Chapter 15

Assessment Procedures for Counselors and Helping Professionals, 7e

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Chapter 15

Assessment Issues with Diverse Populations

Assessment Procedures for Counselors and Helping Professionals, 7eDrummond/Jones


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Culture – the set of beliefs, values, customs, and other variables that drive cognition, behavior and perception.

Race – often tied to outward appearance, race is often used to physically identify one group of individuals as being different from another.

Ethnicity – a cultural group that shares common identity and heritage.

Key Terms



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Competencies and standards necessary for assessing individuals who differ on various aspects of cultural identity, such as race, ethnicity, age, language, gender, sexual orientation, religious/spiritual orientation, and other cultural dimensions.

Multicultural Assessment



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Differences in test scores that are based on demographics or culture.

Three forms of test bias: content bias bias in internal structure selection bias

Test Bias



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There are several forms of content bias: Assessment items that favor one group over

another. Members of different cultural groups

interpreting items differently. Unclear test instructors or poor scoring

procedures

Differential Item Functioning (DIF) can be used as a method for identifying test bias.

Content Bias



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Differences in item correlation when a test is taken by one group versus another.

This form of bias can occur if the constructs being measured change from one group to another.

Bias in Internal Structure



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Selection bias occurs when a tests predictive ability varies by group.

For example, if the SAT had different predictive ability for Caucasians than African Americans, this would be selection bias.

Selection Bias



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Language Test wiseness Motivation and anxiety Cultural differences

Test Taker Bias Factors



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1. Differences in class and cultural values between counselor and client.

2. Language difference between counselor and client.3. The counselor believes stereotypes about culturally

different people. 4. The counselor fails to understand his or her own culture. 5. Lack of counselor understanding about the client’s

reluctance and resistance in counseling.6. Lack of understanding of the client’s worldviews.7. Labeling cultural groups as mentally ill when their

behaviors vary from “so-called” norms.8. Expecting all clients to conform to the counselor’s cultural

standards and expectations.

Examiner Bias



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The degree to which a minority population adopts the dominant population’s culture.

The degree of acculturation can be determined though formal assessment and testing, as well as interviews.

Acculturation



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Examiners should take care when using tests written in English with linguistically diverse individuals.

Such tests may unintentionally assess the test takers knowledge of English rather than the intended constructs.

The Standards for Educational and Psychological Testing provide important guidelines for assessing linguistically diverse individuals.

Assessment of Linguistically DiverseIndividuals



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The Americans with Disabilities Act defines a disability as “a physical or mental impairment that substantially limits a major activity.”

Disabilities can impact the ability of individuals to be fairly assessed.

Assessment of Individuals withDisabilities



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modifying the presentation form modifying the response format modifying timing modifying test setting using only portions of a test using substitute or alternate tests

Test Modification Strategies



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When testing individuals with visual impairments, examiners should be aware of the following:

Effects of distracting noise in a testing situation. Need for additional time to complete tasks, if the test is in

braille or large type. Need to structure the testing environment and let the

examinee become familiar with the objects by handling them.

Need to describe the setting for the examinee.

Need for several breaks or multiple sessions.

Assessment for Individuals withVisual Impairments



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When testing individuals with hearing impairments, examiners should be aware of the following:

Be sure that any individual with problems speaking or understanding spoken language has a hearing evaluation.

Keep the test environment controlled and free from distraction; an individual with a mild hearing loss may be distracted by extraneous noise.

Avoid visual distractions, especially if the examinee is reading lips. If necessary, have an interpreter help communicate with the

examinee. Allow the interpreter and the person with a hearing impairment to

arrange seating to enhance the lines of communication. Have more than one assessment approach to measure the

construct in question.

Assessment of Individuals withHearing Impairments



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The term intellectual disability is preferred to the historical term “mental retardation.”

Adaptive functioning refers to conceptual, social, and practical skills that people have learned to be able to function in their everyday lives.

Assessment of Individuals withIntellectual Disabilities



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Intelligence tests are often used to assess intellectual disability.

Test for Intellectual Disability



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Core assessments for measuring Neuropsychological Impairment caused by brain injury or damage include: Halstead-Reitan Neuropsychological Test Battery Luria-Nebraska Neuropsychological Battery (LNNB) Bender Visual-Motor Gestalt Test, Second Edition

(Bender-Gestalt II)

Assessing Individuals withNeuropsychological Impairment



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Communication disorders include language disorders and speech disorders.

During the assessment process, examiners should:

Demonstrate acceptance and positive regard for the client as an individual. Try to remove any distracting stimuli from the testing environment. Keep instructions and directions simple. Repeat or rephrase questions

when appropriate. Be alert to facial expressions, gestures, and tone of voice. Allow the examinee to nod, point, or otherwise indicate the answer in a

nonverbal manner.

Assessment of Individuals withCommunication Disorders



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Autism is generally characterized by impairment in: Social interaction skills Communication skills

Autistic individuals often struggle with difficulties in speech, language, and communication, and can demonstrate aggressiveness with others.

Autism Spectrum Disorders



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Autism Behavior Checklist (ABC) Autism Screening Instrument for Educational

Planning, Third Edition (ASIEP-3) Autism Diagnostic Interview, Revised (ADI-R) Behavior Observation Scale for Autism (BOS) Childhood Autism Rating Scale (CARS) Gilliam Autism Rating Scale, Second Edition

(GARS-2)

Assessing Autism



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Individuals suffering from ADHD have problems with inattention, hyperactivity, and impulsivity.

General assessments used to evaluate children’s behaviors include: Child Behavior Checklist (CBCL) Behavioral Assessment System for Children (BASC-

2) Conner’s Rating Scales (CRS-R)

Attention-Deficit/Hyperactivity Disorder(ADHD)



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ADHD Symptom Rating Scale (ADHD-SRS) Attention Deficit Disorder Evaluation Scale (ADDES-2) Attention Deficit Hyperactivity Rating scale (AD/HD-RS-

IV) Barkley Home Situation Questionnaire (HSQ-R) Strengths and Weaknesses of ADHD Symptoms and

Normal Behavior (SWAN) Swanson, Nolan, and Pelham Rating Scale (SNAP-IV) Brown ADHD Scale CPT Computer-based assessments

Assessing ADHD



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Developmental delay refers to children who are developing at a slower rate in one or more of the following areas: physical ability cognitive ability language personal or social skills

Developmental Delays



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Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III)

Battelle Developmental Inventory, Second Edition (BDI-2)

Cattell Infant Intelligence Scale Dallas Preschool Screening Test (DPST) Denver Developmental Screening Test, Second

Edition (DDST-II) Kent Infant Development Scale

Assessing Developmental Delays



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There are numerous standards for assessing diverse populations:

Code of Fair Testing Practices in Education, Second Edition (Joint Committee on Testing Practices [JCTP], 2002)

Responsibilities of Users of Standardized Tests, Third Edition (American Counseling Association [ACA] & Association of Assessment in Counseling [AAC], 2003)

Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on measurement in Education [NCME], 1999).

Multicultural Counseling Competencies and Standards (Association for Multicultural Counseling and Development [AMCD], 1992).

Code of Ethics and Standards of Practice of the American Counseling Association (American Counseling Association [ACA], 1996).

Standards for Assessment withDiverse Populations

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Chapter 15