Tests - PsychLab

3/11/2015
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Contents
1BecksDepressionInventoryand
ChecklistII(BDIII)
2DrawAPerson(DAP)
3DrawaWomanScale
4EdwardsPersonalPreference
Schedule(EPPS)
5FamilyAdaptabilityandCohesion
EvaluationScale(FACESIII)
6FamilyAssessmentDevice(FAD)
7FamilyRelationshipInventory
(FRI)
8FilipinoSelfAppraisalInventory
(SecurityInsecurityInventory)
9FuldObjectMemoryEvaluation
10TheHandTest
11HouseTreePerson
ProjectiveDrawingTechniques(H
TP)
12TheInnerViewQuestionnaire
13KeirseyTemperamentSorter
14KineticFamilyDrawing
15ManualforRavensProgressive
MatricesandVocabularyScales
16ManwalngPanukatngUgaliat
Pagkatao
17MentalStatusExamination
RapidRecordForm
18MiniMentalStatusExam
(Filipinoversion)
https://sites.google.com/a/dlsu.edu.ph/psychologylaboratory/facilitiesandinstruments/tests
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19MultidimensionalAptitude
Battery
20MyersBriggsTypeIndicator
(FormG)
21NEOPIRRevisedNEO
PersonalityInventory*NEO
TagalogAnswerSheetonly
22NeuropsychiatricInventory
Questions
23TheOfferSelfImage
QuestionnaireforAdolescents
(OSIQ)
24PanukatngmgaKatangianng
Personalidad
25PanukatngPagkataongPilipino
(PPP)
26PurdueNonLanguageTest
27RotterIncompleteSentence
Blank
28SRAVerbal
29StanfordBinetIntelligence
ScaleManual
30TrailMakingTest
31OTHERSClinicalPsychology
DyadExerciseonClinical
Assessment:Interviewingand
Observation
32Genogram
33NormsfortheLearningStyle
Inventory(1976version)
34PracticingtotaketheGRE
PsychologyTest
35SportMetacognitiveAssistant
Inventory(Answersheetonly)
36ThematicApperceptionTest
InterpretationGuide
BecksDepressionInventoryandChecklistII(BDIII)
Type: Structured
Description:
BDI-II is a short screening device used to indicate the severity of depression with
individuals already diagnosed with depression. It is composed of 21 items of selfadministered inventory designed to measure the intensity of depressive symptoms in
psychiatric and non-psychiatric populations of both adults and adolescents. Each item
contains a header that is intended to focus the examinee on the general purpose of the
response options.
Materials: Becks Depression Inventory and Checklist II (BDI-II)
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Administration: Pen and paper self-administration.
References:
Nykiel, P. (2007). Examination of the Psychometric Properties of the Beck Depression
Inventory- II: using the Rasch Measurement Model(Dissertation). Adler School of
Professional
Psychology. Illinois.
Seigert, R. (2009). An examination of the factor structure of the Beck Depression InventoryII in a
neurorehabilitation inpatientsample.Journal of the International Neuropsychological
Society.15 (01)
Becks Depression Inventory and Checklist II Manual. Retrieved 5 November 2013 at

http://www.pearsonclinical.co.uk/Psychology/AdultMentalHealth/AdultMentalHealth/BeckDepressionIn
II(BDI-II)/BeckDepressionInventory-II(BDI-II).aspx
DrawAPerson(DAP)
Type: Projective/ Personality test

