Behavior Assessment

8/6/2019 Behavior Assessment

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BehaviorBehavior Assessment Assessment



Development of Personality TestingDevelopment of Personality Testing

•• Initial attempts to measure personalityInitial attempts to measure personalityfirst emerged at the turn of the 20thfirst emerged at the turn of the 20thcentury.century.

-- TheoryTheory--driven, not empirically derived,driven, not empirically derived,

pyschometric properties (e.g., reliability,pyschometric properties (e.g., reliability,validity) were not establishedvalidity) were not established

•• World War I ushered along the evolution of World War I ushered along the evolution of personality testspersonality tests

-- importance of predicting adjustment of importance of predicting adjustment of

new recruits to the mi litary based onnew recruits to the mi litary based onsingle dimensions of personality andsingle dimensions of personality andbehaviorbehavior

•• Within two decades follow ing WWI, testsWithin two decades follow ing WWI, testsevolved to measure multiple dimensions of evolved to measure multiple dimensions of personalitypersonality



Whether personality isWhether personality ismeasured or assessed?measured or assessed?





Personality AssessmentPersonality Assessment

DefinedDefined

– –The measurement of traits,The measurement of traits,

types, and statestypes, and states – – In order to assess values,In order to assess values,

interests, attitudes, worldinterests, attitudes, world

views, acculturation,view s, acculturation,personal identity, cognitivepersonal identity, cognitive

and/ or behavioral styles.and/ or behavioral styles.



Personality Assessment:Personality Assessment:

Some Basic QuestionsSome Basic Questions

nn

Who is being assessed?Who is being assessed?nn What is being assessed?What is being assessed?

nn Where is the assessment conducted?Where is the assessment conducted?

nn

How is the assessment conducted?How is the assessment conducted?



Test ProceduresTest Proceduresnn Structured InterviewsStructured Interviews

nn Case History EvaluationsCase History Evaluations

nn Paper and Pencil QuestionnairesPaper and Pencil Questionnaires

nn ComputerComputer-- Administered Test Batteries Administered Test Batteries

nn Behavioral ObservationBehavioral Observation

nn Measuring Physiological ResponseMeasuring Physiological Response



Subjective methods of Subjective methods of

assessing personalityassessing personality

nn Autobiography AutobiographyCase historyCase historyInterviewInterview

ObservationObservationRating scaleRating scale



Assessment Methods Assessment Methodsnn Objective MethodsObjective Methods

– – Highly structuredHighly structured

– – Limited number of responses to testLimited number of responses to test

itemsitems – – Prescribed scoring proceduresPrescribed scoring procedures

nn Projective MethodsProjective Methods

– – Individual provides structure toIndividual provides structure to

unstructured stimuli (i. e. ink blots,unstructured stimuli (i. e. ink blots,pictures, w ords, etc.)pictures, w ords, etc.)

– – Examiner makes an assessmentExaminer makes an assessmentbased on inferences taken from thebased on inferences taken from the

test taker’s subjective responsestest taker’s subjective responses



Personality AssessmentPersonality Assessment

nn Projective measuresProjective measures give the subject an abstract orgive the subject an abstract orunstructured stimulusunstructured stimulus

– – Inkblot or incomplete sentenceInkblot or incomplete sentence

– – Requires subject to interpret the stimulus and respondRequires subject to interpret the stimulus and respond

nn Objective testsObjective tests are standardized questionnairesare standardized questionnairesrequiring written responsesrequiring written responses

– – Usually self Usually self --report (report (16PF16PF, MMPI, MMPI--II)II)

– – Task is to answer some specified number of questions aboutTask is to answer some specified number of questions aboutyourself yourself



Objective PersonalityObjective Personality

MeasuresMeasures

•• Objective measures utilize highlyObjective measures utilize highlystructured response formatsstructured response formats

•• Consist of unambiguous stimulusConsist of unambiguous stimulusitemsitems

-- Forced choice (e.g., true/false)Forced choice (e.g., true/false)

