Psychological Tests: Nature and Definition

A psychological test is a standardized measure of a

sample of a person’s behavior, designed to measure
individual differences in various psychological
attributes such as intelligence, aptitude, personality, or
emotional functioning.
 According to:
•Kaplan & Saccuzzo (2013):
“A psychological test is essentially an objective and standardized
measure of a sample of behavior.”

•Gregory (2011):
“A psychological or educational test is a standardized procedure for
sampling behavior and describing it with categories or scores.”

•Cohen & Swerdlik (2018):

“A test is a measuring device or procedure designed to measure
variables related to psychology.”
 Nature of Psychological Tests
1.Standardization
• Psychological tests are administered and scored in a consistent or
"standard" manner.
• Ensures fairness and comparability across different individuals and
groups.
2. Objective Measurement
• Tests aim to quantify psychological constructs objectively.
• Scores should not be influenced by the examiner's biases or subjective
interpretations.
3. Sampling of Behavior
• Tests do not measure behavior in totality, but provide a representative
sample of behavior under specific conditions.

4. Quantification
• Results are expressed in numerical terms (scores, percentiles, etc.),
allowing comparison between individuals or groups.
5. Norms and Interpretation
• Test scores are interpreted by comparing them to norms derived from a
representative sample.

6. Reliability and Validity

• Reliability refers to consistency of test results.
• Validity indicates whether the test measures what it claims to measure.
 Types of Psychological Tests
Achievement Tests: What a person has learned (e.g.,
academic knowledge).
Aptitude Tests: Potential to learn or perform in the future.
Intelligence Tests: General cognitive ability.
Personality Tests: Enduring traits and styles of behavior.
Neuropsychological Tests: Brain functioning and
impairment.
 Purposes of Psychological Testing
• Diagnosis of psychological disorders.
• Assessment of intellectual or cognitive ability.
• Selection and placement in educational or occupational settings.
• Guidance and counseling (career, personal).
• Research into human behavior and mental processes.
 Historical Perspectives of Psychological
Testing
• Early Antecedents
• Charles Darwin and Individual Differences
• Experimental Psychology and Psychophysical Measurement
• The Evolution of Intelligence and Standardized Achievement Tests
• Personality Tests
• The Emergence of New Approaches to Personality Testing
• The Period of Rapid Changes in the Status of Testing
• The Current Environment
1. Early Antecedents
• Psychological testing can be traced back to ancient civilizations.
• Ancient China (~2200 B.C.): Civil service examinations assessed
applicants' abilities in music, archery, horsemanship, and moral
judgment.
• Medieval Islamic and European thinkers also explored concepts of
intellect and temperament.
2. Charles Darwin and Individual Differences
• Darwin’s theory of natural selection highlighted variability among
individuals, laying the groundwork for the study of individual
differences in psychology.
• Francis Galton, Darwin’s cousin, applied Darwinian principles to
measure individual differences, particularly intelligence and sensory
acuity.
• Developed correlation and regression, and introduced the concept of
mental tests.
3. Experimental Psychology and Psychophysical Measurement
• Psychology’s scientific foundation was laid through controlled
experimentation and measurement.
• Wilhelm Wundt established the first psychology lab (1879), focusing
on reaction time and sensory perception.
• Gustav Fechner and E.H. Weber pioneered psychophysical laws,
measuring the relationship between stimuli and perception.
• James McKeen Cattell coined the term “mental test.”
4. The Evolution of Intelligence and Standardized Achievement Tests
• Alfred Binet and Theodore Simon developed the first practical
intelligence test in 1905 to assess French schoolchildren.
• Lewis Terman revised the Binet-Simon scale into the Stanford-Binet
Intelligence Scale, introducing the IQ concept.
• Robert Yerkes designed Army Alpha and Beta tests during WWI,
popularizing group testing.
5. Personality Tests
• The assessment of personality began with both projective and
objective tools.
• Rorschach Inkblot Test (1921): Used inkblots to explore unconscious
personality dynamics.
• Thematic Apperception Test (TAT, 1935): Evaluated personality
through narrative storytelling.
• MMPI (1943): The most widely used objective personality test in
clinical psychology.
