Assessment for Counselors

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Assessment for Counselors

Bradley T. ErfordPeabody College at Vanderbilt University

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Copyright © 2021 by Pearson Education, Inc. or its affiliates. 221 River Street, Hoboken, NJ 07030. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. To obtain permission(s) to use material from this work, please visit http: //www .pearsoned.com/permissions/

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Library of Congress Cataloging-in-Publication DataNames: Erford, Bradley T, author.Title: Assessment for counselors / Bradley T Erford, Peabody College at Vanderbilt University.Description: Hoboken, NJ : Pearson, [2019] | Series: Research and evaluation in counseling, school counseling, and stress management | Includes bibliographical references and index.Identifiers: LCCN 2019034563 (print) | LCCN 2019034564 (ebook) | ISBN 9780134990002 (paperback) | ISBN 9780134990835 (epub)Subjects: LCSH: Educational counseling--Evaluation. | Educational change. | Clinical psychology.Classification: LCC LB1027.5 .E66 2019 (print) | LCC LB1027.5 (ebook) | DDC 371.4--dc23LC record available at https://lccn.loc.gov/2019034563LC ebook record available at https://lccn.loc.gov/2019034564

Print:ISBN 10: 0-13-499000-5ISBN 13: 978-0-13-499000-2

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This effort is dedicated to The One: the Giver of energy, passion, and understanding;

who makes life worth living and endeavors worth pursuing and accomplishing; the Teacher of love and forgiveness.

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PREFACE

Assessment is counseling and counseling is assessment! The evolving profession of coun-seling has entered the age of accountability, regardless of specialization or practice venue. Managed care and school reform have become important forces driving decision making in contemporary society. Given this context, the more a professional counselor knows about formal and informal assessment procedures, the more informed, effective, and effi-cient the professional counselor’s treatment of clients and students can be.

A second driving force comes from within the counseling profession itself. After many years of identity exploration and discussion, the counseling profession has agreed to a basic core of education and training standards that all professional counselors should meet. This book is designed to address the core curricular assessment requirements of the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016), thereby providing state-of-the-art information on assessment and tests that profes-sional counselors need to know.

The first half of Assessment for Counselors discusses the important foundational issues of assessment, including basic concepts; historical developments; ethical and legal implica-tions; diversity issues; test construction; selection, administration, scoring, and interpreta-tion of assessment instruments; reliability; and validity. Chapter 1: Basic Assessment Concepts provides a whirlwind tour through the critical purposes, standards, and termi-nology related to assessment. Professional counselors have a professional responsibility to become competent in the effective use of assessment procedures. Several professional organizations, scholars, and accreditation organizations have taken the lead in specifying what professional counselors need to know and be able to do in order to demonstrate assessment competence, while others have focused on the question of why assessment competence is intrinsic to effective counseling. Chapter 1 explores both the why and what of professional competence, including important terminology so professional counselors can communicate with other professionals and advocate for, and make decisions in the best interests of, the clients and students we serve.

Chapter 2: Historical Foundations and Perspectives on Assessment highlights the important historical issues. From ancient times through modern day, assessment has been important to humankind’s self-understanding and a tool both for fairness and oppression. While many historical events were important to the evolution of assessment in general, this chapter also explores events relevant to assessment in the more specialized areas of intel-ligence, achievement, career, clinical, and personality. Chapter 3: Legal, Ethical, and Diver-sity Foundations and Perspectives in Assessment highlights the legal, ethical, and diversity issues important to a professional counselor’s understanding of assessment. Professional counselors are engaged in a variety of ways in ensuring that clients and students receive appropriate services. Therefore, a review of legal practices, ethical standards, multicultural and diversity factors, and test bias is provided. The chapter concludes with a discussion of strategies, interventions, and recommendations to ensure fair testing practices.

Chapter 4: How Tests Are Constructed provides readers with preliminary informa-tion related to the construction and evaluation of psychological and educational tests, including the purposes of tests, observables, item generation (e.g., multiple-choice, essay, true-false), technical analysis (i.e., item difficulty, item discrimination), and norms.

