Assessment 1 by Jaquetta Stevens Submission date: 09-Oct-2018 11:17PM (UTC-0500) Submission ID: 1017193794 File name: Stevens_J_A1_PSY7610.doc (100K) Word count: 1936 Character count: 11551 49% SIMILARITY INDEX 24% INTERNET SOURCES 16% PUBLICATIONS 47% STUDENT PAPERS 1 46% 2 1% 3 1% 4 1% 5 <1% 6 <1% Exclude quotes Of f Exclude bibliography Of f Exclude matches < 8 words Assessment 1 ORIGINALITY REPORT PRIMARY SOURCES Submitted to Capella Education Company Student Paper link.springer.com Internet Source Submitted to Liberty University Student Paper journals.sagepub.com Internet Source connect.springerpub.com Internet Source chi.librarypass.org Internet Source Assessment 1by Jaquetta StevensAssessment 1ORIGINALITY REPORTPRIMARY SOURCES PSY7610 – Research Worksheet Assessment 1: Review and Selection of a Standardized TestSection One: Test Review Table Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about the three tests under consideration. Identify the professional setting: Test 1 Test 2 Test 3 Test Name Millon Adolescent Personality Inventory (MAPI) Personality Inventory for Children-Second Edition (PIC-2) Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) Publisher Pearson Pearson Pearson Publication Date 1993 1977-2001 1992 Types of Scores Obtained 27 scales: The patterns of the person The Personality Patterns (Introversive, Self-conscious, Sad, Passive, Exaggerating, Narcissistic, Disruptive, Powerful, Compliant, Marginal Tendency), The concerns demonstrated (Distinctiveness Dispersal, Low self-esteem, Body Displeasure, Sexual Discomfort, Insecurities , Social sensitivity, Childhood Abuse), Clinical Syndromes (poor eating patterns, venerability to drug use, Antisocial behaviour, Quickness to anger, Depression, Affect, Suicidal Tendency), and 3 Adapting categories (Revelation, Attractiveness, Disparagement).. The test has 9 Adjustment scales and 12 adjustments subscales: Cognitive disorder(poor abilities, low achievement, slow development), Impulsivity and easily distracted (Disturbs others , Boldness), Misbehavior (Rebellious Behavior, Decontrol, Nonfulfillment), Family Dysfunction (Conflict Among Members, Parent Instability), Reality Alteration (Developmental Nonconformity, Visions and Misapprehensions), Somatic Concern (Mental Preoccupation, Muscular Stiffness and Anxiety), Psychosomatic Discomfort (Fear and Worry, Depression, Sleep Disturbance/Preoccupation with Death), Social Withdrawal (Social Introspection, Loneliness), Social Skill Deficits (Limited Peer Status, Conflict With Peers), 3 Response Validity Scales (Defensiveness, Dissimulation, Inconsistency). 8 Validity Scales (Cannot Say (?), Falsehood (L), Irregularity 1 (F1), Uncommonness 2 (F2), Infrequency (F), Defensiveness (K), Variable Response Inconsistency (VRIN), True Response Inconsistency (TRIN) Intended Population Children of.

1. Assessment 1
by Jaquetta Stevens
Submission date: 09-Oct-2018 11:17PM (UTC-0500)
Submission ID: 1017193794
File name: Stevens_J_A1_PSY7610.doc (100K)
Word count: 1936
Character count: 11551

2. 49%
SIMILARITY INDEX
24%
INTERNET SOURCES
16%
PUBLICATIONS
47%
STUDENT PAPERS
1 46%
2 1%
3 1%
4 1%
5 <1%
6 <1%
Exclude quotes Of f
Exclude bibliography Of f
Exclude matches < 8 words
Assessment 1
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
Student Paper

