Ahmad Testing Report

Psychological Testing & Measurement Reports work
Submitted To
MISS IRAM QAYYUM
Submitted By
AHMAD HASSAN NAEEM
(2020-GCUF-066894)
Report submitted in partial fulfillment of
the requirements for the subject.
BACHALOR OF SCIENCE
IN
APPLIED PSYCHOLOGY
DEPARTMENT OF APPLIED PSYCHOLOGY
GOVERNMENT COLLEGE UNIVERSITY FAISALABAD
i
Lyallpur Institute of Management Sciences (LIMS)
Faisalabad
ii
LYALLPUR INSTITUTE OF MANAGEMENT & SCIENCES
FAISALABAD AFFILIATED WITH
GOVERNMENT COLLEGE UNIVERSITY, FAISALABAD
CERTIFICATE BY SUPERVISORY COMMITTEE

We certify that the contents and form of the thesis submitted by Mr. Ahmad Hassan Naeem
Registration No. 2020-GCUF-066894 has been found satisfactory and in accordance with the
prescribed format. We recommend it to be processed for evaluation by the External Examiner
for the award of the degree.
Supervisor
Signature…………………………….
Name………………………………...
Designation with
Stamp...………........
Head of Department
Signature……………………………
Name………………………………..
Designation with Stamp……………
iii
ACKNOWLEDGEMENT
First and foremost, we express our deepest and sincere gratitude to Almighty ALLAH,
the propitious, sole creator of the universe and the source of all knowledge and
wisdom. In this study, which we have done, Allah Almighty showered blessings
continuously to complete this work timely. All the praises go to Allah Almighty who
empowered us to do a study and awarded us time to present this work in a thesis
format after the completion of this work. With trembling lips and wet eyes praise to
HOLY PROPHET MUHAMMAD (SAW), the torch of guidance for humanity
forever, for his sacredness by which we were able to achieve this milestone of our
academic career.
I am highly obliged to Dr. MUJEEBUALLAH (CEO) of Lyallpur Institute of

Management & Sciences Faisalabad who provided me with enormous opportunities to
learn new skills. Wholeheartedly thank HASEEB MUSHTAQ, (Vice Principal of
Lyallpur Institute of Management & Sciences). It is a great honor and pleasure to
express my gratitude first and foremost to me report and learned study Project
Supervisor. MISS. IRAM QAYUUM; Lecturer and head of department of Lyallpur
Institute of Management & Sciences Affiliated with Government College University
Faisalabad, who allowed me to study under her kind control. Again, I am thankful to
her for her tremendous help, guidance and motivation.
AHMAD HASSAN NAEEM
iv
v
Table of Contents
Test report No 1 ............................................................................................................................. 1
Beck Depression Inventory (BDI) ................................................................................................... 1
Introduction .................................................................................................................................. 2
Personal Bio Data:........................................................................................................................ 4
Identifying information: ............................................................................................................... 4
Results: ......................................................................................................................................... 5
APPENDIX A ................................................................................................................................ 6
Test report No 2 ............................................................................................................................. 7
Beck Anxiety Inventory (BAI) ........................................................................................................ 7
Introduction .................................................................................................................................. 8
Personal Bio Data:...................................................................................................................... 11
Identifying information: ............................................................................................................. 11
Results: ....................................................................................................................................... 12
APPENDIX B .............................................................................................................................. 13
Test report No 3 ........................................................................................................................... 14
Minnesota Multiphasic Personality Inventory (MMPI) ................................................................. 14
Introduction ................................................................................................................................ 15
Results: ....................................................................................................................................... 18
APPENDIX C .............................................................................................................................. 21
Test report No 4 ........................................................................................................................... 22
Slosson Drawing Coordination Test (SDCT) ................................................................................ 22
Introduction ................................................................................................................................ 23
Results: ....................................................................................................................................... 26
APPENDIX D .............................................................................................................................. 27
Test report No 5 ........................................................................................................................... 28
Beck Hopelessness Scale (BHS) .................................................................................................... 28
Introduction ................................................................................................................................ 29
v
Results: ....................................................................................................................................... 32
APPENDIX E .............................................................................................................................. 33
Test report No 6 ........................................................................................................................... 34
Depression Anxiety Stress Scale (DASS) ...................................................................................... 34
Introduction ................................................................................................................................ 35
Results: ....................................................................................................................................... 38
APPENDIX F............................................................................................................................... 39
Test report No 7 ........................................................................................................................... 40
Rotter Incomplete Sentences Blank (RISB)................................................................................... 40
Introduction ................................................................................................................................ 41
Results: ....................................................................................................................................... 44
APPENDIX G .............................................................................................................................. 45
Test report No 8 ........................................................................................................................... 46
Colored Progressive Matrices (CPM) ............................................................................................ 46
Introduction ................................................................................................................................ 47
Results: ....................................................................................................................................... 51
APPENDIX H .............................................................................................................................. 52
Test report No 9 ........................................................................................................................... 53
Standard Progressive Matrices (SPM) ........................................................................................... 53
Introduction ................................................................................................................................ 54
Results: ....................................................................................................................................... 57
APPENDIX I ............................................................................................................................... 58
Test report No 10 ......................................................................................................................... 59
Human Figure Drawing-IQ (HFD-IQ) ........................................................................................... 59
Introduction ................................................................................................................................ 60
vi
Results: ....................................................................................................................................... 64
APPENDIX J ............................................................................................................................... 65
Test report No 11 ......................................................................................................................... 66
Human Figure Drawing-Emotional Indicator (HFD-EI) ............................................................... 66
Introduction ................................................................................................................................ 67
Results: ....................................................................................................................................... 71
APPENDIX K .............................................................................................................................. 72
Test report No 12 ......................................................................................................................... 73
Bender Gestalt Test (BGT) ............................................................................................................ 73
Introduction ................................................................................................................................ 74
Results: ....................................................................................................................................... 77
APPENDIX L .............................................................................................................................. 78
Test report No 13 ......................................................................................................................... 79
Beck Youth Inventory (BYI) ......................................................................................................... 79
Introduction ................................................................................................................................ 80
Results: ....................................................................................................................................... 84
APPENDIX M ............................................................................................................................. 85
Test report No 14 ......................................................................................................................... 86
Slosson Intelligence Test (SIT) ...................................................................................................... 86
Introduction ................................................................................................................................ 87
Results: ....................................................................................................................................... 90
APPENDIX N .............................................................................................................................. 91
Test report No 15 ......................................................................................................................... 92
Thematic Apperception Test (TAT) .............................................................................................. 92
Introduction ................................................................................................................................ 93
vii
Results: ....................................................................................................................................... 97
APPENDIX O .............................................................................................................................. 98
viii
Test report No 1
Beck Depression Inventory (BDI)
1
Introduction
Beck Depression Inventory (BDI)
The Beck Depression Inventory (BDI) is a 21-item, self-rated scale that evaluates key
symptoms of depression including mood, pessimism, sense of failure, self-dissatisfaction,
guilt, punishment, self-dislike, self-accusation, suicidal ideas, crying, irritability, social
withdrawal, indecisiveness, body image change, work difficulty, insomnia, fatigability, loss
of appetite, weight loss, somatic preoccupation, and loss of libido.
The BDI was developed by Dr. Aaron T. Beck, a psychiatrist, and released in 1961. The BDI
includes 21 items, each of which corresponds to a symptom of depression. The BDI can be
used for ages 13 to 80.
Reliability, Validity, and Factor Analysis
The reliability of the Beck Depression Inventory has been based off its use in clinical studies
as well as being shown to be exemplary for use in both depressed and non-depressed samples
of older individuals as established in other age groups as well (Gallagher et al., 1982). A
study that examines that psychometric properties of the Beck Depression Inventory was
conducted by Wiebe et al(2005) that focused on a comparison of the psychometric properties
of English and Spanish language versions of the Beck Depression Inventory in substantial
samples of undergraduate students yielded results that provided evidence of the strong
internal consistency of the BDI-II across both languages, and the test-retest reliability of the
BDI –II being acceptable for both languages (Wiebe,2005). The reliability of the Spanish
translation slightly exceeded the original English version with Spanish translation producing
a coefficient of 0.91 and the English version yielding a coefficient of 0.89 leaving little or no
variability that could be attributed to language (Wiebe, 2005).
An analysis of factor validity using confirmatory factor analysis (CFAs) to find the best fit
for the two factor model demonstrated that the English language factor structure showed a
good fit with the data from the Spanish instrument. The results of analysis demonstrated that
the translation is appropriate for use in both medical and student samples. With the ever
increasing need to provide mental health service that are sensitive to any given culture it is
recognized that continued research is required to document the validity and reliability of
commonly used clinical and research instruments.
2
Taking the Beck Depression Inventory
The Beck Depression Inventory can be self-scored and administered from a person‘s home or
in a clinical setting. In the 21-item, multiple choice questionnaire, a person is asked to rate 21
symptoms and attitudes of depression on a scale of zero to three to best reflect their level of
intensity. Each of the symptoms in the Beck Depression Inventory fit the diagnostic criteria
of the DSM-V, and the total time it should take a person to complete the questionnaire is five
to 10 minutes.
An example of a question and rating scale can be found below:
0. I do not feel sad
1. I feel sad
2. I am sad all the time, and I can‘t snap out of it
3. I am so sad and unhappy that I can‘t stand it
Scoring the Beck Depression Inventory
Once a person completes the short questionnaire, the scoring is straightforward and simple.
You will need to add up the score reported for each of the 21 questions ranging from zero to
three. The results of the tool are determined by the sum of the ratings, creating a score that
ranges anywhere from 0 to 63. In general, answering with the first answer of the multiple
choices (zero) indicates that you do not have any problems with the symptom, while the last
choice (three) indicates a major issue with a particular symptom.
Total score of 0–13 is considered minimal range, 14–19 is mild, 20–28 is moderate, and 29–
63 is severe.
3
Personal Bio Data:
Name (optional) M.M

Age 25
Gender Male
Education Graduation
Marital Status Single
Occupation Medical representative
Family Size Neutral
No of Siblings 4
Birth Order 3rd
Family Type Middle
Residential Area Faisalabad
Total Monthly Income 35-40 thousands
Identifying information:
The client name is Mr. M.M and 25 years old lives in Faisalabad. His education is graduation
and now he is doing job as a medical representative and earns 35 to 40 thousands per month.
The client has 3 brothers and 1 sister and belongs to middle class family and his birth order is
3rd and his marital status is single.
Reason and source of referral
The client refers for the academic purpose.
Presenting complaints
There is no any kind of medical or psychological complain.
Behavioral and Psychological Assessment

 Clinical Interview
The client is Mr. M.M 25 year old lives in Faisalabad. He works as a medical
representative and belongs to middle family. His education is graduation and was a
good student. He has good relationship with his siblings and society. There is no any
4
medical/psychological illness in his family. His relationship with boss and colleagues
is good.
 Behavioral Observation
The client was in a relax state. His behavior is cooperative and not aggressive while
conducting test.
 Psychological Measures
I used Beck Depression Inventory (BDI) to measure depression.
Beck Depression inventory (BDI)
The Beck Depression Inventory can be self-scored and administered from a person‘s home or
in a clinical setting. In the 21-item, multiple choice questionnaire, a person is asked to rate 21
symptoms and attitudes of depression on a scale of zero to three to best reflect their level of
intensity.
Results:
Quantitative Analysis:
Score Range Severity level
03 0-13 Minimal
Qualitative Analysis
The client seems to be has minimal level of depression in Beck Depression Inventory (BDI).
5
APPENDIX A
6
Test report No 2
Beck Anxiety Inventory (BAI)
7
Introduction

