NEUROPSYCHOLOGICAL TESTING SPANISH SPEAKERS:
THE CHALLENGE OF ACCURATELY ASSESSING LINGUISTICALLY AND
CULTURALLY DIVERSE INDIVIDUALS
Carlos A. Ojeda
A Thesis Submitted to the
University of North Carolina Wilmington in Partial Fulfillment
of the Requirements for the Degree of
Master of Arts
Department of Psychology
University of North Carolina Wilmington
2010
Approved by
Advisory Committee
________James Jonhnson_______
________Nora Noel_________
________William Overman_______
_______Antonio E. Puente______
Chair
Accepted by
DN: cn=Robert D. Roer, o=UNCW,
ou=Dean of the Graduate School
& Research, email=roer@uncw.
edu, c=US
Date: 2010.10.15 10:10:44 -04'00'
__________________________
Dean, Graduate School
TABLE OF CONTENTS
ACKNOWLEDGMENTS ............................................................................................................. iii
ABSTRACT................................................................................................................................... iv
LIST OF TABLES .......................................................................................................................... v
INTRODUCTION .......................................................................................................................... 1
Hispanics Demographics and Characteristics ............................................................................. 2
Clinical Neuropsychology ......................................................................................................... 10
History of Clinical-Neuropsychological Test Usage................................................................. 12
Standards for Educational and Psychological Testing .............................................................. 13
Standards Chapter 9: Testing Individuals of Diverse Linguistic Backgrounds..................... 15
Clinical Neuropsychology and Hispanics ................................................................................. 20
Neuropsychological Testing Spanish Speakers......................................................................... 28
Summary ................................................................................................................................... 32
METHOD ..................................................................................................................................... 36
RESULTS ..................................................................................................................................... 39
DISCUSSION ............................................................................................................................... 66
REFERENCES ............................................................................................................................. 73
APPENDIX ................................................................................................................................... 79
ii
ACKNOWLEDGMENTS
Thank you to my family for their strength and love. Special thanks to my mom, dad and
sister, they are my inspiration in my life.
I also want to thank my mentor, Dr. Antonio E. Puente for his guidance, teachings and
support. I would like to thank the members of my committee who have been supportive,
understanding and enlightening throughout my graduate education. Many other Psychology
professors who are not on the committee as well as the Department of Psychology staff have
taught me a great deal and have been of great assistance to me.
In addition, I want to thank my friends, especially those who formed Dr. Puente’s lab and
clinical group, for their encouragement throughout my academic career and life in general.
iii
ABSTRACT
With the increase in population in the United States of Spanish-speakers as well as the
growth of clinical neuropsychology in Spanish-speaking countries, a question arises as to what
tests are available in Spanish. To address this situation, a three phase study was designed: a)
develop a comprehensive and current list of neuropsychological and psychological tests available
in Spanish, b) determine which tests are being used by clinical neuropsychologists who speak
Spanish and c) determine if the tests uesd meet the criteria from the testing Standards for
Educational and Psychological Tests. Findings indicate that there are few tests available in
Spanish (555 out a possible of over 3,500), and relatively fewer tests are being used (216). In
addition, be approximately 25-40 tests that are used frequently and a larger number of tests that
are used highly infrequently. Finally, most of the tests available in Spanish do not meet the
criteria for the testing standards. Overall, findings suggest that the interfacing between
neuropsychological testing and Spanish speakers has been gradual and limited.
iv
LIST OF TABLES
Table
Page
1.
Pew Hispanic Center tabulations of the 2008 American Community Survey .................... 9
2.
Pew Hispanic Center tabulations of the 2000 and the 2008
American Community Survey. ......................................................................................... 10
3.
Criteria from the Standards for assessing Spanish speakers. ............................................ 20
4.
List of Spanish tests developed using the sources previously listed. ............................... 40
5.
Summary of participants’ demographic information. ....................................................... 59
6.
Frequency and Rank of top 25 Spanish tests found in our list.......................................... 61
7.
Comparison of top 25 tests in Spanish with the standards criteria. .................................. 63
v
INTRODUCTION
Hispanics are a diverse ethnic group with similar characteristics but with significant
within group differences. In addition there are different definitions for Hispanics depending on
the content and the source. In essence, Hispanics are a heterogeneous group as well as concept.
The terms Hispanic/Latino are different but are used interchangeably to refer to
individuals from Mexico, and other Central, South American, and Caribbean countries. The
Oxford English Dictionary (1989) defines the word Hispanic as an individual pertaining to Spain
or with Spanish descent, or an individual from Latin America with Spanish descent living in the
U.S who speaks Spanish. Similarly, Merriam-Webster’s Collegiate Dictionary in its 10th edition
(1998) defines Hispanic as a term related to or being a person from Latin America descent who
is living in the U.S from Cuban, Mexican, or Puerto Rican origins. In the U.S., a Hispanic is
usually defined as a person who\speaks Spanish as its primary or secondary language and whose
heritage background is tied to Spanish origins or Spain (Puente & Ardila, 2000).Thus, defining a
Hispanic is extremely difficult because of the diverse and common characteristics within this
population; hence, a single uniform definition of Hispanic does not exist.
In 2000, the word Latino was added to the Census to describe Hispanic or Spanish
individuals (U.S. Census Bureau, 2000). The Oxford English Dictionary (1989) defines the word
Latino as a Latin American individual living in the U.S. (2010). Other definitions refer to Latino
as an individual residing in Latin America, which includes all countries to the south of the U.S.
as well as, but not limited to, Brazil (Puente & Puente, 2009). Thus, defining an individual as
Latino is confusing because in the U.S., Latinos are often associated with individuals from
Mexican background such as La Raza. Similarly, Latinos from Brazil were not colonized by
Spain and speak Portuguese as their first language, yet they are often associated with the Spanish
heritage (Puente & Puente, 2009).
Despite the growth of the Hispanic/Latino population in the U.S., the interface between
Hispanic/Latinos and psychology as well as its specialties, such as neuropsychology, has not
been well documented. For example, a review of PsychInfo reveals a total of 1,093,033 citations
in the American psychology literature. If one adds, the word Hispanic or Latino, the total number
of citations is 10,915, which is a 0.01% of the psychology literature. If one narrows the search
further by including neuropsychology and Hispanic or Latino, then that total number of citations
is reduced to 6,895. In essence, then, Hispanic-Latino neuropsychology represents approximately
0.006% of the total psychology literature. When this is done for neuropsychology, which
includes 91,919 citations, this percentage is approximately 0.08%. The focus of this thesis is to
address the serious gap between knowledge within neuropsychology and the issues related to
testing Spanish speakers, specifically to develop a list of what neuropsychological tests exists in
Spanish. Of particular interest, to gain a better understanding of how tests are used to assess
Spanish speakers in neuropsychological assessment.
Hispanics Demographics and Characteristics
In 1980, the total population in the U.S was 226,505,000, from which 14,506,000 were of
Spanish origin (U.S. Census Bureau, 1981). Thus, approximately 6% of the population was of
Spanish origin. At that time, the top 5 states with most individuals of Spanish origins were
California (4,544,000), Texas (2,986,000), New York (1,659,000), Florida (858,000), and Illinois
(636,000) (U.S. Census Bureau, 1981). Furthermore, the U.S. Immigration and Naturalization
Service provided information about the immigrants admitted in the U.S. by country of birth
between 1981 and 1988 which included Mexico (569,000), Cuba (138,600), Costa Rica (10,700)
2
El Salvador (76,500), Dominican Republic (180.900), Guatemala (36,600), Honduras (29,000),
Nicaragua (23,700), Panama (22,100), Argentina (17,100), Chile (16,400), Colombia (85,000),
Ecuador (36,000), Peru (38,500), Venezuela (12,700), and Spain (12,300) (U.S. Census Bureau,
1981); These figures are underestimating the total number of immigrants because they do not
include information about undocumented immigrants. Regarding education attainment of
individuals with Spanish origin, the U.S. Census Bureau 1981 reported that 30,800 completed
less than five years of education, 90,500 completed four years of high school or more, and
15,900 completed four years of college or more (U.S. Census Bureau, 1981). Additionally in the
1980s, 2,538,000 individuals who speak Spanish at home who were younger than 17 years old
reported some difficulty with English as well as 6,231,000 individuals at least 18 years old
indicated difficulty with English and spoke Spanish at home (U.S. Census Bureau, 1991).
Overall, it is necessary to mention that the Census Bureau 1980 defined an individual of Spanish
origin at the time included a person from Cuba, Central, South America, and other Spanish origin
(U.S. Census Bureau, 1981).
A decade later, the population of the United States was 248,710,000 individuals, which
included 22,354,000 Hispanics (U.S. Census Bureau, 1991). Approximately 9% of the U.S.
population was Hispanic with a 54% population increase since 1980. Hence, the U.S. Census
Bureau (1990) reported the following percentage distribution of Hispanics in the U.S. in 1990:
61.2% Mexicans, 12.1% Puerto Ricans, 4.8% Cubans, 2.4% Dominicans, 6.0% Central
Americans, 4.7% South Americans, 3.9% Other Hispanics, and 4.4% Spaniards. Furthermore,
the top five states with most Hispanics were: California (7,688,000), Texas (4,340,000), New
York (2,214,000) Florida (1,574,000), and Illinois (904,000) (U.S. Census Bureau, 1991). In
addition, the Immigration and Naturalization Service provided an estimate of the Hispanic
3
immigrants admitted in the U.S. between 1981 and 1990 by country of birth: Mexico
(1,653,300), Cuba (159,200), Dominican Republic (251,800), El Salvador (214,600), Guatemala
(87,900), Honduras (49,500), Nicaragua (44,100), Panama (29,000), Argentina (25,700), Chile
(23,400), Colombia (124,400), Ecuador (56,000), Peru (64,400), Venezuela (17,900) (U.S.
Census Bureau, 2000). However, these do not include undocumented immigrants who did not
register with the Immigration and Naturalization Service, thus; they underestimate the total
amount of Hispanics. In addition, U.S. Census Bureau (1991) reported the following information
regarding the education attainment of Hispanics in 1989, 3,589,000 completed 0-8 years of
education, 1,539,000 completed 1-3 years of High School, 2,907,000 completed 4 years of High
School, 1,373,000 completed 1-3 years of College, and 1,029,000 completed 4 years or more of
College.
In 2000, the Bureau Census reported that the total population of the U.S. was
281,422,000, which included 35,306,000 Hispanics (U.S. Census Bureau, 2001). Thus, Hispanics
represented 12.5% of the total U.S. population with a 58% increase since 1990. Specifically, the
distribution of Hispanics were as follows 58.5% Mexicans, 9.6% Puerto Ricans, 3.5% Cubans,
2.2% Dominicans, 0.2% Costa Ricans, 1.1% Guatemalans, 0.6% Hondurans, 0.5% Nicaraguans,
0.3% Panamenians,1.9% Salvadorians, 0.3% Other Central Americans, 0.3% Argentineans, 0.1%
Bolivians, 0.2% Chileans, 1.3% Colombians, 0.7% Ecuadoreans, 0.7% Peruvians, 0.1%
Uruguayans, 0.3 Venezuelans, 0.2% Other South Americans, and 17.6% Other Hispanic or
Latino, which included Spaniards, Spanish, Spanish Americans, or not otherwise classified (U.S.
Census Bureau, 2000). Furthermore, the top five states with the highest Hispanic population
were: California (10,967,000), Texas (6,670,000), New York (2,868,000), Florida (2,683,000),
and Illinois (1,530,000) (U.S. Census Bureau, 2001). In addition, the educational attainment for
4
Hispanics indicated that 9,783,000 graduated High School and 1,821,000 earned a Bachelor’s
degree or higher (U.S. Census Bureau, 2001).
Today, the exponential increase of the Hispanic population is still continuing. According
to the American Community Survey (2008), the approximate population of the U.S is
304,059,728 people, from which 46,891,456 are Hispanic. Again, these numbers do not include
undocumented Hispanic immigrants who do not participate in the Census. As a result, indicating
that at least 15% of the U.S. population is Hispanic is an underestimated amount. Consistent with
previous years, Hispanics come from different origins. For instance, the Pew Hispanic Center
and the American Community Survey, provide the following distribution of Hispanics in the
U.S. according to the origin: 65.7%, Mexicans, 8.9% Puerto Ricans, 3.5% Cubans, 3.3%
Salvadorians, 2.8% Dominicans, 2.1% Guatemalans, 1.9% Colombians, 1.3% Spaniards, 1.3%
Hondurans, 1.3% Ecuadorians, 1.1% Peruvians, 0.8% Nicaraguans 0.4% Venezuelans 0.4%
Argentineans, 0.3% Panamanians, 0.3% Chileans, 0.3% Costa Ricans, 0.2% Bolivians, 0.1%
Uruguayans, 3.8% All other Spanish/Hispanic/Latino, and 0.1% other Central Americans (U.S.
Census Bureau, 2010).
The national growth of the Hispanic population has been consistent within states in
different regions across the country. According to the Census Bureau (2010), the top five with
the highest Hispanic population are: California (13,434,896), Texas (8,815,582), Florida
(3,846,267), New York (3,232,360), and Arizona (1,964,625). Furthermore, the increase of
Hispanic population has expanded to states where their presence has not been traditional. In
other words, Hispanics are not just present in the bordering regions next to the U.S. boarders
such as Florida, Texas, California or New York, but they have begun to migrate to any state in
the country. As a result, every state has had an increase in Hispanic population since 2000 to the
5
present. For instance, the top ten states with the highest Hispanic population growth between
2000 and 2008 are West Virginia (111.9%), South Dakota (109.2%), South Carolina (88.1%),
Minnesota (86.4%), Nebraska (84.5%), Arkansas (82.1%), North Carolina (79.8%), Georgia
(79.7%), Kentucky (76.3%), and Iowa (71.9%) (U.S. Census Bureau, 2010).These demographic
trends suggest that not only is the Hispanic population growing, but they are spreading across the
country rather than concentrating on states with Hispanic populations.
Beyond demographics, there are also several aspects of this increasing number of
individuals in the U.S. related to such variables as social status and educational attainment.
Hispanics represent the largest ethnic minority in the U.S. and the fastest in growth according to
the latest Census Bureau reports. However, Hispanics share some common characteristics with
other ethnic minorities which include, but are not limited to low socioeconomic status,
limited/poor education, poor health care, unskilled jobs, origin from developing or foreign
countries, discrimination, English as a second language, distinctive cultural values, rural life
background, and acculturation issues (Perez-Arce & Puente, 1996). However, despite the overlap
with other ethnic minority groups, Hispanics present unique characteristics that cannot be
generalized to either majority or other minority groups.
Current trends on education attainment of Hispanics have not followed their demographic
growth. This disparity in educational attainment is due to limited opportunities, or language
barriers. According to the latest reports, 23.5% completed less than 9th grade, 15.7% attended
9th to 12th grade, 26% graduated High School, 21.9% completed some college, and only 12.9%
graduated college (U.S. Census Bureau, 2010).These statistics suggest that the education
attainment of Hispanics decrease at higher education levels. As a result of the educational ceiling
effect, the total annual earnings of Hispanics are limited with about 44.3% earning less than
6
$20,000, 41.2% earning between $20,000-$49,999, and 14.5% earning $50,000 or more (U.S.
Census Bureau, 2010). In addition, 19.5% of Hispanics live at poverty levels and nearly half of
Hispanics make less than $20,000 per year (U.S. Census Bureau, 2010). However, this
estimation does not include undocumented Hispanics who might not participate in Census counts
due to fears of deportation. Usually, undocumented Hispanics work under low wages and even
inhumane working conditions.
North Carolina has also experienced an unusual growth of the Hispanic population.
According to the American Community Survey 2006-2008 estimates, the total population of
North Carolina is 9,036,449, which includes 636,786 Hispanics. Thus, 7% of the population at
NC is Hispanic without including undocumented individuals (U.S. Census Bureau, 2008). From
the total NC population, 4.6% are Mexican, 0.6% is Puerto Rican, 0.1% is Cubans, and 1.8%
Other Hispanic or Latino (U.S. Census Bureau, 2008). The ceiling effect regarding Hispanic
educational attainment at a national level is similar within NC, given that Hispanics make up
only 9% of all K-12 school enrollments (Pew Hispanic Center, 2007). The persistence of this
educational ceiling effect is also attributed to issues regarding language barriers, limited financial
and educational resources, and acculturation issues. In addition, the median annual earnings of
Hispanics in NC is $18,923, hence 31% of Hispanics 17 and younger are in poverty level in NC
(Pew Hispanic Center, 2007).
A particular characteristic that distinguishes Hispanic population among other ethnic
groups is the Spanish language. Each Latin American country has its own idiosyncrasy with the
Spanish language. In other words, each Hispanic has their own particular set of words, phrases,
and expressions that vary in meaning depending on the country. However, having Spanish as a
first language might represent a barrier for Hispanics in some cases regarding educational
7
attainment, employment opportunities, as well as acculturation issues which require a proficient
or at least adequate mastery of English. For instance, considering Hispanics who are older than
18, 20.1% speak only English at home, 35.5% speak English very well, and 44.4% speak English
less than very well. In contrast, Hispanics who are younger than 18, 33.9% speak only English at
home, 49.1% speak English very well, and 17% speak English less than well (U.S. Census
Bureau, 2010). Hence, it appears that the older groups of Hispanics have more difficulty learning
English and thus keep Spanish as their main language. Similarly, Hispanics’ language trends are
comparable in NC where 1% speaks English at home and 74% speak English less than very well
(Pew Hispanic Center, 2007). So, the heterogeneity of the Hispanic population is represented in
each country’s version of the Spanish language, although this might be a difficulty when
attempting to learn English.
In sum, Hispanics represent a diverse population group that is continuously increasing in
the U.S at a rapid rate (see Table 1.). In fact, the U.S. has the second largest Hispanic population
in the world as well as the third largest Spanish speaking population in the world (U.S. Census
Bureau, 2009). Also, the demographic trends indicate that the Hispanic population has increased
in every state (see Table 2.). However, Hispanics face significant challenges regarding
educational attainment and low income. Perhaps, the current negative situation in these
challenges is due because issues with acculturation, language barrier, and immigration status
difficulties. Given the continuous growth of the Hispanic population in the U.S., future policies
need to include a particular focus in this growing population as U.S. gradually becomes more
and more Hispanic.
8
2008 Hispanic Population in the U.S.
N
%
Mexican
30,746,270
65.7
Puerto Rican
4,150,862
8.9
All Other Spanish/Hispanic/Latino
1,777,278
3.8
Cuban
1,631,001
3.5
Salvadorian
1,560,416
3.3
Dominican
1,334,228
2.8
Guatemalan
985,601
2.1
Colombian
881,609
1.9
Spaniard
629,758
1.3
Honduran
607,970
1.3
Ecuadorean
590,602
1.3
Peruvian
519,349
1.1
Nicaraguan
351,704
0.8
Venezuelan
210,337
0.4
Argentinean
204,707
0.4
Panamanian
153,245
0.3
Chilean
127,747
0.3
Costa Rican
121,655
0.3
Bolivian
93,745
0.2
Uruguayan
60,730
0.1
Other Central American
43,352
0.1
Total
46,822,476
100.00
Table 1. Pew Hispanic Center tabulations of the 2008 American Community Survey
9
Top 15 States with Most Hispanic Growth 2000-2008
State
Hispanics
Hispanic Growth 20002008
Percent Growth
2000
2008
West Virginia
10,101
21,400
11,299
111.9
South Dakota
10,718
22,420
11,702
109.2
South Carolina
94,652
177,999
83,347
88.1
Minnesota
116,692
217,551
100,859
86.4
Nebraska
80,204
147,968
67,764
84.5
North Dakota
7,429
13,634
6,205
83.5
Arkansas
85,303
155,309
70,006
82.1
New Hampshire 21,536
39,123
17,587
81.7
North Carolina
377,084
678,023
300,939
79.8
Georgia
434,375
780,408
346,033
79.7
Kentucky
56,922
100,366
43,444
76.3
Iowa
72,152
124,030
51,878
71.9
Nevada
393,397
672,393
278,996
70.9
Delaware
37,301
62,506
25,205
67.6
Montana
18,568
31,093
12,525
67.5
Table 2; Pew Hispanic Center tabulations of the 2000 and the 2008 American
Community Survey.
Clinical Neuropsychology
Clinical neuropsychology has become a separate field of specialization within
psychology and its main objective is to gain a better understanding of the relationship between
10
brain and behavior. Thus, neuropsychology tries to explain how brain activities are expressed
through observable behavior (Beaumont, 2008). Recently, Puente (2010) defined
neuropsychology as a science based on the processing of information through biological and
brain processes as well as how it is affected by culturally based and valued information. So, a
current challenge for neuropsychology is to gradually integrate culture as a significant factor
affecting the relationship between brain and behavior.
Despite the fact that neuropsychology has shown progress in areas such as of assessment
of sequelae of brain pathology or the establishment of a relationship between brain and behavior,
our understanding about the influences of cultural differences is still very limited (Ardila,
1995).This is due to a cultural and linguistic biases that are still dominating the field even from
its origins. For instance, the work of Lezak (1983) cites few references to the effect that variables
such as language, culture, age, and education have on the shaping of the brain (Ardila, Rosselli,
& Puente, 1994).
One of the pioneers to start recognizing the influence between culture and
neuropsychology assessment was Alexander Luria (1979) who acknowledged that the impact of
language in testing in relation to the education experiences of the individual --specifically
different cultures provide diverse sources of education that affect cognitive functioning. During
his visits to Central Asia in the 1930s, Luria (1934) investigated the impact of cultural variables
on cognition. Consistent with Luria’s legacy, cross-cultural research and studies of ethnic groups
in the U.S. have supported the essential role that cultural context play in testing performance yet
some challenges that have limited our progress in understanding cultural influences in test
performances remain: a) controversy over the exact processes that represent mental abilities and
b) lack of agreement in defining the concept of culture within testing (Miller-Jones, 1999).
11
Almost a century later, the field of neuropsychology is working towards integrating the meaning
of culture to gain a better understanding of the cultural and linguistic factors that affect testing
(Pedraza & Mungas, 2008).
History of Clinical-Neuropsychological Test Usage
Historically, trends of psychological assessment have been reported using test usage
studies. Hence, various research studies about test usage have been performed. In 1947, Louttit
and Browne compared the use of tests from 1935 until 1946. They reported a shift to a more
frequent use of intelligence and projective personality measures. In a survey with agencies and
hospitals, Sundberg (1961) reported a decrease in the use of intelligence tests compared to a
more frequent usage of projective tests. Subsequently, Lubin, Wallis, and Praine (1971) also
found that this pattern of using projective tests was consistent through the decade. Consequently,
Brown and McGuire (1976) expanded on findings from Sundberg (1961) and Lubin et al. (1971).
