Clinical Assessment of Child and Adolescent Personality and ...

70 CHAPTER 4 STANDARDS AND FAIRNESS(AERA, APA, NCME, 1999). This rationalemust include documentation of validityevidence and theory relevant to the interpretationin a “comprehensive summary”(Standard 1.1; AERA, APA, NCME, 1999).In addition, although test developers arerequired to produce such evidence, individualpsychologists have to evaluate the qualityof the evidence, as it relates to specificcircumstances.With regard to validity, the followingstandards are also offered (paraphrasedfrom AERA, APA, NCME, 1999).1. Uses and interpretations of test scores,intended populations of application,and the construct(s) assessed must beclearly stated by the test developer.(Standard 1.2)2. Users should be cautioned not to interprettests in a manner inconsistent withthe available evidence. (Standard 1.3)3. Psychologists must justify and collectevidence for an interpretation of a testthat is not justified. (Standard 1.4)4. Validity of study samples should bedescribed in detail. (Standard 1.5)5. Procedures for selecting the test contentshould be specified. (Standard1.6)6. If experts are used in the test design,their roles and credentials should bedescribed in detail. (Standard 1.7)7. A rationale should be offered for interpretationof items or item subsets whensuch interpretations are advised by thedeveloper. (Standard 1.10)8. The relationships among scores withina test should be supported with evidence.(Standard 1.11)9. A rationale and scientific evidenceshould be provided for all interpretationsof score differences and profiles.(Standard 1.12)10. The conditions under which validityevidence was gathered should bedescribed. (Standard 1.13)11. The relationship between a test andscores on other measures should be theoreticallyconsistent. (Standard 1.14)12. When statistical adjustments, such asthose for restriction of range, are made,both adjusted and unadjusted valuesshould be given. (Standard 1.18)13. If a test is used to recommend alternativetreatments, evidence of differentialtreatment outcomes should be providedwhen feasible. (Standard 1.19)14. When unintended consequencesof test use occur, testinvalidity should be ruled out as acause for such consequences. (Standard1.24)With regard to psychologists, the followingstandards are given.1. Psychologists should limit their assessmentpractice to the use of tests that arequalified by training. (Standard 12.1)2. Psychologists should refrain from makingbiased interpretations that serve asspecial interests. (Standard 12.2)3. Tests should be selected only if theyare suitable for the characteristics ofthe patient. (Standard 12.3)4. Evidence must be provided if it is suggestedthat an interpretation can bemade based on combinations of testscores. (Standard 12.4)5. Tests used in combination to make adiagnosis must show adequate validity(sensitivity and specificity), and thepsychologist must meet the user qualificationsrequired to interpret the testsinvolved. (Standard 12.5)6. Psychologists should choose tests fordifferential diagnosis only if evidenceshows that the test can differentiatebetween clinical samples of interest,not just between a clinical sampleand the general population. (Standard12.6)