BATAAN PENINSULATE STATE UNIVERSITY

BALANGA CAMPUS
COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES

Name: Emerson L. Lopez

Section: 3AB-PSYCHOLOGY
Student Number: 15-00096

LEARNING ACTIVITY

PSYCHOLOGICAL MEASUREMENT and ASSSESMENT

1. Look for a local and foreign example of psychological assessment report

i. What was the referral question?
ii. Identify the purpose the psychological assessment
iii. Identify the measurement and evaluation tools used
a. List the Psychological test used \
b. Enumerate the other assessment tools and how was it
facilitated.
iv. What was the psychological contracts or samples of behavior being
measured?
v. Who was the test taker and test user?
2. What was the level of test user qualifications? Explain why.
3. What was the type of setting in the psychological assessment and identify the use of
psychological testing in the report.
4. Interview an educational institution and ask their frequently use assessment tools
used in their respective agency. Provide the rationalization and how are the results
utilized

Date of Submission:
September 16, 2019
FONT STYLE: PALATINIO 11
A4 Paper Size
 BATAAN PENINSULATE STATE UNIVERSITY
BALANGA CAMPUS
COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES

Name: Emerson L. Lopez

Section: 3AB-PSYCHOLOGY
Student Number: 15-00096

LEARNING ACTIVITY

PSYCHOLOGICAL MEASUREMENT and ASSESSMENT (Foreign)

1. Look for a local and foreign example of psychological assessment report

i. What was the referral question?

Referral Question Sally was referred for testing by her guardian. This
assessment was requested to identify possible sources of Sally’s school failure
and make recommendations for treatment and/or school accommodations.

ii. Identify the purpose the psychological assessment

The purpose of the assessment is to identify what are the possible

sources of Sally’s school failure and make recommendations for
treatment and/or school accommodations.

iii. Identify the measurement and evaluation tools used

A. List the Psychological test used
•Bender-Gestalt-2 (Bender)
• Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
• Roberts Apperception Test for Children, Second Edition (RATC-2)
• Integrated Visual / Auditory Continuous Performance Test (IVA-Plus)
• Behavioral Assessment System for Children, Second Edition (BASC-2)
• Rorschach Inkblot Test, Exner Comprehensive System (Rorschach)
• House, Tree, Person Test (HTP)
• Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-
• Wechsler Individual Achievement Test, Second Edition (WIAT-II)
• Rey Complex Figure Test (RCFT)
•Behavior Rating Inventory of Executive Functioning (BRIEF)
• Sentence Completion (SC)

B. Enumerate the other assessment tools and how was it

facilitated.

1. COGNITIVE FUNCTIONING (WISC-IV, RORSCHACH, RCFT, BRIEF,

BASC-2, MMPI-A, & IVA-PLUS) Intelligence Sally’s general intellectual
functioning was measured to fall within the Average range with her
overall thinking and reasoning abilities exceeding those of
approximately 30 percent of her same-age peers. Although, She
performed slightly better on verbal than on nonverbal reasoning
tasks, there was no significant difference between Sally's ability to
reason with or without the use of words. Sally’s verbal
reasoning/concept formation was measured to fall within the
Average range and was above that of approximately 45 percent of
her peers. Sally performed comparably on the verbal subtests
contributing to this overall index, indicating that her verbal cognitive
abilities are evenly developed. Sally’s nonverbal/perceptual
reasoning abilities were also measured to be in the Average range
and above those of approximately 30 percent of her peers. She
performed similarly on the perceptual reasoning subtests
contributing to this overall measure of nonverbal reasoning,
indicating that her visual-spatial reasoning and perceptual-
organizational skills are evenly developed. It must be noted that one
measure of Sally’s nonverbal reasoning (Block Design) was well
below that of the others and was removed from the overall
computation by substituting an equivalent measure that was not as
dependent on perceptual organization, spatial visualization, or
abstract conceptualization. In order to investigate Sally’s difficulties
with block design, a multiple-choice version was administered. This
was also found to fall well below that of her peers. Her performance
suggests that She may have difficulty with visual discrimination and
mental construction. This means She is likely to have difficulties
distinguishing between subtle differences in the presence of
distracting items. Although She performed somewhat better on the
multiple-choice task than on the manual construction task, the
difference was not significant. It is worth noting that Sally
performed much better when performance speed was removed
from the equation. This indicates that her ability to process visual-
perceptual information consistently is comparable to her peers
when She is afforded extra time to complete the task. Sally will likely
benefit from being allowed additional time to process visual
information. There were also indicators that She is more capable
processing visual information when structure is provided.
Specifically, when She was given a grid overlay to orient a target
design to, She was able to complete designs that She was previously
unable to solve. Sally's working memory was found to be in the
Average range. Her general ability to hold items in her memory
while performing some operation on them was better than
approximately 34 percent of her age-mates in this area. It should be
noted that this is a time-limited rote memory task that shows
capability rather than practical application of working memory. Also
noted was a memory pattern that is indicative of problems with
rapid encoding. Sally appears better able to remember items She
has been exposed to after more time has passed than if She is asked
to recall these more immediately. This again points out the need for
her to be afforded more time in academic endeavors. Sally's ability
to rapidly process visual material without making errors was also
 measured to be in the Average range when compared to her peers.
She performed better than approximately 34 percent of her peers
on the processing speed tasks. Sally's performance on a task that
had her rapidly scan and recognize visual material was significantly
better when the items She was scanning were structured than
unstructured. This difference is unusual among people her age, and
indicates that Sally may have considerable difficulty structuring her
own work without assistance, especially on tasks that require rapid
scanning of visual information. This pattern is more common among
youth with attention and learning difficulties.

