Phyllis Young Only: Evaluation of Test Materials and Procedures
Running head: REVIEW AND SELECTION OF A STANDARDIZED TEST 0
Review and Selection of a Standardized Test
Mark Einsel
Capella University
Review and Selection of a Standardized Test
Introduction
The field of psychology has many paths for one to choose. Thankfully, not every individual is the same, therefore, this affords us to pick and choose a specialization that fits our personality, where we believe we can offer the most guidance and support to those who seek balance, or it could be that you are drawn to a concentration based on an experience. The concentration I have chosen will focus on trauma, PTSD, depression, anxiety, neglect, abuse, and bullying. I have served in the United States Navy, I’m a war veteran, I have depression, anxiety, and have been through verbal and physical abuse as a child, as well as being bullied in school. I believe I can help people find the path they are looking for to bring balance and healing into their lives. Therefore, it is that which I have experienced, able to comprehend, and someone they can speak with, knowing that I to have experienced such anguish.
Test Category Based on Academic and Professional Goals
The selected test category of choice, which will be relevant to my academic and professional career goal, will be on depressive disorders. I hope to be working with the public, military, military families, and individuals from diverse backgrounds, and cultures.
Three Scales of Test Measurement
The three tests that I have chosen for this project reflect on depressive disorders. The three rating scales are, the Beck Hopelessness Scale, Beck Depression Inventory - II (BDI-II), and Children's Depression Inventory - 2 (CDI-2).
Compare and Contrast Three Tests According to the First Four Elements
Based on the three rating scales of test measurement, it is important to understand that there are commonalities within the three. The most common attributes regarding each test is that they each focus on depressive disorders. However, what is primarily dissimilar are the age groups, as well as the focus on the individual based on the test.
Element 1
Pursuing this further, we examine Element 1 within each of the rating scales, defining the purpose for the testing. Starting with the Beck Hopelessness Scale. The premise of utilizing the Beck Hopelessness Scale, is to measures the level of undesirable attitudes about the future distrust as alleged by adults and adolescents (Beck & Steer, 1978). Of course, compared to the Beck Depression Inventory - II (BDI-II), which was established for the evaluation of indicators that correspond to measures for diagnosing depressive disorders as they are listed according to the DSM IV (Beck, Steer, & Brown, 1961). Finally, comparing both Beck rating scales to the Children's Depression Inventory - 2 (CDI-2), its concentration focuses more on the side of evaluating the incidence and severity of depressive symptoms within our youth (Kovacs, 2003).
Each of these rating scales has its own content and skills it will require for testing. As an example, the Beck Hopelessness Scale requires the utilization of psychometrically sound measures for the evaluation of isolated variables corresponding to hopelessness, potential suicidal intent, cognitions, noticeable acts, and obtainable resources, as observed amongst individuals who express such behaviors towards suicidal thoughts (Mendonca, Holden, Mazmanian, & Dolan, 1983). The Beck Hopelessness Scale is also utilized for the United States military, the test consists of 21 items with four reply categories during each given item, which the quantity of the scores are calculated with conceivable ranges varying from zero to sixty-three, the higher the score may be an indicator of increased stages of depressive warning sign severity (Luxton et al., 2016).
It is important to understand, the Beck Depression Inventory - II (BDI-II) was also utilized for the military. As such, it aided as the principal consequence for the non-inferiority, the non-inferiority trials are proposed to indicate, that indeed the effect of a new treatment will not prove to be inferior than the active control, therefore, making the measurement of hopelessness a feasible gauge of safety (Luxton et al., 2016). The content of the and skills and testing to place are accomplished within 5-10 minutes and focus on these specific areas, sadness, pessimism, prior failures, lacking pleasure, feelings of guilt, punishment feelings, dislike of self, criticalness of self, suicidal views or desires, weeping, anxiety, lack of interest, indecisiveness, insignificance or expendable, reduction of energy, insomnia, irritability, lack/increase of appetite, lack of focus, weariness or exhaustion, and lack of sex drive (Beck et al., 1961).
The intent of testing for both Beck rating scales are for depression, suicide, or a feeling of hopelessness. When it comes to Children's Depression Inventory - 2 (CDI-2), the content can be utilized in an educational and clinical setting to evaluate depressive symptoms in children and adolescents, it offers an all-inclusive multi-rater evaluation of depressive symptoms in youth, which assistants in primary identification of depressive symptoms, diagnosis of depressive disorders and other linked disorders, and provides monitoring of treatment effectiveness for the youth (Kovacs, 2003). There are different ways the test can be given, some of the options are available like, Paper-and-Pencil Administration and Scoring, Online Administration and Scoring, and Software Scoring, forms offered depending on the severity and how robust of a report you may require as a psychologist.