Brown and McGuire found no significant changes in psychological test usage between 1971 and
1974.
During the following years, test usage surveys began to appear on assessment practices in
neuropsychology. Hartlage and Telzrow (1980) examined frequent neuropsychological tests
used. The top five most commonly used tests were: 1) Wechsler Adult Intelligence Scales
(WAIS), 2) Partial Halstead Reitan Neuropsychological Battery (HRNB), 3) Wide Range
Achievement Test (WRAT), 4) Bender Gestalt Test and 5) Full HRNB. A decade later, Butler et
al. (1991) investigated neuropsychologists test usage patterns. Findings revealed that the top five
most commonly used tests were: 1) WAIS-R, 2) Wisconsin Card Sorting Test (WCST) 3)
Minnesota Multiphasic Personality Inventory (MMPI), 4) Boston Naming Test and 5) Rey12
Osterrieth Complex Figure Task. (ROCFT). Afterwards, Ball, Archer, and Imbof (1994)
investigated psychologists’ perceptions of time required to administer, score and interpret the
psychological tests that are used more often. Hence, results from Ball et al. (1994) were
consistent with previous studies regarding frequent test usage (Brown and McGuire, 1976;
Louttit and Browne; 1947; Lubin et al. 1971; Sundberg, 1961)
Ten years ago Camara, Nathan, and Puente (2000) surveyed neuropsychologists and
psychologists about their test usage. They reported that the five most frequent tests used were: 1)
MMPI (I & II), 2) WAIS-R, 3) Wechsler Memory Scale-Revised (WMS-R), 4) Wechsler
Intelligence Scale for Children Revised (WISC-R-III), and 5) Trail Making Tests A & B (TMT).
Recently, Rabin, Barr, and Burton (2005) conducted a survey of common testing instruments of
clinical neuropsychologists in the United States and Canada, and their results were consistent
with findings from Camara et al. (2000). Last year, Lazarus and Puente (2009) conducted a
survey comparing test usage of neuropsychologists from South Africa and U.S. They found that
the top five most frequent neuropsychological tests used were: a) WAIS, b) ROCFT, c) Trail
Making Test, d) WMS, and e) FAS Word Fluency Test. In sum, psychological test usage is
constantly changing to meet the needs of the population’s demographic shifts. Since the
population of Spanish speaking clients is increasing in the U. S., it is necessary that testing
practices match of this demographic change.
Standards for Educational and Psychological Testing
Psychological test and testing standards have been developed by a joint committee over
the last 50 years. First there was the Technical Recommendations for Psychological Tests and
Diagnostic Techniques prepared and published by the American Psychological Association
(APA) in 1954. The next version was the Technical Recommendations for Achievement Tests,
13
which was developed by the American Educational Research Association (AERA) and the
National Council on Measurement Used in Education (NCMUE) and published by the National
Education Association in 1955. Later in 1966, APA published a third publication called
Standards for Educational and Psychological Tests and Manuals to replace the previous two.
The publication was developed by a committee including APA, AERA, and the National Council
on Measurement in Education (NCME). Then, the Standards for Educational and Psychological
Tests and the Standards for Educational and Psychological Testing were developed by APA,
AERA, and MCME in 1974 and 1985 respectively. (AERA, 1999). Today, to ensure the
procedures and regulations of testing practices measure constructs with validity, the Joint
Committee on the Standards for Educational and Psychological Testing (AERA, 1999) were
developed to oversee the accuracy in all kinds of standardized testing taking place in the U.S.
The two main objectives of the Joint Committee on the Standards for educational and
psychological testing are the following: a) to support the accurate and ethical use of tests and b)
to provide a basis for evaluating the quality of testing practices.
Regarding neuropsychological tests, the question of validity is fundamental. Validity is
defined as “the degree to which evidence and theory support the interpretations of tests scores
entailed by proposes uses of tests” (AERA, 1999; p.9). Therefore, if neuropsychological tests
have validity, then an accurate representation of the construct of interest has been obtained.
However, when the constructs of interest are neuropsychological evaluations of Spanish
speakers; such tasks become extremely difficult because the majority of neuropsychological tests
lack the validity necessary to measure the neuropsychological performance of Spanish speakers.
Moreover, when performing neuropsychological testing on an individual in both languages,
14
would it be accurate to expect that both results are equivalent and have validity? Or does
language of the test interfere with what the test is supposed to measure?
The Joint Committee sets the standards for all educational, psychological, and
employment testing in the U.S., which includes standardized tests such as the MCAT, GRE,
SAT, or FCAT as well as psychological and neuropsychological tests such as the Stroop Test or
the WAIS IV. Furthermore, the standards are divided in three parts: the first part called Test
Construction, Evaluation, and Documentation, includes standards for 1) validity, 2) reliability
and errors of measurement, 3) test development and revision, 4) scaling, norming, and score
comparability, 5) test administration, scoring, and reporting, and 6) supporting documentation
for tests. Part two addresses issues on Fairness in Testing, which contains standards on 7)
fairness and bias, 8) the rights and responsibilities of test takers, 9) testing individuals of diverse
linguistic backgrounds (see Appendix D.) and 10) testing individuals with disabilities. Finally,
the third part covers issues regarding Testing Applications, which contains standards about 11)
general responsibilities of test users, 12) psychological testing and assessment, 13) educational
testing and assessment 14) testing in employment and credentialing, and 15) testing in program
evaluation and public policy (AERA, 1999).
Standards Chapter 9: Testing Individuals of Diverse Linguistic Backgrounds
According to the Standards regarding testing individuals of diverse linguistic
backgrounds, it is important to consider language background when developing, selecting,
administering, and interpreting test performance because an individual’s language deficiency can
cause poor test performance (AERA, 1999; p. 91). Consequently, the impact of language skills
15
on test performance is significantly related to issues including test validity, test reliability, test
development, and test administration.
Although, test modifications such as translation of a test from English to Spanish are
often needed to ensure the validity of the test scores, there are several hazards that need to be
avoided when doing such translation. The standards for testing individuals of diverse linguistic
backgrounds indicate the following recommendations when translating a test: a) it should not be
assumed that translation produces an equivalent version of the test in content, difficulty level,
validity, and reliability, b) test takers’ acculturation experiences should not be assumed to be
transferable between translations, c) different words have different frequency rates or difficulty
levels depending of the language, which needs to be considered when translating, d) words in
two different languages that might appear similar in meaning may differ significantly thus
affecting the translated test for intended use, and e) content of a translated test may not be
equivalent to the original test version (American Educational Research Association, 1999; p. 92).
These recommendations are applicable when translating neuropsychological tests from English
to Spanish, thus further investigations are necessary to determine if current neuropsychological
tests that were translated from English to Spanish follow these guidelines.
As mentioned earlier, although Spanish is a common language in Latin America and
Spain, there are important linguistic differences among the different countries. Regarding
language proficiency in testing individuals from diverse linguistic backgrounds, the standards
recognize the relevance of linguistic group differences in establishing accurate design,
development, selection, administration, and interpretation of tests (AERA, 1999; p. 93).
Furthermore, when testing individuals familiar with two or more languages, language dominance
and proficiency need to be considered when conducting standardized tests. The standards
16
recommend that the test administrator needs to determine which language is dominant at first. If
both languages are equally dominant, then the test should be administered in the most proficient
language if possible. However, if both languages are specialized in a particular context such as
English at work and school, but Spanish at home, then testing in both languages is necessary in
such cases (AERA, 1999; p. 94).
When testing bilinguals the standards identify some special challenges; specifically,
when an individual who knows two languages may not test well in either language. Also, some
individuals who are bilingual use their first language in most social situations while using
English in academic or work related activities. Since the use of a particular language depends on
the situation, understanding the type and degree of bilingualism in an individual is necessary for
accurate test use (AERA, 1999; p. 95). So, when testing a bilingual individual (English and
Spanish), special consideration should be addressed towards which context a particular language
is dominant. Does the individual speak Spanish mainly at home and English at work? Or does he
or she speak Spanish mainly with parents and older members of a native community, while
speaking English with younger cohorts and siblings? The context of the language of a bilingual
person has strong implications for the accuracy of neuropsychological tests.
When testing, it cannot be assumed that a test taker belongs to the cultural or linguistic
population from which a test is standardized because standardized administration procedures and
norms might not apply to establish an accurate comparison of the test taker’s results (AERA,
1999; p. 95). The standards for testing individuals from different linguistic backgrounds
recommend that a test taker should be given an adequate opportunity to complete the test and
demonstrate their level of competence in the construct that the test measures regardless of the
language. However, the standards recognize that the following factors may affect test taker’s
17
performance in testing: a) cultural and linguistic background of the test taker and test
administrator, b) gender as well as testing style of the test administrator, c) level of acculturation
of the test taker and the test administrator, d) the language in which the test is administrated in its
original language, d) whether or not the test is administered in the primary language of the test
taker or in both languages (if so in what order), e) the testing time limits, and f) the use of a
bilingual interpreter (AERA, 1999; p. 95). In the context of testing Spanish speakers, these
factors are extremely relevant regarding their test performance because of the linguistic and
cultural variability, gender beliefs, and time perception of this population. For example,
standardized test administration procedures and norms would be different when testing a Spanish
speaker raised in Ecuador compared to a Spanish speaker living in Spain despite that they both
speak Spanish.
When testing individuals from diverse linguistic backgrounds, there might be the case
when adequately translated version of a test is not available or does not exist. According to the
testing standards, the assessment should be conducted by a professionally trained bilingual test
administrator who should be proficient in the test taker’s language at a professional level. If a
bilingual test administrator is not available, an interpreter should be used to administer the test
with the test examiner in the test taker’s primary language (AERA, 1999; p. 95). Although, the
standards suggest the use of interpreters as a last option, they indicate some inherent challenges
and difficulties involving this practice: a) lack of linguistic and cultural equivalence between
translation and test, b) the translator/interpreter might be properly trained on neither testing
procedures nor testing standards, and c) norms might not be available to score and interpret
results accurately. These challenges represent a significantly reduced validity when testing
18
Spanish speakers, specifically in psychology where the amount of bilingual professionals and
properly standardized tests in Spanish is limited.
According to the standards for testing individuals of diverse linguistic backgrounds,
cultural differences need to be considered in the testing process because they affect linguistic
behavior. This will impact how an individual’s responses are scored or interpreted when testing
(AERA, 1999; p. 96). Thus, this particular recommendation has a significant relevance when
testing Spanish speakers because of their intense and heterogeneous cultural variables. For
example, older Spanish speakers might be hesitant to speak or collaborate with younger test
administrators who might be seen as inexperienced as well as detached from the Latin culture.
As a result of the cultural disparity, the test taker might provide responses which would provide
an inaccurate assessment of the skill being measured. Thus, it is necessary to be aware of the
impact of language in the testing process to preserve the validity of the measurements.
Given that the population of Hispanics with diverse origins has increased in recent years,
the Joint Committee sets great importance in testing Spanish speakers; the ninth chapter of the
standards is focused on testing individuals of diverse linguistic backgrounds. Hence, all testing
results from Spanish speaking individuals who need to meet the following criteria of the
standards in order to have validity: a) Test name in Spanish, b) Hispanic norms (U.S.), c) NonU.S. Hispanic norms, and d) Test manual in Spanish. If tests do not meet the criteria of the
standards, then these tests’ validities would be spurious (AERA, 1999) (see Table 3.):
19
Criteria for Testing Spanish speakers according to the Standards for Educational and Psychological
Testing (1999).
Test in Spanish
Hispanic norms (U.S.)
Non-U.S. Hispanic norms
Test manual in Spanish
Table 3. Criteria from the Standards for assessing Spanish speakers.
Clinical Neuropsychology and Hispanics
Performing neuropsychological testing on Spanish speakers has been a challenging task
given the linguistic and cultural diversity within this population. To make matters worse, the
development of neuropsychology has not been significantly slower in Latin America than in the
U.S. Pontón and Ardila (1999) proposed the following explanations for the gap in
neuropsychology between Latin America and the U.S.: a) access to academic and professional
resources is problematic because scientific and economical challenges within Latin America, b)
communication among Latin American nations has been slow, insufficient, and unreliable
through history. Although email has ameliorated the situation, not everyone has access to
internet connections, c) low earnings from neuropsychologists in Latin America as well as
limited institutional resources to purchase peer- reviewed scholarly journals, and d) the amount
of neuropsychology literature in Spanish has been different because of the reasons above.
Considering all these limitations, it is not surprising that neuropsychology in Latin America is
not developed as in the United States.
20
Despite the exponential increase of the Hispanic population in the U.S., the psychology
field has been unable to keep up with the demographic shift. For instance, only about 1 percent
of all U.S. psychologist practitioners identify themselves as Latino regardless of the continuous
growth of the Hispanic population (Dingfelder, 2005). Another example of the grim situation of
psychology and Hispanics is that most translated tests sold in the U.S. only include English
language manuals (Fernandez, Boccaccini, & Noland, 2007). Thus, an upcoming challenge for
the psychology field is to provide an accurate service for the growing Hispanic population,
which will require training psychology professionals to be able to communicate with Spanish
speaking clients as well as developing more neuropsychological tests in Spanish.
In neuropsychology the situation is daunting; the prevailing assumption that brain
function is immune to cultural and linguistic variables is the major cause of why the paucity of
neuropsychology towards the understanding about the effects of cultural differences in
neuropsychological performance is still limited (Ardila, 1995). Similarly, aside from the work of
a few such as Ardila, Puente, and others (Ardila, Rosselli, & Puente, 1994) and the founding of
the Hispanic Neuropsychological Society (HNS) in 1994. According to their website, HNS is a
group formed by clinical and research neuropsychologists interested in developing and
promoting competent neuropsychology practices with Spanish speaking populations in the U.S.
and Latin America. Furthermore, since 1994, members of the HNS have worked to solve issues
regarding testing Spanish speakers in the U.S., such as test development from test publishers
(Ponton & Ardila, 1999). Despite these efforts, the field of neuropsychology has not matched the
impact of the demographic shift occurring in the U.S. Today, HNS members continue their
collaborative efforts to improve testing of Spanish speakers in this country. For example, the
HNS Listserve functions as a discussion board for research or practice of neuropsychology. Also,
21
HNS celebrated their first annual conference this 2010. Unfortunately, there is a potentially
greater problem with the typical neuropsychologists regarding the gap between neuropsychology
and Spanish speakers. In fact, the disparity between neuropsychology and demographic shifts is
represented in findings from Echemendia, Harris, Congrett, Diaz, & Puente (1997) which
indicated that approximately 83% of neuropsychologists felt less than adequately prepared to
work with Hispanic individuals.
Even from the beginnings of neuropsychological testing back in 1930, the validity of the
testing results of minority children was considered spurious. For instance, Sanchez (1932)
addressed that neuropsychological measures obtained from Spanish speaking children are not
accurate given that environmental and linguistic difficulties hamper their performances when
compared to majority group children. Historically, the dominant foundations in
neuropsychology are directing us to an inaccurate understanding of how culture, race, ethnicity,
and related demographic variables affect human behavior. Thus, this erroneous approach is
evident in our current practices when testing Spanish speakers (Puente, 1990). Almost a century
later, the status of testing minorities is still as daunting as Sanchez (1932) predicted mainly
because understanding of how racial, ethnic, linguistic, and cultural variables affect brain
function and neuropsychological testing is still scarce (Ardila, 1996: Helm, 1992).
In neuropsychology, an existing concern involves the cultural discrepancy current
neuropsychological instruments, procedures, and norms result in conceptual errors in assessment
when testing non Western individuals (Ardila, 1995). As a result, the focus on the effects of
culture in cognitive functions has gained a lot momentum in recent years (Agranovich & Puente,
2007; Ardila, 1995; Ardila, 1996; Perez-Arce & Puente, 1996; Puente & Agranovich, 2004;
Puente & Salazar, 1998). For instance, it has been shown that neuropsychological test
22
performance of indigenous population with contemporary neuropsychological tests does not
represent a valid measure of cognitive performance because the assigned tasks are not relevant to
them (Ardila & Moreno, 2001; Ostrosky-Solis, Ramirez, & Ardila, 2004; Ostrosky-Solis,
Ramirez, Lozano, Picasso, & Velez, 2004). Since most neuropsychological tests are mostly
oriented towards a dominant Western idiosyncrasy, then minority groups, such as Spanish
speakers, might not perform according to their abilities, thus threatening the validity of these
results.
In order to further investigate the issues related to performing neuropsychological testing
of minority group individuals, such as Spanish speakers, cross-cultural neuropsychology has
emerged to allow us to gain a better understanding of the cultural variables that affect
neuropsychological testing in Spanish speakers (Ardila et al. 1994; Ardila, 1995; Pontón &
Ardila, 1999; Puente, A. E. & Perez-Garcia, 2000). According to the literature cited above, the
main variables within the Spanish speakers’ culture that affect neuropsychological testing are a)
acculturation (familiarity with the Western culture), b) language (bilingualism, Spanish
proficiency), c) Education (reading, writing, vocabulary, mathematical and analytical skills), and
d) socio-economic status (income, accessibility to resources, poverty). In sum, the interactions of
these variables among each other have a strong impact on the neuropsychological testing
performance of Spanish speakers because of the diverse heterogeneity of this population.
Culture, which is defined as values, beliefs, and styles of behaviors, can affect
neuropsychological testing (Ardila, 2005). However, a major concern is how generalization of
Western-culture oriented tests and norms can hinder the performance in neuropsychological tests
for individuals of non-Western backgrounds (Puente & Agranovich, 2004). For example,
Western culture places a high value in time to the point that time is extremely valued in Western
23
society where time efficiency is encouraged. On the other hand, non-Western groups closer to
the Equator consider time as something that just occurs, or sometimes secondary to a particular
task. In other words, non-Western societies do not consider time efficiency as relevant or
important as Western societies. Consequently, since Spanish speakers might not have such time
efficiency idiosyncrasy when performing a task, then it might be expected that Spanish speakers
will receive lower scores in neuropsychological testing conditions where time (speed) is
determinant (Puente & Salazar, 1998). Similarly, such cultural differences regarding the concept
of time and time efficiency norms have also been found when comparing the performance of
Russian and American samples in neuropsychological tests (Agranovich & Puente, 2007). Thus,
depending of the value a culture places son time, an instruction such as “as fast as you can”,
might suggest different meanings for a non-Western and a Western individual. When conducting
neuropsychological tests, Spanish speakers might score lower because they are not acculturated
with the time efficiency idiosyncrasy from Western norms.
Another variable within the cultural context of Spanish speakers that has an impact on
their performance in neuropsychological tests is language. Although, it might seem accurate to
test an Argentinean, a Puerto Rican, and a Mexican with the same version of tests translated and
standardized with norms from Spain because they all have Spanish as a common language, this
assumption is misleading and incorrect. Although Spanish speakers share Spanish as a universal
language, crucial difference exist in words, phrases, and expressions depending of the country of
origin (North America, Central America, South America, or Spain). These linguistic differences
have an impact on testing Spanish speakers because they might interpret different meanings for
the same word. For instance, the word bus (bus) has the same meaning in Spanish and Latin
America. However, each Spanish speaking country has their own word besides bus to refer to the
24
object, for example, Uruguay and Chile, a bus also known as autobus, microbus, or micro. In
contrast, a bus is also known as guagua (Puente & Puente, 1999). Also, not only each Spanish
speaking country has its own word to describe something but some words can deviate in
meaning depending of the country the Spanish speaker is from. For example, guagua does not
mean bus in South American countries like Peru, Ecuador, or Bolivia which adopted the word
guagua from Quechua, an indigenous language in the Andes region, into their Spanish
vocabulary. In these South American countries, guagua means child. Thus, when working with
neuropsychological tests in Spanish, a particular attention must be placed at the country of origin
of an individual due to the linguistic differences within the same language.
Besides difficulties testing Spanish speakers within the context of linguistic difference in
Spanish, the situation is not ameliorated if the Spanish speaker also knows English. In fact,
testing a bilingual client could be even more challenging because the degree of expertise of
either language varies according the context. In other words, a person can use Spanish at home to
communicate with family and English in school or job settings, thus each language is dominant
in a particular setting. So, bilingualism adds variability to the complex task of testing Spanish
speakers. For example, Rosselli et al. (2002) found that bilingual Spanish speakers had a
performed lower in the Stroop Test compared to monolingual Spanish speakers. According to
Manuel-Dupont, Ardila, Rosselli, & Puente (1992), bilinguals form a very heterogeneous group
that vary in the following dimensions: a) sociolinguistic background, b)types of bilingualism, c)
degree of proficiency/communicative competence, d) age and sequence of language acquisition,
e) method of acquisition, f) language-specific factors, and g) anatomical variations. Because of
the variability in of these dimensions, the context of the language in which a bilingual individual
is being tested is just as important as the language of the test itself.
25
Consider the following issue about how a bilingual person speaking Spanish can imply a
total different meaning for monolingual Spanish speakers, Bilingual Spanish speakers living in
the U.S. tend to adapt words and phrases from English into their Spanish vocabulary which are
not understandable for a Spanish speaker unfamiliar with the English language or the American
culture. For instance, Spanglish expressions like ir al prom (go to prom), pay los billes (pay the
bills), dame un ride (give me a ride) or printear (printing) form part of the vocabulary of a
Spanish speaker living in the U.S. because of the strong English influence. However, a
monolingual Spanish speaker that is not familiar with the English language or the American
culture might not understand such phrases. In sum, English-Spanish dichotomy involving
bilingualism makes testing Spanish speakers even more problematic because the test
administrator needs to determine not only the dominant language but the context in order to
conduct an accurate assessment.
Education level has been strongly related with performance in neuropsychological tests
(Ardila, 1996; Ardila et al. 1994; Pineda et al 2000; Ostrosky-Solis & Lozano, 2006; Rosselli,
Tappen, Williams, & Salvatierra 2006). A particular concern to be addressed by test developers,
administrators, scorers, and interpreters is that the educational curriculum of the United States is
different from Latin America and Spain. Furthermore, many Spanish speakers might not even
complete basic years of schooling in their own language. As a result of the discrepancy among
school curriculum, education effect is expected to decrease the accuracy of the testing. For
example, Ostrosky-Solis et al. (2000) found that Spanish speaking participants with 1-4 years of
schooling had similar MMSE scores than participants with mild dementia. Consistent
educational effects have been found in the literature (Ardila et al.; Rosselli et al. 2006; OstroskySolis et al., 2007).
