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CPSY 6341 Psychological Assessment: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

CPSY 6341 Required Course Readings

The links are for required journal articles found in the Walden databases ONLY. If you are looking for a review of a psychological assessment instrument, please click on the tab titled Psychological Instrument Reviews. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

 

Benson, N., Hulac, D., & Kranzler, J. H. (2010). Independent examination of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV): What does the WAIS-IV measure? Psychological Assessment, 22(1), 121–130.

Blais, M.A. & Baity, M.R. (2005). A comparison of two mental status examinations in an inpatient psychiatric sample. Assessment, 12(4), 455–461.

Brooks-Gunn, J., Klebanov, P. K., & Duncan, G. J. (1996). Ethnic differences in children's intelligence test scores: Role of economic deprivation, home environment, and maternal characteristics. Child Development, 67(2), 396–408.

Brown, D. C. (1994). Subgroup norming: Legitimate testing practice or reverse discrimination? American Psychologist, 49(11), 927–928.

Butcher, J. N. (2010). Personality assessment from the nineteenth to the early twenty-first century: Past achievements and contemporary challenges. Annual Review of Clinical Psychology, 6, 1–20.

Camara, W. J. (1997). Use and consequences of assessments in the USA: Professional, ethical, and legal issues. European Journal of Psychological Assessment, 13(2), 140–152.

Carlson, J. F., & Geisinger, K. F. (2009). Psychological diagnostic testing: Addressing challenges in clinical applications of testing. In R. P. Phelps (Ed.), Correcting fallacies about educational and psychological testing (pp. 67–88). Washington, DC: American Psychological Association.

Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290.

Cummings, J. A. (2010). Review of 'Evidence-based practice of cognitive-behavioral therapy'. British Journal Of Psychology, 101(4), 824–826.

Duckworth, A. L. (2009). (Over and) beyond high-stakes testing. American Psychologist, 64(4), 279–280.

Fernandez, K., Boccaccini, M. T., & Noland, R. M. (2007). Professionally responsible test selection for Spanish-speaking clients: A four-step approach for identifying and selecting translated tests. Professional Psychology: Research and Practice, 38(4), 363–374.

Flores, L. Y., Spanierman, L. B., & Obasi, E. M. (2003). Ethical and professional issues in career assessment with diverse racial and ethnic groups. Journal of Career Assessment, 11(1), 76–95.

Frisch, M. B., Cornell, J., Villanueva, M., & Retzlaff, P. J. (1992). Clinical validation of the Quality of Life Inventory. A measure of life satisfaction for use in treatment planning and outcome assessment. Psychological Assessment, 4(1), 92–101.

Gordon, R., Stump, K., & Glaser, B. A. (1996). Assessment of individuals with hearing impairments: Equity in testing procedures and accommodations. Measurement and Evaluation in Counseling and Development, 29(2), 111–118.

Gottfredson, L. S. (2009). Logical fallacies used to dismiss the evidence on intelligence testing. In R. P. Phelps (Ed.), Correcting fallacies about educational and psychological testing (pp. 11–65). Washington, DC: American Psychological Association.

Gresham, F. M. (2009). Interpretation of intelligence test scores in Atkins cases: Conceptual and psychometric issues. Applied Neuropsychology, 16(2), 91–97.

Hill, J. S., Pace, T. M., & Robbins, R. R. (2010). Decolonizing personality assessment and honoring indigenous voices: A critical examination of the MMPI-2. Cultural Diversity and Ethnic Minority Psychology, 16(1), 16–25

Kaufman, A. S., & Horn, J. L. (1996). Age changes on tests of fluid and crystallized ability for women and men on the Kaufman Adolescent and Adult Intelligence Test (KAIT) at ages 17–94 years. Archives of Clinical Neuropsychology, 11(2), 97–121.

Lambert, M. J., & Hawkins, E. J. (2004). Measuring outcome in professional practice: Considerations in selecting and using brief outcome instruments. Professional Psychology: Research and Practice, 35(5), 492–499.

Lee, D., Reynolds, C. R., & Willson, V. L. (2003). Standardized test administration: Why bother? Journal of Forensic Neuropsychology, 3(3), 55–81.

Luce, R. (1996). The ongoing dialog between empirical science and measurement theory. Journal of Mathematical Psychology, 40(1), 78–98.

MacCann, C. (2010). Further examination of emotional intelligence as a standard intelligence: A latent variable analysis of fluid intelligence, crystallized intelligence, and emotional intelligence. Personality and Individual Differences, 49(5), 490–496.

Macvaugh III, G. S., & Cummingham, M. D. (2009). Atkins v. Virginia: Implications and recommendations for forensic practice. Journal of Psychiatry & Law, 37(2/3), 131–187.

Mason, T. C. (2005). Cross-cultural instrument translation: Assessment, translation, and statistical applications. American Annals of the Deaf, 150(1), 67–72.

McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37(1), 1–10.

Meyer, G. J., Finn, S. E., Eyde, L. D., Kay, G. G., Moreland, K. L., Dies, R. R., et al. (2001). Psychological testing and psychological assessment: A review of evidence and issues. American Psychologist, 56(2), 128–165.

Nelson-Gray, R. O. (2003). Treatment utility of psychological assessment. Psychological Assessment, 15(4), 521–531.

O'Boyle, E. R., & McDaniel, M. A. (2009). Criticisms of employment testing: A commentary. In R. P. Phelps (Ed.), Correcting fallacies about educational and psychological testing (pp. 181–197). Washington, DC: American Psychological Association.

Phelps, R. P. (Ed.). (2009). Educational achievement testing: Critiques and rebuttals. In Correcting fallacies about educational and psychological testing (pp. 89–146). Washington, DC: American Psychological Association.

Sackett, P. R., Borneman, M. J., & Connelly, B. S. (2008). High stakes testing in higher education and employment: Appraising the evidence for validity and fairness. American Psychologist, 63(4), 215–227.

Sackett, P. R., Borneman, M. J., & Connelly, B. S. (2009). Responses to issues raised about validity, bias, and fairness in high-stakes testing. American Psychologist, 64(4), 285–287.

Thomas, C. W., & Petersen, D. M. (1982). Methodological issues in attitude scale construction. The Journal of Social Psychology, 116(2), 245–253.

Trendler, G. (2009). Measurement theory, psychology and the revolution that cannot happen. Theory & Psychology, 19(5), 579–599.

Zurcher, R., & Bryant, D. (2001). The validity and comparability of entrance examination scores after accommodations are made for students with LD. Journal of Learning Disabilities, 34(5), 462–471.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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