HKSYU Course Resources
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LEADER 18838cam a2204033 a 4500
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991001057779707546
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20220623123938.0
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111128s2013 at a b 001 0 eng
010
a| 2011944301
020
a| 9781133371595 (IE)
020
a| 1133371590 (IE)
020
a| 9780840028617 (hbk.)
020
a| 084002861X (hbk.)
035
a| (HKSYU)b14496409-852hksyu_inst
040
a| DLC
b| eng
c| DLC
d| HUA
d| NhCcYME
d| HK-SYU
042
a| pcc
050
4
a| BF636.6
b| .A88 2013
082
0
4
a| 150.287
2| 23
092
0
a| 150.287
b| ERF 2013
100
1
a| Erford, Bradley T.
245
1
0
a| Assessment for counselors /
c| Bradley T. Erford.
250
a| 2nd ed.
260
a| Australia :
b| Brooks/Cole, Cengage Learning,
c| c2013.
300
a| xviii, 492 p. :
b| ill. ;
c| 26 cm.
500
a| Rev. ed. of: Assessment for counselors / [edited by] Bradley T. Erford. 1st ed. c2007.
504
a| Includes bibliographical references (p. 455-476) and indexes.
650
0
a| Counseling psychology.
730
0
a| Assessment for counselors.
907
a| b14496409
b| 08-01-22
c| 17-09-13
910
a| ykc
b| df
935
a| (HK-SYU)500820341
9| ExL
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t| Preface
p| xiii
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t| Special Acknowledgement
p| xvi
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t| About the Author
p| xvii
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t| PART I
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l| ch. 1
t| Basic Assessment Concepts
p| 1
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t| Preview
p| 1
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t| Assessment and Counseling
p| 1
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t| What Is Assessment?
p| 2
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t| The Purposes of Assessment
p| 4
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t| How Is Assessment Used in Counseling?
p| 7
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t| Assessment Competence and Professional Counselors
p| 8
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t| Training Standards for Professional Counselors
p| 9
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t| Professional Counseling Organizations and Assessment
p| 10
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t| Assessment Training Standards
p| 11
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t| Assessment Terms and Concepts
p| 11
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t| Standardized (Formal) and Nonstandardized (Informal) Tests
p| 13
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t| Norm-Referenced and Criterion-Referenced Tests
p| 13
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t| Individual and Group Tests and Inventories
p| 14
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t| Objective and Subjective Tests
p| 15
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t| Speed and Power Tests
p| 16
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t| Verbal and Nonverbal Tests
p| 17
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t| Cognitive and Affective Tests
p| 19
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t| Maximum and Typical Performance Measurement
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t| Behavioral Observations
p| 20
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t| Formative versus Summative Evaluation
p| 21
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t| Paper-and-Pencil Tests and Performance (Authentic) Assessments
p| 22
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t| Portfolio Assessment
p| 24
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t| Environmental Assessment
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t| Computer-Managed, Computer-Assisted, and Computer-Adapted Assessment
p| 26
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t| Summary/Conclusion
p| 29
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l| ch. 2
t| Historical Foundations and Perspectives of Assessment
p| 31
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t| Preview
p| 31
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t| The History of Assessment
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t| Ancient Times
p| 31
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t| Measurement in the Laboratory
p| 34
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t| Modern Applications of Assessment: Decision Making and Determination of Individual Differences
p| 35
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t| Summary/Conclusion
p| 46
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l| ch. 3
t| Legal, Ethical, and Diversity Foundations and Perspectives in Assessment
p| 47
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t| Preview
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t| Ethics and Assessment
p| 47
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t| Ethical Decision Making
p| 55
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t| Legal Issues in Assessment
p| 57
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t| Family Educational Rights and Privacy Act of 1974 (FERPA) and Related Legislation
p| 57
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t| Minimal Competency Assessment and the No Child Left Behind Act of 2001
p| 59
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t| Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and Related Legislation
p| 60
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t| The Health Insurance Portability and Accountability Act of 1996 (HIPAA)
p| 61
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t| Guidelines of the Equal Employment Opportunity Commission (EEOC)
p| 62
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t| The Americans with Disabilities Act of 1991 (ADA)
p| 63
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t| Court Decisions Related to Diversity in Assessment