26
The strong impact that education level has on neuropsychological testing performance
exceeds verbal, arithmetic, or analytical knowledge. Simply, if an individual spends more time in
schooling, then the individual is more likely to have more experience in testing situations. The
literature indicates that low scores in neuropsychological testing might result from lack of
familiarity with testing procedures and conditions (Agranovich & Puente, 2007; Ardila, 1996;
Ardila et al. 1994; Puente & Agranovich, 2004; Puente & Salazar, 1998). As a result,
unfamiliarity with testing procedures and conditions can reduce Spanish speakers’ testing scores
because their education level might be limited. Recently, Ardila (2005) indicated that
unfamiliarity with testing procedures involve the following: a) one to one relationship between a
tester and the examiner, b) background authority of the examiner to the test taker, c) best
performance, d) isolated environment, e) special type of communication, f) speed, g) internal and
subjective issues, and h) use of specific testing elements and strategies. In sum, these factors are
common under the Western testing practices, which not only might be foreign to Spanish
speakers but also might not be as familiar with such conditions.
According to Olmedo (1981), neuropsychological testing of Spanish speaking groups
must address diverse social, political, and economical adversities affecting this group to be
accurate. In other words, the social economic status (SES) of Spanish speakers will affect the
education opportunities available, access to resources, and other variables which will impact
performance in testing. For example, SES has been associated with indirectly affecting the
acquisition of testing norms for various Hispanic groups (Llorente, Pontón, Taussig, & Satz;
1999). Also, although Pineda et al (2000) found that socioeconomic status by itself did have a
significant effect on Boston Diagnostic Aphasia Examination Battery but strongly correlated
with education level, thus a Spanish speaker from low SES might not have access to educational
27
level, testing skills, acculturation knowledge, or other resources that might impact their
performance in neuropsychological tests.
Neuropsychological Testing of Spanish Speakers
Today, the status of neuropsychological testing of Spanish speakers living in the United
States is problematic, perhaps due to the challenge of developing neuropsychological tests in
Spanish (Puente & Puente, 2009). For example, The FAS Fluency Test which is used to
determine Verbal Fluency might not provide accurate results when testing individuals in Spanish
because the letters F, A, and S are used less often in the Spanish language, thus compromising
the scores. Other current issues hindering the development of neuropsychological testing of
Spanish speakers include challenges of developing culturally sensitive tests as well as limited
number of Spanish speaking personnel (Puente & Puente, 2009).
As indicated earlier, Camara et al. (2000) surveyed clinical psychologists and
neuropsychologists with the objective of determining the tests most commonly used. Results
confirmed the daunting situation of testing Spanish speakers given that none of the top 100 (out
of 129) tests, none were in Spanish (see Appendix E) In addition, only few tests Depression
Inventory were available in Spanish. Furthermore, although the WAIS has an Argentinean,
Chilean, Mexican, and Spanish versions, these translations include limited norms that do not
apply universally to all Spanish speakers. The Beta III contains an over sampling of U.S. Spanish
speaking Hispanics (Puente & Puente, 2009). Overall, these findings suggest that further
investigations are necessary in order to determine what neuropsychological tests are available to
in Spanish and also whether clinical neuropsychologists across the country are using these tests.
A few years later, Salazar, Perez-Garcia, & Puente (2007) addressed the issue of
performing clinical neuropsychological assessment of Spanish speakers by comparing testing
28
practices in the United States and Spain. In sum, it is indicated that assessment patterns of
Spanish speakers in either United States or Spain have been set by American traditions.
Consequently, the following problems arise: a) integrating the influence of culture and
acculturation in the assessment, b) lack of instruments in Spanish to perform the testing, c) lack
of norms, and d) few adequate comparison samples. Finally, Salazar et al (2007) presented a list
of neuropsychological tests used in Spain from two companies: TEA and PSYMTEC. Although
the list contains 61 tests, the tests presented in that lists include most if not all of the problems
indicated above (see appendix F.).
In 1997 Echemendia et al. conducted the first comprehensive survey among
neuropsychologists in the United States to investigate training and practices with Huispanics.
Their objectives were the following: a) gain a better understanding of the training and
background of American neuropsychologists regarding cultural issues as well as preparation for
working with Spanish speakers, b) the relationship between training experiences to the practices
of neuropsychologists with Spanish speaking populations, and c) learn how neuropsychological
measures and norms are used when conducting assessment with Spanish speakers. Findings from
Echemendia et al. indicated that 42 (5%) had assessed over 250 Hispanics over their careers.
Still, most neuropsychologists who participated in the survey were unable to read, write, or speak
Spanish. In addition, when participants were asked if they used translators with monolingual
Spanish speakers 53% responded yes while 5% responded yes when asked about the use of
translators with bilingual Spanish speakers. Finally, almost 90% of the sample reported not
having any kind of graduate training about practicing neuropsychological services for culturally
different groups. Overall, these results suggest that neuropsychological training and practices
29
with Hispanics did not match the criteria of the testing standards (American Educational
Research Association, 1999).
Last year, Lazarus and Puente (2009) compared neuropsychological testing practices and
test usage between South Africa and the U.S. They found discrepancies in test usage between
both populations, which is attributed to specific demographic factors of each region as well as
differences in schooling that affect assessment practices (Lazarus & Puente, 2009). The gap
between South Africa and the United States is similar to the challenges of testing Spanish
speakers in Latin America. More recently, Renteria (2010) also conducted a survey about the
current neuropsychological practices in the U.S. with the objective of answering the following
questions: a) who is seeing Spanish speaking clients and in what areas are they located? b) What
type of cross-cultural assessment training, if any, have clinicians received? c) Which measures
are most commonly used to evaluate adult Spanish speaker Hispanics? Using an online survey,
Renteria (2010) found that 158 participants were distributed as follows: 72% Ph.D., 17% Psy.D.,
10% M.A./M.S., and 0.6% Ed.D./Ed.S. Respondents were mostly located at California (22%),
New York (12%), Illinois (10%), Florida (8%), Texas (5%), and Maryland (4%). Regarding
cross-cultural training, Renteria (2010) indicated the following: workshops/seminars/conferences
(49.4%), graduate coursework/ externship (41.8%), case consultations/supervision (40.5%), predoctoral internship/ post- doc (37.3%), and self study (9.5%), still 21.5% have not received any
relevant training. Finally, Renteria (2010) found that the most common tests used were Raven’s
Standard Progressive Matrices, Test of nonverbal Intelligence- Third Edition (TONI III), Bateria
III, Bateria Neuropsicologica en Español (BNE), Neuropsi: Attention and memory, among
others. In sum, results from Renteria (2010) present a gradual improvement since Echemendia et
al (1997). However, the following challenges remain; a) validity of many tests is not examined,
30
b) English to Spanish adapted tests are biased, c) Some tests are not updated and have small
sample sizes, d) tests do not meet criteria from the standards (American Educational Research
Association, 1999), and e) accessibility to tests is difficult.
As indicated above, the research literature has indicated that cultural factors have a
significant impact in neuropsychological test performance (Agranovich & Puente, 2007; Ardila,
1995; Ardila 1996; Ardila 2005; Ardila et al. 1994; Helms, 1992; Luria 1934; Luria 1979; PerezArce & Puente, 1996; Puente & Agranovich, 2004; Puente & Ardila 2000; Puente, Mora, &
Muñoz-Cespedes, 1997, Puente & Salazar, 1998; Sanchez 1932).A recent study by Matute,
Rosselli, Ardila, and Ostrosky (2010) expanded upon the need to develop neuropsychological
tests with relevant items for the Spanish-speaking communities with the objective to develop,
standardize, and test the reliability of a neuropsychological test battery for Spanish speaking
children called Child Neuropsychological Assessment (ENI) Results from Matute et al (2010)
indicated that ENI will be useful to provide comprehensive, reliable, and objective evaluation of
diverse cognitive functions in Spanish speaking children, although it suffered from some
limitations involving testing Spanish speakers (Echemendia et al 1997, Judd et al. 2009; Puente
& Puente 2009; Renteria, 2010; Salazar et al. 2007) such as limited comparative samples. Thus,
in order to overcome the challenges of testing Spanish speakers, there is a need for further
research in the relationship between culture and testing.
Last year, HNS and the National Academy of Neuropsychology (NAN) presented
professional guidelines to enhance the quality and accessibility of neuropsychological services
for Spanish speakers living in the U.S. by focusing on service delivery, training, and
organizational policy (Judd et al. 2009). These guidelines cover the following areas of testing: a)
professional, cultural, and linguistic competence of neuropsychologists, b) psychometrics, c)
31
interpreters, d) translators, e) language of evaluation, f) use of interpreters, g) evaluation of
acculturation, h) test translation, adaptation, i) application of test norms, j) intervention issues,
k) reimbursement and l) organizational issues. Based on the criteria set by the Committee of
Joint Standards for Educational and Psychological Testing, Judd et al. suggested the following
steps to improve testing of Spanish speakers: a) careful selection of most appropriate language to
conduct the assessment, b) applying caution when performing bilingual evaluation to prevent
selected language, c) the heterogeneity of the Spanish speaker population needs to be considered
when designing, selecting, administering, scoring and interpreting test scores, and d) it is
necessary to incorporate cross-cultural issues in the clinical work and testing to understand their
effects on behavior. Although organizations like HNS (Judd, 2010; Puente 2010) proposed
helpful guidelines to improve the quality and accessibility of testing Spanish speakers in the
U.S., the challenges addressed in the literature (Ardila et al. 1994; Camara et al. 2000;
Echemendia et al 1997; Ponton & Ardila, 1999; Puente & Ardila; 2000; Puente & Puente, 2009;
Renteria, 2010; Salazar et al. 2007) as well as a lack of awareness and application of the testing
Standards will only be overcome with an active and continuous participation of the field.
Summary
The definition of the term Hispanic is extremely difficult because of the heterogeneous
characteristics in this population; hence, a single uniform definition of Hispanic does not exist. In
the United States, there are approximately 46.9 million Hispanics which constitute about 15% of
the total population. Furthermore, projections indicate that Hispanics are expected to increase to
132.8 million people, who will constitute 30% percent of the U.S. population by the year 2050
and thus, making them the fastest growing minority group and close to the majority group (U.S.
32
Census Bureau, 2009).The main challenge for clinical neuropsychology is whether or not the
psychological specialty is ready to meet the demands of this demographic shift.
A fundamental question of validity: Are current assessment tools in Spanish prepared to
provide an accurate measure of neuropsychological constructs of Spanish speakers? To answer
this question, a comprehensive and exhaustive review of the Standards for Educational and
Psychological Testing (AERA, 1999) needs to be done to obtain a criteria of the proper
procedures involved when designing, developing, administering, scoring and interpreting,
neuropsychological tests with individuals from diverse linguistic backgrounds. Particularly,
when an educational or psychological test follows the guidelines of the standards, then the results
from such assessments will be accurate. If the testing procedure does not follow the Standards,
then the validity of the results would be spurious. Hence, when linguistic and cultural variables
of Spanish speakers interfere with the measurement of the construct of interest, so that
differences among group scores are the result of differences in other skills apart from the
construct of interest, then the testing tool is unfair. Since validity means fairness, then not
applying the testing standards to neuropsychological testing procedures would represent a threat
to the validity of the results and, as a consequence, reduce fairness.
Although Spanish speakers from Latin America, Spain, and the United States speak
Spanish as a common language, important linguistic and cultural variables would affect their
performance in neuropsychological tests. Performing neuropsychological testing of Spanish
speakers is problematic because there are several variables that interact and affect
neuropsychological test performance of Spanish speakers (Ardila et al. 1994; Ardila, 1995;
Pontón & Ardila, 1999; Puente & Ardila, 2000; Puente, A. E. & Perez-Garcia, 2000), These
variables are: a) acculturation (Agranovich & Puente, 2007; Ardila, 1996; Ardila et al. 1994;
33
Ardila, 2005; Puente & Agranovich, 2004; Puente & Salazar, 1998; Sanchez 1932), b) language
(Manuel-Dupont et al. 1992; Rosselli et al. 2002) c) Education (Ardila, 1996; Ardila et al.;
Ostrosky-Solis et al., 2000; Ostrosky-Solis et al., 2007; Ostrosky-Solis & Lozano, 2006; Rosselli
et al. 2006) and d) socio-economic status (Llorente et al. 1999; Olmedo 1981; Pineda et al.
2000). Overall, the interaction among these variables has a strong impact on the
neuropsychological testing performance of Spanish speakers because of the diverse
heterogeneity of this population.
Thus, performing neuropsychological testing in Spanish speakers is very problematic due
to the variables previously cited. Consistent with this rationale, recent studies about
neuropsychological testing practices with Spanish speakers revealed that there is a gap between
current testing procedures and the guidelines from the Standards for Educational and
Psychological Testing (1999) (Camara et al. 2000; Echemendia et al 1997; Puente & Puente;
2009; Renteria, 2010; Salazar et al. 2007). Although, the HNS and NAN have increased efforts
to improve the quality and accessibility of neuropsychological testing for Spanish speakers (Judd
et al. 2009; Judd, 2010; Puente, 2010), there is still a significant discrepancy between the
standards for testing Spanish speaking individuals and current neuropsychological testing
practices. For example, during March 4th, 2010, the total number of materials in PsychInfo on
neuropsychological testing was 30,929 from which only 251 involved Hispanics, which constitutes
only 0.008% of the materials.
In 2000, Camara et al. published a study of commonly used in the U.S. (NAN and
Division 40) neuropsychological tests but not of them were in Spanish. Furthermore, with the
increase in population in the U.S. of Spanish speakers as well as the growth of neuropsychology
34
in Spanish speaking countries, the question remains regarding what neuropsychological tests in
Spanish exist. Additionally, further investigation is needed to determine if the
neuropsychological tests in Spanish meet the criteria outlined by the Joint Committee of
Standards for Educational and Psychological Testing (1999).
Given that the population of Spanish speakers has unexpectedly grown throughout the
U.S over the last 30 years, the field of neuropsychology needs to meet the challenge of testing
this heterogeneous population. Of particular concern is the predicted continuous increase of
Spanish speakers because neuropsychology is not prepared to solve the problematic task of
testing Spanish speakers. As a result, it is abundantly clear that comprehensive research
interfacing neuropsychological testing and Spanish speakers is necessary to understand and
prepare the field for the browning of America (Puente, 2010). To overcome the challenging task
of testing Spanish speakers, this study has the following objectives: a) To develop a
comprehensive and current list of neuropsychological and psychological tests available in
Spanish, b) To determine if these tests meet the criteria from the Joint Committee of Standards
for Educational and Psychological Testing (1999), and c) Provide suggestions to enhance the
testing procedures involving design, development, selection, scoring, and interpretation of
results from Spanish speakers.
It is predicted that there will be few tests and that those tests will not meet the Standards
criteria.
35
METHOD
Approval of the UNCW IRB (see Appendix A) and certification of UNCW Human
Research Training (see Appendix B and C) were obtained before initiating this study.
Phase 1
A comprehensive list of Spanish tests was developed by reviewing the following sources:
a) prior research about tests in Spanish (e.g., Salazar et al. 2007; Puente & Lazarus, 2009), b)
Buros Mental Measurements Yearbook (Website and Online database), c) Hispanic
Neuropsychological Society List of Spanish Tests, d) The following databases PsychInfo or
WorldCat, and e) Spanish Test publishers such as Manual Moderno Mexico Editorial and TEA
Ediciones (Spain). The review proceeded as follows:
a) If the tests were part of an already existing list of psychological and neuropsychological
tests in Spanish (Buros Book of Mental Measurement 2007, HNS, & Salazar et al. 2007),
the tests were added to the list.
b) If the search took part in PsychInfo or WorldCat, a search using the following keywords
was conducted: Spanish neuropsychological tests, testing and Hispanics, testing and
Latinos, testing and Spanish speakers. The Spanish tests found were added to the list
unless previously repeated.
c) If the search was performed using an already existing list of psychological and
neuropsychological tests in English (Lazarus & Puente, 2009). The English name of the
test was entered in the online Buros Book of Mental Measurement, Psych Info and
36
WorldCat to search for information of any study regarding translation of the given
material. The Spanish tests found were recorded to the list unless previously repeated.
d) When searching catalogs (TEA & Manual Moderno), the names of the test available were
added to the list unless previously recorded.
After finishing the searches for Spanish tests, the Spanish tests were recorded accordingly
and organized in alphabetical order. This alphabetical order was kept even if a test in Spanish
had its name in English. In addition, tests were not repeated if found in more than one resource.
The acronym of the Spanish test name was included next to the test name in parenthesis as well
as the edition of the test, if available.
Phase II
After the list of Spanish tests was completed, a survey was conducted on their frequency.
The purpose of the survey , “Usage of Neuropsychological and Psychological Spanish Tests Survey” (see
Appendix G.) was to gather the following information: a) demographics and testing practices of
neuropsychologists’ that work with Spanish speaking clients U.S. , and b) finding out what
Spanish tests are being used by Spanish speaking neuropsychologists in the U.S. to assess
Spanish speakers. After the approval of the UNCW IRB Board was obtained, pilot testing was
conducted to estimate the completion time needed by participants and questions ambiguities by
four undergraduate students, a graduate student, a post B.A. student and Post- M.A. student.
Completion time was 10-15 minutes according to these student collaborators.
Before starting data collection, a request (se Appendix J) was sent to the HNS Board of
Directors for approval to conduct data collection using HNS members of the ListServe. As a
result, a phone meeting was necessary to discuss the procedures, and rationale of the study with
the HNS Board of Directors, the student investigator, and the faculty supervisor. As a result of
37
the meeting, the student investigator met with HNS Board of Directors during the NAN 2009
conference last November at New Orleans, LA to explain the study. Finally, approval from the
HNS Board of Directors was obtained.
Data collection started on December 15th, 2009 and ended March 4th 2010. The online
survey was developed and administered using SurveyMonkey, which is a website that allows
users to design, collect, and analyze survey responses. Completion time was 10-15 minutes
according to pilot try outs of the survey with student collaborators. This survey asked
participants to indicate if they have used any of the indicated Spanish neuropsychological or
psychological tests. Also, the survey included 9 demographic questions and an electronic
informed consent. For confidentiality purposes, only one response allowed from each e-mail
address and all addresses were not registered.
A total of 56 participants from a total of the 83 HNS members (67% participation) were
recruited using the HNS Listserve google groups. Members of HNS were surveyed because they
have self identified as performing neuropsychological tests with Spanish speaking individuals in
the U.S. As part of the HNS Listserve, participants had access to the bulletin board which
forwarded the postings to the participants’ emails. To take part in the survey, the participant
clicked the link as indicated in the invitation which forwarded him or her to the survey page.
Participation was voluntary and confidential. No record of participants’ contact information was
maintained.
The contact information of the student investigator and faculty supervisor were provided
at the end of the survey along with an acknowledgement message thanking participants for
completing the survey. Finally, participants were given the option to contact the student
investigator and faculty supervisor if they want to receive a copy of the results of the study.
38
During the data collection, participants were contacted 3 times (December 15th 2009, January 8th
2010, and February 9th 2010) (see Appendix H.), to remind them to participate.
Phase III
After the results of the survey were obtained, the tests reported in the survey were
matched to the criteria from the Standards for Educational and Psychological Testing Standards
(1999). The criteria were based on chapter 9, which focuses on the criteria for inclusion of nonmajority individuals. Each criteria item was awarded either one of the following “Yes” if criteria
was met satisfactorily, “No” if criteria was not met satisfactorily. In essence, each test listed was
compared the following criteria: a) Test in Spanish, b) Hispanic norms (U.S.), c) Non-U.S.
Hispanic norms, d) Test manual in Spanish
Each test was then rated on each of the preceding domains using a 0 to 4 the criteria with
0 being not all to 4 all. Then, the frequency of usage of Spanish neuropsychological and
psychological tests was determined by counting how often a point is repeated in a distribution of
data.
RESULTS
Phase I
A total of 555 psychological and neuropsychological tests in Spanish were found after a
reviewing the following sources: a) prior research about tests in Spanish (e.g., Salazar et al.
2007; Puente & Lazarus, 2009), b) Buros Mental Measurements Yearbook (Website and Online
database), c) Hispanic Neuropsychological Society List of Spanish Tests, d) The following
39
databases PsychInfo or WorldCat, and e) Spanish Test publishers such as Manual Moderno
Mexico Editorial and TEA Ediciones (Spain) (see Table 4.).
List of Neuropsychological and Psychological Tests in Spanish in Alphabetical Order
1. Academic Intervention Monitoring System
(AIMS).
8. ADHD Rating Scale IV.
2. Academic Perception Inventory (API).
9. ADHD Symptoms Rating Scale.
3. Acoso y Violencia Escolar (AVE).
10. Advanced Placement Examination in
Spanish Language.
4. Actitudes y Estrategias Cognitivas Sociales
(AECS).
11. Advanced Placement Examination in
Spanish Literature.
5. Adaptive Behavior Assessment System II
(ABAS II).
12. The Adjective Checklist.
6. Adaptive Behavior Inventory for Children
(ABIC).
13. Ages and Stages Questionnaires 2nd
Edition (ASQ II).
7. AD/HD Comprehensive Rating Teacher’s
Scale 2nd Edition.
14. Ages and Stages Questionnaires: Social
Emotional (ASQ: SE).
Table 4. List of Spanish tests developed using the sources previously listed.
40
Table 4 cont.
15. Alcohol Use Disorders Identification Test 32. Athletic Motivation Inventory (AMI).
(AUDIT).
16. Alteración del Comportamiento en la
Escuela (ACE).
33. Attention Deficit Disorders Evaluation
Scale 3rd Edition (ADDES-3).
17. Alzheimer’s Quick Test (AQT).
34. Autoconcepto Forma 5 (AF-5).
18. American Council Alpha Spanish Test.
35. Balanced Assessment in Mathematics.
19. American Council Beta Spanish Test.
36. Baron Emotional Quotient Inventory
(Baron EQ-I).
20. American High School Mathematics
Examination (AHSME).
37. BASC Monitor For ADHD.
21. Análisis del Retraso del Habla
(A-RE-HA).
38. Basic Adlerian Scales for Interpersonal
Success Adult Form (BASIS-A).
22. Aprenda (R) 2nd Edition (APRENDA (2)).
39. Bateria para la Actividad Comercial
(BAC).
23. Aptitudes Básicas para la Informática
(ABI).
40. Bateria de Aptitudes para el Aprendizaje
Escolar (BAPAE).
24. Aptitudes en Educación Infantil (AEI).
41. Batería de Conductores (BC).
25. Aptitudes Mentales Primarias (PMA).
42. Batería Escolar Informatizada (BEI).
26. Aptitudes Mentales Primarias Equivalente
(AMPE-F).
