Psychological Testing-II Report Submitted by Fatima Syed Fa17-Bpy-016

Psychological Testing II 1
Psychological Testing-II Report
Submitted by
Fatima Syed
Fa17-Bpy-016
Date of submission
December 25,2020
Submitted to
Ma’am Tayyaba Hanif

Rotter Incomplete Sentence Blank (1950)
RISB
Introduction
The sentence completion method of studying personality is a semi-structured
projective technique in which the subject is asked to finish a sentence for which
the first word or words are supplied. As in other projective devices, it is assumed
that the subject reflects his own wishes, desires, fears, and attitudes in the
sentences he makes.
Author
J. B. Rotter and J. E. Rafferty
Year
1950
Test Material
Test comprises of 40 incomplete sentences. Each statement is provided with a stimulus
word. The current version of this test has three forms at different level including High
School, College, and Adults.
Administration Procedure
The sentence completion method of studying personality is a semi structured projective
technique in which the subject is asked to finish a sentence for which the first word is
supplied. It is assumed that the subject reflects on wishes, desires, fears and his attitudes in
the sentence.
Psychometric properties
Reliability. 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 .96 for female records.
Validity. 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 as not needing such counseling.
Norms. A distribution of scores on the ISB for a representative college freshman
population was obtained by giving the Incomplete Sentences Blank to 299 entering freshman
at Ohio State University. A comparison between the median percentile ranks on the Ohio
State Psychological Examination of the sample and of the total freshman population showed
a difference of approximately two percentile points. The agreement between corresponding
first and third quartile points was very close. It was interesting to find that the correlation
coefficient between the Ohio State Psychological Examination scores and ISB scores for the
selected freshman sample was only .11. This is in accord with a general feeling that a very
little relationship would exist between intelligence and scores on the personality measure
such as the Incomplete Sentence Blank.

Reference
Rotter, B. J., Rapferty, E. J. (1950). The Rotter Incomplete Sentences Bianr College Form.
New York: The Psychological Corporation.

Report
Background Information
Family History
The participant’s father is a 58 years old accountant. His education is F.A. He has
introvert nature. He becomes a harsh and aggressive person at times. He didn’t develop quite
a good understanding with his wife and vice versa. But has been quite a supportive father .He
is a very supportive father in terms of academic and social perspective but lacks emotional
closeness with his children.
Participant’s mother is a 50 years old housewife. Her education is double maths. After
she got married she had to face many challenges for some years. However these hardships
affected her temperament a lot and she became aggressive. As a mother she is a quite strict
and disciplined woman.Among all of her family members her mother is attached with her
oldest daughter the most.
Participant has two older sisters and one younger brother. Older sister got married and
the other older one is not married yet. Younger brother is in college. Participant is close to
her older sister who is not married. She had a lot of fun and enjoy with them.Home
environment is of the participant is protective and friendly. All of her family members spend
time with each other. Family shared healthy atmosphere in general.
Personal History
Participant’s mother had a normal delivery followed by a full term pregnancy.
Participant was a normal baby with immediate cry. Her weight was 8 pounds after birth.
After some days of her birth she was again admitted to the hospital due to pneumonia. During
her childhood she had aggressive and jealous nature.But after childhood she had changed in
her attitude and nature.Her mother had to take care of her a lot. She achieved her
developmental milestones before appropriate age levels. She was a shy and less talkative
child in social gatherings at the beginning.
Educational History
She started going school at age of 5 years.She didn’t have too much friends in school.
She always felt shy in interacting with people at school. She remained an average student.
Test Taker Attitude
Rotter Incomplete Sentence Blank was administered in well lighted and in a
completely quiet room. Miss N.S is 21 years old girl. She is studying engineering, in Air
university Islamabad. She is currently studying in the 7th semester of bachelors. She is 3rd
born among her siblings and apparently has not been facing any sort of family issues and is
currently facing no maladjustment problem. She describes herself as socially anxious
sometimes and is unable to expresses herself fully to others. She has no physical illness. She
was sitting in the chair calmly. Rapport was initially built and the instructions were given
according to the manual. After listening to the entire set of instruction carefully, the
participant completed the whole test by herself.
Quantitative Scoring
Responses Obtained scores

