The MMPI (Minnesota Multiphasic Personality Inventory) is a standardized questionnaire used to assess personality traits and psychopathology. It was developed in 1940 and has become the most widely used personality test, with over 10,000 research publications. The MMPI contains several clinical scales that measure traits like depression, hysteria, psychopathology, and social introversion. It also includes validity scales to detect inaccurate responding. Administration takes 1-1.5 hours and results must be interpreted by a qualified professional. The MMPI provides a standardized measure of personality and psychopathology.
This document defines intelligence and discusses several theories of intelligence. It describes how Alfred Binet developed the first intelligence test in 1905 to distinguish between bright and dull students. The Binet test introduced the concepts of mental age and intelligence quotient (IQ). The document also discusses how David Wechsler developed intelligence tests specifically for adults and children, including the Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children (WISC).
The Bender Gestalt Test (BGT) is a screening tool developed in 1938 to assess visual-motor and visuoconstructive abilities. It involves copying simple line drawings and is used to evaluate neurological and developmental deficits. The test demonstrates good reliability, with interscorer reliability for errors ranging from .87 to .90. Validity is also good as an indicator of perceptual-motor development, with error scores decreasing with age. While brief, economical, and flexible to administer, the BGT provides only limited information about specific brain damage and lacks a universally accepted scoring system.
The document provides information about the Pgi Memory Scale (PGIMS), a memory assessment instrument developed in India. It describes the scale's development and validation, the dimensions it measures, administration and scoring procedures, and psychometric properties. The PGIMS measures various aspects of memory including remote memory, recent memory, attention, recall, and recognition. It was standardized on Indian subjects and has good reliability and validity. The document reviews the scale's advantages in being developed locally but also notes some initial limitations in its development.
Psychodiagnosis refers to the process of classifying information about an individual's emotional and behavioral state in order to understand their psychological functioning. It aims to develop both a classification or label for any disorders (categorical diagnosis) as well as a deeper understanding of the individual's personality and experiences (characterological diagnosis). The objectives of psychodiagnosis are to describe psychopathology, provide diagnoses, formulate case studies to understand causes, and guide treatment planning.
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
The Bender-Gestalt test was developed by Lauretta Bender in 1938 to evaluate visual-motor maturity and screen for developmental disorders or brain damage. It involves copying 9 geometric figures and is used to assess perceptual motor skills, neurological intactness, and emotional problems. Scoring is based on errors like omissions, distortions, or contaminations between figures. It provides information about visual processing, motor planning, and neurological functioning.
The NEO Personality Inventory (NEO-PI) is a widely used assessment of the five factor model of personality. It measures the five domains of neuroticism, extraversion, openness, agreeableness, and conscientiousness. The NEO-PI was developed by Costa and McCrae in 1978 and has since been revised multiple times, with the current version being the NEO-PI-3. It is a 240 item self-report inventory that is easy to administer and provides a comprehensive assessment of normal adult personality.
The document provides an overview of the 16 Personality Factor Questionnaire (16PF). It describes how Raymond Cattell developed the 16PF to measure normal personality traits based on 16 primary factors and 5 global factors. The 16PF is a self-report personality test that is widely used both in research and clinical settings. It provides a comprehensive personality profile through its primary scales, global scales, and validity scales.
This document discusses intelligence, IQ, IQ tests, and methods for estimating pre-morbid IQ. It defines intelligence and outlines several theories of intelligence. It explains what IQ is and how IQ tests work. It also discusses major IQ tests like the Wechsler scales and Stanford-Binet. The document outlines various methods for estimating an individual's intellectual abilities before any brain damage or disease onset, including using preserved abilities, historical records, and comparing pre-and post-injury test performance.
The 16PF5 is the fifth version of the 16PF, a self-report questionnaire originally devised by Dr Raymond Cattell as part of his work to identify the primary components of personality. His research, which began in the 1940s, was based on the use of factor analysis to interpret data derived from questionnaire items (Q-data) and from behaviour ratings (L-data). The 16PF was designed to give a broad measure of personality that would be useful to practitioners in a wide range of settings: from selection, to counselling to clinical decision-making.
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MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
Psychological testing has evolved over centuries from early written exams in ancient China to modern standardized tests. Key developments include Binet's intelligence test in 1905, which introduced the concept of mental age, and the Stanford-Binet test in 1916, which established the intelligence quotient (IQ) formula. World War I saw the development of intelligence tests to screen army recruits. Spearman's two-factor theory from 1902 proposed that intelligence comprises a general factor (g) and specific factors, influencing the development of modern standardized testing.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
The Stanford-Binet Intelligence Scales - Fifth Edition (SB5) is an individually administered intelligence test for individuals ages 2 to 89 years old. It measures five cognitive factors: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. The SB5 contains 10 subtests administered adaptively based on performance. It provides scores for nonverbal IQ, verbal IQ, full scale IQ, and the five factors. The SB5 has good reliability and was standardized on a sample of 4800 individuals representative of the US population.