43. Batería de Evaluación de Kaufman para
Niños (K-ABC).
27. Aptitudes Musicales.
44. Batería de Evaluación de los Procesos de
Escritura (PROESC).
28. Aptitud de Tipo Superior (CLAVES).
45. Batería de Evaluación de los Procesos
Lectores Revisada (PROLEC-R).
29. Aptitud de Tipo Superior (MONEDAS).
46. Batería de Operarios (BO).
30. Assessment of Children’s language
Comprehension (ACLC).
47. Batería de Pruebas de Admisión: Niveles 1
& 2 (BPA).
31. Atención Global Local (AGL).
48. Batería de Socialización (BAS).
Table 4. List of Spanish tests developed using the sources previously listed.
41
49. Batería de Subalternos.
Table 4 cont.
66. Benchmarks (Revised).
50. Batería de tareas Administrativas.
67. Bennett Mechanical Comprehension Test
2nd Edition (BMCT).
51. Batería TEA Inicial (BTI).
68. Bilingual Aphasia Test.
52. Batería Woodcock Muñoz.
69. Bilingual Home Inventory (BHI).
53. Batería III Woodcock Muñoz
(BATERIA III).
70. Bilingual Syntax Measure II (BSM II).
54. Batería Neuropsicologica en Español
(BNE).
71. Bilingual Verbal Ability Tests (BVAT).
55. Batería- R
72. Binet-Simon Intelligence Scale.
56. Battelle Developmental Inventory 2nd
Edition (BDI-2).
73. Bloc Screening Revisado (BLOC-S-R).
57. Beck Anxiety Inventory (BAI).
74. Boehm Test de Conceptos Básicos.
58. Beck Depression Inventory (BDI-II).
75. Boehm Test of Basic Concepts 3rd Edition
(BOEHM-3).
59. Beck Hopelessness Scale (BHS).
76. Boehm Tests of Basic Concepts-3
Preeschool.
60. Beck Scale for Suicide Ideation.
77. Boston Diagnostic Aphasia Examination
(BDAE).
61. Ber-Sil Spanish Test.
78. Boston, Evaluación de la Afasia y de
Trastornos Relacionados 3ra Edición.
62. Behavior Assessment System for Children2nd Edition (BASC-2).
79. Boston Naming Test.
63. Behavior Evaluation Scale 3rd Edition
(BES-3).
80. Bracken Basic Concept Scale- 3rd Edition
Receptive (BBCS-3 R).
64. Behavior Rating Profile 2nd Edition
(BRP-2).
81. Bracken Basic Concept Scale- Expressive
(BBCS-E).
65. Behavioral Assessment of Pain
Questionnaire.
82. Bracken School Readiness Assessment
(BSRA).
Table 4. List of Spanish tests developed using the sources previously listed.
42
Table 4 cont.
83. Brief Battery for Health Improvement 2
100. The Child Neuropsychological
(BBHI-2).
Questionnaire.
84. Brief Screening and Outcome
Questionnaire (OQ-10.2).
101. Children’s PTSD Inventory.
85. Brief Symptom Inventory (BSI).
102. CLEP Examination in College Level
Spanish Language: Levels 1 and 2 (CLEP).
86. Brigance Diagnostic Inventory of Basic
Skills.
103. Clima Laboral (CLA).
87. BRIGANCE Preeschool Screen II.
104. Cognitive Linguistic Quick Test (CLQT).
88. BRIGANCE (r) Early Preeschool Children
II
105. College Board Institutional SAT Subject
Test in Spanish.
89. BRIGANCE (r) Infant and Toddler Screen.
106. College Board Institutional SAT Subject
in Spanish with Listening.
90. BRIGANCE (r) K and I Screen II.
107. College Board SAT Subject Test in
Spanish.
91. Brown Attention Deficit Disorder Scales
108. College Board SAT Subject Test in
Spanish with Listening.
92. California Computarized Assessment
Package (CalCAP).
109. Color Trails Test (CLT).
93. California Psychological Inventory 3rd
Edition (CPI).
110. Columbia Mental Maturity Scale.
94. California Verbal Learning Test (CVLT).
111. Combined Basic Skills.
95. Career Assessment Inventory 2nd Edition.
112. Communications Profile Questionnaire
(CPQ).
96. Career Profile System 2nd Edition.
113. COMPE-TEA.
97. Central Ability Measure For Adults.
114. Comprehension of Oral Language.
98. CERAD Assessment Battery (CERAD).
115. Comprehensive Identification Process
(Revised).
99. Chicago Early Assessment and
Remediation Laboratory (Chicago EARLY).
116. Comprehensive Personality Profile (CPP).
Table 4. List of Spanish tests developed using the sources previously listed.
43
Table 4 cont.
117. Comprensión de Órdenes Escritas (COE). 132. Cuestionario de Ansiedad Estado/Rasgo
(STAI).
118. Conner’s Adult ADHD Rating Scales
(CADS).
133. Cuestionario de Ansiedad Estado/Rasgo
en Niños (STAIC).
119. Conner’s Global Index (CGI).
134. Cuestionario de Auto-Control Infantil y
Adolescente (CACIA).
120. Conner’s Rating Scales Revised (CRS-R).
135. Cuestionario de Aserción de la Pareja
(ASPA).
121. Consumer Involvement Profile (CIP).
136. Cuestionario “Big Five” (BFQ).
122. Cooperative Spanish Test.
137. Cuestionario “Big Five” de Personalidad
para Niños y Adolescentes (BFQ-NA).
123. Coordinación Visomotora.
138. Cuestionario Breve de Calidad de Vida
(CUBRECAVI).
124. Coping Inventory for Stressful Situations
2nd Edition (CISS).
139. Cuestionario de Conductas Antisociales
Delictivas (A-D).
125. Coping Resources Inventory for Stress
(CRIS).
140. Cuestionario Factorial de Personalidad.
126. Cosmetology Student Admision
Evaluation.
141. Cuestionario Factorial de Personalidad 5ta
Edición. (16 PF-5).
127. Crane Oral Dominance Test (CODT).
142. Cuestionario Educativo Clínico: Ansiedad
y Depresión (CECAD).
128. Cuadrado de Letras (CL).
143. Cuestionario de Estrategias de
Aprendizaje (CEA).
129. Cuestionario de Afrontamiento al Estrés
para Pacientes Oncológicos (CAEPO).
144. Cuestionario de Estrategias Cognitivas en
Deportistas (CECD).
130. Cuestionario de análisis Clínico (CAQ).
145. Cuestionario Estructural Tetradimensional
para la Depresión (CET-DE).
131. Cuestionario de Ansiedad Infantil (CAS).
146. Cuestionario para la Evaluación de
Adoptantes, Cuidadores, Tutores, y
Mediadores (CUIDA).
Table 4. List of Spanish tests developed using the sources previously listed.
44
Table 4 cont.
147. Cuestionario de Evaluación de Riesgos
162. Cuestionario de Valores Interpersonales
Psicosociales (DECORE).
(SIV).
148. Cuestionario de Desajuste Emocional y
Recursos Adaptivos en Infertilidad (DERA).
163. Cuestionario de Valores Personales
(SPV).
149. Cuestionario de Hábitos y Técnicas de
Estudio (CHTE).
164. Cuestionario de 90 Síntomas (SCL-90-R).
150. Cuestionario de Intereses Profesionales
(CIPSA).
165. Culture Fair Series Scales 1,2,3.
151. Cuestionario de Madurez
Neuropsicológica Infantil (CUMANIN).
166. Das Naglieri Cognitive Assessment
System.
152. Cuestionario de Personalidad (CEP).
167. Davidson Trauma Scale (DTS).
153. Cuestionario de Personalidad para
Adolescentes (16 PF-APQ).
168. Dean-Woodcock Neuropsychological
Bettery (DWNB).
154. Cuestionario de Personalidad para
Adolescentes (HSPQ).
169. Derogatis Interview for Sexual
Functioning (DISF).
155. Cuestionario de Personalidad: Formas A y 170. Desarrollo de las Habilidades Cognitivas
B (EPI).
(DHAC).
156. Cuestionario de Personalidad: Formas A y 171. Desarrollo de la Percepción Visual
J (EPQ).
FROSTIG.
157. Cuestionario de Personalidad de EysenckRevisado (EPQ-R).
172. Detección de Riesgo en la Escuela
Primaria.
158. Cuestionario de Personalidad para Niños
(CPQ).
173. Developing Skills Checklist (DSC).
159. Cuestionario de Personalidad Situacional
(CPS).
174. Developmental Indicators for the
Assessment of Learning (DIAL-3).
160. Cuestionario PNP.
175. Devereux Early Childhood Assessment
(DECA).
161. Cuestionario de Sobreingesta Alimentaria
(OQ).
176. Diagnostico Integral del Estudio
(DIE 1,2,3).
Table 4. List of Spanish tests developed using the sources previously listed.
45
Table 4 cont.
177. Diagnostico Neuropsicológico de Adultos 193. Entrevista para Síndromas Psiquiátricos
(LURIA-DNA).
en Niños y Adolescentes (chiPS).
178. Differential Aptitude Tests.
194. Escala de Alexander.
179. Dissociative Experience Scale (DES).
195. Escala de Ansiedad Manifesta en Adultos
(AMAS).
180. The Divine Inventory (Revised) (DI).
196. Escala de Ansiedad Manifesta en Niños
Revisada (CMAS-R).
181. Domestic Violence Inventory (DVI).
197. Escala de Bienestar Psicológico (EBP).
182. Dos Amigos Verbal Language Scales.
198. Escala de Depresión para Niños (CDS).
183. Drug Use Screening Inventory Revised
(DUSI-R).
199. Escala de Dificultades de Socialización de
Cantoblanco (SOC).
184. Early Childhood Environment Rating
Scale Revised Edition (ECERS-R).
200. Escala Europea de Aptitudes Intelectuales
(EAS).
185. Early Intervention Developmental Profile.
201. Escala de Evaluación de la
Psicomotricidad en Preescolar (EPP).
186. Early Literacy Skills Assessment (ELSA).
202. Escala de Habilidades Sociales (EHS).
187. Early Reading Diagnostic Assessment
Second Edition (ERDA-II).
203. Escala de Inteligencia Revisada para el
Nivel Escolar (WISC-RM).
188. Early Screening Inventory-Revised
(ESI-R).
204. Escala de Inteligencia para los Niveles
Preescolar y Primario Infantil (WPPSI).
189. Eje V. de Kennedy (EJE K).
205. Escala de Intensidad de Apoyos (SIS).
190. Ejercicios para la Adquisición de
Conceptos Boehm.
206. Escala de Madurez Mental de Columbia
(CMMS).
191. Ejercicios de Sensoriormotricidad y
Percepción.
207. Escala de Motivaciones Psicosociales
(MPS).
192. Entrevista para el Diagnóstico del
Autismo (ADI-R).
208. Escala Multidimensional de Asertividad
(EMA).
Table 4. List of Spanish tests developed using the sources previously listed.
46
209. Escala de Observación para el
Diagnóstico del Autismo (ADOS).
Table 4 cont.
224. Escalas McCarthy de Aptitudes y
Psicomotrocidad para Niños (MSCA).
210. Escala Observacional del Desarrollo
(EOD).
225. Estrategias de Aprendizaje ACRA.
211. Escala de Preferencias
226. Estudio de Valores.
212. Escala de Satisfacción Familiar por
Adjetivos (ESPA).
227. Evaluación de la Afasia y de Trastornos
Relacionados.
213. Escala de Socialización Parental en la
Adolescencia (ESPA29).
228. Evaluación de la Autoestima en
Educación Primaria.
214. Escala de Inteligencia Wechsler para
Adultos (WAIS).
229. Evaluación de la Comprensión Lectora
(ECL 1 y 2).
215. Escala de Inteligencia Wechsler para
Adultos (EIWA).
230. Evaluación de la Convivencia Escolar
(CONVES).
216. Escala de Inteligencia de Wechsler para
Adultos III (EIWA III).
231. Evaluación de la Discriminación Auditiva
y Fonólogica (EDAF).
217. Escala de Inteligencia de Wechsler para
Niños Revisada (WISC-R).
232. Evaluación Factorial de las Aptitudes
Intelectuales (EFAI).
218. Escala de Inteligencia de Wechsler para
Niños Revisada de Puerto Rico (WISC-R-PR).
233. Evaluación de Grado Medio & Alto
(GMA).
219. Escala Wechsler de Inteligencia para
Niños IV (WISC IV).
234. Evaluación Inicial para Estudiantes con
Aptitudes Sobresalientes (SAGES 2).
220. Escalas de Afrontamiento para
Adolescentes.
235. Evaluación Neuropsicológica Breve en
Español (NEUROPSI).
221. Escalas de Apreciación del Estrés (EAE).
236. Evaluación Neuropsicológica en la Edad
Preescolar Luria Inicial.
222. Escalas Bayley de Desarrollo Infantil
(BSID).
237. Evaluiación Neurológica de las Funciones
Ejecutivas en Niños (ENFEN).
223. Escalas de Inteligencia de Reynolds
(RIAS).
238. Evaluación Neuropsicológica Infantil
(ENI).
Table 4. List of Spanish tests developed using the sources previously listed.
47
Table 4 cont.
239. Evaluación Neuropsicológica de Memoria 253. Formas Idénticas (FI).
y Aprendizaje Visual (DCS).
240. Evaluación del Potencial de Aprendizaje
(EPA-2).
254. Fuld Object Memory Evaluation (FOME).
241. Evaluación de Precurrentes
Instrumentales para la Adquisición de la
Lectura.
255. General Ability Measure for Adults
(GAMA).
242. Evaluación de los Procesos Lectores en
Alumnos de 3er Ciclo de Primaria y
Secundaria.
256. Gestión por Competencias (SOSIA).
243. Evaluación del Trastorno por Déficit de
Atención con Hiperactividad (EDAH).
257. Grandparent Strengths and Needs
Inventory (GSNI).
244. Evaluación y Ejercicios para Bebes y
Niños con Necesidades Especiales Currículo
Carolina
258. Group Inventory for Finding Creative
Talent (GIFT).
245. Examen Cognoscitivo Mini-Mental
(MMSE).
259. Group Inventory for Finding Interests
(GIFI).
246. Exploratory Battery of Sexuality
260. Guía de Preguntas del Manual de
Psicoterapia Breve, Intensiva, y de Urgencia.
247. Expressive One Word Picture Vocabulary
Test: Spanish Bilingual Edition
(EOWPVT-SBE).
261. Halstead-Reitan Neuropsychological Test
Battery (HRNB).
248. Fábulas de Duss.
262. The Harrington O’Shea Career Decision
Making System- Revised (CDM-R).
249. Factores de Riesgo Interpersonales para el
consumo de Drogas en Adolescentes (PRIDA).
263. Hawaii Early Learning Learning Profile
(HELP).
250. Family Assessment Measure 3rd Edition
(FAM III).
264. Hay Aptitude Test Battery Revised.
251. FB 360.
265. Health Assessment Questionnaire (HAQ).
252. The Five Ps.
266. HIV/University of Miami Annotated
Neuropsychological Test Battery in Spanish
(HUMANS).
Table 4. List of Spanish tests developed using the sources previously listed.
48
Table 4 cont.
267. IDEA Oral Language Proficiency Test
281. Inventario Clínico de Millón para
(IPT).
Adolescentes (MACI).
268. IDEA Reading and Writing Proficiency
Test (IPT R & W).
282. Inventario Clínico Multiaxial de
Millón III (MCMI III).
269. Infant/ Toddler and Brief Infant Toddler
Social and Emotional Assessment
(ITSEA/BITSEA).
283. Inventario de Depresión Infantil (CDI).
270. Informant Questionnaire on Cognitive
Decline in the Early (IQCODE).
284. Inventario de Depresión Estado/Rasgo
(IDER).
271. Instrucciones Complejas (IC).
285. Inventario de Desarrollo Battelle.
272. Instrumento No Verbal de Inteligencia
(BETA II-R).
286. Inventario de Desarrollo Comunicativo
McArthur.
273. Instrumento No Verbal de Inteligencia
(BETA III).
287. Inventario Estructurado de Simulación de
Síntomas.
274. Integrated Visual and Auditory
Continuous Performance Test (IVA + Plus).
288. Inventario de Expresión de Ira
Estado/Rasgo en Niños y Adolescentes
(STAXI-2).
275. Inteligencia Creativa (CREA).
289. Inventario de Expresión de Ira
Estado/Rasgo en Niños y Adolescentes
(STAXI-NA).
276. Inteligencia General Nivel 2 (IG-2).
290. Inventario de Hábitos de Estudio (IHE).
277. Inventario de Adaptación de Conducta
(IAC).
291. Inventario de Intereses y Preferencias
Profesionales Revisado (IPP-R).
278. Inventario de Adjetivos para la
Evaluación de los Trastornos de la
Personalidad (IA-TP).
292. Inventario Millón de Estilos de
Personalidad (MIPS).
279. Inventario de Ansiedad: Rasgo-Estado
(IDARE).
293. Inventario MacArthur Bates del
Desarrollo de Habilidades Comunicativas
(CDI).
280. Inventario Bochum de Personalidad y
Competencias (BIP).
294. Inventario Multifásico de Personalidad de
Minnessota-2 (MMPI 2).
Table 4. List of Spanish tests developed using the sources previously listed.
49
Table 4 cont.
295. Inventario Multifásico de Personalidad de 311. Luria Nebraska Neuropsychological
Minnesota para Adolescentes (MMPI-A).
Battery (LNNB).
296. Inventario de Pensamiento Constructivo
(CTI).
312. Jackson Vocational Interest Survey
(JVIS).
297. Inventario de Personalidad NEO Revisado 313. JOB-O.
(NEO-PI-R).
298. Inventario de Personalidad para
Vendedores (IPV).
314. Jugando en Serio con tu Diabetes.
299. Inventario de Rasgos Temperamentales
(IRT).
315. Juvenile Automated Substance Abuse
Evaluation (JASAE).
300. Inventario de Situaciones y Respuestas de
Ansiedad (ISRA).
316. Katz Adjustment Scales- Relative Report
Form (KAS-R).
301. Inventario de Trastornos de la Conducta
Alimentaria (EDI-2).
317. Kaufman Adolescent and Adult
Inteligence Test.
302. Inventario de Trastornos de la Conducta
Alimentaria (EDI-3).
318. Keirsey Temperament Sorter II (KTS-II).
303. Inventory of Depresion for Children.
319. Language Assessment Battery (LAB).
304. Inventory of Interests.
320. Learning Style Inventory, Version 3
(LSI 3).
305. Inventory of Suicide Orientation-30
(ISO 30).
321. The Level of Service Inventory Revised
(LSI-R).
306. Iowa Placement Examinations.
322. Maferr Inventory of Feminine Values
(MIFV).
307. IPI Job Tests Program.
323. Maferr Inventory of Masculine Values
(MIMV).
308. IPT Early Literacy Test.
324. Management and Leadership System
(MLS).
309. I SPEAK Your Language.
325. Manejo del Estrés en el Trabajo. Plan de
Acción Detallado para Profesionales.
310. Laminated Bell Curve Card.
326. Manual del Entrevistadoe.
Table 4. List of Spanish tests developed using the sources previously listed.
50
Table 4 cont.
327. Manual de Estimulación Cognitiva para
342. The Multidimensional Addictions and
Enfermos de Alzeihmer en Ambiente Familiar, Personality Profile (MAPP).
Baúl de los Recuerdos.
328. Manual para la Evaluación de las
Funciones del Yo (EFY).
343. Multifactor Leadership Questionnaire 3rd
Edition (MLQ).
329. Marital Satisfaction Inventory Revised
(MSI-R).
344. Multilingual Aphasia Examination
(MAE).
330. Materiales de Prevención y de
Intervención Conves.
345. Multilingual Aphasia Examination 3rd
Edition.
331. Memoria Auditiva Inmediata (MAI).
346. Muliphasic Sex Inventory II (MSI II).
332. Memoria Visual de Rostros.
347. The Multiple Inteligences Development
Assessment Scales (MIDAS).
333. Mental Satisfaction Inventory.
348. Myers Briggs Type Indicator Form M
(MBTI).
334. Merrill Palmer Revised Scales of
Development (M-P-R).
349. Naglieri Non Verbal Ability Tests
(NNAT).
335. Método & Orden (MO- 1 & 2).
350. National Spanish Examinations (NSE).
336. Michigan Alcoholism Screening Test
(MAST).
351. NEEDS Survey (NEEDS).
337. Millon Adolescent Personality Inventory
(MAPI).
352. Neurobehavioral Cognitive Status
Examination (COGNISTAT).
338. Millon Behavioral Health Inventory
(MBHI).
353. NEO Personality Inventory.
339. Millon Behavioral Medicine Diagnostic
(MBMD).
354. NEO Five Factor Inventory (NEO-FFI).
340. Millon Clinical Multiaxial Inventory II
(MCMI-II).
355. Neuropsychological Screening Battery for
Hispanics.
341. Minnesota Importance Questionnaire
(MIQ).
356. Niveles Elemental, Medio y Superior
(NAIPES II).
Table 4. List of Spanish tests developed using the sources previously listed.
51
357. Non Verbal Reasoning Test Series.
Table 4 cont.
373. Perfil e Inventario de Personalidad (PPGIPG).
358. Occupational Personality Questionnaire
(OPQ).
374. Perri Test de Aprendizaje Verbal y de
Memoria.
359. Online Computarized Adaptive Placement 375. Personal Characteristics Inventory (PCI).
Exam (Web-CAPE).
360. Oral English/Spanish Proficiency
Placement Test (OE/SPPT).
376. Personal Style Indicator (PSI).
361. OTIS Sencillo: Test de Inteligencia
General (OS).
377. Personality Assessment Inventory (PAI).
362. Outcome Questionnaire for Adults
(OQ-30.1).
378. Personality Inventory for Children 2nd
Edition (PIC-2).
363. Outcome Questionnaire (OQ-45.2).
379. Personality Research Form 3rd Edition
(PRF).
364. Pain Patient Profile (P-3).
380. Pervasive Developmental Disorders
Screening Test II (PDDST-II).
365. P.A.R. Admissions Test.
381. Phase II Profile Integrity Status Inventory
and Addendum.
366. Parent as a Teacher Inventory Revised
(PAAT).
382. Poker de la Personalidad.
367. The Parenthood Questionnaire.
383. PRE-LAS English (PRE-LAS).
368. Parent Success Indicator (PSI).
384. Preschool and Kindergarten Behavior
Scales 2nd Edition (PKNS-2).