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Chapter 4 also addresses the process of building quality tests aimed toward promoting valid score interpretation and properly evaluating the use of a specific test for a specific purpose. Finally, the chapter reviews the fundamentals of test development, how to choose among already existing tests for a specific purpose, how to use the results of standardized tests to help make decisions about individuals, how to identify flaws in assessment instru-ments and procedures, and social justice and multicultural assessment issues in test con-struction. Chapter 5: Selecting, Administering, Scoring, and Interpreting Assessment Instruments and Techniques begins with issues related to proper test selection, administra-tion, and scoring, followed by discussion of proper interpretation and reporting of test scores from both norm-referenced and criterion-referenced tests. Appropriate sources for obtaining information about assessment instruments were included to assist the reader in proper test selection. Finally, common errors committed during the assessment process are discussed, along with recommendations for addressing these issues.

Determining the reliability (consistency) of scores is a critical issue in measurement. Chapter 6: Reliability reviews basic principles in reliability, such as classical test theory and standard error of measurement. It also discusses the types of reliability commonly used by test developers, including internal consistency, test-retest, alternate form, and interscorer reliability. Chapter 7: Validity focuses on the concept of validity of scores in testing and assessment. It examines how reliability and validity are related yet distinct, the different methods by which evidence for validity can be established, and key principles professional counselors should apply when determining whether a test is appropriate for use with a client or group. Methods for making accurate decisions using a single test or multiple tests are also discussed.

The second half of this book provides in-depth explorations of the major areas of assessment that professional counselors either provide or of which they must be aware. Embedded within these domains of counseling specialty, this text includes reviews of numerous tests in the areas of clinical, personality, behavioral, intelligence, aptitude, achievement, career, and couples and family assessment. Ordinarily, professional counse-lors in clinical practice engage in clinical and personality assessment more frequently than any other type of assessment, but knowing the characteristics and conditions of clients is important regardless of counseling specialty. Clinical assessment is defined and explored in detail in Chapter 8: Clinical Assessment and Diagnosis, and inventories commonly used by professional counselors are presented and reviewed. In addition, the basic process of clinical interviewing is introduced, both for general and for more specific purposes, such as when conducting a mental status exam.

Chapter 9: Personality Assessment addresses the basic knowledge and skills required for understanding personality. Attention is given to trait approaches, especially the five-factor model, and to personality instruments based on trait approaches. In addi-tion, an introduction to projective assessment is provided. Commonly used projective assessments are discussed from a classification framework, including association, picture-story construction, verbal completion, choice arrangement, and production-expression techniques.

Chapter 10: Behavioral Assessment provides a general understanding of behavioral assessment procedures for professional counselors. More specifically, the chapter provides a general definition of behavioral assessment as well as specific guidelines for conducting behavioral assessment, details the two kinds of behavioral assessment (direct behavioral assessment and nondirect behavioral assessment) and common techniques used within

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these two assessment categories, and gives a brief overview of the most commonly used behavioral assessment instruments.

Chapter 11: Assessment of Intelligence proposes that intelligence is an important human characteristic with robust applications to the areas of academic achievement, career development, and psychopathology. There is no commonly accepted definition of intelligence, and numerous models have been offered to explain and measure this construct. Chapter 11 explores these models and reviews many of the individual and group-administered tests designed to measure intelligence. In addition, important societal and educational issues and implications are discussed. While intelligence tests are a type of aptitude measure, Chapter 12: Assessment of Other Aptitudes deals with more widely construed measures of scholastic and general aptitude as well as measures of specific aptitudes. Scholastic aptitude tests such as the Scholastic Assessment Test and the American College Testing Assessment will be reviewed, as well as more generalized aptitude measures, such as the Differential Aptitude Test and the Armed Services Vocational Aptitude Battery.