The Beck Anxiety Inventory (BAI) is a rating scale used to evaluate the severity of anxiety
symptoms developed by Aaron T Beck. The Beck Anxiety Inventory (BAI) contains 21 self-
report items reflect the symptoms of anxiety, including: numbness or tingling, feeling hot,
wobbliness in legs, ability to relax, fear of the worst happening, dizziness or lightheadedness,
pounding or racing heart, unsteadiness, feeling terrified, feeling nervous, feeling of choking,
hands trembling, feeling shaky, fear of losing control, difficulty breathing, fear of dying,
feeling scared, indigestion or abdominal discomfort, faintness, face flushing, and sweating.
Each item allows the patient four choices from no symptom to severe symptom. For each
item, the patient is asked to report how he or she has felt during the past week. The scale
takes approximately 5-10 minutes to administer and has state and trait anxiety components.
Age range is 17 to 80 years.
Reliability, Validity and Factor analysis
Currently, information about the psychometric properties of the Beck Anxiety Inventory
(BAI) in family caregivers of children with cancer is not available; thus, there is no empirical
evidence of its validity and reliability to support its use in this population in Mexico or in
other countries. This study examined the psychometric properties of the BAI in family
caregivers of children with cancer and pursued four objectives: to determine the factor
structure of the BAI, estimate its internal consistency reliability, describe the distribution of
BAI scores and the level of anxiety in the sample and test its concurrent validity in relation to
depression and resilience. This cross-sectional study was carried out with convenience
sampling. A socio-demographic questionnaire, the BAI, the Beck Depression Inventory and
the Measurement Scale of Resilience were administered to an incidental sample of 445
family caregivers of children with cancer hospitalized at the National Institute of Health in
Mexico City. Confirmatory factor analysis using the maximum likelihood method was
performed to determine the factor structure and exploratory factor analysis using axis
factorization with oblique rotation was conducted. The two-, three- and four-factor models
originally proposed for the BAI did not hold. The exploratory factor analysis showed a model
of two correlated factors (physiological and emotional symptoms). Confirmatory factor
analysis revealed a lack of discriminant validity between these two factors and supported a
single-factor model. The internal consistency of the scale reduced to 11 items (BAI-11) was
good (alpha = 0.89). The distribution of BAI-11 scores was skewed to the left. High levels of
8
symptoms of anxiety were present in 49.4% of caregivers. The scale was positively correlated
with depression and negatively correlated with resilience. These findings suggest that a
reduced single-factor version of the BAI is valid for Mexican family caregivers of children
with cancer.
Administration
The Beck Anxiety Inventory (BAI) presents few difficulties in administration. The testing
environment in which the BAI is given must provide the patient with sufficient illumination
for reading and be quiet enough to afford concentration. Obviously, the test administrator
must determine beforehand whether or not a patient can comprehend the BAI's item content.
The BAI requires between 5 and 10 minutes to complete when it is self-administered. Oral
administration generally takes 10 minutes.
Directions for Administration
Self-Administration: In addition to spaces for the person's name and the testing date, the
Beck Anxiety Inventory (BAI) record form includes the following instructions:
Below is a list of common symptoms of anxiety. Please carefully read each item in the list.
Indicate how much you have been bothered by each symptom during the PAST WEEK,
INCLUDING TODAY, by placing an X in the corresponding space in the column next to
each symptom.
Oral Administration: If the test administrator deems that a respondent needs assistance in
completing the BAI, the following instructions should be used:
This questionnaire contains 21 symptoms. I will read each symptom aloud one by one. After
each symptom that I read, I want you to tell me if you were not bothered at all, mildly
bothered, moderately bothered, or severely bothered by this symptom during the past week,
including today. That includes right now. "Mildly" means that the symptom did not bother
you much; "moderately" means that you were bothered very much by the symptom; and
"severely" means that you could barely stand it.
After these instructions are given, a copy of the BAI is given to the respondent who is told,
"Here is a copy for you so that you can follow along as I read." Sometimes a respondent will
take the initiative, read the symptoms ahead of the test administrator, and describe how much
he or she was bothered by each symptom. If necessary, the administrator may tactfully
encourage the respondent to reflect sufficiently before making choice. At the end of testing, a
9
careful inspection of all of the ratings will insure that no responses have been omitted. The
administrator should ask the respondent to rate any omitted responses. If the person explains
that he or she is unsure, the administrator should tell the person to make a rating based on his
or her first impression.
Scoring
The items are scored as 0, 1, 2, or 3. The score range is 0–63. A total score of 0–7 is
considered minimal range, 8–15 is mild, 16–25 is moderate, and 26–63 is severe.
10
Personal Bio Data:
Name (optional) A.N

Age 23
Gender Male
Occupation Student
Family Size Neutral
No of Siblings 4
Birth Order 4th
Family Type Middle
Total Monthly Income -
The client name is Mr. A.N and 23 years old lives in Faisalabad. He is a student of
graduation. The client has 3 brothers and 1 sister and belongs to middle class family and his
birth order is 4th and his marital status is single.

The client is Mr. A.N 23 year old lives in Faisalabad. He belongs to middle class
family. His education is graduation and is a good student. He has good relationship
with his siblings and society. There is no any medical or psychological illness in his
family.
11
conducting test.
I used Beck Anxiety Inventory (BAI) to measure anxiety.
The Beck Anxiety Inventory (BAI) measures the severity of an individual's anxiety. It is a
21-question multiple-choice self-report inventory that is used for measuring how the subject
has been feeling in the last week, focusing primarily on somatic symptoms.
Results:
09 08-15 Mild
The client seems to be has mild level of anxiety in Beck Anxiety Inventory (BAI).
12
APPENDIX B
13
Test report No 3
Minnesota Multiphasic Personality Inventory (MMPI)
14
Introduction
The Minnesota Multiphasic Personality Inventory (MMPI) is a psychological test that

assesses personality traits and psychopathology. It is primarily intended to test people who
are suspected of having mental health or other clinical issues. Although it was not originally
designed to be administered to non-clinical populations, it can be used to assess
psychological stability in workers in ‗high-risk‘ professions such as airline pilots, police or
workers in the nuclear power industry, although using it in this manner is controversial.
Originally developed in the late 1930s, the test has been revised and updated several times to
improve accuracy and validity. The MMPI-2 test questions consist of 567 true-false and take
approximately 60 to 90 minutes to complete; the MMPI-2-RF has 338 true-false questions,
taking 35 to 50 minutes to finish.
The test was developed by clinical psychologist Starke Hathaway and neuropsychiatrist J.C.
McKinley, two faculty members at the University of Minnesota. For most people, the MMPI
test takes 60 to 90 minutes to complete. Both the MMPI-2 and the MMPI-2-RF are designed
for individual‘s age 18 years and older.
Reliability and Validity
The Minnesota Multiphasic Personality Inventory (MMPI) family of instruments has been
commonly used for the evaluation of patients seeking surgical intervention for back pain. A
new version of the MMPI, the Minnesota Multiphasic Personality Inventory-3 (MMPI-3), has
been released with updated normative data, expanded and revised item content and updated
scales. The purpose of this investigation is to report reliability and validity findings for
MMPI-3 scale scores of patients seeking spine surgery. Using a sample of 761 spine surgery
candidates (390 men and 371 women), descriptive data, reliability and standard error of
measurement, and zero-order correlations using external criteria (self-report and information
gathered from a medical record review/clinical interview) were calculated. By and large, men
and women produced MMPI-3 scale scores that were similar with a few exceptions. Many
reliability estimates and standard errors of measurement were replicable compared to those
reported for the MMPI-3 normative sample for scales that yielded adequate range. The scale
scores of the MMPI-3 also yielded evidence of good convergent and discriminant validity
when correlated with external criteria. Indeed, MMPI-3 scale scores accounted for 2%–15%
15
of incremental variance in data obtained via the clinical interview and medical chart, once
other self-report measures were accounted for. Overall, many of the MMPI-3 scale scores
used in spine surgery evaluations appear to be reliable and valid.
Taking the Minnesota Multiphasic Personality Inventory
The MMPI is currently commonly administered in one of two forms — the MMPI-2, which
has 567 true/false questions, and the newer MMPI-2-RF, published in 2008 and containing
only 338 true/false items. While the MMPI-2-RF takes about half the time to complete
(usually about 40 to 50 minutes), the MMPI-2 is still the more widely used test because of its
existing large research base and familiarity among psychologists.
The MMPI can be administered individually or in groups and computerized versions are
available as well. Both the MMPI-2 and the MMPI-2-RF are designed for individual‘s age 18
years and older.
Scoring the Minnesota Multiphasic Personality Inventory
The Y-axis statistically standardizes the grading received on each scale in a range of T-scores
from 0 to 120. A mean score is 50, and 82% of respondents are considered the normal
population falling between 30 and 70. A T-score greater than 70 indicates psychopathy in that
category.
16
Personal Bio Data:
Name (optional) Z.N

Age 27
Gender Female
Education Intermediate
Marital Status Married
Occupation House wife
Family Size Joint
No of Siblings 4
Birth Order 2nd
Family Type Middle
Residential Area Okara
Total Monthly Income --
The client name is Miss Z.N and 27 years old lives in Okara. Her education is intermediate
and now she is housewife. The client has 3 brothers, belongs to middle class family and her
birth order is 2nd and her marital status is married.
There is no any kind of medical/psychological complain.

