Question 1

Halo effects are:

Accepted Answer

A)  The tendency of some raters to have an overly generous or overly critical response set when rating all behaviors. 
B)  Rating a child in a positive or negative manner simply because they possess some other positive or negative characteristic not pertinent to the rated item. 
C)  The proclivity of raters to select midpoint ratings and to avoid endpoints of the scale such as never and always. 
D)  None of the above 
A)  The tendency of some raters to have an overly generous or overly critical response set when rating all behaviors. 
B)  Rating a child in a positive or negative manner simply because they possess some other positive or negative characteristic not pertinent to the rated item. 
C)  The proclivity of raters to select midpoint ratings and to avoid endpoints of the scale such as never and always. 
D)  None of the above B

Question 2

The ASEBA rating scales are suitable for the following age range:

Accepted Answer

A)  5 to 15 
B)  6 to 18 
C)  3 to 21 
D)  2 to 25 
A)  5 to 15 
B)  6 to 18 
C)  3 to 21 
D)  2 to 25 B

Question 3

Similar scores on two different behavior rating scales may not mean the same thing because:

Accepted Answer

A)  They measure slightly different constructs. 
B)  The sample used to develop norms may be different. 
C)  Both A and B 
D)  None of the above 
A)  They measure slightly different constructs. 
B)  The sample used to develop norms may be different. 
C)  Both A and B 
D)  None of the above C

Question 4

The Conners 3 Global Index:

Accepted Answer

A)  Includes 10 items 
B)  Is a separate measure from the Conners 3 
C)  Can be used to monitor treatment effectiveness 
D)  Both A and C 
A)  Includes 10 items 
B)  Is a separate measure from the Conners 3 
C)  Can be used to monitor treatment effectiveness 
D)  Both A and C

Question 5

One type of response bias associated with behavior rating scales includes:

Accepted Answer

A)  halo effects 
B)  Leniency or severity effects 
C)  Central tendency effects 
D)  All of the above 
A)  halo effects 
B)  Leniency or severity effects 
C)  Central tendency effects 
D)  All of the above

Question 6

The Conners 3 Parent and Teacher reports cover which ages?

Accepted Answer

A)  6 to 18 
B)  8 to 18 
C)  8 to 11 
D)  4 to 21 
A)  6 to 18 
B)  8 to 18 
C)  8 to 11 
D)  4 to 21

Question 7

The Achenbach System of Empirically Based Assessment (ASEBA) includes:

Accepted Answer

A)  Rating scales 
B)  Self-report measures 
C)  Observation protocols 
D)  Interview schedules 
A)  Rating scales 
B)  Self-report measures 
C)  Observation protocols 
D)  Interview schedules

Question 8

An advantage of using a rating scale over an unstructured interview is:

Accepted Answer

A)  Rating scales provide assessors with more information. 
B)  Rating scales typically provide more reliable data. 
C)  Rating scales are more user-friendly. 
D)  None of the above 
A)  Rating scales provide assessors with more information. 
B)  Rating scales typically provide more reliable data. 
C)  Rating scales are more user-friendly. 
D)  None of the above

Question 9

Discuss how behavior rating scales might be best used in school-wide prevention models such as social-behavioral Response to Intervention (RtI)

Accepted Answer

Behavior rating scales can be a valuable

Question 10

Behavior rating scales are different from behavior checklists in that:

Accepted Answer

A)  Behavior rating scales are additive in nature. 
B)  Behavior rating scales estimate the degree to which a behavioral characteristic is present. 
C)  Checklists give more information. 
D)  Both A and B 
A)  Behavior rating scales are additive in nature. 
B)  Behavior rating scales estimate the degree to which a behavioral characteristic is present. 
C)  Checklists give more information. 
D)  Both A and B

Question 11

The Conners 3 is aligned to:

Accepted Answer

A)  DM-IV-TR criteria 
B)  IDEIA classification criteria 
C)  Both A and B 
D)  None of the above 
A)  DM-IV-TR criteria 
B)  IDEIA classification criteria 
C)  Both A and B 
D)  None of the above

Question 12

The Behavioral and Emotional Screening System (BESS) is different from the BASC-2 in that it:

Accepted Answer

A)  Has fewer items 
B)  Takes less time to complete 
C)  Might be used as a preventive measure to screen large groups of students 
D)  All of the above 
A)  Has fewer items 
B)  Takes less time to complete 
C)  Might be used as a preventive measure to screen large groups of students 
D)  All of the above

Question 13

Behavior rating scales can be used:

Accepted Answer

A)  To make summary judgments about behavior 
B)  As a screening tool prior to using more resource intensive assessments 
C)  Alone to diagnose social-emotional and behavioral disabilities 
D)  Both A and B 
A)  To make summary judgments about behavior 
B)  As a screening tool prior to using more resource intensive assessments 
C)  Alone to diagnose social-emotional and behavioral disabilities 
D)  Both A and B

Question 14

Discuss some of the cultural validity issues that were presented in the chapter related to the development and use of behavior rating scales.

