Week 7 assignment final copy

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Psychology

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Feb 20, 2024

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U07a1 Evaluation of Test Materials, Scoring, and Technology for Three Tests Jovanna Jones Psy7610, Section 5 (Winter, 2024) Capella University Dr. Jonathan Rich

Introduction As an investigator you are taught to observe different behaviors of an individual. I chose to discuss three tests that are related to my profession. The first test that will be discussed is Achenbach System of Empirically Based Assessment (ASEBA), the second test is Behavior Rating Inventory of Executive Function- Adult Version (BRIEF-A), the third test is Conners 3. In this assignment I will conduct a deeper analysist of the three testes I previously selected by focusing on the materials, scoring, and technology of the three tests. The Achenbach System of Empirically Based Assessment (ASEBA) was created by Thomas Achenbach in 1966. The purpose of this assessment is to assess diverse behavioral, emotional, social, and thought problems, plus competencies, strengths, and adaptive functioning , using data from multiple informants (Achenbach, 2013). ASEBA is relevant to my profession because it can be used to assess many different behaviors within a criminal. The Behavior Rating Inventory of Executive Function- Adult Version (BRIEF-A) is an assessment published by Robert M. Roth, PhD, Peter K. Isquith, PhD, Gerard A. Gioia, PhD. The purpose of this assessment is used to measure adult’s executive functions such as depression, schizophrenia, psychiatric disorders, and attention disorders. The BRIEF-A will be useful as an investigator because it will assist you with being able to identify if there are any cognitive processes present within an adult. The Conners 3 is an assessment created by C. Keith Conners, PhD. The purpose of this assessment is to measure ADHD symptoms so doctors can determine how these symptoms may affect your daily life. The Conners 3 will be useful as an investigator because it will assist with identifying why there were certain outcomes concerning the investigation.

The population that I choose that will be used when these tests are being conducted are any persons of interest involved in a criminal investigation. Conducting these assessments will determine if the person of interest experiences any ADHD symptoms this will help an investigator gain more knowledge about an individual. Evaluation of Test Materials, Costs, and Administration Times Specialized instructions tailored to individual professional settings are included in the ASEBA exam materials. The instruments and processes to be used in specific circumstances, profile illustrations, cross-informant comparisons, case examples, data processing options, and annotated bibliography are all included in the guides. The manuals offer documentation for every form which should be used in conjunction with the guides. The ASEBA products are intended for usage for anyone between the ages of 6 and 18. T-scores are norms are dependent on the age, gender, and norms unique to each informant (parent, teacher, self). Users can choose norms from dozens of societies with the help of multicultural choices. Scores on normed graphs are high enough to raise concerns, according to ASEBA (2021). ASEBA Web, PC, CD, network, and hand scoring formats are available. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) focused scales and syndrome scales are the two types of scales that are manually scored using a chart that offers percentile ranks and scaled scores (MYY, 2015). The ASEBA test manual provides multiple types of evidence to substantiate the reliability of test results and their applications (ASEBA, 2021). The materials that are available for youth are behavioral checklist (CBCL/6-18), the Teachers Report Form (TRF), and the Youth Self-Report (YSR) forms. These are connected to

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extensive evaluations that can assess how well the interventions (RTIs) are working and track how well the youth are functioning in a variety of settings, including school, residential care, and partial hospitalization. Depending on the environment and necessary instruments, these forms are available in kits. The Brief Problem Monitor (BPM/6-18) is a form that youth, parents, or teachers fill out for children aged 6 to 18. It takes 1-2 minutes to complete and rates functioning over a period of time (days, weeks, or months) ASEBA (2021). The ASEBA Web and manual formats offer customizable scoring options and thorough guidelines for administering and assessing tests (ASEBA, 2021). Modules show item ratings, informant correlations, bar graphs of scale scores, and cross-informant statistics for comparisons from up to 10 forms (BPM displays cross-informant comparisons of 4 forms) ASEBA (2021). A HIPPA-compliant server for active accounts is ASEBA Web. A secure gateway can be accessed by the ASEBA network or CD that can be loaded onto a hard drive. Owner accountability for data security is required for these two alternatives (ASEBA, 2021). The cost of 10 kits for children aged 6 to 18 is $35.00 for behavioral checklists that need to be hand-scored, $45.00 for the ASEBA manual, forms, and profiles, and $55.00 for the manual and multicultural supplement. The ASEBA school age forms and profiles manual describe the creation, standardization, applications, and profiles for the CBCL/6-18, YSR, and TRF AEBA (2021). In addition, the Manual includes information on validity and reliability, problem prevalence rates, scale scores, scoring guidelines, and responses to frequently asked questions. $250.00 CD-equipped BPM starter set $505.00 Computer scoring starter set comprises 50 CBCL/6-18 forms, 50 TRF/6-18 forms, 50 YSR forms, and an ASEBA-PC Ages 6-18. $405.00 ASEBA PC module, electronic forms CBCL/6-18, TRF/6-18, and YSR/11-18.