p| 63
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t| Diversity Issues in Assessment
p| 65
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t| Understanding Diversity
p| 65
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t| Diversity Factors Involved in Assessment
p| 66
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t| Bias in Assessment
p| 68
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t| Content Bias
p| 68
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t| Internal Structure Bias
p| 68
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t| Predictive Bias
p| 69
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t| Interpreting Test Scores with Caution
p| 69
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t| Ensuring Fairness in Assessment
p| 69
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t| Applying the Standards for Multicultural Assessment
p| 70
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t| Summary/Conclusion
p| 71
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l| ch. 4
t| How Tests Are Constructed
p| 73
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t| Preview
p| 73
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t| Test Construction
p| 73
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t| Purpose of the Test
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t| Examinees
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t| Goals and Theory
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t| Norm-Referenced or Criterion-Referenced
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t| Objectives
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t| Scaling According to NOIR
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t| Rating and Comparative Scales
p| 79
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t| Unidimensional and Multidimensional Scales
p| 80
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t| Guttman and Thurstone Scales
p| 80
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t| Approaches to Test Construction
p| 81
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t| Observables
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t| Defining Observables
p| 84
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t| Item Generation
p| 84
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t| Allocating Proportionate Numbers of Items
p| 85
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t| Selecting an Item Format
p| 85
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t| Descriptions of Item Formats
p| 85
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t| Technical Analyses
p| 87
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t| Item Difficulty
p| 87
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t| Item Discrimination
p| 88
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t| Basals, Starting Points, and Ceilings
p| 94
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t| Norms
p| 96
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t| Multicultural and Social Justice Assessment Issues in Test Construction
p| 97
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t| Summary/Conclusion
p| 97
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l| ch. 5
t| Selecting, Administering, Scoring, and Interpreting Assessment Instruments and Techniques
p| 99
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t| Preview
p| 99
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t| Test Selection
p| 99
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t| Test Administration
p| 100
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t| Administrator Requirements
p| 101
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t| Examinee Preparation
p| 102
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t| Environmental Concerns
p| 103
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t| Testing Procedures
p| 103
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t| Factors Affecting Test Scores
p| 104
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t| Test Scoring
p| 107
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t| Professional Standards in Testing
p| 108
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t| Norm-Referenced Interpretation
p| 108
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t| Developmental Equivalents
p| 110
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t| Standardized Scores
p| 111
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t| Percentile Ranks
p| 116
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t| Criterion-Referenced Interpretation
p| 117
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t| Single-Skill Scores
p| 117
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t| Multiple-Skill Scores
p| 119
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t| Sources of Information About Tests
p| 121
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t| Published Resources
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t| PRO-ED
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t| Publisher Catalogs
p| 123
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t| Professional Journals and Textbooks
p| 123
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t| Electronic Resources
p| 123
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t| Common Errors in Test Administration, Scoring, and Interpretation
p| 124
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t| Multicultural Assessment Issues in Selection, Administration, Scoring, and Interpretation
p| 125
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t| Summary/Conclusion
p| 126
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l| ch. 6
t| Reliability
p| 129
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t| Preview
p| 129
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t| What Is Reliability?