-- Likert scale ratingsLikert scale ratings

•• Result in a quantitative score thatResult in a quantitative score thatcan be compared with normativecan be compared with normative

score datascore data



Sample QuestionnaireSample Questionnaire



Projective techniqueProjective technique



The Rorschach Inkblot TestThe Rorschach Inkblot Test

nn The Rorschach Inkblot Test is theThe Rorschach Inkblot Test is themost commonly used projective testmost commonly used projective test

– – In a 1971 survey of test usage, it wasIn a 1971 survey of test usage, it was

used in 91% of 251 clinical settingsused in 91% of 251 clinical settings

surveysurvey

– – It is one of the most widely used testsIt is one of the most widely used teststhat existsthat exists

– – It is widely cited in researchIt is widely cited in research



What is the Rorschach?What is the Rorschach?

nn The stimuli were generated by dropping ink onto aThe stimuli were generated by dropping ink onto acard and folding itcard and folding it

– – They are not, however, random: the ten cards inThey are not, however, random: the ten cards in

the current test were handthe current test were hand--selected out of selected out of

thousands that Rorschach generatedthousands that Rorschach generated

nn Ten blotsTen blots – – 5 black/white, 2 red/gray (II & III) and 35 black/white, 2 red/gray (II & III) and 3

color (VIIIcolor (VIII – – X)X)

nn Thought to tap into the deep layers of personality andThought to tap into the deep layers of personality andbring out what is not conscious to the test takerbring out what is not conscious to the test taker

nn The following are the inkblotsThe following are the inkblots



Rorschach Ink BlotsRorschach Ink Blots





Pictures as Projective StimuliP ictures as Projective Stimuli

nn Story is attached to a specific PictureStory is attached to a specific Picture

nn Thematic Apperception Test (TAT)Thematic Apperception Test (TAT)

– – Vague scenes (30 picture cards and one blank) Vague scenes (30 picture cards and one blank)

– – Imagine and describe the events that lead up to aImagine and describe the events that lead up to ascene, what is taking place and the outcomescene, what is taking place and the outcome

– – The stories, the clinician’s observations of theThe stories, the clinician’s observations of the

examinee, and their extraexaminee, and their extra--test behavior aretest behavior are

evaluatedevaluated

– – Interpretation based on Murray’s theory of Interpretation based on Murray’s theory of

personality (need, press and thema)personality (need, press and thema)

– – Questionable in terms of reliabilityQuestionable in terms of reliability





Words as Projective StimuliWords as Projective Stimuli

nn Word association or sentence completionWord association or sentence completion – – Examinee is asked to respond to a specific word orExaminee is asked to respond to a specific word or

phrasephrase

– – Time taken to respond, congruence betweenTime taken to respond, congruence betweenresponses, and information obtained in the inquiryresponses, and information obtained in the inquirymay be consideredmay be considered

– – Statistics relating to popularity, reaction time,Statistics relating to popularity, reaction time,content, and test taker’s response may be usedcontent, and test taker’s response may be used

– – Sentence completion has high face validity butSentence completion has high face validity butmay be subject to fakingmay be subject to faking

– – Idiosyncratic responses may interfere withIdiosyncratic responses may interfere withreliability estimatesreliability estimates



Sample WordSample Word

“Mother” “Mother”



Production of FigureProduction of Figure

DrawingsDrawings

nn Figure Drawing TestFigure Drawing Test – – Examinee is asked to draw a person or aExaminee is asked to draw a person or a

scenescene – – The drawing is discussed to determineThe drawing is discussed to determine

the examinee’s interpretation and intentthe examinee’s interpretation and intent

– – Position of drawing on the background,Position of drawing on the background,

size of figures, relationship betweensize of figures, relationship betweenfigure(s), and style may be consideredfigure(s), and style may be considered

– – Questionable validity and reliabilityQuestionable validity and reliability



Draw a person testDraw a person test





Projective Methods inProjective Methods in

PerspectivePerspectivenn Assumptions Assumptions

– – Stimulus materials thought to elicit significantStimulus materials thought to elicit significantresponsesresponses

– – Interpretation yields information about underlyingInterpretation yields information about underlyingtraits, or statestraits, or states

nn Situational variablesSituational variables – – Environmental, interpersonal, and intrapersonalEnvironmental, interpersonal, and intrapersonal

variables can effect responsesvariables can effect responses

nn Psychometric ConsiderationsPsychometric Considerations – – Subject to uncontrolled variations in test protocolSubject to uncontrolled variations in test protocol