3. link.springer.com
Internet Source
Submitted to Liberty University
Student Paper
journals.sagepub.com
Internet Source
connect.springerpub.com
Internet Source
chi.librarypass.org
Internet Source
Assessment 1by Jaquetta StevensAssessment 1ORIGINALITY
REPORTPRIMARY SOURCES
PSY7610 – Research Worksheet
Assessment 1: Review and Selection of a Standardized
TestSection One: Test Review Table
Use the Mental Measurements Yearbook reviews, publisher Web
sites, and peer-reviewed journal articles to obtain information
about the three tests under consideration.
Identify the professional setting:
Test 1
Test 2
Test 3
Test Name
Millon Adolescent Personality Inventory (MAPI)
Personality Inventory for Children-Second Edition (PIC-2)
Minnesota Multiphasic Personality Inventory-Adolescent

4. (MMPI-A)
Publisher
Pearson
Pearson
Pearson
Publication Date
1993
1977-2001
1992
Types of Scores Obtained
27 scales: The patterns of the person
The Personality Patterns (Introversive, Self-conscious, Sad,
Passive, Exaggerating, Narcissistic, Disruptive, Powerful,
Compliant, Marginal Tendency),
The concerns demonstrated (Distinctiveness Dispersal, Low
self-esteem, Body Displeasure, Sexual Discomfort, Insecurities
, Social sensitivity, Childhood Abuse), Clinical Syndromes
(poor eating patterns, venerability to drug use, Antisocial
behaviour, Quickness to anger, Depression, Affect, Suicidal
Tendency), and 3 Adapting categories (Revelation,
Attractiveness, Disparagement)..
The test has 9 Adjustment scales and 12 adjustments subscales:
Cognitive disorder(poor abilities, low achievement, slow
development), Impulsivity and easily distracted (Disturbs others
, Boldness), Misbehavior (Rebellious Behavior, Decontrol,
Nonfulfillment), Family Dysfunction (Conflict Among
Members, Parent Instability), Reality Alteration (Developmental
Nonconformity, Visions and Misapprehensions), Somatic
Concern (Mental Preoccupation, Muscular Stiffness and
Anxiety), Psychosomatic Discomfort (Fear and Worry,
Depression, Sleep Disturbance/Preoccupation with Death),
Social Withdrawal (Social Introspection, Loneliness), Social
Skill Deficits (Limited Peer Status, Conflict With Peers), 3
Response Validity Scales (Defensiveness, Dissimulation,
Inconsistency).

5. 8 Validity Scales (Cannot Say (?), Falsehood (L), Irregularity 1
(F1), Uncommonness 2 (F2), Infrequency (F), Defensiveness
(K), Variable Response Inconsistency (VRIN), True Response
Inconsistency (TRIN)
Intended Population
Children of 13 to 19 years
Children of 5 to 19 years
Adolescents- Ages 14-18 years
Element 1:
Purpose, Content, and Skills Tested
Provides the scores of testing the person’s personality and
behavior by providing a true or false answer to measure the
personal dimensions, the concerns that the person expresses as
well as their social behavior.
The user can evaluate the emotional ailments and identify the
specific condition.
The test demonstrates an illustration of the child’s emotional,
social and cognitive adjustment.
The user derives information of the test to understand the
person. Some concepts like conflicts influence the result. The
test also involves other things like the individual’s problem like
lack of sleep.
Provides the ability to show the difference between groups of
delinquent and nondelinquent adolescent females based on the
differentiation in their scores on specific clinical scales.
This test allows the user to gain knowledge about the frequency
of issues yet it does not offer specific looks into what may be
causing the issues to arrive.
Element 2:
Appropriateness of Purpose, Content, and Skills
The test asses the personality as well as the clinical signs.

