Psychology Writing Services

PSY FPX 7610 Assessment 4 Final Analysis of Selected Test

PSY FPX 7610 Assessment 4 Final Analysis of Selected Test Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (41) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7610 Assessment 4 Final Analysis of Selected Test Name Capella University PSY FPX 7610 Tests and Measurements Prof. Name Date Final Analysis of Hogan Personality Inventory (HPI) The Hogan Personality Inventory (HPI) has been chosen for a comprehensive review in the context of organizational psychology within culturally diverse adult populations. Its selection is based on its established reliability and validity, supported by rigorous ongoing validation studies conducted by a team of psychologists (Hogan & Hogan, 2019). Elements in Testing and Measures The HPI encompasses three distinct assessments: the HPI, the Hogan Development Survey (HDS), and the Motives, Values, and Preferences Inventory (MVPI). Each test evaluates various positive character traits exhibited by individuals, providing insights into their personal lives and perceptions of others. These assessments rely on normative samples and expert administrators for accurate interpretation (Hogan, 2020; Gøtzsche-Astrup, 2018). Questions and Interview Designed to assess the bright and dark sides of personality, the HPI offers psychometric insights valuable for career decision-making and predicting workplace behavior. Its questions delve into an individual’s positive traits while also assessing their potential for growth and behavior prediction (Hogan, 2020). Norm-Reference Tests The HPI utilizes norms derived from a culturally diverse sample of executives and leaders. These norms serve as benchmarks against which individual scores are compared, facilitating identification of areas for personal and professional development (Hogan & Hogan, 2021). The Normative Sample Targeted at prospective employees and organizational teams, the HPI aids in identifying leadership potential and optimizing team dynamics. Scores close to or exceeding normative benchmarks suggest suitability for managerial roles, while also highlighting preferences for structured versus autonomous work environments (Hogan, 2020). Additional Elements In addition to personality assessment, aptitude tests evaluate specific job-related skills, while emotional intelligence assessments gauge suitability for various career roles. These evaluations ensure alignment between individual capabilities and job requirements, optimizing organizational performance (Hogan, 2020). Relevancy to Specialization or a Related Profession The HPI is widely recognized for its efficacy in talent acquisition and organizational development. Its focus on leadership qualities and organizational success distinguishes it from alternative assessments like the California Psychological Inventory (CPI) and the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B) measurement (Hogan, 2020; The Myers-Briggs Company, n.d.). Test Purpose and Content, Skills, and/or Constructs Assessed The HPI assesses various winning qualities in individuals, including ambition, adaptability, and sociability, crucial for professional success and effective leadership. It also evaluates skills necessary for managerial roles and requires adept interpersonal communication for accurate interpretation (APA, 2017). Normative Sample, Sampling Procedures, and Intended Population Backed by a robust scientific team, the HPI employs frequent test-retest evaluations to ensure reliability and validity. Sampling procedures are tailored to cultural contexts, with intended users including leaders, executives, and organizational development professionals (Hogan & Hogan, 2021). Required Training, Knowledge, and Skills of Test Users Certification and training are