Question 1

Which of the following is true of ability tests other than the Binet and Wechsler tests?

Accepted Answer

A)  Nearly all yield scores that are directly comparable to the results of the Binet and/or Wechsler tests. 
B)  Nearly all are very easy to administer and require only brief training. 
C)  Because most focus on the needs of children with disabilities,they are nearly all non-verbal and require simple responses. 
D)  While some focus on a wide range of abilities,most focus on a narrow range. 
A)  Nearly all yield scores that are directly comparable to the results of the Binet and/or Wechsler tests. 
B)  Nearly all are very easy to administer and require only brief training. 
C)  Because most focus on the needs of children with disabilities,they are nearly all non-verbal and require simple responses. 
D)  While some focus on a wide range of abilities,most focus on a narrow range. D

Question 2

The Brazelton Scale

Accepted Answer

A)  has relatively good norms. 
B)  lacks predictive validity. 
C)  has very poor inter-rater reliability. 
D)  is stable over time. 
A)  has relatively good norms. 
B)  lacks predictive validity. 
C)  has very poor inter-rater reliability. 
D)  is stable over time. B

Question 3

One of the theoretical bases of the Kaufman battery is

Accepted Answer

A)  Luria's model of brain functioning. 
B)  Skinner's model of learning. 
C)  Pavlov's approach to conditioning. 
D)  Binet's structure of intelligence. 
A)  Luria's model of brain functioning. 
B)  Skinner's model of learning. 
C)  Pavlov's approach to conditioning. 
D)  Binet's structure of intelligence. A

Question 4

Which test is especially vulnerable to random errors?

Accepted Answer

A)  Columbia Mental Maturity Scale 
B)  Leiter International Performance Scale 
C)  Porteus Maze Test 
D)  KABC 
A)  Columbia Mental Maturity Scale 
B)  Leiter International Performance Scale 
C)  Porteus Maze Test 
D)  KABC

Question 5

Which of the following is a procedure with relevance for assessing brain damage?

Accepted Answer

A)  Leiter International Performance Scale-Revised 
B)  Illinois Test of Psycholinguistic Abilities 
C)  Porteus Maze Test 
D)  Bender Visual Motor Gestalt Test 
A)  Leiter International Performance Scale-Revised 
B)  Illinois Test of Psycholinguistic Abilities 
C)  Porteus Maze Test 
D)  Bender Visual Motor Gestalt Test

Question 6

One way to overcome the limitations of a particular alternative ability tests is to

Accepted Answer

A)  use several such tests in conjunction. 
B)  compare the results to one of the major scales. 
C)  compare the results at two different administrations. 
D)  There is no way to overcome these limitations. 
A)  use several such tests in conjunction. 
B)  compare the results to one of the major scales. 
C)  compare the results at two different administrations. 
D)  There is no way to overcome these limitations.

Question 7

Alternative individual ability tests

Accepted Answer

A)  are often not as reliant on a verbal response as are the Binet and Wechsler scales. 
B)  depend more on complex integration of visual/motor functioning. 
C)  are psychometrically superior to the Binet and Wechsler scales. 
D)  do not make use of performance tasks. 
A)  are often not as reliant on a verbal response as are the Binet and Wechsler scales. 
B)  depend more on complex integration of visual/motor functioning. 
C)  are psychometrically superior to the Binet and Wechsler scales. 
D)  do not make use of performance tasks.

Question 8

The concept of psychological deficit suggests that poor performance on a specific task is related to

Accepted Answer

A)  observable behavioral deficits. 
B)  an underlying deficit. 
C)  poor verbal skills. 
D)  poor visual-spatial skills. 
A)  observable behavioral deficits. 
B)  an underlying deficit. 
C)  poor verbal skills. 
D)  poor visual-spatial skills.

Question 9

Which test purports to measure receptive (hearing)vocabulary?

Accepted Answer

A)  KABC 
B)  McCarthy Scales 
C)  Peabody Picture Vocabulary 
D)  Porteus Maze Test 
A)  KABC 
B)  McCarthy Scales 
C)  Peabody Picture Vocabulary 
D)  Porteus Maze Test

Question 10

No normative data is available for the

Accepted Answer

A)  Brazelton Neonatal Assessment Scale. 
B)  Gesell Developmental Schedules. 
C)  Bayley Scales of Infant Development II. 
D)  Cattell Infant Intelligence Scale. 
A)  Brazelton Neonatal Assessment Scale. 
B)  Gesell Developmental Schedules. 
C)  Bayley Scales of Infant Development II. 
D)  Cattell Infant Intelligence Scale.

Question 11

Which of the following is an example of simultaneous processing?

Accepted Answer

A)  synthesizing information to solve problems 
B)  arranging information in a systematic order 
C)  splitting attention between two sources of information 
D)  any activity that involves both verbal and nonverbal skills. 
A)  synthesizing information to solve problems 
B)  arranging information in a systematic order 
C)  splitting attention between two sources of information 
D)  any activity that involves both verbal and nonverbal skills.