Clinical assessment involves gathering information to understand abnormal behavior and determine how to help an individual. It can follow three models: the info-gathering model focuses on collecting relevant data; the therapeutic model aims to evaluate treatment progress; and the differential treatment model seeks to determine the best treatment approach. Common assessment methods include clinical interviews, intelligence and personality tests, and behavioral observations. Projective tests like the Rorschach inkblot technique and TAT are also used to reveal unconscious thoughts and feelings.
Psychological test norms are based on large standardization samples that are representative of the population for which the test is intended. Tests are standardized by administering them to samples stratified on key demographics like age, gender, education level, and geographical region to create a normal distribution of scores. This allows future test takers' raw scores to be converted to percentiles for accurate comparison against the norm group. Regularly updating test norms with new standardization samples is important for interpreting scores.
This document provides information about Raven's Progressive Matrices, a nonverbal group test used to measure abstract reasoning and fluid intelligence. It consists of a series of visual patterns with one part missing, and requires the test-taker to determine the missing element of the pattern. The test gets progressively harder as it continues. It was originally developed by John C. Raven in 1936 and is currently published by Pearson PLC. There are three versions for different ability levels: Standard, Colored, and Advanced.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Poster for Personality and Individual Differences PPP-2014 module (Slideshare edition)
Poster is different to the one for the conference. Most contents have been edited for best viewing on slideshare.
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Alfred Binet invented the first intelligence test, the Binet-Simon scale, in 1904 to identify children with special needs. Lewis Terman later adapted Binet's tests in 1911 to numerically measure intelligence and created the Stanford-Binet IQ test. Several other theories and tests of intelligence were then developed, including Thurstone's theory of primary mental abilities, Wechsler's Adult Intelligence Scale with 11 subtests, Sternberg's triarchic theory of analytical, creative and practical intelligence, and Gardner's theory of multiple intelligences involving linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal and intrapersonal types of intelligence.
Test produces similar results when given at two points in time. Two versions of the same test produce similar results. Different parts of the same test produce similar results.
The Wechsler Intelligence Scale Third Edition (WAIS-III) is an individually administered intelligence test for adults and older adolescents. It was created by David Wechsler to address some limitations of Alfred Binet's original intelligence test, including that Binet's test was focused more on language and verbal skills, used mental age norms that did not apply to adults, and its emphasis on speed handicapped older adults. The WAIS-III addresses these issues through improved content, stimulus materials, and de-emphasis on speed. It provides Verbal, Performance, and Full Scale IQ scores as well as index scores in Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed. The WAIS-III
The document provides information about a workshop on administering, scoring, and interpreting the Wechsler Intelligence Scale for Children - Fourth Edition (India) or WISC-IV India. The one-day workshop will be held on September 15, 2013 in Hyderabad, India from 10am to 6pm. It is aimed at qualified M.Phil and Ph.D psychologists, as well as final year psychology students. The registration fee is Rs. 2,300 for professionals and Rs. 1,800 for students, with the deadline for registration being September 12, 2013. The facilitator will be Ms. Chhaya Sinha and the venue is listed.
Introduction to Psychology the Dynamics and reviling the hidden mysteries of Psychology Path. and engraving the arenas in the field of Educational Psychology.
This document provides an overview of clinical assessment and diagnosis of psychological disorders. It discusses the basic steps in the diagnostic process, including taking a history, mental status examination, and various assessment methods like clinical interviews, behavioral observations, medical exams, and psychological testing. Reliability, validity, and standardization are important concepts in assessment. The document also examines criticisms of diagnostic classification systems like the DSM and ICD.
This chapter discusses mood disorders, including bipolar disorder and depressive disorders. It provides an introduction and history of mood disorders, noting that the DSM-5 splits bipolar and depressive disorders into separate categories. The clinical picture section describes the symptoms of major depressive disorder, including cognitive symptoms like negative views of self and the world, feelings of worthlessness, and suicidal ideation in some patients.
- Chapter 11 discusses anxiety, obsessive-compulsive and trauma-related disorders as categorized in the DSM-5. It covers disorders such as separation anxiety disorder, specific phobias, social anxiety disorder, panic disorder, and agoraphobia.
- The chapter introduces each disorder and describes their key features and clinical picture based on the DSM-5 criteria. It discusses the historical understandings of anxiety and how modern theories have shifted to cognitive processes.
- Each anxiety disorder section provides details on the typical symptoms, presentations, and experiences of those suffering from disorders like social anxiety, specific phobias of objects or situations, and panic disorders which can involve unpredictable panic attacks.
This document discusses dissociative and somatic symptom disorders as outlined in Chapter 8 of the DSM-5. It provides an overview of dissociation and somatization, outlines the DSM-5 classification of dissociative disorders, somatic symptom and related disorders, and factitious disorders. It also summarizes key conditions including dissociative amnesia, depersonalization/derealization disorder, somatic symptom disorder, and factitious disorders.
The document discusses various theories of intelligence. It begins by outlining three learning goals regarding arguments for general vs. multiple intelligences, differences between Gardner's and Sternberg's theories, and what comprises emotional intelligence. It then covers several influential intelligence theorists including Spearman and his general factor theory, Thurstone and his theory of seven primary abilities, Gardner's theory of multiple intelligences, Sternberg's triarchic theory, and Mayer and Salovey's theory of emotional intelligence. It also discusses research on the relationship between intelligence and brain anatomy/functioning as well as the distinction between intelligence and creativity.