Chapter 13: Assessment of Achievement covers the basic information necessary to understand the use of achievement testing in counseling so professional counselors can be prepared both to use achievement tests in practice and to advocate for individuals with special needs. Attention is paid to the Individuals with Disabilities Education Improvement Act and Section 504 of the U.S. Rehabilitation Act of 1973, two of the major laws applicable to the education of individuals with special needs. The various ways that tests can be categorized and basic elements assessed in the major subject areas are also discussed. Finally, com-monly used group- and individually administered tests of achievement and language pro-ficiency are reviewed.

Chapter 14: Assessment in Career Counseling recognizes that career counseling is a complex process that continues to evolve in our rapidly changing society. To meet the needs of clients seeking help with career-related issues, professional counselors need to be skilled in several areas. One of those skills is the ability to conduct career-related assessment. This chapter describes the purposes of career assessment, reviews some of the frequently used formal and informal methods of career assessment, and discusses ways professional coun-selors can use these assessment tools to help clients with career-related issues.

Finally, Chapter 15: Assessing Couples and Families describes some of the factors that differentiate family assessment from individual assessment and discusses areas that frequently are assessed in family counseling. It focuses on two broad categories of assess-ment: formalized assessment instruments for couples and families and qualitative assess-ment techniques. Professional counselors frequently use a combination of these two approaches in their assessment and treatment of couples and families. In conclusion, and in short, Assessment for Counselors Third Edition is the most comprehensive introductory assessment text ever written specifically for professional counselors.

FEATURES• Consumers guide approach to understanding the basic concepts and processes of

assessment.• New sections in every chapter on multicultural and social justice assessment issues.• Individual chapters on clinical, personality, behavioral, intellectual, other aptitude,

achievement, career, and couple and family assessment.• Increased case studies and assessment reports to give students real-life experiences of

the use of assessment in counseling.

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• New activities that allow students to test their knowledge and applications of learning.

• Updated references, resources, and test reviews to keep up with changes in test revi-sions and the field.

ALSO AVAILABLE WITH MYLAB COUNSELINGThis title is also available with MyLab Counseling, an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through video clips, practice what they learn, test their understanding, and receive feed-back to guide their learning and ensure they master key learning outcomes.

• Learning Outcomes and Standards measure student results. MyLab Counseling orga-nizes all assignments around essential learning outcomes and national standards for counselors.

• Video- and Case-based Exercises develop decision-making skills. Video- and Case-based Exercises introduce students to a broader range of clients, and therefore a broader range of presenting problems, than they will encounter in their own pre- professional clinical experiences. Students watch videos of actual client–therapist sessions or high-quality role-play scenarios featuring expert counselors. They are then guided in their analysis of the videos through a series of short-answer questions. These exercises help students develop the techniques and decision-making skills they need to be effective counselors before they are in a critical situation with a real client.

• Licensure Quizzes help students prepare for certification. Automatically graded, multiple-choice Licensure Quizzes help students prepare for their certification exam-inations, master foundational course content, and improve their performance in the course.

• Video Library offers a wealth of observation opportunities. The Video Library pro-vides more than 400 video clips of actual client–therapist sessions and high-quality role-plays in a database organized by topic and searchable by keyword. The Video Library includes every video clip from the MyLab Counseling courses plus addi-tional videos from Pearson’s extensive library of footage. Instructors can create addi-tional assignments around the videos or use them for in-class activities. Students can expand their observation experiences to include other course areas and increase the amount of time they spend watching expert counselors in action.

ACKNOWLEDGMENTSRebecca Fox-Gieg, my editor at Pearson, has been wonderfully responsive and supportive, as always. Pam Bennett and Janelle Rogers of Pearson provided outstanding production support, as always. I appreciated the copyediting support provided by Linda Duarte and the outstanding production support from SPi-Global provided by Anitha Vijayakumar and Shiela Quisel. Finally, special thanks go to the outside reviewers who carefully scrutinized the entire manuscript and whose comments led to substantive improvement in the final product reviewers: Lee Ann Alderman, Auburn University; Jason McGlothin, Kent State University; Elisabeth Bennett, Gonzaga University; Judith Burnett, Stetson University; David Carter, University of Nebraska at Omaha; Beverly Klecker, Morehead State University; and Joy-Del Snook, Lamar University.