mandatory for HPI administrators, emphasizing proficiency in test administration and interpretation. While educational prerequisites are not mandatory, practitioners must possess strong interpersonal and communication skills (Hogan & Hogan, 2021). Test Technical Quality The HPI’s technical quality ensures its efficacy in predicting workplace success and suitability for specific roles. Its comprehensive evaluation of personality traits distinguishes it from alternative assessments like the CPI and FIRO-B (Schutz et al., 2000). Test Materials, Cost, and Administration Times While the HPI incurs higher costs compared to alternatives, its online availability and comprehensive training materials justify the investment. Its adaptability to technological advancements ensures accessibility and convenience for both practitioners and test-takers (Hogan & Hogan, 2021). Advances in Technology Technological advancements have revolutionized psychological testing, enhancing accessibility and data sharing among professionals. Continued innovation promises further growth and development in the field of psychology (Iliescu & Greiff, 2019). APA Ethical Guidelines Adherence to APA ethical guidelines is paramount in maintaining test validity and integrity. Ethical principles encompass various aspects of assessment, including informed consent, test construction, and maintaining test security (APA, 2017). Evidence of Test Bias/Fairness and Multicultural Considerations The HPI’s multicultural applicability and simplicity in administration mitigate biases, ensuring fair and accurate assessments across diverse cultural contexts (APA, 2017; Cohen, 2021). Overall Recommendations The HPI stands as a highly recommended tool for personality assessment in the workplace, given its frequent validation, robust scientific backing, and adaptability to contemporary needs. Its commitment to ongoing improvement and accessibility makes it a preferred choice among organizational psychologists (Hogan & Hogan, n.d.). References American Psychological Association [APA]. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/ PSY FPX 7610 Assessment 4 Final Analysis of Selected Test Cohen, R. J. (2021). Psychological Testing and Assessment (10th Edition). McGraw-Hill Higher Education (US). https://capella.vitalsource.com/books/9781264169207 Hogan, R. (2020). How to build Hogan Assessment Systems. Consulting Psychology Journal: Practice and Research, 72(1), 50–57. https://doi.org/10.1037/cpb0000148 Hogan, R., & Hogan, J. (2021, October 21). Hogan personality inventory. Hogan Assessments. Retrieved December 1, 2021, from https://www.hoganassessments.com/assessment/hogan-personality-inventory/. Hogan, R., & Hogan, J. (n.d.). The Engaging Leader: Go the Extra Mile. A Practitioner’s Guide. Retrieved December 2, 2021, from https://info.hoganassessments.com/hubfs/EL_Practitioner_Guide.pdf Iliescu, D., & Greiff, S. (2019). The impact of technology on psychological testing in practice and policy: What will the future bring. European Journal of Psychological Assessment, 35(2), 151–155. https://doi.org/10.1027/1015-5759/a000532 The Myers-Briggs Company. (n.d.). Retrieved December 2, 2021, from https://www.themyersbriggs.com/ PSY FPX 7610 Assessment 4 Final Analysis of Selected Test Schutz, W., Schnell, E. R., & Hammer, A. L. (2000, January 1). The Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B) FINAL ANALYSIS 13 The Myers-Briggs Company. Personality Assessment Inventory and Professional Development. Retrieved December 1, 2021, from https://www.themyersbriggs.com/en-US/Products-andServices/FIRO Also Read PSY FPX 7610 Assessment 4 Final Analysis of Selected Test Read More PSY FPX 7610 Assessment 3 Evaluation of Test Materials Read More PSY FPX 7610 Assessment 2 Evaluation of Technical Quality Read More PSY FPX

