1. Psychological Testing
Zara Melikyan, Ph.D.
Fall 2015

2. Testing
Using special tasks = tests to evoke certain aspects of behavior that need to be examined and assessed Neuropsychologists measure deficits in cognition and emotion because this is how brain damage is manifested behaviorally. Intact cognitions and emotions are also assessed.

3. Approaches to Testing Quantitative, Standardized (Western)
Qualitative, Non-standardized (Russian)
Tests administered in a standard way
Tests’ administration is not standard, may vary
Scoring of tests’ results
Qualitative analysis of the process and the results of the tests’ completion
Results are qualified according to norms
No norms exist, clinical experience is used when assessing tests’ performance
Determination of symptoms
Qualification of hierarchical structure of the deficit

4. Advantages of the Two Approaches to Testing
Quantitative, Standardized (Western)
Qualitative, Non-standardized (Russian)
Easy to do research and compare results using scores and norms
No significant information is lost due to thorough analysis of tests’ performance and results
No extensive clinical experience is needed

5. Standards for Deficit Measurement
Normative – from matching population
May vary with age, education, gender, general mental ability
Individual – derived from individual past or present characteristics

6. Deficit Measurement Direct – using normal comparison standards
Indirect – using estimate of previous performance
Estimating premorbid ability using tests of verbal ability and knowledge
NART
Wechsler scale score for estimating premorbid ability
Demographic data formulas for estimating premorbid ability

7. Neuropsychological Examination: Procedures
Purposes of examination
Diagnostic questions: etiology and prognosis of symptoms
Descriptive questions
How the problem is expressed
Hypothesis guide the examination

8. Conduct of the Examination
Examiner’s background
Patient’s background
Social history
Present life circumstances
Medical history and current medical status
Circumstances surrounding examination

9. Procedures Referral When to examine
Sudden onset of symptoms: e.g., trauma, stroke
Following the post-acute stage
Long-term planning
Evolving conditions: degeneration, tumors

10. Initial Planning
Record review
Interview
With patient
With proxies

11. Initial Planning Preparatory interview Purpose of examination
Nature of examination
Use of examination information
Confidentiality
Feedback to patient
Explanation of test procedures
How patient feels about testing

12. Initial Planning Observation Tests’ selection Goals of examination
Validity and reliability of tests
Sensitivity and specificity of tests
Parallel forms
Time and costs
Non-standardized assessment techniques

13. Testing Batteries Fixed Flexible Mixed Domains tested
Executive functions, attention
Memory: verbal, visual
Motor functions
Visual, visual-spatial functions
Speech and language
Intellectual functioning
Academic achievement
Emotional functioning
Personality assessment

14. Tests’ Selection Purpose of the testing Setting of testing
Research
Clinical: assessment, screening, rehabilitation
Setting of testing
Characteristics of population/condition
Limitations
Time
Financial
Fatigue

15. Testing Issues Order of tests’ presentation Testing the limits
Using technicians
Examining special populations with sensory/motor deficits
Maximizing patient’s performance level

16. Scoring, Reporting Scores, Interpreting Data

17. Report Writing Demographic information Presentation
Complaints (from patient, from proxy)
Current functioning
Social history
Health history
Testing observations
Testing results
Interpretation of testing results
Conclusion
Diagnosis
Recommendations