-2 BESS (2007) is a mental health screener used to assess behavioral, emotional strength and weaknesses in children and adolescents, ages 3-18. The assessment was developed by Randy Kamphaus and Cecil R. Reynolds (2007); Published by Pearson, Cost: $60. The test is designed to provide a triangulated view of a child’s behavioral, emotional functioning, adaptive and maladaptive skills by using a cross informant strategy (BASC-2 BESC; Reynolds & Kamphaus, 2007). Teachers, Students, and Parents are equally considered when the screening is administered so a sensitive prediction of child and adolescents future behavioral and emotional functioning can be assessed.

38 Eight year-old Daniel was administered the Binet-Simon Scale that suggested he was functioning at the same level as a senior in

To understand of fundamentals of this assessment, it is important to understand the disorder itself and its effects on individuals, particularly children and

I completed seven assessment tests from PsychCentral.com. The tests were based on parenting, relationships, and personality.

The Childhood Autism Rating Scale, Second Edition (CARS-2) is a 15-item rating scale used to identify children with autism and differentiating them from those with other developmental disabilities such as avoidant personality disorder. It is evidence- based substantiated and supplies succinct and quantifiable ratings from direct behavioral observation.

The Vanderbilt Assessment Scale (VAS) has two parts: symptom assessment and an assessment of problems with performance at home, school, and other social settings. This rating scale is used by qualified professionals to screen for ADHD, as well as other disorders such as; oppositional defiant disorder, conduct disorder, depression and anxiety in children. There is a parent rating scale version that contains 55-questions, and a teacher version that has 43 questions and focuses on behavior and observations at school.

First, many students do not find the testing process significant. They claim there is too much stress and a feeling of “studying for the test” instead of learning involved.

One document of psychological testing is “the Standards”, formally known as the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999). This document is loaded with references of the “should’s” and “should not’s” of the construction, administration, and interpretation of tests (Hogan, 2007). The “should’s and should

In sequence the twenty-nine scales fourteen personality disorder scales (PDs) which are Schizoid, Avoidant, Depressive, Dependent, Histrionic, Narcissistic, Antisocial (Aggressive), Sadistic, Compulsive, Negativistic (Passive-Aggressive), Masochistic (Self-Defeating), Schizotypal, Borderline, Paranoid, ten clinical Anxiety, Somatoform, Bipolar: Manic, Dysthymia, Alcohol Dependence, Drug Dependence, PTSD, Thought Disorder, Major Depression, Delusional Disorder. There are five corrective scales employed to authenticate in what manner an individual has attempted and managed the test: Disclosure, Desirability, Debasement, and two unsystematic feedback values: Validity, and Inconsistency. The personality scales correspond the personality conditions

Strengths and Difficulties Questionnaire – SDQ (Goodman, 2001). The SDQ is a behavioural screening questionnaire that has 25 items and is used for children aged from 3 to 16 years old. The 25 items encompasses 5 sub-items: emotional symptoms, hyperactivity/inattention, pro-social behaviour, conduct problems, and peer relationship problems. Each item is rated on a 3-point Likert scale from “not true” to “certainly true”. A total score is obtained by adding the items on 4 subscales (except the pro-social behaviour, that is considered a stand alone strength measure). According to Goodman and Scott (1999), the SDQ is as accurate as the Child Behaviour Checklist (CBCL) to detect conduct and emotional problems, and better to identify inattentive

The Child and Adult Functional Assessment Scale has a long history in the mental health of children with serious emotional disturbances (Bates, 2001). According to Bates (2001) this assessment is useful determining eligibility, development, and outcome evaluation. Several states in United States have begun to utilize the CAFAS in their assessments of children and adolescents (Bates, 2001). Proper utilization and expansion gives the client better treatment with their psychological and behavioral issues (Bates, 2001).

It is closely linked to the individual’s executive functioning, i.e. motivation, initiative, goal formation, planning and performing, self-monitoring, and integration of feedback

This test is used to determine a child’s ability to process complex mental processes. Many factors

Ethics are an essential part of the administration of psychological tests. Psychological tests are an important tool in terms of many professions in an array of settings such as in clinical psychology, education, and even business. However, misuse of psychological test by the administrators is a constant and troubling issue that has the potential to harm the individuals involved and even society as a whole. For test takers, the misuse of a psychological test could result in improper diagnoses or inappropriate decision making. The misuse of tests reflects very poorly on the professional organizations along with highly trained test users and overall will result in poor decisions that may harm society in both an economic and

This assessment instrument is aimed at stage 2, year 4 addressing the outcomes: problem-solving strategies (PSS2.5), games and sports (GSS2.8) and growth and development (GDS2.9). Through self-evaluation, students reflect on their understanding and learning. Teachers are able to provide appropriate feed back to student’s responses and also consider their teaching strategies in response to the student’s comments and opinions.