6. The test enables the user to understand the condition that the
adolescent is facing.
The user needs to evaluate the technical quality of the test.
Evaluation ensures test the administrator administers the right
test.
In this category broad and the narrow dimensions of the
behavioral, emotional, cognitive, and interpersonal adjustment.
The procedure describes the parent
The test is a 3 part that provides a parent's description, the
child's self-report, and a teacher rating. While each can work
individually, they work better together to offer the whole
picture of the child's life both at home, in the community and at
school. The test also offers a Behavioral Summary for a shorter
administration which comprises the first 96 items on the test.
Designed to find out the personality and emotional conditions.
The test seeks to find individuals experiencing certain mental
illness.
The test sheds light on following ailments: Hypochondriasis,
Depression, Hysteria, and Psychopathic Deviate Paranoia.
Element 3:
Review Test Materials
2015:
The budget of the materials is as follows computer:$128.75 per
computer (Q Local) starter kit including manual (123 pages),
Three answer sheets with a report for administrations; $33.30
per machine
The hand scoring user’s guide,10 test booklets,50 answer
sheets, and profile forms and the answer keys
Cost of the audio cd: $59.45
Cost per manual: $49.45 per manual.

7. *The publisher outlines all the materials that the test and the
score requires.
Moreover, the tests can also be carried out via the email.
2016:
The budget of the materials is as follows
per hand scoring kit with manual, two reusable administration
booklets, 50 answer sheets, set of scoring templates, 25
behavioral summary auto score forms, 50 standard form profile
sheets, 50 critical items summary sheets: $262.50
;550.50 per $262.50 per computer scoring kit with manual, two
recyclable administration brochures, 50 answer sheets, 25-use
PIC-2/PIY/SBS scoring CD;
$38 per reusable administration booklet; $28 per 100 answer
sheets; $48 per 25 behavioral summaries, auto score answer
devices; $28 per 100 standard profile (both gender); 28 per 100
critical items summary sheet (both gender)$75 per manual;
$50.50 per scoring templates.
*The publisher provides all the materials the test requires.
2016: $64.45 per manual; $37 per manual supplement (2006);
$44.90 per Adolescent Interpretive System User's Guide; $44.35
per 10 softcover test booklets; $67.60 per 1 hardcover test
booklet; $63.35 per audio CD; $114 hand-scoring materials
package (50 answer sheets, 50 Validity/Clinical scales profile
forms); $57.55 per 50 profile and record forms; price
information for scoring and interpretive reports available from
Pearson Assessments.
*The publisher provides the materials for the score and the test.
Element 4:
Test User Qualifications for professional administration of test
(Letter A, B, C or number)*

8. Certified Professional
In level C the test measures the intelligence of the person, the
personal character and the personal projections.
A Master’s degree holder can offer the test, after having a one
year experience.
Parents or Legal Guardians
Certified Professional
Level C tests are given independently for intellect, personality
and projective.
A Master’s degree holder can offer the test, after having a one
year experience
* Report of the Taskforce on Test User Qualifications. This
task force worked on the test qualification definitions and
qualifications. Although APA has stepped away from the strict
use of these levels, as noted, the publishers continue to operate
and release tests using it. Subsequently, it is still a three-tiered
system that professionals need to work with and be aware of in
their roles. Section Two: Test Selection and Rationale
Test Selection:
Million Adolescent Personality Inventory (MAPI)
Rationale:
I believe that the Million Adolescent Personality Inventory
(MAPI) test is the most appropriate for my desired profession.
The test is simple when it comes to colleting data, and
interpretation of results. The test also saves time because the
administrator can conduct the test via the email.
MAPI implements true or false in the process of assessing the