p| 129
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t| A Brief Introduction to the Correlation Coefficient
p| 130
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t| The Classical Model of Reliability
p| 131
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t| True Score
p| 131
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t| Classical Definition of Reliability
p| 131
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t| Standard Error of Measurement (SEM)
p| 132
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t| Types of Reliability
p| 135
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t| Internal Consistency
p| 135
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t| Test-Retest Reliability (Temporal Stability)
p| 137
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t| Alternate Forms Reliability (Equivalent Forms Reliability)
p| 138
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t| Reliability of Criterion-Referenced Tests
p| 140
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t| Interscorer and Interrater Reliability
p| 141
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t| The Importance of Reliability
p| 143
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t| Reliability in Validation
p| 143
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t| Attenuation
p| 143
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t| Reliability of Composite Scores
p| 143
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t| Social Justice and Multicultural Issues Related to Reliability
p| 145
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t| Summary/Conclusion
p| 145
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t| PART II
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l| ch. 7
t| Validity
p| 147
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t| Preview
p| 147
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t| Validity Defined
p| 147
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t| Face Validity
p| 148
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t| Content-Related Validity
p| 148
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t| Criterion-Related Validity
p| 151
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t| Standard Error of Estimate
p| 153
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t| Construct Validity
p| 153
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t| The Interaction of Reliability and Validity
p| 155
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t| Validity and Testing Practice
p| 155
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t| The Application of Validity: Decision Making Using Test Scores
p| 156
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t| Decision Making Using a Single Score
p| 156
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t| Decision Making Using Multiple Tests
p| 161
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t| Multicultural and Social Justice Considerations In Validity
p| 165
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t| Summary/Conclusion
p| 166
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l| ch. 8
t| Clinical Assessment and Diagnosis
p| 167
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t| Preview
p| 167
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t| What Is Clinical Assessment?
p| 167
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t| Cautions Within Clinical Assessment
p| 168
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t| Clinical Judgment Versus Statistical Models
p| 173
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t| Clinical Interviewing
p| 174
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t| The Intake Interview
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t| Three Types of Clinical Interviews: Unstructured, Semi-Structured, and Structured
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t| Mental Status Exam
p| 176
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t| Strengths and Limitations of Interviewing
p| 180
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t| Counseling, Diagnosis, and the DSM-IV-TR
p| 181
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t| Using the DSM-IV-TR--Multiaxial Diagnosis
p| 183
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l| Axis I
t| Disorders--Clinical Disorders and Other Conditions That May Be a Focus of Clinical Attention
p| 184
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l| Axis II
t| Disorders--Personality Disorders and Mental Retardation
p| 185
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l| Axis III
t| Current Medical Conditions
p| 186
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l| Axis IV
t| Psychosocial and Environmental Problems
p| 186
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l| Axis V
t| Global Assessment of Functioning (GAF)
p| 186
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t| Diagnostic Decision Making Using the DSM-IV-TR
p| 187
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t| Using Clinical Inventories and Tests in Counseling
p| 189
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t| Information Sources for Clinical and Personality Assessment
p| 189
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t| How Clinical and Personality Test Content Is Developed
p| 191
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t| Some Commonly Used Clinical Assessment Inventories
p| 192
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t| Minnesota Multiphasic Personality Inventory--Second Edition (MMPI-2)
p| 192
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t| Millon Clinical Multiaxial Inventory--III (MCMI-III)
p| 195
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t| Achenbach System of Empirically Based Assessment (ASEBA)
p| 196
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t| Beck Depression Inventory--Second Edition (BDI-II)
p| 204
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t| Beck Anxiety Inventory (BAI)
p| 204
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t| Substance Abuse Subtle Screening Inventory--3 (SASSI-3)
p| 205
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t| Eating Disorder Inventory--3 (EDI-3)
p| 205
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t| Assessing Suicidal Intent
p| 206
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t| Beck Scale for Suicide Ideation (BSS)
p| 207
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t| Summary/Conclusion
p| 215
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l| ch. 9
t| Personality Assessment
p| 217
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t| Preview
p| 217
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t| What Is Personality?