This document provides an overview of schizophrenia and other psychotic disorders. It discusses the history and definitions of key terms like psychosis, schizophrenia, and psychotic disorders. It outlines the clinical symptoms of schizophrenia including positive symptoms like delusions and hallucinations, and negative symptoms like affective flattening. It also describes the different subtypes of schizophrenia and prevalence and course of the disorder.
The document summarizes key aspects of neurocognitive disorders as outlined in Chapter 7. It describes three main groups - delirium, major or minor neurocognitive disorders (dementia), and amnestic disorders. Delirium is a temporary state of confusion that can have various causes and usually resolves quickly if the underlying cause is treated. Dementia involves a gradual loss of cognitive abilities that impairs daily life; it has various causes like Alzheimer's disease or vascular issues. Assessment and management aim to address any underlying causes or provide support, as the condition is often not reversible.
ESCALAS WECHSLER. WPPSI, WISC Y WAIS. PASADO, PRESENTE Y FUTUROJose David Salas Gil
Estas son las diapositivas que utilicé en la conferencia brindada en febrero del 2016 en Gf Inteligencia fluida. Allí comparto una revisión histórica y situación actual de las escalas de inteligencia de Wechsler.
Theories of counselling and psychotherapyJafar Nzowa
The document discusses Sigmund Freud's psychoanalytic theory of counselling and psychotherapy. Some key points:
1. Freud believed human behavior is determined by unconscious forces like irrational drives, instincts, and past experiences. He saw personality developing through psychosexual stages in childhood.
2. The psychoanalytic view of personality consists of the id, ego, and superego. The ego mediates between desires and reality. Defensive mechanisms like repression and denial help manage anxiety.
3. Freud used techniques like dream analysis and free association to study the unconscious mind. His theory established a foundation for other counseling theories and emphasized the importance of childhood experiences. However, it requires extensive training and time for treatment.
El documento presenta la cuarta versión de la Escala de Inteligencia de Wechsler para Niños (WISC-IV). Consiste en 15 tests agrupados en 5 índices que evalúan la comprensión verbal, razonamiento perceptivo, memoria de trabajo, velocidad de procesamiento y CI total. Se actualizaron los tests y se eliminaron algunos optativos. La adaptación española incluyó 1590 casos para estandarizar la escala.
Psychological tests are used to measure human behavior and can be categorized into projective tests and aptitude tests. Projective tests use ambiguous stimuli to reveal unconscious motivations, with the Rorschach inkblot test being an example. Aptitude tests attempt to predict a person's ability to learn new skills through education and training, with components including verbal, numeric, and spatial reasoning. The SAT is an example of an aptitude test used to assess students' readiness for college-level work.
The document discusses the use of psychological tests by counselors. It notes that counselors use tests to:
1) Keep records of each student's needs, interests, abilities, and adjustment problems.
2) Help students make choices about courses and careers by assessing their interests and abilities.
3) Provide objective data to help counselors identify each student's strengths and opportunities.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
Specific learning disability Assessment and CurriculumJhef Jinemenzo
This document discusses various types of assessments used to evaluate students for specific learning disabilities. It covers comprehensive assessment, which uses both standardized and non-standardized tests. It also discusses intelligence tests, achievement tests, and behavior assessments. Specific tests mentioned include the Woodcock-Johnson III, Differential Ability Scales, Stanford-Binet, Wechsler Intelligence Scale for Children, Wechsler Individual Achievement Test, Peabody Individual Achievement Test, Vineland Adaptive Behavior Scales, Conners' Rating Scales, and Behavior Assessment System for Children.
This document provides an overview of informal classroom assessments using the ECCD checklist and Phil-IRI reading assessment tool for grades K-3. It discusses that assessment is essential for understanding student learning and planning instruction. Informal assessments like observation, oral presentations, journaling, and games are described as casual, non-graded tools to identify student strengths, weaknesses and guide lesson planning. The ECCD checklist and Phil-IRI assess child development and reading in 7 domains and are designed to identify learning delays or difficulties among young students.
Behavioral Assessment Scale For Children Second Edition (...Rachel Davis
Here is a summary of the key points regarding high scores on safety standards:
- The document discusses scores on items measuring attitudes towards safety standards.
- The scores on most of the items in this dimension, referring to the measurement of attitudes towards safety standards, are reported to be high.
- High scores in this context represent a positive attitude towards following and adhering to safety standards. This suggests that individuals scored well on questions assessing their views on the importance of safety protocols and regulations.
- In summary, high scores on items measuring attitudes towards safety standards indicate positive views of safety compliance among those assessed. It reflects a pro-safety mindset regarding following established safety rules and guidelines.
The document summarizes psychometric assessments used by the Allan Gray Orbis Foundation in their scholarship selection process. It discusses tests of emotional intelligence (BarOn EQ), aptitude (DAT), interests (MBI, CIP), and personality (MBTI) to identify learners who will excel academically, benefit from opportunities, and cope in challenging environments. Scores are used to recommend interventions like workshops and career counseling. The goal is providing information to support learners' career choices and subject selections based on their individual profiles.