6. The Emergence of New Approaches to Personality Testing
• Post-WWII, focus shifted to more empirical and theory-driven
models.
• Behavioral and cognitive-behavioral assessments emphasized
observable behavior over unconscious motives.
• Trait theories (e.g., Big Five) led to the development of personality
inventories like NEO-PI-R.
• Increased emphasis on validity, reliability, and cultural fairness.
7. The Period of Rapid Changes in the Status of Testing
• During the 1960s–1980s, testing underwent major transformations:
• Debates over test bias and fairness grew, especially in educational
and employment settings.
• Civil rights legislation (e.g., EEOC) influenced test use policies.
• Rising demand for standardization and ethical guidelines.
8. The Current Environment
• Modern psychological testing is highly computerised, data-driven,
and multicultural.
• Computerized Adaptive Testing (CAT) and online assessments are
increasingly common.
• Growing focus on cross-cultural validation, neuropsychological
assessment, and legal/ethical accountability.
• Emerging integration with neuroscience, AI, and real-time data
analysis.
 Setting and Purpose of Testing
• Psychological tests are utilized in different settings and
fields to analyse their client participants abilities, other
psychological aspects levels.
1. Clinical Settings
Location: Hospitals, mental health clinics, private practice, psychiatric
wards.
Purpose: Diagnosing disorders (e.g., depression, schizophrenia),
evaluating therapy effectiveness, neuropsychological functioning, or
risk of harm.
• Tools: MMPI-2, Beck Depression Inventory (BDI), WAIS-IV,
Neuropsychological Batteries.
• Example: A patient in a psychiatric ward is tested to assess suicide
risk and appropriate ward placement.
2. Educational Settings
Location: Schools, colleges, special education centers.
Purpose: Identifying learning disabilities, assessing intellectual or
academic strengths/weaknesses, guiding career planning.
• Tools: WISC-V, Stanford-Binet, WIAT, WRAT, interest inventories.
• Example: A child is tested to determine if ADHD or a learning
disability is responsible for academic struggles.
3. Occupational and Industrial Settings
Location: Corporations, HR departments, employment agencies,
military services.
Purpose: Hiring decisions, role placement, leadership development,
organizational fit.
• Tools: Aptitude tests (e.g., General Aptitude Test Battery), personality
tests (e.g., 16PF), situational judgment tests.
• Example: A candidate for a managerial position undergoes an
assessment center process including group tasks and personality tests.
4. Counseling Settings
Location: School guidance offices, rehabilitation centers, private
counseling services.
Purpose: Career planning, life adjustment, relationship issues,
personality profiling.
• Tools: Interest inventories, values assessments, brief symptom
inventories.
• Example: A high school student is administered the Strong Interest
Inventory to help decide future educational streams.
5. Forensic and Legal Settings
• Location: Courts, correctional facilities, law firms, psychiatric
forensic units.
• Purpose: Competency evaluations, risk assessment, custody decisions,
insanity defenses.
• Tools: HCR-20, PCL-R, MacCAT-CA, MMPI-2-RF.
• Example: A court orders a forensic psychologist to evaluate a
defendant’s fitness to stand trial.
6. Medical and Health Psychology Settings
• Location: General hospitals, transplant teams.
• Purpose: Pre-surgical evaluations, compliance prediction, distress
screening.
• Tools: Brief screening inventories, quality of life scales, coping
assessments.
• Example: A psychologist assesses a cancer patient’s psychological
readiness for treatment.
7. Military and Government Settings
• Location: Armed forces, civil services, and defense research centers.
• Purpose: Personnel selection, classification, promotion, leadership
training.
• Tools: Armed Services Vocational Aptitude Battery (ASVAB), military
personality inventories.
• Example: Recruits are tested for cognitive and personality traits to
determine job assignments.
 Use of Psychological Tests
• A psychological test is a standardized, objective
instrument used to measure behavior, mental abilities,
personality traits, or emotional functioning.
Psychological tests are used for various practical and
scientific purposes.
They can broadly be grouped into the following categories:
1. For Classification and Placement (To Make Group)
Classification is the process of assigning individuals into specific categories based
on measured traits.
These categories help determine educational, clinical, or occupational decisions.