Positive -
PI 6(12)
P2 4(4)
P3 -
Total Positives 10(16)
Neutral 6(18)
Conflict -
C1 5(20)
C2 11(55)
C3 5(30)
Total conflicts 21(105)
Total 40(139)
Cut off score is 135
Qualitative Scoring
The cutoff score is 135, out of which the score the participant has received is 139.
Hence showing that the participant is adjusted in her environment.
Analysis
Familial Attitudes
She is well adjusted with her family that is apparent from statements 4, 11 and 35 she
portrays sense of security when she is at home, she thinks of her mother as an individual who
compromised a lot and she has good relations with her dad.
Social and Sexual Attitudes
She didn't show strong sexual or social relations. She expressed negative feelings
about people as she mentioned in item 10 that people are mean. Her statements depicted that
she had problems adjusting in the school at first but then she managed to make friends.
General Attitudes
Generally she has happy go lucky attitude. She likes to enjoy things likes sports and is
quite active in sports. Whereas, she portrays conflicts as in item 15, 33 and 34 she indicated
that she wants to get above average marks in her university as she is not happy with her
current grades.
Character Traits
She stated that she has strong nerves but at times she feels helpless in item 18.She
remains very much concerned about her future as indicated in items 37 and 39.
Discussion
Her qualitative and quantitative analysis shows that she is well adjusted with her
family. She is very much concerned about her future. She considers the life of a mother to be
very tough as she compromised a lot for her children . It is consistent with her history where
she informed that her mother had to suffer a lot to get a better life for herself and her family.
Conflicts can be seen in her social life. Socially she is not much adjusted. She has a very
close circle of friends. She doesn’t like too much interaction with other people. She perceived
people as mean. She also stated in item 4 and 5 that she faced problems regarding adjustment
in school and also in college but once she had friends it was good. It is also displayed in her
qualitative and quantitative analysis that she is not very much adjusted in her university.
House tree person (1948)
(HTP)
Introduction
HTP (freehand drawing of House, Tree, and Person) is a technique designed to obtain
information concerning the aspects of a person’s personality i.e. sensitivity, maturity, and
integration of a subject’s personality, and the interaction of that personality with its
environment (both specific and general). It can also be used to assess brain damage and
general mental functioning it is two-phased approach to personality. The first phase is non-
verbal, creative, almost completely unstructured; the medium of expression is relatively
primitive one, drawing. The second phase is verbal, apperceptive, and more formally
structured in which the subject is provided with an opportunity to define, describe, and
interpret the objects drawn and their respective environments and to associate concerning
them. The House-Tree-Person [HTP] was developed as an ancillary to intelligence test that
was being constructed. The HTP was originally and is still used as a technique to aid the
clinician in gathering data regarding an individual’s degree of personality integration,
maturity, and efficiency. The discovery that free drawings of these three stimuli provided
emotionally constricted persons an avenue for greater freedom of expression also proved to
be clinically advantageous.
Author
John N. Buck
Year
Developed in 1948 and updated in 1969
Test material
A four-page scoring folder, a post drawing interrogation form, a four page form sheet
of white paper (size of each page is 7 X 8 1/2 inches with the word House printed at the top
of the second page; the word Tree at the top of the third page; Person at the top of the fourth),
several lead pencils (Grade No. 2) with eraser and the tentative manual.
Objective and Rationale
There are two main objectives for this test; to measure aspects of a person's
personality through interpretation of drawings and responses to questions, and to assess brain
damage or overall neurological functioning.

Scoring and Interpretation
The post-drawing interrogation form consists of 60 questions varying from direct and
concrete to indirect and abstract. Once the post-drawing interrogation form has been
administered and interview has been completed, the examiner records items of detail,
proportion and perspective in the scoring folder. After completing the scoring tables, the
examiner derives an IQ figure for the percentage of raw G, a net weighted score, a weighted
‘good’ score and a weighted ‘flaw’ score, which then comprise the items for the profile
configuration.
Reference
Buck, J. N. (1948). The H-T-P test. Journal of Clinical Psychology, 4, 151-159.

