Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 2 summary

A psychological test refers to a systematic procedure for comparing the behaviour of two or more people. Standardization refers to collecting a sample for the purpose of norm-referencing and it refers to the administration of a measure according to a consistent set of rules. A standardized administration is necessary to produce reliable and valid measurement.

A diagnostic schedule (e.g. rating scale) refers to a specialized psychometric method that provides a structured procedure for collecting and categorizing behavioural data that corresponds to diagnostic categories or systems. It is used to diagnose a syndrome. The goal of an instrument determines whether it is a diagnostic schedule (e.g. diagnose or not). Rating scales allow for the rapid and accurate identification of domains of behaviour that may require diagnosis or intervention.

There are several definitions used when testing children:

  1. Raw score
    This refers to the sum of the item scores on a certain measure and does not give any information of performance compared to a norm-group.
  2. Standard score
    This refers to a raw score that is converted to a distribution that reflects the degree to which the individual has scored below or above the sample mean.
  3. T-score
    This is a type of standard score with a mean of 50 and a standard deviation of 10.
  4. Linear T-scores
    This is a type of score which maintains the skewed shape of the raw score distribution, meaning that the relationship of percentile ranks to T-scores is unique for each scale.
  5. Uniform T-score (UT)
    This is a type of standard score which maintains the skewness of the original raw score distribution to ensure that the relationship between percentile ranks and T-scores is constant across scales.
  6. Scaled score
    This is a type of standard score with a mean of 10 and a standard deviation of 3.
  7. Percentile rank
    This refers to a person’s individual relative position within a norm group but has unequal units along their scale (e.g. the difference between the first and fifth percentile rank is larger than the difference between the 40th and the 50th).
  8. Norm-referenced interpretation (i.e. information on age-typicalness)
    This refers to the comparison of children’s scores to some standard or norm.
  9. Norm-referenced achievement tests
    This refers to tests that compare children’s scores to others in
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Summaries & Study Note of JesperN
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“Clinical Skills: Developmental Psychology – Course summary (UNIVERSITY OF AMSTERDAM)"

This bundle contains everything you need to know for the course "Clinical Skills: Developmental Psychology" given at the University of Amsterdam. It contains all the lectures and the following chapters of the books:

Clinical assessment

...

Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Book summary

This bundle contains a summary of the following chapters of the book "Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition)": 2, 3, 4, 5, 13, 15, 16.