– – Test reTest re--test or split half reliability estimates maytest or split half reliability estimates maybe inappropriatebe inappropriate



Behavioral Assessment MethodsBehavioral Assessment Methods

nn Objective observation of a subject’sObjective observation of a subject’s behaviourbehaviour is ais atechnique that falls in the category of behavioraltechnique that falls in the category of behavioralassessmentassessmentBehavioral observations are widely made in interviews and inBehavioral observations are widely made in interviews and in

a variety of workaday settings. Employers, supervisors, anda variety of workaday settings. Employers, supervisors, andteachersteachers — —either formally or informallyeither formally or informally — —make use of make use of behavioral observations in making decisions about people forbehavioral observations in making decisions about people forwhom they have responsibilitywhom they have responsibility

nn Focus on behavior as opposed to underlying traits, or statesFocus on behavior as opposed to underlying traits, or states

– – Target behaviors are considered to be measurable eventsTarget behaviors are considered to be measurable events – – Observations are made of one person at a timeObservations are made of one person at a time

– – Behavior as a specific response to the environmentBehavior as a specific response to the environment

– – Behavior is measured directly or indirectlyBehavior is measured directly or indirectly



Sources of Inaccuracy in PersonalitySources of Inaccuracy in Personality

TestingTesting

nn Personality assessment largely depends onPersonality assessment largely depends on

self self --reportreport

nn Response sets may affect personality resultsResponse sets may affect personality results



Social DesirabilitySocial Desirability

Some test takers choose socially acceptableSome test takers choose socially acceptableanswers or present themselves in aanswers or present themselves in a favourablefavourablelightlight



FakingFaking

FakingFaking ---- some test takers may respond in asome test takers may respond in aparticular way to cause a desired outcomeparticular way to cause a desired outcome

– – maymay “fake good” “fake good” (e.g., in employment settings) to(e.g., in employment settings) to

create acreate a favourablefavourable impressionimpression

– – maymay “fake bad” “fake bad” (e.g., in clinical or forensic settings)(e.g., in clinical or forensic settings)

as a cry for help or to appear mentally disturbedas a cry for help or to appear mentally disturbed

– – may use somemay use some subtle questionssubtle questions that are difficult tothat are difficult to

fake because they aren’t clearly face validfake because they aren’t clearly face valid



Behavioral Observation andBehavioral Observation and

Rating ScalesRating Scales

nn Subject’s behavior is observed and recordedSubject’s behavior is observed and recorded

– – Well defined target behaviorsWell defined target behaviors

nn Attachment behavior in infants Attachment behavior in infants – – Specific measuresSpecific measures

nn FrequencyFrequency

nn DurationDuration

nn IntensityIntensity

– – Rating scalesRating scalesnn Direct, or indirect behaviorsDirect, or indirect behaviors

nn Broad, or narrow focusBroad, or narrow focus



When to Use what?When to Use what?

nn Each design has strengths and weakness;Each design has strengths and weakness;

strength of one is weakness of anotherstrength of one is weakness of another

nn Which design a researcher uses dependsWhich design a researcher uses dependson the research question and the goal of on the research question and the goal of

researchresearchnn Taken together, three designs provideTaken together, three designs provide

complementary methods for exploringcomplementary methods for exploring

personality.personality. ECLECTIC ApproachECLECTIC Approach



Issues in BehavioralIssues in Behavioral

Assessment Assessmentnn Validity of construct being measured Validity of construct being measured

– – Definition of the target behaviorDefinition of the target behavior

– – Behavioral changes across time and situationBehavioral changes across time and situationnn ReliabilityReliability

– – Definition of the target behaviorDefinition of the target behavior

– – Behavioral changes across time and situationBehavioral changes across time and situation

– – InterInter--rater reliability (contrast effect)rater reliability (contrast effect)

– – Classical test theory versus generalizabilityClassical test theory versus generalizabilitytheorytheory

– – ReactivityReactivity



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Behavior Assessment