Description:
The DAP is based on the assumption that an individual will be that an individual
will be forced to structure this relatively unstructured situation in accordance with his/her
basic typical, and unique personality dynamics, revealing essential data about self through
drawing a person. It is also assumed that in drawing of a person, the subject will present, to
some degree, both his self-image and his ideal self-image. The subject may present a person
of significance to him/her. Aspects such as the size of the head, placement of the arms, etc.
are thought to reveal a range of personality traits.
Materials: 8 x 11 white paper, No.2 black lead pencil
Administration:
The subject is to be told, Please draw a picture of a person.No further instructions need
be given, as the purpose is to provide subject with as nearly an unstructured situation as is
possible. Questions raised by the subject are answered: That is up to you.
The Examiner is to closely observe the behavior of the subject and record spontaneous
verbalizations. During the administration, the subject may be concerned about the artistic
qualities of his/her drawings. It is permissible to assure the subject that this is not a test of
artistic ability and that artistic ability, as such, is not really consideredwhen the test is
scored and interpreted. Explain to the curious subject that DAP drawings are helpful in
understanding the thinking and feeling of the subject.
When the first figure is drawn, the Examiner asks the subject to draw a figure of the
opposite sex. The Examiner is careful to avoid using the words male or female
permitting the subject to define its first figure as male or female. Occasionally a subject
claims that his/her first figure is nonsexual. It is permissible for the subject to draw
another figure and continue with a drawing of the opposite sex, or else he can consider the
first figure as of either sex, whichever he desires.
If the subjects drawings are stereotyped figures, i.e., stick figures, cartoons, or stylized
drawings, it is fruitful to repeat the test until a complete figure is drawn. Upon completion
of the DAP, the Examiner thanks the subject for his cooperation and marks the drawings to
indicate the name of the subject, his age, sex, date of testing, and sequence of drawings.
Individuals tend to make changes which improve figures, showing better balance and
control: anxiety ridden persons tend to make changes which reveal poor control, rigidity,
brittleness and constriction.
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Reference:
Laak, J., Goede, M., and Rijswijk, A. (2005).The Draw-A-Person Test: An Indicator of
Childrens Cognitive and Socioemotional Adaptation? The Journal of Genetic Psychology.
166 (1), 7793
DrawaWomanScale
Type: Projective
Description:
The child is asked to draw a woman or a picture of herself. The scoring is of 73
characteristics specified in the manual. The test offers a relatively quick method of
assessing general and cognitive development.
Materials: 8 x 11 white paper
No.2 black lead pencil
Administration:
Draw a picture of a woman. Make the very best picture you can. Be sure to make your
whole woman, not just the head and shoulders.
Move all the books and pictures out of sight to avoid children copying human figures from
them.
References:
Harris, D. B. (1963). Children's drawingas measures of intellectual maturity. New
York:Harcourt, Brace 81 World,
Vass, Z. (2012). A Psychological Interpretation of Drawings and Paintings. The SSCA Method:
Systems Analysis Approach. Alexandra Publishing. Page 890
EdwardsPersonalPreferenceSchedule(EPPS)
Type: Structured
Description:
The Edwards Personal Preference Schedule (EPPS) is a scale designed to measure 15
personal needs, originallyproposed by H. A. Murray. The scale, authored by Allen Edwards,
was constructed to provide ipsative informationon how people rank one need relative to
their other needs, as well as normative information on their needscompared with other
people.
Materials: Edwards Personal Preference Schedule answer sheet
Administration: Pen and paper administration
References:
Matthew E. Kaler & Jo-Ida C. Hansen (2007). Edwards Personal Preference Schedule.
Encyclopedia of Measurementand Statistics.
Piedmont, R. Costa Jr., and McCrae R. (1992). An Assessment of the Edwards Personal
Preference Schedule Fromthe Perspective of the Five-Factor Model. Journal of Personality
Assessment. 58, 1 pages 67-78
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FamilyAdaptabilityandCohesionEvaluationScale(FACESIII)
Type: Structured
Description:
FACES-III is a 20 item instrument designed to measure two main dimensions of
familyfunctioning: cohesion and adaptability. It is based in the Circumplex Model of family
functioning which asserts thatthere are three central dimensions of family behavior:
cohesion, adaptability (ability to change), andcommunication. This instrument is designed
to place families within the Circumplex Model and does so byassessing how family
members perceive their family and how they would like it to be (ideal). Thus, the same
20items on the FACES-III are responded to in two different ways, It can also be used with
couples by simply changing
the cording on some of the items (e.g. the first item becomes, We ask each other for help).
Clinical rating scalesfor therapists are also available for each of the three dimensions of
the family functioning.
Materials: FACES-III questionnaire and pencil
Administration: Pencil and paper; or oral.
References:
Fischer and Corcoran. (2007). Measures for Clinical Practice and Research: A Sourcebook
Volume 1: Couples, Family andChildren. New York. Retrieved from (25 October 2013)
Kouneski, E. (2000). The Family Circumplex Model, FACES II, and FACES III: Overview of
Research and Applications.(Doctoral Dissertation).
Smith, S. (1996). Clinical Utility of the Family Adaptation and Cohesion Evaluation Scales III
(FACES III).(Doctoraldissertation)
FamilyAssessmentDevice(FAD)
Type: Structured
Description:
The FAD is a 60-item questionnaire designed to evaluate family functioning on seven
dimensions which areproblem solving, communication, roles, affective responsiveness,
affective involvement, behavior control andgeneral functioning.
Materials: FAD questionnaire and pencil
Administration: Pencil and paper; or oral.
Reference:
Stevenson-Hinde, J. and Akister, J. (1991). Identifying families at risk: exploring the
potential of the McMasterFamily Assessment Device. Journal of Family Therapy.13: 41 1421
FamilyRelationshipInventory(FRI)
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Type: Structured
Description:
The FRI consists of 50 items in a small card or paper, consisting of which may be used to
describe self or variousfamily members. 25 items have positive valences (e.g., Strongdependable), and 25 items have negative valences(e.g., Yells and screams a lot). Each
respondent is asked to assign the items to self or another family member, or tono one
(wastebasket). The sum of the response valences (either +1 or -1) constitutes a score.
Materials: FRI Tabulation Form
FRI Scoring Form
FRI Family Gram
FRI Question Items
Administration:
Each item will be answered by an assigned respondent or family member and are asked to
score every itemassigned for self or another family member, or to no one (wastebasket).
References:
Edwards B, Clarke V. (2005). The validity of the family relationships index as a screening
tool for psychological risk
in families of cancer patients.Psychooncology.14 (7):546-54
http://www.tjta.com/products/tst_019.htm Retrieved 25 October 2013
FilipinoSelfAppraisalInventory(SecurityInsecurityInventory)
Type: Structured
Description:
This is a 50-item test used with 5-point Likert scale authored by Dr. Salud Evangelista. It
measures security andinsecurity of Filipino college students. It is composed of 6 subscales
which are safety, self-confidence, trust, love,acceptance and competence.
Materials: Filipino Self-Appraisal Inventory Form
Reference:
Cipres-Ortega, S. and Guanzon-Lapea, M. Locally Developed Psychological Tests: A Critical
Review. Transactions ofthe National Academy of Science and Technology.Vol. 19.
Retrieved at (25 October 2013)
http://www.nast.ph/index.php?
option=com_docman&task=doc_view&gid=904&tmpl=component&format=raw&Itemi
d=7
FuldObjectMemoryEvaluation
Type: Structured
Description:
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The Fuld Object-Memory Evaluation allows the examiner to evaluate memory and learning
under conditions thatvirtually guarantees attention and minimize anxiety. It eliminates
questions about the effects of poor vision,hearing, language handicaps, cultural
differences or inattention because the procedure guarantees attention evenunder adverse
testing conditions. This test is usually used for screening dementia.
Materials: Bag of 10 common subjects, identifiable by touch
Record Form
Stop watch
Administration:
Prepare materials and say, I have 10 common subjects in this bag. I want you to see if you
can identify them bytouch, without looking. Put your left hand in the bag and find
something. Dont pull it out (Prevent the subject fromdoing so). Examine it with your
fingers. What do you think it is? (Repeat, alternating hands exactly as indicated onrecord
form, for all 10 objects.)
Observe the subjects ability to present hand requested. Does he actively explore object?
Record object-time or description the subject gives. Record it in numerical order of objectnaming.
Say, "Now lets see if youre right. (Patient pulls object out.) Elicit name if not correct
before. Record. Accept anyreasonable name; supply if not forthcoming. If the subjects
object-name is too complex, e.g. Round plasticcontainer to keep pills in, Say, Lets call it
a (bottle), OK?Replace all objects in bag. Bag remains closed but within sight for
remainder of the test.
Rapid Verbal Retrieval
Say, Now I want you to tell me, as quickly as you can all the different girls (boys) names
(same sex as the patient)you can think of. Ready, go! Start stopwatch. Time: 60 seconds.
Record names. When patient pauses, encourage tokeep trying.
60 Second Recall
Say, Remember the things from the bag? Id like to see how many of you can recall, Start
stopwatch. Check offitems recalled inder Trial 1, etc. As necessary, encourage patient to
keep trying; complete recall is much harderthan people expect. Time for each trial: 60
seconds.
Remind the subject only of items missed. Allow exactly five seconds after each word (slow
rate). Then elicit RapidVerbal Retrieval from second category (see record form), allowing
only 30 seconds. (For affective categories, say, I want you to tell me, as quickly as you can,
all the different things you can think of that make people happy (sad)things that make
you happy (sad). Go ahead. Alternate the recall of bag items, reminders, and rapid
verbalretrieval (30 seconds) for the remaining trials.
Delayed Recall and Oral Multiple Choice Recognition Testing
After a 5 minute interval filled by other verbal testing: Elicit recall of items from bag.
Encourage effort for 1 fullminute unless all 10 items recalled sooner. Ask for multiple
choice recognition of each item not recalled. The totalnumber of items either recalled or
recognized shows the number of items about which information is retained instorage.
References:
The Fuld Object-Memory Evaluation Manual Stoelting Instrument Company, Chicago
(1981)
Bowen, J. (1997). Progression to dementia in patients with isolated memory loss.The
Lancet.349(9054), 763765
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TheHandTest
Type: Projective
Description:
The Hand Test is a simple projective technique widely used to measure action tendencies
particularly acting-outand aggressive behaviorin adults and children (at least 5 years of
age). It is a non-threatening and easilyadministered in just 10 minutes that is used for
personality evaluation.
Materials:
Actual Hand Test Kit includes 25 Scoring Booklets; 1 Set of Picture Cards; 1 Manual; 1 Hand
Test ManualSupplement: Interpreting Child and Adolescent Responses
Administration:
Using pictures of hands as the projective medium, the Hand Test elicits responses that
reflect behavioraltendencies. The client is shown 10 picture cards, one at a time. These
contain simple line drawings of a hand invarious positions. The clients task is to explain
what each hand is doing. To score the Hand Test, you simplyclassify responses according
to clear-cut quantitative and qualitative scoring categories.The quantitative scores(such as
Aggression, Exhibition, Communication, Dependence, Acquisition, Tension, and
Withdrawal) reflect theindividuals overt behaviorhow he or she interacts with others
and the environment. The qualitative scoresgenerally reflect feelings and motivations
underlying the imparted action tendencies. The test also provides sixsummary scores,
including an index of overall pathology and acting-out ratio, which is used to predict
aggressivebehavior.
References:
Edwin E. Wagner (1979). Diagnostic Applications of the Hand Test.Clinical Diagnosis of
Mental Disorders AHandbook . Plenum Press, New York. pp 393-443
Vagaggini M. (1976). Hand test as an instrument for the prediction of aggressive behavior
[Article in Italian]. QuadCriminolClin.18(1):71-91.
http://www.psychpress.com.au/psychometric/product-page.asp?ProductID=3717
Retrieved 29 October 2013
http://portal.wpspublish.com/portal/page?
_pageid=53,69285&_dad=portal&_schema=PORTAL Retrieved 29
October 2013
HouseTreePersonProjectiveDrawingTechniques(HTP)
Type: Projective
Description:
The House-Tree-Person (H-T-P), developed by John N. Buck and Emmanuel Hammer, is one
of the mostdistinguished and widely used projectives. The H-T-P is popular not only
because it yields abundant clinicalinformation yet time efficient.
The H-T-P can be administered to anyone over the age of 3. The subject simply produces
three drawings--of ahouse, a tree, and a person. Then he or she is given the opportunity to
describe, define, and interpret thesedrawings.
Because drawing can reduce tension in testing situations, the H-T-P is often administered
as the first in a battery ofpsychodiagnostic tests. It is an ideal way to assess personality in
individuals who are culturally different,educationally deprived, developmentally disabled,
or non-English-speaking. H-T-P drawings are highly sensitive tothe presence of
psychopathology--early in its development.The H-T-P is a nonthreatening way to obtain
clinicallyuseful information.
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Materials: HTP drawing form and interpretation booklet