Types:
• Placement: Placing students in advanced programs or according to their abilities.
• Screening: Identifying individuals at risk for psychological disorders.
• Certification: Granting credentials based on test performance (e.g., licensing
exams, mental status).
• Selection: Choosing individuals for roles (e.g., job hiring).

📝 Example: A child scoring below average on an achievement test may be classified

for special education services.
2. To Diagnosis and Treatment Planning
• Psychological tests are essential tools in clinical diagnosis and planning
effective interventions.
• Used to identify mental issues and disorders (e.g., depression, anxiety,
schizophrenia, mental illness, learning disabilities, and
neurodevelopmental conditions).
• Helps design individualised treatment plans based on personality traits,
cognitive levels, or emotional responses.
📝 Example: The MMPI-2 is used by clinicians to assess psychopathology
and guide psychotherapy.
3. For Self-Knowledge and Personal development
• Testing helps individuals understand themselves better useful in
career counseling, relationship coaching, or self-improvement.
• Individuals become aware of their strengths, preferences, and
emotional patterns.
• Encourages personal growth and self-regulation.

📝 Example: Holland’s Vocational Interest Inventory helps students

choose suitable careers based on personality.
4. For Program Evaluation and Policy Making
• Tests help evaluate the effectiveness of programs in education,
therapy, or community health.
• Pre- and post-tests assess the outcomes of an intervention.
• Guides policymakers to improve curricula, training, or services.

📝 Example: Evaluating a school-based anti-bullying program using pre

and post-behavioral rating scales.
5. For Scientific Research
• Psychological testing plays a vital role in experimental and social
research:
•Used to measure variables, test hypotheses, and explore behavioral
theories in psychology.
•Essential in experimental psychology, developmental research, and
personality studies.

📝 Example: In cognitive psychology, reaction time tests are used to

measure attention and memory processes.
6. Legal, Ethical, and Forensic Applications
Tests can be used in forensic assessments, including:

•Competency to Stand Trial – Assessing if a defendant understands court

proceedings and can assist in their own defense.
•Risk of Reoffending – Evaluating the likelihood that an individual will
commit crimes again.
•Custody Evaluations – Helping determine the best interests of a child in
custody disputes.

📝 Example: Using psychological testing to determine mental competency in

legal cases.
 Major Classifications of Tests
• Psychological tests are scientific instruments that measure various aspects of human
behavior and mental processes.
• These tests are broadly classified based on function/purpose.
• Below is a detailed classification based on their purpose/function, which is the most
common approach.

1. Intelligence Tests (e.g., Stanford-Binet, WAIS)

2. Aptitude Tests (e.g., Differential Aptitude Test)
3. Achievement Tests (e.g., standardized school tests)
4. Personality Tests
1. Objective (e.g., MMPI, 16PF)
2. Projective (e.g., Rorschach, TAT)
5. Neuropsychological tests
6. Diagnostic Tests
 a. Intelligence Tests
Measure general mental ability or overall intellectual functioning (IQ).

• Applications: Used in educational placement, cognitive assessment, career

counseling, and sometimes clinical diagnosis.