The client is Miss. Z.N 27 year old lives in Okara. She is housewife and belongs to
middle class family. Her education is intermediate and was a good student. She has
good relationship with her husband, family, siblings, in-laws, friends and society.
There is no any medical/psychological illness in her family. Her relationship with
husband and in-laws is good.
17
The client was in a relax state. Her behavior is cooperative and not aggressive while
conducting test.
I used Minnesota Multiphasic Personality Inventory (MMPI) to measure different
personality traits.
The Minnesota Multiphasic Personality Inventory (MMPI) is a psychological test that

assesses personality traits and psychopathology. It is primarily intended to test people who
are suspected of having mental health or other clinical issues. Although it was not originally
designed to be administered to non-clinical populations, it can be used to assess
psychological stability in workers in ‗high-risk‘ professions such as airline pilots, police or
workers in the nuclear power industry, although using it in this manner is controversial.
Results:
? L F K Hs D Hy Pd Mf Pa Pt Sc Ma Si
Raw score - 7 15 10 18 36 26 30 35 17 34 40 23 45
K to be added - 7 15 10 0.5K 36 26 30 35 0.4K 1K 1K 0.2K 45
Raw score - 7 15 10 18.5 36 26 30 35 17.4 35 41 23.2 45
with K
T score - 54 57 44 53 68 58 63 46 59 55 57 55 65
(correlated)
T score - - - - - - - - - - - - - -
(uncorrelated)
The client seems to be has depression, psychotic deviate and social withdrawal from society
according to Minnesota Multiphasic Personality Inventory (MPPI).
18
Hs
This scale contains 32 items and is designed to measure whether you have an unhealthy
concern for your own health. A high score on this scale could mean that worrying about your
health is interfering with your life and causing problems in your relationships.
This scale, which has 57 items, measures satisfaction with your own life. A person with a
very high Scale 2 score could be dealing with clinical depression or having frequent suicidal
thoughts. A slightly elevated score on this scale could be an indication that you‘re withdrawn
or unhappy with your circumstances.
Hy
This 60-item scale evaluates your response to stress, including both your physical symptoms
and emotional response to being under pressure. Studies have shown that people with chronic
pain may score higher on the first three scales because of prolonged, heightened health
concerns.
Pd
This scale was originally intended to reveal whether you are experiencing psychopathology.
Its 50 items measure antisocial behaviors and attitudes, in addition to compliance or
resistance to authority. If you score very high on this scale, you might receive a diagnosis
with a personality disorder.
Mf
The original purpose of this 56-question test section was to elicit information about
people‘s sexuality. It stems from a time in which some mental health professionals viewed
same-sex attraction as a disorder. Today, this scale is used to evaluate how consistently you
seem to identify with gender norms.
Pa
This scale, which has 40 questions, evaluates symptoms associated with psychosis,
particularly: extreme suspicion of other people, grandiose thinking, rigid black-and-white
19
thinking and feelings of being persecuted by society. High scores on this scale could indicate
that you are dealing with either a psychosis disorder or a paranoid personality disorder.
Pt
This 48-item scale measures: anxiety, depression, compulsive behaviors and symptoms
of obsessive-compulsive disorder (OCD). The term ―psychasthenia‖ is no longer used as a
diagnosis, but mental health professionals still use this scale as a way of evaluating unhealthy
compulsions and the disruptive feelings they cause.
Sc
This 78-item scale is intended to show whether you have, or are likely to develop,
a schizophrenia disorder. It considers whether you‘re experiencing hallucinations, delusions,
or bouts of extremely disorganized thinking. It also determines to what degree you may feel
alienated from the rest of society.
Ma
The purpose of this 46-item scale is to evaluate the symptoms associated with hypomania,
including: excessive undirected energy, rapid speech, racing thoughts, hallucinations,
impulsivity and delusions of grandeur. If you have a high Scale 9 score, you may be having
symptoms associated with bipolar disorder.
Si
One of the later additions to the MMPI, this 69-item scale measures extroversion or
introversion. This is the degree to which you seek out or withdraw from social interactions.
This scale considers, among other things, your: competitiveness, compliance, timidity and
dependability.
20
APPENDIX C
21
Test report No 4
Slosson Drawing Coordination Test (SDCT)
22
Introduction
The Slosson Drawing Coordination Test introduced by Richard L. Slosson (1967). The
purpose of this test is to identify individuals with brain dysfunction or perceptual disorders
involving hand and eye coordination. This drawing test consists of 12 geometric figures
which are copied three times each. The number of figures attempted, varies depending upon
the age of the examinee. The test can be used with both children and adults from the age of
one year or above. The Slosson Drawing Coordination Test (SDCT) is described as a
supplement to the Slosson Intelligence Test. Both tests seem to be growing in popularity with
teachers, school psychologists, and mental health workers as quick screening devices. The
scoring of each item on the SDCT is either plus or minus. An accuracy score below 85
percent correct is interpreted as an indicator of possible brain damage.
The reliability coefficient was 0.96 for test-retest reliability on a sample ranging from 4 to 52
years, tested at the beginning and the end of the same session. Inter-scorer reliability is high,
as scoring rules have been simplified. The goal of this test is to screen our individuals with
serious forms of brain damage. Individuals with emotional or mental disturbances, those
lacking motivation, or those with vision impairments may also show an abnormal degree of
distortion on this test. There are also brain dysfunctions that do not involve eye-hand
coordination, so this SDCT should be used in coordination with the SIT to strengths and
weaknesses may be determined from the analysis of scatter. Qualitative validation research
involved testing individuals who were known to be brain damaged.
Taking the Slosson Drawing Coordination Test
They have needed board or paper sheet. They have to show exactly what to draw. Each
individual should have separate desk or table to draw. A pencil with a good point is needed.
They do not use eraser, ruler or compass.
Scoring the Slosson Drawing Coordination Test
Each drawing is scored either ―plus‖ when all lines are contained in the drawing, and or
―minus‖ when the elements are distorted. The raw score is the total number of ―minus‖
23
drawings. The Accuracy score is a percentage score for errors at a certain age and is obtained
from a table in the manual and cut off score is 85.
24
Personal Bio Data:
Name (optional) A.H

Age 23
Gender Male
Occupation Student
Family Size Neutral
No of Siblings 4
Birth Order 4th
Family Type Middle
Total Monthly Income Null
The client name is Mr. A.H and 23 years old lives in Faisalabad. His education is graduation
and now he is student. The client has 3 brothers and 1 sister and belongs to middle class
family and his birth order is 4th and his marital status is single.

The client is Mr. A.H 23 year old lives in Faisalabad. He is a student and belongs to
middle class family. His education is graduation and is a good student. He has good
relationship with his siblings and society. There is no any medical/psychological
illness in his family. His relationship with peers and fellows is good.
25
conducting test.
I used Slosson Drawing Coordination Test (SDCT) to measure eye and hand
coordination.
The Slosson Drawing Coordination Test introduced by Richard L. Slosson (1967). The
purpose of this test is to identify individuals with brain dysfunction or perceptual disorders
involving hand and eye coordination. This drawing test consists of 12 geometric figures
which are copied three times each. The number of figures attempted, varies depending upon
the age of the examinee. The test can be used with both children and adults from the age of
one year or above. The Slosson Drawing Coordination Test (SDCT) is described as a
supplement to the Slosson Intelligence Test. Both tests seem to be growing in popularity with
teachers, school psychologists, and mental health workers as quick screening devices. The
scoring of each item on the SDCT is either plus or minus. An accuracy score below 85
percent correct is interpreted as an indicator of possible brain damage.
Results:
Error Accuracy Scale
08 78%
The client seems to be has not intact eye and hand coordination in Slosson Drawing
Coordination Test (SDCT).
26
APPENDIX D
27
Test report No 5
Beck Hopelessness Scale (BHS)
28
Introduction
The Beck Hopelessness Scale was developed by Aaron T. Beck back in 1988. It was created
to assess the feeling of hopelessness in people, specifically by looking at three major aspects
of hopelessness including a person‘s expectations regarding life, their feelings about the
future and the loss of motivation. Hopelessness, or despair, is an extreme place for a person
to be in, no matter the reason, and being unable to work through this might lead to terrible
consequences, such as self-harm.
The BHS includes 20 items and it is a true-false test is designed for adults, age 17–80 and
takes 05 to 10 minutes for test.
Reliability: The manual reports KR-20 coefficients (measures of the scale's internal
consistency) ranging from .82 to .93. The manual states that when 21 patients with mixed
diagnoses were tested at the Center for Cognitive Therapy both during an intake evaluation
and 1 week later, before beginning their therapy, the correlation between their scores on the
two occasions was .69. In another sample of patients from the Center for Cognitive Therapy
(N = 99), the test-retest reliability over a 6-week span was .66. Both of these test-retest
coefficients are statistically significant.
Validity: Concurrent validity. Beck examined the relationship between clinical ratings of
hopelessness and BHS scores in two samples: a) 23 outpatient‘s in general medical practice
and b) 62 hospitalized patients who had recently attempted suicide. In the general practice
sample the correlation between the BHS and the ratings of hopelessness was .74; in the
suicide-attempt sample, it was 0.62.
Taking the Beck Hopelessness Scale
The Beck Hopelessness Scale (BHS) is a 20-item self-report instrument that measures the
extent to which an individual is pessimistic about his or her future. It is typically administered
in a clinical setting, either in paper-and-pencil or online formats, and the total time it should
take a person to complete the questionnaire is five to 10 minutes.
 Read each statement carefully.

29
 Decide whether the statement is true or false as it relates to you.
 Circle the appropriate answer for each statement.
 Answer all 20 statements.
 Do not think too long about each statement; answer quickly and honestly.
 Do not change your answers.
 Do not leave any questions unanswered.
Scoring the Beck Hopelessness Scale
Once the patient gives you a fully-accomplished Beck Hopelessness Scale questionnaire, it‘s
time for you to tally the score. Each answer will either score a 0 or 1. Here are the things you
need to take note of:
 For items 1, 3, 5, 6, 8, 10, 13, 15, and 19, FALSE is equal to 1 point, TRUE equals 0
points
 For items 2, 4, 7, 9, 11, 12, 14, 16, 17, 18, and 20, TRUE is equal to 1 point, FALSE
equals 0 points
Score ranges from 0 to 3 as are considered within the minimal range, 4 to 8 identify mild,
scores from 9 to 14 identify moderate hopelessness, and scores greater than 14 identify severe
hopelessness.
30
Personal Bio Data:
Name (optional) A.N

Age 23
Gender Male
Occupation Student
Family Size Neutral
No of Siblings 4
Birth Order 4th
Family Type Middle
Total Monthly Income -
The client name is Mr. A.N and 23 years old lives in Faisalabad. He is a student of
graduation. The client has 3 brothers and 1 sister and belongs to middle class family and his
birth order is 4th and his marital status is single.

The client is Mr. A.N 23 year old lives in Faisalabad. He belongs to middle class
family. His education is graduation and is a good student. He has good relationship
with his siblings and society. There is no any medical or psychological illness in his
family.
31
conducting test.
I used Beck Hopelessness Scale (BHS) to measure hopelessness.
The Beck Hopelessness Scale was developed by Aaron T. Beck back in 1988. It was created
to assess the feeling of hopelessness in people, specifically by looking at three major aspects
of hopelessness including a person‘s expectations regarding life, their feelings about the
future and the loss of motivation. The BHS includes 20 items and it is a true-false test is
designed for adults, age 17–80 and takes 05 to 10 minutes for test.
Results:
3 0-3 Minimal
The client seems to be has minimal level of hopelessness in Beck Hopelessness Scale (BHS).
32
APPENDIX E
33
Test report No 6
Depression Anxiety Stress Scale (DASS)
34
Introduction
Depression Anxiety and Stress Scales (DASS)
The Depression Anxiety Stress Scales is made up of 42 self-report items to be completed

over five to ten minutes, each reflecting a negative emotional symptom. Each of these is rated
on a four-point Likert scale of frequency or severity of the participants' experiences over the
last week to emphasize states over traits. These scores ranged from 0, meaning that the client
believed the item "did not apply to them at all", to 3, meaning that the client considered the
item to "apply to them very much or most of the time". It is also stressed in the instructions
that there is no right or wrong answers.
The Depression Anxiety Stress Scale (DASS) is a widely used instrument developed
by Lovibond and Lovibond in 1995. This self-reported questionnaire has 42 items, 7 items
with the highest loadings from each subscale of the original. The BDI can be used for ages 7
to 18.
The Cronbach Alpha and Spearman-Brown coefficients in order to examine the internal
consistency of the DASS-21. The depression, anxiety and stress scales demonstrated good
internal consistency. In particular, their Cronbach alphas were 0.85, 0.84, and 0.84
respectively, while their Spearman-Brown coefficients were 0.84, 0.83, and 0.85. To test
convergent and discriminant validity, we examined the correlations between the DASS-21
factors and the constructs that measure other scales. The results show that each of the three
scales, depression, anxiety, and stress correlate positively to anxiety, stress, economic crisis
effects, and negative emotions and negatively to psychological resilience, optimism, hope,
positive emotions, satisfaction with life, subjective happiness, presence of meaning in life,
and gratitude; the correlations are on the direction expected, which is indicative of high
convergent and discriminant validity of the three scales.
Taking the Depression Anxiety and Stress Scale
Depression, Anxiety and Stress Scale - 21 Items (DASS-21) The Depression, Anxiety and
Stress Scale - 21 Items (DASS-21) is a set of three self-report scales designed to measure the
emotional states of depression, anxiety and stress. Each of the three DASS-21 scales contains
35
7 items, divided into subscales with similar content. The depression scale assesses dysphoria,
hopelessness, devaluation of life, self-deprecation, lack of interest / involvement, anhedonia
and inertia. The anxiety scale assesses autonomic arousal, skeletal muscle effects, situational
anxiety, and subjective experience of anxious affect. The stress scale is sensitive to levels of
chronic nonspecific arousal. It assesses difficulty relaxing, nervous arousal, and being easily
upset / agitated, irritable / over-reactive and impatient. Scores for depression, anxiety and
stress are calculated by summing the scores for the relevant items.
Scoring the Depression Anxiety and Stress Scale
 Stress: Q1, 6, 8, 11, 12, 14, 18