Several No. 2 lead pencils
Set of crayons with at least 8 colors
A stopwatch to record latency and total drawing time
Administration:
(1) Ask the client to make a freehand pencil drawing of a house, tree and person (and a
person of the oppositegender) on 3 separate sheets of paper.
a. Present the paper in the horizontal orienatation with the word HOUSE on top of the
persons pointof view.
b. Present paper in vertical orientation for the TREE and PERSON drawings.
c. Clear view of the page while the client is drawing. Note the order of details drawn,
observe andrecord unusual events in the drawing sequence. There is no time limit.
d. Instruct the client to choose a pencil and say, I want you to draw a picture of a house.
You maydraw any kind of house you wish and to do the best you can. You can erase as
much as you like. Youmake take time as much time you need. Just do your best.
e. Repeat the instructions for the tree and person drawings.
(2) Do the structured post drawing inquiry (appended).
(3) Ask the client to make again a drawing of a house tree person using colored crayons
(can be done on thesame sheet)
(4) Ask follow up questions about the colored drawings.
Reference:
Polatajko, H. and Kaiserman, E. (1986).House-Tree-Person Projective Technique: A
Validation of its Use in
Occupational Therapy. CJOT. Vol. 53 No. 4
Buck, J. (1948). House-Tree-Person Manual.Western Psychological Services (WPS),
Retrieved 4 November, 2013
http://portal.wpspublish.com/portal/page?
_pageid=53,70613&_dad=portal&_schema=PORTAL
TheInnerViewQuestionnaire
Type: Structured
Description:
The InnerView Questionnaire has sixteen groups of eight items (descriptive phrases) ineach
group and aseventeenth group of eleven items. The person answering the questionnaire
ranks the items in the first sixteengroups in order, according to which describes him/her
the most. There are a total of six integrated tests ofsuitability assessments which are
Values Inventory, Interest Inventory, Task Preferences Inventory, PersonalHonesty
Assessment, Work Environment Preferences, and Personality / Motivation Assessment.
The person rates the items in the seventeenth group. Most of the items are repeated in
different groups that allowthe scores to be analyzed for consistency and yields greater
scoring accuracy. It is a suitability profiling systemused in job selection and employee
development. It can be used for staff selection, team development, staffdevelopment,
training needs assessment, conflict resolution, career counseling and other similar human
resourcedevelopment functions.
Materials: Inner View Questionnaire
Administration: Pen and paper administration.
Reference:
Lewis,K., et. al. (2004). The Psychometric Properties of the Inner Strength Questionnaire for
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Women with ChronicHealth Conditions. Doctoral Dissertation. Virginia Commonwealth

