Interpreting Empirical Assessments from a Behavioral Perspective: A Rationale for Why and How

This paper provides a rationale on why and how to utilize assessment tools effectively within the behavioral framework through idiographic assessment. Empirical assessment instruments can provide guidance to the behaviorist that may prove useful in the idiographic formation of a behaviorally-based treatment plan. The paper will focus on two of the major traditional instrument tools, the Minnesota Multiphasic Personality Inventory and the Rorschach inkblot test.

The Use of the Rey 15-Item Test and Recognition Trial to Evaluate Suboptimal Effort in Neuropsychological Assessment with a Pediatric Mild TBI Sample

The utilization of symptom validity tests (SVTs) in pediatric assessment is receiving increasing empirical support. The Rey 15-Item Test (FIT) is an SVT commonly used in adult assessment, with limited research in pediatric populations. Given that FIT classification statistics across studies to date have been quite variable, Boone, Salazar, Lu, Warner-Chacon, and Razani (2002) developed a recognition trial to use with the original measure to enhance accuracy. The current study aims to assess the utility of the FIT and recognition trial in a pediatric mild traumatic brain injury (TBI) sample (N = 112; M = 14.6 years), in which a suboptimal effort base rate of 17% has been previously established (Kirkwood & Kirk, 2010). All participants were administered the FIT as part of an abbreviated neuropsychological evaluation; failure on the Medical Symptom Validity Test (MSVT) was used as the criterion for suspect effort. The traditional adult cut-off score of(99%), but poor sensitivity (6%). When the recognition trial was also utilized, a combination score of(sensitivity = 64%, specificity = 93%). Results indicate that the FIT with recognition trial may be useful in the assessment of pediatric suboptimal effort, at least among relatively high functioning children following mild TBI.

Measuring Assessment Effectiveness: The Development of the Consultative Assessment Questionnaire (C-AQ)

In light of the clinical importance of satisfaction in psychological assessments, the lack of research related to consultative assessment, and the absence of empirical methods to measure the satisfaction of referring professionals in consultative assessments, the Consultative Assessment Questionnaire (C-AQ) was developed. The measure assesses the satisfaction of the referring professional with a consultative assessment. It was created using a rational-empirical approach. Using confirmed perspective content analysis five initial scales were developed. This measure has many important research and clinical applications related to measuring the effectiveness of consultative assessments. The C-AQ will be further refined and validity data will be collected in a second phase of this project.