There is the CDI 2: Self-Report (CDI 2:SR), which CDI 2:SR is 28-item evaluation method that produces a total score, two scale scores (Emotional Problems and Functional Problems), and four subscale scores., CDI 2: Self-Report (Short) version (CDI 2:SR[S]) offers a is an excellent screening method that comprises 12 items and takes about half the time of the full-length version to administer (5–10 minutes), and has outstanding psychometric properties and produces a total score that is commonly very comparable to the one formed by the full-length version (Multi-Health Systems, Inc. [MHS], 2017). Lastly, there is a CDI: Teacher (CDI:T) and CDI: Parent (CDI:P), this is a self-report version, the item selection for the parent and teacher methods are steered to take full advantage of validity, and thus focus on evident displays of depression (Multi-Health Systems, Inc. [MHS], 2017). Each of the rating scales is specifically targeted at a group of individuals based on age.
The Children's Depression Inventory - 2 (CDI-2) test will focus on a group that ranges from the ages of 7-17 years old (Kovacs, 2003). Compared to the Beck Hopelessness Scale, there is more of a focus on the Adolescents and adults ages 17 and over (Beck & Steer, 1978). Unlike the Children's Depression Inventory - 2 (CDI-2) test, Beck Depression Inventory - II (BDI-II) does not have anyone below the age of 13, therefore, the focus is 13 years old and above (Beck et al., 1961). Element 1 covers the purpose, content and skills, as well as the intended test takers within these three rating scales.
Element 2
The intent of meeting Element 2 within each of these scales ratings is to ensure suitable trials for test takers with disabilities who need distinct accommodations or those with diverse linguistic backgrounds, which may have laws or regulations that govern how these accommodations will be carried out (Joint Committee on Testing Practices [JCTP], 2004). In addition, the selected tests are to be based on the suitability of assessment content, skills tested, and material covered for the proposed purpose of testing (JCTP, 2004). Diving into the Beck Depression Inventory - II (BDI-II), which has been changed and advanced from the original BDI, it was widely utilized by adults as a self-reporting tool, questions were raised as to the level of appropriateness for the use with adolescents, after verification of the test indicated that it could successfully differentiate patients with depression, adults versus adolescents, it was suggested that the BDI and BDI-II were appropriate for use (Cohen, Swerdlik, & Sturman, 2013).
However, the BDI-II test is typically finished in 5 to 10 minutes, but as far as providing strategies for the verbal administration of the exam, the manual warns the user against using the BDI-II as a diagnostic device and suitably acclaims that explanations of exam scores should only be commenced by skilled professionals (Beck et al., 1961). As for the Children's Depression Inventory - 2 (CDI-2) test, there were 21 items from the first BDI that were removed with some semantic alterations for age-appropriate language and content (Kovacs, 2003). Furthermore, 17-item CDI-Parent and the 12-item CDI-Teacher forms were advanced from the traditional format CDI, with appropriate modifications to language to simplify third party reporting and capitalize on validity (Kovacs, 2003).
The author involved in the tests presented suitable warnings to potential users, regarding the use of the CDI in clinical settings (Kovacs, 2003). Lastly, the representativeness of the trial on which norms were established is problematic to evaluate, as such the demographic statistics are inadequate, therefore, it is impossible to determine the level to which the norming process was appropriate (Kovacs, 2003). Pursuing forward and looking closely at the Beck Hopelessness Scale, compared to the previous rating scale tests, the Beck Hopelessness Scale has some interesting feedback regarding the appropriateness.
As such, The Beck Hopelessness Scale writers have presented this as a quantity of the number of negative attitudes about the forthcoming future events that apparently indicate a risk of suicide completion, which only holds within themselves as one holds a notion of the future; the younger the person, the less probable a situation would occur. However, the Beck Hopelessness Scale is less appropriate for our youth than it is for grown adults (Beck & Steer, 1978). This covers a range of appropriateness of the three rating scales and how they vary from one another. Again, age appropriateness and language appear to be some of the key factors stemming this justification.
Element 3
Element three is focused on reviewing resources provided by test developers and selecting tests that are clear, accurate, and comprehensive information is provided (JCTP, 2004). Element three affords the user to seek the materials provided by the test developers, ensure the tests offer vivid, precise, and complete data. Assuredly, the Children’s Depression Inventory 2 (CDI 2) (2nd ed.), provides adequate and accurate data to be utilized on children ranging from 7-17-years old.
