DI 33535.035 Psychological Tests
A. Boston diagnostic aphasia examination - (generally available since January 1972)
A comprehensive examination of all language and speech functions. It is an improved technique because it provides more comprehensive and better organized quantitative data.
B. McCarthy scales of children's abilities - (generally available since January 1972)
Assesses motor and intellectual development of children 2 1/2 - 8 1/2 years of age. Yields six separate subscales, including a General Cognitive Index (GCI) which can be used as an Intelligence Quotient (IQ) score. It is a better technique because it is more current in terms of normative data.
C. Stanford-Binet intelligence scale - (third revision) (generally available since January 1973)
A measure of general intelligence for those aged 2 years and above. It provides a single overall IQ and there are no organized subtests or summary Verbal and Performance IQ's. The measure is primarily verbal, especially at adult age levels. Because this test is more current in terms of normative data, it is an improvement over earlier tests.
D. Wechsler intelligence scale for children-revised (WISC-R) - (generally available since January 1974)
Assesses a wide range of intellectual abilities in children ages 5 through 16. It yields a Verbal, Performance, and Full Scale IQ. This is an improved technique because it is more current in terms of normative data.
E. Wechsler adult intelligence scale-revised (WAIS-R) - (generally available since January 1981)
Copyrighted and available for general use in 1981, it is an updated and renormed edition of the WAIS and, as such, is a better test. It assesses a wide range of intellectual abilities in those aged 16 through 74 and yields a Verbal, Performance, and Full Scale IQ.
F. Peabody picture vocabulary test-revised) (PPVT-R) - (generally available since January 1981)
An individually administered measure of hearing vocabulary for those aged 2 1 /2 through adulthood. It provides a quick estimate of verbal ability and scholastic aptitude. Because this revised test is more current in terms of normative data, it is a better technique.
G. Luria-Nebraska neuropsychological battery - (generally available since January 1981)
A comprehensive neuropsychological test battery designed to assess the functioning of all major lobes of the brain. It is a better technique because it provides a low cost, portable, relatively brief alternative to the Halstead-Reitan Neuropsychological Battery.
H. Millon behavioral health inventory - (generally available since January 1982)
Yields information regarding a patient's style of relating to health professionals, problematic psychosocial attitudes and stressors, and psychosomatic aspects to physical complaints. It is an improved technique because it is more current, presents a more systematic approach, and is better organized.
I. Millon adolescent personality survey - (generally available since January 1982)
Developed to be compatible with the “Diagnostic and Statistical Manual of Mental Disorders; Third Edition” (DSM-III), this test assesses overall configuration of an adolescent's personality including coping style, expressed concerns, and behavioral patterns. It is an improved technique because of its compatibility with the DSM-III.
J. Millon clinical multiaxial inventory - (generally available since January 1984)
Designed for the assessment of the DSM-III categories of personality disorders and clinical syndromes. Theory-derived constructs are quantitatively measured to suggest diagnoses and psychodynamics, as well as testable hypotheses about patient history and behavior. It is an improved technique because it assesses pathology in a format which can be readily used with the DSM-III.
K. Kaufman test of educational achievement (K-TEA) - (generally available since January 1983)
Assesses reading, spelling, and mathematical knowledge in children in grades 1 through 12.
L. Kaufman assessment battery for children (K-ABC) - (generally available since January 1984)
This is a clinical instrument for the evaluation of preschool and elementary school children (2 1/2 through 12 1/2 years of age). Developed from recent research and theory in neuropsychology and cognitive psychology, it assesses problem-solving ability using both simultaneous and sequential mental processes.
It also includes an achievement scale which assesses acquired knowledge in reading and arithmetic. It is an improved technique because it generates data that coincides with recent research relating particular functions to parts