The Behavior Rating Inventory of Executive Function (BRIEF) format can be completed by hand with pencil and paper or completed using the PARiConnect software that is included with the test. There are currently two versions and multiple language variants of BRIEF available. There are various test versions available, such as instructor, parent, and self versions. In all editions, parents, teachers, and self-testers will find two clinical scales— Metacognition and Behavior Regulation—that together include eight clinical scales. The monitoring, planning/organizing, initiating, working memory, and material organization are among the metacognition metrics. Emotional control, shift, and inhibit are the behavior regulation metrics. There are 86 exam questions on the Behavior Rating Inventory of Executive Functions. The Conners 3 assessment was developed for the ADHD population to measure symptoms. The Conners 3 assessment is an easy assessment for anyone to understand. There aren't many pictures or graphics. Purpose is prioritized over display in The Conners 3. The test's lack of aesthetic appeal does not lessen its significance; in fact, it may be argued that it is admirable that content is prioritized over design and visually appealing elements. Taking the exam only requires up to 20 minutes. For the administrator to score it takes up to 45 minutes to score. The Conners 3 assessment has been translated into French and Spanish this widens the usefulness of this assessment across the world. The cost of the Conners 3 assessment is varied based on what test you prefer to take. The online version comes to a total price of $403 dollars, the hand scored version comes to a total price of $495 dollars. The software edition which includes automatic scoring and report generation which costs $911 dollars.

Evaluation of Scoring Procedures and Interpretation Guidelines Scoring for The Achenbach System of Empirically Based Assessment (ASEBA) is obtained using DSM-oriented scales. DSM-oriented scales have been constructed for scoring ASEBA forms in ways that provide crosswalks between empirically based assessment of people’s problems in terms of informants’ ratings, on the one hand, and DSM diagnostic categories, on the other (Achenbach,2013). When it comes to scoring the ASEBA assessment can be scored by hand or by one of the computer programs that are available for the assessment. However before scoring each assessment should be checked by an individual who was trained on the ASEBA assessment instructions. To interpret the ASEBA assessment the proper clinical and research use and interpretation of our materials requires knowledge of the theory and methodology of standardized assessment procedures, as well as supervised training in working with parents, children, and other clients (2023, ASEBA). It would be expected that you would have at least trained at the master’s degree level however it is not formally required. However, a great knowledge of the procedures and cautions represents more than any amount of training received. I believe that in my field as an investigator I would be qualified to score and interpret this assessment with my educational background and my work history. Scoring for the Behavior Rating Inventory of Executive Function- Adult Version (BRIEF-A) is obtained using T scores. The skills an individual should have to score the BRIEF assessment is having knowledge of the Software Portfolio computer program. This computer program provides separate normative tables for both the parents and teachers. T scores are used to determine the individuals functioning level. To interpret the BRIEF assessment a 4-year

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degree from a college/university or a certificate from an agency that provides training in administering psychological tests. I believe that with the proper training I will be able to score and interpret each BRIEF assessment with the knowledge I have gained from my related work and also my educational background. When it comes to scoring the Conners 3 assessment the scorer first starts by looking at validity scales. Validity scales assess how someone took a psychological test and determines whether the scores are accurate and can be interpreted (PsyD, 2023).There are 3 validity scales the scorer will look at the inconsistency index, the negative impression index, and the positive impression index. The Inconsistency Index will determine how you respond to similar questions in the assessment which will determine your responding. The Negative Impression Index looks at uncommon negative responses which determines if you over report any symptoms that you are experiencing. The Positive Impression Index looks at your uncommon positive responses which will determine if you have been unreliable and under reported symptoms you’ve been experiencing. To interpret the Conners 3 assessment an individual should have completed the appropriate graduate level courses in tests/measurements. The interpreter will meet with the individual who completed the assessment, and they will go over the scores and explain what they mean. If you score is lower than 60 then it means you don’t have ADHD. If your score is higher than 60 that that means you may have ADHD. If your score is higher than 70 that means ADHD symptoms are higher on the scale. I believe that with the proper training I will be able to score and interpret each Conners 3 assessment with the knowledge I have gained from my related work and also my educational background.