PSY FPX 7610 Assessment 3 Evaluation of Test Materials

PSY FPX 7610 Assessment 3 Evaluation of Test Materials Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (40) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7610 Assessment 3 Evaluation of Test Materials Name Capella University PSY FPX 7610 Tests and Measurements Prof. Name Date Introduction Personality assessments serve as crucial instruments for athletes and coaches to augment self-awareness and refine conduct, thereby enhancing performance. Within the realm of standardized personality tests lie the 16 Personality Factors (16PF), the Minnesota Multiphasic Personality Inventory (MMPI), and the NEO Personality Inventory. These assessments operate on different levels: the MMPI focuses on personality traits and psychopathology, the NEO measures emotional and motivational styles based on the five-factor model, and the 16PF evaluates sixteen personality traits predicting behavior across diverse situations (Reardon & Factor, 2010). Furthermore, these tests offer advantages in identifying psychological issues among athletes, especially depression and anxiety. “Normal state anxiety,” a common occurrence among athletes, arises before competitions without impacting daily life, whereas major depressive disorder can result in disinterest in previously enjoyable activities (Reardon & Factor, 2010). Regular utilization of personality assessments can help mitigate the risk of athletes succumbing to psychological disorders. Evaluation of Test Materials, Costs, and Administration Times Test Materials Required Costs Administration Time 16PF Test booklets, answer sheets, pencils (manual or computer-based) $100 (administering) 35–50 mins (paper), 25–35 mins (computer) NEO Personality Inventory Test booklets, answer sheets, scoring keys, profile forms $55 (complete kit), $195 (computer version) 30–40 mins (test), 15 mins (scoring) MMPI Test booklets, answer sheets, profile forms, scoring keys $535.25 (Adolescent Restricted Form kit) 60–90 mins The MMPI, extensively used in psychological assessments, holds particular relevance in collegiate counseling centers. It assesses both adult and adolescent populations, aiding in identifying prevalent psychological issues among athletes (Salkind, 2007). Evaluation of Scoring Procedures and Interpretation Guidelines The NEO Personality Inventory employs a Five Factor Model, assessing traits on a 1 to 5 scale. Scoring involves comparing responses with population norms, offering insights into personality domains and stability levels. Similarly, the MMPI’s booklet-style answer sheet allows for hand-scoring, providing insights into various scales, including energy levels and emotional functioning (Rosellini & Brown, 2011). Evaluation of Test Technology While computerized scoring for the 16PF may yield inconclusive results, trained professionals ensure accurate interpretation by integrating multiple data sources. Likewise, the MMPI-2 utilizes specialized software for scoring, underscoring the necessity of trained psychologists in result interpretation (16PF Interpretation Report; How to Score the MMPI-2). Conclusion Regular implementation of personality assessments throughout the sports season aids in monitoring athletes’ mental well-being and comprehending their evolving attitudes and behaviors. Familiarity with assessment processes and benefits enhances their integration into coaching practices, fostering a supportive environment for athlete welfare. References 16PF sixth edition interpretive report. (n.d.). https://www.16pf.com/wp-content/uploads/16pf_6th-Edition_InterpretiveReport_Ella_SAMPLE.pdf Botwin, M., & Juni, S. (1995). Revised NEO Personality Inventory. The Twelfth Mental Measurements Yearbook. Carrington-Rotto, P., & McLellan, M. J. (1995). Sixteen Personality Factor Questionnaire, Fifth Edition. The Twelfth Mental Measurements Yearbook. PSY FPX 7610 Assessment 3 Evaluation of Test Materials Floyd, A. E. (2023, April 24). Minnesota Multiphasic Personality Inventory. StatPearls – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK557525/ Hess, A. K., & Widiger, T. A. (1992). NEO Personality Inventory. The Eleventh Mental Measurements Yearbook. How to Score the MMPI-2. (2023, May 15). SportsRec. https://www.sportsrec.com/howto-score-the-mmpi-2.html NEO Personality Inventory-3 | NEO-PI-3. (n.d.). https://www.parinc.com/Products/Pkey/275 Psych Press. (n.d.-b). NEO PI-R | Psych Press. https://www.psychpress.com.au/talent-management-solutions/identify-talent/psychometric-testing/NEO-PI-R/index.php Reardon, C. L., & Factor, R. M. (2010). Sport psychiatry: A Systematic Review of Diagnosis and Medical Treatment of Mental Illness in Athletes. Sports Medicine, 40(11), 961-980. https://doi.org/10.2165/11536580-000000000-00000 Rosellini AJ, Brown TA. The NEO Five-Factor Inventory: latent structure and relationships with dimensions of anxiety and depressive disorders in a large clinical sample. Assessment. 2011 Mar;18(1):27-38. doi: 10.1177/1073191110382848. Epub 2010 Sep 29. PMID: 20881102; PMCID: PMC5639474. Salkind, N. J. (Ed.) (2007). . (Vols. 1-0). Sage Publications, Inc., https://doi.org/10.4135/9781412952644 PSY FPX 7610 Assessment 3 Evaluation of Test Materials Stein, S. (2021). Minnesota Multiphasic Personality Inventory–Adolescent–Restructured Form. The Twenty-First Mental Measurements Yearbook. Also Read PSY FPX 7610 Assessment 3 Evaluation of Test Materials Read More PSY FPX 7610 Assessment 2 Evaluation of Technical Quality Read More PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Read More RSCH FPX 7864 Assessment 4 ANOVA Application and Interpretation Read More Load More