 Anxiety: Q2, 4, 7, 9, 15, 19, 20
 Depression: Q3, 5, 10, 13, 16, 17, 21
Depression Anxiety Stress
Minimal 0-9 0-7 0-14
Mild 10-13 8-9 15-18
Moderate 14-20 10-14 19-25
Severe 21-27 15-19 26-33
Extremely severe 28+ 20+ 34+
36
Personal Bio Data:
Name (optional) H.N

Age 28
Gender Male
Occupation Unemployed
Family Size Neutral
No of Siblings 4
Birth Order 1st
Family Type Middle
Total Monthly Income ---
The client name is Mr. H.N and 28 years old lives in Faisalabad. His education is graduation.
1st and his marital status is single.

The client is Mr. H.N 28 year old lives in Faisalabad. He belongs to middle class
family. His education is graduation and was a good student. He has good relationship
with his siblings and society. There is no any medical/psychological illness in his
family.
37
The client was in a relax state. His behavior is cooperative, talkative and not
aggressive while conducting test.
I used Depression Anxiety Stress Scales (DASS) to measure depression, anxiety and
stress.
Depression Anxiety Stress Scales (DASS)
The Depression Anxiety Stress Scales is made up of 42 self-report items to be completed
over five to ten minutes, each reflecting a negative emotional symptom. Each of these is rated
on a four-point Likert scale of frequency or severity of the participants' experiences over the
last week to emphasize states over traits. These scores ranged from 0, meaning that the client
believed the item "did not apply to them at all", to 3, meaning that the client considered the
item to "apply to them very much or most of the time". It is also stressed in the instructions
that there is no right or wrong answers.
Results:
Depression 4 0-9 Minimal
Anxiety 5 0-7 Minimal
Stress 13 0-14 Minimal
The client seems to be has minimal level of depression, anxiety and stress in Depression
Anxiety Stress Scale-21 (DASS).
38
APPENDIX F
39
Test report No 7
Rotter Incomplete Sentences Blank (RISB)
40
Introduction
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian
Rotter and Janet E. Rafferty in 1950. It comes in three forms i.e. school form, college form,
adult form for different age groups, and comprises 40 incomplete sentences which the S's has
to complete as soon as possible but the usual time taken is around 20 minutes, the responses
are usually only 1–2 words long such as "I regret ..." and "Mostly girls...". The test can be
administered both individually and in a group setting. It doesn't have long set of instructions
and can be easily worked out on a greater population.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion
method for the use at college level. 40 items are completed by the subject. These completions
are then scored by comparing them against typical items in empirically derived scoring
manuals for men and women and by assigning to each response a scale value from 0 to 6. The
total score is an index of maladjustment.
Since the items on an incomplete sentence blank are not equivalent, the odd even technique
for determining reliability is not applicable and would tend to give minimum estimate
of internal consistency. Therefore items on the ISB were divided into two halves
deemed as nearly equivalent as possible. This yielded a corrected split half reliability
of .84 when based on the records of 124 male college students, and .83 when based on 71
female students. Inter-scorer reliability for two scorer trained by the authors was .91
when based on male records and 0.96 for female records.
The Incomplete Sentence Blank was validated on groups of subjects which did not include
any of cases used in developing the scoring principles and the scoring manuals. Scoring of
the blanks was done ―blindly‖ the scorer never knew whether the test blank was supposed to
be that of a maladjusted or an adjusted subject. Validity data were obtained for the two sexes
separately since the scoring manuals differ. The subjects include 82 females and 124 males
who were classified as either adjusted or maladjusted i.e., as needing personal counseling or
41
as not needing such counseling. A cutting score of 135 provided a very sufficient
separation of adjusted and maladjusted students in the data collected above.
Taking the Rotter Incomplete Sentences Blank
Complete the following sentences to convey your actual feelings. Try to attempt all of them.
Make sure that you make a complete sentence. There are no further instructions except if
necessary and to encourage the subject to complete all of the items. It can be administrated to
group. Average time for the administration of this test is twenty minutes.
Scoring the Rotter Incomplete Sentences Blank
Essentially the method is to assign a scale value to each response in accord with the general
principles stated in the manual and by matching responses with typical samples. Scores can
range from 0 to 240 (40 items times 6); practically, they range from around 70 to 200 with
scores of 110 to 150 being most common. A cutting score of 135 on the RISB would
correctly identify adjusted cases and the maladjusted cases.
Completions are scored on a seven-point scale from o (most positive) to 6 (most conflict),
with 3 being scored as a neutral response, which does not clearly fall into either the positive
or the conflict category. Positive responses are those that express a healthy or hopeful frame
of mind categorized as P1, P2, and P3. Responses range from Pl to P3 depending on the
degree of good adjustment expressed in the statement. The numerical weights for the positive
responses are: PI = 2, P2 = 1, P3 = 0.
"C," or conflict, responses are those indicating an unhealthy or maladjusted frame of mind.
These include hostility reactions, pessimism, symptom elicitation, hopelessness, suicidal
wishes, statements of unhappy experiences, and indications of past maladjustment. Some
conflictive responses have been elicited by stimuli which presuppose a negative reply, but
there is a large group of "C" responses which consists of twisted answers. Responses range
from CI to C3 according to the severity of the conflict or maladjustment expressed. The
numerical weights for the conflict responses are: CI = 4, C2= 5, C3 = 6.
42
Personal Bio Data:
Name (optional) M.M

Age 25
Gender Male
Family Size Neutral
No of Siblings 4
Birth Order 3rd
Family Type Middle

representative and belongs to middle class family. His education is graduation and
was a good student. He has good relationship with his siblings, boss, colleagues and
society. There is no any medical/psychological illness in his family.
43
conducting test.
I used Rotter Incomplete Sentences Blank (RISB) to measure psychological
maladjustment.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion
method for the use at college level. 40 items are completed by the subject. These completions
are then scored by comparing them against typical items in empirically derived scoring
manuals for men and women and by assigning to each response a scale value from 0 to 6.
Results:
Types of Categories of No. of response Value Total
response response in categories
Conflict (C) C3 1 6 6
C2 4 5 20
C1 7 4 28
Neutral (N) N 3 3 9
Positive (P) P1 9 2 18
P2 4 1 4
P3 7 0 0
Omission (O) O 2 0 0
Total score = 85 Cutoff score = 135
According to Rotter Incomplete Sentence Blank, the client seems to be has adjusted in
society.
44
APPENDIX G
45
Test report No 8
Colored Progressive Matrices (CPM)
46
Introduction
The Color Progressive Matrices (CPM) is designed for children aged 5-11 years, as well as
the elderly, and those with moderate to severe learning difficulties. It is simpler and focuses
on assessing an individual‘s observational skills and ability to complete patterns. The Color
Progressive Matrices (CPM) was created for the evaluation of children between 5 and 11
years old, and for those adults with a lower intellectual capacity. It consists of 36 arrays
grouped into three series of twelve arrays each. The main differences with the general scale
are:
 Reduction in the number of series: the most difficult series are eliminated and the
simple ones are kept (series A and B); In addition, one of intermediate difficulty (AB
series) is included.
 Inclusion of colors: the matrices are presented in color to make them more attractive
and help in understanding the test.
 Form of application: in addition to the use of the typical answer booklet, it is also
possible to carry out the test with a board.
The CPM test was originally developed by John C. Raven in 1936. The CPM includes 36
items, each of which corresponds to a symptom of depression. The CPM can be used for ages
5 to 11.
In the recent standardizations, the retest reliability of the Raven‘s CPM was revealed to be
.90 over the whole range of development (Raven et al., 1990). A split half reliability estimate
of .90 was obtained, with no differences found between ethnicity (Anglo, Black and
Hispanic) or genders in a study conducted by Jensen in 1974 (cited in Raven et al., 1990). In
a subsequent study by Carlson and Jensen (1981), the split half reliability estimate of .85 was
established; with the estimates at ages 6, 7 and 8 generating estimates of .65, .86 and .85
respectively. There has however, been some evidence that when the test is administered to
very young children, the CPM generates lower reliability estimates (Sattler, 1982). Valencia
(1984) explored the test‘s reliability for Anglo and Mexican-American schoolchildren in
Grade Three and found it to be acceptably high and equal for both cultural groups. Valencia
47
(1984, p.51) concludes that the practicing school psychologist consider the Raven‘s CPM as
―an assessment tool when the intellectual abilities of children who are linguistically and
culturally diverse in backgrounds are in question‖.
As discussed earlier, the rationale behind the test‘s construction was Spearman‘s two factor
theory of intelligence. The Raven‘s CPM thus purports to asses a unitary trait namely ‗g‘, or
more specifically, the educative component of intelligence. This type of intelligence has also
been referred as analytic intelligence or the ability to ―deal with novelty, to adapt one‘s
thinking to a new cognitive perspective (Carpenter, Just and Shell, 1990). In terms of
construct validity, there has been considerable controversy in the literature over the past few
decades regarding ‗g‘; in particular, there has been some debate as to which factor(s) can be
regarded as constituting ‗g‘ (Carpenter et al., 1990) and whether it is in fact a unitary trait .
Martin and Wiechers (1954) sought to investigate the degree of correlation between the
Raven‘s CPM and the WISC (Wechsler Intelligence Scale for children). Their results
revealed correlations of .91, .84, and .83 between the score and the WISC Full Scale, Verbal
and Performance IQ‘s respectively. In addition, the test correlated highest with Block Design
(.74) and lowest with Information (.47), suggesting that the test is a culturally reduced
measure of non-verbalized abstract thinking (Martin and Wiechers, 1954).
Taking the Colored Progressive Matrices
The CPM consist of 36 items divided into three Series (A, Ab, B), each made up of 12 items.
The items have the form of incomplete patterns (matrices), the majority of which are printed
on a cultured background. The subject must find the missing fragment from a set of provided
pieces. The test includes 36 questions, arranged into three sets (A, AB, B), each containing
12 items. The problems presented in this section are visual, involving colorful patterns and
shapes. Administration takes 25 to 30 minutes. A child is shown a large square that contains a
pattern with a piece missing and asked to complete the pattern by choosing the correct option
from six available pieces. Since the CPM is aimed at children, the patterns are relatively
simple and become progressively more complex and abstract as the child moves through the
test. The main aim of this section is to assess a child‘s ability to perceive and think about
patterns and relationships.
48
Scoring the Colored Progressive Matrices
There is a possible score of 36 points. The test is marked by totaling the number of matrices
that have been correctly completed. This raw score is then converted to a percentile rank
using age-appropriate norms. Correct answer count as 1 and incorrect answer count as 0.
This means the child will receive a percentile rank based on the average score of children in
the same age bracket, measured in six monthly increments. The percentile rank will be a
number from 1 to 99. A child that achieves a score in the 90th percentile is considered equal
to or better than 90% of children of their age.
49
Personal Bio Data:
Name A.Q
Age 8
Gender Female
Education Class 2
Occupation Student
Family Size Joint
No of Siblings 4
Birth Order 1st
Family Type Middle
Total Monthly Income Null
The client name is Miss A.Q and 8 years old lives in Faisalabad. She is student and study in
class 2. The client has 4 sisters and belongs to middle class family and her birth order is 1st.