Running Head: DYSLEXIA 1
DYSLEXIA 5
Dyslexia Psychological Assessment
Matthew Rosario
SNHU
Dyslexia Psychological Assessment
Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012).
Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role.
A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012).
Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008).
Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from ...
This report provides a summary of an individual's AMCAT assessment results. The summary includes:
1. Scores on various skills modules such as English comprehension, quantitative ability, etc. along with percentiles comparing the individual's score to others.
2. A personality assessment describing traits like extraversion, conscientiousness, emotional stability, etc.
3. An analysis of the individual's job fit for various roles based on their skills and personality. Their employability for roles like marketing, teaching, and business analysis is reported as low, and the skills needing improvement are identified.
4. A recommended study plan allocating time towards improving weaker skills in order to enhance employability. Resources for developing English
Based on your overall score, you are positioned at job level 4 on a 5-level benchmark scale, indicating potential for middle management or specialist roles.
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Self-Report Scales - Marital and Family Therapy and Counselling - Psychology ...PsychoTech Services
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Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
This document discusses several topics related to statistics including:
1) Using statistics in medicine to ensure effective patient care
2) Schools using statistics like success rates in subjects to inform their performance ratings
3) Statistics in further education being used to show rates of students achieving high grades to boost morale
A psychoeducational assessment evaluates an individual's cognitive abilities, academic skills, attention, social-emotional functioning, and processing speeds in order to identify strengths and needs. Such an assessment provides more detailed information than typical school testing and can help diagnose issues that may be hindering performance. The assessment process involves interviews, questionnaires, observation, and standardized testing of areas like IQ, achievement, memory, and attention. Following testing, recommendations are provided regarding learning strategies, accommodations, interventions, and referrals to other professionals that can help maximize the individual's potential. Obtaining a psychoeducational assessment provides a formal evaluation that facilitates early intervention for issues affecting school, work, or home life.
This document provides the results of a personality assessment survey taken by the recipient. It includes scores on 6 personality factors - Confidence, Curiosity, Decisiveness, Problem-Solving, Self-Assessment and Tolerance - compared to thousands of other test-takers. An overall Employability value is calculated as the average of these scores. Higher scores indicate strengths in those areas compared to others. The document then provides details on each factor and what they indicate about the recipient's personality. It encourages the recipient to use the results to understand their strengths and areas for development.
This document discusses learning disabilities and the assessment process. It notes that a licensed psychologist can diagnose a learning disability based on criteria including average or above average intelligence and achievement below expectations. The assessment is a comprehensive process involving history, testing, scoring, and recommendations. It can identify specific processing difficulties and provide diagnosis, understanding, and intervention strategies to help foster academic success. While some worry about labeling, proper diagnosis ensures a child receives needed supports.
This document discusses learning disabilities and the assessment process. It notes that a licensed psychologist can diagnose a learning disability based on criteria including average or above average intelligence and achievement below expectations. The assessment is a comprehensive process involving history, testing, scoring, and recommendations. It can identify specific processing difficulties and determine appropriate supports to help foster academic success and self-esteem. While some worry about labeling, a proper diagnosis ensures a child receives effective support to reach their potential.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
1RUNNING HEAD METHODS AND RESULTS1RUNNING HEAD METHODS.docxdrennanmicah
1
RUNNING HEAD: METHODS AND RESULTS
1
RUNNING HEAD: METHODS AND RESULTS
Methods and Results
PSY 520
Diamond Newton
April 21, 2019
Methods
Participants
This study was conducted using SNHU graduate level students in classes PSY 510/520. The link to the survey as well as the introduction was placed in an email to current classmates and in the SNHU MS Psychology Lounge where students were recruited to take the survey voluntarily. Each student was made aware that the survey was completely voluntary and any content provided will remain confidential. There were 12 people total to take the survey, and there was a mix of male and female students; only the first ten students were selected.
Materials
There were a couple of different materials used to complete this study. I utilized the participation of ten PSY 510/520 students from SNHU. I also utilized SPSS to analyze data obtained from the survey. The survey had 29 questions that included questions that were not broken into any category, but they measured the current choices and feelings made by the participants due to their childhood. The questions were not charged in nature. Special precautions to questions were taken to be sure not to trigger anyone’s past emotions if they may have had any. Qualtrics was also utilized as the platform for where students will be participating in the survey.
Methodological Procedures
The data collection heavily relied upon the Qualtrics. Qualtrics is a system utilized by SNHU for administering the questionnaire for students to participate. Once the questionnaires are completed, Qualtrics will analyze the data and group them.
Results
Raw Data
This raw data was reduced by eliminating unnecessary and repetitive questions. By simplifying the questionnaire, you can focus on the questions that will provide the necessary data. The Likert scale format will remain the same for this data set. The statistical analysis will consist of the current feelings and tasks of each participant in relations to their childhood. The statistical analysis will not include questions removed that provided no bearing to the research question, as the questions were multifaceted and created too much ambiguity.
Descriptive Statistics
Below I have included a table outlining the descriptive statistics. There will be three separate tables; 1. Demographics table, 2. Childhood challenges, and 3. Current feelings and actions.
Table 1: Demographics
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
What is your sex?
10
1
2
1.80
.422
What is the highest level of school you have completed or the highest degree you have received?