Evaluation of Test Technology When it comes to scoring the ASEBA assessment can be scored by hand or by one of the computer programs that are available for the assessment. However before scoring each assessment should be checked by an individual who was trained on the ASEBA assessment instructions. This step is important whether you score the assessment by hand or by computer programming. The forms can be manually scored by utilizing the profiles and the instructions. Those who are familiar with basic computer techniques can follow the directions provided by the computer scoring programs. ASEBA-Network software facilitates scoring and management for the ASEBA forms which makes it easier to access from different work sites. ASEBA-Network provides a secure connection to an encrypted database. It is configured to run on a single server, or on separate servers for web and database components. Scoring modules are available for ASEBA preschool, school-age, BPM/6-18, adult, BPM/18-59, and older adult forms, and MFAM (Tanner,2023).The ASEBA's technological advancements have been crucial to the tool's creation and increased usage. Multiple administration formats, including computer-based, web-based, and paper-and- pencil, are supported by the ASEBA. This makes the evaluation tool accessible and usable to a larger group of people. It is also simpler to comprehend and analyze the results because to the ASEBA's user-friendly scoring and interpretation system. Age-, gender-, and cultural-based norms are only a few of the variables available in the scoring and interpretation system, which enables a more thorough understanding of the person being evaluated. Ultimately, the ASEBA offers an extensive study database that facilitates more investigation and comprehension of the evaluation instrument.

The BRIEF assessment should be administered by an individual who is familiar with the proper administration and scoring procedure. The skills an individual should have to score the BRIEF assessment is having knowledge of the Software Portfolio computer program. This computer program provides separate normative tables for both the parents and teachers within these samples 3 figures are provided T scores, percentiles, and 90% confidence intervals. T scores are used to determine the individuals functioning level. Percentiles are used to determine children who fall below the general score. The best way to understand the clinical information obtained from the BRIEF assessment is to look at it in the context of a comprehensive evaluation that also includes behavioral observations and a history of the child and family. Receiving high scores on the BRIEF assessment do not necessarily indicate a disorder however it may suggest a high level of dysfunction in a specific executive function. The Conners 3 now has the following two online and software scoring options DSM-IV- TR and DSM-5: DSM. When it comes to scoring the Conners 3 assessment the scorer first starts by looking at validity scales. Validity scales assess how someone took a psychological test and determines whether the scores are accurate and can be interpreted (PsyD, 2023).There are 3 validity scales the scorer will look at the inconsistency index, the negative impression index, and the positive impression index. The Inconsistency Index will determine how you respond to similar questions in the assessment which will determine your responding. The Negative Impression Index looks at uncommon negative responses which determines if you over report any symptoms that you are experiencing. The Positive Impression Index looks at your uncommon positive responses which will determine if you have been unreliable and under reported symptoms you’ve been experiencing.

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References Achenbach, T. M. (2013). DSM-oriented guide for the Achenbach System of Empirically Based Assessment (ASEBA) . ASEBA. Achenbach, T. (2015). Multicultural evidence-based assessment using the achenbach system of empirically based assessment (ASEBA) for ages 1½-90+. Psychologia : Avances De La Disciplina, 9 (2), 13-23 http://library.capella.edu/login?qurl=https%3A%2F %2Fwww.proquest.com%2Fscholarly-journals%2Fmulticultural-evidence-based-assessment- using%2Fdocview%2F1793554225%2Fse-2%3Faccountid%3D27965 Cohen, R. J. (2021). Psychological Testing and Assessment (10th ed.). McGraw-Hill Higher Education (US). Kenworthy, L., Isquith, P., Isquith, P. K., Guy, S. C., & Gioia, G. A. (2019). Test Review: Behavior Rating Inventory of Executive Functions. Canadian Journal of School Psychology, 34(1), 73-78. PsyD, A.M. (2023, July 7). The Conners 3 Is an ADHD Assessment for Children and Teens – Here’s What to Know . Verywell Mind. http://www.verwellmind.com/what-is-the-conners-3- 5226077 Roth, R. M., Erdodi, L. A., McCulloch, L. J., & Isquith, P. K. (2015). Mucho Ado about Norming:

the Behavior Rating Inventory of Executive Function.National Library of Medicine,21(2), 225-330.

Week 7 assignment final copy

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