The client is Miss A.Q 8 year old lives in Faisalabad. She belongs to middle class
family. She is a good student and studying in class 2. She has good relationship with
her siblings and society. There is no any medical/psychological illness in her family.
Her relationship with peers and friends is good.
50
conducting test.
I used Colored Progressive Matrices (CPM) to measure intellectual abilities.
The test includes 36 questions, arranged into three sets (A, AB, B), each containing 12 items.
The problems presented in this section are visual, involving colorful patterns and shapes. A
child is shown a large square that contains a pattern with a piece missing and asked to
complete the pattern by choosing the correct option from six available pieces. Since the CPM
is aimed at children, the patterns are relatively simple and become progressively more
complex and abstract as the child moves through the test. The main aim of this section is to
assess a child‘s ability to perceive and think about patterns and relationships.
Results:
Score Discrepancy Percentile Grade
03 1, -1, 0 38% III
According to Colored Progressive Matrices (CPM), the child has average intellectual level
and fall in 3rd grade.
51
APPENDIX H
52
Test report No 9
Standard Progressive Matrices (SPM)
53
Introduction
The Standard Progressive Matrices (SPM) is a group or individually administered test that
nonverbally assesses intelligence in children and adults through abstract reasoning tasks. It is
sometimes called Raven's, although the SPM is only one of three tests that together comprise
Raven's Progressive Matrices. Appropriate for ages 8-65, the SPM consists of 60 problems
(five sets of 12), all of which involve completing a pattern or figure with a part missing by
choosing the correct missing piece from among six alternatives. The tests were originally
developed by John C. Raven in 1936. In each test item, the subject is asked to identify the
missing element that completes a pattern. Many patterns are presented in the form of a 6×6,
4×4, 3×3, or 2×2 matrix, giving the test its name.
The internal consistency reliability estimate for the Standard Progressive Matrices (SPM)
total raw score was .88 in the standardization sample of 793 individuals. (See the Appendix
for more details regarding the composition of the sample.) This reliability estimate indicates
that the total raw score on the SPM possesses good internal consistency reliability as
provided in the guidelines of the U.S. Department of Labor (1999, p. 3–3) for interpreting a
reliability coefficient.
In an employment setting, evidence of content validity exists when an assessment includes a

representative sample of tasks, behaviors, knowledge, skills, abilities, or other characteristics
necessary to perform the job. Evidence of content validity is usually gathered through job
analysis. The SPM has been widely used for decades as a measure of educative ability—―the
ability to evolve high-level constructs which make it easier to think about complex situations
and events‖ (Raven, Raven, & Court, 1998, p. G8). In an extensive analysis of the cognitive
processes that distinguish between higher-scoring and lower-scoring examinees on the SPM
and the Advanced Progressive Matrices (APM), Carpenter, Just, and Shell (1990) described
the Raven‘s Progressive Matrices as ―a classic test of analytic intelligence … the ability to
reason and solve problems involving new information, without relying extensively on an
explicit base of declarative knowledge derived from either schooling or previous experience‖
(p. 404). In an employment setting, evidence of the content-related validity of the SPM
54
should be established by demonstrating that the jobs for which the SPM is to be used require
the problem-solving skills measured by the assessment.
Taking the Standard Progressive Matrices
These are appropriate for children and teens ages 8 – 65. There are 5 sets of 12 items each (60
in total), with each item becoming progressively more difficult. These are black and white.
Administration takes 40 – 45 minutes. These are more difficult than the Colored Progressive
Matrices. The SPM is intended for people of average intelligence aged 6 to 70. The test
comprises five sets (A, B, C, D, and E) of 12 items each, totaling 60 items. This section
involves black and white patterns, and the problems become increasingly difficult as the test
progresses. Much like the CPM, the SPM presents a series of geometric designs with one
piece missing. The child must select the correct missing piece from 6 (sets A & B) or 8 (sets
C, D & E) options. The SPM is designed to measure the ability to think clearly and solve
problems logically without relying on language skills.
Scoring the Standard Progressive Matrices
There is a possible score of 60 points. The test is marked by totaling the number of matrices
that have been correctly completed. This raw score is then converted to a percentile rank
using age-appropriate norms. Correct answer count as 1 and incorrect answer count as 0.
This means the child will receive a percentile rank based on the average score of children in
the same age bracket, measured in six monthly increments. The percentile rank will be a
number from 1 to 99. A child that achieves a score in the 90th percentile is considered equal
to or better than 90% of children of their age.
55
Personal Bio Data:
Name (optional) M.S

Age 24
Gender Male
Occupation Shopkeeper
Family Size Neutral
No of Siblings 3
Birth Order 3rd
Family Type Middle
The client name is Mr. M.S and 24 years old lives in Faisalabad. He works as a shopkeeper
and earns 40-45 thousands monthly. The client has 2 sisters and 1 brother and belongs to
middle class family and his birth order is 3rd and his marital status is single.

The client is Mr. M.S 24 year old lives in Faisalabad. He belongs to middle class
family. He was a good student and now he is working as shopkeeper. He has good
relationship with his siblings and society. There is no any medical/psychological
illness in his family. His relationship with peers and friends is good.
56
conducting test.
I used Standard Progressive Matrices (SPM) to measure intellectual abilities.
The Standard Progressive Matrices (SPM) is a group or individually administered test that
nonverbally assesses intelligence in children and adults through abstract reasoning tasks. It is
sometimes called Raven's, although the SPM is only one of three tests that together comprise
Raven's Progressive Matrices. Appropriate for ages 8-65, the SPM consists of 60 problems
(five sets of 12), all of which involve completing a pattern or figure with a part missing by
choosing the correct missing piece from among six alternatives.
Results:
Score Discrepancy Percentile Grade
53 0, 0, 1, 0, -1 83% II
According to Standard Progressive Matrices (SPM), the child has above average intellectual
level and fall in 2nd grade.
57
APPENDIX I
58
Test report No 10
Human Figure Drawing-IQ (HFD-IQ)
59
Introduction
Human Figure Drawing (HFD)
HFD test (Human Figure Drawing) is an abbreviated test which was developed with the aim
to evaluate various psychological states, especially assessing the psychic status including
psychiatric illness and personality state. Thus, the reliance on the drawings must be proven
that it has no bias due to cognitive differences between subjects. In the present study it is
demonstrated that drawing tests are influenced, to a certain extent, by the subject‘s cognitive
style. Although the study was limited here, the results indicate the need for re-examination of
the reliability limits of the Test. Human Figure Drawing test is a projective test used to assess
the personality state and cognitive function of individuals. Each participant was required to
draw a complete person with a pencil on A4 paper.
The Human Figure Drawing Test has a long history. Florence L. Goodenough developed the
Draw-a-Man test for preschoolers and older children in 1926. This test has no time limit but
most of the subjects complete their drawing within 10 minutes whereas a few will complete it
in just 1 or 2 minutes. It is applied on children between the ages of 5 to 12 years.
The motivation for conducting this study came from questions regarding the reliability and
validity of the scoring procedure of Harris' revision of the Goodenough DAMT. Harris' initial
intra-rater reliability studies were extremely limited and focused on a small number of age
groups, while inter-rater reliability was never addressed. Dunn, therefore, administered the
revised test to 72 children in grades I through 6. Two judges scored the drawings, and one
week later one of the raters scored them again. The reported inter-rater reliability was .68 and
intra-rater reliability, .93, values the author pointed out was consistent with similar values on
the original DAMT. Dunn notes that while the Harris revision does not apparently enhance
reliability vain ewer the original DAMT, the new scoring procedure offers a simpler method
that may result in greater overall competence and reliability of self-taught test administrators.
The purpose of this study is to review existing research through 1977 relating to the
Goodenough-Harris (GH) Drawing test. The different aspects of the revision of the
Goodenough Draw-A-Man were examined. These new aspects: the standardization of the
Man and Woman Sales, the Quality Scales, ceiling and floor extensions, and the
60
administration procedure are explained and critiqued. Factors that have previously been
related to IC) are explored in regard to their effect on GH performance. These include:
gender, socioeconomic status, and race, geographic location of residence and size of
residence. Reliability and validity studies are also examined. In critiquing the validity of the
GH as a measure of IQ, the author reviews 40 studies that compare the Harris revision to
other measures of intelligence. Resulting correlations vary widely and range from r .24 to .83.
Most comparisons were with the Man scale of the GH, and little information is provided
regarding the Woman scale or the Self drawing. Scott points out that general conclusion
cannot be formed regarding the ability of the GH to assess intelligence. Diverse subject pools
make it difficult to compare across many studies. Younger children (ages 4-6) seem to exhibit
higher correlations between the OH and intelligence test scores than do older children. Also,
groups of children with lower range ID scores show higher correlations between IQ and Gil
performance than do children with higher intellectual performance. The author concludes that
the GH is not a valid predictor of intelligence, although continued study may be directed at its
use as a screening tool with young children with lower intellect.' performance skills.
Taking the Human Figure Drawing
The subject is provided paper and pencil, and one of a number of test instructions, for
example, ―draw a whole figure, not a stick figure,‖ or provided three sheets of paper and
asked to ―draw a man, a woman, and yourself. The administrator may ask the children to
include the name, age, feelings or what is his/her drawing is doing at the moment.
Scoring the Human Figure Drawing
The following are developmental items: Head, eyes, pupils, eye brows/ eyes lashes, nose,
nostrils, mouth, two lips, ears, hair or head covered by that, neck, body, arms, arms two
dimensional, arms at latched shoulders, arms pointing downwards, elbows, hands, fingers,
correct number of fingers, legs two dimensional, knee, feet, feet two dimensional, profile,
proportion, clothing: one piece or none, clothing: two or three pieces and clothing: four or
more pieces.
HFD was checked for the presence of above 29 items. Each such item present then scored as
1 while each item absent scored as zero then add items and see the scored in table (which is
given below) to check the mental age.
61
After knowing the mental age then converts the mental age and chronological age into
months. Now use a formula mental (age ÷ chronological age) × 100 to get the IQ level.
Range IQ level
1-24 Profound mental disability
25-39 Severe mental disability
40-54 Moderate mental disability
55-69 Mild mental disability
70-84 Border line mental disability
85-114 Average
115-129 Bright
130-144 Very bright
145+ Superior
62
Personal Bio Data:
Name (optional) A.I

Age 9
Gender Male
Education Class 3
Occupation Student
Family Size Neutral
No of Siblings 3
Birth Order 3rd
Family Type Middle
The client name is Mr. A.I and 9 years old lives in Faisalabad. He is a student and studying in
class 3. The client has 2 sisters and belongs to middle class family and his birth order is 3 rd
and his marital status is single.

