Psychological Tests Definition , Purpose , What it measures ,

Admistration and Interpretation by Kainat Malik

1. CABS – Children Adaptive Behavior Scale

What it is:

 A behavioral assessment tool designed to evaluate a child’s adaptive skills in daily life.
 Often used for children with developmental delays, intellectual disabilities, or autism.

Purpose / Why we use it:

 To measure the ability to adapt to environmental demands.

 To assess functional skills for independent living and social participation.
 To help plan interventions and monitor progress.

What it measures:

 Self-help skills (eating, dressing, hygiene)

 Communication (verbal, non-verbal)
 Socialization (interaction with peers and adults)
 Motor skills (gross and fine motor)
 Community use (navigating environments, safety awareness)

Administration:

 Conducted through interviews with parents, caregivers, and sometimes teachers.

 Uses a rating scale format (e.g., “always,” “sometimes,” “never”).
 Takes 20–40 minutes.

Interpretation:

 Scores are compared to age norms.

 Identifies strengths and weaknesses in adaptive functioning.
 Lower scores indicate greater difficulty in daily functioning.

2. CARS – Childhood Autism Rating Scale

What it is:

 A standardized tool to help identify children with autism and determine its severity.

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Purpose / Why we use it:

 To differentiate autism from other developmental delays.

 To determine severity level (mild, moderate, severe).
 To aid in diagnosis and treatment planning.

What it measures:

 15 domains (e.g., relating to people, communication, body use, adaptation to change,

sensory responses).

Administration:

 Observation of the child + parent/caregiver interview.

 Each domain rated from 1 (normal) to 4 (severely abnormal).
 Takes 15–30 minutes.

Interpretation:

 Total score:
o <30 = Non-autistic
o 30–36.5 = Mild to moderate autism
o 37–60 = Severe autism

3. PGEE – Portage Guide to Early Education

What it is:

 A developmental checklist and teaching guide for children aged birth to 6 years.

Purpose / Why we use it:

 To assess developmental milestones.

 To create individualized educational programs.
 Common in early intervention for children with developmental delays or disabilities.

What it measures:

 Five major areas:

1. Socialization
2. Self-help
3. Language
4. Motor skills
5. Cognitive skills

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Administration:

 Checklist completed by observation and parent/caregiver interview.

 Also includes activity ideas for skill teaching.
 Takes 30–60 minutes depending on child’s age and skill level.

Interpretation:

 Skills marked as “achieved,” “emerging,” or “not yet developed.”

 Used to plan goals and activities for child development programs.

4. CBCL – Child Behavior Checklist

What it is:

 A widely used standardized questionnaire for identifying behavioral and emotional

problems in children (ages 1.5–18).

Purpose / Why we use it:

 To screen for emotional, behavioral, and social problems.

 To monitor changes over time.

What it measures:

 Internalizing problems (anxiety, depression, withdrawal).

 Externalizing problems (aggression, rule-breaking).
 Syndrome scales (attention problems, somatic complaints, social issues).

Administration:

 Completed by parents (or teachers via TRF version, or child via YSR version).
 Items scored 0 (not true), 1 (somewhat true), 2 (very true).
 Takes about 15–20 minutes.

Interpretation:

 Raw scores → T-scores.

 T-score ≥65 = Clinical range, 60–64 = Borderline, <60 = Normal.

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5. BGT – Bender Visual-Motor Gestalt Test
What it is:

 A neuropsychological test to assess visual-motor integration.

Purpose / Why we use it:

 To detect developmental, neurological, and learning disorders.

 To assess brain damage or cognitive impairment.

What it measures:

 Ability to perceive and reproduce geometric designs.

 Visual-motor coordination, spatial organization, planning.

Administration:

 Show the child 9 geometric figures one at a time to copy on blank paper.
 No erasing; each figure is presented separately.
 Takes about 5–10 minutes.

Interpretation:

 Errors are scored (e.g., distortions, rotations, perseverations).

 Compared to age norms.
 Certain patterns may indicate neurological impairment or emotional disturbance.

