NCMHCE Exam
(2025-2026)
(Final Exam Questions With 100% Correct
Answers | Verified Answer Guaranteed
Pass | Latest Update (2026-2027) | Already
Graded A+)FIBA Agent Test
,Counseling designed to help the client gain a perspective on how they behave
(Assessment & Diagnosis)
Self-knowledge Used to help client learn how to make better decisions and to take responsibility for
(Assessment & Diagnosis) their own actions
Value judgment carefully considering accumulated data to ensure that it is complete and accurate in
(Assessment & Diagnosis) order to make an interpretation or inference
Decision making process in which the collected data has been weighed against possible
(Assessment & Diagnosis) consequences and test results
Nonstandard Procedures Observations of client behaviors and performance
(Assessment & Diagnosis)
3 levels of behavior observations 1st Level = casual informational observations; watching the client in unstructured
(Assessment & Diagnosis) 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 based on empirically validated data incorporating regressive or multiple regressive
(Assessment & Diagnosis) equations
Clinical Predictions Based on intuition and experience of observing clincian
(Assessment & Diagnosis)
Guidelines for assessing culturally diverse populations 1. clarify purpose of evaluation
(Assessment & Diagnosis) 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 Proposed general intelligence factor (g) and any number of specific intelligence
(Assessment & Diagnosis) factors (s) unique to a task
Horn and Cattell adjusted Spearman model by dividing (g) into Crystallized Intelligence (Gc) and
(Assessment & Diagnosis) 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 Successful intelligence is composed of analytical, practical, and creative elements;
(Assessment & Diagnosis) argued that standardized test focus almost exclusively on analytical elements
,Gardner multiple intelligence theory Proposed 8 kinds of intelligence:
(Assessment & Diagnosis) 1. linguistic
2. musical
3. logical-mathmatical
4. spatial
5. bodily-kinesthetic
6. interpersonal
7. intrapersonal
8. naturalistic
Seattle Longitudinal Study (Schaie et al.) - 7 yr intervals from 1956-2005
(Assessment & Diagnosis) - no uniform pattern of age-related changes across all intellectual abilities, except
for maybe perceptual speed
Effects of Heredity on Intelligence - individuals w/genetic similarity have similar levels of intelligence
(Assessment & Diagnosis) - 32-64% of variability in intelligence comes from genetic factors
Effects of Environment on Intelligence - SES is consistently linked to performance on intelligence tests
(Assessment & Diagnosis) - 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 - females perform better on verbal ability
(Assessment & Diagnosis) - 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 - Whites outperform African Americans on Stanford-Binet, Wechsler, and other IQ
(Assessment & Diagnosis) 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 questions and responses from all tests can be compared w/one another. Every
(Assessment & Diagnosis) aspect of the test must remain consistent
Behavioral Assessment individual can be evaluated in relation to their environment.
(Assessment & Diagnosis)
SORC = stimulus, organism, response, and consequences
Dynamic Assessment systematic deviation from the standardized test for the purpose of determining
(Assessment & Diagnosis) whether the individual benefits from aid. Involves "testing the limits" in which an
examinee is provided w/a sequence of extra clues
Domain-Referenced Testing breaks assessment into specific domains of ability (i.e. math ability or reading)
(Assessment & Diagnosis)
Diagnostic Checklists used to check off bx or performance levels with plus or minus to indicate that hte bx
(Assessment & Diagnosis) was observed or absent
Diagnostic Rating Scale notes the strength, frequency, or degree of a behavior exhibited (Likert scales)
(Assessment & Diagnosis)
, 5 standardized assessment tools 1. Achievement test = measure what has been learned (e.g. academics, vocation,
(Assessment & Diagnosis) or other life experience)
2. Aptitude test = predicted performance in a given field of study
3. Intelligence test = predicts a person's academic performance in future by
determining person's mental potential
4. Vocational preference instrument = pattern of characteristics that describe the
individual's preferences or inclination to do something in leisure, work, and
educational settings
5. Personality test = person's bx, attitudes, beliefs, and values; can diagnose
psychopathology
Stanford-Binet Intelligence Scale - SB5 measures cog ability, assist in psychoeducational evaluation, & diagnose
(Assessment & Diagnosis) developmental disabilities thru verbal and nonverbal activities
- AGES: 2-85+
- 5 Categories of Intelligence:
1. Fluid reasoning
2. Knowledge
3. Quantitative reasoning
4. Visual-spatial processing
5. Working memory
- Four Composite Scores:
1. Factor index