Report
Demographic Information
Name: Ms. N.S Sex: Female

Date of Birth:November 13, 1999 Age: 21
Background Information
My test taker is N.S, a 21 years old female student undertaking her bachelor’s degree
in engineering.
Behavioral Observation
The subject arrived in comfortable attire, and appeared to be a person of good
hygiene. She is a lady of average height and weight, and wrote using her right hand. She
talked politely, initiated conversations and was elaborate in answering the questions that were
asked during the session. She did not appeared to be anxious or nervous during the whole
testing session; she was attentive and listened to the directions that were given carefully, she
seemed to easily understand the tasks and directions. There was no evidence that the subject
had had any delusions or hallucinations and she was motivated for the test.
House-Tree-Person projective Test (HTPP)
The person represents self-concept, your ideal self. It shows your attitude toward this
world, how your social life and inner world coexist. Usually, the first drawing during the test
symbolizes the person’s ideal self. Subject’s first drawing appears to be very large, irregular
shaped and is located at the upper left corner of the paper. This drawing symbolizes authority,
power struggles, unrealistic striving and frustration. The large head symbolizes aggressive
nature, regression the subject uses fantasy excessively, is immature and anxious. While the
long legs are indicative of feelings of submissiveness, immaturity and stability. However, in
subject’s case, it may symbolize unrecognized or unexpressed anger. The emphasis on
individual hair and petal-like fingers may symbolize sexual concerns and immaturity
respectively. Lips and neck may depict self-centeredness of the subject. Fewer than five
fingers and long and weak arms may depict immaturity and feelings of inadequacy. Small
especially tiny feet depict insecuirity,withdrawn and dependent nature.
The tree drawing test represents a person’s view of the environment and also the tree
symbolizes the deepest and most unconscious aspects of your personality. It represents those
things you usually keep to yourself. Subject’s tree is relatively small and appears to be
distorted. A tiny tree symbolizes environmental pressures. In addition, it is symbolic of
inferiority/inadequacy, withdrawal and discontent. Her tree has numerous crooked and
broken lines, this denotes withdrawal. The lack of roots to the tree emphasizes the feelings of
insecurity and inadequacy. The subject said that the weather was stormy; this may be
indicating that her environment is threatening.
The drawing of the house tends to elicit connections regarding the subject home and
the interpersonal dynamics being experienced within the family setting. The house, it has
been theorized, represents the place wherein affection and security are sought. The house
represents family relations - how you see and interpret home and family life. It says a lot
about how you feel about family values in general and your family in particular. Subject’s
drawings were overly minimal and simplistic. Her drawing symbolizes inadequacy and just
like her other two drawings, her small house portrays feelings of withdrawal, retreats to
immature behavior, discontent and insecurity. Her house had a chimney, which may be
indicating that there may be warmth but the excessive smoke could be suggesting that there
exist heated anger between the family members or she feels pressure from her environment.
Lack of windows may symbolize the need to keep secrets and close it off from outside
intrusions and it also depicts withdrawal tendencies. Shaded and lined roof is depicting her
anxious nature and that she uses fantasy a lot.The subject said that the house needed flowers;
this indicates that she desires an embellishment in her life and her surroundings.
Beck Depression Inventory-II (1996)
BDI-II
Introduction
Beck Depression Inventory (BDI) is a psychological measure that is utilized to assess
the height of depression among patients who above 12 years old (Smarr, 2003). The measure
is in the form of a questionnaire that comprises of 21 questions. Though the BDI was first
developed in 1961, it has been revised several times, with the latest version, BDI-II being
published in 1996. It is self report inventory (Smarr, 2003). This means that the answers to
the 21 questions are provided by the patient rather than being observed by the therapist.
Authors
Beck, A.T., Steer, R.A., & Brown, G.
Year
1996
Psychometric Properties
Norms. The normative sample included outpatients from various clinics and hospitals
located in New Jersey, Pennsylvania, and Kentucky who were used as part of the measure
development for the B01-II. This population consisted of 317 females and 183 males: 91%
Caucasian, 4% African American, 4% Asian American, and 1 % Latino. The mean age was
37.20 (SO=15.91).
Reliability. The BDI-II was given as part of a standard intake psychological battery.
Five hundred outpatients from various clinics and hospitals located in New Jersey,
Pennsylvania, and Kentucky were included. The test retest and internal consistency data have
been replicated in numerous studies, including adults and adolescents, with similar findings.
The value for test retest reliability is 0.93 in a one week gap and a correlation between BDI I
and BDI II of 0.93.
Validity. Osman, Kopper, Guttierez, Barrios, & Bagge (2004) studied the content
validity of the BDI-II by having 10 "experts" rate the relevance and specificity of items for
DSM-IV Major Depressive Disorders. The value for Crobach Alpha was 0.92.
Statements
The BDI comprises of 21 each representing various items (Smarr, 2003). These items
can mainly be categorized into two major components. First is the somatic or physical
component. This refers to physicals factors that may depict the state of depression. Good
examples include; lack of appetite, tiredness and fatigues and changes in sleeping patterns
(Smarr, 2003). Second is the affective component. These refer to emotional aspects that
depict the present of the depression state. The affective components include; pessimism,
guilty feeling, self dislike and indecisiveness. These items are rated on a scale of 0 to 3
(Dutton and Jones, 2005). An item that represents a severe case of depression is given a score
of 3 while cases that depict minimal evidence of depression are given a score of 0.
Reference
Beck, A.T., Steer, R.A., & Brown, G.K. (1996). Manual for the Beck Depression
Inventory-II. San Antonio, TX: Psychological Corporation.