• Types:
• Individual Intelligence Tests: Administered one-on-one (e.g., WAIS, Stanford-Binet).
• Group Intelligence Tests: Administered to multiple individuals simultaneously (e.g.,
Army Alpha).
• Examples:
• Wechsler Adult Intelligence Scale (WAIS)
• Stanford-Binet Intelligence Scale
 b. Aptitude Tests
Measure a person’s potential to acquire skills or perform tasks in the
future.
• Applications: Used in career guidance, employee selection, and
educational admissions.
Types:
• General Aptitude Tests
• Specific Aptitude Tests (e.g., mechanical, verbal, numerical)
• Examples:
• Differential Aptitude Test (DAT)
• Scholastic Assessment Test (SAT)
 c. Achievement Tests
Measure acquired knowledge or skills from formal instruction or
training.
• Applications: Used in educational assessment, academic evaluations,
and skill certifications.
• Types:
• Standardized Achievement Tests (national/state level)
• Teacher-made Tests
• Examples:
• Wide Range Achievement Test (WRAT)
• SAT Subject Tests
• School Examinations
 d. Personality Tests
Assess personality traits, emotional stability, motivation,
interpersonal relationships, and attitudes.
• Types:
• Objective Tests: Structured, with fixed-response options.
• Example: MMPI (Minnesota Multiphasic Personality Inventory), 16PF
(Sixteen Personality Factor Questionnaire)
• Projective Tests: Unstructured stimuli to uncover unconscious
thoughts.
• Example: Rorschach Inkblot Test, TAT (Thematic Apperception Test)
• Applications: Used in clinical diagnosis, therapy, personnel
selection, and research.
 e. Neuropsychological Tests
Assess brain functioning and cognitive impairments due to brain injury
or neurological disorders.
• Applications: Used in clinical neuropsychology, rehabilitation, and
legal contexts.
• Common Assessments:
• Cognitive functions: attention, memory, language, executive functioning.
• Examples:
• Bender-Gestalt Test
• Wisconsin Card Sorting Test
• Halstead-Reitan Neuropsychological Battery
 f. Diagnostic Tests
To Identify mental health or psychiatric conditions or disorders.
• Applications: Used in clinical and counselling psychology for
treatment planning and diagnosis.
• Examples:
• Beck Depression Inventory (BDI)
• DSM-based clinical interviews
• Structured Clinical Interview for DSM Disorders (SCID)
 Procedures of Psychological Testing
• Psychological testing is a systematic and standardized process that
aims to measure individual differences in cognitive, emotional,
behavioral, and personality traits.
• The process of testing involves three fundamental stages:
administration, scoring, and interpretation.
• Each of these stages plays a crucial role in ensuring that the test results
are valid, reliable, accurate, and ethically conducted.
1. Test Administration
• Test administration refers to the structured and standardized procedure
through which a psychological test is presented to the test-taker. It
includes delivering instructions, setting up the testing environment,
and ensuring uniformity in administration.
• The goal of standardized administration is to ensure that all test-takers
are assessed under the same conditions so that the results can be
compared fairly. Tests can be administered in individual or group
formats.
• Individual tests, such as the Stanford-Binet or the WAIS, are typically used in
clinical and counseling settings and allow for in-depth observation of behavior.
• Group tests, such as aptitude and educational assessments, are designed to assess
many individuals simultaneously, making them efficient for large-scale testing.
• computer-based testing (CBT) has gained popularity for its convenience and
efficiency. Regardless of format, ethical considerations such as obtaining
informed consent, ensuring confidentiality, and respecting the dignity and
cultural background of the examinee are mandatory for ethical psychological
practice.
• The test environment must be quiet, well-lit, and free of distractions to minimize
external influences on performance. The examiner plays a vital role in establishing
rapport, delivering instructions clearly, observing the test-taker's behavior, and
avoiding any bias or interference. In modern settings,
2. Types of Scoring
• Scoring is the process of converting raw test responses into numerical
values or categories that can be interpreted meaningfully.
• Objective scoring refers to the use of standardized keys where each item
has a fixed correct answer, such as in multiple-choice tests. These types of
tests are easily scored and ensure high reliability because they eliminate
examiner bias.
• Subjective scoring, on the other hand, involves evaluator judgment and is
used for open-ended or projective tests like essay responses or the Thematic
Apperception Test (TAT). While subjective scoring allows for deeper
insights, it also requires trained raters and inter-rater reliability checks to
maintain accuracy.
• Computerized scoring is now common in aptitude and personality
assessments. It automates scoring, reduces errors, and often provides
immediate results.
• Weighted scoring is used in clinical and diagnostic tests where specific
items are assigned greater importance due to their diagnostic relevance.
• Some informal settings employ self-scoring, especially in personal
development or counseling contexts, where individuals score their own
responses using provided answer keys.
• The type of scoring used depends on the nature and objective of the test.
Regardless of the method, accuracy in scoring is vital, as errors at this
stage can lead to incorrect interpretations and misdiagnosis.
3. Interpretation of Results
• Interpretation is the process of analyzing and giving meaning to test
scores. After scoring, the raw scores are converted into standardized
scores such as percentiles, z-scores, T-scores, or stanines to allow
meaningful comparison.
• Two major approaches are used for interpreting scores: norm-
referenced and criterion-referenced interpretation.
 a. Norm-Referenced Interpretation
• In this approach, a person’s test score is compared to a norm group —
a large sample that represents the general population. This helps
determine how an individual's performance ranks relative to others.
Example:
In an IQ test, a score of 115 means the individual performed better than
about 84% of people in the normative group. This kind of interpretation
is common in intelligence testing, personality assessments (like the
MMPI), or aptitude tests.
 b. Criterion-Referenced Interpretation
• This approach compares an individual's score to a fixed standard or
specific criteria, instead of comparing it to others. It assesses whether
the person has achieved a certain level of knowledge, skill, or
behavior.
Example:
In behavioral therapy, a client might take a depression inventory
where a score below 10 indicates minimal symptoms. If a client scores
8, it means they meet the criterion for “non-depressed,” regardless of
how others score.
• In clinical settings, interpretation extends beyond numerical data.
Psychologists must integrate behavioral observations, test-taking
attitudes, and personal history with test scores to form a
comprehensive understanding of the individual.
• Interpretation must always be culturally sensitive. Cultural
background, language proficiency, education level, and socio-
economic status can all influence test performance.
• Failing to consider these variables may lead to biased or inaccurate
conclusions.
• Hence, qualified professionals must interpret results within the
appropriate context, using both quantitative data and clinical
judgment.
 Report Writing in Psychological Settings
Psychological reports synthesize assessment data into coherent documents tailored
to specific contexts educational, psychiatric, and legal providing actionable insights
while adhering to professional and ethical standards.
• Principles Across Settings
1.Clarity & Precision: Use non-technical language for educational reports; precise
legal terminology for forensic reports.
2.Evidence-Based: Anchor interpretations in published norms and validity data.
3.Cultural Competence: Account for language, culture, and socioeconomic factors.
4.Confidentiality & Security: Secure storage of records; restricted access per APA
ethics.
5.Actionable Recommendations: Tailored, feasible, and measurable interventions
or legal recommendations.
1. Educational Reports
• Educational psychology reports translate assessment findings into
recommendations for academic interventions and supports.
• Purpose
Educational reports inform teachers, parents, and school
administrators about a student’s learning profile and required
accommodations
• Structure:
1.Identifying Information: Student’s name, age, grade, referral source.
2.Reason for Referral: E.g., “Referred for persistent reading difficulties and inattention”
Colegio PSP Chubut.
3.Background: Developmental, educational, and family history.
4.Assessment Methods: List tests (e.g., WISC-V, WIAT-III) and observational data.
5.Results: Present cognitive and achievement scores with percentiles and confidence intervals.
6.Interpretation: Integrate data to identify specific learning disabilities or giftedness.
7.Recommendations: Classroom modifications (e.g., extra time, multi-sensory instruction),
related services, and progress monitoring.

