Evaluation

Psychologists have specialized education and training to administer psychological tests and to interpret the results, so that a report of findings and recommendations may be prepared to answer referral questions. Psychological testing may be considered in several ways:

  1. The referral source (client) and question for the tests to answer

    • Testing may be requested or required by: Adults, parents, physicians, psychiatrists or psychotherapists, school staff, judges, attorneys, licensing boards, hospitals and residential treatment centers, graduate and professional admissions policies, employers, agencies, etc.
    • Questions may include such as:
      • Does this student have ADHD?
      • Might medication evaluation be indicated? Have symptoms improved with treatment?
      • Does this student qualify for accommodations under federal law (IDEA, ADA 504)?
      • Is this student gifted, learning disabled, or otherwise in need of curriculum changes?
      • Is this adult disabled, suffering from an impairment of a significant life function?
      • What psychiatric diagnosis applies; can certain disorders be confirmed or ruled out?
      • Is this person presently dangerous to self or others?
  2. The purpose, use, or audience for the test results

    • Use by an attorney in legal actions
    • Use by a school IEP or Section 504 committee
    • Use by a psychotherapist or psychiatrist for treatment planning or medication response
    • To meet requirements imposed by the court, Child Protective Services, etc.
    • To document eligibility for accommodations on nationally standardized high-stakes exams such as the SAT, ACT, MCAT, DAT, LSAT, GRE, etc. for admission to programs
    • Self-understanding, as in career selection

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  3. The psychological function to be assessed

    • Cognitive or intellectual functioning; Memory
    • Academic achievement skills and level
    • Fluency, Processing Speed
    • Attention & Executive Functioning
    • Auditory Processing/Language Skills Visual Spatial/Visual- Motor Integration Skills, Fine Motor Skills
    • Social & Emotional functioning
    • Psychological/Psychiatric diagnosis (DSM-5 / ICD-9)
    • Self-care and activities of daily living
    • Somatic/Cognitive Dysfunction
    • Thought Dysfunction
    • Behavioral Dysfunction

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  4. The tests administered and how administered

    • Doctor-administered face-to-face (E.g., Rorschach, WISC-IV, WAIS-IV, WIAT-III)
    • Technician-administered (E.g., Trail Making Test, VMI, Rating Scales)
    • Computer-administered (E.g., CPT-2, CNS-Vital Signs)
    • Paper-and-pencil or Online (E.g. BASC-2, BRIEF, CDI-2)

      Objective Tests

    • Conners’ Continuous Performance Test CPT-3 and CATA
    • Basic Achievement Skills Inventory (BASI™)

      Subjective Questionnaires and Rating Scales (Completed by self or others)

    • BAARS-IV
    • Behavior Rating Inventory of Executive Function (BRIEF)
    • Behavior Assessment System for Children, 2nd Edition (BASC-2)
    • (BASC-2) Beck Depression Inventory -2
    • Children’s Depression Inventory – 2 (CDI-2)
    • MASC-2

      Tests completed by the patient / client

    • Minnesota Multiphasic Personality Inventory – 2- RF (MMPI-2-RF)
    • Millon Clinical Multiphasic Inventory-III, M-PACI

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