6. Conners’ Rating Scale

What it is:

 A standardized questionnaire developed by C. Keith Conners to assess behavioral,

emotional, and academic problems in children and adolescents, especially ADHD
symptoms.
 Versions include Conners-3, Conners’ Teacher Rating Scale, and Parent Rating Scale.

Purpose / Why we use it:

 Screen and aid diagnosis of ADHD and related behavioral disorders.

 Evaluate the severity and frequency of problem behaviors.
 Monitor treatment effectiveness over time.

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What it measures:

 Inattention, hyperactivity, impulsivity.

 Oppositional behavior, defiance, aggression.
 Learning and peer relationship problems.

Administration:

 Completed by parents, teachers, and sometimes the child (self-report version for older
children).
 Uses a Likert-type scale (e.g., 0 = Not at all true, 3 = Very much true).
 Takes 10–20 minutes.

Interpretation:

 Raw scores are converted to T-scores based on age and gender norms.
 T ≥ 65: Clinically significant problem; T = 60–64: Borderline; T < 60: Within normal
limits.
 High scores in specific subscales guide diagnosis and intervention focus.

7. HTP – House–Tree–Person Test

What it is:

 A projective personality test that asks a person to draw a house, a tree, and a person.
 Developed by John Buck to explore personality characteristics and emotional
functioning.

Purpose / Why we use it:

 Gain insights into self-perception, interpersonal relationships, and emotional state.

 Identify possible emotional conflict, trauma, or stress.
 Supplement clinical interviews in psychological assessments.

What it measures:

 Personality traits (e.g., self-esteem, security, relationships).

 Emotional functioning and conflicts.
 Possible neurological or developmental issues (through drawing style).

Administration:

 Client is given paper and pencil and asked to draw a house, a tree, and a person (one at a
time).

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  Usually followed by a structured interview about each drawing.
 Takes 10–15 minutes for drawing + 10–15 minutes for discussion.

Interpretation:

 Qualitative analysis of drawing size, placement, details, omissions, and style.

 House = family/home life; Tree = self and energy; Person = self-image and social roles.
 Not scored numerically — relies on trained clinical judgment and projective
interpretation.

8. CPM – Colored Progressive Matrices

Full name: Raven’s Colored Progressive Matrices
What it is:

 A non-verbal intelligence test designed for children, older adults, and individuals with
developmental delays or language barriers.
 Part of Raven’s Progressive Matrices series, but uses colored backgrounds to make it
engaging and easier.

Purpose / Why we use it:

 Assess general intelligence (g factor) without relying on language.

 Useful for individuals from different cultures or with speech/language difficulties.
 Measure reasoning and problem-solving ability.

What it measures:

 Non-verbal abstract reasoning.

 Ability to detect patterns and relationships in visual stimuli.

Administration:

 Individual or group administration.

 Child is shown a pattern with a missing piece and must choose the correct piece from
multiple options.
 Three sets (A, Ab, B) of increasing difficulty; about 36 items total.
 Takes 15–25 minutes.

Interpretation:

 Raw scores are converted to percentile ranks and standard scores based on age norms.
 Higher scores indicate stronger non-verbal reasoning ability.
 Low scores may suggest intellectual disability or cognitive impairment.

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9. CAT – Children’s Apperception Test
What it is:
A projective personality test for children aged 3–10 years, similar to the Thematic
Apperception Test (TAT) but designed with animal or human figures in child-relevant situations.

Purpose:

 To assess personality dynamics, underlying emotional issues, conflicts, and

interpersonal relationships.
 Often used to explore family issues, fears, needs, and social adjustment problems.

Why we use it:

 Children may struggle to express emotions directly; CAT allows them to project feelings
through storytelling.
 Helps in diagnosis and therapeutic planning.

What it measures:

 Needs, conflicts, attitudes toward authority, self-image, family relationships, and coping
styles.

Administration:

 The examiner presents 10 picture cards (animal or human version) and asks the child to
tell a story for each.
 Administered individually in a quiet setting.

Interpretation of results:

 Stories are analyzed for themes, emotional tone, conflict resolution, defense mechanisms,
and recurring symbols.
 Requires clinical judgment and comparison to developmental norms.