369. Parents’ Evaluation of Developmental
Status (PEDS).
385. Preschool Child Observation Record 2nd
Edition (COR).
370. Parents’ Observations of Infants and
Toddlers (POINT).
386. Preschool Language Scale 4th Edition
(PLS-4).
371. Percepción de Diferencias (CARAS).
387. Prison Inmate Inventory (PII).
372. Perfil de Estrés.
388. Procedimientos de Evaluación.
Table 4. List of Spanish tests developed using the sources previously listed.
52
Table 4 cont.
389. Program for the Child Behavior Checklist. 404. Prueba de Inmaginación Creativa (PIC).
390. Programa de Desarrollo de Aptitudes para
el Aprendizaje Escolar Revisado (PDA-R).
405. Prueba de Inmaginación Creativa Jóvenes
(PIC-J).
391. Programa para el Desarrollo de la
Percepción Visual FROSTIG.
406. Pruebas de Benton para el Diagnostico
Neuropsicologico.
392. Programa de Desarrollo Socio-Afectivo
(DSA).
407. Pruebas de Lectura: Niveles 1 y 2.
393. Programa de Educación Psicomotriz
(PEP).
408. Pruebas Psicológicas.
394. Programa Insruccional para la Evaluación
y Liberación Emocional (PIELE).
409. Psicodiagnóstico de Rorschach.
395. Programa de Intervención para Aumentar
la Atención y Reflexibilidad: Niveles 1 y 2:
(PIAAR-R).
410. Quality of Life Inventory.
396. Programa Preventivo sobre Imagen
Corporal y Trastornos de la Alimentación
(PICTA).
411. Quality of Life Questionnaire (QOL-Q).
397. Progress Assessment Chart of Social
Development (PAC).
412. Quick Language Assessment Inventory.
398. Prueba Beery Buktenica del Desarrollo de
la Integración Visomotriz (VMI).
413. Quick Test (QT).
399. Prueba de Comprensión Lectora.
414. Rapidez Motora (RM).
400. Prueba de Destreza Stromberg (PDS).
415. Raven Matrices Progresivas (RAVEN).
401. Prueba de Exploración Cambridge
Revisada para la Valoración de los Trastornos
Mentales en la Vejez (CAMDEX-R).
416. Receptive One Word Picture Vocabulary
Test Spanish-Bilingual Edition
(ROWPVT-SBE).
402. Prueba de Frases Incompletas con
Aplicación a la Industria (FiGS).
417. Receptive One Word Picture Vocabulary
Test (ROWPVT).
403. Prueba de Lenguaje Oral Navarra
Revisada (PLON-R).
418. Registro de Preferencias Vocacionales
(KUDER-C).
Table 4. List of Spanish tests developed using the sources previously listed.
53
419. Resolución de Problemas (RP 30).
Table 4 cont.
434. Sentence Completion Test (SCT).
420. Reynolds Adolescent Depression Scale
(RADS).
435. Sequenced Inventory of Communication
Development Revised Edition (SICD-R).
421. Reynolds Bully Victimization Scales For
Schools (RBVSS).
436. Severity of Dependence Scale (SDS).
422. The Rivermead Behavioral Memory Test
(RBMT).
437. Sistema de Evaluación de la Conducta de
Niños y Adolescentes (BASC).
423. Rorschach Inkblot Test.
438. Sistema de Evaluación, Valoración, y
Planeamiento de Programas para Infantes.
424. Rotter Sentence Completion Test.
439. Social Adjustment Scale-Self Report
(SAS-SR).
425. Rust Inventory of Schizotypal Cognitions
(RISC).
440. Social Problem Solving Inventory
Revised (SPSI-R).
426. Scale for the Assessment of Negative
Symptoms (SANS).
441. Spanish Assessment of Basic Education
(SABE).
427. Scales for Identifying Gifted Students
(SIGS).
442. Spanish and English Neuropsychological
Assessment Scales (SENAS).
428. School Attitude Measure 2nd Edition
(SAM).
443. Spanish Language Assessment Procedure.
429. SDS Búsqueda Autodirigida Forma R y J
(SDS).
444. Spanish Reading Inventory.
430. Self Directed Search (SDS).
445. Spanish Structured Photographic
Expressive Language Test (SPELT).
431. Self Directed Search Form R-4th Edition
Spanish (SDS Form R IV).
446. Spanish/English Reading Comprehension
Test Revised.
432. Self Perceptions Inventory (SPI).
447. Stanford Binet Intelligence Scale.
433. Sensory Profile Suite of Products448. Strength Deployment Inventory (SDI).
Sensory Profile, Infant/Toddler Sensory Profile
& Adolescent/Adult Sensory Profile.
Table 4. List of Spanish tests developed using the sources previously listed.
54
449. Stroop Test de Colores y Palabras.
Table 4 cont.
466. Test de Aptitudes Burocraticas y
Administrativas (TABA).
450. Survey of Organizations (SOO-2000).
467. Test de Aptitudes Cognoscitivas I
(PRIMARIA I).
451. System of Multicultural Pluralistic
Assessment (SOMPA).
468. Test de Aptitudes Cognoscitivas II
(PRIMARIA II).
452. Szondi Test.
469. Test de Aptitudes Diferenciales (DAT-5).
453. Taller de Memoria: Niveles 1 y 2.
470. Test de Aptitudes Escolares (TEA).
454. Tarea de Atención Sostenida en la
Infancia (CSAT).
471. Test de Aptitudes Mecánicas.
455. Taylor Johnson Temperament Analysis
(T-JTA).
472. Test de Árbol.
456. Técnica Proyectiva de Dibujo (H-T-P).
473. Test de Atención.
457. TEDI-MATH.
474. Test Autoevaluativo Multifactorial de
Adaptación.
458. Temperament Inventory (TI).
475. Test Barcelona Revisada.
459. TerraNova 2nd Edition.
476. Test Breve de Inteligencia de Kaufman
(K-BIT).
460. Test de Analisis de la Lecto-Escritura
(TALE).
477. Test de la Casa.
461. Test Anxiety Inventory (TAI).
478. Test de Cinco Cifras.
462. Test de Apercepción.
479. Test de los Cinco Dígitos (FDT).
463. Test de Aprendizaje Verbal España
Complutense (TAVEC).
480. Test de Clasificación de Tarjetas de
Wisconsin (WCST).
464. Test de Aprendizaje Verbal España
Complutense Infantil (TAVECI).
481. Test de Competencia Matemática
Básica 3 (TEMA 3).
465. Test de Aptitud Verbal (BAIRES).
482. Test de Comprensión de Estructuras
Gramaticales (CEG).
Table 4. List of Spanish tests developed using the sources previously listed.
55
Table 4 cont.
483. Test de Copia de una Figura Compleja
498. Test de Estrategias Cognitivoemocionales
Rey.
Moldes.
484. Test de Creatividad Infantil (TCI).
499. Test para el Examen de la Afasia.
485. Test de los Cuentos de Hadas (FTT).
500. Test de Flexibilidad Cognitiva
(CAMBIOS).
486. Test de Destreza en el Manejo de
Herramientas.
501. Test of General Educational Development
(GED).
487. Test de Destreza con Pequeños Objetos.
502. Test Gestáltico Visomotor Bender.
488. Test de Destreza de Stromberg.
503. Test de Habilidades Mentales Primarias
(HMP).
489. Test del Dibujo de la Familia.
504. Test de Habilidades en la Negociación
(NEGO).
490. Test de Dibujo de la Figura Humana.
505. Test de Homogeneidad y Preferencia
Lateral (HPL).
491. Test de Dibujo de la Figura Humana
Goddenough.
506. Test de Identificación de Daltonismos
(TIDA).
492. Test del Dibujo de dos Figuras Humanas
(T2F).
507. Test Illinois de Aptitudes
Psicolinguísticas (ITPA).
493. Test de Dominancia Lateral Harris.
508. Test de Inteligencia Breve de Reynolds
(RIST).
494. Test de Dominos (D-48).
509. Test de Inteligencia General: Nivel 1 & 2
(TIG).
495. Test de Dominos (D-70).
510. Test de Inteligencia No Verbal (TONI-2).
496. Test de Emparejamiento de Figuras
Conocidas (MFF-20).
511. Test de Interpretación Selectiva de Datos
(TISD).
497. Test de Empatía Cognitiva y Afectiva
(TECA).
512. Test de Laberintos Porteus.
Table 4. List of Spanish tests developed using the sources previously listed.
56
513. Test de Memoria (MY).
Table 4 cont.
531. Tolouse Pieon (TP).
514. Test de Memoria y Aprendizaje
(TOMAL).
532. Tower of London Test.
515. Test of Memory Malingering (TOMM).
533. Trail Making Test.
516. Test de Motivaciones en Adolescentes
(SMAT).
534. Tratamiento de Disfunciones Sexuales.
517. Test de Observación (TO-1).
535. Uso y Prevención de Dísfonias la Voz.
518. Test Pata Negra.
536. Versant Spanish Test.
519. Test de Personalidad (TPT).
537. Vineland Adaptive Behavior Scales.
520. Test of Phonological Awareness in
Spanish (TPAS).
538. Vineland Social Emotional Early
Childhood Series (SEEC).
521. Test de Pronóstico Académico (APT).
539. Vocational Research Interest Inventory
(VRII).
522. Test Tápido Barranquilla (BARSIT).
540. Ward Atmosphere Scale 3rd Edition
(WAS).
523. Test de Retención Visual de Benton
(TRVB).
541. Wonderic Personnel Test (WPT).
524. Test de Siluetas para Adolescentes (TSA).
542. Scholastic Level Exam (SLE).
525. Test de Símbolos y Dígitos (SDMT).
543. Wechsler Adult Intelligence Scale Third
Edition (WAIS III).
526. Test de Vocabulario en Imagenes
Peabody.
544. Wechsler Adult Intelligence Scale 3rd
Edition (Mexican Adaptation) (WAIS III).
527. Tests de Escala 1 (FACTOR G).
545. Wechsler Memory Scale 3rd Edition
(WMS III).
528. Tests de Escala 2 y 3 (FACTOR G).
546. Western Aphasia Battery (WAB).
529. Tests de Rendimiento Escolar (TR35).
547. Woodcock Johnson III.
530. Token Test.
548. Woodcock Johnson Psychoeducational
Battery.
Table 4. List of Spanish tests developed using the sources previously listed.
57
Table 4 cont.
549. Woodcock Language Proficiency Battery 553. Youth Outcome Questionnaire-Omni
(WLPB).
Version (Y-OQ-SR 2.0).
550. Word Accentuation Test (WAT).
554. Youth Outcome Questionnaire-Self
Report (Y-OQ-SR 2.0).
551. Word Memory Test (WMT).
555. Z Test.
552. Worley’s ID Profile (WIDP).
Table 4. List of Spanish tests developed using the sources previously listed.
Phase II
A total of 56 (67%) HNS members participated in the study (see Table 5.). Participants
were primarily females (59%) and mainly Hispanic/Latino (75%). In addition, 34 (61.8%) of the
participants reported a Ph.D. and 14 (25.5%) of the participants reported a Psy.D. as their degree.
Also, 46 (82.1%) of the participants reported not being Board Certified. Furthermore, 44
participants (80.0%) indicated that did not use Certified Technicains, Certified Translators,
Uncertified Technicians, or Uncertified Technicians when assessingSpanish speaking clients. In
fact, only six (10.9%) participants reported using Certified Translators and none of them
indicated using Certified Technicians. In contrast, six participants (10.9%) reported using
Uncertified Technicians and there was only one participant (1.8%) using Uncertified Translators.
Regarding participants’ primary work setting, 23 (41.8%) participants indicated Private Practice,
15 (27.3%) participants indicated Hospital, nine (16.4%) participants indicated an Outpatient
Clinic and eight (14.5%) participants indicated a University. Additionally, 49 (87.5%)
participants reported extensive Spanish language proficiency, four (7.1%) reported some Spanish
language proficiency, only a participant (1.6%) reported limited Spanish proficiency while two
participants reported no Spanish language proficiency. Similarly, findings from participants’
58
knowledge of the cultural context of Spanish speaking clients showed that 47 (83.9%)
participants reported extensive knowledge, 8 (14.3%) reported some knowledge, and only one
participant (1.8%) reported limited knowledge. Finally, at least 14% of the participants’ clients
were Spanish speakers.
Summary of Demographic Data
n
%
Gender
n
%
Primary Work Setting
Male
22
40.7%
Hospital
15
27.3%
Female
32
59.3%
Outpatient Clinic
9
16.4%
Private Practice
23
41.8%
University
8
14.5%
Race/Ethnicity
Caucasian/White
14
25.0%
Hispanic/Latino
42
75.0%
Level Spanish Proficiency
Degree
No Proficiency
2
3.6%
Ph.D.
34
61.8%
Limited Proficiency
1
1.8%
Psy.D.
14
25.5%
Some Proficiency
4
7.1%
Other
7
12.7%
Extensive Proficiency
49
87.5%
Board Certified
Cultural Context Knowledge
No
46
82.1%
Limited Knowledge
1
1.8%
Yes
10
17.9%
Some Knowledge
8
14.3%
Extensive Knowledge
47
83.9%
Use Technicians/Translators
Certified Translators
6
10.9%
Uncertified Technicians
6
10.9%
Uncertified Translators
1
1.8%
None of the Above
44
80.0%
Table 5. Summary of participants’ demographic information.
59
Table 5 cont.
Spanish Speaking Clients
Less than 25%
15
26.8%
More than 25%
15
26.8%
More than 50%
10
17.9%
More than 75%
8
14.3%
100%
8
14.3%
Table 5. Summary of participants’ demographic information
60
In addition, the HNS respondents reported using 216 (39%).of the Spanish tests included
in our list (see Table 6.). Furthermore, findings showed approximately 25 tests that were used for
most of the participants, and there were 69 tests used by only one participant (12%).
Frequency and Rank Order of Spanish Tests
n
%
1-Trail Making Test
35
76.1%
2- Beck Depression Inventory (BDI-II)
33
71.7%
3- Boston Naming Test
29
63.0%
4- Test of Memory Malingering
28
60.9%
5- Beck Anxiety Inventory (BAI)
27
58.7%
6- Inventario Multifásico de Personalidad de Minnesota-2 (MMPI 2)
26
56.5%
6- Stroop Test de Colores y Palabras
26
56.5%
7- Bateria III Woodcock Muñoz (BATERIA III)
24
52.2%
8- Vineland Adaptive Behavior Scales
23
50.0%
9- Color Trails Test (CLT)
22
47.8%
9- Escala de Inteligencia de Wechsler para Adultos III (EIWA III)
22
47.8%
9- Raven Matrices Progresivas (RAVEN)
22
47.8%
10- Escala Wechsler de Inteligencia para Niños IV (WISC IV)
21
45.7%
10- Evaluación Neuropsicológica Breve en Español (NEUROPSI)
21
45.7%
11- Wechsler Adult Intelligence Scale Third Edition (WAIS III)
20
43.5%
12- Wechsler Memory Scale 3rd Edition (WMS III)
19
41.3%
13- California Verbal Learning Test (CVLT)
18
39.1%
13- Examen Cognoscitivo Mini-Mental (MMSE)
18
39.1%
13- Test de Copia de una Figura Compleja de Rey
18
39.1%
14- Escala de Inteligencia Wechsler para Adultos (EIWA)
17
37.0%
Table 6.Frequency and Rank of top 25 Spanish tests found in our list.
61
Table 6 cont.
15- Test de Vocabulario en Imagenes Peabody
16
34.8%
15- Test de Clasificacionde Tarjetas de Wisconsin (WCST)
16
34.8%
16- Bateria Woodcock Muñoz
15
32.6%
17- Adaptive Behavior Assessment System (ABAS-II)
14
30.4%
17- Prueba Beery Buktenica del Desarrollo de la Integración
Visomotriz (VMI)
14
30.4%
Table 6.Frequency and Rank of top 25 Spanish tests found in our list.
Phase III
The top 25 tests most frequently used in Spanish were compared to the Standards for
Educational and Psychological Testing. Results from the comparison showed that almost none of
the tests meet the criteria of the Standards for testing Spanish speakers (see Table 5.)
62
Comparison of Top 25 Tests with Standards Criteria when Testing Spanish Speakers
Test Name
# Times
Test in Hispanic Hispanic
Norms
Spanish Norms
Selected
(Non
(U.S.)
U.S.)
Test
Manual
in Spanish
Total
Trail Making Test
35
0 (No)
0 (No)
0 (No)
0 (No)
0
Beck Depression Inventory II (BDI-II)
33
1 (Yes)
0 (No)
1 (Yes)
1 (Yes)
3
Boston Naming Test
29
1 (Yes)
0 (No)
1(Yes)
0 (No)
2
Test of Memory Malingering (TOMM)
28
1 (Yes)
0 (No)
1 (Yes)
0 (No)
2
Beck Amxiety Inventory (BAI)
27
1(Yes)
0 (No)
0 (No)
1 (Yes)
2
Inventario Multifásico de Personalidad de
Minnesota- 2 (MMPI-2)
26
1(Yes)
1 (Yes)
1(Yes)
1 (Yes)
4
Stroop Test de Colores y Palabras
26
1 (Yes)
0 (No)
1 (Yes)
1 (Yes)
3
Bateria III Woodcock Muñoz (BATERIA
III)
24
1 (Yes)
1 (Yes)
1 (Yes)
1 (Yes)
4
Vineland Adaptive Behavior Scales
23
0 (No)
0 (No)
0 (No)
0 (No)
0
Color Trails Test
22
1 (Yes)
1(Yes)
0(No)
0(No)
2
Escala de Inteligencia Wechsler para
Adultos III (EIWA III)
22
1 (Yes)
1 (Yes)
1 (Yes)
1 (Yes)
4
Table 7. Comparison of top 25 tests in Spanish with the standards criteria.
63
Raven Matrices Progresivas (RAVEN)
22
Table 7 cont.
1 (Yes) 0 (No)
1 (Yes)
1 (Yes)
3
Escala Wechsler de Inteligencia para
Niños IV (WISC IV)
21
1 (Yes)
1 (Yes)
1 (Yes)
1 (Yes)
4
Evaluación Breve Neuropsicológica en
Español (NEUROPSI)
21
1 (Yes)
0 (No)
1 (Yes)
1 (Yes)
3
Wechsler Adult Inteligence Scale Third
Edition (WAIS III)
20
1 (Yes)
0 (No)
1 (Yes)
1 (Yes)
3
Wechsler Memory Scale 3rd Edition
(WMS III)
19
1(Yes)
0 (No)
1 (Yes)
1 (Yes)
3
California Verbal Learning Test (CVLT)
18
0 (No)
0 (No)
1 (Yes)
0 (No)
1
Examen Cognoscitivo Mini-Mental
(MMSE)
18
1 (Yes)
1 (Yes)
1 (Yes)
1 (Yes)
4
Test de Copia de una Figura Compleja
Rey
18
1 (Yes)
0 (No)
1 (Yes)
1(Yes)
3
Escala de Inteligencia Wechsler para
adultos (EIWA)
17
1 (Yes)
0 (No)
1 (Yes)
1 (Yes)
3
Test de Vocabulario en Imagenes Peabody
16
1 (Yes)
1 (Yes)
1(Yes)
1 (Yes)
4
Test de Clasificacion de Tarjetas de
Wisconsin (WCST)
16
1 (Yes)
0 (No)
0 (No)
0(No)
1
Table 7. Comparison of top 25 tests in Spanish with the standards criteria.
64
Bateria Woodcock Muñoz
15
Table 7 cont.
1 (Yes) 1 (Yes)
0 (No)
1 (Yes)
3
Adaptive Behavior Assessment System
(ABAS-II)
14
(1) Yes
0 (No)
0 (No)
0 (No)
1
Prueba Beery Buktenica del Desarrollo de
la Integración Visomotriz (VMI)
14
(1) Yes
(1) Yes
0 No
1 Yes
3
Table 7. Comparison of top 25 tests in Spanish with the standards criteria.
65
DISCUSSION
In the last 30 years, the population of Spanish speakers has unexpectedly grown in the
U.S., which sets a challenge for the specialty of clinical neuropsychology regarding how to
accurately assess this diverse and continuously growing population. To improve the current
challenging task of testing Spanish speakers, this study had the following objectives: a) to
develop a comprehensive and current list of neuropsychological and psychological tests available
in Spanish, b) to determine what tests are used and c) address the issue as to whether these tests
meet the criteria from the Joint Committee of Standards for Educational and Psychological
Testing (1999), Overall, findings suggest that the interfacing between neuropsychological testing
and Spanish speakers has been gradual and limited.
Phase 1
The findings from reviewing previous literature, catalogs, and Spanish tests databases
revealed 555 Spanish tests. The 555 tests found in our list exceed the number of Spanish tests
previously reported by Camara et al. (2000), Salazar et al. (2007), Lazarus and Puente (2009),
Hispanic Neuropsychological Society (in press) and Renteria (2010). However, the 555 tests
represent a small percentage of the 3,500. For instance, the Buros Mental Measurement
Yearbook online database indicates that there are over 3,500 tests found in print in the U.S.
When comparing the 3,500 tests from Buros to the 555 Spanish tests in our list, the list of
Spanish tests represents just 16% of the total tests in the U.S. Since the population of Spanish
speakers is expected to continuously increase in the U.S., it is clear that the 555 Spanish tests
need to increase substantially in order to meet the challenge of the demographic shift.
66
The small number of tests available in Spanish found in this study is consistent with
previous literature. Recent test usage surveys in the U.S. did not include any neuropsychological
or psychological test in Spanish (Camara el al. 2000; Rabin et al. 2005; Lazarus & Puente, 2009).
Furthermore, although results from this study indicate there are 555 tests available in Spanish,
this number exceeds previous tests usage surveys focused on Spanish speakers. For instance, the
list published by Salazar et al. (2007) included 60 neuropsychological tests in Spanish, which is
only 0.02% (61 out of over 3,500) of the total test available. Similarly, Renteria (2010) included
97 tests (0.03% out of total tests) in her study regarding current practices in Hispanic
neuropsychology in the U.S. In sum, there are two reasons that explain the length of this list: a)
Psychological tests were included, and b) this list includes a more comprehensive through
approach to finding the tests, the most comprehensive approach to date. Although the 555 tests
found are an increase from previous reported accounts of tests available in Spanish, there is still
a marked discrepancy between the large number of tests available in English and the small
number of tests available in Spanish.