10
5
5
5.00
.000
Are you Spanish, Hispanic, or Latino or none of these?
10
2
2
2.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice White
7
1
1
1.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice Black or African American
3
1
1
1.00
.000
Were you raise.
Similar to Wechsler Intelligence Scale For Children (20)
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Causes Of Tooth Loss
PERIODONTAL PROBLEMS ( PERIODONTITIS, GINIGIVITIS)
Systemic Causes Of Tooth Loss
1. Diabetes Mellitus
2. Female Sexual Hormones Condition
3. Hyperpituitarism
4. Hyperthyroidism
5. Primary Hyperparathyroidism
6. Osteoporosis
7. Hypophosphatasia
8. Hypophosphatemia
Causes Of Tooth Loss
CARIES/ TOOTH DECAY
Causes Of Tooth Loss
CAUSES OF TOOTH LOSS
Consequence of tooth loss
Anatomic
Loss of ridge volume both height and width
Bone loss :
mandible > maxilla
Posteriorly > anteriorly
Anatomic consequences
Broader mandibular arch with constricting maxilary arch
Attached gingiva is replaced with less keratinised oral mucosa which is more readily traumatized.
Anatomic consequences
Tipping of the adjacent teeth
Supraeruption of the teeth
Traumatic occlusion
Premature occlusal contact
Anatomic Consequences
Anatomic Consequences
Physiologic consequences
Physiologic Consequences
Decreased lip support
Decreased lower facial height
Physiologic Consequences
Physiologic consequences
Education of Patient
Diagnosis, Treatment Planning, Design, Treatment, Sequencing, and Mouth Preparation
Support for Distal Extension Denture Bases
Establishment and Verification of Occlusal Relations and Tooth Arrangements
Initial Placement Procedures
Periodic Recall
Education of Patient
Informing a patient about a health matter to
secure informed consent.
Patient education should begin at the initial
contact with the patient and should continue throughout treatment.
The dentist and the patient share responsibility for the ultimate success of a removable partial denture.
This educational procedure is especially important when the treatment plan and prognosis are discussed with the patient.
Diagnosis, Treatment Planning, Design, Treatment, Sequencing, and Mouth Preparation
Begin with thorough medical and dental histories.
The complete oral examination must include both clinical and radiographic interpretation of:
caries
the condition of existing restorations
periodontal conditions
responses of teeth (especially abutment teeth) and residual ridges to previous stress
The vitality of remaining teeth
Continued…..
Occlusal plan evaluation
Arch form
Evaluation of Occlusal relationship through mounting the diagnostic cast
The dental cast surveyor is an absolute necessity in which patients are being treated with removable partial dentures.
Mouth preparations, in the appropriate sequence, should be oriented toward the goal of
providing adequate support, stability,
retention, and
a harmonious occlusion for the partial denture.
Support for Distal Extension Denture Bases
A base made to fit the anatomic ridge form does not provide adequate support under occlusal loading.
The base may be made to fit the form of the ridge when under function.
Support for Distal Extension Denture Bases
This provides support
Hemodialysis: Chapter 8, Complications During Hemodialysis, Part 2 - Dr.GawadNephroTube - Dr.Gawad
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JMML is a rare cancer of blood that affects young children. There is a sustained abnormal and excessive production of myeloid progenitors and monocytes.
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A comparative study on uroculturome antimicrobial susceptibility in apparentl...Bhoj Raj Singh
The uroculturome indicates the profile of culturable microbes inhabiting the urinary tract, and it is often required to do a urine culture to find an effective antimicrobial to treat UTIs. This study targeted to understand the profile of culturable pathogens in the urine of apparently healthy (128) and humans with clinical UTIs (161). In urine samples from UTI cases, microbial counts were 1.2×104 ± 6.02×103 colony-forming units (cfu)/ mL, while in urine samples from apparently healthy humans, the average count was 3.33± 1.34×103 cfu/ mL. In eight samples (six from UTI cases and two from apparently healthy people) of urine, Candida (C. albicans 3, C. catenulata 1, C. krusei 1, C. tropicalis 1, C. parapsiplosis 1, C. gulliermondii 1) and Rhizopus species (1) were detected. Candida krusei was detected only in a single urine sample from a healthy person and C. albicans was detected both in urine of healthy and clinical UTI cases. Fungal strains were always detected with one or more types of bacteria. Gram-positive bacteria were more commonly (OR, 1.98; CI99, 1.01-3.87) detected in urine samples of apparently healthy humans, and Gram -ve bacteria (OR, 2.74; CI99, 1.44-5.23) in urines of UTI cases. From urine samples of 161 UTI cases, a total of 90 different types of microbes were detected and, 73 samples had only a single type of bacteria. In contrast, 49, 29, 3, 4, 1, and 2 samples had 2, 3, 4, 5, 6 and 7 types of bacteria, respectively. The most common bacteria detected in urine of UTI cases was Escherichia coli detected in 52 samples, in 20 cases as the single type of bacteria, other 34 types of bacteria were detected in pure form in 53 cases. From 128 urine samples of apparently healthy people, 88 types of microbes were detected either singly or in association with others, from 64 urine samples only a single type of bacteria was detected while 34, 13, 3, 11, 2 and 1 samples yielded 2, 3, 4, 5, 6 and seven types of microbes, respectively. In the urine of apparently healthy humans too, E. coli was the most common bacteria, detected in pure culture from 10 samples followed by Staphylococcus haemolyticus (9), S. intermedius (5), and S. aureus (5), and similar types of bacteria also dominated in cases of mixed occurrence, E. coli was detected in 26, S. aureus in 22 and S. haemolyticus in 19 urine samples, respectively. Gram +ve bacteria isolated from urine samples' irrespective of health status were more often (p, <0.01) resistant than Gram -ve bacteria to ajowan oil, holy basil oil, cinnamaldehyde, and cinnamon oil, but more susceptible to sandalwood oil (p, <0.01). However, for antibiotics, Gram +ve were more often susceptible than Gram -ve bacteria to cephalosporins, doxycycline, and nitrofurantoin. The study concludes that to understand the role of good and bad bacteria in the urinary tract microbiome more targeted studies are needed to discern the isolates at the pathotype level.