10. MMSE – Mini-Mental State Examination

What it is:
A brief cognitive screening test for adults, especially elderly, to assess general cognitive
function.

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Purpose:

 To detect cognitive impairment, dementia, or neurological issues.

 To monitor cognitive changes over time.

Why we use it:

 Quick and reliable screening for cognitive decline.

 Helps in differentiating psychiatric vs. organic causes of mental symptoms.

What it measures:

 Orientation (time/place)
 Registration (immediate recall)
 Attention and calculation
 Recall (short-term memory)
 Language skills
 Visuospatial ability

Administration:

 11 items, total score out of 30.

 Takes 5–10 minutes, given orally by the examiner.

Interpretation of results:

 24–30 = Normal
 18–23 = Mild cognitive impairment
 0–17 = Severe impairment
 Scores must be interpreted alongside education level, age, and cultural background.

Types of Psychological Tests

1. Projective Tests

 Definition: Unstructured, ambiguous stimuli; responses reveal unconscious feelings,

personality, and emotions.
 Examples: Rorschach Inkblot Test, TAT, HTP, Sentence Completion.

2. Non-Projective (Objective) Tests

 Definition: Structured, standardized questionnaires or tasks; scored objectively.

 Examples: MMPI-2, CBCL, Conners’ Rating Scale, IQ tests.
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3. Personality Tests

 Projective Personality Tests: Rorschach, TAT, HTP.

 Objective Personality Inventories: Big Five, NEO-PI-R, 16PF, MMPI-2.

4. Ability / Aptitude Tests

 Definition: Measure reasoning, problem-solving, and learning potential.

 Examples: WISC, WAIS, Raven’s Matrices, DAT.

5. Achievement Tests

 Definition: Measure learned skills/knowledge in specific subjects.

 Examples: Woodcock–Johnson, school standardized tests.

6. Neuropsychological Tests

 Definition: Assess brain function and cognitive abilities.

 Examples: BGT, Trail Making Test, Stroop Test.

7. Interest & Vocational Tests

 Definition: Identify interests and career matches.

 Examples: Strong Interest Inventory, SDS.

CABS and PGEE similarities and differences :

CABS – Children’s Adaptive PGEE – Portage Guide to Early

Aspect
Behavior Scale Education

Full Name Children’s Adaptive Behavior Scale Portage Guide to Early Education

Assessment + structured
Nature Standardized assessment tool only
teaching/intervention guide

To measure a child’s adaptive

To assess development and provide a
Main Purpose functioning and identify
curriculum for skill development
developmental delays

Generally school-age children (~5– Infants to preschoolers (~birth to 5–6

Target Age Group
10 years) years)

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 CABS – Children’s Adaptive PGEE – Portage Guide to Early
Aspect
Behavior Scale Education

- Infant stimulation
- Socialization
- Activities of Daily Living
Areas Assessed / - Language
- Communication skills
Domains - Self-help
- Socialization
- Cognition
- Motor skills

For evaluation and diagnosis,

For ongoing developmental support,
Primary Use educational planning, IEP
parent training, early intervention
formulation

Administered by trained Conducted mainly in the home, with

Administration professionals (psychologists, special parents as active partners guided by
educators) early intervention specialists

Scores indicate strengths and Checklist format; used to identify

Scoring &
weaknesses in adaptive behavior; mastered skills, emerging skills, and
Interpretation
compared to norms goals for teaching

Structured questions assessing Developmental checklists + activity

Format of Items
specific behaviors and skills suggestions and teaching cards

Developed by B.O. Richmond & Developed 1969–1972 during the

Origin & History
R.H. Kicklighter (1980) Portage Project in Wisconsin, USA

Provides a profile of adaptive Improves developmental outcomes

Outcome behavior levels; helps with special through regular home-based activities
education placement decisions and progress tracking

Involvement of Limited (mainly as informants if Very high – parents act as the main
Parents needed) teachers, guided by specialists

Not inherently built-in; follow-up Continuous – PGEE includes ongoing

Follow-up
depends on separate re-assessment progress monitoring and adjusting goals