University
KeirseyTemperamentSorter
Type: Structured
Description:
The Keirsey Temperament Sortert is a 70 question personality instrument that helps
individuals discover theirpersonality type. It is based on Keirsey Temperament Theory.
According to Keirsey Temperament Theory, there are four basic temperament groups
which describe humanbehavior. Keirseys four temperaments are referred to as Artisans,
Guardians, Rationals and Idealists. These fourtemperaments can be further subdivided,
often referred to as Character Types. There are four types of Artisans,four types of
Guardians, four types of Rationals, and four types of Idealists.
Materials: Keirsey Temperament Sorter Form
Administration: Pen and paper and/or online administration.
Reference:
Keirsey, D &Bates, M. (1984). Please Understand Me Character and Temperament Types.
Prometheus NemesisBook Company
Jugovic, H. and Kelly, K. (2001).Concurrent Validity of the Online Version of the Keirsey
Temperament Sorter II.Journal of Career and Assessment. 21(4)
www.keirsey.com Retrieved 29 October 2013
KineticFamilyDrawing
Type: Projective/ Personality test

This test is used to elicit the subjects attitudes toward his or her family and the overall
family dynamics. It issometimes used for evaluation of child abuse.
Description:
The Kinetic Family Drawing is a projective test developed by burns and Kaufman (1970) that
requires the subjectto draw a picture of his or her entire family. The subjects are asked to
draw a picture of their family, includingthemselves, doing something.
Materials: 8 x 11 white paper
No.2 black lead pencil
Administration:
Tell the subject that you want to do something different during the session and ask if them
to draw a picture ofeveryone in their family doing something. Traditional administration
is that Examiner leaves the room and returnonce the picture is completed.
References:
Handler, L and Habenicht, D. (1994). The Kinetic Family Drawing Technique: A Review of
Literature. Journal ofPersonality Assessment.62(3), 440-464
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ManualforRavensProgressiveMatricesandVocabularyScales
Type: Structured
Description:
Ravens Progressive Matrices and Vocabulary Scales measure two complementary
components of general intelligence. The Progressive Matrices measure eductive ability.
The term comes from Latin educere, meanin to draw out.It thus refers to the ability to
make the sense of complex situations, to draw meaning out of confusion, to perceiveand
think clearly. The Vocabulary Scales measure reproductive ability: the ability to store and
reproduceinformation. These two components are reasonably distict, have different
genetic and environmental origins, andpredict different types of contribution to
workplaces and the community. Used together, the two tests provideinformation that can
be obtained from full-length intelligence tests.
The APM consists of 48 items that is also consists of two sets. Set 1 can be used as either as
a practice test for Set 2or as a rough screening test. Set 2 can be used either as a test of
intellectual capacity when administered without atime limit or as a test of mental
efficiency when used with a time limit.
Materials: Ravens Progressive Matrices and Vocabulary Scales
(Advanced Progressive Matrices Sets I &II)
References:
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven's progressive matrices and
vocabulary scales. Oxford:Oxford Psychologists Press.
Ravens Progressive Matrices and Vocabulary Scales (Advanced Progressive Matrices Sets I
& II)Retrieved 5November 2013 at
http://www.pearsonassessments.com/haiweb/cultures/en-us/productdetail.htm?
pid=015-4686-76X&Community=CA_Ed_AI_Ability
ManwalngPanukatngUgaliatPagkatao
Type: Structured
Description: The Panukat ng Ugali at Pagkatao (PUP) is a psychological measure that may
be used for
research, recruitment and/or admission in an institution. It is composed of 24 subscales
that indicate dimensionsof Filipino characteristics. The 24 subscales are composed of 119
items in total. There are also 2 validity subscales that are composed of 14 items. Aside from
this, there are also an additional 19 items about self-determined traits and another 8
additional items. Overall, PUP is composed of 160 items. There are two types of PUP
Filipino version that can be used, the Form A and Form B.
Materials: Panukat ng Ugali at Pagkatao Forms A or B
References:
Cheung, S. F., Cheung F. M., et. al. (2003). Indigenous Measures of Personality Assessment in
Asian Countries: A Review. Psychological Assessment: American Psychological Association.
15(3) 280289
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del Pilar, Gregorio E. (2011). The Development of the Masaklaw na Panukat ng Loob
(Working Paper)
Guanzon-Lapea, M. A., et. al. (1998). Indigenous Personality Measures: Philippine
Examples. Journal of Cross-Cultural Psychology. 29: 249
MentalStatusExaminationRapidRecordForm
Type: Structured
Description:
The Mental Status Examination (MSE) is a structured assessment of the patient's behavioral
and cognitivefunctioning.The MSE does not need to be a standardized test. It includes
descriptions of the patient's appearanceand general behavior, level of consciousness and
attentiveness, motor and speech activity, mood and affect,
thought and perception, attitude and insight, the reaction evoked in the examiner, and,
finally, higher cognitiveabilities. The specific cognitive functions of alertness, language,
memory, constructional ability, and abstractreasoning are the most clinically relevant.
Its validity and reliability are not based on psychometric properties, but on its simplicity
and its consistentsequential inquiry (Rogers, 2001). This method of investigation is
relatively independent from the verbal contentof an interview, and it is uniquely tuned to
the identification of specific behavioral manifestations that arediagnostically and
prognostically significant. The MSE can be part of a formal clinical interview or part of any
typeof interaction with a patient. The MSE method allows the examiner to observe and
identify selected targetedbehaviors that are specific objectives for intervention.
Materials: Mental Status Examination Rapid Record Form
Administration: Interview and observation administration.
References:
Schwartz, E. (2010). Mental Status Examination.Corsini Encyclopedia of Psychology.12.
Martin, D. (1990). Chapter 207: The Mental Status Examination. Clinical Methods: The
History, Physical, andLaboratory Examinations. 3rd edition.Boston: Butterworths
MiniMentalStatusExam(Filipinoversion)
Type: Semi Structured

