Category Archives: CCMH 535

ASH CCMH 535 Week 2 Individual Assignment Finding Information about Tests NEW

ASH CCMH 535 Week 2 Individual Assignment Finding Information about Tests NEW

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Locate reviews of two different tests
Summarize the psychometric properties of the instruments
Provide the following information for each test:
name of the test
description of the test format (how the test is administered and scored)
the norm group
the population that the test should be used with
the purpose of the test
the reliability of the test
the validity of the test
Discusse comfort level of using each test. Provides explanation.

 

ASH CCMH 535 Week 2 Learning Team Assignment The Case of Marisol Paper NEW

ASH CCMH 535 Week 2 Learning Team Assignment The Case of Marisol Paper NEW

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CCMH 535 Week 2 Learning Team Assignment The Case of Marisol Paper NEW

Interpret the standard scores on the Reading Total, Written Language Total, and Math Total.
Interpret the percentile ranks on the Reading Total, Written Language Total, and Math Total.
Interpret the stanine scores on the Reading Total, Written Language Total, and Math Total
Interpret the grade equivalent scores on the Vocabulary and Math Computation subtests.
Interpret the age equivalent score on the Reading comprehension test and the Math Application subtests.
Explain the meaning of the confidence intervals for Reading Total, Written Language Total, and Math Total.
Based on these scores, how would you describe Marisol’s strengths and weaknesses regarding achievement?

 

ASH CCMH 535 Week 2 Quiz NEW

ASH CCMH 535 Week 2 Quiz NEW

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Week 2

1) Answer the following multiple-choice questions based on your readings for this week.

A test was administered to a group of students the morning after homecoming. Several of the students appeared tired and some were coughing and sneezing. These factors may result in what type of error

2)   If the reliability coefficient of a test is determined to be .27, what percentage is attributed to random chance or error?27%

3)    A researcher wants to measure content sampling error and has two versions of an achievement test available. What measure of estimating reliability would be

4) You are reading about reliability of a test in the test manual and notice that the researchers report using a Spearman-Brown coefficient. You can infer that internal consistency reliability was measured using:

5)   A researcher wants to measure internal consistency in a test that measures two different constructs (self-esteem and depression) without subdividing the items into the two construct groupings. Which of the following would be the best method to use in measuring internal consistency

6) The SEM for an achievement test is 2.45. Jonny scores 100 and we assume that 68% of the time his true score falls between + 1 SEM. This means the confidence interval would be between:

7) When the researcher interprets the reliability coefficient, the closer the score is to 0,:

8) ___________________________ is a threat to validity that implies that a test is too narrow and fails to include important dimensions or aspects of the identified construct.

9) When discussing the relationship between reliability and validity, which of the following is true?

10) Validity coefficients greater than _________ are considered in the very high range.

11)  _________________ is calculated by correlating test scores with the scores of tests or measures that assess the same construct.

12) The ______________ is characterized by assessing both convergent and discriminant validity evidence and displaying data on a table of correlations.

multitrait-multimethod matrix

13) The goal of factor analysis is to

14) According to Messick (1989), consequential validity includes

15) The best source of information and critical reviews about commercial tests is the:

16)  To purchase a(n) ____________ instrument, a practitioner must have a bachelor’s degree in psychology, human services, education, or related disciplines; training or certification relevant to assessment; or practical experience in the use of assessment instruments.

17) Typical errors in scoring assessment instruments include:

18) The most cost-effective method of administering assessment instruments is ______________.

19) _________________________________ must occur prior to administering an assessment instrument.Informed consent from clients

20) The Minnesota Multiphasic Personality Inventory is considered a(n):

ASH CCMH 535 Week 3 Individual Assignment Definition of Intelligence NEW

ASH CCMH 535 Week 3 Individual Assignment Definition of Intelligence NEW

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CCMH 535 Week 3 Individual Assignment Definition of Intelligence NEW

Locate at least four different definitions from four different time periods and/or cultures.
Compare and contrasts the different definitions.
What do they have in common? How are they different? What is concluded about the nature of constructs such as intelligence?

