Personality Tests and Behavior Rating Scales G505, Individual Appraisal Spring, 2003

Personality Tests: Overview What is personality? Types of tests –“normal” versus “pathological” personality traits –Informant report versus self-report –Classical versus factor analytic construction

Personality Tests: Overview Objective versus projective scales Single scale versus multiple scales Psychometric attributes Culture and racial fairness issues

What is personality? Our style of organizing events, responding to situations, and interacting with others

What is Personality? Attributes of personality are –Stable –Pervasive –Enduring

Normal Versus Pathological Personality Some tests measures attributes considered to be “normal” Examples –Dominance/submissiveness –Achievement motivation –Nurturance –Extoversion/introversion

Informant vs Self-Report Informant-report scales are completed by one who is familiar with the subject Self-report scales are completed by the subject

Classical Versus Factor Analytic Construction Factor analytic test construction –Items selected on apparent face validity –Scales constructed from factor analysis –Theory developed from item clusters –Examples include Personality Inventory for Children, 16 PF Classical test construction –Item selection grounded in theory –Examples include MMPI-2, Millon Peronality Inventory

Objective and Projective Tests Objective tests have specific questions; meaning of responses based on norms Projective tests have ambiguous sitmuli; meaning of responses derived from studies of past responses and theory on which test is created

Single and Multiple Scales Some tests measure only one personality attribute –Beck Depression Inventory –State-Trait Anxiety Inventory Other tests measure multiple attributes –MMPI-2 –California Psychological Inventory –Strong Campbell Interest Inventory

Psychometric Attributes Good test-retest and content reliability Good construct validity

Cultural Fairness Issues “Normal” and “Pathological” personality attributes are culturally-bound Tests measure these attributes within a given society Valid for persons from US society Validity questionable for persons from other societies and cultures This is not necessarily “bad”

Rating Scales Organize behaviors for further assessment and behavior intervention Intended for screening purposes Enable “quick” assessment and planning Use ratings (e.g., often, seldom, never) or “present-absent” response formats Informants as respondents

Examples of Rating Scales Connors Behavior Rating Scales Achenbach Child Behavior Check List BASC Leiter-R Rating Scales Social Skills Rating Scales (separate forms for P to high school)

Advantages of Rating Scales Efficient assessment Keyed to diagnostic criteria Ease of use

Disadvantages of Rating Scales Limited reliability May be substantial variations among informants Do not assess sources of behavior problems Ease of use - unqualified users may use and interpret these scales Not suitable for sophisticated treatment planning

Child Behavior Check List Forms for various ages, teachers, parents, clinicians, and child respondents Internalizing and Externalizing behavior scales Scales include: –Withdrawn behaviors –Somatic complaints –Anxiety/depression –Social problems –Thought problems –Attention problems –Delinquent behaviors –Aggressive behaviors

Case Study Wayne, age 11, grade 5, Hugeville Elementary Referred for psychoeducational assessment Problems: –Failing grades in reading –Inconsistent perfromance in mathematics –Disruptive behavior in class Talks Out of seat Refusals

Case Study Wayne’s test scores WISC-III Verbal IQ: 110 Performance IQ: 103 Full Scale IQ: 105 (regressed to 101) Woodcock-Johnson Tests of Academic Achievement Reading Comprehension: 79 Reading Vocabulary: 77 Mathematics (computtion/attack): 90 Applications: 107

Case Study Child Behavior Check List: Somatic Problems: 70 th percentile Withdrawn: 68th percentile Anxious/Depressed: 93rd percentile Social Problems: 99+ percentile Thought Problems: 67th percentile Attention Problems: 67th percentile Aggression: 98th percentile Delinquent Behavior: 95th percentile Intenalizing Score: 62T Extenalizing Score: 75T Total Score: 74T