Report
Biographical data of subject

Ms. F is a 20 years old female university student. She is currently studying
psychology and is in seventh semester. Her family system is neutral, so she lives with her
parents. She has six siblings of which she is the second one.
Test administration
Test was self-administered.
General observation
The client was calm and insightful during the entire test. She didn't have any issue
while performing on the test. Subject paid attention to the test and done it with concentration.
Quantitative analysis
Responses Obtained scores
Subtotal of Page 1 1
Subtotal of Page 2 05
Total Score 06
Clinical cutoff score
Raw scores from 0 to 13 indicate “minimal depression”, from 14 to 19 indicate “mild
depression”, from 20 to 28 indicate “moderate depression”, and from 29 to 63 indicate severe
depression.
Qualitative analysis
The individual has a total score of 06 which means she has ups and downs in her life
but these are considered normal and this score is considered the minimal range for BDI.
The Beck Anxiety Inventory (1993)
BAI
Introduction
The Beck Anxiety Inventory (BAI) was developed by Aaron Beck as part of the Beck
Scales to assist the clinician in making balanced and reliable assessments of patients. Test
results are useful as a first step in detecting and proper treatment of an affective disorder. The
Beck Anxiety Inventory gauges the severity of patient anxiety. It was intended to help
differentiate between anxiety and depression by measuring anxiety symptoms shared
minimally with those of depression. The test addresses physiological as well as cognitive
elements of anxiety with a 21-question tool addressing subjective, somatic, or panic-related
symptoms. The BAI distinguishes between anxious and non-anxious groups in a variety of
clinical settings and is appropriate for use with all adult mental health populations. In this
test, subjects respond on the 21 items on a scale of 0-3. The test is appropriate for individuals
ages 17-80 and requires 5-10 minutes to administer.
Authors
Beck, A.T.
Year
1993
Validity. The BAI is psychometrically sound. Internal consistency (Cronbach's alpha)
ranges from .92 to .94 for adults and test-retest (one-week interval) reliability is .75.
Concurrent validity with the Hamilton Anxiety Rating Scale is .51; .58 for the State and .47
for the Trait subscales of the State-Trait Anxiety Inventory, form Y, and .54 for the mean 7-
day anxiety rating of the Weekly Record of Anxiety and Depression.
Reliability. The BAI has also been shown to possess acceptable reliability and
convergent and discriminate validity for both 14-18 year and inpatients and outpatients.
Reference
Beck, A. T., & Steer, R. A. (1990). Manual for the Beck Anxiety Inventory. San Antonio,
TX: Psychological Corporation

Report

Ms. F is a 20 years old female university student. She is currently studying
psychology and is in seventh semester. Her family system is neutral, so she lives with her
parents. She has six siblings of which she is the second one.
Test administration
Test was self-administered.
General observation
The subject was in a good mood. She seemed curious about the test and was keen on
to know about the results. She answered the statements honestly. Subject took the test very
seriously and done it with concentration.
Quantitative Analysis
Responses Number of
Responses
Not at all 8(0)
Mild 10(1)
Moderate 4 (2)
Severe 0 (3)
Total Score 21(18)
Clinical cut-off score description.
The score ranging from 0 to 7 indicates “minimal levels of anxiety”, from 8 to 15
indicates “mild levels of anxiety”, from 16 to 25 shows “moderate levels of anxiety” and
from 26 to 63 shows “severe levels of anxiety”.
Qualitative Analysis
Considering the cutoff score the client scored 18 which show that the client has
moderate level of anxiety. The client’s body is trying to tell something. Looking for patterns
as to when and why they experience the symptoms related with anxiety. Client may have
some conflict issues that need to be resolved. Clearly, it is not “panic” time, but ways to
manage the stress they feel should be encountered.

Depression Anxiety Stress Scale 42 (1955)
DASS 42
Introduction
The DASS is a 42-item questionnaire which includes three self-report scales designed
to measure the negative emotional states of depression, anxiety and stress. Each of the three
scales contains 14 items, divided into subscales of 2-5 items with similar content. The
depression scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, and
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 items are sensitive to levels of chronic non-specific arousal. It
assesses difficulty relaxing, nervous arousal, and being easily upset/agitated, irritable/over-
reactive and impatient.
Authors
Lovibond, S.H., & Lovibond, P.F.
Test Material
Test comprises of 42 items. The rating scale ranges from 0 – 3 (did not apply to me at
all – applied to me most of the times).
Administration Procedure
Respondents are asked to use 4-point severity/frequency scales to rate the extent to
which they have experienced each state over the past week.
Objective and Rationale
This questionnaire is used to rate the extent of anxiety, stress and depression a person
experienced over the past week. These states can be scaled by summing up the relative
scores.
DASS is the 42-item self-report inventory that yields 3 factors: Depression; Anxiety;
and Stress. This measure proposes that physical anxiety (fear symptom logy) and mental
stress (nervous tension and nervous energy) factor out as two different domains. This
screening and outcome measure reflect the past 7 days. Gamma co-efficient that represent the
loading of each scale on the overall factor (total score) are .71 for depression, .86 for anxiety,
and .88 for stress. One would expect anxiety and stress to load higher than depression on the
common factor as they are more highly correlated and therefore, dominate the definition of
this common factor.
Norms. Normative data are available on a number of samples. From an example of
2914 adults the means (and standard deviations) were 6.34 (6.97), 4.7 (4.91), and 10.11
(7.91) for the depression, anxiety and stress scales, respectively. A clinical sample reported
means (and standard deviations) of 10.65 (9.3), 10.90 (8.12), and 21.1 (11.15) for the three
measures.
Reference
Lovibond, S. H., & Lovibond, P. F. (1996). Manual for the depression anxiety stress
scales (2nd ed). Sydney: Psychology Foundation of Australia.
Report
Ms. F is a 20-year-old female university student. She is studying psychology and is
currently in seventh semester. She currently resides in Wah-Cantt. Her family system is
neutral, so she lives with her parents. She has six siblings of which she is the second one.
Test administration
The test was self-administered.
General observation
The subject was in a good mood. She seemed curious about the test and was keen on
to know about the results. She answered the statements honestly. Subject took the test very
seriously and done it with concentration.
Quantitative Analysis
Total Depression Scores Total Anxiety Scores Total Stress Scores