Ongoing, weekly or bi-weekly sessions

Typical Duration Single session assessment
over months/years

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 CABS – Children’s Adaptive PGEE – Portage Guide to Early
Aspect
Behavior Scale Education

Determining eligibility for special

Helping toddlers with delays develop
education, documenting
Examples of Use communication, motor, and self-help
developmental delays in school-
skills at home
aged children

Standardized, reliable measurement

Practical, family-centered, hands-on
Key Strength of adaptive behavior for older
teaching approach for younger children
children

Does not provide strategies for Less suitable for children over 6 years
Limitation
intervention or for purely diagnostic purposes

similarities and differences between CABS and PGEE

CABS – Children’s
PGEE – Portage Guide to
Aspect Adaptive Behavior Similarities
Early Education
Scale

A standardized tool to A combined assessment

measure a child’s and intervention program
Both aim to understand a
adaptive behavior and designed to assess early
child’s developmental
Purpose functional skills to development and provide
abilities and guide
detect developmental structured teaching
improvement.
delays and guide activities for skill
school-based planning. acquisition.

Purely an assessment Dual nature – both an

instrument – it does assessment checklist and a Both are formal, structured
Nature
not include built-in step-by-step teaching developmental tools.
intervention strategies. guide.

Identifies current Focuses on both

functioning in adaptive identifying skills and
Both assess multiple skill
behavior areas like teaching missing ones in
Primary Focus domains needed for daily
communication, daily early development (social,
functioning.
living, and cognitive, language, motor,
socialization. self-help).

Age Range Best for school-age Best for infants and Both are designed for

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 CABS – Children’s
PGEE – Portage Guide to
Aspect Adaptive Behavior Similarities
Early Education
Scale

preschoolers (~birth to 5–6 children, just at different

children (~5–10 years).
years). developmental stages.

- Activities of Daily - Infant stimulation

Living (self-help skills - Socialization Both assess socialization,
Domains like eating, dressing) - Language language/communication,
Covered - Communication - Self-help and self-help/adaptive
(verbal & non-verbal) - Cognition skills.
- Socialization skills - Motor skills

Usually done in school Usually home-based, with

Both require guidance from
Administration or clinical settings by professionals training
trained professionals for
Setting trained psychologists parents to conduct
accuracy.
or special educators. activities.

Series of standardized
Developmental checklists
questions and behavior Both use structured formats
with specific behavioral
Format descriptions to be to systematically check
indicators plus
scored based on skill mastery.
activity/teaching cards.
presence/frequency.

Produces standardized Uses

scores compared to “mastered/emerging/not
Scoring & Both identify skill gaps and
norms; results show present” markers to set
Interpretation strengths to guide planning.
strengths, weaknesses, teaching targets and
and areas for support. monitor progress.

High—parents are the

Limited—parents may
primary implementers of Both may use parent
Parent act as informants but
daily activities with knowledge of the child to
Involvement not direct
ongoing support from improve accuracy.
implementers.
specialists.

Done when
Built-in regular follow-ups
reassessment is Both can be repeated to
—weekly or biweekly to
Follow-up requested, e.g., track developmental
check progress and adjust
annually or after changes over time.
plans.
interventions.

Outcome A profile of adaptive Improved developmental Both contribute to

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 CABS – Children’s
PGEE – Portage Guide to
Aspect Adaptive Behavior Similarities
Early Education
Scale

functioning levels to
outcomes through direct,
inform special improving a child’s
structured, skill-based
education eligibility, adaptive functioning.
teaching.
placement, or support.

Objective, reliable, Both are evidence-based

Practical, hands-on, family-
standardized measure and recognized in child
Strengths centered approach for early
suitable for diagnostics development and special
skill-building.
and formal reports. education.

No guidance on “how” Not ideal for older Both have specific scope
Limitations to improve skills; only children; less standardized limitations (age, format,
identifies the gap. for diagnostics. setting).

Developed in 1980 by
Richmond & Developed 1969–1972 Both have decades of use
History &
Kicklighter; used under the Portage Project and research backing their
Origin
mostly in educational in Wisconsin, USA. effectiveness.
psychology.

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