Phase II
Regarding test usage, findings indicate that HNS members use 216 (39%).of the 555
Spanish tests included in our list. Furthermore, findings indicate approximately 25 (4%) are used
for most of the participants, and there are 69 tests used by only one participant (12%). A very
large percentage of tests, 339 (61%) were reported as not being used. Overall, these suggest that
there not only relatively smaller number of tests available in Spanish when compared to English
(555 to 3,500), but also there is a relatively smaller number of Spanish tests being used.
Participants are using only 6% of total test available. In addition, only 25-50 tests are used
frequently, while a larger number of tests are used infrequently or not at all.
67
In this study, the top five most commonly used tests in Spanish were the following: a)
Trail Making Test, b) Beck Depression Inventory II (BDI-II), c) Boston Naming Test, d) Test of
Memory Malingering (TOMM), and e) Beck Anxiety Inventory (BAI). These results are not
consistent with previous test usage reports. For instance, only the Trail Making Test is consistent
with the top 5 tests previously reported (Camara el al. 2000; Rabin et al. 2005; Lazarus &
Puente, 2009). Although the TMT, in both English and Spanish, tests individuals using letters
and numbers, which might not suggest that test scores would be affected by language. There are
crucial language differences regarding the letters of the alphabet and frequency of usage in letters
that will differentiate the test performances between English and Spanish speakers. For instance,
there are some letters in Spanish (ll, ñ, LL, Ñ) that do not exist in English. Also, letters A, F and
S are used at a fewer rate in Spanish than in English.
In addition, when comparing the results with the top 5 tests from Renteria (2010), only
the Trail Making Test and the Beck Depression Inventory are present. These differences in test
usage might exist because of the gap between tests available in Spanish and English. It is
important to note that only the Camera et al. study included both psychological and
neuropsychological tests whereas the other studies included only neuropsychological tests. Since,
there is more test available in English than Spanish, differences in test usage are to be expected.
Phase III
The question of whether the tests used match the criteria outlined by the Standards
remain to be answered. Most if not all of the 25 most frequently used tests do not meet the
criteria for the Standards for Educational and Psychological Testing (1999). First the issue of
norms will be addressed. For instance, two out of the top 25 most frequently used tests in
68
Spanish (Trail Making Test, Vineland Adaptive Behavior Scale) do not have any Hispanic U.S.
norms and Non-U.S. Hispanic norms, and the testing manual is not in Spanish. In addition, these
tests did not have any norms for Hispanics in the U.S: BAI II, BNT, TOMM, BAI, Stroop Test,
RAVEN, NEUROPSI, WAIS III, CVLT, and WCST. Also, although most of the top 25 tests
have norms for Hispanics outside of the U.S., particularly Puerto Rico, Mexico, and Spain, these
norms represent only a small section of the diverse Hispanic population. For example, WAIS IV
presents norms for Spanish speakers from Puerto Rico, Mexico, and Spain, which are relatively
fewer numbers of norms compared to other tests. Even then, there are varied versions of the
WAIS. For example, there is one from Mexico and another from Puerto Rico finally another
from Spain. The norms are not cross referenced. The tests are different in terms of specifics
items. There is no clear cultural equivalence and they cannot be purchased in the U.S.
Furthermore, the norms do not fit most of the Spanish speaking population, which is South
America. As a result, there would not be a respective norm group to determine how the
individual is performing in comparison with his/her group. Finally, although 6 of the 25 most
frequently used tests meet all the Standards criteria, results from these tests might be inaccurate
since the norms for non U.S. Hispanics are limited to certain countries.
Regarding test instructions, 17 out of the top 25 most frequently used tests had testing
manuals in Spanish. Testing manuals are the basis that dictates not just instructions regarding test
administration, but also procedures related to scoring and interpretation of results. Hence, it is
essential that the test manuals to be in the same language as the test user because language
discrepancy (English manual- Monolingual test user) can produce error.
69
The findings indicating that most tests in Spanish do not meet the criteria from the
Standards for Educational and Psychological Testing (1999) are consistent with previous
literature. In essence, translating a test from English to Spanish is a challenging task that
threatens the validity of the assessments if done inaccurately. For instance, Puente and Ardila
(2000) indicate that differences in language and culture are main difficulties when translating a
test from English to Spanish. Similarly, Puente and Puente (2009) specify issues in the following
areas and represent major challenges in assessing Spanish Speakers: a) problematic translation,
b) copyright barriers, and c) lack of normative samples. In addition, Renteria (2010) indicates
that many tests used to evaluate Spanish speakers do not satisfy the criteria from the testing
Standards. Finally, Vilar-López and Puente (2010) hightlight that the usage of Spanish tests
based on idiosyncratic practices produces erroneous and invalid results, which are also unethical
since such practices do not meet the standards criteria.
Overall Summary
Based on the findings, there is a gap between the number of Spanish tests available (555)
and the number tests in English (3,500) and even more alarming is the fact that only six of the
top 25 most frequently used tests meets the criteria of the Standards for Educational and
Psychological Testing when assessing Spanish speakers. Overall, findings put in doubt how
accurate are the tests that are used to assess Spanish speakers. An additional concern is the small
number of Spanish tests used (216) compared to what is available for evaluating Spanish
speakers (555). In other words, HNS members are using 39% of what is available to assess
Spanish speakers. Furthermore, HNS members are using 0.06% relative to the tests available in
English.
70
Recommendations
The following recommendations are suggested to improve the accuracy of testing in the
assessment of Spanish speakers: a) develop and conduct research regarding the validity of the
tests available, b) develop norms for respective groups c) revise current English-Spanish
translations, d) increase Spanish language and cultural knowledge training so that test users will
be able to select, administer, score, and interpret Spanish tests with accuracy, e) interface the
needs and challenges of testing Spanish speakers with future editions of the Standards for
Educational and Psychological Testing, f) increase the training of and personnel in clinical
neuropsychology with expertise in Spanish and g) develop an institute similar to Buros, which
focuses on the needs and challenges of testing Spanish speakers.
If a replication of this study was conducted, the following questions should be addressed:
a) How many members of HNS are also members of NAN and INS? b) What percentage of
NAN/Division 40 members are Spanish speakers? c) Which states are HNS members located in?
d) Are the primary positions of HNS members academic? Overall, addressing these questions
will help to differentiate the organizational membership of HNS as compared to other
organizations such as NAN or INS. In addition, by knowing where HNS members are located, it
might provide a good estimate of the background of their clients (e.g. Cubans mainly located in
Florida compared to Mexicans who are mainly located in California). Finally, determining if the
primary position of an HNS member is academic will allow us to gain a better estimate of the
percentage of HNS members conducting the research related to the issues in testing Spanish
speakers.
71
Limitations and Future Study Suggestions
Even though 56 out of 83 HNS members participated in the study, it was expected to
include all the members of the population of interest. Also, response rate was slow, thus
participants had to be sent 2 reminders in addition to the first message contacting them. Finally,
10 participants skipped question(s) regarding the list of tests, so some of the test usage reports
might be underreported. Future studies regarding testing Spanish speakers should sample data
from multiple groups like NAN, APA, HNS, etc to compare their respective use of Spanish tests.
In addition, gathering data comparing Spanish tests among Latin America, Spain, and the United
States is an ambitious but yet necessary step in order to assemble a more comprehensive and
unitary Spanish tests database.
Conclusion
In conclusion, this study contributed to the literature regarding neuropsychological and
psychological testing of Spanish speakers in the U.S. It has been the first study to compare
Standards for Educational and Psychological Testing (1999) with a comprehensive list of
Spanish tests. Furthermore, findings from the list indicated that there are 555 Spanish tests
available, from which 216 are being used, yet of the top 25 most frequently used tests, only 6
complete the criteria of the Standards when assessing Spanish speakers. Overall, this study
highlighted some of the main issues and challenges of conducting neuropsychological and
psychological testing with Spanish speakers.
72
REFERENCES
Agranovich, A., & Puente, A. E. (2007). Do Russian and American normal adults perform
similarly on neuropsychological tests? Preliminary findings on the relationship between culture
and test performance. Archives of Clinical Neuropsychology, 22, 273-282.
American Educational Research Association, American Psychological Association, & National
Council on Measurement in Education (1999). Standards for educational and psychological
testing. Washington DC: American Educational Research Association.
Ardila, A. (1995). Directions of research in cross-cultural neuropsychology. Journal of Clinical
and Experimental Neuropsychology, 17, 143-150.
Ardila, A. (1996). Towards a cross-cultural neuropsychology. Journal of Social and
Evolutionary Systems, 19, 237-248.
Ardila, A. (2005). Cultural variables underlying psychometric cognitive testing.
Neuropsychology Review, 15, 185-195.
Ardila, A., Rosselli, M., & Puente, A. E. (1994). Neuropsychological Evaluation of the Spanish
Speaker. New York: Premium Press.
Ball, J. D., Archer, R. P., & Imbof, E. (1994). Time requirements of psychological testing: A
survey of practitioners.
Beaumont, J. (2008). Introduction to neuropsychology (2nd ed.). New York, NY: US: Guilford
Press.
Brown, W. R. & McGuire, J. M. (1976). Current psychological assessment practices.
Professional Psychology, 7, 475-484.
Butler, M., Retzlaff, P. D. & Vanderploeg, R. (1991). Neuropsychological test usage.
Professional Psychology: Research and Practice, 22, 510-522.
Camara, W. J., Nathan, J. S. & Puente, A. E. (2000). Psychological test usage: implications in
professional psychology. Professional Psychology: Research and Practice, 31, 141-154.
Diccionario de la lengua Española (1984). (Vigésima Ed., Tomo II). Madrid: Real Academia
Española.
Dingfelder, S. F. (2005). Closing the gap for Latino patients. Monitor on Psychology, 36(1), 58.
Retrieved on January, 19 2010 from http://www.apa.org/monitor/jan05/closingthegap.aspx
Echemendia, R., Harris, J. Congrett, S., Diaz, M. & Puente, A. E. (1997). Neuropsychological
training and practices with Hispanics. A national survey. The Clinical Neuropsychologist, 11,
229-243.
73
. Fernandez, K., Boccaccini, M. T., & Noland, R. M. (2007). Professionally responsible test
selection for Spanish speaking clients: A four step approach for identifying and selecting
translated tests. Professional Psychology: Research and Practice, 38, 363-374.
Hartlage, L. C. & Telzrow, C. F. (1980). The practice of clinical neuropsychology in the U.S.
Clinical Neuropsychology, 2, 200-202.
Helms, J. (1992). Why is there no study of cultural equivalence in standardized cognitive
testing? American Psychologist, 47, 1083-1101.
Hispanic Neuropsychological Society (in press). Database of neuropsychological tests in
Spanish. Retrieved January 21, 2010 from http://groups.google.com/group/hnps?lnk=srg
Judd, T., Capetillo, D., Carrión-Baralt, J., Mármol, L., Miguel-Montes, L., Naverrete, M. & et al.
(2009). Professional considerations for improving the neuropsychological evaluation of
Hispanics: NAN position paper. Archives of Clinical Neuropsychology, 24, 127-135.
Judd, T. (2010). Proximos pasos: The next steps in developing skill sets for the
neuropsychological assessment of Spanish speakers.
Lazarus, G. & Puente A. E. (2009). The evolution of neuropsychological test usage in different
geographical locations and the role of the neuropsychologist. Archives of Clinical
Neuropsychology, 24(5), 461.
Lezak, M. (1983). Neuropsychological assessment (2rd ed.). New York, NY: US. Oxford
University Press.
Llorente, A., Pontón, M., Taussig, I., & Taussig (1999). Patterns of American immigration and
their influence on the acquisition of neuropsychological norms for Hispanics. Archives of
Clinical Neuropsychology, 14, 603-614.
Louttitt, C. M. & Browne, C. G. (1947). The use of psychometric instruments in psychological
clinics. Journal of Consulting Psychology, 11, 49-54.
Lubin, R., Wallis, R., & Praine, C. (1971). Patterns of psychological test usage in the United
States: 1935-1969. Professional Psychology, 2, 70-74.
Luria, A. (1934). The second psychological expedition to Central Asia. Journal of Genetic
Psychology, 41, 255-259.
Luria, A. (1979). The making of mind. London: Harvard University Press.
Manuel-Dupont, S., Ardila, F., Rosselli, M., & Puente, A. E. (1992). Bilingualism. Handbook of
neuropsychological assessment: A biopsychosocial perspective. (pp. 193-210). New York, NY
US, Plenum Press.
74
Matuté, E., Rosselli, M., Ardila, A., & Ostrosky, F. (2010). ENI: A neuropsychological battery
for Spanish speaking children. First conference of the Hispanic Neuropsychological Society.
Acapulco, Mexico.
Merriam-Webster’s Collegiate Dictionary (1998). (10th ed.) Springfield, MA: Merriam-Webster.
Miller-Jones, D. (1989). Culture and testing. American Psychologist, 44, 360-366.
Ostrosky-Solis, F., Ardila, A., & Rosselli, M. (1999). Neuropsi: A brief neuropsychological test
battery in Spanish with norms by age and educational level Journal of International
Neuropsychological Society, 5, 413-433.
Ostrosky-Solis, F., Gómez-Perez, M., Matute, E., Rosselli, M., Ardila, A., & Pineda, D. (2007).
NEUROPSI ATTENTION AND MEMORY: A neuropsychological test battery in Spanish with
norms by age and educational level. Applied Neuropsychology, 14, 156-170.
Ostrosky-Solis, F., Lopez Arango, G., & Ardila, A. (2000). Sensitivity and specificity of the
Mini-Mental State Examination in a Spanish speaking population. Applied Neuropsychology, 7,
25-31.
Ostrosky-Solis, F. & Lozano, A. (2006). Digit Spam: effect of education and culture.
International Journal of Psychology, 41, 333-341.
Ostrosky-Solis, F., Ramirez, M., & Ardila, A. (2004). Effect of culture and education on
neuropsychological testing: A preliminary study with indigenous and non-indigenous population.
Applied Neuropsychology, 11, 186-193.
Ostrosky-Solis, F., Ramirez, M., Lozano, A., Picasso, H., & Velez, A. (2004). Culture or
education? Neuropsychological test performance of a Maya indigenous population. International
Journal of Psychology, 39, 36-46.
Ostrosky-Solis, F., Ramirez, M., & Ardila, A. (2007). Same or different? Semantic verbal
fluency across Spanish speakers from different countries. Archives of Clinical Neuropsychology,
22, 367-377.
The Oxford English Dictionary (1989). OED Online (2nd ed.). Oxford University Press.
Retrieved March, 23 2010 from http://oed.com/
Pedraza, O. & Mungas, D. (2008). Measurement in cross-cultural neuropsychology.
Neuropsychology Review, 18, 184-193.
Perez-Arce, P. & Puente, A.E. (1996). Neuropsychological evaluation of ethnic minorities. In
R.J. Sbordone & C.J. Long (Eds.) Ecological validity of neuropsychological testing (283-300).
Delray Beach, FL: St. Lucie Press.
Pew Hispanic Center (2007). Demographic profile of Hispanics in North Carolina, 2007.
Retrieved on March 24, 2010 from http://pewhispanic.org/states/?stateid=NC
75
Pineda, D. A., Rosselli, M., Ardila, A., Mejia, S. E., Romero, M. G., & Perez, C. (2000). The
Boston diagnostic aphasia examination-Spanish version: The influence of demographic
variables. Journal of International Neuropsychological Society, 6, 802-814.
Pontón, M. O. & Ardila, A. (1999). The future of neuropsychology with Hispanic populations in
the United States. Archives of Clinical Neuropsychology, 14, 565-580.
Puente, A. E. (1990). Psychological assessment of minority group members. In G. Goldstein &
M. Hersen (Eds.) Handbook of psychological assessment. New York: Pergamon.
Puente, A. E. (2010). State of the art of Spanish neuropsychological tests. First conference of the
Hispanic Neuropsychological Society. Acapulco, Mexico.
Puente, A. E., & Agranovich, A. (2004). The cultural in cross-cultural neuropsychology. In M.
Hersen, G. Goldstein, & S. R. Beers (Eds.). Comprehensive handbook of psychological
assessment. Vol. 1: Intellectual and neuropsychological assessment. (pp. 321-332) Hoboken, NJ:
Willey.
Puente, A.E. & Ardila, A. (2000). Neuropsychological assessment of Hispanics. In E. FletcherJanzen, T. Strickland, and C.R. Reynolds (Eds.) Handbook of cross-cultural neuropsychology.
New York: Plenum Press.
Puente, A.E., Mora, M.S., & Muñoz-Cespedes, J.M. (1997). Neuropsychological assessment of
Spanish- speaking children and youth. In C.R. Reynolds and E. Fletcher Janzen (Eds.)
Handbook of clinical child neuropsychology (2nd ed.). New York: Plenum.
Puente, A. E. & Puente, N. (2009). The challenges of measuring abilities and competencies in
Hispanics/Latinos. In E. L. Grigorenoko (Ed.). Multicultural psychoeducational
assessment (pp.417-441). New York: Springer.
Puente, A. E. & Salazar, G. (1998). Assessment of minority and culturally diverse children. In A.
Prifitera & D. H. Saklofske (Eds.). WISC III Clinical use and interpretation: scientist
practitioner perspectives (pp. 227-248). San Diego: Academic Press.
Rabin, L. A., Barr, W. B. & Burton, L. A. (2005). Assessment practices of clinical
neuropsychologists in the United States and Canada: A survey of INS, NAN, and APA Division
40 Members. Archives of Clinical Neuropsychology, 20, 33-65.
Renteria, L. (2010). Current practices survey in the neuropsychological assessment of Hispanics
in the U.S. . First conference of the Hispanic Neuropsychological Society. Acapulco, Mexico.
Rosselli, M., Ardila, A., Santisi, M., Arecco, M., Salvatierra, J., Conde, A. et al. (2002). Stroop
effect in Spanish-English bilinguals. Journal of the International Neuropsychological Society, 8,
819-827.
76
Rosselli, M., Tappen, R., Williams, C., & Salvatierra, J. (2006). The relation between education
and gender on the attention items of the Mini-Mental State Examination in Spanish speaking
orders. Archives of Clinical Neuropsychology, 21, 677-686.
Salazar, G. D., Perez-Garcia, M., & Puente, A. E. (2007). Clinical neuropsychology of Spanish
speakers. The challenge and pitfalls of a neuropsychology of heterogeneous population. In. B.
Uzzel (Ed.) International Handbook of Cross-Cultural Neuropsychology. New Jersey: LEA
Publishers
Sanchez, G. (1932). Group differences and Spanish speaking children. A critical review. Journal
of Applied Psychology, 16, 549-558.
Sundberg, N. D. (1961). The practice of psychological testing in clinical services in the United
States. American Psychologist, 16, 79-83.
SurveyMonkey Website. Retrieved on January 21, 2010 from http://www.surveymonkey.com/
U.S. Census Bureau (1981). Statistical abstract of the United States: 1981. Washington, DC:
Bureau of the Census.
U.S. Census Bureau (1991). Statistical abstract of the United States: 1991. Washington, DC:
Bureau of the Census.
U.S. Census Bureau (2000). Statistical abstract of the United States: 2000. Washington, DC:
Bureau of the Census.
U.S. Census Bureau (2001). Statistical abstract of the United States: 2001. Washington, DC:
Bureau of the Census.
U.S. Census Bureau (2008). American Community Survey: Demographic and Housing Estimates
2006-2008. Retrieved on March 24, 2010 from
http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=04000US37&qr_name=ACS_2008_3YR_G00_DP3YR5&-context=adp&-ds_name=&-tree_id=3308&_lang=en&-redoLog=false&-format=
U.S. Census Bureau (2009). Retrieved on March 4, 2010 from http://www.census.gov/PressRelease/www/releases/archives/facts_for_features_special_editions/013984.html
U.S. Census Bureau (2010) 2008 American Community Survey: Statistical portrait of Hispanics
in the United States, 2008. Retrieved February, 11 2010 from U.S. Census Bureau online
database: http://pewhispanic.org/factsheets/factsheet.php?FactsheetID=58
77
Villár López, R. & Puente, A. (2010). Forensic neuropsychological assessment of members of
minority groups. The case for assessing Hispanics. In A. M. Horton, and L. C. Hartlage (Eds.).
Handbook of Forensic Neuropsychology (2nd ed.) (pp. 309-332). New York : Springer.
78
APPENDIX
Appendix A. Institutional Review Board Approval
79
Appendix B. Human Research Curriculum Completion Report
CITI Collaborative Institutional Training Initiative
Human Research Curriculum Completion Report
Printed on
Learner: Carlos Ojeda (username: cao4348)
Institution: University of North Carolina Wilmington
Contact Information
Department: Psychology
Phone: 305 725 3200
Email: cao4348@uncw.edu
Social/Behavioral Research Course:
Stage . Basic SBR Passed on 06/21/09 (Ref # 2916264)
Date
Completed
Required Modules
Score
Belmont Report and CITI Course Introduction
06/18/09 3/3 (100%)
Students in Research - SBR
06/18/09 9/10 (90%)
History and Ethical Principles - SBR
06/18/09 3/4 (75%)
Defining Research with Human Subjects - SBR
06/18/09 4/5 (80%)
The Regulations and The Social and Behavioral Sciences - SBR
06/21/09 5/5 (100%)
Assessing Risk in Social and Behavioral Sciences - SBR
06/18/09 4/5 (80%)
Informed Consent - SBR
06/18/09 3/4 (75%)
Privacy and Confidentiality - SBR
06/21/09 4/4 (100%)
80
Research with Prisoners - SBR
06/21/09 3/4 (75%)
Research with Children - SBR
06/21/09 4/4 (100%)
Research in Public Elementary and Secondary Schools - SBR
06/21/09 4/4 (100%)
International Research - SBR
06/21/09 3/3 (100%)
Internet Research - SBR
06/21/09 4/5 (80%)
Conflicts of Interest in Research Involving Human Subjects
06/21/09 1/2 (50%)
University of North Carolina Wilmington
06/18/09
no quiz
For this Completion Report to be valid, the learner listed above must be affiliated with
a CITI participating institution. Falsified information and unauthorized use of the
CITI course site is unethical, and may be considered scientific misconduct by your
institution.
Paul Braunschweiger Ph.D.
Professor, University of Miami
Director Office of Research Education
CITI Course Coordinator
81
Appendix C. Responsible Conduct of Research Curriculum Completion Report
CITI Collaborative Institutional Training Initiative (CITI)
Responsible Conduct of Research Curriculum Completion Report
Printed on
Learner: Carlos Ojeda (username: cao4348)
Institution: University of North Carolina Wilmington
Contact Information
Department: Psychology
Phone: 305 725 3200
Email: cao4348@uncw.edu
Social and Behavioral Responsible Conduct of Research Course 1.:
Stage . RCR SBR Passed on 06/24/09 (Ref # 2916265)
Required Modules
Date
Completed Score
The CITI Course in the Responsible Conduct of Research
06/21/09 no quiz
Introduction to the Responsible Conduct of Research
06/21/09 no quiz
Introduction to Research Misconduct
06/21/09 no quiz
Social & Behavioral Research Misconduct
06/21/09 6/6 (100%)
Case Study - In the Field, No One Will Know SBR.