9. student. The process uses the true and form mode of asking
questions to measure the personality dimensions, concerns the
behavior. The method makes the test to be relatively simple.
The method of analysis is also simple as it provides the data in
a given scale. The data provided must be within a coefficient
range of 0.74 to 0.67. The scale ensures that the procedure
provides a given range that tests the internal and external
validity.
Secondly, the tests also seek to evaluate the clinical conditions
of the child. Many people do not realize that some clinical
conditions such as poor eating habits and use of drugs may
contribute to poor performance of the child on all levels. Poor
feeding habit of a child may be an expression of a serious
mental condition. In an instant, the young adult may not be able
to express what they feel to the parent especially if they are
victims of abuse.
Thirdly, the test evaluates the personality of the individual. The
personality of a person affects their behaviors as well as how
they conduct themselves. Parents may tend to forget that young
adults have different personalities since they are human beings
only that they are at a lower stage of growth.
Another point that has to be made is that the administrator can
conduct the test long distance. The administrator uses both
email or a piece of paper or the email. People send email
messages even over continents or countries. The parent doesn’t
have to leave their home activities at home to visit the
administrator can reach them over the computer or a phone as
long as the network connectivity is good. If the child can
undertake the tests when they are at home will also save on the
transport cost. Moreover, the test results are well kept in
electronic form since there is no paperwork involved.
Million Adolescent Personality Inventory (MAPI), differs from
tests 3 and 2 in that it provides a good opportunity in offering
as it ensures that the administrator offers the right to the right
person. The tests incorporate evaluation of the quality of the
data. Quality evaluation will ensure that the administrator will

10. only administer the right test reducing the chances of making
wrong assumptions. The tests also allow for bulk tests and can
be used on several children at the time. Therefore, MAPI test
can be on kids with similar previous experience.
Moreover, the test incorporates investigating several problems
then narrowing to one factor. Use of the test will help me
develop relativity between several factors that might be the
cause of the problem. Several factors attribute to mental
conditions; therefore, it is wrong for a person to link a mental
condition to a single factor.
Finally, as compared to test 2, the test requires to have a
certification. The person to conduct the test must be a holder of
a master’s degree and with vast experience. The person must
have worked under a supervisor meaning that they interpret the
results appropriately. In contrast, the second test may have
lower internal and constructive validity since an expert does not
conduct it.Section Three: References
Archer, R.P., & Baker, E.M. ( 2005). Minnesota Multiphasic
Personality Inventory-Adolescent. In T. Grisso, G. Vincent, &
D. Seagrave (Eds.), mental health screening and assessment in
juvenile justice (pp. 240-252). New York: Guilford Press
Butcher, J. N., Williams, C. L., Graham, J. R., Kaemmer, B.,
Archer, R. P., Tellegen, A., & Ben-Porath, Y. S. (1992).
Minnesota Multiphasic Personality Inventory-Adolescent.
Clinical Psychology. (n.d.). Retrieved August 20, 2017, from
http://www.pearsonclinical.com/psychology/products/10000009
7/millon-adolescent-personality-inventory-mapi.html
Forbey, J. D., & Ben-Porath, Y. S. (1970, January 01).
Minnesota Multiphasic Personality Inventory-Adolescent
(MMPI-a). Retrieved August 18, 2017, from
https://link.springer.com/chapter/10.1007%2F978-1-4615-1185-
4_16?LI=true
Joint Committee on Testing Practices. (2004). Code of fair

11. testing practices in education. Retrieved from
http://www.apa.org/science/programs/testing/fair-testing.pdf
Lachar, D., & Gruber, C. P. (1977). Personality Inventory for
Children, Second Edition.
Mauish, M. E. (2004). The use of psychological testing for
treatment planning and outcomes assessment: instruments for
adults. Mahwah, NJ: Lawrence Eribaum Associates.
Millon, T., Millon, C., Davis, R., & Grossman, S. (1993).
Millon Adolescent Clinical Inventory.
(PIC™-2) Personality Inventory for Children™, Second Edition.
(n.d.). Retrieved August 24, 2017, from
https://www.wpspublish.com/store/p/2911/pic-2-personality-
inventory-for-children-second-edition
Richardson, G., Kelly, T. P., Bhate, G., & Bhate, S. R. (2004).
A personality-based taxonomy of sexually abusive adolescents
derived from the Millon Adolescent Clinical Inventory (MACI).
British Journal of Clinical Psychology, 43(3), 285-298.
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