Description:
The MMSE is a brief, quantitative measure of cognitive status in adults. It can be used to
screen for cognitive impairment, to estimate the severity of cognitive impairment at a
given point in time, to follow the course of cognitive changes in an individual over time,
and to document an individual's response to treatment.
Materials: Mini Mental Status Exam Form and pen.
Administration: Either through oral or written.
Reference: *Actual paper available in the laboratory.
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MultidimensionalAptitudeBattery
Type: Structured
Description:
The MAB-II can be administered individually or in groups via paper-and-pencil format.
Software administration is also available. The time limit for each subtest is seven (7)
minutes, so one (1) battery of five (5) subtests can easily be administered in one sitting, or
the entire test in 100 minutes. Any combination of subtests can be administered for shorter
forms. The MAB-II assesses 10 distinct domains of human intellectual functioning, grouped
into two (2) broader categories, as follows: Verbal: Information, Comprehension,
Arithmetic, Similarities, Vocabulary and Performance: Digit Symbol, Picture Completion,
Spatial, Picture Arrangement, Object Assembly.
Materials: Multidimensional Aptitude Battery Verbal and Performance, Answer sheet
References:
Wallbrown, F., Carmin, C., and Barnett R. (2006). A further note on the construct validity of
the multidimensional aptitude battery. Journal of Clinical Psychology. 45, 3, pages 429
433.
MAB II Retrieved 25 November 2013 at
http://www.sigmaassessmentsystems.com/assessments/mab.asp
MyersBriggsTypeIndicator(FormG)
Type: Structured
Description:
It is a self-inventory that classifies an individual into one of sixteen personality types using
four combinations of two orientations of life, extraverted (E) and introverted (I); two ways
of perceiving, sensing (S) and intuitive (N); two ways of judging, thinking (T) and feeling (F);
and two attitudes in respect to the outer world, judging and perceptive.
Materials: Myers-Briggs Type Indicator Form G and Manual
References:
McCrae, R. R. and P. T. Costa. Reinterpreting the Myers-Briggs Type Indicator from the
Perspective of theFive-Factor Model of Personality.Journal of Personality, Vol. 57, No. 1
(1989), pp. 12-40.
Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the
Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press.
NEOPIRRevisedNEOPersonalityInventory*NEOTagalogAnswerSheet
only
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Type: Structured
Description: The NEO PI-R is a measure of the five major domains of personality as well as
the six facets that define each domain. Taken together, the five domain scales and thirty
facet scales of the NEO PI-R facilitate a comprehensive and detailed assessment of normal
adult personality. The NEO PI-R is recognized internationally as a gold standard for
personality assessment. Today, reputable developers of personality tests for the
occupational market will as a matter of course publish data on the relationship of their
tests with the five factor model using one form or another of the NEO as the benchmark.
The total amount of recent data from high level academic journals concerning the NEO PIR underpins its quality.
Materials: NEO PI-R Scale and Answer sheet
References:
Lord, Wendy (2007). NEO PI-R - A Guide to Interpretation and Feedback in a Work Context.
Hogrefe Ltd, Oxford.
Morasco, B. (2007). The Utility of the NEO-PI-R Validity Scales to Detect Response
Distortion: A Comparison with the MMPI-2. Journal of Personality Assessment. 88(3), 276283 P.T. (Jr.) Costa, R.R. McCrae Hogrefe Ltd. The Test People, Oxford. Retrieved 8
November 2013 at http://www.unifr.ch/ztd/HTS/inftest/WEBInformationssystem/en/4en001/d590668ef5a34f17908121d3edf2d1dc/hb.htm
NeuropsychiatricInventoryQuestions
Type: Structured
Description:
The Neuropsychiatric Inventory (NPI) was developed to provide a means of assessing
neuropsychiatric symptoms and psychopathology of patients with Alzheimers disease and
other neurodegenerative disorders. The NPI has been used to characterize the
neuropsychiatric symptom profiles in a variety of neurological diseases.
Ten behavioral and two neurodegenerative areas are included in the NPI: (1) Delusions,
(2)Hallucinations, (3) Agitation/Aggression, (4)Depression/Dysphoria,(5)Anxiety, (6)
Elation/Euphoria (7) Apathy/Indifference (8) Disinhibition(9) Irritability/Lability, (10)
Aberrant motor behavior and (1) Sleep and Nighttime Behavior Disorders and (2) Appetite
and Eating Disorders.
It has proven to be sensitive to change and has been employed to capture treatment related
behavioral changes in patients receiving cholinesterase inhibitors, antipsychotic agents,
melatonin and a variety of other antidementia and psychotropic compounds.
Materials: Neuropsychiatric Inventory (NPI) Questionnaire
Administration:
Administration is through interview and observation. Questions should be asked exactly as
written. Clarification should be provided if the caregiver does not understand the question.
Acceptable clarifications are restatements of the questions in alternate terms.
References:
Bahia, V. and Viana, R. (2009).Accuracy of neuropsychological tests and the
Neuropsychiatric Inventory in differential diagnosis between Frontotemporal dementia
and Alzheimers disease.DementNeuropsychol. 3(4):332-336
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Cummings, Jeffrey L. (2009). Neuropsychiatric Inventory. Mary S. Easton Center for