p| 217
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t| The Purpose of Personality Assessment
p| 218
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t| Trait Approaches to Personality Assessment
p| 218
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t| Strengths and Limitations of the Trait Approach
p| 220
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t| Some Commonly Used Structured Personality Assessment Inventories
p| 222
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t| Revised NEO Personality Inventory (NEO-PI-R)
p| 222
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t| 16 Personality Factors (16PF) Questionnaire
p| 224
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t| Myers-Briggs Type Indicator--Form M (MBTI)
p| 224
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t| Jackson Personality Inventory--Revised (JPI-R)
p| 229
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t| Piers-Harris Children's Self-Concept Scale--Second Edition (Piers-Harris-2)
p| 229
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t| Projective Approaches to Assessment
p| 235
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t| Strengths and Weaknesses of Projective Techniques
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t| Some Commonly Used Projective Techniques
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t| Thematic Apperception Test (TAT)
p| 241
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t| Children's Apperception Test--1991 Revision (CAT)
p| 241
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t| Roberts Apperception Test for Children--Second Edition (Roberts-2)
p| 242
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t| House-Tree-Person (H-T-P) Projective Drawing Technique
p| 242
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t| Kinetic Drawing System for Family and School (KDS)
p| 243
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t| Forer Structured Sentence Completion Test (FSSCT)
p| 245
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t| Summary/Conclusion
p| 245
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l| ch. 10
t| Behavioral Assessment
p| 247
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t| Preview
p| 247
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t| What Is Behavioral Assessment?
p| 247
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t| Defining Behavior
p| 247
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t| Guidelines for Conducting Behavioral Assessment
p| 248
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t| Methods of Behavioral Assessment
p| 249
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t| Direct Assessment
p| 249
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t| Indirect Assessment
p| 252
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t| Behavioral Rating Scales and Inventories Used in Counseling
p| 254
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t| Conners Third Edition (Conners 3)
p| 254
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t| Attention Deficit Disorders Evaluation Scale--Third Edition (ADDES-3)
p| 255
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t| Behavior Assessment System for Children, Second Edition (BASC-2)
p| 255
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t| Summary/Conclusion
p| 260
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l| ch. 11
t| Assessment of Intelligence
p| 261
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t| Preview
p| 261
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t| What is Intelligence?
p| 261
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t| Nature and Theories of Intelligence
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t| Historical Conceptualizations of Intelligence
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t| Multiple-Factor Models
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t| Guilford's Structure-of-Intellect Model
p| 267
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t| Hierarchical Models
p| 268
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t| Sternberg's Triarchic Theory: An Information Processing Approach
p| 268
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t| Gardner's Multiple Intelligences
p| 270
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t| Commonly Used Tests of Intelligence
p| 274
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t| Group-Administered Tests of Intelligence and School Ability
p| 274
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t| Individual Screening Tests of Intelligence
p| 276
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t| Individual Diagnostic Tests of Intelligence
p| 277
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t| Assessing Intellectual Developmental Disorder
p| 281
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t| Assessing Giftedness
p| 284
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t| Neuropsychological Assessment
p| 286
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t| Visual Perception
p| 289
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t| Auditory Perception
p| 290
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t| Summary/Conclusion
p| 293
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l| ch. 12
t| Assessment of Other Aptitudes
p| 295
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t| Preview
p| 295
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t| Aptitude Testing
p| 295
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t| Aptitude Tests Designed for Admission Decisions
p| 296
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t| Commonly Used Admission Tests
p| 297
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t| Tests of General and Specific Aptitude
p| 304
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t| Multiaptitude Batteries
p| 304
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t| Measures of Special Abilities
p| 308
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t| Summary/Conclusion
p| 316
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l| ch. 13
t| Assessment of Achievement
p| 317
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t| Preview
p| 317
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t| Why Assess Achievement?