ASH CCMH 535 Week 4 Learning Team Assignment Case of Maria Paper NEW

ASH CCMH 535 Week 4 Learning Team Assignment Case of Maria Paper NEW

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CCMH 535 Week 4 Learning Team Assignment Case of Maria Paper NEW

Describe and interpret each of Maria’s subtest standard scores, percentile ranks, and stanines.
What does the confidence interval for the Word Reading subtest score mean?
Overall, what does Maria’s WRAT4 results tell you about her academic ability?
Are Maria’s WRAT4 subtest scores consistent with her grades? Explain.
What additional information would you like to have about Maria?

 

ASH CCMH 535 Week 4 Quiz NEW

ASH CCMH 535 Week 4 Quiz NEW

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CCMH 535 Week 4 Quiz NEW

Answer the following multiple-choice questions based on your readings for this week.
1. Suzie is a nurse who truly enjoys helping others. She is often described by her coworkers as engaging and caring both with patients and friends. Which of the following is most likely to be her primary code based on Holland’s theory? a. realistic
2. Nancy completed the Self-Directed search and found that her summary code was EAS. Which career is most compatible with her interest areas?
3. Which of the following describes a strength of interest inventories?
4. Meghan is using the Career Maturity Inventory with one of her high school students. What is she most likely assessing for?
5. Which of the following statements about employment interviews is true?
6. Which of the following questions is recommended for interviewers to ask in career assessment?
7. Government agencies often use tests to assess potential employees’ ___________________.
8. Which of the following personality inventories is NOT typically used in career assessment?
9. An agency director assesses how applicants would perform on tasks that are very specific to the position to which they are applying. Which of the following assessment tools would be most helpful?
10. Which of the following people is most likely to participate in an assessment center evaluation?
11. An enduring, generally stable personality characteristic that influences behavior is a
12. The study of personality traits was first conducted by
13. Structured personality inventories are also referred to as __________ personality tests.
14. An example of a projective test is the
15. The following are generally true of selected response objective personality inventories EXCEPT:
16. Which validity scale on the Minnesota Multiphasic Personality Inventory-2 detects unintentional underreporting?
17. Which clinical scale on the Minnesota Multiphasic Personality Inventory-2 is characterized by elevated mood, irritability, flight of ideas, grandiose, and excitability?
18. The California Psychological Inventory (CPI), the Myers-Briggs Type Indicator (MBTI), the NEO Personality Inventory (NEO PI-R), the Sixteen Personality Factor, Fifth Edition (16PF), and the Eysenck Personality Inventory are all examples of
19. The Edwards Personal Preference Inventory (EPPI) tries to limit the ____________ by using forced-choice item matching.
20. A deviant response style refers to selecting responses that

ASH CCMH 535 Week 5 Individual Assignment Assessing Special Populations NEW

ASH CCMH 535 Week 5 Individual Assignment Assessing Special Populations NEW

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CCMH 535 Week 5 Individual Assignment Assessing Special Populations

Assessing individuals with mental disorders and/or disabilities requires specific knowledge and skills.

Select a population of interest to you (for example, individuals with depression, anxiety, eating disorders, substance abuse disorders, Alzheimer’s disorder, individuals with visual impairments, individuals with hearing impairments, individuals with cognitive impairments, individuals with autism-spectrum disorders, etc.)

Write a 700-to 1,050-word paper including the following information:

• A description of the population

• A discussion of at least two instruments used to assess the condition

• A discussion of at least three issues that examiners should remember when testing such individuals

Include information not only from the textbook but also from one or more outside sources (professional books or peer-reviewed journal articles).

Format your paper according to APA guidelines.

Click the Assignment Files tab to submit your assignment.

 

ASH CCMH 535 Week 5 Learning Team Assignment Case of Nicholas NEW

ASH CCMH 535 Week 5 Learning Team Assignment Case of Nicholas NEW

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Assessment using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
Interpret the scores on each validity scale. Use the answers provided on the first two validity scales as a format for your answers.
Based on the validity scale scores, do you believe Nicholas’ MMPI-2 results are valid? Explain.
Identify the clinical scale score(s) that are in the “clinical range” and interpret the scores.
How would you respond to the psychiatrist’s question (is Nicholas is doing as well as he claims he is doing)?
What would you recommend to Nicholas and his psychiatrist?

