Test critique paper covering the analysis of the practical adolescent duel diagnostic interview 5 (PADDI-5) instrume

The paper is over a test instrument called the practical adolescent duel diagnostic interview 5 (PADDI-5) and must be written in APA format. This is the information my professor provided:

Students are required to complete an analysis of a testing instrument. The criteria to write the Test Critique Paper are as follows:

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Each student will conduct an in-depth analysis of the testing instrument (PADDI-5) according to the suggestions outlined in the following:

a. The Mental Measurements Yearbook (MMY) is a compilation of instrument reviews found within the professional literature. If a student is interested in an older instrument, he/she is more likely to find information in the MMY. If a student is gathering information about a relatively young instrument, then he/she is more likely to find information in the literature (i.e., there has not been sufficient time for the instrument to be published in the MMY). The MMY may be found as an online database.

b. Other references that students may found helpful include: Tests in Print (which accompanies the MMY), Test Critiques, and Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business.

c. If a student chooses to gather information from a database, he/she must focus on articles in which the instrument is reviewed – and not on articles in which the instrument is utilized for research. Generally speaking, instrument reviews describe validity/reliability studies surrounding test development.

1. Write the paper: Each student should write his/her paper in four parts, and according to the following guidelines:

a. The first section of the paper should provide introductory information regarding the instrument. Provide a brief history of the instrument development. Who are the authors? What is the theoretical perspective surrounding instrument development? For instance, Beck structured the Beck Depression Inventory according to cognitive theory. In discussing the theoretical perspective, please include at least 2-3 statements describing the theory. If an instrument is described as atheoretical, then each student should include at least 2-3 statements describing the theory he/she believes is most applicable to the test/appraisal instrument. What construct(s) is the instrument intended to measure? In other words, what are the construct(s) or idea(s) under investigation when using this instrument? For example, when utilizing the Beck Depression Inventory, the purpose of the inventory is to measure levels of depression. Thus, when utilizing the Beck Depression Inventory in clinical and/or research settings, the descriptive variable of interest would be depression. What major changes, if any, have occurred related to the test? For instance, the GRE used to be pencil/paper, but now is strictly computer- assisted.

b. The second section of the paper should be headed as Psychometric Properties. Students should begin this part of the paper by categorizing the instrument as either quantitative or qualitative. Then, please provide descriptions of the instrument’s psychometric properties. Next, focus on validity and reliability. Please provide one statement describing construct validity. (Remember: There are several forms of validity, but for purposes of this assignment, focus is on construct validity). What construct validity studies, if any, have been conducted? What do the resulting coefficients indicate? In addition, please provide one statement describing reliability. What reliability studies, if any, have been conducted? What do the resulting coefficients indicate? Third, address how the instrument is administered (e.g., self-report), scored (e.g., hand scored, with raw scores), and interpreted (e.g., one-to-one consultation with the client, written format, etc.). Finally, please describe the norming populations.

c. The third section of the paper should be headed as Cultural Perspectives. The section should be sub-divided into two paragraphs according to the following guidelines:

Paragraph 1: Students should describe their understanding of the relationship between persons of diversity and the appraisal process.

Paragraph 2: Framing answers within the context of the appraisal instrument’s norming populations, students should answer the following questions:

To which cultural group(s) are the appraisal instrument’s results most generalizable?

To which cultural group(s) are the appraisal instrument’s results least generalizable?

d. The fourth section of the paper should be headed as Counseling Implications. The fourth and final section of the paper should focus on the counseling implications surrounding the appraisal instrument. What are the administrative requirements for the instrument? What is the cost of the instrument? What information is available regarding the frequency with which the instrument is utilized in general clinical work? What is the frequency with which the instrument is utilized in specific clinical work? What is the frequency with which the instrument is utilized in research? Given the psychometric properties and cultural perspectives, described in parts two and three of the paper respectively, students should comment on how useful they believe most counselors would consider the appraisal instrument to be. How useful do you consider the appraisal instrument to be? If you perceive psychometric and cultural deficits associated with the appraisal instrument, how could/would you compensate for those deficits in a clinical situation? Finally, offer one statement defining whether or not you would elect to use the test/appraisal instrument.

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