The client is Mr. A.I 9 year old lives in Faisalabad. He belongs to middle class family.
He is a good student and studying in class 3. He has good relationship with his
siblings and society. There is no any medical/psychological illness in his family. His
relationship with peers and friends is good.
63
conducting test.
I used Human Figure Drawing (HFD) to measure IQ.
psychiatric illness and personality state. Human Figure Drawing test is a projective test
used to assess the personality state and cognitive function of individuals. Each participant
was required to draw a complete person with a pencil on A4 paper. Florence
L. Goodenough developed the Draw-a-Man test for preschoolers and older children in 1926.
Results:
IQ = M.A÷ C.A × 100
IQ = 8.9 ÷ 9.2 × 100 (age in years)
IQ = 105 ÷ 110 × 100 (age in months)
IQ = 95.45%
According to Human Figure Drawing (HFD), the child has average intellectual level.
64
APPENDIX J
65
Test report No 11
Human Figure Drawing-Emotional Indicator (HFD-EI)
66
Introduction
psychiatric illness and personality state. Thus, the reliance on the drawings must be proven
that it has no bias due to cognitive differences between subjects. In the present study it is
demonstrated that drawing tests are influenced, to a certain extent, by the subject‘s cognitive
style. Although the study was limited here, the results indicate the need for re-examination of
the reliability limits of the Test. Human Figure Drawing test is a projective test used to assess
the personality state and cognitive function of individuals. Each participant was required to
draw a complete person with a pencil on A4 paper.
The Human Figure Drawing Test has a long history. Florence L. Goodenough developed the
Draw-a-Man test for preschoolers and older children in 1926. This test has no time limit but
most of the subjects complete their drawing within 10 minutes whereas a few will complete it
in just 1 or 2 minutes. It is applied on children between the ages of 5 to 12 years.
The motivation for conducting this study came from questions regarding the reliability and
validity of the scoring procedure of Harris' revision of the Goodenough DAMT. Harris' initial
intra-rater reliability studies were extremely limited and focused on a small number of age
groups, while inter-rater reliability was never addressed. Dunn, therefore, administered the
revised test to 72 children in grades I through 6. Two judges scored the drawings, and one
week later one of the raters scored them again. The reported inter-rater reliability was .68 and
intra-rater reliability, .93, values the author pointed out was consistent with similar values on
the original DAMT. Dunn notes that while the Harris revision does not apparently enhance
reliability vain ewer the original DAMT, the new scoring procedure offers a simpler method
that may result in greater overall competence and reliability of self-taught test administrators.
The purpose of this study is to review existing research through 1977 relating to the
Goodenough-Harris (GH) Drawing test. The different aspects of the revision of the
Goodenough Draw-A-Man were examined. These new aspects: the standardization of the
Man and Woman Sales, the Quality Scales, ceiling and floor extensions, and the
67
administration procedure are explained and critiqued. Factors that have previously been
related to IC) are explored in regard to their effect on GH performance. These include:
gender, socioeconomic status, and race, geographic location of residence and size of
residence. Reliability and validity studies are also examined. In critiquing the validity of the
GH as a measure of IQ, the author reviews 40 studies that compare the Harris revision to
other measures of intelligence. Resulting correlations vary widely and range from r .24 to .83.
Most comparisons were with the Man scale of the GH, and little information is provided
regarding the Woman scale or the Self drawing. Scott points out that general conclusion
cannot be formed regarding the ability of the GH to assess intelligence. Diverse subject pools
make it difficult to compare across many studies. Younger children (ages 4-6) seem to exhibit
higher correlations between the OH and intelligence test scores than do older children. Also,
groups of children with lower range ID scores show higher correlations between IQ and Gil
performance than do children with higher intellectual performance. The author concludes that
the GH is not a valid predictor of intelligence, although continued study may be directed at its
use as a screening tool with young children with lower intellect.' performance skills.
Taking the Human Figure Drawing
The subject is provided paper and pencil, and one of a number of test instructions, for
example, ―draw a whole figure, not a stick figure,‖ or provided three sheets of paper and
asked to ―draw a man, a woman, and yourself. The administrator may ask the children to
include the name, age, feelings or what is his/her drawing is doing at the moment.
Scoring the Human Figure Drawing
The following are developmental items: Emotional Indicators, No eyes, Poor integration of
parts, No nose, Shading of face /parts of face, Shading of body/ limbs, No mouth, Shading of
hands/neck, No body, Gross asymmetry of limbs, No arms, Slanting figures (15 degrees or
more), No legs, Tiny figures (5 cm or less), No feet, Big figure (20 cm or more), No neck,
Transparencies, Tiny head (one-tenth of the whole figure), Crossed eyes, Teeth, Short arms
(not reached to the waist), Long arms (more than knee-high), Arms clinging to body, Big
hands (bigger than the face of the figure), Hands cut off (arms without hands and fingers),
Legs pressed together, Genitals, Monster/grotesque figure, Three or more figures
spontaneously drawn, and Clouds, rain and snow.
68
HFD was checked for the presence of above 30 items and check the below table to know
about the emotion drawn by the client.
69
Personal Bio Data:
Name (optional) A.I

Age 9
Gender Male
Education Class 5
Occupation Student
Family Size Neutral
No of Siblings 3
Birth Order 3rd
Family Type Middle
The client name is Mr. A.I and 9 years old lives in Faisalabad. He is a student and studying in
class 5. The client has 2 sisters and belongs to middle class family and his birth order is 3rd
and his marital status is single.

The client is Mr. A.I 9 year old lives in Faisalabad. He belongs to middle class family.
He is a good student and studying in class 5. He has good relationship with his
70
conducting test.
I used Human Figure Drawing (HFD) to measure IQ.
psychiatric illness and personality state. Human Figure Drawing test is a projective test
used to assess the personality state and cognitive function of individuals. Each participant
was required to draw a complete person with a pencil on A4 paper. Florence
L. Goodenough developed the Draw-a-Man test for preschoolers and older children in 1926.
Results:
According to Human Figure Drawing- Emotional Indicator (HFD-EI), the child seems to be
has aggression, impulsivity and immaturity in behavior. He also has a poor inner control in
Human Figure Drawing Emotional Indicator (HFD-EI).
71
APPENDIX K
72
Test report No 12
Bender Gestalt Test (BGT)
73
Introduction
The Bender Visual-Motor Gestalt Test (abbreviated as Bender-Gestalt test) is a psychological

test used by mental health practitioners that assesses visual-motor functioning, developmental
disorders, and neurological impairments in children ages 3 and older and adults. The test
consists of nine index cards picturing different geometric designs. The cards are presented
individually and test subjects are asked to copy the design before the next card is shown. Test
results are scored based on the accuracy and organization of the reproductions. The Bender-
Gestalt test was originally developed in 1938 by child psychiatrist Lauretta Bender.
The first version of the Bender-Gestalt test was developed in 1938 by child neuropsychiatrist
Lauretta Bender. The original test consists of nine index cards with different figures on each
card. The subject is shown each figure and asked to copy it onto a piece of blank paper. The
test typically takes 7–10 minutes, after which the results are scored based on accuracy and
organization. It can be administered on both children and adults ages three and older.
Reliability, through the retest method, four months after the initial administration, was
calculated by Koppitz to a rank-order correlation of r = 0.55 - 0.66. As we did not retest the
Norwegian sample till one year after the initial administration, the correlation coefficient (r =
0.49 according to the product-moment method) can hardly be said to represent a good
estimate of reliability. With a shorter test-retest interval, the correlation would be higher.
The Bender-Gestalt Test has had many claims made for its utility. These fall broadly into
claims for the test as a tool for the diagnosis of organicity (Hain, 1964; Mosher & Smith, 196
j; Wiener, 1966), psychosis or neurosis; as a means of assessing total personality; for
assessing intellectual level or for assessing visual-motor functioning with special reference to
reading disabilities. We administered no other measures of diagnostic interest; comparison of
the results from the JEPI and the use of the Bender test as a personality measure will be
reported elsewhere. It is therefore with the Bender-Koppitz scores as measures of intelligence
and relative to reading skills that we will primarily judge its validity. The result of item- total
score ranged from 0.10 to 0.57 with the most coordination for simplifying error and the least
rate for perseveration error. In addition to the mean and standard deviation (M÷SD), all test
items 6.75 +3.63 were obtained.
74
Taking the Bender Gestalt Test
When administering the BGT, the subject/person is given a blank sheet of white paper of
8½*11 inches in a vertical position along with a pencil. Although the subject is initially
presented with one sheet but can get as many as sheets required by him or her. There is no
time limit of the test administration but the time taken should be noted for significant
diagnostic purposes. Before starting the presentation and drawing of the designs following
verbal instructions are given to the subject by the clinician (administrator):
―I have nine cards with designs on them for you to copy. Here is the first one now go ahead
and make one just like it‖.
1. When the first design is completed the next card is shown.

2. No comment for additional instructions to be given while the subject is completing
the design.
3. If the subject asks some specific question he should be given a non-committal answer.
4. The card should be held in the right angle of the figure i.e. all horizontally.
5. The subjects are allowed to hold the cards but not allowed to change its appropriate
angle or turn it down during the completion of the design. If they turn it down then the
clinician has to bring it in the original position and angle.
Scoring the Bender Gestalt Test
The main purpose of her developmental scoring system is to provide a measure of a child‘s
level of maturity in visual-motor perception. She developed a scoring system for children
based on extensive standardization of 1104 children from Kindergarten through fourth grade.
Her system was exclusively designed for the children till age 10 because the scores no longer
correlate after the age of 10 with the intelligence and mostly children obtain perfect scores.
He approached the test performance as a whole. By careful and systematic study of the
Bender protocols of brain-damaged patients, he developed a 15-category system. These 15
categories may include the preservation, rotation/reversal, and concretism-all with 4 points;
added angles, separation of lines, overlap, distortion-all with 3 points; embellishments,
partial rotation-both with 2 points; omission, abbreviation #1 or #2, separation, absence of
erasure, closure, point of contact on figure A-all with 1 point. This system is briefer and
easier yet still correctly distinguishes the brain-damaged approximately by 80% from
psychiatric and non-brain damaged patients.
75
Personal Bio Data:
Name (optional) S.S

Age 21
Gender Female
Occupation Student
Family Size Joint
No of Siblings 2
Birth Order 1st
Family Type Middle
The client name is Miss. S.S and 21 years old lives in Faisalabad. She is a student of
graduation. The client has 2 sisters belongs to middle class family and her birth order is 1 st
and her marital status is single.