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ABOUT THE AUTHOR

Bradley T. Erford, PhD, LCPC, NCC, LPC, LP, LSP, is a professor in the human develop-ment counseling program of the Department of Human and Organizational Development in the Peabody College at Vanderbilt University. From 1993 to 2017, he was a faculty mem-ber at Loyola University Maryland. He was the 61st president of the American Counseling Association (ACA) for 2012–2013 and ACA treasurer for 2017–2018. He is a Fulbright Spe-cialist and is the recipient of the ACA Research Award, ACA Extended Research Award, ACA Arthur A. Hitchcock Distinguished Professional Service Award, ACA Professional Development Award, Thomas J. Sweeney Award for Visionary Leadership and Advocacy, and ACA Carl D. Perkins Government Relations Award. He was also inducted as an ACA Fellow. In addition, he has received the Association for Assessment in Counseling and Education (AACE) AACE/MECD Research Award, AACE Exemplary Practices Award, AACE President’s Merit Award, the Association for Counselor Education and Supervi-sion’s (ACES) Robert O. Stripling Award for Excellence in Standards, Maryland Associa-tion for Counseling and Development (MACD) Maryland Counselor of the Year, MACD Counselor Advocacy Award, MACD Professional Development Award, and MACD Coun-selor Visibility Award. He is the editor of numerous texts, including Orientation to the Coun-seling Profession (Pearson Merrill, 2010, 2014, 2018), Crisis Intervention and Prevention (Pearson Merrill, 2010, 2014, 2018), Group Work in the Schools (Pearson Merrill, 2010; Routledge, 2016), Clinical Experiences in Counseling (Pearson Merrill, 2015), Group Work: Process and Applications (Pearson Merrill, 2011; Routledge, 2018), Transforming the School Counseling Profession (Merrill/Prentice-Hall, 2003, 2007, 2011, 2015, 2019), Professional School Counseling: A Handbook of Principles, Programs and Practices (pro-ed, 2004, 2010, 2016), Assess-ment for Counselors (Cengage, 2007, 2013), Research and Evaluation in Counseling (Cengage, 2008, 2015), and The Counselor’s Guide to Clinical, Personality and Behavioral Assessment (Cengage, 2006); and co-author of eight more books: Mastering the NCE and CPCE (Pearson Merrill, 2011, 2015), 40 Techniques Every Counselor Should Know (Merrill/Prentice-Hall, 2010, 2015), Free Access Assessment Instruments for Common Mental Health and Addiction Issues (Routledge, 2013), Educational Applications of the WISC-IV (Western Psychological Services, 2006), and Group Activities: Firing Up for Performance (Pearson Merrill, 2007). He is also the general editor of The American Counseling Association Encyclopedia of Counseling (ACA, 2009). His research specialization falls primarily in development and technical analysis of psycho-educational tests and has resulted in the publication of more than 75 refereed jour-nal articles, 100 book chapters, and 20 published tests. He is editor of Measurement and Evaluation in Counseling and Development and senior associate editor of Journal of Counseling & Development. He was a representative to the ACA Governing Council and the ACA 20/20 Visioning Committee. He is a past president and past treasurer of AACE, past chair and parliamentarian of the American Counseling Association—Southern (US) Region, past chair of ACA’s Task Force on High Stakes Testing, past chair of ACA’s Standards for Test Users Task Force, past chair of ACA’s Interprofessional Committee, past chair of the ACA Public Awareness and Support Committee (co-chair of the National Awards Sub- committee), chair of the convention and past chair of the Screening Assessment Instru-ments Committees for AACE, past president of the Maryland Association for Counseling

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and Development, past president of Maryland Association for Measurement and Evalua-tion, past president of Maryland Association for Counselor Education and Supervision, and past president of the Maryland Association for Mental Health Counselors. He was an associate editor of the Journal of Counseling & Development. Dr. Erford has been a faculty member at Loyola since 1993 and is a licensed clinical professional counselor, licensed professional counselor, nationally certified counselor, licensed psychologist, and licensed school psychologist. Dr. Erford was a school psychologist/counselor in the Chesterfield County (VA) Public Schools. A graduate of the University of Virginia (PhD), Bucknell University (MA), and Grove City College (BS), he teaches courses in assessment, research and evaluation in counseling, school counseling, and stress management.