2 4 10
The subject has normal range of depression, anxiety and stress as the score indicates.
It gives an indication that stress is having a significant effect on the person’s life at present.
Standard Progressive Matrices (1960)
SPM
Introduction
The Standard Progressive Matrices Sets A, B, C, D and E is a test of a person’s
capacity at the time of the test to comprehend meaningless figures presented for his
observation, see the relations between them, conceive the nature of the figure completing
each system of relations presented, and, by so doing, develop a systematic method of
reasoning.
Author
J. C. Raven
Norms and Re-Test Reliability
The SPM has been standardized for representative samples of British people, 6 to 65
years of age. The re-test reliability of the Matrices Test is low. It reflects the fact of the output
of intellectual activity tends to fluctuate more with age. Scores on the Matrices test reach
their maximum somewhere about the age of 14, remain relatedly constant for about 10 years,
and then begin to decline slowly, but with uniformity.
Physical or mental illness does not seriously affect the reliability of the Matrices test.
Usually the test also agrees closely with the person intelligence.
Intellectual Capacity and Efficiency
The Standard Scale is more useful for anthropological, genetic and clinical studies
because an untimed capacity is more useful for assessing capacity for clear thinking which is
found to vary with health and improved with patience.
The SPM, used as an untimed test, is more appropriate for evaluating children’s
intellectual achievement before the age of 11.
The Individual Test
The particulars of person to be tested are filled in on the record form. The person
giving the test opens the book at the first illustrations, A.1, and says: “Look at his (pointing to
the upper figure). It is a pattern with a bit taken out. Each of these bits below (the point to
each) is the right shape to fit the space but they do not all complete the pattern”. He or she
explains why numbers 1,2 and 3 are wrong and why number 6 is nearly right. He or she then
says:” Point to the piece which is quite right”. If the person does not point to the right piece,
the administrator continues his/her explanation until the nature of the problem to be solved is
clearly grasped.
The person giving the test explains that on every page there is a pattern with a part left
out, and says: “All you have to do is to point each time to the bit which is right one to
complete the pattern “. As he/she turns to illustrations A.2, he/she says: “They are simple at
the beginning and get harder as you go on. If you pay attention to the way the easy ones go,
you will find the later one less difficult. Just point of the piece which completes the pattern.
Now carry on your own pace. See how you may can right. You can have as much time as you
like. There is no need to hurry. Be careful. Remember each time only one bit is quite right “.
The administrator records the number of the piece pointed to in each test in the
appropriate place on the record form. He/she sees that the pages are turned over at a time. If
necessary, he guides the person’s attention to each problem in its standard order. Apart from
this, he/she gives no assistance to the method of working, as the standard order in which the
problems are presented provides the necessary training.
The Self-Administered or Group Test
Materials
A set of test books is required. These can be used repeatedly. Each person requires a
record form and pencil. Illustrations of the record form and test A, 1, drawn twice the original
size, can be used for demonstration purposes. Stencil keys facilitate rapid marking.
Accommodation
The test can be given to a group of any size according to the accommodation.
Appropriately one hour must be allowed for each group tested. Persons to be tested
are seated comfortably at tables with room for books and record forms, and sufficiently apart
to prevent copying and facing the in-charge. Space is left for supervisors to pass easily
between people. However, when a person does the test by him/herself, they should be seated
comfortably at a table in quiet room.
Procedure
Pencils and record forms are distributed. After people have filled in their particulars,
the test books are given out the supervisor gives instructions and makes sure that they are
followed.
Supervision
Supervisors give assistance for up to five problems so people grasp the nature of the
problems. Afterwards, they only make sure people record their responses correctly The times
of starting and ending of the test are noted.
Records and Marking
If a person makes multiple responses, the last response is considered in individual test
and the extreme right one in group or self-administered tests. The record form is marked with
the help of a stencil marking key.
Score - a person’s score is the total number of problems solved correctly.
Discrepancy Score – the consistency of a person’s score is assessed by subtracting his/her
scores on each of the five sets the expected score. The differences can be numerically shown
as follows:
Discrepancies: 0, -1, +2, -2, +1
If a person’s score deviates by more than 2, the total score on the scale is not
considered a consistent estimate of the person’s general capacity for intellectual activity.
Grades – a person is assigned a grade on the basis of his/her score on the test. The grades are
as follows:
Interpretation Percentile for the person’s
age
Grade I Intellectually superior 95th
Grade II+ 90th
Grade II Definitely above the average 75th
in intellectual capacity
Grade III Intellectually average between 25th and 75th
Grade III+ greater than 50th
Grade III- less than 50th

Grade IV Definitely below average in At or below 25th
intellectual capacity
Grade IV- At or below 10th
Grade V Intellectually defective At or below 5th
Report
Ms. F is a 20-year-old female university student. She is studying psychology and is
currently in seventh semester. She currently resides in Wah-Cantt. Her family system is
neutral, so she lives with her parents. She has six siblings of which she is the second one.
Test administration
The test was self-administered.