1. Wechsler Intelligence Scale For Children
_____________________________________________________________________________________
Biography of David J. Carey:
David was employed for many years as the Coordinator of Special Education and
Programme Development at the Froebel College of Education, one of Ireland’s five
primary teacher-training colleges. He has recently decided to pursue his primary
interests, the private practice of psychology and writing books. He is a psychologist
with 25 years experience in both clinical and educational settings. He has worked
with children, adolescents and adults having a variety of emotional and behavioural
difficulties including Oppositional Defiant Disorder, ADHD, Conduct Disorder as well
as serious mental health problems such as bi-polar disorder and schizophrenia. At
Froebel he has lectured in special education and coordinated several post-graduate
programmes including a Master’s degree in special education. He is a part-time
lecturer on the Master’s in educational psychology and special education at University
College Dublin, an occasional lecturer at Roehampton University, London and at
Trinity College Dublin.
David is the author of The Essential Guide to Special Education in Ireland
and is on the editorial board of REACH, the journal of the Irish Association of Special
Education Teachers. He is currently completing a guide to the education of children
with autistic spectrum disorders in mainstream schools. He has published extensively
in Ireland and in the US on various mental health topics and special education issues.
He has lectured internationally and currently is the director of an educational
development programme in Nairobi Kenya, working with Kindergarten teachers and
providing volunteer teachers in the slum schools of Kabira, Africa’s largest slum.
Private Practice:
David includes the following specialities in his private practice:
1.) Hypnosis for self-esteem, self-confidence and habit control
2.) Individual therapy of adolescents and adults
3.) Assessment of children, adolescents and adults
4.) Assessment of child-custody issues
5.) Assessment of ADHD in children, adolescents and adults
6.) Individual cognitive-behaviour therapy for ADHD in adolescents and adults
7.) Group therapy for adults
For an appointment or additional information please call: +353 (0)86 8115764
Email Me: info@davidjcarey.com
_____________________________________________________________________________________
www.davidjcarey.com
2. Wechsler Intelligence Scale For Children
_____________________________________________________________________________________
WECHSLER INTELLIGENCE SCALE
FOR CHILDREN
The most common assessment instrument used by psychologists is the Wechsler
Intelligence Scale for Children and will therefore be the one we look at. In using
this test as an example, you will hopefully get a reasonable picture of how an assessment is
carried out. The Wechsler test is, essentially, a test of intelligence. It has been in use for
over fifty years and has been revised numerous times to keep it up to date.
The test is divided into two sections with each section containing a number of subtests. The
two broad sections of the test are the:
Verbal Scale
Performance Scale
Successful completion of any item on any of the Verbal subtests requires a verbal
response. On the Performance subtests, the person must do something in response to a
question or task. When the entire test has been administered, the assessor calculates what
is called a Composite Score, a score that takes into account both sections. Because it is a
test of intelligence, the test scores obtained are called IQ scores and you will see the results
stated in this format:
Verbal Scale IQ
Performance Scale IQ
Full Scale IQ (the composite score)
The Full Scale score, according to the standard interpretation, indicates the level
of a person's intelligence. A Full Scale score in the range of 90 to 110 is considered
average; the person can be said to have average intelligence.
In addition to looking at the Full Scale score, the three scores, (verbal, performance and full
scale) can be compared against one another. What is expected in most people is that the
three scores will cluster close enough together to indicate that the individual's verbal and
performance skills are evenly developed. When there is a large difference between the two
subtest scores (verbal and performance), it may indicate learning problems.
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www.davidjcarey.com
3. Wechsler Intelligence Scale For Children
_____________________________________________________________________________________
This is as good a time as any to introduce the reader to some of the common terms
used in assessment:
Percentile scores
Reading age scores
Standard scores
Children are frequently referred for assessment after reading or maths tests have
been administered to the entire class. The most common whole-class tests in use are
the Drumcondra tests (reading) and the Micra T test (mathematics). A child's results in
these tests are reported in what are called percentile scores. A percentile score indicates
where a child stands in comparison to a sample of children in his or her own age, on a given
task. A score at the 50th percentile on the Drumcondra test means that the child is well
within the middle range (49 children out of 100 score higher, 49 score lower).