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BRIEF CONTENTS

PART IChapter 1 Basic Assessment Concepts 1

Chapter 2 Historical Foundations and Perspectives on Assessment 40

Chapter 3 Legal, Ethical, and Diversity Foundations and Perspectives in Assessment 64

Chapter 4 How Tests Are Constructed 99

Chapter 5 Selecting, Administering, Scoring, and Interpreting Assessment Instruments and Techniques 135

Chapter 6 Reliability 189

Chapter 7 Validity 220

PART IIChapter 8 Clinical Assessment and Diagnosis 245

Chapter 9 Personality Assessment 323

Chapter 10 Behavioral Assessment 370

Chapter 11 Assessment of Intelligence 392

Chapter 12 Assessment of Other Aptitudes 451

Chapter 13 Assessment of Achievement 467

Chapter 14 Assessment in Career Counseling 503

Chapter 15 Assessing Couples and Families 528

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CONTENTS

Preface viAbout the Author x

PART I

Chapter 1 Basic Assessment Concepts 1Preview 1Assessment and Counseling 1What Is Assessment? 3The Purposes of Assessment 5

Screening 5DiagnoSiS 5TreaTmenT Planning anD goal iDenTificaTion 7ouTcome evaluaTion 7

How Is Assessment Used in Counseling? 8Assessment Competence and Professional Counselors 9Training Standards for Professional Counselors 10

ProfeSSional counSeling organizaTionS anD aSSeSSmenT 10aSSeSSmenT Training STanDarDS 12

Assessment Terms and Concepts 13STanDarDizeD (formal) anD nonSTanDarDizeD (informal) TeSTS 14norm-referenceD anD criTerion-referenceD TeSTS 15inDiviDual anD grouP TeSTS anD invenTorieS 16objecTive anD SubjecTive aSSeSSmenTS 17SPeeD anD Power TeSTS 17verbal anD nonverbal TeSTS 19cogniTive anD affecTive TeSTS 21maximum anD TyPical Performance meaSuremenT 23behavioral obServaTionS 24formaTive verSuS SummaTive evaluaTion 25PaPer-anD-Pencil TeSTS anD Performance (auThenTic) aSSeSSmenTS 27PorTfolio aSSeSSmenT 28environmenTal aSSeSSmenT 30comPuTer-manageD, comPuTer-aSSiSTeD, anD comPuTer-aDaPTeD aSSeSSmenT 31

Summary 36

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Chapter 2 Historical Foundations and Perspectives on Assessment 40Preview 40The History of Assessment 40

ancienT TimeS 44meaSuremenT in The laboraTory 45moDern aPPlicaTionS of aSSeSSmenT: DeciSion making anD DeTerminaTion of inDiviDual DifferenceS 46oTher hiSTorical evenTS affecTing aSSeSSmenT 57

How Professional Counselors Fit In: The Present and Future of Assessment in Counseling 59

Summary 60

Chapter 3 Legal, Ethical, and Diversity Foundations and Perspectives in Assessment 64Preview 64Ethics and Assessment 64Ethical Decision Making 73Legal Issues in Assessment 77