PSY FPX 7610 Assessment 2 Evaluation of Technical Quality

PSY FPX 7610 Assessment 2 Evaluation of Technical Quality Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (39) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7610 Assessment 2 Evaluation of Technical Quality Name Capella University PSY FPX 7610 Tests and Measurements Prof. Name Date Introduction Clinical neuropsychologists employ various domains to assess cognitive functions, essential for diagnosing impairments accurately. Ensuring the precision and reliability of cognitive measurement tools is crucial (Rae-Grant & Parsons, 2014). Psychometric properties play a vital role in assessing the suitability of these tools for their intended purposes. Validity, ensuring the tests measure what they aim to, and reliability, guaranteeing consistent and replicable results, are pivotal considerations (Cohen et al., 2022). Clinical neuropsychologists utilize several assessment batteries to measure cognition, often supplementing them with additional tests to address patient concerns. Commonly employed assessments include the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), the Neuropsychological Assessment Battery (NAB), and the Halstead-Reitan Neuropsychological Battery (HRNB). These batteries cover various cognitive domains and aid in determining the cognitive status of patients (Rae-Grant & Parsons, 2014). Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) The RBANS comprises 12 subtests assessing immediate and delayed memory, visuospatial abilities, language, and attention. It is suitable for individuals aged 12-89 years (Randolph, 2012). Conversely, the NAB consists of 36 tests across six modules, evaluating attention, language, spatial abilities, memory, and executive function in adults aged 18-97 years. Notably, the NAB offers flexibility in administration and includes a screening module to determine further testing needs (Stern & White, 2003). The HRNB focuses on physical brain function and the impact of brain damage or injury, with ten tests assessing motor function, language, auditory processing, attention, executive function, and visuospatial abilities. Initially developed for individuals aged 14-50 years, revisions have expanded its applicability to individuals up to 85 years old (Rae-Grant & Parsons, 2014). Technical Review Article Summaries for the RBANS McKay et al. (2007) investigated the validity of the RBANS in patients with moderate to severe traumatic brain injuries (TBI). They found the battery produced index scores comparable to specific domain tests, indicating its effectiveness as a comprehensive tool. The study, including 57 adults with TBIs, demonstrated strong reliability for the RBANS total scale score (.83), albeit with weaker reliability for language and attention subtests. However, each subtest showed validity comparable to other neuropsychological tests measuring similar domains, affirming the RBANS’ convergent validity. Gontkovsky et al. (2004) evaluated the psychometrics and reliability of the RBANS in a healthy geriatric sample. With 631 participants aged 64-94, they found high internal consistency (Cronbach’s alpha = .86) and significant correlations between individual test scores and domain index scores. These findings support the RBANS’ reliability and convergent validity in detecting cognitive impairments in older adults. Technical Review Article Summaries for the NAB Donders and Levitt (2012) examined the criterion validity of the NAB in individuals with traumatic brain injuries (TBI). Their study, involving 54 TBI patients, demonstrated significantly worse performance compared to healthy counterparts. The NAB showed sensitivity to TBI, validating its effectiveness in assessing cognitive impairments in this population. PSY FPX 7610 Assessment 2 Evaluation of Technical Quality References Cohen, J. A., Rudick, R. A., & Fisher, E. (2022). The neuropsychological batteries for cognitive assessment. In J. A. Cohen (Ed.), Neuropsychology: Theory, Assessment, and Treatment (2nd ed., pp. 187-215). Springer. Donders, J., & Levitt, T. (2012). Criterion validity of the neuropsychological assessment battery after traumatic brain injury. Archives of Clinical Neuropsychology, 27(4), 440–445. https://doi.org/10.1093/arclin/acs043 Gontkovsky, S. T., Beatty, W. W., & Mold, J. W. (2004). Repeatable battery for the assessment of neuropsychological status in a normal, geriatric sample. Clinical Gerontologist, 27(3). McKay, C., Casey, J. E., Wertheimer, J., & Fictenberg, N. L. (2007). Reliability and validity of the RBANS in a traumatic brain injured sample. Archives of Clinical Neuropsychology, 22(1), 91–98. https://doi.org/10.1016/j.acn.2006.11.003 Rae-Grant, A., & Parsons, T. D. (2014). Handbook of clinical neuropsychology. Springer. Randolph, C. (2012). Repeatable battery for the assessment of neuropsychological status (RBANS). Psychological Assessment Resources. PSY FPX 7610 Assessment 2 Evaluation of Technical Quality Stern, R. A., & White, T. (2003). Neuropsychological Assessment Battery. Psychological Assessment Resources. Also Read PSY FPX 7610 Assessment 2 Evaluation of Technical Quality Read More PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Read More RSCH FPX 7864 Assessment 4 ANOVA Application and Interpretation Read More RSCH FPX 7864 Assessment 3 t-Test Application and Interpretation Read More Load More