Some tests yield what are called reading age scores. Reading age scores do not yield
significant information, their use has been criticised and has been discouraged in the
learning support teachers' written guidelines. A two-year difference in reading age in 5th
class may not be terribly significant.
Standard scores are also frequently reported following assessment. The average
standard score is 100, which is at the 50th percentile, meaning the child's score isn't
significantly different in that test than other, same- age children. Standard scores must differ
from one another by about fifteen points in order for the difference to be of any real
significance. About two-thirds of all children have standard scores on a test that are
between 85 and 115, that is, the 16th percentile and the 84th percentile (see table below).
Scores in this range are not particularly noteworthy (there are exceptions to this, which will
be presented when we explain tests of children's intelligence).
The following chart will be helpful in translating standard scores, scale scores, standard
deviations, and percentile scores into understandable and meaningful information.
Standard deviations tell us how much confidence we can place in a given score. Any
time a test is administered there will be a certain range of scores obtained that don't have
any significance in the actual test results. In psychological assessment the usual standard
deviation of significance is three points or more. So if a child measures 12 points on a test
and 11 on another there is no real significance to this difference. Although an
oversimplification it is helpful to consider the standard deviation in scores to determine
whether or not a strength or weakness is actually present upon assessment.
The most useful scores to interpret for common sense purposes are therefore percentile
scores. I recommend you ask for percentile scores when test results are being reported.
Most importantly, do not expect reading- or mathematics-age scores to be useful for
educational planning or for reviewing the effectiveness of educational interventions. We will
refer to percentiles again throughout this section.
_____________________________________________________________________________________
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4. Wechsler Intelligence Scale For Children
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Standard Scores
The Verbal Scale, Performance Scale, and Full Scale scores are all Standard Scores.
Previously I stated that standard scores all have 100 as their average, with the range of
average being from 90 to 110. About two-thirds of all children will score between 85 and
115 on these three scales and scores within this range are not highly significant.
At the risk of getting bogged down in too much information, it's worth having a more detailed
look. For example, let's take a look at the Verbal Scale. The subtests that are administered
are in bold and I have included what they are trying to assess:
Information: factual knowledge, long-term memory, recall.
Similarities: abstract reasoning, verbal categories and concepts.
Arithmetic: attention and concentration, numerical reasoning.
Vocabulary: language development, word knowledge, verbal fluency.
Comprehension: social and practical judgment, common sense.
Digit Span: short-term auditory memory, concentration.
On the Performance Scale, the following subtests are administered (bold) and what they are
trying to assess is indicated:
Picture Completion: alertness to detail, visual discrimination.
Coding: visual-motor coordination, speed, and concentration.
Picture Arrangement: planning, logical thinking, social knowledge.
Block Design: spatial analysis, abstract visual problem solving.
Object Assembly: visual analysis and construction of objects.
Symbol Search: visual-motor quickness, concentration, persistence.
Mazes: fine motor coordination, planning, following directions.
An example will help illustrate the fine points of interpreting this test. Suppose Patricia is
referred for an educational psychological assessment, having progressed through Stages
One and Two.
The Wechsler test is administered and she obtains the following results (this is a crude
example for illustrative purposes and the numbers are not meant to be accurate
_____________________________________________________________________________________
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5. Wechsler Intelligence Scale For Children
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representations of what a real test profile would look like). Individual subtest scores range
from a low of one to a high of nineteen. Remember that differences of three points or less
between them are not particularly significant. When the difference exceeds three points it
may indicate a difficulty with the underlying brain processing tasks that were described
above.
Verbal Scale Performance Scale
Information 8 Picture Completion 9
Similarities 3 Coding 10
Arithmetic 9 Picture Arrangement 11
Vocabulary 9 Block Design 2
Comprehension 18 Object Assembly 9
Digit Span 9 Symbol Search 8
Mazes 14
Using the conversion tables available in the Wechsler test manual, the results of these
subtests yield the following scale scores:
Verbal Scale IQ 109
Performance Scale IQ 113
Full Scale IQ 110
Patricia is in the average range, right? Looking at the three Scale scores, you would
think so. But if we take a closer look at the individual subtest scores, something interesting
comes into view. On two subtests that assess abstract thinking (Similarities and Block
Design), Patricia's subtest scores are quite low. Subtest scores have an average of ten and
there is little significance in a variation of three. However, Patricia's score of 2 on Block
Design and 3 on Similarities indicates a real weakness in abstract thinking, verbally and
non-verbally, despite her average intelligence. This weakness may well indicate learning
problems.
I described percentile scores earlier. These scores help us to compare a child's test results
with those of other, same-age children. Let's see how Patricia compares with other girls her
age by looking at the percentile scores that correspond to each of her scores above, as
follows:
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6. Wechsler Intelligence Scale For Children
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Verbal Scale Performance Scale
Scale Score percentile Scale percentile
Information 8 25 Picture Compilation 9 37
Similarities 3 1 Coding 10 50
Arithmetic 9 27 Picture Arrangement 11 63
Vocabulary 9 27 Block Design 2 1
Comprehension 18 99 Object Assembly 9 37
Digit Span 9 37 Symbol Search 8 25
Mazes 14 91
The results of all these subtests yield the following scale scores:
Scale Score percentile
Verbal Scale IQ 109 73
Performance Scale IQ 113 81
Full Scale IQ 110 75
Taking a look at the percentile scores tells us more about how Patricia compares to children
her own age.