Alzheimers Disease Research at UCLA. California.
TheOfferSelfImageQuestionnaireforAdolescents(OSIQ)
Type: Structured
Description:
The OSIQ is a self-descriptive personality test that can be used for measuring the
adjustment of teenage boys and girls between the ages of 13 and 19. It contains 130 items
(simple statements) to measure adjustment in 11 content areas that are considered
important in the psychological world of the teenager. The adolescent is required to indicate
how much the single statement fits his description choosing within 6 points according to
the Likert scale. The OSIQ is a questionnaire designed to assess the personality traits of a
person, that can be used to select a group of adolescent who are characterized by a
particular range of personality features.
Materials: OSIQ Form
References:
Patton, W. and Noller, P. (1994).The Offer Self-Image Questionnaire for adolescents:
Psychometric properties and factor structure. Journal of Youth and Adolescence.23(1):1941.
Lindfors, K., et. al. (2005).Construct Validity of the Offer Self-Image Questionnaire and Its
Relationship with Self-Esteem, Depression, and Ego Development. Journal of Youth and
Adolescence.34 (4),389-400
PanukatngmgaKatangianngPersonalidad
Type: Structured
Description:
The Panukat ng mga Katangian ng Personalidad began with 6,900 person-descriptive terms
culled from a Filipino dictionary and reduced to 1,297 personality-related adjectives as
agreed upon by Filipino judges and samples of college students. Versions of the instrument
containing from 281 to 861 adjectives were factor analyzed in three samples, yielding seven
factors that replicated fairly consistently. The available tool in the laboratory is composed
of 253 items of descriptive personality-related terms version.
Materials: Panukat ng mga Katangian ng Personalidad
References:
Asian Countries: A Review. Psychological Assessment: American Psychological Association.
15(3) 280289
Del Pilar, Gregorio E. (2011). The Development of the Masaklaw na Panukat ng Loob
(Working Paper)
Guanzon-Lapea, M. A., et. al. (1998). Indigenous Personality Measures: Philippine
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Examples. Journal of Cross-Cultural Psychology. 29: 249
PanukatngPagkataongPilipino(PPP)
Type: Structured
Description:
Panukat ng Pagkataong Pilipino (PPP) is a three-form personality measure which is
designed to assess a total of nineteen (19) dimensions of personality. Each personality
dimension has a corresponding subscale comprising a homogenous subset of items. These
19 dimensions have been clustered into three groups (Form K, Form S, Form KS)
This measure was developed through an inductive approach beginning in 1978 (GuanzonLapea et al., 1998), drawing on materials collected in the local culture. The authors ranked
the personality dimensions mentioned and added dimensions from their literature review
to derive 19 personality dimensions, including Emotional Stability, Sociability, Risk Taking,
Cheerfulness, and Respectfulness. The initial version of the instrument was written in the
Filipino language (Tagalog), had over 400 items, and was administered to a sample of 245
respondents. Item analysis was conducted to select items based on the itemtotal
correlations, resulting in the 220-item first edition. The most recent version of the PPP has
210 items and is available in English and three other Philippine languages.
Materials: Panukat ng Pagkataong Pilipino Form K Panukat ng Pagkataong Pilipino Form S
Panukat ng Pagkataong Pilipino Form KS Panukat ng Pagkataong Pilipino Scales
(Psychometrics) Panukat ng Pagkataong Pilipino Answer sheet
References:
Asian Countries: A Review. Psychological Assessment:American Psychological Association.
15(3) 280289
Guanzon-Lapea, M. A., et. al. (1998).Indigenous Personality Measures: Philippine
Examples.Journal of Cross-Cultural Psychology.29: 249
PurdueNonLanguageTest
Type: Structured
Description:
The Purdue Non-Language Test is designed to measure mental ability. It is culture fair
and consists entirely of geometric forms which show that it can be effectively used for
persons having different cultural or educational backgrounds.
Materials: Purdue Non Language Test Form A and B
Administration:
Instructions for administering the test after the test papers have been distributed are as
follows: 1) Print your name on the test booklet. 2) Do not open the test booklet until told to
do so. 3) On the front page, look at the sample form the 5 drawings that had been crossed
out. 4) In the sample B, one of the five drawings is different from the other 4. Cross out this
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different drawing with a big X. 5) Look at sample C. In this sample, cross out the drawing
that is different from the other 4 with a great big X. 6) In taking the test, you will find sets of
5 drawings, cross out the different one with a good big X. 7) You may not be able to identify
the different drawings given in all of the sets, but do the best you can. It will not pay you to
spend a great deal of time on any one set. You will have 25 minutes which is enough if
you dont spend too much time of the sets. 8) Dont skip around. Take sets in order. 9) Are
there any questions? If none, open your test booklet and go ahead. At the end of exactly 25
minutes, say: 10) Stop. Please pass in your test booklets.
References:
De Jesus, E. (1995). Handbook of Psychological Tests: Theories, Administration, Scoring and
Applications. Rex Bookstore, Manila
Seibert, W. F. (1958). A study of the Purdue Non-Language Adaptability Test.Journal of
Applied Psychology, Vol 42(6), Dec 1958, 376-378.
RotterIncompleteSentenceBlank
Type: Projective
Description:
The Rotters incomplete sentence blank is an attempt to standardize the sentence
completion method for the use at college level. Forty stems are completed by the subject.
These completions are then scored by comparing them against typical items in empirically
derived scoring manuals for men and women and by assigning to each response a scale
value from 0to6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured
projectivetechnique in which the subject is asked to finish a sentence for which the first
word or words aresupplied. As in other projective devices, it is assumed that the subject
reflects his own wishes, desires, fears and attitudes in the sentences he makes.
Materials: Rotter Incomplete Sentence Blank Form
Administration: Pen and paper administration to individual or group.
References:
Holaday, M. et. al. (2000).Sentence Completion Tests: AReview of the Literature and Results
of a Survey of Members of theSociety for Personality Assessment. Journal of Personality
Assessment.74(3), 371383
Rotter, J. B., & Rafferty, J. E. (1950). The Rotter Incomplete Sentences Blank manual: College
form. New York: Psychological Corp.
http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?
Pid=RISB-2&Mode=summary
Retrieved 29 October2013
SRAVerbal
Type: General Ability Test