Ethical/Legal Considerations
Must comply with IDEA (Individuals with Disabilities Education Act) and maintain
confidentiality per APA standards
 1. Educational Setting
5. Results
Case of “Emily” a 10-year-old Student
WISC-V Full Scale IQ: 98 (25th percentile).
1. Identifying Information
Working Memory Index: 85 (16th percentile).
Name: Emily R. Processing Speed Index: 80 (9th percentile).
Age/Grade: 10 years, Grade 5
WIAT-III Reading Comprehension: Standard Score 78 (<2nd percentile).
School: Lincoln Elementary School
Conners 3 T-Scores:
Examiner: Jane Doe, M.A., School Psychologist
Inattention: 75 (Very Elevated)
2. Reason for Referral Learning Problems: 72 (Very Elevated)
Her homeroom teacher referred Emily due to persistent difficulty with
reading fluency and comprehension, classroom inattention, and 6. Interpretation
declining grades over the past year.
Emily’s overall cognitive ability is within the low-average range, with
3. Background Information significant weaknesses in working memory and processing speed. Her reading
Developmental: Full-term birth; early milestones on time. comprehension is severely impaired relative to her age peers. Elevated
inattention and learning problem ratings suggest attentional difficulties
Academic History: Average kindergarten performance; reading compound her literacy struggles.
struggles noted beginning Grade 3.
7. Recommendations
Family: Lives with both parents; mother reports Emily “hates reading”
at home. Individualised Reading Intervention: Daily, small-group phonics-based
Medical: No reported vision or hearing impairments. instruction.
4. Assessment Procedures Classroom Accommodations:
Cognitive Ability: WISC-V administered individually. Extended time on tests and assignments.
Academic Achievement: WIAT-III for reading and written expression. Preferential seating near the teacher.