The client is Miss. S.S 21 year old lives in Faisalabad. She belongs to middle class
family. She is a good student and her graduation is under progress. She has good
relationship with her siblings and society. There is no any medical/psychological
illness in her family. Her relationship with peers and friends is good.
76
conducting test.
I used Bender Gestalt Test (BGT) to measure neurological impairments.
The Bender Visual-Motor Gestalt Test (abbreviated as Bender-Gestalt test) is a

psychological test used by mental health practitioners that assesses visual-motor functioning,
developmental disorders, and neurological impairments in children ages 3 and older and
adults. The test consists of nine index cards picturing different geometric designs. The cards
are presented individually and test subjects are asked to copy the design before the next card
is shown. Test results are scored based on the accuracy and organization of the reproductions.
Results:
Quantitative Analysis
Deviations Design No. Score
Circles 1, 3 16
Asymmetry 3, 4 6
No. of dots 1,5 14
Circle miss 2 21
Shape 2 3
Dev. 2 3
No. exist 2 6
Design miss 2, 3 16
Circles 3 8
Not joined 4 8
Ends number joins 7, 8 16
Rotation 7 8
Raw score = 127 Z-score = 166
According to Bender Gestalt Test (BGT), the client has high problematic neurological
impairments.
77
APPENDIX L
78
Test report No 13
Beck Youth Inventory (BYI)
79
Introduction
The Beck Youth Inventory (BYI) is a 100-item self-report measure comprising five self-
report scales that used to assess a child expression of depression, anxiety, anger, disruptive
behavior and self-concept. The inventory is intended for use with children and adolescents
between ages of 7 to 18. This inventory is designed to identify symptoms of depression in
children and adolescents. It include items that reflect the respondent negative thoughts about
himself or herself, his or her life and future, feelings of sadness, and psychological
indications of depression. The five BYI are:
1. Beck Anxiety Inventory for Youth (BAI-Y)

2. Beck Depression Inventory for Youth (BDI-Y)
3. Beck Anger Inventory for Youth (BANI-Y)
4. Beck Disruptive Behavior Inventory for Youth (BDBI-Y)
5. Beck Self Concept Inventory for Youth (BSCI-Y)
Each inventory contains 20 questions about thoughts, feelings and behaviors associated with
emotional and social impairment. Children and young people describe how frequently a
statement has been true for them over the past two weeks.
The Beck Youth Inventory Test was developed in 2001 by Judith Beck, Aaron Beck, John
Jolly, and Robert Steer. The BYI includes 100 items, each of which corresponds to a
symptom of depression, anxiety, anger, disruptive behavior and self-concept. The BYI can be
used for ages 7 to 18. The combination of the inventories takes 30 minutes to administer and
complete.
Internal consistency of each of the scales by gender was calculated using Cronbach‘s alpha
coefficients. Cronbach‘s alpha ranged from 0.87 to 0.92 (Self-Concept; girls: 0.89, boys:
0.87. Anxiety; girls: 0.90, boys: 0.90. Depression; girls: 0.92, boys: 0.90. Anger; girls: 0.92,
boys: 0.92. Disruptive Behavior; girls: 0.89, boys: 0.90). Test-retest reliability coefficients
were computed based on a sub-sample of 104 school children. The mean retest interval was
30 days. The BAI scale had lower average retest scores for 8–10 year olds (time 1: M =
16.94, SD 9.96; time 2: M = 13.27, SD = 10.28, t = 3.50, p < 0.001), for 11–14 year olds
80
(time 1: M = 13.11, SD = 8.21; time 2: M = 11.64, SD = 8.23, t = 2.85, p < 0.01), and for the
total sample (time 1: M = 15.37, SD = 9.70; time 2: M = 13.27, SD = 10.64, t = 3.83, p <
0.005). No other significant differences were found. For test-retest administration over a
month, a correlation greater than 0.70 is considered reasonably stable (Myers & Winters,
2002a). Pearson‘s correlation coefficients were smaller than 0.70 for 7 year olds for self-
concept, depression and anger. For all other ages and inventories the correlations were greater
than 0.70. Cronbach‘s alpha ranged from 0.80 (Disruptive Behavior; girls) to 0.96 (Anxiety;
girls).
Pearson‘s inter-correlation coefficients among the five inventories for the total sample were
calculated. Overall inventory scores were significantly correlated with each other.
Particularly high correlations were found between depression and anxiety, and between anger
and disruptive behavior. Using Cattell‘s (1966) method for looking for the elbow in the curve
of the scree, in combination with the theoretical question of whether the five inventories did
fit the factor solution, a promax rotated exploratory factor analysis with five components was
performed on the 100 BYI items. On component one all of the BAI items loaded above 0.31.
On component two 18 of the BDBI items loaded above 0.31. On component three 17 of the
BANI items loaded above 0.31. Two cross loadings above 0.31 were found (Tabachnick &
Fidell, 2001). On component four all of the BSCI items loaded above 0.31. On component
five 11 of the BDI items loaded above 0.31. Three cross loadings were found. Six items did
not load above 0.31 on any component. The five components accounted for 39.5% of the
variance.
Taking the Beck Youth Inventory
The BDI-Y may be administered individually or in a group setting. The BYI is a paper-pencil
format and is written at a second grade level. The BDI-Y takes 5-10 minutes to complete;
adjustment and added time is available to those who may need it. The BDI-Y contains 20
statements about thoughts, feelings, and behaviors associated with depressive symptomology
within the last 2 weeks. Items are rated from 0 (Never) to 3 (Always).
An example of a question and rating scale can be found below:
0. Never
1. Sometimes
81
2. Often
3. Always
Scoring the Beck Youth Inventory
The total raw score for each inventory is obtain by adding item score, which may be0,1,2,3
for all 20 items of this scale. Only one score may be counted for each time. There is a shaded
box at the bottom of each inventory labeled RS. Place the total raw score in this box. The
range of total raw scores on each of five inventories is 0 to 60.
T-scores for BYI are as follows:
 55 or less = Average
 55-59 = Mildly elevated
 60-69 = Moderately elevated
 70+ = Extremely elevated
Following domains are used for Beck Youth Inventory (BYI)
1. Add scores from Items 1-20 for the total BSCI-Y score.
2. Add scores from Items 21-40 for the total BAI-Y score.
3. Add scores from Items 41-60 for the total BDI-Y score.
4. Add scores from Items 61-80 for the total BANI-Y score.
5. Add scores from Items 81-100 for the total BDBI-Y score
82
Personal Bio Data:
Name M.B
Age 14
Gender Male
Education Middle
Occupation Student
Family Size Neutral
No of Siblings 6
Birth Order 6th
Family Type Middle
Total Monthly Income --
The client name is Mr. A.S.B and 14 years old lives in Faisalabad. He is a student of class 9.
The client has 4 brother and 2 sisters. He belongs to middle class family and his birth order is
6th and his marital status is single.

The client is Mr. A.S.B 14 year old lives in Faisalabad. He is a student of class 9 and
good student. He belongs to middle family. He has good relationship with his siblings
and society. There is no any medical/psychological illness in his family. His
relationship with peers and fellows is good.
83
conducting test.
I used Beck Youth Inventory (BYI) to measure depression, anger, disruptive behavior,
and self-concept.
The Beck Youth Inventory (BYI) is a 100-item self-report measure comprising five self-
report inventories that can be used separately or in combination to assess symptoms of
depression, anxiety, anger, disruptive behavior, and self-concept. The inventory is intended
for use with children and adolescents between ages of 7 to 18.
Results:
Raw score T-score Range Severity level
BSCI-Y 51 61 60-69 Moderately elevated
BAI-Y 20 55 55-59 Mildly elevated
BDI-Y 11 48 <55 Average score
BANI-Y 18 51 <55 Average score
BDBI-Y 14 55 55-59 Mildly elevated
The client seems to be has moderately self-control, mildly anxiety, normal/average
depression & anger while mildly disruptive behavior in Beck Youth Inventory (BYI).
84
APPENDIX M
85
Test report No 14
Slosson Intelligence Test (SIT)
86
Introduction
The Slosson Intelligence Test (SIT) is a brief test of intelligence that is frequently used as a
screening device in the identification of gifted children. Increasing criticism in the late 1970s
focused on poor standardization procedures and the use of outdated ratio IQs; consequently
the Slosson was revised and reformed in 1981. Norm tables reporting deviation IQs were
generated to replace use of the ratio IQ. To evaluate the effect of reforming, Tomsic and
Rankin (1985) restored 683 gifted children‘s SIT ratio IQ scores using 1981 norms. The
authors reported that the average 1981 norm score was 5.17 points lower than the 1961 ratio
IQ score. The SIT is an abbreviated intelligence test designed for use with both children and
adults. Individual test items were modeled after those of the Gesell Developmental Schedules
and the Stanford-Binet. Numerous perceptual-motor items are included at the lower age
levels; however, they phase out by the seven year level when the test becomes essentially
auditory-vocal.
Richard L. Slosson designed the Slosson Intelligence Test (SIT) as a short, easily
administered measure of intelligence in 1963. SIT test questions range from an infant level
(0-6 months) to an adult level (27-0 years). Test completes within 10 to 20 minutes.
Of the 33 examiners who independently scored the responses of a mentally normal 11-year-
old girl, 12 reported a MA of 128 months which was the mode of the distribution; 29 (88~)
reported a MA between 126 and 130 months, the interval of agreement. The MAs ranged
from 115 to 132 months. The coefficients of internal consistency for three CA and three IQ
intervals are 0.95. Nine of the youngest and oldest were omitted from these analyses because
they were in insufficient number to comprise an additional age category. All coefficients
exceeded .80. The coefficient of internal consistency for the total sample was 0.95. The test
retest analysis yielded a reliability coefficient of .97. The intervention period varied from one
to three months through 829 of the Ss were reexamined after two months. Subjects for this
comparison had an average chronological age of 8-4 and a mean IQ of 93.76. The SDs was 2-
8 and 28.66 respectively. The mean mental age was 7-6 (SD 2-6) on the pretest and 7-11 (SD
2-3) on the posttest.
87
The correlation coefficients, levels of significance, and number of Ss for each comparison are
presented in Table 2. With the exception of parental ratings of personal adjustment, all
coefficients were sufficiently large to be statistically significant at less than the .05 level of
confidence. SIT scores related highest (.70s and .80s) with the intellectual and other cognitive
variables (especially language ability and school achievement), and related lowest with the
perceptual, emotional, and demographic variables. The average testing time reported by the
teacher examiners was 18.80 minutes (SD= 7.55) per subject.
Taking the Slosson Intelligence Test
The test has been constructed so that the administration and scoring occur simultaneously,
enabling the test to be given in a brief period of time. The SIT-4 is verbally administered, so
it does not penalize individuals who are methodical, fearful, or have reading handicaps. The
SIT is to be administered verbally and can be used by psychologists, guidance counselors,
special educators, learning disabilities instructors, remedial reading teachers, and others who
often need to evaluate an individual‘s mental ability.
Scoring the Slosson Intelligence Test
A basal score is defined as the highest level at which the examinee obtains ten consecutive
correct items. The ceiling item is the last correct item before the examinee misses ten
consecutive items. The total raw score is a simple sum of scores and is the total number of
correct items above the basal added to the basal item. The results of the SIT-R are used for
providing a piece of quantitative measurement data when developing a comprehensive
picture of a student's intellectual ability and potential. When used as a tool for the gifted
identification process, there is no firm cut-off score assigned to the SIT-R results rather the
generated scores are considered in conjunction with other quantitative and qualitative data.
88
Personal Bio Data:
Name M.S
Age 15
Gender Male
Education Matric
Occupation Student
Family Size Joint
No of Siblings 4
Birth Order 3rd
Family Type Middle
The client name is Mr. M.S and 15 years old lives in Faisalabad. He is student of class 9th.
The client has 2 brothers and 2 sisters and belongs to middle class family and his birth order
is 3rd and his marital status is single.