Family Educational Rights and PRivacy act of 1974 (ferPa) anD relaTeD legiSlaTion 78minimal comPeTency aSSeSSmenT anD The no child lEFt BEhind act of 2001 81individuals with disaBilitiEs Education imPRovEmEnt act of 2004 (iDea) anD relaTeD legiSlaTion 82hEalth insuRancE PoRtaBility and accountaBility act of 1996 (hiPaa) 83guiDelineS of The equal emPloymenT oPPorTuniTy commiSSion (eeoc) 84amERicans with disaBilitiEs act of 1991 (aDa) 84courT DeciSionS relaTeD To DiverSiTy in aSSeSSmenT 85

Diversity Issues in Assessment 88unDerSTanDing DiverSiTy 89

Bias in Assessment 91conTenT biaS 92inTernal STrucTure biaS 92PreDicTive biaS 92inTerPreTing TeST ScoreS wiTh cauTion 92enSuring fairneSS in aSSeSSmenT 93aPPlying The STanDarDS for mulTiculTural aSSeSSmenT 94

Summary 96

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Chapter 4 How Tests Are Constructed 99Preview 99Test Construction 99Purpose of the Test 100

examineeS 101goalS anD Theory 101norm referenceD or criTerion referenceD 101objecTiveS 102Scaling accorDing To noir 103raTing anD comParaTive ScaleS 107uniDimenSional anD mulTiDimenSional ScaleS 108guTTman anD ThurSTone ScaleS 108aPProacheS To TeST conSTrucTion 109

Observables 113Defining obServableS 113

Item Generation 114allocaTing ProPorTionaTe numberS of iTemS 115SelecTing an iTem formaT 115DeScriPTionS of iTem formaTS 116

Technical Analyses 119iTem DifficulTy 119iTem DiScriminaTion 121baSalS, STarTing PoinTS, anD ceilingS 127normS 129

Multicultural and Social Justice Assessment Issues in Test Construction 130

Summary 132

Chapter 5 Selecting, Administering, Scoring, and Interpreting Assessment Instruments and Techniques 135Preview 135Test Selection 135Test Administration 139

aDminiSTraTor requiremenTS 139examinee PreParaTion 140environmenTal concernS 141TeSTing ProceDureS 141facTorS affecTing TeST ScoreS 142

Test Scoring 146ProfeSSional STanDarDS in TeSTing 147

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Norm-Referenced Interpretation 150DeveloPmenTal equivalenTS 150STanDarDizeD ScoreS 151PercenTile rankS 157

Criterion-Referenced Interpretation 161Single-Skill ScoreS 161mulTiPle-Skill ScoreS 162

Report Writing and Communicating Results 163Sources of Information about Tests 179

PubliSheD reSourceS 179Pro-eD 182PubliSher caTalogS 182ProfeSSional journalS anD TexTbookS 182elecTronic reSourceS 182

Common Errors in Test Administration, Scoring, and Interpretation 184Multicultural Assessment Issues in Selection, Administration, Scoring, and Interpretation 185

Summary 187

Chapter 6 Reliability 189Preview 189What Is Reliability? 189A Brief Introduction to the Correlation Coefficient 190Classical Test Theory: Model of Reliability 193

claSSical DefiniTion of reliabiliTy 194STanDarD error of meaSuremenT (Sem) 194

Types of Reliability 199inTernal conSiSTency 200TeST-reTeST reliabiliTy (TemPoral STabiliTy) 202alTernaTe formS reliabiliTy (equivalenT formS reliabiliTy) 203reliabiliTy of criTerion-referenceD TeSTS 205inTerScorer anD inTerraTer reliabiliTy 207

The Importance of Reliability 209reliabiliTy in valiDaTion 209aTTenuaTion 210

Reliability of Composite Scores 210Social Justice and Multicultural Issues Related to Reliability 212

Summary 216

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Chapter 7 Validity 220Preview 220Validity Defined 220Face Validity 221Content-Related Validity 222Criterion-Related Validity 225

STanDarD error of eSTimaTe 227Construct Validity 227The Interaction of Reliability and Validity 230Validity and Testing Practice 231The Application of Validity: Decision Making Using Test Scores 232

DeciSion making uSing a Single Score 232DeciSion making uSing mulTiPle TeSTS 239clinical juDgmenT anD DiagnoSiS uSing a TeST baTTery 240

