No Child Left Behind Act, Career Assessment, Coaching, Relat

No Child Left Behind Act

2002 update of the elementary and secondary act that scaled up federal role in holding schools accountable for student outcome

Requirements of states/schools under No Child Left Behind Act

States required to test students and report results for the student population as a whole and for particular 'subgroups'; schools required to bring 100% of students to 'proficiency level' by 2013-14

Manifest interest

Client response when asked about their general interest

Expressed interest

How clients choose to spend their time

Evaluation of internal structure in instrument bias testing

Two ways: 1) Analyzing the instrument's impact on different groups; 2) Analyzing the fairness of evaluations in those groups

General sequence of interpretation for Strong Interest Inventory

1) General occupational themes, 2) Basic interest scales, 3) Occupational scales, 4) Personality style scales

Bias testing

Produces results that are systematically unfair to some group

Elevated scale on MMPI-2

T score of 65 and above

Interpretation of percentile score

Tells how an individual performed in comparison with the norming group

Communication of score to a client

Example: '80% of the norming group had a score at or below your score'

Basic scales on MMPI-2

Hypochondriasis, depression, hysteria, psychopathic deviate, masculinity-femininity, paranoia, psychasthenia, schizophrenia, hypomania, social introversion

Coaching

Training or practice on questions similar to test items; research indicates closer resemblance to test content leads to greater improvement in score

Focus of assessment in systems approach to relationship counseling

Move away from focus on 'stuff' to focus on relationships; dysfunction in a system must be analyzed as a whole

Content bias

Assessment content more familiar/appropriate for one group than another; causes difficulty when analyzing different items for different groups

MBTI dichotomies

Extraversion-introversion, sensing-intuition, thinking-feeling, judging-perceiving

Every Student Succeeds Act

Requires states to submit accountability plans, pick their own goals, address test proficiency, English-language proficiency, and grad rates, and pick their own standards

Influence of client outcome monitoring on counseling outcomes

When clinicians receive feedback on client progress, clients have better outcomes

Difference between projective and structured personality assessments

Projective: clients respond to ambiguous stimuli; structured: less influenced by malingering as clients don't know what is being assessed

Difference between standardized and non-standardized instruments

Standardized: follow professional standards; non-standardized: require client permission for release of results to third party

NEO-PI-3

Measures 5-factor personality: surgency, agreeableness, conscientiousness, emotional stability, intellect

Norm in norm-referenced assessment

Comparison of individual's score with scores of norming group; standard deviations on normal distribution: Z score (mean 0, SD 1), T score (mean 50, SD 10)

Circular causality

A leads to B and B leads back to A; negative feedback loops in relationship counseling

Difference between intersubject and intrasubject research design

Intrasubject: participants serve as their own comparison group (e.g., pretest=posttest); intersubject: individuals receiving treatment compared to control or alternative treatment group

Relationship between college GPA and scholastic aptitude test scores

SAT and ACT are valid measures of college performance, but more predictors are always better

Client rights in assessment

Assessed with professional standard instruments, informed about the instrument, confidentiality and limits of result dissemination, informed consent

Ethics in assessment

Importance of following ethical guidelines; MMPI-2 validity scales used to measure malingering, defensiveness, inconsistency, and carelessness

Advantage of using interest inventories in career counseling

Helps clients gain a sense of their interests within careers

Holland's RIASEC model

Realistic, investigative, artistic, social, enterprising, conventional; each dimension indicates interests and suggests career paths

Strong Interest Inventory

Assesses preferences in occupations, subjects, activities, leisure activities, people, and characteristics

Rationale behind using genograms in relationship therapy assessment

Allows examination of multigenerational family patterns and identification of patterns in functioning, relationships, and structure

WRAT5 and WIAT

Diagnostic achievement tests

Big five personality factors

Surgency, agreeableness, conscientiousness, emotional stability, intellect; elevation indicates tendencies in these factors

Norm-referenced and criterion-referenced instruments

Norm-referenced: individual's score compared with scores of norming group; criterion-referenced: individual's score compared with a standard; used for personality, IQ, cognitive, and mastery components

Difference between discrepancy models and response to intervention models in assessment of learning disabilities

Discrepancy models focus on discrepancy between expected and actual achievement; response to intervention models focus on providing interventions and monitoring progress

Difference between aptitude and achievement tests

Aptitude tests focus on potential to learn, while achievement tests focus on what has already been learned

Difference between qualitative and quantitative data

Qualitative data is descriptive, often collected through interviews; quantitative data is numerical and aims to quantify results

Difference between validity and reliability

Reliability is the consistency of an instrument, while validity is what the instrument measures and how well it measures it