Behavioral observation
The subject was tranquil and insightful during the entire process. She was
exceptionally enthused about the test. She didn't have any issue while performing on the test.
Subject paid attention to the test.
Quantitative Scoring
Table 1.0
Scoring of the SPM
Showing the Subject’s Score Analysis
Raw Scores Percentile Grade Time Taken
49 75th Grade II 36mins
Qualitative Reporting
Participant correctly solved 49 out of 60 problems. Her raw score is 49. According to
her raw score her percentile rank is 75th. Her percentile score against her chronological age is
75. The subject took almost 36 min to complete the test. The goal of this test was to know
intellectual capacity of the test taker. Test taker is well functioning and has good capability as
a student of COMSATS University Islamabad. The result of SPM can be considered reliable
as it correlates with the test takers educational history. This also means she is definitely
above the average in intellectual capacity.

Bender Gestalt Test (1930)
BGT
Introduction
The Bender Gestalt Test, or the Bender Visual Motor Gestalt Test, is a psychological
assessment instrument used to evaluate visual-motor functioning and visual perception skills
in both children and adults. Scores on the test are used to identify possible organic brain
damage and the degree of maturation of the nervous system. The Bender Gestalt Test was
developed by psychiatrist Lauretta Bender in the late 19th century.
Population
Ages 4 and over can be included in the test.
Time
The test is untimed, although standard administration time is typically 10-15 minutes.
Author
Lauretta Bender
Publisher
The American Ortho-psychiatric Association, Inc.
History
The Bender Visual Motor Gestalt Test (Bender- Gestalt) is the most frequently
administered and thoroughly researched of all of the drawing (copying) tests. It consists of 9
geometric designs (numbered A and 1-8). Each design is presented sequentially to the subject
whose task is to reproduce them on a blank sheet of paper, originally developed by
Wertheimer to demonstrate the perceptual tendencies to organize visual stimuli into
configurable wholes (Gestalten). Lauretta Bender selected from Wertheimer designs to
corporate these into a test for clinical use. The results of her studies, with the nine designs are
presented by her in a monograph.
A Visual Motor Gestalt test and its clinical use were published in 1930 since last
publication of her monographic bender’s Test has come into widespread use as clinical
instrument. It has been used to ultimate maturation, intelligence, psychological disturbances
and effects of injury to cortex, and (form or tom) allow the effects of convulsive therapy.
Description
The Bender Gestalt Test is an individually administered pencil and paper test used to
make a diagnosis of brain injury. There are nine geometric figures drawn in black. These
figures are presented to the examinee one at a time; then, the examinee is asked to copy the
figure on a blank sheet of paper. Examinee are allowed to erase, but cannot use any
mechanical aids (such as rulers). The popularity of this test among clinicians is most likely
the short amount of time it takes to administer and score. The average amount of time to
complete the test is five to ten minutes.
The Bender Gestalt Test lends itself to several variations in administration. One
method requires that the examinee view each card for five seconds, after which the card is
removed. The examinee draws the figure from memory. Another variation involves having
the examinee draw the figures by following the standard procedure. The examinee is then
given a clean sheet of paper and asked to draw as many figures as he or she can recall. Last,
the test is given to a group, rather than to an individual (i.e., standard administration). It
should be noted that these variations were not part of the original test.
Administration
The test is administered to each subject individually in a room free from detracting
stimuli. The subject is seated at a table given a blank white sheet of paper, a sharp pencil with
an eraser than the subject is told that he has to copy nine designs. It is important to tell him
that the number of designs he has to copy so that he may plan the size and the arrangement of
design. Subjects should also be told to not to sketch the design but instead make a single line
drawing.
During the administration of the test it is important to note the direction towards which
the paper is held. Orientations of the design on the page, as well as the deviations are scored.
Most subjects keep drawing at the top of the page, some fit according to the drawing and
some rotate the cards or without rotating the cards invert their drawings. This fact is noted.
Scoring
Scoring is usually relatively easy and rapid, rarely requiring more than three or four
minutes, regardless of whether a formalized or intuitive scoring system is employed. The