2. Domain
3. Abbreviated battery
4. Full-scale IQ
Wechsler Adult Intelligence Scale - IV - 2008
(Assessment & Diagnosis) - AGES: 16+
- intelligence is a global ability made up of a number of interrelated functions
- Four Index Scores:
1. Verbal Comprehension Index (VCI)
2. Perceptual Reasoning Index (PRI)
3. Working Memory Index (WMI)
4. Processing Speed Index (PSI)
- 10 Core Subtests:
1. VCI: Similarities (abstract reasoning)
2. VCI: Vocabulary (semantic knowledge)
3. VCI: Information (general knowledge)
4. PRI: Block Design (spatial processing)
5. PRI: Matrix Reasoning (inductive reasoning)
6. PRI: Visual Puzzles (spatial reasoning)
7: WMI: Digit Span (working memory)
8: WMI: Arithmetic (quantitative reasoning)
9. PSI: Symbol Search (processing speed)
10. PSI: Coding (associative memory)
- 2 Broad Scores
> Full Scale IQ = based on combined scores for the 10 subtests
> General ability index (GAI) = based on only the 6 VCI and PSI subtests
- SUBTESTS: Mean score = 10; SD = 3
- FSIQ: Mean score = 100; SD = 15
- 4 additional supplemental subtests
WISC-V and WPPSI-IV - WISC-V = 6 yrs to 17 yrs
(Assessment & Diagnosis) - WPPSI-IV = 2.5 yrs to 7.25 yrs
Kaufman Test of Educational Achievement (KTEA-3) - Measures academic ability in children grades 1-12
- 3 Core Score Areas:
(Assessment & Diagnosis) 1. Reading
2. Math
3. Written Language
- verbal instructions can be minimized to make them fair for all cultures
Cognitive Assessment System (CAS2) - Based on the PASS (planning, attention, simultaneous processing, & sequential
(Assessment & Diagnosis) processing)
- AGES: 5-18
- All cultures and ethnicities
Slosson Tests - designed to be fast ways of estimating intelligence in order to identify children at
(Assessment & Diagnosis) risk of educational failure
(2025-2026)
(Final Exam Questions With 100% Correct
Answers | Verified Answer Guaranteed
Pass | Latest Update (2026-2027) | Already
Graded A+)FIBA Agent Test
,Counseling designed to help the client gain a perspective on how they behave
(Assessment & Diagnosis)
Self-knowledge Used to help client learn how to make better decisions and to take responsibility for
(Assessment & Diagnosis) their own actions
Value judgment carefully considering accumulated data to ensure that it is complete and accurate in
(Assessment & Diagnosis) order to make an interpretation or inference
Decision making process in which the collected data has been weighed against possible
(Assessment & Diagnosis) consequences and test results
Nonstandard Procedures Observations of client behaviors and performance
(Assessment & Diagnosis)
3 levels of behavior observations 1st Level = casual informational observations; watching the client in unstructured
(Assessment & Diagnosis) 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 based on empirically validated data incorporating regressive or multiple regressive
(Assessment & Diagnosis) equations
Clinical Predictions Based on intuition and experience of observing clincian
(Assessment & Diagnosis)
Guidelines for assessing culturally diverse populations 1. clarify purpose of evaluation
(Assessment & Diagnosis) 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 Proposed general intelligence factor (g) and any number of specific intelligence
(Assessment & Diagnosis) factors (s) unique to a task
Horn and Cattell adjusted Spearman model by dividing (g) into Crystallized Intelligence (Gc) and
(Assessment & Diagnosis) 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 Successful intelligence is composed of analytical, practical, and creative elements;
(Assessment & Diagnosis) argued that standardized test focus almost exclusively on analytical elements
,Gardner multiple intelligence theory Proposed 8 kinds of intelligence:
(Assessment & Diagnosis) 1. linguistic
2. musical
3. logical-mathmatical
4. spatial
5. bodily-kinesthetic
6. interpersonal
7. intrapersonal
8. naturalistic
Seattle Longitudinal Study (Schaie et al.) - 7 yr intervals from 1956-2005
(Assessment & Diagnosis) - no uniform pattern of age-related changes across all intellectual abilities, except
for maybe perceptual speed
Effects of Heredity on Intelligence - individuals w/genetic similarity have similar levels of intelligence
(Assessment & Diagnosis) - 32-64% of variability in intelligence comes from genetic factors
Effects of Environment on Intelligence - SES is consistently linked to performance on intelligence tests
(Assessment & Diagnosis) - 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 - females perform better on verbal ability
(Assessment & Diagnosis) - 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 - Whites outperform African Americans on Stanford-Binet, Wechsler, and other IQ
(Assessment & Diagnosis) 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 questions and responses from all tests can be compared w/one another. Every
(Assessment & Diagnosis) aspect of the test must remain consistent
Behavioral Assessment individual can be evaluated in relation to their environment.