ASH CCMH 535 Week 5 Quiz NEW

ASH CCMH 535 Week 5 Quiz NEW

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1. The key function of clinical assessment is to _________________.
2. More than one mental disorder may be listed on Axis I. Which of the following combinations of diagnoses are appropriate for Axis I?
3. Tom is a counselor conducting an interview as part of his client’s, Henry, clinical assessment. Tom asks a list of standardized, predetermined questions about Henry’s family background information about parents, siblings, divorces, grandparents, etc. When Henry answers “yes” to a question regarding a family history of mental disorders, counselor Tom decides to ask Henry additional questions, and they talk about this matter for around 5 minutes. What type of interview strategy is Tom most likely using?
4. The following is an excerpt from Tom’s written MSE of a new client: “The client presented as somewhat disheveled and unkempt, but was cooperative and friendly. The client was aware of date, time, and place, and reported no hallucinations or delusions.” All of the following MSE categories were noted in this excerpt EXCEPT:
5. Rachel presents with the following symptoms: excessive worry, constantly feeing “tense,” and sleep disturbances. She further reports smoking marijuana occasionally to help her relax. Which combination of tests would probably be most appropriate as part of Rachel’s initial clinical assessment? .
6. Why is it crucial for mental health professionals to be skilled in Suicide Risk Assessment?
7. Jim is considered a high-suicide-risk client. He is single, suffers from depression and alcoholism, is giving away prized possessions, is lonely and isolated, and has a family history of suicide. Which of these factors is considered a warning sign for suicide?
8. A ______________________is a neurological disorder that severely impairs children’s ability to learn or to demonstrate skills in several academic areas
9. The ___________________________identifies students as learning disabled when there is a significant difference between their scores on an ability test and their scores on an achievement test.
10. The __________________is a comprehensive, multistep method of identifying students with SLDs in which services and interventions are provided to at-risk students at increasing levels of intensity based on progress monitoring and data analysis. 
11. The ___________________ is a written document created by a team of teachers, parents, and other school personnel that contains a statement of a student’s present level of educational performance, a list of annual goals and objectives, and a description of the special education and related services to be provided to the student.
12. ____________________ refers to an individual’s ability to utilize the characteristics and formats of a test to receive a high score.
13. Assessment that involves appraising such factors as physical space, organization and supervision of space, materials, and safety is called:
14. Passed in 2001, the ___________________________ requires school districts in all 50 states to administer tests that measure student progress toward state educational standards.
15. Mr. Holloway is both an avid baseball fan and a middle school math teacher. He enjoys using baseball examples when testing students on percentages. Students in Mr. Holloway’s class who have little interest in baseball may have difficulty answering his test questions due to which kind of bias?
16. Differential Item Functioning (DIF) is a method used to:
17. If examiners study behavior from within a culture, using criteria relative to the internal characteristics of that culture they are using a(n) ________________ perspective:
18. The Vineland-II is used with individuals with intellectual disabilities to measure ¬¬¬¬¬¬¬¬¬¬¬¬:
19. According to the text, what percentage of children are receiving special education for Communication Disorders?
20. When assessing children between the ages 3-6 for learning disabilities which of the following assessments should be used?

 

ASH CCMH 535 Week 6 Individual Assignment Integrative Final Project NEW

ASH CCMH 535 Week 6 Individual Assignment Integrative Final Project NEW

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Comprehensive discussion on use of the DIE and answered questions regarding use of assessment.
Describe the strengths and weakness of the instrument (make sure to address all information necessary in evaluating and selecting an assessment instrument). Based on your evaluation, would you use this instrument? Why or why not?
Comprehensive discussion of assessment procedures and ethics.
What assessment procedures might you use to determine if Emily is clinically depressed and/or suicidal? Be specific. Describe the instrument(s) and the scales that you would most closely examine and why. Discuss a minimum of three different instruments.
In addition to interviewing Emily, who else might you consult with?
Before concluding that Emily is in fact, clinically depressed, what other possibilities might you rule out? What other questions would you like to ask Emily and/or her family? What else would you like to know?
Imagine that the results of your assessment suggest that Emily is experiencing depression. You schedule a meeting with Emily and her immediate family members to explain the results. What problem areas might you encounter during the feedback session? Discuss some of the ethical considerations and practice guidelines that you would you keep in mind when working with this client and her family.