Now, let's suppose that Patricia was initially referred because she was having considerable
difficulty learning to read. I was at pains to point out in the earlier section that the assessor
must take into account all the factors that might result in Patricia's difficulty, before drawing
conclusions She may have had health problems which caused her to miss one-third of the
school year over each of the past several years; what if her parents were members of the
Travelling Community and moved her from school to school five times each year? What if,
for the past two years she has had three different teachers, as a result of staff illness, and
two of them had no teaching qualification? There may be personal issues (family
bereavement etc) that may have relevance. Any of these factors, and more, could be the
real cause of Patricia's reading problems. The assessor will have to take everything into
account and put it together in a way that makes sense to all.
What I am saying here is that there are a great many factors which can account
for the scores obtained and that it is the responsibility of the examiner to be sure
the results are an accurate picture of the child's intellectual skills and not an
artefact of other influences which mask the true skill levels.
It is only possible to make full sense of test scores if they are stated in full in the assessment
written report. It is often the case that the psychologist will only report a range of scores, for
example, quot;Verbal IQ: Average Rangequot;, quot;Performance IQ: Borderline Rangequot; This sort of
report writing can raise more questions than answers because sometimes the numbers are
at the fringes of a range. For example a score of 90 and a score of 109 are both within the
'Average' range but are both at the extreme range, with one Low Average and one High
Average. Without stating the exact numbers, it is impossible to get an accurate picture of
the child's level of abilities. I suggest that parents request the complete test data, (the actual
numbers themselves) – it will be a useful means to compare results if an assessment is
re-administered sometime in the future.
_____________________________________________________________________________________
www.davidjcarey.com
7. Wechsler Intelligence Scale For Children
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Scale Scores
This brings us to the range of scale scores and what they represent. The Wechsler
test is supposed to be a test of intelligence and for these purposes, the three scale scores
that are calculated correspond to a range of intelligence 'category', from Gifted to Learning
Disabled:
Scale Score IQ Intelligence Range/Special Ed Category
130 and above Exceptionally Able/Gifted
90-110 Average (not a special education category)
70-79 Borderline General Learning Disability
50-68 Mild General Learning Disability
35-49 Moderate General Learning Disability
Below 35 Severe/Profound General Learning Disability
You might wonder what happens to those children whose scale scores fall between 80-89.
The short answer is that they are not generally eligible for special education services; if their
reading of mathematic ability is below the 10th percentile they will be looked after by the
learning support teacher. If not, they are deemed to be doing as well as other children and
will not receive any specialist assistance.
As has been stated earlier, observations are a helpful source of information but it must be
remembered that all observations are subjective (liable to be distorted by hidden bias and
differing levels of tolerance for learning differences and differences in behavioural skills). In
any assessment the sole reliance upon observation and teacher-made tests is
inappropriate. Assessment instruments that generate quantifiabledata are a necessary part
of the assessment process.
_____________________________________________________________________________________
www.davidjcarey.com
8. Wechsler Intelligence Scale For Children
_____________________________________________________________________________________
Biography of David J. Carey:
David was employed for many years as the Coordinator of Special Education and
Programme Development at the Froebel College of Education, one of Ireland’s five
primary teacher-training colleges. He has recently decided to pursue his primary
interests, the private practice of psychology and writing books. He is a psychologist
with 25 years experience in both clinical and educational settings. He has worked
with children, adolescents and adults having a variety of emotional and behavioural
difficulties including Oppositional Defiant Disorder, ADHD, Conduct Disorder as well
as serious mental health problems such as bi-polar disorder and schizophrenia. At
Froebel he has lectured in special education and coordinated several post-graduate
programmes including a Master’s degree in special education. He is a part-time
lecturer on the Master’s in educational psychology and special education at University
College Dublin, an occasional lecturer at Roehampton University, London and at
Trinity College Dublin.
David is the author of The Essential Guide to Special Education in Ireland
and is on the editorial board of REACH, the journal of the Irish Association of Special
Education Teachers. He is currently completing a guide to the education of children
with autistic spectrum disorders in mainstream schools. He has published extensively
in Ireland and in the US on various mental health topics and special education issues.
He has lectured internationally and currently is the director of an educational
development programme in Nairobi Kenya, working with Kindergarten teachers and
providing volunteer teachers in the slum schools of Kabira, Africa’s largest slum.
Private Practice:
David includes the following specialities in his private practice:
1.) Hypnosis for self-esteem, self-confidence and habit control
2.) Individual therapy of adolescents and adults
3.) Assessment of children, adolescents and adults
4.) Assessment of child-custody issues
5.) Assessment of ADHD in children, adolescents and adults
6.) Individual cognitive-behaviour therapy for ADHD in adolescents and adults
7.) Group therapy for adults
For an appointment or additional information please call: +353 (0)86 8115764
Email Me: info@davidjcarey.com
_____________________________________________________________________________________
www.davidjcarey.com