NCMHCE Exam with
questions and well verified
answers actual exam!!!
2026
Counseling
(Assessment & Diagnosis) - ANSWER -designed to help the client gain a perspective on
how they behave
Self-knowledge
(Assessment & Diagnosis) - ANSWER -Used to help client learn how to make better
decisions and to take responsibility for their own actions
Value judgment
(Assessment & Diagnosis) - ANSWER -carefully considering accumulated data to ensure
that it is complete and accurate in order to make an interpretation or inference
Decision making
(Assessment & Diagnosis) - ANSWER -process in which the collected data has been
weighed against possible consequences and test results
Nonstandard Procedures
(Assessment & Diagnosis) - ANSWER -Observations of client behaviors and performance
,3 levels of behavior observations
(Assessment & Diagnosis) - ANSWER -1st Level = casual informational observations;
watching the client in unstructured activities throughout the day
2nd Level = guided observation; intentional direct observation with a checklist/rating scale to
evaluate performance or bx seen
3rd Level = clinical level; observation is done in a controlled setting for a lengthy period of time
Actuarial/Statistical Prediction
(Assessment & Diagnosis) - ANSWER -based on empirically validated data incorporating
regressive or multiple regressive equations
Clinical Predictions
(Assessment & Diagnosis) - ANSWER -Based on intuition and experience of observing
clincian
Guidelines for assessing culturally diverse populations
(Assessment & Diagnosis) - ANSWER -1. clarify purpose of evaluation
2. be sensitive to test material that unfairly discriminates
3. use alternative method of assessment that is more appropriate
4. familiarize yourself to the norms/values of the examinee's culture
5. establish rapport or call on another clinician if rapport is not established
Spearman intelligence
(Assessment & Diagnosis) - ANSWER -Proposed general intelligence factor (g) and any
number of specific intelligence factors (s) unique to a task
Horn and Cattell
(Assessment & Diagnosis) - ANSWER -adjusted Spearman model by dividing (g) into
Crystallized Intelligence (Gc) and Fluid Intelligence (Gf)
,Crystallized Intelligence = knowledge and skills acquired thru education & experience;
continues to increase throughout life
Fluid Intelligence = ability to solve new problems; peaks in adolescence and declines thereafter
Sternberg intelligence theory
(Assessment & Diagnosis) - ANSWER -Successful intelligence is composed of analytical,
practical, and creative elements; argued that standardized test focus almost exclusively on
analytical elements
Gardner multiple intelligence theory
(Assessment & Diagnosis) - ANSWER -Proposed 8 kinds of intelligence:
1. linguistic
2. musical
3. logical-mathmatical
4. spatial
5. bodily-kinesthetic
6. interpersonal
7. intrapersonal
8. naturalistic
Seattle Longitudinal Study (Schaie et al.)
(Assessment & Diagnosis) - ANSWER -- 7 yr intervals from 1956-2005
- no uniform pattern of age-related changes across all intellectual abilities, except for maybe
perceptual speed
Effects of Heredity on Intelligence
(Assessment & Diagnosis) - ANSWER -- individuals w/genetic similarity have similar
levels of intelligence
- 32-64% of variability in intelligence comes from genetic factors
Effects of Environment on Intelligence
, (Assessment & Diagnosis) - ANSWER -- SES is consistently linked to performance on
intelligence tests
- Flynn Effect = gradual increase in IQ scores that occur in industrialized nations
> change of 3-6 points over 1-2 generations
> not due to genetics
Effects of Gender on Intelligence
(Assessment & Diagnosis) - ANSWER -- females perform better on verbal ability
- males perform better on spatial and quantitative ability
- males more likely to be at extreme ends of score distribution for every type of intelligence
Effects of Race on Intelligence
(Assessment & Diagnosis) - ANSWER -- Whites outperform African Americans on
Stanford-Binet, Wechsler, and other IQ tests by about 1 SD
> this is diminishing
- Slope bias = predictor is more accurate for one group than for another
- Intercept bias = predictor consistently over-predicts or under-predicts performance for a
particular group
Standardized test
(Assessment & Diagnosis) - ANSWER -questions and responses from all tests can be
compared w/one another. Every aspect of the test must remain consistent
Behavioral Assessment
(Assessment & Diagnosis) - ANSWER -individual can be evaluated in relation to their
environment.
SORC = stimulus, organism, response, and consequences
Dynamic Assessment
(Assessment & Diagnosis) - ANSWER -systematic deviation from the standardized test
for the purpose of determining whether the individual benefits from aid. Involves "testing the
limits" in which an examinee is provided w/a sequence of extra clues
questions and well verified
answers actual exam!!!
