Psychological Evaluation

Describes components of the Psychological Evaluation.

A clinical psychologist can administer and interpret a full-scale psychological evaluation. It is a series of tests and evaluations that may take several trips to his office. The evaluation consists of following components:

1. Wechsler Intelligence Scale (Wais)

This is a general test of intelligence. Intelligence is qualified as the global capacity of the individual to act purposefully, to think rationally, and to deal effectively with the environment.

The full scale IQ is broken down into 14 subtests:

Verbal:

Degree of general information acquired from culture
Ability to deal with abstract social conventions, rules and expressions
Concentration while manipulating mental mathematical problems
Abstract verbal reasoning
The degree to which one has learned, been able to comprehend and verbally express vocabulary
Short term memory/concentration
Working memory/short term memory

Performance:

Picture Completion
Digit - Symbol - Coding
Block Design
Matrix Reasoning
Picture Arrangement
Symbol Search
Object Assembly

Wechsler's tests provide three scores:

verbal IQ
a performance IQ
composite, single full-scale IQ score based on the combined scores

2. Woodcock-Johnson Psycho-Educational Battery

This is one of the primary diagnostic tools used by evaluators to determine whether a student has learning disabilities. The test has both cognitive and achievement portions and both should be administered to get reliable results, and especially to assess the learning style of a student.

The Visual Perceptual Speed Score on the cognitive portion can indicate possible visual perception problems which signal further in depth testing of visual skills. This is a realistic analysis of a student's strengths, weaknesses, and aptitude in academics.

3. Mmpi-A

"The Minnesota Multiphasic Personality Inventory - Adolescent" is an empirically based measure of adolescent psychopathology. It identifies the root causes of potential problems, provides information for parents, teachers and therapists, and guides professionals in making appropriate referrals. The test has 478 items and is specifically normed for adolescents. Scales help address problems clinicians are more likely to see with adolescents, including family issues, eating disorders, and chemical dependence.

4. Suicide Probability Scale (Sps)

The SPS gives clinicians a rapid, accurate, and empirically validated measure of suicide risk in adults and adolescents over 23 years of age. The scale is composed of 36 items that describe particular feelings and behaviors. The respondent indicates how often each statement applies to him or her, using a 4-point scale. The test form does not mention suicide in its title.

The SPS generates three summary scores, a total weighted score, and normalized T-score, and a Suicide Probability Score, which give an overall indication of suicide risk. For more detailed clinical interpretation, the SPS also provides four subscales: hopelessness, suicide ideation, negative self-evaluation, and hostility.

The SPS is widely used as a screening device in clinics, inpatient units, juvenile detention centers, hospital emergency rooms, and suicide prevention centers. It is especially useful with suicidal individuals who are being maintained in outpatient psychotherapy, where continuous, systematic monitoring is particularly important.

5. Disruptive Behavior Assessment

This is an assessment identifying patterns of behavior. The assessment team needs to identify:

Where the behavior occurs;
When it occurs;
With whom it occurs; and
How long it has been going on.

The degree of noncompliance and aggression are measured, as well as the inability to manage oneself and get along socially and academically.

Disruptive Behavioral Disorders:

Oppositional Defiant Disorder
Conduct Disorder
Disruptive Behavioral Disorder, NOS
ADHD
Mood Disorders
Asperger's Disorder
Anxiety Disorders
Impulse Control Disorders

Learning Disability/Information Processing Disorders:

Central Auditory Processing Disorder
Language Processing Disorders
Nonverbal Learning Disorders

6. Sentence Completion

This test assesses the student's vocabulary. Sentence completion also test one's ability to follow the logic of a sentence.

7. Projected Drawing Scale

Projective tests provide the child with a stimulus such as inkblots or a set of pictures, with the idea that the child's responses will reveal his or her unique view of the world, including issues of concern and emotional needs. This is an opportunity to obtain data that otherwise could not be collected. The method also provides an alternative look at an individual's world of attitudes, values, and perceptions of reality.

Some other components might be: asking a child to draw a picture, Draw-a-Man, Draw-a-Person, and Kinetic Family Drawing tests.

Each test relies heavily upon the interpretation of the psychologist, and thus requires that he/she be well-trained, experienced, and competent. The tests must be used cautiously and only in conjunction with other sources of information about the child.

8. Youth Self Inventory

This is a self-report inventory to assess symptoms of depression, anxiety, anger, disruptive behavior, and self-concept. Children describe how frequently a certain statement has been true for them during the past two weeks, including today. It measures a child's emotional and social impairment in five areas.

Depression Inventory: This inventory allows for early identification of symptoms of depression. It includes items related to a child's negative thoughts about self, life and the future, feelings of sadness and guilt, and sleep disturbance.
Anxiety Inventory: This reflects children's specific worries about school performance, the future, negative reactions of others, fears including loss of control. and psychological symptoms associated with anxiety.
Anger Inventory: This evaluates a child's thoughts of being treated unfairly by others, feelings of anger and hatred.
Disruptive Behavior Inventory: This identifies thoughts and behaviors associated with conduct disorder and oppositional defiant behavior.
Self-Concept Inventory: This taps cognitions of competence, potency, and positive self-worth.

9. Clinical Interview By Psychologist

The psychologist interviews the student.