06/21/09 2/3 (67%)
Data Acquisition and Management Module - Social & Behavioral
06/21/09 3/5 (60%)
Case Study - Data Management "Who Owns Research Data?" sbr
06/21/09 3/3 (100%)
Responsible Authorship and Publication in SBR
06/22/09 4/5 (80%)
82
Authorship and Publications -The Grateful Author (SBR)
06/22/09 5/5 (100%)
Responsible Peer Review Module in SBR
06/21/09 3/5 (60%)
What is Responsible Peer Review (SBR)
06/22/09 4/5 (80%)
Responsible Mentoring Basic Module *
06/23/09 6/6 (100%)
Mentoring Case Study: The Graduate Student Laborer.
06/22/09 4/4 (100%)
Social & Behavioral Science Conflicts of Interest and Commitment 06/23/09 4/6 (67%)
Module
CoI Case Study -The Case of the Entrepreneurial Psychologist SBR
06/23/09 3/3 (100%)
Responsible Conduct of Collaborative Science Module - Social &
Behavioral Research
06/24/09 3/6 (50%)
When Collaborators Disagree (SBR)*
06/23/09 3/3 (100%)
The CITI RCR Course Completion Page.
06/23/09 no quiz
For this Completion Report to be valid, the learner listed above must be affiliated with a
CITI participating institution. Falsified information and unauthorized use of the CITI course
site is unethical, and may be considered scientific misconduct by your institution.
Paul Braunschweiger Ph.D.
Professor, University of Miami
Director Office of Research Education
CITI Course Coordinator
83
Appendix D. Testing Individuals of Diverse Linguistic Backgrounds
84
85
86
87
88
89
90
91
92
93
Appendix E. Frequency and Rank Order of Tests Used by Clinical Psychologists and
Neuropsychologists (Camara, el al. 2000).
Clinical
Psychologists
Test
Neuropsychologists
Rank
n
Rank
n
Total
n
Aphasia Screening Test
23
27
17
156
186
Beck Depression Inventory
10
53
11
200
253
Bender Visual Motor Gestalt Test
5
112
25
96
208
Boston Naming Test
42
13
8
209
222
California Verbal Learning Test
36
18
14
189
207
Category Test
31
20
9
203
223
Children’s Apperception Test (CAT-A)
16
38
60
29
67
Conners’ Parent and Teacher Rating Scales
18
37
39
57
94
FAS Word Fluency Test
37
17
5
241
258
Finger Tapping Test
29
22
6
228
250
Grooved Pegboard Test
44
12
15
180
192
Halstead- Reitan Neuropsychological Test
Battery
23
27
7
214
241
Hand Dynamometer (Dynamic Hand Grip
Strength Test)
44
12
20
136
148
Hooper Visual organization Test
59
8
19
145
153
House-Tree- Person (H-T-P) Projective
Technique
8
60
31
78
138
94
Human Figures Drawing Test
13
49
41
55
104
Millon Adolescent Clinical Inventory
16
38
56
35
73
Millon Clinical Multiaxial Inventory
10
53
24
100
153
Minnesota Multiphasic Personality
Inventory (MMPI) I and II
2
138
1
359
497
Peabody Picture Vocabulary Test-Revised
20
34
28
89
123
Rey Complex Figure Test
25
25
12
196
221
Rorschach Inkblot Test
4
124
18
153
177
Rotter Incomplete Sentences Blank
14
45
51
41
86
Sentence Completion Test
15
40
42
54
94
Thematic Apperception Test (TAT)
6
107
26
91
198
Trail Making Test A&B
12
52
4
246
298
Vineland Adaptive Behavior Scales
18
37
44
51
88
Wechsler Adult Intelligence Scale Revised
(WAIS-R)
1
151
2
331
482
Wechsler intelligence Scale for ChildrenRevised (WISC-R-III)
3
135
16
178
313
Wechsler Memory Scale- Revised
9
58
3
257
315
Wide Range Achievement test- Revised and
III
7
86
9
203
289
Wisconsin Card Sorting Test
33
19
12
196
215
Note. Only tests ranked in the top 20 by either the clinical or neuropsychology sample are listed
in the table *A subtest of the Halstead- Reitan and the Reitan Indiana Neuropsychological
Batteries. b A subtest of the Halstead neuropsychological Evaluation System. cA substest of the
Hailstead-Reitan Neuropsychological Battery.
95
Appendix F. List of Neuropsychological Tests Commonly Used in Spain (Salazar, et al. 2007)
96
97
98
99
Appendix G. Usage of Neuropsychological and Psychological Spanish Tests Survey
1. Informed Consent
Dear Participant:
Thank you for taking the time to complete this survey. This process should take you
approximately 10 minutes.
By proceeding to complete this survey, you are consenting to participate in this study. Your
participation is voluntary and all your information will be kept anonymous. Please click the
“Done” button and close the browser after you are done.
Thank you for your time.
100
2. Demographics
Please provide some basic information about yourself.
1- Please indicate your gender and age?
Male
Female
Indicate age in the box below (in years).
2- What is your race/ethnicity background?
a)
b)
c)
d)
e)
f)
g)
3-
African American/ Black
Asian
Caucasian/White
Hispanic/Latino
Multi-racial
Native American
Other (please specify)
What is your degree?
a) Ph.D.
b) Psy.D.
c) Other (please specify)
101
4-
Are you Board certified?
a)
b)
5-
No
Yes
Do you use any of the following when assessing Spanish speaking clients? (Click all
that apply)
a)
b)
c)
d)
e)
6-
What is your primary work setting?
a)
b)
c)
d)
7-
Hospital
Outpatient Clinic
Private Practice
University
How would you describe your Spanish language proficiency?
a)
b)
c)
d)
8-
Certified Technicians
Certified Translators
Uncertified Technicians
Uncertified Translators
None of the above
No knowledge
Limited Knowledge
Some Knowledge
Extensive Knowledge
How would you describe your knowledge of the cultural context of Spanish
speaking clients?
e)
f)
g)
h)
No knowledge
Limited Knowledge
Some Knowledge
Extensive Knowledge
102
9-
What percentage of your clients are Spanish speaking clients?
a)
b)
c)
d)
e)
Less than 25%
More than 25%
More than 50%
More than 75%
100%
103
3.
Tests Usage
Please indicate if you have used any of the following psychological or neuropsychological
tests for assessing Spanish speaking clients. Note: This is the only list you will need to read.
These tests were initially developed in Spanish or were translated into Spanish (Please
check all that apply).
1. Academic Intervention Monitoring
System (AIMS).
279. Inventario de Ansiedad: Rasgo-Estado
(IDARE)
2. Academic Perception Inventory
(API)
280. Inventario Bochum de Personalidad y
Competencias (BIP)
3. Acoso y Violencia
281. Inventario Clínico de Millón para
Adolescentes (MACI)
4. Actitudes y Estrategias Cognitivas
Sociales (AECS)
282. Inventario Clínico Multiaxial de Millón
III (MCMI III)
5. Adapive Behavior Assessment
System II (ABAS II).
6. Adaptive Behavior Inventory for
Children (ABIC).
283. Inventario de Depresión Infantil (CDI)
7. AD/HD Comprehensive Rating
Teacher’s Scale 2nd Edition
8. ADHD Rating Scale IV
285. Inventario de Desarrollo Battelle
9. ADHD Symptoms Rating Scale
287. Inventario Estructurado de Simulación de
Síntomas
10. Advanced Placement Examination
in Spanish Language
288. Inventario de Expresión de Ira
Estado/Rasgo (STAXI-2)
11. Advanced Placement Examination
in Spanish Literature
289. Inventario de Expresión de Ira
Estado/Rasgo en Niños y Adolescentes
(STAXI-NA)
12. The Adjective Checklist
290. Inventario de Hábitos de Estudio (IHE)
13. Ages and Stages Questionnaires 2nd
Edition (ASQ II)
291. Inventario de Intereses y Preferencias
Profesionales Revisado (IPP-R)
14. Ages and Stages Questionnaires:
292. Inventario Millón de Estilos de
284.Inventario de Depresión Estado
Estado/Rasgo (IDER)
286. Inventario de Desarrollo Comunicativo
104
Personalidad (MIPS)
Social Emotional (ASQ: SE)
15. Alcohol Use Disorders
Identification Test (AUDIT)
293. Inventario MacArthur Bates del
Desarrollo de Habilidades Comunicativas
(CDI)
16. Alteración del Comportamiento en
la Escuela (ACE)
294. Inventario Multifásico de Personalidad
de Minnesota-2 (MMPI-2)
17. Alzheimer Quick Test (AQT)
295. Inventario Multifásico de Personalidad de
Minnesota para Adolescentes (MMPI-A)
18. American Council Alpha Spanish
Test
296. Inventario de Pensamiento Constructivo
(CTI)
19. American Council Beta Spanish
Test
297. Inventario de Personalidad NEO
Revisado
20. American High School Mathematics
Examination (AHSME)
298. Inventario de Personalidad para
Vendedores (IPV)
21. Análisis del Retraso del Habla (ARE-HA)
299. Inventario de Rasgos Temperamentales
(IRT)
22. Aprenda (R) 2nd Edition
(APRENDA (2))
300. Inventario de Situaciones y Respuestas de
Ansiedad (ISRA)
23. Aptitudes Básicas para la
Informática (ABI)
301. Inventario de Trastornos de la Conducta
Alimentaria (EDI-2)
24. Aptitudes en Educación Infantil
(AEI).
302. Inventario de Trastornos de la Conducta
Alimentaria (EDI-3)
25. Aptitudes Mentales Primarias
(PMA)
26. Aptitudes Mentales Primarias
Equivalente (AMPE-P)
27. Aptitudes Musicales
303. Inventory of Depression for Children
28. Aptitud de Tipo Superior
(CLAVES)
306. Iowa Placement Examination
304. Inventory of Interests
305. Inventory of Suicide Orientation – 30
(ISO-30)
105
29. Aptitud de Tipo Superior
(MONEDAS)
30. Assessment of Children’s Language
Comprehension (ACLC)
31. Atención Global Local (AGL)
307. IPI Job Tests Program
32. Athletic Motivation Inventory
310. Laminated Bell Curve Card
33. Attention Deficit Disorders
Evaluation Scale 3rd Edition
(ADDES-3)
34. Autoconcepto Forma 5 (AF-5)
311. Luria Nebraska Neuropsychological
Battery (LNNB)
35. Balanced Assessment
313. JOB-O
36. Baron Emotional Quotient
Inventory (Baron EQ-I)
37. BASC Monitor for ADHD
314. Jugando en Serio con tu Diabetes
38. Basic Adlerian Scales for
Interpersonal Success Adult Form
(BASIS-A)
39. Batería para la Actividad Comercial
(BAC)
316. Katz Adjustment Scales- Relative Report
Form (KAS-R)
40. Batería de Aptitudes para el
Aprendizaje Escolar (BAPAE)
41. Batería de Conductores (BC)
318. Keirsey Temperament Sorter II (KTS-II)
42. Batería Escolar Informatizada (BEI)
320. Learning Style Inventory Revised (LSIR)
43. Batería de Evaluación de Kaufman
para Niños (K-ABC)
321. The Level of Service Inventory Revised
(LSI-R)
44. Batería de Evaluación de los
Procesos de Escritura (PROESC)
322. Maferr Inventory of Feminine Values
(MIFV)
45. Batería de Evaluación de los
Procesos Lectores Revisada
(PROLEC-R)
323. Maferr Inventory of Masculine Values
(MIMV)
308. IPT Early Literacy Test
309. I SPEAK Your Language
312. Jackson Vocational Interest Survey
(JVIS)
315. Juvenile Automated Substance Abuse
Evaluation (JASAE)
317. Kaufman Adolescent and Adult
Intelligence Test
319. Language Assessment Battery (LAB)
106
46. Batería de Operarios (BO)
324. Management and Leadership Systems
(MLS)
47. Batería de Pruebas de Admisión:
Niveles 1 & 2 (BPA)
325. Manejo del Estrés en el Trabajo. Plan de
Acción Detallado para Profesionales
48. Batería de Socialización (BAS)
326. Manual del Entrevistador
49. Batería de Subalternos
327. Manual de Estimulación Cognitiva para
Enfermos de Alzheimer en Ambiente Familiar,
Baúl de los Recuerdos
50. Batería de Tareas AdministrativasRevisada (BTA-R)
328. Manual para la Evaluación de las
Funciones del Yo (EFY)
51. Batería TEA Inicial (BTI)
329. Marital Satisfaction Inventory Revised
(MSI-R)
52. Batería Woodcock Muñoz
330. Materiales de Prevención y de
Intervención Conves
53. Bateria III Woodcock Muñoz
(BATERIA III)
54. Batería Neuropsicológica en
Español (BNE)
55. Batería-R
331. Memoria Auditiva Inmediata (MAI)
56. Battelle Developmental Inventory
2nd Edition (BDI-2)
334. Merrill Palmer Revised Scales of
Development (M-P-R)
57. Beck Anxiety Inventory (BAI)
335. Método & Orden (MO- 1 & 2)
58. Beck Depression Inventory (BDI-II)
336. Michigan Alcoholism Screening Test
(MAST)
59. Beck Hopelessness Scale (BHS)
337. Millon Adolescent Personality Inventory
(MAPI)
60. Beck Scale for Suicide Ideation
338. Millon Behavioral Health Inventory
(MBHI)
61. Ber-Sil Spanish Test
339. Millon Behavioral Medicine Diagnostic
332. Memoria Visual de Rostros
333. Mental Satisfaction Inventory
107
(MBMD)
62. Behavior Assessment System for
Children- 2nd Edition
340. Millon Clinical Multiaxial Inventory II
(MCMI-II)
63. Behavior Evaluation Scale 3rd
Edition (BES-3)
341. Minnesota Importance Questionnaire
(MIQ)
64. Behavior Rating Profile 2nd Edition
(BRP-2)
342. The Multidimensional Addictions and
Personality Profile (MAPP)
65. Behavioral Assessment of Pain
Questionnaire
343. Multifactor Leadership Questionnaire 3rd
Edition (MLQ)
66. Benchmarks (Revised)
344. Multilingual Aphasia Examination
(MAE)
67. Bennet Mechanical Comprehension
Test 2nd Edition (BMCT)
345. Multilingual Aphasia Examination 3rd
Edition
68. Bilingual Aphasia Test
346. Multiphasic Sex Inventory II (MSI II)
69. Bilingual Home Inventory (BHI)
347. The Multiple Intelligences Development
Assessment Scale (MIDAS)
70. Bilingual Syntax Measure II (BSM
II)
348. Myers Briggs Type Indicator Form M
(MBTI)
71. Bilingual Verbal Ability Tests
(BVAT)
349. Naglieri Non Verbal Ability Tests
(NNAT)
72. Binet-Simon Intelligence Scale
350. National Spanish Examinations (NSE)
73. Bloc Screening Revisado (BLOC-SR)
74. Boehm Test de Conceptos Básicos
351. NEEDS Survey (NEEDS)
75. Boehm Test of Basic Concepts 3rd
Edition (BOEHM-3)
76. Boehm Tests of Basic Concepts-3
Preschool
77. Boston Diagnostic Aphasia
353. NEO Personality Inventory
108
352. Neurobehavioral Cognitive Status
Examination (COGNISTAT)
354. NEO Five Factor Inventory (NEO-FFI)
355. Neuropsychological Screening Battery
for Hispanics
Examination (BDAE)
78. Boston, Evaluación de la Afasia y
de Trastornos Relacionados 3ra
Edición
79. Boston Naming Test
356. Niveles Elemental, Medio y Superior
(NAIPES G)
80. Bracken Basic Concept Scale- 3rd
Edition Receptive (BBCS- 3-R)
358. Occupational Personality Questionnaire
(OPQ)
81. Bracken Basic Concept ScaleExpressive (BBCS-E)
359. Online Computerized Adaptive
Placement Exam (Web-CAPE)
82. Bracken School Readiness
Assessment (BSRA)
360. Oral English/Spanish Proficiency
Placement Test (OE/SPPT)
83. Brief Inventory for Health
Improvement 2 (BBHI-2)
361. OTIS Sencillo: Test de Inteligencia
General (OS)
84. Brief Screening and Outcome
Questionnaire (OQ-10.2)
362. Outcome Questionnaire for Adults (OQ30.1)
85. Brief Symptom Inventory (BSI)
363. Outcome Questionnaire (OQ-45.2)
86. Brigance Diagnostic Inventory of
Basic Skills
87. BRIGANCE Preschool Screen II
364. Pain Patient Profile (P-3)
88. BRIGANCE (r) Early Preschool
Children II
366. Parent as a Teacher Inventory Revised
(PAAT)
89. BRIGANCE (r) Infant and Toddler
Screen
90. BRIGANCE (r) K and I Screen II
367. The Parenthood Questionnaire
91. Brown Attention Deficit Disorder
Scales
369. Parents’ Evaluation of Developmental
Status (PEDS)
92. California Computerized
Assessment Package (CalCAP)
370. Parents’ Observations of Infants and
Toddlers (POINT)
93. California Psychological Inventory
3rd Edition
371. Percepción de Diferencias (CARAS)
109
357. Non Verbal Reasoning Test Series
365. P.A.R. Admissions Test
368. Parent Success Indicator (PSI)
94. California Verbal Learning Test
(CVLT)
95. Career Assessment Inventory 2nd
Edition
372. Perfil de Estrés
96. Career Profile System 2nd Edition
374. Perri Test de Aprendizaje Verbal y de
Memoria
97. Central Ability Measure For Adults
375. Personal Characteristics Inventory (PCI)
98. CERAD Assessment Battery
(CERAD)
99. Chicago Early Assessment and
Remediation Laboratory (Chicago
EARLY)
100.
The Child Neuropsychological
Questionnaire
376. Personal Style Indicator (PSI)
101.
Children’s PTSD Inventory
373. Perfil e Inventario de Personalidad (PPGIPG)
377. Personality Assessment Inventory (PAI)
378. Personality Inventory for Children 2nd
Edition (PIC-2)
379. Personality Research Form 3rd Edition
(PRF)
102.
CLEP Examination in College
Level Spanish Language: Levels 1
and 2 (CLEP)
103.
Clima Laboral (CLA)
380. Pervasive Developmental Disorders
Screening Test II (PDDST-II)
104.
Cognitive Linguistic Quick
Test (CLQT)
105.
College Board Institutional
SAT Subject Test in Spanish
106.
College Board Institutional
SAT Subject in Spanish with
Listening
107.
College Board SAT Subject
Test in Spanish
382. Poker de la Personalidad
108.
College Board SAT Subject
Test in Spanish with Listening
386. Preschool Language Scale 4th Edition
(PLS-4)
109.
387. Prison Inmate Inventory (PII)
Color Trails Test (CLT)
110
381. Phase II Profile Integrity Status Inventory
and Addendum
383. PRE-LAS English (PRE-LAS)
384. Preschool and Kindergarten Behavior
Scales 2nd Edition (PKNS-2)
385. Preschool Child Observation Record 2nd
Edition (COR)
110.
Columbia Mental Maturity
Scale
388. Procedimientos de Evaluación de
Ancianos de Clifton
111.
389. Program for the Child Behavior Checklist
Combined Basic Skills
112.
Communications Profile
Questionnaire (CPQ)
390. Programa de Desarrollo de Aptitudes para
el Aprendizaje Escolar Revisado (PDA-R)
113.
391. Programa para el Desarrollo de la
Percepción Visual FROSTIG
COMPE-TEA
114.
Comprehension of Oral
Language
392. Programa de Desarrollo Socio-Afectivo
(DSA)
115.
Comprehensive Identification
Process(Revised)
393. Programa de Educación Psicomotriz
(PEP)
116.
Comprehensive Personality
Scale (CPP)
394. Programa Instruccional para la
Evaluación y Liberación Emocional (PIELE)
117.
Comprensión de Órdenes
Escritas (COE)
395. Programa de Intervención para Aumentar
la Atención y Reflexibilidad: Niveles 1 y 2
(PIAAR-R)
118.
Conner’s Adult ADHD Rating
Scales (CADS)
396. Programa Preventivo sobre Imagen
Corporal y Trastornos de la Alimentación
(PICTA)
119.
Conner’s Global Index (CGI)
397. Progress Assessment Chart of Social
Development (PAC)
120.
Conner’s Rating Scales
Revised (CRS-R)
398. Prueba Beery Buktenica del Desarrollo de
laIntegración Visomotriz (VMI)
121.
Consumer Involvement Profile
(CIP)
122.
Cooperative Spanish Test
399. Prueba de Comprension Lectora
123.
Coordinación Visomotora
401. Prueba de Exploración Cambridge
Revisada para la Valoración de los Trastornos
Mentales en la Vejez (CAMDEX-R)
124.
Coping Inventory for Stressful
402. Prueba de Frases Incompletas con
111
400. Prueba de Destreza Stromberg (PDS)
Aplicación a la Industria (FIGS)
Situations 2nd Edition (CISS)
125.
Coping Resources Inventory
for Stress (CRIS)
403. Prueba de Lenguaje Oral Navarra
Revisada (PLON-R)
126.
Cosmetology Student
Admission Evaluation
127.
Crane Oral Dominance Test
(CODT)
404. Prueba de Inmaginación Creativa (PIC)
128.
406. Pruebas de Benton para el Diagnostico
Neuropsicológico
Cuadrado de Letras (CL)
405. Prueba de Inmaginación Creativa Jóvenes
(PIC-J)
129.
Cuestionario de Afrontamiento
al Estrés para Pacientes Oncológicos
(CAEPO)
130.
Cuestionario de Análisis
Clínico (CAQ)
131.
Cuestionario de Ansiedad
Infantil (CAS)
132.
Cuestionario de Ansiedad
Estado/Rasgo (STAI)
133.
Cuestionario de Ansiedad
Estado/Riesgo en Niños (STAIC)
134.
Cuestionario de Auto-Control
Infantil y Adolescente (CACIA)
135.
Cuestionario de Aserción de la
Pareja (ASPA)
136.
Cuestionario “Big Five” (BFQ)
407. Pruebas de Lectora: Niveles 1 y 2
137.