Question 12

The KABC

Accepted Answer

A)  tends to show larger African-American/white differences than the WISC-R or Binet. 
B)  tends to show smaller African-American/white differences than the WISC-R or Binet. 
C)  is not appropriate for evaluating African-American children. 
D)  is not appropriate for evaluating white children. 
A)  tends to show larger African-American/white differences than the WISC-R or Binet. 
B)  tends to show smaller African-American/white differences than the WISC-R or Binet. 
C)  is not appropriate for evaluating African-American children. 
D)  is not appropriate for evaluating white children.

Question 13

After years of extensive use,the Gesell scale

Accepted Answer

A)  still has a number of problems. 
B)  has relatively few problems. 
C)  is no longer used in clinical settings. 
D)  has excellent documentation in terms of reliability and validity. 
A)  still has a number of problems. 
B)  has relatively few problems. 
C)  is no longer used in clinical settings. 
D)  has excellent documentation in terms of reliability and validity.

Question 14

The KABC mental processing composite is made up of

Accepted Answer

A)  sequential and simultaneous processing. 
B)  achievement and nonverbal scales. 
C)  hand movements and number recall. 
D)  face recognition and Gestalt closure. 
A)  sequential and simultaneous processing. 
B)  achievement and nonverbal scales. 
C)  hand movements and number recall. 
D)  face recognition and Gestalt closure.

Question 15

The Brazelton Scale

Accepted Answer

A)  has relatively good norms. 
B)  purports to measure a newborn's competence. 
C)  has very good test-retest reliability. 
D)  is a very narrow neonatal exam. 
A)  has relatively good norms. 
B)  purports to measure a newborn's competence. 
C)  has very good test-retest reliability. 
D)  is a very narrow neonatal exam.

Question 16

The Bayley-II is designed to be used with children from ____ of age.

Accepted Answer

A)  3 days to 4 weeks 
B)  1 month to 42 months 
C)  2 months to 30 months 
D)  2 years to 6 years 
A)  3 days to 4 weeks 
B)  1 month to 42 months 
C)  2 months to 30 months 
D)  2 years to 6 years

Question 17

Which of the following tests seems to be a good predictor for populations with cognitive limitations but does not predict future intelligence within the normal ranges?

Accepted Answer

A)  Bayley Scales of Infant Development II 
B)  Cattell Infant Intelligence Scales 
C)  Gesell Developmental Schedules 
D)  Brazelton Neonatal Assessment Scale 
A)  Bayley Scales of Infant Development II 
B)  Cattell Infant Intelligence Scales 
C)  Gesell Developmental Schedules 
D)  Brazelton Neonatal Assessment Scale

Question 18

Test-retest reliability coefficients for the Brazelton Scale

Accepted Answer

A)  are both good and stable. 
B)  are generally good but unstable. 
C)  are generally poor but stable. 
D)  are both poor and unstable. 
A)  are both good and stable. 
B)  are generally good but unstable. 
C)  are generally poor but stable. 
D)  are both poor and unstable.

Question 19

Which test can be administered in about 20 minutes and requires no reading ability?

Accepted Answer

A)  Columbia Mental Maturity Scale 
B)  Peabody Picture Vocabulary Test 
C)  Porteus Maze Test 
D)  KABC 
A)  Columbia Mental Maturity Scale 
B)  Peabody Picture Vocabulary Test 
C)  Porteus Maze Test 
D)  KABC

Question 20

The Columbia Mental Maturity Scale is a reliable instrument,but is not useful in assessing individuals

Accepted Answer

A)  with sensory handicaps. 
B)  with physical handicaps. 
C)  under the age of 3 years. 
D)  with language handicaps. 
A)  with sensory handicaps. 
B)  with physical handicaps. 
C)  under the age of 3 years. 
D)  with language handicaps.

Exam 11: Other Individual Tests of Ability in Education and Special Education

Which of the following is true of ability tests other than the Binet and Wechsler tests?

The Brazelton Scale

One of the theoretical bases of the Kaufman battery is

Which test is especially vulnerable to random errors?

Which of the following is a procedure with relevance for assessing brain damage?

One way to overcome the limitations of a particular alternative ability tests is to

Alternative individual ability tests

The concept of psychological deficit suggests that poor performance on a specific task is related to

Which test purports to measure receptive (hearing)vocabulary?

No normative data is available for the

Which of the following is an example of simultaneous processing?

The KABC

After years of extensive use,the Gesell scale

The KABC mental processing composite is made up of

The Brazelton Scale

The Bayley-II is designed to be used with children from ____ of age.

Which of the following tests seems to be a good predictor for populations with cognitive limitations but does not predict future intelligence within the normal ranges?

Test-retest reliability coefficients for the Brazelton Scale

Which test can be administered in about 20 minutes and requires no reading ability?

The Columbia Mental Maturity Scale is a reliable instrument,but is not useful in assessing individuals

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Validity

Writing and Evaluating Test Items

Test Administration

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, wisc-Iv, and Wppsi-Iii

Standardized Tests in Education, civil Service, and the Military

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Test Bias

Testing and the Law

Ethics and the Future of Psychological Testing

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