Introduction and Research

Overview: For your final project, you will develop a conceptualization of an individual based on background information and the results of a few select tests.
To do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help inform the overall understanding of an individual’s presenting problems. Throughout the course, you will complete milestone assignments that are drafts of specific sections of the final project. Because these milestone assignments are drafts, you will notice that their critical elements and rubrics are similar to those in the Final Project Guidelines and Rubric document.

Attached are the Vignette and the project guidelines and rubric.

PSY 550 Milestone One Guidelines and Rubric

Overview: For your final project, you will develop a conceptualization of an individual based on background information and the results of a few select tests. To
do so, you will examine research to understand the purpose of the chosen tests, why they were utilized, and how they help inform the overall understanding of
an individual’s presenting problems. Throughout the course, you will complete milestone assignments that are drafts of specific sections of the final project.
Because these milestone assignments are drafts, you will notice that their critical elements and rubrics are similar to those in the Final Project Guidelines and
Rubric document.

In this first milestone, you will be working on the first two sections of your final project, which focus on writing an introduction and completing critical elements
A through D of the Test and Assessment Development Analysis section for each test.

Prompt: To begin, review the Final Project Rubric and Guidelines document, along with the Vignette One and Vignette Two documents. Choose one vignette you
would like to focus on for your final project. Read the vignette thoroughly and research the two tests used in that particular vignette. The final project requires
you to include at least six references cited in APA format, so it is important to begin researching and properly citing your resources in this milestone.

Specifically, the following critical elements must be addressed:

I. Introduction: In your introduction, summarize the vignette you chose and address the following:
A. Develop a problem statement. In your response, identify the reason for the referral, and identify the tests used to evaluate the client.

II. Test and Assessment Development Analysis: Test One
A. Describe how the test is administered.
B. Describe the populations for which the test is normed.
C. Explain the information the test yields.
D. Determine the reliability and validity of the test when administered to varying populations.

III. Test and Assessment Development Analysis: Test Two
A. Describe how the test is administered.
B. Describe the populations for which the test is normed.
C. Explain the information the test yields.
D. Determine the reliability and validity of the test when administered to varying populations.

https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=6410

https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=6411

Rubric
Guidelines for Submission: Your paper should be a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch
margins. Use APA style for formatting and citations.

Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value

Introduction: Problem
Statement

Develops a problem statement that
identifies the reason for referral and
the type of assessments used

Develops a problem statement that
identifies the reason for referral and
the type of assessments used, but
statement is missing key elements

Does not develop a problem
statement that identifies the reason
for referral and the type of
assessments used

10

Test and Assessment
Development Analysis: Test

One: Administered

Describes how the test is
administered

Describes how the test is
administered, but description is
cursory or lacks detail

Does not describe how the test is
administered

10

Test and Assessment
Development Analysis: Test

One: Populations

Describes the populations for which
the test is normed

Describes the populations for which
the test is normed, but response
contains inaccuracies or lacks
justification

Does not describe the populations for
which the test is normed

10
Test and Assessment
Development Analysis: Test

One: Yields

Explains the information the test
yields

Explains the information the test
yields, but response lacks sufficient
detail

Does not explain the information the
test yields

10

Test and Assessment
Development Analysis: Test
One: Reliability and Validity

Determines the reliability and validity
of the test when administered to
varying populations

Determines the reliability and validity
of the test when administered to
varying populations, but response
contains inaccuracies

Does not determine the reliability and
validity of the test when administered
to varying populations

10
Test and Assessment
Development Analysis: Test

Two: Administered

Describes how the test is
administered
Describes how the test is
administered, but description is
cursory or lacks detail
Does not describe how the test is
administered
10
Test and Assessment
Development Analysis: Test

Two: Populations

Describes the populations for which
the test is normed
Describes the populations for which
the test is normed, but response
contains inaccuracies or lacks
justification
Does not describe the populations for
which the test is normed
10
Test and Assessment
Development Analysis: Test

Two: Yields

Explains the information the test
yields
Explains the information the test
yields, but response lacks sufficient
detail
Does not explain the information the
test yields
10

Test and Assessment
Development Analysis: Test
Two: Reliability and Validity

Determines the reliability and validity
of the test when administered to
varying populations
Determines the reliability and validity
of the test when administered to
varying populations, but response
contains inaccuracies
Does not determine the reliability and
validity of the test when administered
to varying populations
10

Articulation of Response Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization

Submission has major errors related
to citations, grammar, spelling,
syntax, or organization that
negatively impact readability and
articulation of main ideas

Submission has critical errors related
to citations, grammar, spelling,
syntax, or organization that prevent
understanding of ideas

10

Total 100%

PSY 550 Final Project Vignette One

Ms. G is a 33-year-old single, Caucasian female who was referred for an evaluation to clarify diagnostic
issues and establish educational and vocational goals. Ms. G was born with spina bifida, but otherwise
had no notable developmental concerns. She requires a manual wheelchair for ambulation due to her
spina bifida.

Ms. G never received special education or had an individualized education program (IEP). She completed
two years of college but then took a leave of absence. She would like some guidance as to whether she
should continue to pursue her bachelor’s degree, as the first two years of college were extremely
challenging for her. She reports struggling academically and just “not fitting in” with her peers.
From a mental health perspective, she has a history of being in and out of counseling. She is currently
prescribed Zoloft and Xanax for depression and anxiety, respectively. She reported a fear of vomiting,
and also reported generally being anxious and depressed at times. She estimated that she has been
severely depressed on at least three occasions.

The client reports concerns related to her inability to secure a job and not “knowing what to do.” She
has noticed that she has been losing friends and is not sure why. She is hoping to gain further input
around her psychological status as it relates to her anxiety, depression, and social concerns. Below are
her scores from the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and Millon Clinical
Multiaxial Inventory – III (MCMI-III).

WAIS-IV

FSIQ 94

VCI 107

PRI 82

WMI 108

PSI 81

GAI 95

MCMI-III

Disclosure 71

Desirability 75

Debasement 42

Schizoid 81

Avoidant 66

Depressive 75

Dependent 81

Histrionic 63

Narcissistic 54

Antisocial 62

Sadistic 36

Compulsive 69

Negativistic 64

Masochistic 80

Schizotypal 65

Borderline 34

Paranoid 60

Anxiety 85

Somatoform 15

Bipolar: Manic 60

Dysthymia 24

Alcohol Dependence 40

Drug Dependence 60

PTSD 60

Thought Disorder 15

Major Depressive 79

Delusional Disorder 62

You can use these resources to help you review the data from Ms. G’s WAIS-IV and MCMI-III scores:

WAIS-IV

1. Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
a) Scroll down and find the “Training” tab.

MCMI-III

1. C512 MCMI
a) Bacon, S. F. Millon Clinical Multiaxial Inventory III (MCMI-III) [PPT document]. Retrieved

from California State University’s website:
http://www.csub.edu/~sbacon/C512_MCMI.ppt

b) The Millon Personality Group Website
c) Millon Clinical Multiaxial Inventory-III (MCMI-III)

o Scroll down and find the “Scoring and Reporting” tab.

o There are sample interpretive and annotated interpretative reports, as well as a

sample profile report in PDF format.

http://www.pearsonclinical.com/psychology/products/100000392/wechsler-adult-intelligence-scalefourth-edition-wais-iv.html?Pid=015-8980-808&Mode=summary#tab-training

https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=6409

http://www.csub.edu/~sbacon/C512_MCMI.ppt

http://www.csub.edu/~sbacon/C512_MCMI.ppt

Home

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