It is designed for both school and industry (with forms A and B) and can be used for all
educational levels from junior high school to college and employee levels from unskilled to
middle laborers.
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Description:
It measures the individuals adaptability and flexibility in comprehending and following
instructions, and in adjusting to alternating types of problems. It is designed for both
school and industry (with forms A and B) and can be used for all educational levels from
junior high school to college and employee levels from unskilled to middle laborers.
Materials: SRA Verbal Form
Reference:
SRA Verbal Manual (1984) Chicago: Science Research Associates
De Jesus, E. (1995). Handbook of Psychological Tests: Theories, Administration, Scoring and
Applications. Manila
StanfordBinetIntelligenceScaleManual
Type: Structured
Description:
The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) is a contemporary assessment
with a rich tradition, which began in 1916 when Lewis Terman completed his American
revision of the Binet - Simon scale (1905, 1908). Through various editions, this assessment
has become widely known and is acknowledged as the standard for intelligence
measurement.
As a battery of cognitive tests, the SB5 advances the assessment of strengths and
weaknesses in the cognitive processes of students who may be evaluated for learning
disabilities. The SB5 supports early prediction of emerging learning disabilities in children
as young as four years old. Author research has identified special predictive composite
scores for identifying both Reading and Math disabilities. Information on these composites
is available in the Interpretive Manual. The SB5 provides comprehensive coverage of five
factors of cognitive ability: (1) fluid reasoning, (2) knowledge, (3) quantitative reasoning, (4)
visual-spatial processing, and (5) working memory.
The SB5 helps to diagnose a wide variety of developmental disabilities and exceptionalities
and may also be useful in: (1) clinical and neuropsychological assessment, (2) early
childhood assessment, (3) psychoeducational evaluations for special education placements,
(4) compensation evaluations, (5) providing information for interventions such as IFSPs,
IEPs, career assessment, industrial selection, and adult neuropsychological treatment, (6)
forensic contexts and (7) research on abilities and aptitudes.
Materials: Stanford Binet (SB5) Kit: Examiners Manual Technical Manual Item Book 1
(Routing Subtest) Item Book 2 (Nonverbal Subtest) Item Book 3 (Verbal Subtest) Record
Forms Manipulatives (e.g. blocks, toys, chips)
Administration:
The Item Books include the following:
Item Book 1 has the Matrices and Vocabulary subtests used as the initial assessment or
Abbreviated Battery IQ
Item Book 2 has the nonverbal subtests, arranged according to levels of difficulty, from
Level 1 to 6used to adapt the test to the examinees ability (based on the initial Matrices
subtest of Item Book 1). These levels are clearly marked with a colored border on the
bottom of the pages. Levels allow the test to be tailored to the examinees ability, saving
time and making the assessment accurate and reliable.
Item Book 2 has the verbal subtests, again arranged in levels of difficulty. The examinee
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begins at the level suggested by the Vocabulary subtest in Item Book 1.

The Record Form was designed to match the widely used format of other IQ tests and
guides the examiner through the initial subtests, the Nonverbal sections, and Verbal
sections in that order.
References:
Roid, G. and Tippin, S. (2009). Assessment of Intellectual Strengths and Weaknesses with
the Stanford-Binet Intelligence Scales Fifth Edition (SB5). Practitioners Guide to
Assessing Intelligence and Achievement. John and Wiley Sons, New Jersey. Pages 127-151
Stanford-Binet Intelligence Scale (SB5). Retrieved 4 November 2013 at
http://www.riverpub.com/products/sb5/details.html and
http://www.proedinc.com/customer/productView.aspx?ID=4615
TrailMakingTest
Type: Diagnostic
Description:
The Trail Making Test is a neuropsychological test of visual attention and task switching.
The purpose of the TMT is to test for the presence of brain injury. The TMT is a measure of
attention, speed, and mental flexibility as well as executive functioning.. It also tests spatial
organization, visual pursuits, recall, and recognition. Part A requires the individual to draw
lines to connect 25 encircled numbers distributed on a page as fast as possible while still
maintaining accuracy. Part A tests visual scanning, numeric sequencing, and visuomotor
speed. Part B is similar except the person must alternate between numbers and letters and
is believed to be more difficult and takes longer to complete. Part B tests cognitive
demands including visual motor and visual spatial abilities and mental flexibility. Both
sections are timed and the score represents the amount of time required to complete the
task.
Materials: Trail Making Test A and B
Administration:
Reference:
Shindo, A. (2013). Trail Making Test Part A and Brain Perfusion Imaging in Mild Alzheimers
Disease.Dementia and Geriatric Cognitive Disorders Extra.3(1).Retrieved from Karger Open
Access. 25 October 2013
Tombaugh, T.N.T.N (2004). Trail Making test A and B: Normative Data Stratified by Age and
Education. Archives of Clinical Neuropsychology: The Official Journal of the National
Academy of Neuropsychologists 19 (2): 203214.
Trail Making Test. Published by Reitan Neuropsychology Laboratory (originally published
by Adjutant Generals Office, War Department, U.S. Army in 1944)
OTHERS
ClinicalPsychologyDyadExerciseonClinicalAssessment:Interviewingand
Observation
Type: Semi-structured
Description:
This is an outline of guide items on practicing assessment in the Clinical Psychology
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program especially used in the Dyad(s) of the Psychology Laboratory as an exercise on