scoring system is simple; each design is inspected to determine whether or not scorable
deviation occurs. The deviation to be scored is given the scoring sheet with their assigned
weights and it is assumed that the abnormal people show more deviation in their scores than
normal ones.
Psychometric properties
Reliability. The results involving the Bender with young children reveal inters corer
reliability to be very high with correlations of .90 and above. Test-retest reliability
coefficients with children range from a low of about .50 with kindergarten children measured
8 months apart to .90 with the same age group measured two weeks apart. More than 20
different reliability studies reported by Koppitz reveal correlation coefficients in the .80+
range and suggest that normal elementary school children show relatively stable patterns of
Bender-Gestalt scores from one administration to the next.
Validity. With respect to the validity of the Bender with children, Koppitz reported
correlation coefficients from about .50 to as high as .80 between the Bender-Gestalt and
intelligence as measured by the Stanford-Binet or Wechsler Intelligence Scale for children up
to the age of 10. Beyond this age the correlations drop to essentially zero as most older
children obtain nearly perfect scores. She also reported relatively high correlations between
Bender scores and subsequent educational achievement for first grade children. Koppitz also
reported a relatively high correlation between the Bender and intellectual and academic
performance for retarded children as well. With children diagnosed as having minimal brain
damage, she reported that he Bender is a valuable diagnostic tool but cautioned that is should
not be used alone but in combination with other psychological tests and any background
information available.
Norms. Norms for a wide variety of clinical groups, including mentally retarded,
organically brain-damaged, psychotic and normal adults are included in Bender’s classic
research monograph.
Precautions
The Bender Gestalt Test should not be administered to an individual with severe
visual impairment unless his or her vision has been adequately corrected with eyeglasses.
Additionally, the test should not be given to an examinee with a server motor impairment, as
the impairment will affect his or her ability to draw the geometric figures correctly. The test
scores might thereby be distorted.
When making a diagnosis, results from the Bender Gestalt Test should be used in
conjunction with other medical, development, educational, psychological and
neuropsychological information. The Bender Visual Motor Gestalt Test should be
administered and interpreted by a trained psychologist or psychiatrist.
Results
A scoring system does not have to be used to interpret performance on the Bender
Gestalt Test; however, there are several reliable and valid scoring systems available. Many of
the available scoring systems focus on specific difficulties experienced by the test taker.
These difficulties may indicate poor visual-motor abilities that include:
• Angular difficulty: This includes increasing, decreasing, distorting or omitting an angle in
a figure.
• Bizarre doodling: This involves adding peculiar components to the drawing that have no
relationship to the original Bender Gestalt figure.

• Closure difficulty: This occurs when the examinee has difficulty closing open spaces on a
figure or correcting various parts of the figure. This results in a gap in the copied figure.
• Cohesion: This involves drawing a part of a figure larger or smaller than shown on the
original figure and out of proportion with the rest of the figure. This error may also include
drawing a figure or a part figure significantly out of proportion with other figures that have
been drawn.
• Collision: This involves crowding the designs or allowing the end of one design to overlap
or touch a part of another design.
• Contamination: This occurs when a previous figure or part of a figure influences the
examinee in adequate completion of the current figure. For example, an examinee may
combine two different Bender Gestalt figures.
• Fragmentation: This involves destroying part of the figure by not completing or breaking
up the figures in ways that entirely lose the original design.
• Impotence: This occurs when the examinee draws a figure inaccurately and seems to
recognize the error, then, he or she makes several unsuccessful attempts to improve the
drawing.
• Irregular line quality or lack of motor coordination: This involves drawing rough lines,
particularly when the examinee shows a tremor motion, during the drawing of figure.
• Life extension: This involves adding or extending a part of the copied figure that was not
on the original figure.
• Omission: This involves failing to adequately connect the parts of a figure or reproducing
only parts of a figure.

• Overlapping difficulty: This includes problems in drawing portions of the figures that
overlap simplifying the drawing at the point that it overlaps, sketching of re-drawing the
overlapping portions, or otherwise distorting the figure at the point at which it overlaps.
• Perseveration: This includes increasing, prolonging, or continuing the number of units in a
figure. For example, an examinee may draw significantly more dots or circles than on the
original figure.
• Retrogression: This involves substituting more primitive figures for the original design.
For example, substituting solid lines or loops for circles, dashes for dots, dots for circle,
circles for dot, or filling in circles. There must be evidence that the examinee is capable of
drawing more mature figures.
• Rotation: This involves rotating a figure or part of figure by 45 degrees or more. This error
is also scored when the examinee rotates the stimulus card that is being copied.
• Scrabbling: This involves drawing primitive lines that have no relationship to the original
Bender Gestalt figure.
• Simplification: This involves replacing a part of the figure with a more simplified figure.
This error is not due not maturation. Drawings that are primitive in terms of maturation
would be categorized under retrogression.
• Superimposition of design: This involves drawing one or more of the figures on top of
each other.
• Work over: This involves reinforcing, increased pressure, or over working a line or lines in
a whole part of a figure

Reference
Bender, L. (1946). Instruction for the use of visual motor gestalt test: Cards and manual
of instruction. American Ortho-psychiatric Association

Report
Biographical data of the subject
Bender Gestalt II was administered on Miss N.S. She is a 21-year-old female, student
of AIR University Islamabad currently studying in 7th semester. She was right-handed as she
performed the test using her right hand. The test consisted of two phases: copy and recall
where the subject copied and then recalled 15 geometrical designs on blank papers.
Subject Miss N.S came from an upper middle-class background and reported of no
previous psychological problem or neuropsychological impairment.