Accepted Answer

In the chapter, several cultural validit

Question 15

The BASC-2 includes parent and teacher forms that measure the behaviors of:

Accepted Answer

A)  2-21 year olds 
B)  21-25 year olds 
C)  Both A and B 
D)  All of the above 
A)  2-21 year olds 
B)  21-25 year olds 
C)  Both A and B 
D)  All of the above

Question 16

The ASEBA parent and teacher forms provide a dimensional assessment of:

Accepted Answer

A)  Internalizing symptoms 
B)  Externalizing symptoms 
C)  Total problems 
D)  All of the above 
A)  Internalizing symptoms 
B)  Externalizing symptoms 
C)  Total problems 
D)  All of the above

Question 17

The rating format of a rating scale should be based on:

Accepted Answer

A)  The fewest number of levels needed to make an accurate rating discrimination. 
B)  Concrete descriptors associated with rating levels. 
C)  Both A and B 
D)  A only 
A)  The fewest number of levels needed to make an accurate rating discrimination. 
B)  Concrete descriptors associated with rating levels. 
C)  Both A and B 
D)  A only

Question 18

Behavior rating scales can provide information on:

Accepted Answer

A)  Low frequency, important behaviors 
B)  Parent perceptions of a child's behavior 
C)  Teacher perceptions of a child's behavior 
D)  All of the above 
A)  Low frequency, important behaviors 
B)  Parent perceptions of a child's behavior 
C)  Teacher perceptions of a child's behavior 
D)  All of the above

Question 19

Behavior rating scales:

Accepted Answer

A)  Measure perceptions of behaviors 
B)  Are completely subjective assessments 
C)  Meet the criteria for being considered an objective assessment technique 
D)  Both A and C 
A)  Measure perceptions of behaviors 
B)  Are completely subjective assessments 
C)  Meet the criteria for being considered an objective assessment technique 
D)  Both A and C

Question 20

Temporal variance refers to:

Accepted Answer

A)  The time it takes to complete a rating scale. 
B)  The tendency of behavior ratings to be only moderately consistent over time. 
C)  The time between multiple ratings of behavior 
D)  Both A and B 
A)  The time it takes to complete a rating scale. 
B)  The tendency of behavior ratings to be only moderately consistent over time. 
C)  The time between multiple ratings of behavior 
D)  Both A and B

Halo effects are:

The ASEBA rating scales are suitable for the following age range:

Similar scores on two different behavior rating scales may not mean the same thing because:

The Conners 3 Global Index:

One type of response bias associated with behavior rating scales includes:

The Conners 3 Parent and Teacher reports cover which ages?

The Achenbach System of Empirically Based Assessment (ASEBA) includes:

An advantage of using a rating scale over an unstructured interview is:

Discuss how behavior rating scales might be best used in school-wide prevention models such as social-behavioral Response to Intervention (RtI)

Behavior rating scales are different from behavior checklists in that:

The Conners 3 is aligned to:

The Behavioral and Emotional Screening System (BESS) is different from the BASC-2 in that it:

Behavior rating scales can be used:

Discuss some of the cultural validity issues that were presented in the chapter related to the development and use of behavior rating scales.

The BASC-2 includes parent and teacher forms that measure the behaviors of:

The ASEBA parent and teacher forms provide a dimensional assessment of:

The rating format of a rating scale should be based on:

Behavior rating scales can provide information on:

Behavior rating scales:

Temporal variance refers to:

Introducing Personality Assessment, Smith & Archer

The Clinical Interview, Maruish

The MMPI-2 and MMPI-A, Ben-Porath & Archer

Millon Clinical Multiaxial Intentory-III, Craig

The Personality Assessment Inventory, Morey, Hopwood

The NEO Inventories, Cost, McCrae

An Introduction to Rorschach Assessment, Meyer, Viglione

TAT and Other Performance-Based Assessment Techniques, Ackerman, Fowler, Clemence

Developing the Life Meaning of Psychological Test Data: Collaborative and Therapeutic Approaches, Fischer, Finn

Improving the Integrative Process in Psychological Assessment: Data Organization and Report Writing, Blais & Smith

Filters

Exam 7: Behavior Rating Scales, Merrell, Harlacher

Halo effects are:

The ASEBA rating scales are suitable for the following age range:

Similar scores on two different behavior rating scales may not mean the same thing because:

The Conners 3 Global Index:

One type of response bias associated with behavior rating scales includes:

The Conners 3 Parent and Teacher reports cover which ages?

The Achenbach System of Empirically Based Assessment (ASEBA) includes:

An advantage of using a rating scale over an unstructured interview is:

Discuss how behavior rating scales might be best used in school-wide prevention models such as social-behavioral Response to Intervention (RtI)

Behavior rating scales are different from behavior checklists in that:

The Conners 3 is aligned to:

The Behavioral and Emotional Screening System (BESS) is different from the BASC-2 in that it:

Behavior rating scales can be used:

Discuss some of the cultural validity issues that were presented in the chapter related to the development and use of behavior rating scales.

The BASC-2 includes parent and teacher forms that measure the behaviors of:

The ASEBA parent and teacher forms provide a dimensional assessment of:

The rating format of a rating scale should be based on:

Behavior rating scales can provide information on:

Behavior rating scales:

Temporal variance refers to:

Introducing Personality Assessment, Smith & Archer

The Clinical Interview, Maruish

The MMPI-2 and MMPI-A, Ben-Porath & Archer

Millon Clinical Multiaxial Intentory-III, Craig

The Personality Assessment Inventory, Morey, Hopwood

The NEO Inventories, Cost, McCrae

An Introduction to Rorschach Assessment, Meyer, Viglione

TAT and Other Performance-Based Assessment Techniques, Ackerman, Fowler, Clemence

Developing the Life Meaning of Psychological Test Data: Collaborative and Therapeutic Approaches, Fischer, Finn

Improving the Integrative Process in Psychological Assessment: Data Organization and Report Writing, Blais & Smith

Filters