In fact, the scales focus on the emotional and functional concerns with these age groups, and the CDI 2 SR emotional concerns are subdivided into negative mood, physical symptoms, and negative self-esteem, as opposed to the functional concerns are subdivided into ineffectiveness and interpersonal concerns (Yunhee, 2012). The materials provided for this test include and are based on a three scoring options, hand scoring, scoring software, or MHS online, the resulting scores from these tests on the answered items are standardized into T-scores, with a mean of fifty and standard deviations of ten for total of subscales (Yunhee, 2012). Unquestionably, based on the data provided on this test, the test has been effective with its methods, which appear to indicate substantial results for those who use the test.
The developers have developed a product that works well for the considered age group; however, based on the clinical psychology practice that will be establish in my concentration, this would work well with children of military veteran families, not the focused concentration of adults. Comparing the Beck Depression Inventory - II (BDI-II) and Beck Hopelessness Scale, which focus more on adults and can be utilized for military veterans with depression, and who suffer from thoughts of suicide. The materials utilized in the Beck Depression Inventory - II (BDI-II) consist of a twenty-one entry, self-report assessment record that measures characteristic behaviors and symptoms of depression, it also includes computerized forms, a card form test, and it requires the user/client to have at a minimum a fifth to sixth grade reading ability to sufficiently comprehend the questions being asked (American Psychological Association [APA], 2017).
It is important to understand, use of the BDI validates high core reliability, with alpha quantities of .86 and .81 for psychiatric and non-psychiatric individuals (APA, 2017). Unquestionably, Aaron Beck was a pioneer of his time, therefore the materials he developed are accurate and complete. In addition, Beck had established other tests like Beck Anxiety Inventory, Beck Scale for Suicidal Ideation, Beck Self-Concept Test, Dysfunctional Attitude Scale, Sociotropy Autonomy Scale.
The development of the Beck Depression Inventory was influenced to replicate depressed clients own idiosyncratic accounts of their own symptoms, of course, this is opposed to those who are non-depressed psychiatric patients (The McGraw-Hill Companies, Inc. [MHHE], 2001). The Beck Depression Inventory underwent many changes, the discipline behind creating this rating scale involved the precise resolve of each word and item the team employed to gather a specific rating scale, which would allow an instantaneous awareness into the fundamental nature of the psychological hypothesis (MHHE, 2001). When it comes to tests, Beck could establish, one must believe that for his time, it was a complex project that consumed many years to develop and perfect to the best of his ability; however, as psychologist, can we accept this to be the last form, or do we always try to improve upon the testing to increase a method of treating conditions that continue to develop and change over time.
Next, we evaluate the materials of the test developers for the Beck Hopelessness Scale. The Beck Hopelessness Scale has been a proven and reliable test that was conducted on nurses and nurse students in Nigeria. The test conclusions in this study support that there may be need to establish interventions that will reduce the severity of hopelessness among Nigerian student nurses through the screening for depressive symptoms and psychological distress. It is clearly noted that the Beck Hopelessness Scale is an effective and dependable measure of hopelessness among Nigerian student nurses; however, users have indicated that such interventions have reduced the severity of hopelessness amongst these Nigerian students through the screening for depressive symptoms and psychological distress (ClinMed International Library, 2016). In closing, each of these rating scales have sufficient material provided by the test developers that are adequate for use by the users, and each appears to have comprehensive data that indicates the scales work effectively for the specified age groups.
Element 4
When study rating scales and finding the best test for the user, as well as the best therapeutic techniques, it is import to focus closely on Element 4, someone with the appropriate knowledge, skills, and training who can meet that client’s needs (JCTP, 2004). Undoubtedly, Aaron Beck had pioneered some of the greatest cognitive therapy techniques that have been proven to effectively decrease depression and provide rating scale tests that indicate the level of depression the client is suffering (Wade & Tavris, 2011). In fact, Cognitive therapy was a direct result of Aaron Beck as early as 1960, because of the research Beck had uncovered regarding depression (Wedding & Corsini, 2014).
Aaron Beck was trained in psychoanalysis, which led to his discovery and theory on emotional disorders and the cognitive model of depression (Wedding & Corsini, 2014). In closing of Element 4, it is not only about having the appropriate knowledge, skills, and training of the developer, who created the rating scale test, but also finding someone who is educated in the processes of using the rating scale effectively. A bridge must be made between psychologist and client, having complete assurance that the psychologist has had the required education, training, and skills of utilizing the rating scale effectively.