2026
Counseling
(Assessment & Diagnosis) - ANSWER -designed to help the client gain a perspective on
how they behave
Self-knowledge
(Assessment & Diagnosis) - ANSWER -Used to help client learn how to make better
decisions and to take responsibility for their own actions
Value judgment
(Assessment & Diagnosis) - ANSWER -carefully considering accumulated data to ensure
that it is complete and accurate in order to make an interpretation or inference
Decision making
(Assessment & Diagnosis) - ANSWER -process in which the collected data has been
weighed against possible consequences and test results
Nonstandard Procedures
(Assessment & Diagnosis) - ANSWER -Observations of client behaviors and performance
,3 levels of behavior observations
(Assessment & Diagnosis) - ANSWER -1st Level = casual informational observations;
watching the client in unstructured activities throughout the day
2nd Level = guided observation; intentional direct observation with a checklist/rating scale to
evaluate performance or bx seen
3rd Level = clinical level; observation is done in a controlled setting for a lengthy period of time
Actuarial/Statistical Prediction
(Assessment & Diagnosis) - ANSWER -based on empirically validated data incorporating
regressive or multiple regressive equations
Clinical Predictions
(Assessment & Diagnosis) - ANSWER -Based on intuition and experience of observing
clincian
Guidelines for assessing culturally diverse populations
(Assessment & Diagnosis) - ANSWER -1. clarify purpose of evaluation
2. be sensitive to test material that unfairly discriminates
3. use alternative method of assessment that is more appropriate
4. familiarize yourself to the norms/values of the examinee's culture
5. establish rapport or call on another clinician if rapport is not established
Spearman intelligence
(Assessment & Diagnosis) - ANSWER -Proposed general intelligence factor (g) and any
number of specific intelligence factors (s) unique to a task
Horn and Cattell
(Assessment & Diagnosis) - ANSWER -adjusted Spearman model by dividing (g) into
Crystallized Intelligence (Gc) and Fluid Intelligence (Gf)
,Crystallized Intelligence = knowledge and skills acquired thru education & experience;
continues to increase throughout life
Fluid Intelligence = ability to solve new problems; peaks in adolescence and declines thereafter
Sternberg intelligence theory
(Assessment & Diagnosis) - ANSWER -Successful intelligence is composed of analytical,
practical, and creative elements; argued that standardized test focus almost exclusively on
analytical elements
Gardner multiple intelligence theory
(Assessment & Diagnosis) - ANSWER -Proposed 8 kinds of intelligence:
1. linguistic
2. musical
3. logical-mathmatical
4. spatial
5. bodily-kinesthetic
6. interpersonal
7. intrapersonal
8. naturalistic
Seattle Longitudinal Study (Schaie et al.)
(Assessment & Diagnosis) - ANSWER -- 7 yr intervals from 1956-2005
- no uniform pattern of age-related changes across all intellectual abilities, except for maybe
perceptual speed
Effects of Heredity on Intelligence
(Assessment & Diagnosis) - ANSWER -- individuals w/genetic similarity have similar
levels of intelligence
- 32-64% of variability in intelligence comes from genetic factors
Effects of Environment on Intelligence
, (Assessment & Diagnosis) - ANSWER -- SES is consistently linked to performance on
intelligence tests
- Flynn Effect = gradual increase in IQ scores that occur in industrialized nations
> change of 3-6 points over 1-2 generations
> not due to genetics
Effects of Gender on Intelligence
(Assessment & Diagnosis) - ANSWER -- females perform better on verbal ability
- males perform better on spatial and quantitative ability
- males more likely to be at extreme ends of score distribution for every type of intelligence
Effects of Race on Intelligence
(Assessment & Diagnosis) - ANSWER -- Whites outperform African Americans on
Stanford-Binet, Wechsler, and other IQ tests by about 1 SD
> this is diminishing
- Slope bias = predictor is more accurate for one group than for another
- Intercept bias = predictor consistently over-predicts or under-predicts performance for a
particular group
Standardized test
(Assessment & Diagnosis) - ANSWER -questions and responses from all tests can be
compared w/one another. Every aspect of the test must remain consistent
Behavioral Assessment
(Assessment & Diagnosis) - ANSWER -individual can be evaluated in relation to their
environment.
SORC = stimulus, organism, response, and consequences
Dynamic Assessment
(Assessment & Diagnosis) - ANSWER -systematic deviation from the standardized test
for the purpose of determining whether the individual benefits from aid. Involves "testing the
limits" in which an examinee is provided w/a sequence of extra clues