Behavioural Rating: Conners 3 teacher and parent forms. Behavioral Supports:

Observations: Emily appeared cooperative but fidgety; she required Daily report card for tracking attention.
frequent redirection. Positive reinforcement for on-task behavior.
Progress Monitoring: Reassess academic skills every 3 months.
2. Psychiatric (Clinical) Reports
• Clinical reports guide diagnosis and treatment planning in mental
health contexts.
• Purpose & Audience
Communicate findings to psychiatrists, therapists, and
interdisciplinary teams for evidence-based care
•Structure
1.Identifying Information & Referral Question: E.g., “Evaluate for Major Depressive Disorder and
suicide risk.”
2.Clinical Interview & History: Medical, psychiatric, substance-use, social history.
3.Mental Status Examination (MSE): Appearance, mood, thought process, cognition
4.Psychometric Results: Personality (MMPI-2 validity scales), symptom inventories (BDI-II),
cognitive tests (WAIS-IV).
5.Diagnostic Impressions: DSM-5 diagnoses with specifiers, ruling out differential diagnoses.
6.Case Conceptualization: Theoretical framework (e.g., CBT model of depression).
7.Treatment Recommendations: Psychotherapeutic modalities, pharmacotherapy, safety planning.

Ethical Standards
Reports must follow APA’s Assessment standard: informed consent, test security, cultural competency
 5. Results
2. Psychiatric (Clinical) Setting BDI-II: 31 (Severe Depression).
Case of “Michael,” a 32-year-old Male BAI: 24 (Moderate Anxiety).
1. Identifying Information MMPI-2 Validity Scales: Acceptable.
Name: Michael T. MMPI-2 Clinical Scales:
Age: 32 years Scale 2 (Depression): T = 85
Referred by: Dr. Smith, Psychiatrist Scale 7 (Psychasthenia): T = 75

