Question 1

The Conners Comprehensive Behavior Rating Scale (CBRS) assesses:

Accepted Answer

A)  ADHD only 
B)  A wide range of social-emotional problems as opposed to the Conners 3, which primarily measures symptoms of ADHD. 
C)  Anxiety only 
D)  None of the above 
A)  ADHD only 
B)  A wide range of social-emotional problems as opposed to the Conners 3, which primarily measures symptoms of ADHD. 
C)  Anxiety only 
D)  None of the above

Question 2

Rating scale systems are:

Accepted Answer

A)  Procedures for completing rating scales 
B)  Directions for analyzing rating scales 
C)  Rating scales with cross-informant scales that can be completed across a number of settings. 
D)  None of the above 
A)  Procedures for completing rating scales 
B)  Directions for analyzing rating scales 
C)  Rating scales with cross-informant scales that can be completed across a number of settings. 
D)  None of the above

Question 3

The Behavior Assessment Scale for Children, Second Edition (BASC-2) assesses:

Accepted Answer

A)  Problem behaviors 
B)  School problems 
C)  Adaptive skills 
D)  All of the above 
A)  Problem behaviors 
B)  School problems 
C)  Adaptive skills 
D)  All of the above

Question 4

The Conners' rating scales have typically been known for assessment of:

Accepted Answer

A)  Personality disorders 
B)  Depression 
C)  Attention problems 
D)  None of the above 
A)  Personality disorders 
B)  Depression 
C)  Attention problems 
D)  None of the above

Question 5

One way to minimize problems associated with behavior rating scales is to:

Accepted Answer

A)  Use multiple methods in assessing troubling behavior 
B)  Use multiple sources to provide a variety of perspectives 
C)  Measure the behavior over a range of settings 
D)  All of the above 
A)  Use multiple methods in assessing troubling behavior 
B)  Use multiple sources to provide a variety of perspectives 
C)  Measure the behavior over a range of settings 
D)  All of the above

Question 6

One potential drawback of using ASEBA rating scales for educational classification is:

Accepted Answer

A)  The psychiatric/clinical symptom questions that might seem irrelevant or off-putting to parents and teachers. 
B)  There has not been enough research supporting these scales. 
C)  Direct observation is a more useful assessment technique. 
D)  All of the above 
A)  The psychiatric/clinical symptom questions that might seem irrelevant or off-putting to parents and teachers. 
B)  There has not been enough research supporting these scales. 
C)  Direct observation is a more useful assessment technique. 
D)  All of the above

Question 7

In addition to response bias, another set of measurement problems associated with behavior rating scales is:

Accepted Answer

A)  Error variance 
B)  Time variance 
C)  Social variance 
D)  All of the above 
A)  Error variance 
B)  Time variance 
C)  Social variance 
D)  All of the above

The Conners Comprehensive Behavior Rating Scale (CBRS) assesses:

Rating scale systems are:

The Behavior Assessment Scale for Children, Second Edition (BASC-2) assesses:

The Conners' rating scales have typically been known for assessment of:

One way to minimize problems associated with behavior rating scales is to:

One potential drawback of using ASEBA rating scales for educational classification is:

In addition to response bias, another set of measurement problems associated with behavior rating scales is:

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

The Conners Comprehensive Behavior Rating Scale (CBRS) assesses:

Rating scale systems are:

The Behavior Assessment Scale for Children, Second Edition (BASC-2) assesses:

The Conners' rating scales have typically been known for assessment of:

One way to minimize problems associated with behavior rating scales is to:

One potential drawback of using ASEBA rating scales for educational classification is:

In addition to response bias, another set of measurement problems associated with behavior rating scales is:

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