clinical assessment (interviewing and observation).
Materials: Clinical Assessment outline; Pen and paper
Administration: Through interview while jotting notes.
Genogram
Type: Structured
Description:
Genogram is a diagram used of an emotional family tree which is used as a diagnostic tool
to look into the different areas in the family such as their behavioral and emotional
patterns, beliefs, ways of coping and adapting, unresolved mourning/ traumas, family
rules, rituals and myths. As closely similar practice in genealogy, genogram may also be
used to trace significant personalities and events in the family, its social history as well as
the context of the individual. This is used to determine any transmission of
multigenerational patterns and influences.
Materials: Paper and pen.
Administration: Interview and encoding of data.
'
NormsfortheLearningStyleInventory(1976version)
Type: Structured
Description:
The LSI was developed by David Kolb (1976, 1984) to assess individual learning styles. Kolbs
concept of learning style is based on his theory of experiential learning, referred to as the
Experiential Learning Model (ELM). The ELM suggests that human beings learn by their
direct experience of the world, by reflecting on their experience, by conceptualizing and
thinking abstractly about the world, and by actively participating in the world. Learning is
defined by Kolb (1984) as the process whereby knowledge is created through the
transformation of experience. This process is mediated on four dimensions that include
the following: (a) affective (sensing, feeling), (b) symbolic (cognitive, thinking skills), (c)
behavioral (doing), and (d) perceptual (skills of observation). Postulating a developmental
theory of learning, Kolb envisions these four dimensions as establishing the base of a cone,
with the four dimensions creating an apex as the individual develops and the learning style
becomes more complex.
Materials:
Administration:
1. Complete the survey.
2. Score the LSI.
3. Education: discuss the Experiential Learning Cycle and the LSI.
4. Interpret and apply
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References:
Kolb, D. Experiential Learning: Experience as the source of Learning and Development.
Upper Saddle River, N.J.: Prentice Hall, 1984
Willcoxson, L. and Prosser, M. (1996). Kolb's Learning Style Inventory (1985): review and
further study of validity and reliability. British Journal of Educational Psychology.66,(2).
247257
R. J. Sternberg and L. F. Zhang (Eds.), (2000). Perspectives on cognitive, learning, and
thinking styles. NJ: Lawrence Erlbaum
PracticingtotaketheGREPsychologyTest
Type: Structured
Description:
The GRE Subject tests are designed to help graduate school committees and fellowship
sponsors assess the qualifications of applicants in their respective subject fields. The test
also provide students with a means of assessing their own competence.
The test consists of about 200 multiple-choice questions. This practice test contains 195
questions used in computing scores of the examinees who took the test (April 1983). The
questions in the Psychology Test are drawn from courses of study most commonly offered
within the broadly defined field of psychology.
Materials: Practice test: GRE Psychology Test and Answer sheet
Administration: Pena and paper administration
References:
Practicing to take the GRE Psychology Test (1983). Published by Educational Testing
Service for the Graduate Record Examinations Board.
SportMetacognitiveAssistantInventory(Answersheetonly)
Type: Structured
Description:
It is a self-report instrument used to assess your knowledge and habits while engaging in
team sports. When answering, keep in mind the team sport that you have frequently
participated in
Materials: Sport Metacognitive Assistant Inventory
ThematicApperceptionTestInterpretationGuide
Type: Projective
Description: The Thematic Apperception Test, or TAT, is a projective measure intended to
evaluate a person's patterns of thought, attitudes, observational capacity, and emotional
responses to ambiguous test materials. In the case of the TAT, the ambiguous materials
consist of a set of cards that portray human figures in a variety of settings and situations.
The subject is asked to tell the examiner a story about each card that includes the following
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elements: the event shown in the picture; what has led up to it; what the characters in the
picture are feeling and thinking; and the outcome of the event.
Materials: Thematic Apperception Test Cards, pen and paper
Administration:
Showing 8-12 cards, say I am going to show you some pictures, one at a time, and your task
will be to make up a story for each card. In your story, be sure to tell what has led up to the
event shown in the picture, describe what is happening at the moment, what the characters
are feeling and thinking, and then give the outcome. Tell a complete story with a beginning,
middle, and end. Do you understand? I will write your stories verbatim as you tell them.
Heres the first card.
References:
Harrison, R. (1940). Studies in the Use and Validity of the Thematic Apperception Test with
Mentally Disordered Patients II: A Quantitative Validity Study.
Lundy, A. (1985). The reliability of the Thematic Apperception Test. Journal of Personality
Assessment, 49141-5.
Thematic Apperception Test Interpretation Guide Retrieved 25 November 2013 at
http://faculty.pepperdine.edu/shimels/Courses/Files/TAT%20Interp.pdf
Copyright2013.AllRightsReserved.PsychologyLaboratory,DeLaSalleUniversity.
SaintJosephHall308,DeLaSalleUnivertisty,2401TaftAvenue,1004Manila,Philippines
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Facilities and Instruments

Facilities and Instruments

Administration: Pen and paper self-administration.

Type: Projective/ Personality test

Materials: HTP drawing form and interpretation booklet

Women with ChronicHealth Conditions. Doctoral Dissertation. Virginia Commonwealth

Type: Projective/ Personality test

Type: Semi Structured

Cummings, Jeffrey L. (2009). Neuropsychiatric Inventory. Mary S. Easton Center for

Examples. Journal of Cross-Cultural Psychology. 29: 249

Type: General Ability Test

begins at the level suggested by the Vocabulary subtest in Item Book 1.

program especially used in the Dyad(s) of the Psychology Laboratory as an exercise on

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