Cuestionario “Big Five” de
Personalidad para Niños y
Adolescentes (BFQ-NA)
138.
Cuestionario Breve de Calidad
de Vida (CUBRECAVI)
415. Raven Matrices Progresivas (RAVEN)
139.
Cuestionario de Conductas
Antisociales Delictivas (A-D)
417. Receptive One Word Picture Vocabulary
Test (ROWPVT)
140.
Cuestionario Factorial de
Personalidad (ESPQ)
418.Registro de Preferencias Vocacionales
112
408. Pruebas Psicológicas
409. Psicodiagnóstico de Rorschach
410. Quality of Life Inventory
411. Quality of Life Questionnaire (QOL-Q)
412. Quick Language Assessment Inventory
413. Quick Test (QT)
414. Rapidez Motora (RM)
416. Receptive One Word Picture Vocabulary
Test Spanish- Bilingual Edition (ROWPVTSBE)
(KUDER-C)
141.
Cuestionario Factorial de
Personalidad 5ta Edición (16 PF-5)
142.
Cuestionario Educativo
Clínico: Ansiedad y Depresión
(CECAD)
143.
Cuestionario de Estrategias de
Aprendizaje (CEA)
419. Resolución de Problemas (RP 30)
144.
Cuestionario de Estrategias
Cognitivas en Deportistas (CECD)
422. The Rivermead Behavioral Memory Test
(RBMT)
145.
Cuestionario Estructural
Tetradimensional para la Depresión
(CET-DE)
146.
Cuestionario para la
Evaluación de Adoptantes,
Cuidadores, Tutores, y Mediadores
(CUIDA)
147.
Cuestionario de Evaluación de
Riesgos Psicosociales (DECORE)
423. Rorschach Inkblot Test
148.
Cuestionario de Desajuste
Emocional y Recursos Adaptivos en
Infertilidad (DERA)
149.
Cuestionario de Hábitos y
Técnicas de Estudio (CHTE)
426. Scale for the Assessment of Negative
Symptoms (SANS)
150.
Cuestionario de Intereses
Profesionales (CIPSA)
428. School Attitude Measure 2nd Edition
(SAM)
151.
Cuestionario de Madurez
Neuropsicológica Infantil
(CUMANIN)
152.
Cuestionario de Personalidad
(CEP)
153.
Cuestionario de Personalidad
para Adolescentes (16-PF-APQ)
429. SDS Búsqueda Autodirigida Forma R y J
154.
Cuestionario de Personalidad
para Adolescentes (HSPQ)
432. Self Perceptions Inventory (SPI)
113
420. Reynolds Adolescent Depression Scale
(RADS)
421. Reynolds Bully Victimization Scales for
Schools (RBVSS)
424. Rotter Sentence Completion Test
425. Rust Inventory of Schizotypal Cognitions
(RISC)
427. Scales for Indentifying Gifted Students
(SIGS)
430. Self Directed Search (SDS)
431. Self Directed Search Form R-4th Edition
Spanish (SDS Form R IV)
155.
Cuestionario de Personalidad:
Formas A y B (EPI)
433. Sensory Profile Suite of ProductsSensory Profile, Infant/ Toddler Sensory
Profile & Adolescent/Adult Sensory Profile
156.
Cuestionario de Personalidad:
Formas A y J (EPQ)
157.
Cuestionario de Personalidad
de Eysenck- Revisado (EPQ-R)
434. Sentence Completion Test (SCT)
158.
Cuestionario de Personalidad
para Niños (CPQ)
159.
Cuestionario de Personalidad
Situacional (CPS)
436. Severity of Dependence Scale (SDS)
160.
438. Sistema de Evaluación, Valoración, y
Planeamiento de Programas para Infantes
Cuestionario PNP
435. Sequenced Inventory of Communication
Developmental Revised Edition (SICD-R)
437. Sistema de Evaluación de la Conducta de
Niños y Adolescentes (BASC)
161.
Cuestionario de Sobreingesta
Alimentaria (OQ)
439. Social Adjustment Scale- Self Report
(SAS-SR)
162.
Cuestionario de Valores
Interpersonales (SIV)
440. Social Problem Solving Inventory
Revised (SPSI-R)
163.
Cuestionario de Valores
Personales (SPV)
441. Spanish Assessment of Basic Education
(SABE)
164.
Cuestionario de 90 Síntomas
(SCL-90-R)
442. Spanish and English Neuropsychological
Assessment Scales (SENAS)
165.
Culture Fair Series Scales 1,2,3 443. Spanish Language Assessment Procedure
166.
Das Naglieri Cognitive
Assessment System
167.
Davidson Trauma Scale (DTS)
444. Spanish Reading Inventory
168.
Dean-Woodcock
Neuropsychological Battery
446. Spanish/English Reading Comprehension
Test Revised
169.
Derogatis Interview for Sexual
Functioning (DISF)
170.
Desarrollo de las Habilidades
Cognitivas (DHAC)
447. Stanford Binet Intelligence Scale
114
445. Spanish Structured Photographic
Expressive Language Test (SPELT)
448. Strength Deployment Inventory (SDI)
171.
Desarrollo de la Percepción
Visual FROSTIG
172.
Detección de Riesgo en la
Escuela Primaria
173.
Developing Skills Checklist
(DSC)
449. Stroop Test de Colores y Palabras
174.
Developmental Indicators for
the Assessment of Learning (DIAL3)
175.
Devereux Early Childhood
Assessment (DECA)
176.
Diagnostico Integral del
Estudio (DIE 1,2,3)
452. Szondi Test
177.
Diagnostico Neuropsicológico
de Adultos (LURIA-DNA)
455. Taylor Johnson Temperament Analysis
(T-JTA)
178.
456. Técnica Proyectiva de Dibujo (H-T-P)
Differential Aptitude Tests
450. Survey of Organizations (SOO-2000)
451. System of Multicultural Pluralistic
Assessment (SOMPA)
453. Trailer de Memoria: Niveles 1 y 2
454. Tarea de Atención Sostenida en la
Infancia (CSAT)
179.
Dissociative Experiences Scale
(DES)
180.
The Divine Inventory
(Revised) (DI)
181.
Domestic Violence Inventory
(DVI)
182.
Dos Amigos Verbal Language
Scales
457. TEDI-MATH
183.
Drug Use Screening Inventory
Revised (DUSI-R)
184.
Early Childhood Environment
Rating Scale Revised Edition
(ECERS-R)
185.
Early Intervention
Developmental Profile
461. Test Anxiety Inventory (TAI)
186.
Early Literacy Skills
Assessment (ELSA)
464. Test de Aprendizaje Verbal España
Complutense Infantil (TAVECI)
458. Temperament Inventory (TI)
459. TerraNova 2nd Edition
460. Test de Analisis de la Lecto-Escritura
(TALE)
462. Test de Apercepción Temática (TAT)
463. Test de Aprendizaje Verbal España
Complutense (TAVEC)
465. Test de Aptitud Verbal (BAIRES)
187.
Early Reading Diagnostic
Assessment Second Edition (ERDA-
115
II)
188.
Early Screening InventoryRevised (ESI-R)
189.
Eje V de Kennedy (EJE K)
466. Test de Aptitudes Burocraticas y
Administrativas (TABA)
467. Test de Aptitudes Cognoscitivas I
(PRIMARIA I)
190.
Ejercicios para la Adquisición
de Conceptos Boehm
468. Test de Aptitudes Cognoscitivas II
(PRIMARIA II)
191.
Ejercicios de
Sensoriormotricidad y Percepción
192.
Entrevista para el Diagnóstico
del Autismo (ADI-R)
193.
Entrevista para Síndromes
Psiquiatricos en Niños y
Adolescentes (chIPS)
194.
Escala de Alexander
469. Test de Aptitudes Diferenciales (DAT-5)
195.
Escala de Ansiedad Manifesta
en Adultos (AMAS)
196.
Escala de Ansiedad Manifesta
en Niños Revisada (CMAS-R)
473. Test de Atención
197.
Escala de Bienestar
Psicológico (EBP)
198.
Escala de Depresión para
Niños (CDS)
475. Test Barcelona Revisada
199.
Escala de Dificultades de
Socialización de Cantoblanco (SOC)
200.
Escala Europea de Aptitudes
Intelectuales (EAS)
201.
Escala de Evaluación de la
Psicomotricidad en Preescolar (EPP)
202.
Escala de Habilidades Sociales
(EHS)
477. Test de la Casa
203.
Escala de Inteligencia
Revisada para el Nivel Escolar
(WISC-RM)
204.
Escala de Inteligencia para los
481. Test de Competencia Matemática Básica
3 (TEMA 3)
470. Test de Aptitudes Escolares (TEA)
471. Test de Aptitudes Mecánicas
472. Test del Árbol
474. Test Autoevaluativo Multifactorial de
Adaptación
476. Test Breve de Inteligencia de Kaufman
(K-BIT)
116
478. Test de Cinco Cifras
479. Test de los Cinco Digitos (FDT)
480. Test de Clasificación de Tarjetas de
Wisconsin (WCST)
482. Test de Comprensión de Estructuras
Niveles Preescolar y Primario
Infantil (WPPSI)
205.
Escala de Intensidad de
Apoyos (SIS)
Gramaticales (CEG)
206.
Escala de Madurez Mental de
Columbia (CMMS)
207.
Escala de Motivaciones
Psicosociales (MPS)
208.
Escala Multidimensional de
Asertividad (EMA)
484. Test de Creatividad Infantil (TCI)
209.
Escala de Observación para el
Diagnóstico del Autismo (ADOS)
210.
Escala Obervacional del
Desarrollo (EOD)
211.
Escala de Preferencias
487. Test de Destreza con Pequeños Objetos
212.
Escala de Satisfacción Familiar
por Adjetivos (ESPA)
213.
Escala de Socialización
Parental en la Adolescencia
(ESPA29)
214.
Escala de Inteligencia
Wechsler para Adultos (WAIS)
490. Test del Dibujo de la Figura Humana
215.
Escala de Inteligencia
Wechsler para Adultos (EIWA)
216.
Escala de Inteligencia de
Wechsler para Adultos III (EIWA
III)
217.
Escala de Inteligencia de
Wechsler para Niños Revisada
(WISC-R)
218.
Escala de Inteligencia de
Wechsler para Niños Revisada de
Puerto Rico (WISC-R-PR)
219.
Escala de Wechsler de
Inteligencia para Niños IV (WISC
IV)
220.
Escalas de Afrontamiento para
Adolescentes
493. Test de Dominancia Lateral Harris
483. Test de Copia de una Figura Compleja
Rey
117
485. Test de los Cuentos de Hadas (FTT)
486. Test de Destreza en el Manejo de
Herramientas
488. Test de Destreza de Stromberg
489. Test del Dibujo de la Familia
491. Test de Dibujo de la Figura Humana
Goddenough
492. Test del Dibujo de dos Figuras Humanas
(T2F)
494. Test de Dominios (D-48)
495. Test de Dominios (D-70)
496. Test de Emparejamiento de Figuras
Conocidas (MFF-20)
497. Test de Empatia Cognitiva y Afectiva
(TECA)
498. Test de Estrategias Cognitivoemocionales
Moldes
221.
Escalas de Apreciación del
Estrés (EAE)
222.
Escalas Bayley de Desarrollo
Infantil (BSID)
499. Test para el Examen de la Afasia
223.
Escalas de Inteligencia de
Reynolds (RIAS)
501. Test of General Educational
Development (GED)
500. Test de Flexibilidad Cognitiva
(CAMBIOS)
224.
Escalas McCarthy de Aptitudes 502. Test Gestáltico Visomotor Bender
y Psicomotricidad para Niños
(MSCA)
503. Test de Habilidades Mentales Primarias
225.
Estrategias de Aprendizaje
(HMP)
ACRA
Estudio de Valores
504. Test de Habilidades en la Negociación
(NEGO)
227.
Evaluación de la Afasia y de
Trastornos Relacionados
505. Test de Homogeneidad y Preferencia
Lateral (HPL)
228.
Evaluación de la Autoestima
en Educación Primaria
506. Test de Identificación de Daltonismos
(TIDA)
229.
Evaluación de la Comprensión
Lectora (ECL 1 Y 2)
507. Test Illinois de Aptitudes
Psicolinguísticas (ITPA)
230.
Evaluación de la Convivencia
Escolar
508. Test de Inteligencia Breve de Reynolds
(RIST)
231.
Evaluación de la Convivencia
Escolar (CONVES)
509. Test de Inteligencia General: Nivel 1 y 2
(TIG)
232.
Evaluación Factorial de las
Aptitudes Intelectuales (EFAI)
233.
Evaluación de Grado Medio &
Alto (GMA)
510. Test de Inteligencia No Verbal (TONI-2)
234.
Evaluación Inicial para
Estudiantes con Aptitudes
Sobresalientes (SAGES 2)
512. Test de Laberintos Porteus
226.
118
511. Test de Interpretación Selectiva de Datos
(TISD)
235.
Evaluación Neuropsicológica
Breve en Español (NEUROPSI)
236.
Evaluación Neuropsicológica
en la Edad Preescolar Luria Inicial
513. Test de Memoria (MY)
237.
Evaluación Neuropsicológica
de las Funciones Ejecutivas en
Niños (ENFEN)
238.
Evaluación Neuropsicológica
Infantil (ENI)
515. Test of Memory of Malingering (TOMM)
239.
Evaluación Neuropsicológica
de Memoria y Aprendizaje Visual
(DCS)
240.
Evaluación del Potencial de
Aprendizaje (EPA-2)
241.
Evaluación de Precurrentes
Instrumentales para la Adquisición
de la Lectura
242.
Evaluación de los Procesos
Lectores en Alumnos de 3er Ciclo
de Primaria y Secundaria
243.
Evaluación del Trastorno por
Déficit de Atención con
Hiperactividad
244.
Evaluación y Ejercicios para
Bebes y Niños con Necesidades
Especiales Currículo Carolina
245.
Examen Cognoscitivo MiniMental (MMSE)
517. Test de Observación (TO-1)
246.
Exploratory Battery of
Sexuality
247.
Expressive One Word Picture
Vocabulary Test: Spanish Bilingual
Edition (EOWPVT- SBE)
248.
Fábulas de Duss
524. Test de Siluetas para Adolescentes (TSA)
249.
Factores de Riesgo
Interpersonales para el consume de
Drogas en Adolescentes (FRIDA)
527. Tests de Escala 1 (FACTOR G)
119
514. Test de Memoria y Aprendizaje
(TOMAL)
516. Test de Motivaciones en Adolescentes
(SMAT)
518. Test Pata Negra
519. Test de Personalidad de TEA (TPT)
520. Test de Phonological Awareness in
Spanish (TPAS)
521. Test de Pronóstico Académico (APT)
522. Test Rápido Barranquilla (BARSIT)
523. Test de Retención Visual de Benton
(TRVB)
525. Test de Símbolos y Dígitos (SDMT)
526. Test de Vocabulario en Imagenes
Peabody
250.
Family Assessment Measure
3rd Edition (FAM-III)
251.
FB 360
528. Tests de Escala 2 y 3 (FACTOR G)
252.
The Five Ps
530. Token Test
253.
Formas Idénticas
531. Toulouse Pieon (TP)
529. Tests de Rendimiento Escolar (TR35)
254.
Fuld Object Memory
Evaluación (FOME)
255.
General Ability Measure for
Adults (GAMA)
256.
Gestión por Competencias
(SOSIA)
257.
Grandparent Strengths and
Needs Inventory (OSNI)
258.
Group Inventory for Finding
Creative Talent (GIFT)
259.
Group Inventory for Finding
Interests (GIFI)
260.
Guía de Preguntas del Manual
de Psicoterapia Breve, Intensiva, y
de Urgencia
261.
Halstead-Reitan
Neuropsychological Test Battery
(HRNB)
262.
The Harington-O’Shea Career
Decision Making System- Revised
(CDM-R)
263.
Hawaii Early Learning Profile
(HELP)
264.
Hay Aptitude Test Battery
Revised
265.
Health Assessment
Questionnaire (HAQ)
532. Tower of London Test
266.
HIV/University of Miami
Annotated Neuropsychological Test
Battery in Spanish (HUMANS)
267.
IDEA Oral Language
Proficiency Test (IPT)
544. Wechsler Adult Intelligence Scale 3rd
Edition (Mexican Adaptation) (WAIS III)
120
533. Trail Making Test
534. Tratamiento de Disfunciones Sexuales
535. Uso y Prevención de Disfonías la Voz
536. Versant Spanish Test
537. Vineland Adaptive Behavior Scales
538. Vineland Social Emotional Early
Childhood Series (SEEC)
539. Vocational Research Interest Inventory
(VRII)
540. Ward Atmosphere Scale 3rd Edition
(WAS)
541. Wonderlic Personnel Test (WPT)
542. Scholastic Level Exam (SLE)
543. Wechsler Adult Intelligence Scale Third
Edition (WAIS III)
545. Wechsler Memory Scale 3rd Edition
(WMS III)
268.
IDEA Reading and Writing
Proficiency Test IPT
269.
Infant Toddler and Brief Infant
Toddler Social and Emotional
Assessment (ITSEA/BITSEA)
270.
Informant Questionnaire on
Cognitive Decline in the Elderly
(IQCODE)
271.
Instrucciones Complejas (IC)
546. Western Aphasia Battery (WAB)
272.
Instrumento No Verbal de
Inteligencia (BETA II-R)
273.
Instrumento No Verbal de
Inteligencia (BETA III)
274.
Integrated Visual and Auditory
Continuous Performance Test (IVA
+ Plus)
275.
Inteligencia Creativa (CREA)
550. Word Accentuation Test (WAT)
276.
554. Youth Outcome Questionnaire Self
Report (Y-OQ-SR 2.0)
Inteligencia General Nivel 2
277.
Inventario de Adaptación de
Conducta (IAC)
278.
Inventario de Adjetivos para la
Evaluación de los Trastornos de la
Personalidad (IA-TP)
121
547. Woodcock Johnson III
548. Woodcock-Johnson Psychoeducational
Battery
549. Woodcock Language Proficiency Battery
(WLPB)
551. Word Memory Test (WMT)
552. Worley’s ID Profile (WIDP)
553. Youth Outcome Questionnaire-Omni
Version (Y-OQ-30.1)
555. Z Test
Appendix H. Request Letter to HNS Board Members
10.14.09
Department of Psychology
University of North Carolina Wilmington
Wilmington, NC, 28403
Dear Dr. Peery,
My name is Carlos Ojeda and I am a graduate student from the University of North
Carolina Wilmington as well as a student member of the Hispanic Neuropsychological Society.
Dr. Antonio E. Puente and I are working on a study that we would greatly appreciate support
from HNS.
The reason of the present letter is to request permission to contact HNS members using
the HNS List Serve to complete an online survey about the usage of neuropsychological and
psychological tests for Spanish speaking clients.
HNS members would receive a communication posting from Dr. Antonio Puente indicating:
a) the rationale of the study and b) the approximate time it takes to participate. To participate,
HNS members will follow the survey monkey link as indicated in the posting.
This study was reviewed and approved by IRB at UNCW. If participants were to have any
questions or concerns, my contact information and that of my supervisor will be available.
Results of the study will help us gain a better understanding of neuropsychological and
psychological test usage of Spanish tests as well as determining what neuropsychological and
psychological tests meet the guidelines of the Standards for Educational and Psychological
Testing (1999).
We anticipate that the results of this study will be the foundation for a presentation at the
HNS meeting in Acapulco.
Thank you for your assistance,
Carlos A. Ojeda
Graduate Student
University of North Carolina Wilmington
Department of Psychology
Graduate Student
cao4348@uncw.edu
(305) 725 3200
122
Appendix J. Postings to Participants
12.15.09
Department of Psychology
University of North Carolina Wilmington
Wilmington, NC, 28403
Survey: Assessment of Psychological and Neuropsychological Test Usage
Dear Colleagues:
We are completing a study that is an extension of a previously published study on test usage
(Camara, Nathan, & Puente, 2000).Whereas that study focused on psychological and
neuropsychological tests used with English speaking individuals, we are focusing this
study on tests used for Spanish-speaking persons. We are asking that you take 10-15 minutes of
your time to complete the attached survey. The survey was approved by the UNCW IRB as well
as the Board of Directors of the Hispanic Neuropsychological Society. The tests found in this list
are based on a comprehensive review of the psychological literature a) Buros
MentalMeasurements Yearbook Website Database, b) prior research about testing (Salazar,
Perez, & Puente, 2007; Lazarus, 2009), c) Hispanic Neuropsychological Society List of Spanish
Tests, d) Databases such as Psychinfo or WorldCat, and e) Spanish Test Publishers such as
Manual Moderno Mexico Editorial and TEA. Please go to the following link to complete the
survey.
http://www.surveymonkey.com/s/J9Y2J8M
Antonio E. Puente
Professor of Psychology
Carlos Ojeda
Psychology Graduate Student
123
01.08.10
Department of Psychology
University of North Carolina Wilmington
Wilmington, North Carolina 28403
Survey: Assessment of Psychological and Neuropsychological Test Usage
Estimados Colegas:
On 12.15.09, we sent you an e-mail asking for your assistance in completing a short survey on
test usage for Spanish speakers. To date, we have received 24 completed surveys. This is
approximately 25% of the HNS membership.
To those that were able to complete the survey, muchas gracias. For those that took the holidays
seriously (as any good Latin citizen would) and did not have time to complete the survey, we are
asking your assistance in helping us complete a study that will be useful not only to us but to
others such as insurance companies and test publishers. Your assistance is not only much
appreciate but also much needed.
Our goal is to present the outcome of the study at the HNS meeting in Acapulco
next month.
Un codial saludo,
Antonio E. Puente and Carlos Ojeda
Please go the following link to complete the survey:
http://www.surveymonkey.com/s/J9Y2J8M
124
02.09.10
Department of Psychology
University of North Carolina Wilmington
Wilmington, North Carolina 28403
RE: Assessment of Psychological and Neuropsychological Test Usage
Estimados Colegas:
Last week in Acapulco, we presented results from our survey at HNS (talk) and INS (poster). It
came to our attention that some individuals and students did complete the survey. In the case of
students, for example, some felt that they did not know which category of education they should
check (i.e., “other). We are aiming to get over 50% response rate and we are very close to that
mark. Our goal is to finish collecting data this week and continue with our analyses.
If you have not completed the survey yet, please complete it by following this link.
http://www.surveymonkey.com/s/J9Y2J8M
If you completed the survey and/or heard our talk or saw our poster and have specific
suggestions for analyses or questions to be pursued,please contact us via e-mail either through
Puente@uncw.edu or cao4348@uncw.edu.
Gracias!
125