Consequential Validity 241Multicultural and Social Justice Considerations in Validity 241

Summary 242

PART II

Chapter 8 Clinical Assessment and Diagnosis 245Preview 245What Is Clinical Assessment? 245Cautions Within Clinical Assessment 246Clinical Judgment Versus Statistical Models 251Clinical Interviewing 253

The inTake inTerview 253Three TyPeS of clinical inTerviewS: unSTrucTureD, SemiSTrucTureD, anD STrucTureD 259menTal STaTuS exam 263STrengThS anD limiTaTionS of inTerviewing 272

Counseling, Diagnosis, and the DSM-5 273uSing The DSm-5 for clinical DiagnoSiS 274clinical DiSorDerS anD oTher conDiTionS ThaT may be a focuS of clinical aTTenTion 275

Using Clinical Inventories and Tests in Counseling 278informaTion SourceS for clinical anD PerSonaliTy aSSeSSmenT 278how clinical anD PerSonaliTy TeST conTenT iS DeveloPeD 280

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Some Commonly Used Clinical Assessment Inventories 291minneSoTa mulTiPhaSic PerSonaliTy invenTory—SeconD eDiTion (mmPi-2) 291millon clinical mulTiaxial invenTory—iv (mcmi-iv) 295achenbach SySTem of emPirically baSeD aSSeSSmenT (aSeba) 296beck DePreSSion invenTory—SeconD eDiTion (bDi-ii) 297beck anxieTy invenTory (bai) 297SubSTance abuSe SubTle Screening invenTory—4 (SaSSi-4) 298eaTing DiSorDer invenTory—3 (eDi-3) 299

Assessing Suicidal Intent 306beck Scale for SuiciDe iDeaTion (bSS) 307

Social Justice and Multicultural Issues Related to Clinical Assessment 319

Summary 320

Chapter 9 Personality Assessment 323Preview 323What Is Personality? 323The Purpose of Personality Assessment 324Trait Approaches to Personality Assessment 325

STrengThS anD limiTaTionS of The TraiT aPProach 327Some Commonly Used Structured Personality Assessment Inventories 329

neo PerSonaliTy invenTory (neo-Pi-3) 329SixTeen PerSonaliTy facTorS (16Pf) queSTionnaire 331myerS-briggS TyPe inDicaTor—form m (mbTi) 332jackSon PerSonaliTy invenTory—reviSeD (jPi-r) 333PierS-harriS chilDren’S Self-concePT Scale—SeconD eDiTion (PierS-harriS-2) 334

Projective Approaches to Assessment 337STrengThS anD weakneSSeS of ProjecTive TechniqueS 341

Some Commonly Used Projective Techniques 346ThemaTic aPPercePTion TeST (TaT) 346chilDren’S aPPercePTion TeST—1991 reviSion (caT) 347roberTS aPPercePTion TeST for chilDren—SeconD eDiTion (roberTS-2) 347houSe-Tree-PerSon (h-T-P) ProjecTive Drawing Technique 347kineTic Drawing SySTem for family anD School (kDS) 348forer STrucTureD SenTence comPleTion TeST (fSScT) 349

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Social Justice and Multicultural Issues Related to Personality Assessment 365

Summary 366

Chapter 10 Behavioral Assessment 370Preview 370What Is Behavioral Assessment? 370

Defining behavior 371guiDelineS for conDucTing behavioral aSSeSSmenT 372

Methods of Behavioral Assessment 373DirecT aSSeSSmenT 373inDirecT aSSeSSmenT 375

Behavioral Rating Scales and Inventories Used in Counseling 382connerS—ThirD eDiTion (connerS 3) 383aTTenTion DeficiT DiSorDerS evaluaTion Scale—fourTh eDiTion (aDDeS-4) 383behavior aSSeSSmenT SySTem for chilDren—ThirD eDiTion (baSc-3) 384

