Psychological Tests Analysis

Ms. Z, an African American woman aged thirty-five, came for a psychiatric assessment after being hospitalized for a recent suicide attempt and having a history of chronic depression. Despite electroconvulsive therapy and antidepressant drugs, depressive symptoms have remained. She has had a history of mood swings that started at age 18 and is now coping in her career as an office administrator, with the help of her husband: Psychological Tests Analysis.

Ms. Z wonders whether going to college and getting her bachelor’s degree is possible for her, and she would appreciate more details about her psychological profile. She took two tests during her testing: the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) to assess cognition and the Minnesota Multiphasic Personality Inventory – 2 (MMPI-2) to screen for psychological and emotional problems.

Test and Assessment Development Analysis

Test One: WAIS-IV

A certified examiner administers the WAIS-IV one-on-one in a quiet, distraction-free environment, and it usually takes sixty to ninety minutes to complete. It has ten normative subtests across four indexes: Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The clinician uses standard instructions, and the response is immediately scored following administration to allow for accuracy (Sullivan et al., 2021). Rapport, pacing, and test-fatigue monitoring are critical to obtain valid scores.

A stratified sample of two thousand and two hundred people from the 2005 US Census, ranging in age from sixteen to ninety, served as the basis for standardizing the WAIS-IV, with representation in age, gender, race, educational attainment, and geographical location. The test can be used with diverse groups, including individuals with clinical disorders, with the caveat that scores are not to be interpreted without caution among the emotionally disturbed (Nielsen & Staios, 2023). Ms. Z’s scores reflect average intelligence (FSIQ = 102), with relative strength in Perceptual Reasoning and mild weakness in Working Memory.

This test generates a total IQ score and index scores for different areas of cognition. These may also provide insight into problem-solving, concentration, memory, and language. The WAIS-IV states in Ms. Z that she has intellectual functioning to perform well in school, though her lower The working memory index (WMI = 92) can indicate a lack of concentration under pressure. WAIS-IV is quite valid and dependable.

For indices, internal consistency varies from.88 to.98, while test-retest reliability extends from.82 to.94, depending on the subtest. Validity studies have established its use in clinical and school settings, aligning with contemporary intelligence theories. Although it has numerous positive aspects, the test may be impacted by cultural, socioeconomic, or affective variables.

Test Two: MMPI-2

Usually given on paper or by computer, the MMPI-2 is a standardized self-report questionnaire that takes 60 to 90 minutes to complete. The 567 true-false items make up the MMPI-2, which is used to evaluate psychopathology and personality traits (Floyd & Gupta, 2023). MMPI-2 reading proficiency is approximately eighth grade, and the test is scored using standard software to generate clinical and content scale profiles.

A representative sample of 2,600 adults was used to standardize the MMPI-2, which was adjusted for gender, age, and race. While it has been normed in numerous clinical populations, cultural factors are still required, even in minority group interpretations (Joo & Liu, 2020). Ms. Z’s profile showed clinically significant scores on Depression (D = 112), Psychasthenia (PT = 86), and Schizophrenia (SC = 90), suggesting severe emotional disturbance and likely cognitive disorganization.

The MMPI-2 yields clinical, validity, and content scores on scales that enable clinicians to diagnose psychopathology and understand emotional functioning. The elevated Depression and Social Discomfort scores of Ms. Z indicate a profound depressive state, further supporting the referral basis. The MMPI-2 has strong psychometric functions.

Test-retest reliability ranges from .60 to .90, with excellent internal consistency in central scales (Floyd & Gupta, 2023). The test is valid and reliable in various populations, although clinical consideration is necessary regarding cultural background and response styles, particularly in minority populations.

References

Floyd, A. E., & Gupta, V. (2023, April 24). Minnesota multiphasic personality inventory. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK557525/

Joo, J. Y., & Liu, M. F. (2020). Culturally tailored interventions for ethnic minorities: A scoping review. Nursing Open, 8(5), 2078–2090. https://doi.org/10.1002/nop2.733

Nielsen, T. R., & Staios, M. (2023). Clinical utility of WAIS-IV matrix reasoning among adult low educated recent immigrants; A note of caution. Archives of Clinical Neuropsychology. https://doi.org/10.1093/arclin/acad006

Sullivan, A., Ridley, N., Monds, L. A., Logge, W., Hurzeler, T., & Morley, K. C. (2021). Assessing the validity of the Wechsler Adult Intelligence Scale (WAIS-IV) in predicting completion in a long-term residential rehabilitation for substance use problems. Applied Neuropsychology: Adult, 1–6. https://doi.org/10.1080/23279095.2021.1967954

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PSY 550 Milestone One 

Possible Points: 75

For your final project, you have been tasked with developing a conceptualization of an individual based upon background information and results from a few select tests. In order to do so, you will examine research to understand the purpose of the chosen tests, why these tests were utilized, and how they helped to inform the overall understanding of the individual’s presenting problems. For Milestone One, you will work on the first two sections of your final project.

Review the vignettes below to complete your assignment:

• Vignette 1 (Attached)
• Vignette 2 (Attached)

Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric (Attached).

Psychological Tests Analysis

Readings:

• Textbook: 
  • Psychological Testing and Assessment Chapter 3
  • As you read, think about the following
    • What is the difference between nominal, interval, ordinal, and ratio scales?
    • In which scenarios might someone choose a specific type of scale
    • What is the difference between a positive and a negative skew?
    • What are two types of kurtosis?
    • What is the difference between a t-score and a z-score?
    • What does correlation mean?
• Two-Part Video Series:
  • Video One: Intelligence and Ability Assessment: Psychometrics (22:48)
    • This video reviews various types of psychometric instruments and discusses APA ethical requirements related to psychometrics. This resource will help you with this module’s worksheet.
  • Video Two: Personality and Forensic Assessment: Psychometrics opens in new window (26:53)
    • This video reviews the history of personality assessments. This resource will help you with this module’s worksheet.
• Deliberate Context-Driven Conceptualization in Psychological Assessment 
  • This article stresses the importance of considering context when assessing a patient’s condition.

• Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool 
  • This article provides an overview of the development and associated psychometrics of an assessment measure known as the Computerized and Dynamic Writing Test (TIDE). It demonstrates how psychometrics are used (e.g., validity and reliability) to create a viable assessment.