2. ACADEMIC FUNCTIONING (WIAT-II) While Sally’s overall

achievement in reading was in the High Average range, She
demonstrated a variable set of reading skills. She performed much
better on tasks that assessed her reading comprehension and
capability to correctly apply phonetic decoding rules than on tasks
that required her to correctly read aloud a series of printed words.
This disparity indicates that annunciating words is an area of relative
weakness that is limiting her overall reading skills. Sally’s
mathematics skills where measured to be in the Average range. Her
skills in this area exceeded that of approximately 45 percent of
students her age. Sally’s achievement with standard numerical
operations and conceptual applications of mathematical principles
were equally matched indicating even development this area. Sally
performed in the Average range in overall language skills. Her skills
in this area exceeded those of approximately 61 percent of students
her age. Sally performed at equivalent levels in the areas of listening
comprehension and oral expression indicating that her area of
achievement is evenly developed. Sally’s written language skills
were somewhat diverse and an overall rating could not be
computed. She performed significantly better on tasks that
evaluated her ability to correctly spell verbally presented words
than on measures of her written expression. While Sally’s skills with
Written Expression were within the Average range, they were better
than those of only 30 percent of students her age. This is
significantly below her achievement in spelling which was above
that of approximately 81 percent of her peers, placing her in the
High Average range. Sally’s Reading achievement is much higher
than anticipated for someone with her general cognitive ability
indicating that this is an area of considerable strength for her. There
were no indicators of specific learning problems as defined by the
DSM-IV. However, it appears that Sally could benefit from assistance
with her written expression.
3. SOCIOEMOTIONAL FUNCTIONING (RORSCHACH, MMPI-A, BASC-2, RATC-2,
HTP, AND SC)
Emotional Functioning
Sally’s overall pattern of responding indicates that her emotional functioning
is significantly impaired. While her profile provides substantial evidence for
 the presence of depression, Sally’s self report of depression was negative.
Other measures that tapped attitudes and thought processes however,
indicated significant amounts of pessimism and negativity in her thought
processes. Others who know her also endorsed significant signs and symptoms
of depression. These include irritability, low self-esteem, negative and
negative outlook. It appears that Sally has been depressed for quite a long
time and has little to compare her current emotional state against. Also, as
noted above, Sally tends to minimize her needs and likely answered questions
about depression in a manner that would make her appear less vulnerable.
Sally’s results also indicate that She is currently experiencing manageable
levels of anxiety and is no more worried than others her age. While her
endorsements indicate that her ability to attend to emotion and emotionality
is similar to others her age, she appears to limit this in order to avoid
becoming overwhelmed by her own needs or the needs of others. The
evidence indicates that Sally expends a great deal of energy holding in her
feelings and when under severe stress is prone to explosive displays or acting
out. As noted above, Sally’s capacity to control her expression of emotionality
is limited, which is a factor that increases the likelihood of explosive
emotionality.

iv. What were the psychological contracts or samples of behavior being

measured?

v. Who was the test taker and test user?

Test taker: Sally

Test User: Eric L. Strang, Psy.D.

2. What was the level of test user qualifications? Explain why.

Level C because it is the most restricted category and includes tests and
aids which require advanced training and experience in administration,
scoring, and interpretation. Level C tests "would generally include any
aptitude or language or personality or clinical diagnostic test, group or
individual."

3. What was the type of setting in the psychological assessment and identify the
use of psychological testing in the report.
Sally’s Cognitive Development was found to be at a level appropriate for her age.
While She demonstrated even development across all cognitive areas, two specific
areas of weakness were noted. Sally was found to have particular difficulty with
visual discrimination and mental construction. This appears to be mitigated with the
addition of time and structure to the task. Sally’s level of Academic Achievement is
in most cases superior to what would be predicted based on her abilities. There was
no evidence of any specific learning disabilities, though She did show some need for
assistance in the areas of practical application of math principles and written
 communication. Sally was especially strong with reading comprehension and being
able to sound out words. Sally’s Executive Functioning was significantly impaired
with problems noted in impulse control, working memory, and sustained visual
attention. Also noted were problems with flexible problem solving, initiation of
tasks, organization, and planning. She appears to be proficient with smaller tasks
which are structured and not under time constraint. The results suggest that Sally
gets overwhelmed and disorganized around larger tasks, unstructured activities, and
those that require rapid completion. Sally’s Social and Emotional Functioning are
undercut by her low-level depression and associated poor self concept. She has
developed a highly pessimistic outlook and antisocial ideas due to anticipation of
negative outcomes from her efforts. This appears to be especially true for
interpersonal relations, which She avoids, and from her neglect for her emotional
needs, which feel like an unwanted burden to her. To compensate She appears to
use violent fantasy to feel powerful and invulnerable.

4. Interview an educational institution and ask their frequently use assessment

tools used in their respective agency. Provide the rationalization and how are
the results utilized