Posted: February 26th, 2023
MILESTONE
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%
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PSY 550 Milestone One Guidelines and Rubric
Rubric
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. Sh e 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 “Resources” tab.
b) Click on “Presentation: Wechsler Adult Intelligence Scale 4th Edition (WAIS-IV).
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 “Product Details” tab.
o There are sample interpretive and annotated interpretative reports, as well as a
sample profile report in PDF format.
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Cognition-%26-Neuro/Wechsler-Adult-Intelligence-Scale-%7C-Fourth-Edition/p/100000392.html
https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=6409
http://www.pearsonclinical.com/psychology/products/100000662/millon-clinical-multiaxial-inventory-iii-mcmi-iii.html?origsearchtext=mcmi-iii#tab-scoring
http://www.pearsonclinical.com/psychology/products/100000662/millon-clinical-multiaxial-inventory-iii-mcmi-iii.html?origsearchtext=mcmi-iii#tab-scoring
http://www.csub.edu/~sbacon/C512_MCMI.ppt
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PSY 550 Final Project Vignette One
Ms. Z is a 35-year-old African American woman and the mother of two children. She was previously
admitted to a psychiatric hospital after a suicide attempt. She is prescribed antidepressant medication;
however, her depressed mood continues.
Ms. Z has received mental health services since she was 18 years old due to reported “mood swings.”
However, her depression became more severe over the past three years. She received electroconvulsive
therapy (ECT), which provided temporary relief, allowing her to return to work after treatment.
Ms. Z completed high school and two years of college. She is employed as an office manager at a local
insurance company. Her husband also works for the same company. He is reportedly very supportive
and assumes most of the home responsibilities during her depression.
Ms. Z is looking for recommendations on whether she should return to school to complete a four-year
degree and wants to gain diagnostic insight given her history of mental health concerns. She was
administered the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and Minnesota
Multiphasic Personality Inventory – 2 (MMPI-2). Her scores are below:
WAIS-IV
FSIQ 102
VCI 105
PRI 107
WMI 92
PSI 100
MMPI-2 Clinical
HS 86
D 112
HY 87
PD 66
MF 55
PA 67
PT 86
SC 90
MA 41
SI 74
MMPI-2 Content
ANX 79
FRS 41
OBS 63
DEP 82
HEA 81
BIZ 39
ANG 50
CYN 35
ASP 39
TPA 43
LSE 73
SOD 84
FAM 42
WRK 73
TRT 79
You can use these resources to help you review the data from the WAIS-IV and MMPI-2 clinical and
content scores:
MMPI-2
MMPI Training Slides: Review the following resources at this website:
o MMPI Clinical Scales
o MMPI Content Supplement
WAIS-IV
Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
a) Scroll down and find the “Resources” tab.
b) Click on “Presentation: Wechsler Adult Intelligence Scale 4th Edition (WAIS-IV).
https://www.upress.umn.edu/test-division/mmpi-2/mmpi-2-training-slides
https://www.upress.umn.edu/test-division/mmpi-2/mmpi-2-training-slides
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Cognition-%26-Neuro/Wechsler-Adult-Intelligence-Scale-%7C-Fourth-Edition/p/100000392.html
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PSY 550 Final Project Vignette Two
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