31.2 Assessment, Examination, and Psychological Testing
1115
Table 31.2-4
Commonly Used Child and Adolescent Psychological Assessment Instruments
Test
Age/Grades
Data Generated and Comments
Intellectual ability
Wechsler Intelligence Scale
for Children—Third Edition
(WISC-III-R)
6–16
Standard scores: verbal, performance and full-scale IQ; scaled subtest scores
permitting specific skill assessment.
Wechsler Adult Intelligence
Scale—(WAIS-III)
16–adult
Same as WISC-III-R.
Wechsler Preschool
and Primary Scale of
Intelligence—Revised
(WPPSI-R)
3–7
Same as WISC-III-R.
Kaufman Assessment Battery
for Children (K-ABC)
2.6–12.6
Well grounded in theories of cognitive psychology and neuropsychology. Allows
immediate comparison of intellectual capacity with acquired knowledge. Scores:
Mental Processing Composite (IQ equivalent); sequential and simultaneous
processing and achievement standard scores; scaled mental processing and
achievement subtest scores; age equivalents; percentiles.
Kaufman Adolescent and
Adult Intelligence Test
(KAIT)
11–85
+
Composed of separate Crystallized and Fluid scales. Scores: Composite Intelligence
Scale; Crystallized and Fluid IQ; scaled subtest scores; percentiles.
Stanford-Binet, 4
th
Edition
(SB:FE)
2–23
Scores: IQ; verbal, abstract/visual, and quantitative reasoning; short-term memory;
standard age.
Peabody Picture Vocabulary
Test—III (PPVT-III)
4–adult
Measures receptive vocabulary acquisition; standard scores, percentiles, age
equivalents.
Achievement
Woodcock-Johnson Psycho-
Educational Battery—
Revised (W-J)
K–12
Scores: reading and mathematics (mechanics and comprehension), written
language, other academic achievement; grade and age scores, standard scores,
percentiles.
Wide Range Achievement
Test—3, Levels 1 and
2 (WRAT-3)
Level 1: 1–5
Level 2:
12–75
Permits screening for deficits in reading, spelling, and arithmetic; grade levels,
percentiles, stanines, standard scores.
Kaufman Test of Educational
Achievement, Brief and
Comprehensive Forms
(K-TEA)
1–12
Standard scores: reading, mathematics, and spelling; grade and age equivalents,
percentiles, stanines. Brief Form is sufficient for most clinical applications;
Comprehensive Form allows error analysis and more detailed curriculum
planning.
Wechsler Individual
Achievement Test (WIAT)
K–12
Standard scores: basic reading, mathematics reasoning, spelling, reading
comprehension, numerical operations, listening comprehension, oral expression,
written expression. Co-normal with WISC-III-R.
Adaptive behavior
Vineland Adaptive Behavior
Scales
Normal: 0–19
Retarded:
All ages
Standard scores: adaptive behavior composite and communication, daily
living skills, socialization and motor domains; percentiles, age equivalents,
developmental age scores. Separate standardization groups for normal, visually
handicapped, hearing impaired, emotionally disturbed, and retarded.
Scales of Independent
Behavior—Revised
Newborn–
adult
Standard scores: four adaptive (motor, social interaction, communication, personal
living, community living) and three maladaptive (internalized, asocial, and
externalized) areas; General Maladaptive Index and Broad Independence cluster.
Attentional capacity
Trail Making Test
8–adult
Standard scores, standard deviations, ranges; corrections for age and education.
Wisconsin Card Sorting Test
6.6–adult
Standard scores, standard deviations, T-scores, percentiles, developmental norms for
number of categories achieved, perseverative errors, and failures to maintain set;
computer measures.
Behavior Assessment System
for Children (BASC)
4–18
Teacher and parent rating scales and child self-report of personality permitting
multireporter assessment across a variety of domains in home, school, and
community. Provides validity, clinical, and adaptive scales. ADHD component
avails.
Home Situations
Questionnaire—Revised
(HSQ-R)
6–12
Permits parents to rate child’s specific problems with attention or concentration.
Scores for number of problem settings, mean severity, and factor scores for
compliance and leisure situations.
ADHD Rating Scale
6–12
Score for number of symptoms keyed to DSM cutoff for diagnosis of ADHD;
standard scores permit derivation of clinical significance for total score and two
factors (Inattentive-Hyperactive and Impulsive-Hyperactive).
School Situations
Questionnaire (SSQ-R)
6–12
Permits teachers to rate a child’s specific problems with attention or concentration.
Scores for number of problem settings and mean severity.
Child Attention Profile (CAP)
6–12
Brief measure allowing teachers’ weekly ratings of presence and degree of child’s
inattention and overactivity. Normative scores for inattention, overactivity, and
total score.
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