Examiner: Sarah Lee, Ph.D., Clinical Psychologist MoCA: 28/30 (normal cognition).
2. Presenting Complaint 6. Diagnostic Impressions
Michael reports “feeling worthless,” loss of interest in daily activities, Primary Diagnosis: Major Depressive Disorder, severe, without
insomnia, and occasional passive suicidal thoughts for the past 8 months. psychotic features (DSM-5 296.23).
3. Background Information/MSE Secondary Features: Generalized Anxiety symptoms; no cognitive
Psychiatric History: No prior hospitalizations; family history of impairment.
depression. 7. Treatment Recommendations
Medical History: Hypothyroidism (well controlled). Psychotherapy: Weekly Cognitive Behavioral Therapy to address
Substance Use: Occasional alcohol; denies illicit drugs. negative thought patterns.
Social: Lives alone; recently separated from spouse. Medication: Continue SSRI (Sertraline), consider dosage adjustment.
4. Assessment Procedures Safety Plan: Develop a crisis plan; emergency contact information
provided.
Clinical Interview & MSE: DSM-5 symptom review, mood congruency, Follow-Up: Re-evaluate depressive symptoms and functional
thought content. impairment in 6 weeks.
Self-Report Measures:
Beck Depression Inventory-II (BDI-II)
Beck Anxiety Inventory (BAI)
Personality Inventory: MMPI-2
Cognitive Screening: MoCA (Montreal Cognitive Assessment)
3. Legal (Forensic) Reports
• Forensic reports are formal documents that assist legal decision-
makers, requiring precision and objectivity.
• Purpose
Provide the court with evaluations of competency, criminal
responsibility, risk, or custody.
•Structure
1.Identifying Information & Legal Context: Case number, referral by counsel or court.
2.Informed Consent & Limits: Explain confidentiality exceptions in forensic settings.
3.Procedures & Collateral Sources: Interviews, record reviews, collateral interviews (police, family).
4.Assessment Tools: Competency (MacCAT-CA), malingering (TOMM), risk (HCR-20)
5.Behavioral Observations: Test engagement, rapport, effort.
6.Findings & Forensic Opinion: Direct answers to legal questions (e.g., “Defendant lacks
understanding of proceedings”).
7.Basis for Opinion: Link test data to statutory criteria.
8.Recommendations: Remediation (competency restoration), supervision conditions, treatment.

Legal/Ethical Standards
Must adhere to AAPL Forensic Assessment Guidelines for impartiality and ethical compliance
 3. Legal (Forensic) Setting 6. Findings & Forensic Opinion
MacCAT-CA Scores:
1. Identifying Information & Legal Context • Understanding: 11/26
Name: Mr. James K.
Age: 29 • Reasoning: 3/10
Case Number: CR-2024-5487
Referral Source: Ordered by the County Court to evaluate competency to stand trial • Appreciation: 4/6
for charges of armed robbery.
• TOMM results indicated adequate effort.
2. Informed Consent & Limits MMPI-2-RF showed a valid response pattern and elevated Thought
Mr. K. was informed that this was a court-ordered evaluation. He was advised that Dysfunction Scale.
while participation was voluntary, the results would be shared with the court. HCR-20 placed Mr. K. at moderate risk of future violence without
Confidentiality limits were explained, and verbal and written consent were obtained. treatment.
3. Procedures & Collateral Sources • Based on these findings, Mr. K. is currently not competent to stand
Clinical interview conducted using Dusky standard criteria. trial. He does not demonstrate sufficient understanding of courtroom
Records reviewed included previous psychiatric hospitalizations, arrest records, procedures and cannot rationally assist in his defense.
educational and criminal history. 7. Basis for Opinion
Collateral sources included a phone interview with Mr. K.'s mother and consultation According to the Dusky v. United States standard, a defendant must
with the jail psychiatrist. possess both factual and rational understanding of the proceedings. Mr.
4. Assessment Tools K.’s history of schizoaffective disorder, observed symptoms, and low
MacCAT-CA scores support the opinion of incompetency.
• MacCAT-CA (MacArthur Competence Assessment Tool–Criminal Adjudication)
8. Recommendations
• TOMM (Test of Memory Malingering) Psychiatric hospitalisation to stabilize symptoms and initiate competency
restoration.
• MMPI-2-RF (Validity and clinical scales) Participation in a forensic psychoeducation program tailored to court
procedures.
• HCR-20, Version 3 (Historical Clinical Risk Management – Risk for violence)
Re-evaluation in 60 to 90 days post-treatment.
5. Behavioral Observations If competency is restored, recommend court-supervised psychiatric follow-up
Mr. K. appeared emotionally flat and displayed slow, sometimes tangential speech. and medication compliance monitoring.
Attention was inconsistent, requiring redirection. He demonstrated a reasonable
level of effort with no overt signs of malingering.