p| 317
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t| Uses of Achievement Tests in Counseling
p| 319
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t| Achievement Testing and Individuals with Special Needs
p| 320
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t| The Individuals with Disabilities Education Improvement Act (IDEA)
p| 320
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t| Section 504 of the U.S. Rehabilitation Act of 1973
p| 324
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t| Categorizing Achievement Tests
p| 324
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t| Group-Administered Multi-Skill Achievement Test Batteries or Surveys
p| 326
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t| Individual Achievement Multi-Skill Test Batteries
p| 332
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t| Individual and Group-Administered Single-Skill Achievement Tests for Reading
p| 337
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t| Individual and Group-Administered Single-Skill Achievement Tests for Mathematics
p| 339
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t| Individual and Group-Administered Single-Skill Achievement Tests for Written Expression
p| 341
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t| Tests of English Language Proficiency
p| 345
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t| Summary/Conclusion
p| 349
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l| ch. 14
t| Assessment in Career Counseling
p| 351
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t| Preview
p| 351
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t| Purposes of Career Assessment
p| 351
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t| Assessing Interests
p| 352
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t| Tests Measuring Interests
p| 355
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t| Other Interest and Skill Inventories
p| 366
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t| Assessing Values and Life Role Salience
p| 368
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t| Commonly Used Tests Assessing Values and Life Role Salience
p| 368
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t| Other Measures of Career Values and Life Role Salience
p| 369
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t| Assessing Career Development and Career Maturity
p| 371
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t| Tests Used to Assess Career Development and Career Maturity
p| 371
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t| Summary/Conclusion
p| 373
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l| ch. 15
t| Assessing Couples and Families
p| 375
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t| Preview
p| 375
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t| Purposes of Couples and Family Counseling
p| 375
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t| Rationale for Family Assessment
p| 376
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t| What Is Assessed?
p| 377
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t| Methods of Assessment
p| 379
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t| Formalized Assessment Instruments
p| 379
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t| Assessment of Couples
p| 380
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t| Other Instruments Used in Assessing Couples
p| 388
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t| Assessment of Families
p| 389
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t| Other Measures of Family Assessment
p| 393
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t| Qualitative Assessment of Family Relationships
p| 394
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t| Characteristics of Qualitative Assessment
p| 394
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t| Qualitative Assessment Methods
p| 395
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t| Mapping Activities
p| 397
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t| Sculpting Activities
p| 402
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t| Other Qualitative Methods
p| 403
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t| Social Justice and Multicultural Issues When Assessing Couples and Families
p| 403
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t| Summary/Conclusion
p| 403
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l| Appendix A
t| ACA Policy Statement on Test User Qualifications
p| 405
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l| Appendix B
t| Responsibilities of Users of Standardized Tests (RUST) (3rd Edition)
p| 409
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l| Appendix C
t| AACE/IAOOC Standards for Assessment in Substance Abuse Counseling
p| 413
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l| Appendix D
t| AACE/ASCA Competencies in Assessment and Evaluation for School Counselors
p| 417
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l| Appendix E
t| AACE/AMHCA Standards for Assessment in Mental Health Counseling
p| 421
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l| Appendix F
t| AACE/IAMFC Marriage, Couple and Family Counseling Assessment Competencies
p| 425
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l| Appendix G
t| AACE/NCDA Career Counselor Assessment and Evaluation Competencies
p| 429
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1
l| Appendix H
t| The American Counseling Association (ACA) Position Statement on High Stakes Testing
p| 433
970
0
1
l| Appendix I
t| Client History and Background
p| 437
970
0
1
l| Appendix J
t| Attention Deficit/Hyperactivity Disorder (AD/HD) Brief Clinical Parent Interview (ABCPI)
p| 445
970
0
1
l| Appendix K
t| Semi-Structured Mental Status Examination Interview Protocol
p| 449
970
0
1
t| References
p| 455
970
0
1
t| Name Index
p| 477
970
0
1
t| Subject Index
p| 483
998
a| book
b| 21-10-13
c| m
d| a
e| -
f| eng
g| at
h| 0
i| 0
945
h| Supplement
l| location
i| barcode
y| id
f| bookplate
a| callnoa
b| callnob
n| COUN410
945
h| Supplement
l| location
i| barcode
y| id
f| bookplate
a| callnoa
b| callnob
n| COUN410