Kaplan + Sadock's Synopsis of Psychiatry, 11e

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Chapter 5: Examination and Diagnosis of the Psychiatric Patient

Table 5.6-1 Cognitive Tests ( continued )

Test

Age Range

Description

Reading tests Gray-Oral Reading Tests–4 th edition (GORT-4) Woodcock Reading Mastery Tests– Revised (WRMT-R) Comprehensive Test of Phonological Processing (CTOPP) Processing tests General processing tests Woodcock-Johnson–III Test of Cognitive Abilities (WJ III COG) Specialized Tests A Developmental Neuropsychological Assessment (NEPSY-II) Delis-Kaplan Executive Function System (D-KEFS) Visual–Motor Tests Bender Visual–Motor Gestalt Test–2 nd edition (Bender Gestalt II) Beery Developmental Test of Visual– Motor Integration–5 th edition, Revised (VMI-5) Test of Visual–Perceptual Skills–3 rd edition (TVPS-3) Auditory–Vocal Tests Test of Auditory-Perceptual Skills– Revised (TAPS-3) Test of Auditory Reasoning and Processing Skills (TARPS) Memory Tests Wide Range Assessment of Memory and Learning–2 nd edition (WRAML2) Children’s Memory Scale (CMS) Differential Ability Scales–II (DAS-II)

6 yrs–18.11 yrs

The WRMT (which includes a measure of sound–symbol association) and GORT (which includes a measure of fluency) involve systematic approaches to assess different aspects of reading skills. Because of the importance of phonological awareness in the development of reading skills, tests of phonological processing (such as the CTOPP) are often included in assessments in which reading problems are identified.

5 yrs–75 + yrs

5 yrs–24.11 yrs

2 yrs–90 + yrs

The WJ-COG scores provide information about intellectual ability as well as a variety of cognitive and clinical areas. A Diagnostic Supple- ment (for kindergarten through graduate school) allows for more assessment of processing issues.

2.6 yrs–17.11 yrs The DAS provides a measure of general conceptual ability and a profile of cognitive strengths and weaknesses.

3 yrs–16.11 yrs

Scored across six domains, the NEPSY provides scores in executive func- tioning/attention, language, sensorimotor, visuospatial, and memory/ learning, and as social perception. As a test of executive functions, nine stand-alone subtests assess cognitive flexibility, response inhibi- tion, problem solving, and concept formation. Both the Bender and VMI involve copying geometric figures. Because the Bender allows the student to organize the items on the page and the VMI asks the student to copy each figure in its own space, the two can be used together to assess organizational issues, as well as visual–motor integration. Both the current versions of the Bender and VMI provide ways of assessing perceptual separate from motor skills. The TVPS is motor free and involves making judgments about visual information—for example, a client might be asked to identify an item from a fragmented presentation. The TAPS involves making judgments about auditory information. For example, the student might be asked to discriminate sounds or remember words or numbers under different constraints. The TARPS measures the “quality” and “quantity” of the client’s auditory thinking and reasoning. Memory scales attempt systematically to assess memory skills within dif- ferent spheres. The WRAML core battery consists of Verbal, Visual, and Attention/Concentration subtests. The CMS allows for the assessment of attention and working memory, verbal and visual memory, short- delay and long-delay memory, recall and recognition, and learning characteristics. Elementary and adolescent clients are asked to answer questions about pictures or scenarios to reveal social reasoning. A test of language used to achieve goals, with information about six areas (setting, audience, topic, purpose, cues, and abstraction).

8 yrs–89 yrs

4 yrs–85 + yrs

2 yrs–18 yrs

4 yrs–18.11 yrs

4 yrs–18.11 yrs

5 yrs–13.11 yrs

5 yrs–90 yrs

5 yrs–16 yrs

Social cognition Test of Problem Solving

6 yrs–12 yrs 12 yrs–17 yrs 5 yrs–13.11 yrs

TOPS-3 referential TOPS-2 Adolescent Test of Pragmatic Language (TOPL)

Publishers are constantly updating their tests, and these editions will be superseded by newer and better tests. Even now, there are variations on some instruments that are supplanted, expanded, integrated or newly normed.

Achievement Testing.  Achievement testing is used to determine a student’s level of functioning in basic academic areas (i.e., reading, mathematics, and writing). The purpose of the assessment is to identify learning problems and usu- ally to rule out other psychological factors that might be complicating learning. Unlike intellectual testing, achieve- ment testing is not necessarily expected to be stable over time because it measures the child’s success in formal

learning and is highly dependent on the home environment and the school curriculum. Learning disability is commonly defined in terms of “unexpected underachievement”—that is, the child has the potential and opportunities to have learned more. When achievement testing is undertaken along with intellectual and processing testing, the overall evaluation is commonly referred to as a psychoeducational assessment.