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (38) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Name Capella University PSY FPX 7610 Tests and Measurements Prof. Name Date Introduction In the field of Applied Behavior Analysis (ABA), evaluating behavioral skills is crucial, especially when working with children diagnosed with autism spectrum disorder (ASD). As a Registered Behavior Technician (RBT), three key assessments are commonly used: the Verbal Behavior Milestone Assessment and Placement Program (VBMAPP), the Assessment of Basic Language and Learning Skills, Revised (ABLLS-R), and the Motivation Assessment Scale (MAS). These assessments play a vital role in both the initial assessment and ongoing therapy for individuals with ASD. Assessment and Placement Program for Milestones in Verbal Behavior The VBMAPP is a tool designed to assess verbal behavior deficits in children with ASD and to track their progress during therapy. It consists of five parts divided into three stages of development. The first stage evaluates early verbal skills like requesting, labeling, listening, social interaction, visual perception, and imitation. The second stage builds on these skills, assessing comprehension, conversation, group activities, and language complexity. The third stage concentrates on pre-academic abilities. VBMAPP is used in clinical and educational environments to establish language development objectives. (Barnes et al., 2014; Holland, 2017) Examination of Fundamental Language and Learning Abilities – Revised (EFLA-R) The ABLLS-R is utilized for assessing and guiding the development of various skills in children between the ages of 3 to 9 who have ASD or language delays. It focuses on language, social, academic, daily living, and motor skills. However, while it’s widely used, research suggests that there’s a lack of empirical evidence supporting its reliability and validity (Partington et al., 2016; Rispoli, 2014). PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Scale for Evaluating Motivation (SEM) The Multimodal Approach to Speech (MAS) assists in fostering language skills and managing challenging behaviors by understanding what motivates individuals, allowing tailored interventions to improve communication effectiveness. This approach is especially beneficial for people facing developmental delays and difficulties with language, as highlighted by Monaco & Associates. Assessment of Test Objectives, Target Audience, and Preparation for Three Examinations VBMAPP and ABLLS-R are criterion-referenced assessments that do not rely on normative samples, emphasizing individual progress rather than group comparisons. VBMAPP is designed for children up to two years old, while ABLLS-R targets children aged 3 to 9 with ASD or language delays. MAS is tailored for individuals with developmental delays and language impairments. Test-User Knowledge, Skills, and Training It’s crucial to be skilled in conducting these assessments. You need a strong understanding of verbal behavior principles to administer VBMAPP effectively, whereas ABLLS-R can be handled by parents, teachers, or therapists. MAS, on the other hand, is easier to conduct and understand, so it’s suitable for therapists, educators, and anyone with basic training (Barnes et al., 2014; Rispoli, 2014). Analyzing the Similarities and Differences Among the Three Examinations While both VBMAPP and ABLLS-R concentrate on evaluating verbal behavior, they diverge in their approaches to assessing progress. MAS, on the other hand, prioritizes understanding behavioral motivation. VBMAPP stands out for its comprehensive components in assessing children and ensuring tailored service provision. References Barnes, C. S., Mellor, J. R., & Rehfeldt, R. A. (2014). Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques. The Analysis of Verbal Behavior, 30(1), 36–47. https://doi.org/10.1007/s40616-013-0004-5 Holland, B. (2017, February 9). What is the VB-MAPP & How is it used in Pediatric ABA Therapy? Chicago ABA Therapy. https://chicagoabatherapy.com/articles/what-is-the-vbmapp-how-is-it-used-in-pediatric-aba-therapy/ Motivation Assessment Scale. (n.d.). Monaco & Associates. https://www.monacoassociates.com/motivation-assessment-scale Partington, J. W., Bailey, A., & Partington, S. W. (2016). A Pilot Study Examining Test–Retest and Internal Consistency Reliability of the ABLLS-R. Journal of Psychoeducational Assessment, 36(4), 405–410. https://doi.org/10.1177/0734282916678348 PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Rispoli, M. J. (2014). Assessment of Basic Language and Learning Skills-Revised (ABLLSR). Encyclopedia of Special Education. https://doi.org/10.1002/9781118660584.ese0197 Also Read PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests Read More RSCH FPX 7864 Assessment 4 ANOVA Application and Interpretation Read More RSCH FPX 7864 Assessment 3 t-Test Application and Interpretation Read More RSCH FPX 7864 Assessment 2 Correlation Application and Interpretation Read More Load More

Get In Touch

    Psychology Writing Services delivers tailored solutions for academic and professional exploration of the human psyche.

    Our Services

    our services

    © Copyright 2024 powered by PsychologyWritingServices.com

    You cannot copy content of this page, Contact Team if you need Help