Psychological assessment
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Psychological assessment · Jun 2004
Temporal stability of WISC-III subtest composite: strengths and weaknesses.
The Wechsler Intelligence Scale for Children--Third Edition (D. Wechsler, 1991; WISC-III) is often used to identify subtest-based cognitive strengths and weaknesses that are subsequently used to generate interventions. Given that intelligence is presumed to be an enduring trait, cognitive strengths and weaknesses identified via subtest analysis should also be stable over time. ⋯ Based on 66 subtest composites, 6 or 7 interpretable cognitive strengths and weaknesses were found on each WISC-III administration. However, subtest-based strengths and weaknesses replicated across test-retest occasions at chance levels. Because subtest-based cognitive strengths and weaknesses are unreliable, recommendations based on them will also be unreliable.
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Psychological assessment · Sep 2003
Multicenter Study Comparative StudyA multisite comparison of actuarial risk instruments for sex offenders.
Four actuarial instruments for the prediction of violent and sexual reoffending (the Violence Risk Appraisal Guide [VRAG], Sex Offender Risk Appraisal Guide [SORAG], Rapid Risk Assessment for Sex Offender Recidivism [RRASOR] and Static-99) were evaluated in 4 samples of sex offenders (N = 396). Although all 4 instruments predicted violent (including sexual) recidivism and recidivism known to be sexually motivated, areas under the receiver operating characteristic (ROC) were consistently higher for the VRAG and the SORAG. ⋯ Predictive accuracy was higher for child molesters than for rapists, especially for the Static-99 and the RRASOR. Consistent with past research, survival analyses revealed that those offenders high in both psychopathy and sexual deviance were an especially high-risk group.
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Psychological assessment · Sep 2003
Comparative StudyDevelopmental outcome of drug-exposed children through 30 months: a comparison of Bayley and Bayley-II.
This study examined the effects of the Bayley Scales of Infant Development (BSID) version on developmental outcomes among drug-exposed children, some of whom received an intervention. Developmental outcome was evaluated with the BSID at 12 and 18 months and with the BSID-II at 24 and 30 months. ⋯ PDI scores decreased on both the BSID and the BSID-II (p < .01). Over the first 2 years postpartum, mean MDI and PDI scores decreased among these high-risk, drug-exposed children.
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Psychological assessment · Sep 2003
Comparative StudyPositive impression management and its influence on the Revised NEO Personality Inventory: a comparison of analog and differential prevalence group designs.
Participants (n = 22) completed the Revised NEO Personality Inventory (NEO PI-R) as part of an authentic job application. Protocols produced by this group were compared with "analog" participants (n = 23) who completed the NEO PI-R under standard instructions and again under instructions designed to mimic the test-taking scenario of the job applicants (the "fake-good" condition). ⋯ Analog participants in the fake-good condition scored higher on the Extraversion and lower on the Agreeableness scales than did the job applicants. These results suggest that outcomes from analog designs are generalizable to real-world samples where response dissimulation is probable.
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Psychological assessment · Dec 2001
Introduction to the final special section in the special series on the utility of the Rorschach for clinical assessment.
A special Series was organized to clarify the merits of the Rorschach for clinical assessment. Except for a neutral meta-analytic review, articles were solicited from scholars known to have opposing views on the Rorschach. The authors participated in a structured, sequential, evidence-based dialogue that focused on strengths and limitations when using the Rorschach for applied purposes. ⋯ Meyer, 1999), and the final 6 articles are published in this issue of Psychological Assessment. This article provides a brief overview of the full Special Series and an introduction to the 6 articles contained in this Special Section. The Special Series provides clinicians, researchers, educators, and students with a thorough review of the evidence and logic that are critical for understanding the Rorschach's strengths and limitations in clinical assessment.