Administration
The Bender Gestalt Test was administered in a well-lighted and airy room. The
environment of the room was moderate. The subject was seated comfortably and she was not
looking tensed. The room was well examined and well lighted. The test instructions were
given to the subject before she started the test. There was no obstruction in the room during
the test.
Instructions
For the copy phase, the client was provided a pencil and a paper, and the following
instructions were given
‘I have the cards here. You have to copy 15 designs. Each card has a specific
drawing on it. I will show you the cards one at a time. Use pencil to copy the drawing from
each card onto the piece of paper. Try to make your drawings like the drawings on the cards.
There is no time limit, so you can take as much time as you want.
Once the copy phase was done, the recall phase and the motor test was administered.
Instructions were given to the subject. Another sheet of paper was placed in front of the client
for the recall phase. The motor test was administered by giving instructions that are stated on
top of the motor test. For the last part of the test, i.e. the perception test the subject was given
another set of instructions.
General Observation
During the test general behavior of the subject was also observed. She looked calm
and relax. When given instructions she had a few questions which the subject asked. She was
comfortable in asking questions and during the overall administration. The subject did not
face any issues in understanding the instructions throughout the administration.

The quantitative scores obtained during the copy and recall phase are given in the
following table.
Total Raw Score Copy Phase Recall Phase
Raw Score 46 39
Standard Score 130 141
Percentile Score 97.72 99.69
T-score 70 77
Total time(min:sec) 10:13 13:27
______________________________________________________________________________________
Supplemental Raw Score Percentile Score Time (min:sec)
Test
Motor 11 26-50 00:13

Perception 09 00-25 00:16
The goal of the test was to screen and assess the subject for any neuropsychological
impairment. Overall the subject’s performance on the test showed no visual, hearing
difficulties or unusual hand grip while drawing. The total scores reveal that subject lies in the
high average category. Her motor and perception skills were also normal which is evident by
the score range.

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Psychological Testing II 1

Psychological Testing-II Report

Ma’am Tayyaba Hanif

Rotter Incomplete Sentence Blank (1950)

The sentence completion method of studying personality is a semi-structured

J. B. Rotter and J. E. Rafferty

Test comprises of 40 incomplete sentences. Each statement is provided with a stimulus

School, College, and Adults.

The sentence completion method of studying personality is a semi structured projective

based on male records and .96 for female records.

needing personal counseling or as not needing such counseling.

Norms. A distribution of scores on the ISB for a representative college freshman

a difference of approximately two percentile points. The agreement between corresponding

such as the Incomplete Sentence Blank.

New York: The Psychological Corporation.

closeness with his children.

oldest daughter the most.

time with each other. Family shared healthy atmosphere in general.

Participant’s mother had a normal delivery followed by a full term pregnancy.

child in social gatherings at the beginning.

Test Taker Attitude

Rotter Incomplete Sentence Blank was administered in well lighted and in a

currently facing no maladjustment problem. She describes herself as socially anxious

participant completed the whole test by herself.

Responses Obtained scores

Hence showing that the participant is adjusted in her environment.

Social and Sexual Attitudes

House tree person (1948)

verbal, creative, almost completely unstructured; the medium of expression is relatively

clinician in gathering data regarding an individual’s degree of personality integration,

Developed in 1948 and updated in 1969

Objective and Rationale

damage or overall neurological functioning.

Scoring and Interpretation

Buck, J. N. (1948). The H-T-P test. Journal of Clinical Psychology, 4, 151-159.

Name: Ms. N.S Sex: Female

Date of Birth:November 13, 1999 Age: 21

The subject arrived in comfortable attire, and appeared to be a person of good

House-Tree-Person projective Test (HTPP)

subject’s case, it may symbolize unrecognized or unexpressed anger. The emphasis on

especially tiny feet depict insecuirity,withdrawn and dependent nature.

distorted. A tiny tree symbolizes environmental pressures. In addition, it is symbolic of

indicating that her environment is threatening.

Beck Depression Inventory-II (1996)

Beck Depression Inventory (BDI) is a psychological measure that is utilized to assess

Beck, A.T., Steer, R.A., & Brown, G.

and BDI II of 0.93.

Inventory-II. San Antonio, TX: Psychological Corporation.

Biographical data of subject

Ms. F is a 20 years old female university student. She is currently studying

Test was self-administered.

Responses Obtained scores

Clinical cut- off score

Raw scores from 0 to 13 indicate “minimal depression”, from 14 to 19 indicate “mild

depression”, from 20 to 28 indicate “moderate depression”, and from 29 to 63 indicate severe

The Beck Anxiety Inventory (1993)

differentiate between anxiety and depression by measuring anxiety symptoms shared

elements of anxiety with a 21-question tool addressing subjective, somatic, or panic-related