The client is Mr. M.S 15 year old lives in Faisalabad. He belongs to middle family.
He is a student of class 9th and is a good student. He has good relationship with his
89
conducting test.
I used Slosson Intelligence Test (SIT) to measure cognitive abilities.
The Slosson Intelligence Test (SIT) is a brief test of intelligence that is frequently used as a
screening device in the identification of gifted children. Increasing criticism in the late 1970s
focused on poor standardization procedures and the use of outdated ratio IQs; consequently
the Slosson was revised and reformed in 1981. Norm tables reporting deviation IQs were
generated to replace use of the ratio IQ. Richard L. Slosson designed the Slosson Intelligence
Test (SIT) as a short, easily administered measure of intelligence in 1963 SIT test questions
range from an infant level (0-6 months) to an adult level (27-0 years). Test completes within
10 to 20 minutes.
Results:
Chronological age 15-1 years
Basal age 4-8 years
Mental age 8-11 years
IQ 59.1%
IQ range 55-69
Severity level Mild level of intellectual disability
According to Slosson Intelligence Test (SIT), the client seems to be has mild level of
intellectual disability.
90
APPENDIX N
91
Test report No 15
Thematic Apperception Test (TAT)
92
Introduction
The Thematic Apperception Test (TAT) definition refers to a psychological personality test
that focuses on the subconscious dynamics of a person's personality. The TAT personality
test is characterized by a series of picture cards that a subject must tell a story about.
Compared to other types of personality tests, the TAT utilizes open-ended questions to reveal
aspects of a person's personality. The TAT is the second most popular projective test used by
psychologists today and can be used to assess both adults and children. The TAT is
considered a projective test because it utilizes images to gather information regarding a
person's feelings, conflicts, and desires. The TAT projective test should not be used as a
stand-alone test but should be used in addition to other various personality tests or
evaluations. The TAT projective test can be used for the following reasons:
 To help a person express their feelings.

 To learn more about a person.
 To uncover themes in a person's major life events.
 To evaluate a person for a mental health disorder.
 To evaluate suspects of crime.
 To screen potential employees.
The Thematic Apperception Test (TAT) was a projective psychological test created by
Harvard psychologist Henry A. Murray and Christina Morgan in the 1930s. The TAT can be
used for ages 15 and older. Typically, the exam takes two sessions of 1 hour each.
The TAT'S reliability may stem largely from the miss-application of traditional psychometric
measures, which are inappropriate to this test. The TAT is implicitly based on a multiple
regression model, for which coefficient alpha is not appropriate. Also, test-retest correlations
may be adversely affected by the standard instructions to write a "creative" story. In a test-
retest study, 47 high school students retook the TAT after a year with instructions designed to
break the implicit set to produce a new and different story from that previously written. The
test-retest correlations were r = .48 (need for affiliation) and .56 (need for intimacy), or
approximately the same as those for, e.g., the MMPI, 16PF. and CPI. It was demonstrated
93
that this high stability over time was not due to subjects' recalling and repeating previous
responses. Finally, it was shown that alpha considerably underestimated the test-retest
reliability, contrary to assumptions of classical psychometrics.
The validity of TAT, we selected, as the evidence for confirming our validity hypothesis, I
scores which showed a greater than chance relationship between TAT and criteria, at the 0.01
level of confidence. The over-all analysis of 1 score blocks shows significant agreement well
beyond the agreed-on level and we may consider our first hypothesis to be confirmed. There
was no significant variation in the agreement of each of the criteria with the TAT prediction.
Consequently, it was not necessary to base the confirmation of this hypothesis upon the
somewhat arbitrary selection of a "standard" criterion for each area.
Taking the Thematic Apperception Test
The TAT cards are given to subjects one at a time with instructions to make up a story for
each picture that includes (1) what is happening at the moment, (2) what the characters are
thinking and feeling, (3) what led up to the situation, and (4) what the outcome will be. The
narrated stories are recorded verbatim by the examiner. The cards are provided to the subjects
in following sequence.
For the group of both males and females 1, 2, 3BM, 4, 6BM, 7GF, 8BM, 9GF, 10, 13MF
For the group of males 1, 2, 3BM, 4, 6BM, 7BM, 11, 12M, 13MF
For the group of females 1, 2, 3, 3BM, 4, 6GF, 7GF, 9GF, 11, 13GF
The subject should be seated right beside the examiner with his or her chair turned away.
Time should be measured from the moment when the first picture is presented to the time
before the next picture is given. Each picture should be shown one at a time, and the subjects
are then asked to depict a story from the pictures in the card. Total time duration assigned
for 10 pictures is 50 minutes. It‘s a must for the story to describe
 Present Situation
 Thoughts and feelings of the character(s)
 Preceding events: the events that led up to the story.
 Final Outcome
94
Scoring the Thematic Apperception Test
For each of the scoring categories, practitioners should abbreviate their observations about
the person. In some sections, practitioners are asked to indicate the levels of importance or
strength for per by putting one check (mere presence of characteristics), two checks
(moderate) or three checks (strong). The entire scoring and interpretation procedure typically
takes a half-hour. H.A Murray, 1943 scoring the TAT involves evaluating the following five
different aspects of the stories:
 The Hero: Scoring for the hero involves identifying who is central character(s) in the
story
 Need of the Hero: For Murray, it was also critical to identify the needs, motives and
desire of the hero.
 Identifying the presses: A press refers to any important environmental factor that
may influence or interfere with the need of the hero.
 Scoring for themes: Scoring for themes in TAT stories involves noting the nature of
the interplay and conflict between the needs and presses, the types of emotion elicited
by this conflict, and the way the conflict is resolved.
 Scoring for outcome: Scoring for the outcome of the story involves analyzing how
the stories end by noting a happy versus unhappy ending and assessing the extent to
which the ending is controlled by the strengths of the hero and forces in the
environment.
95
Personal Bio Data:
Name (optional) M.M

Age 25
Gender Male
Family Size Neutral
No of Siblings 4
Birth Order 3rd
Family Type Middle

representative and belongs to middle family. His education is graduation and was a
good student. He has good relationship with his siblings and society. There is no any
medical/psychological illness in his family. His relationship with boss and colleagues
is good.
96
conducting test.
I used Thematic Apperception Test (TAT) to measure personality, values, or attitudes.
The TAT is a widely used projective test for the assessment of children and adults. It is
designed to reveal an individual's perception of interpersonal relationships. 31 picture cards
serve as stimuli for stories and descriptions about relationships or social situations. The
Thematic Apperception Test (TAT) was a projective psychological test created by Harvard
psychologist Henry A. Murray and Christina Morgan in the 1930s. The TAT can be used for
ages 15 and older. Typically, the exam takes two sessions of 1 hour each.
Results:
According to the Thematic Apperception Test (TAT), the client seems to have ambitions and
wants to improve his financial situation and be full of energy. He was fighting or arguing
with words with other people. He protects his-self by defending his own interests. His actions
or behaviors that are go against the set of rules or laws. He put something in a different order.
He prevents feeling afraid and has control over the people and things around you. By
knowing and understanding his-self and own thoughts, feelings, and actions is important for
creating positive and amicable connections with others. He wanted to make someone else
happy by following his guidance. He showed kindness and caring for others or providing help
and support to fulfill their desires or requirements. He relied on others. He defended the idea
of having freedom. He keeps saying or asking for something. New things need to be tried for
him. He chooses to behave in a way that is not active or assertive. He showed interest or
wanting to know more. He was careful or to make sure he is safe. He is very careful and
selective in choosing who accept him into someone‘s life. He did not reveal or share
something. He controlled by an inner feeling that requires good behavior and ethics. There
are bad things in the environment that we need to work together to fix. People don't
understand or care about each other, and they are unhappy with the environment.
97
APPENDIX O
98

Ahmad Testing Report

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ahmad Testing Report

Uploaded by

Copyright:

Available Formats

Psychological Testing & Measurement Reports work

MISS IRAM QAYYUM

AHMAD HASSAN NAEEM

Report submitted in partial fulfillment of

the requirements for the subject.

DEPARTMENT OF APPLIED PSYCHOLOGY

GOVERNMENT COLLEGE UNIVERSITY FAISALABAD

CERTIFICATE BY SUPERVISORY COMMITTEE

Designation with Stamp……………

I am highly obliged to Dr. MUJEEBUALLAH (CEO) of Lyallpur Institute of

AHMAD HASSAN NAEEM

Beck Depression Inventory (BDI)

Beck Depression Inventory (BDI)

Reliability, Validity, and Factor Analysis

An example of a question and rating scale can be found below:

0. I do not feel sad

2. I am sad all the time, and I can‘t snap out of it

3. I am so sad and unhappy that I can‘t stand it

Scoring the Beck Depression Inventory

Name (optional) M.M

Reason and source of referral

The client refers for the academic purpose.

There is no any kind of medical or psychological complain.

Behavioral and Psychological Assessment

Beck Anxiety Inventory (BAI)

Beck Anxiety Inventory (BAI)

Name (optional) A.N

Reason and source of referral

The client refers for the academic purpose.

There is no any kind of medical or psychological complain.

Behavioral and Psychological Assessment

Minnesota Multiphasic Personality Inventory (MMPI)

Minnesota Multiphasic Personality Inventory (MMPI)

The Minnesota Multiphasic Personality Inventory (MMPI) is a psychological test that

Reliability and Validity

Taking the Minnesota Multiphasic Personality Inventory

Scoring the Minnesota Multiphasic Personality Inventory

Name (optional) Z.N

Reason and source of referral

The client refers for the academic purpose.

There is no any kind of medical/psychological complain.

Behavioral and Psychological Assessment

The Minnesota Multiphasic Personality Inventory (MMPI) is a psychological test that

Slosson Drawing Coordination Test (SDCT)

Slosson Drawing Coordination Test (SDCT)

Reliability and Validity

Taking the Slosson Drawing Coordination Test

Scoring the Slosson Drawing Coordination Test

Name (optional) A.H

Reason and source of referral

The client refers for the academic purpose.

There is no any kind of medical/psychological complain.

Behavioral and Psychological Assessment

Beck Hopelessness Scale (BHS)

Beck Hopelessness Scale (BHS)

Reliability and Validity

Taking the Beck Hopelessness Scale

 Read each statement carefully.

Scoring the Beck Hopelessness Scale

Name (optional) A.N

Reason and source of referral

The client refers for the academic purpose.

There is no any kind of medical or psychological complain.

Behavioral and Psychological Assessment