This is a matter of building the trust of the client and having them believe and feel as though you understand what you are doing, how to correctly assess the rating scale, and explain the results effectively to the client. The rating scale in the Beck Depression Inventory - II (BDI-II) works as follows, if the client has an over-all BDI score of 0 to 13, this designates negligible depression, a score of 14 to 19 designates slight depression, 20 to 28 specifies reasonable depression and scores of 29 to 63 specify severe symptoms of depression (Beck et al., 1961).
Compare and Contrast Tests
Tests selected for users who suffer from a depressive disorder would benefit from either three of these rating scales; however, although these tests are used for depressive disorders, it would not be feasible to utilize the Children’s Depression Inventory 2 (CDI 2) scale for someone that is of adult age or someone who is seeing me for a military trauma related experience who suffers with depression a depressive disorder. In fact, the Beck Depression Inventory - II (BDI-II) would be the preferred method. However, there is nothing to say that a military veteran or family who has a child that is experiencing a depressive disorder that can be directly or indirectly a cause for depression would be able to use the Children’s Depression Inventory 2 (CDI 2).
In this case, it would make sense for the child. Based on my findings, it appears that the best test I would be able to provide a client who is suffering from depression would be the Beck Depression Inventory - II (BDI-II) and it should be noted that this will be the preferred method for the remainder of my studies. There is nothing to say that the Beck Hopelessness Scale would not work, it just appears based on the evidence presented that the Beck Hopelessness Scale would benefit someone who is suffering from depression, with a suicidal ideation. Of course, this could easily become so, if the military veteran were to become depressed to the point where suicidal thoughts are present.
When focusing strictly on depression, it appears that the logical choice for the rating scale by the user to be provided would have to be the Beck Depression Inventory - II (BDI-II). Therefore, based on my evaluation and rating scale all future assignments, the test of choice will be the Beck Depression Inventory - II (BDI-II).
References
American Psychological Association. (2017). Beck depression inventory (BDI)Construct: depressive symptoms. Retrieved from http://www.apa.org/pi/about/publications/caregivers/practice-settings/assessment/tools/beck-depression.aspx
Beck, A. T., & Steer, R. A. (1978). Beck Hopelessness Scale [Revised]. Retrieved from http://web.a.ebscohost.com.library.capella.edu
Beck, A. T., Steer, R. A., & Brown, G. K. (1961). Beck Depression Inventory--II. Retrieved from http://web.a.ebscohost.com.library.capella.edu
ClinMed International Library. (2016). The Beck Hopelessness Scale: Factor Structure, Validity and Reliability in a Sample of Student Nurses in South-Western Nigeria. International Archives of Nursing and Health Care, 2(3), 1-6. Retrieved from https://www.clinmedjournals.org/articles/ianhc/international-archives-of-nursing-and-health-care-ianhc-2-056.pdf
Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological testing and assessment: An introduction to tests and measurement (8th ed.). New York, NY: McGraw Hill. ISBN: 9780078035302.
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf
Kovacs, M. (2003). Children’s Depression Inventory [2003 Update]. Retrieved from http://web.a.ebscohost.com.library.capella.edu
Luxton, D. D., Pruitt, L. D., Wagner, A., Smolenski, D. J., Jenkins-Guarnieri, M. A., & Gahm, G. (2016). Home-based telebehavioral health for U.S. military personnel and veterans with depression: A randomized controlled trial. Journal Of Consulting And Clinical Psychology, 84(11), 923-934. http://dx.doi.org/10.1037/ccp0000135
Mendonca, J. D., Holden, R. R., Mazmanian, D. S., & Dolan, J. (1983). The influence of response style on the Beck Hopelessness Scale. Canadian Journal Of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 15(3), 237-247. http://dx.doi.org/10.1037/h0080734
Multi-Health Systems, Inc. (2017). CDI 2 Children’s Depression Inventory 2. Retrieved from http://www.mhs.com/product.aspx?gr=edu&id=overview&prod=cdi2
The McGraw-Hill Companies, Inc. (2001). Aaron T. Beck, M.D. Retrieved from http://www.mhhe.com/mayfieldpub/psychtesting/profiles/beck.htm
Wade, C., & Tavris, C. (2011). Psychology (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Wedding, D., & Corsini, R. J. (2014). Current psychotherapies (10th ed.). Belmont, CA: Brooks/Cole.
Yunhee, B. (2012, June). Test review: Children’s depression inventory 2 (CDI 2). Journal Of Psychoeducational Assessment, 30(3), 304. http://dx.doi.org/10.1177/0734282911426407