Social Justice and Multicultural Issues Related to Behavior Assessment 389

Summary 390

Chapter 11 Assessment of Intelligence 392Preview 392What Is Intelligence? 392Nature and Theories of Intelligence 394

hiSTorical concePTualizaTionS of inTelligence 394mulTiPle-facTor moDelS 397guilforD’S STrucTure of inTellecT moDel 399hierarchical moDelS 400STernberg’S Triarchic Theory: an informaTion ProceSSing aPProach 401garDner’S mulTiPle inTelligenceS 405

Commonly Used Tests of Intelligence 408grouP-aDminiSTereD TeSTS of inTelligence anD School abiliTy 408inDiviDual Screening TeSTS of inTelligence 409inDiviDual DiagnoSTic TeSTS of inTelligence 410

Assessing Intellectual Developmental Disorder 432Assessing Giftedness 435Neuropsychological Assessment 437

viSual PercePTion 440auDiTory PercePTion 441

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Social Justice and Multicultural Issues Related to Intelligence and Aptitude Assessment 446

Summary 447

Chapter 12 Assessment of Other Aptitudes 451Preview 451Aptitude Testing 451Aptitude Tests Designed for Admission Decisions 453

commonly uSeD aDmiSSion TeSTS 454Tests of General and Specific Aptitude 458

mulTiaPTiTuDe baTTerieS 458meaSureS of SPecial abiliTieS 464

Summary 466

Chapter 13 Assessment of Achievement 467Preview 467Why Assess Achievement? 467Uses of Achievement Tests in Counseling 470Achievement Testing and Individuals with Disabilities 471

The inDiviDualS wiTh DiSabiliTieS eDucaTion imProvemenT acT (iDea) 471SecTion 504 of The u.S. rehabiliTaTion acT of 1973 474

Categorizing Achievement Tests 476grouP-aDminiSTereD mulTiSkill achievemenT TeST baTTerieS or SurveyS 478inDiviDual achievemenT mulTiSkill TeST baTTerieS 481inDiviDual anD grouP-aDminiSTereD Single-Skill achievemenT TeSTS for reaDing 486inDiviDually anD grouP-aDminiSTereD Single-Skill achievemenT TeSTS for maThemaTicS 488inDiviDually anD grouP-aDminiSTereD Single-Skill achievemenT TeSTS for wriTTen exPreSSion 490TeSTS of engliSh language Proficiency 494

Social Justice and Multicultural Issues Related to Achievement Assessment 500

Summary 501

Chapter 14 Assessment in Career Counseling 503Preview 503Purposes of Career Assessment 503Assessing Interests 505

TeSTS meaSuring inTereSTS 508oTher inTereST anD Skill invenTorieS 516

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Contents xxi

Assessing Values and Life Role Salience 517commonly uSeD TeSTS aSSeSSing valueS anD life role Salience 518oTher meaSureS of career valueS anD life role Salience 519

Assessing Career Development and Career Maturity 521TeSTS uSeD To aSSeSS career DeveloPmenT anD career maTuriTy 521

Social Justice and Multicultural Issues Related to Career Assessment 525

Summary 526

Chapter 15 Assessing Couples and Families 528Preview 528Purposes of Couples and Family Counseling 528

raTionale for family aSSeSSmenT 529whaT iS aSSeSSeD? 530meThoDS of aSSeSSmenT 532

Formalized Assessment Instruments 533aSSeSSmenT of couPleS 533oTher inSTrumenTS uSeD in aSSeSSing couPleS 542aSSeSSmenT of familieS 543brief reviewS of oTher meaSureS of family aSSeSSmenT 547

Qualitative Assessment of Family Relationships 557characTeriSTicS of qualiTaTive aSSeSSmenT 557qualiTaTive aSSeSSmenT meThoDS 558maPPing acTiviTieS 559SculPTing acTiviTieS 564oTher qualiTaTive meThoDS 565

Social Justice and Multicultural Issues When Assessing Couples and Families 566

Summary 567

References 573Name Index 585Subject Index 587

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