(Assessment & Diagnosis)
SORC = stimulus, organism, response, and consequences
Dynamic Assessment systematic deviation from the standardized test for the purpose of determining
(Assessment & Diagnosis) whether the individual benefits from aid. Involves "testing the limits" in which an
examinee is provided w/a sequence of extra clues
Domain-Referenced Testing breaks assessment into specific domains of ability (i.e. math ability or reading)
(Assessment & Diagnosis)
Diagnostic Checklists used to check off bx or performance levels with plus or minus to indicate that hte bx
(Assessment & Diagnosis) was observed or absent
Diagnostic Rating Scale notes the strength, frequency, or degree of a behavior exhibited (Likert scales)
(Assessment & Diagnosis)
, 5 standardized assessment tools 1. Achievement test = measure what has been learned (e.g. academics, vocation,
(Assessment & Diagnosis) or other life experience)
2. Aptitude test = predicted performance in a given field of study
3. Intelligence test = predicts a person's academic performance in future by
determining person's mental potential
4. Vocational preference instrument = pattern of characteristics that describe the
individual's preferences or inclination to do something in leisure, work, and
educational settings
5. Personality test = person's bx, attitudes, beliefs, and values; can diagnose
psychopathology
Stanford-Binet Intelligence Scale - SB5 measures cog ability, assist in psychoeducational evaluation, & diagnose
(Assessment & Diagnosis) developmental disabilities thru verbal and nonverbal activities
- AGES: 2-85+
- 5 Categories of Intelligence:
1. Fluid reasoning
2. Knowledge
3. Quantitative reasoning
4. Visual-spatial processing
5. Working memory
- Four Composite Scores:
1. Factor index
2. Domain
3. Abbreviated battery
4. Full-scale IQ
Wechsler Adult Intelligence Scale - IV - 2008
(Assessment & Diagnosis) - AGES: 16+
- intelligence is a global ability made up of a number of interrelated functions
- Four Index Scores:
1. Verbal Comprehension Index (VCI)
2. Perceptual Reasoning Index (PRI)
3. Working Memory Index (WMI)
4. Processing Speed Index (PSI)
- 10 Core Subtests:
1. VCI: Similarities (abstract reasoning)
2. VCI: Vocabulary (semantic knowledge)
3. VCI: Information (general knowledge)
4. PRI: Block Design (spatial processing)
5. PRI: Matrix Reasoning (inductive reasoning)
6. PRI: Visual Puzzles (spatial reasoning)
7: WMI: Digit Span (working memory)
8: WMI: Arithmetic (quantitative reasoning)
9. PSI: Symbol Search (processing speed)
10. PSI: Coding (associative memory)
- 2 Broad Scores
> Full Scale IQ = based on combined scores for the 10 subtests
> General ability index (GAI) = based on only the 6 VCI and PSI subtests
- SUBTESTS: Mean score = 10; SD = 3
- FSIQ: Mean score = 100; SD = 15
- 4 additional supplemental subtests
WISC-V and WPPSI-IV - WISC-V = 6 yrs to 17 yrs
(Assessment & Diagnosis) - WPPSI-IV = 2.5 yrs to 7.25 yrs
Kaufman Test of Educational Achievement (KTEA-3) - Measures academic ability in children grades 1-12
- 3 Core Score Areas:
(Assessment & Diagnosis) 1. Reading
2. Math
3. Written Language
- verbal instructions can be minimized to make them fair for all cultures
Cognitive Assessment System (CAS2) - Based on the PASS (planning, attention, simultaneous processing, & sequential
(Assessment & Diagnosis) processing)
- AGES: 5-18
- All cultures and ethnicities
Slosson Tests - designed to be fast ways of estimating intelligence in order to identify children at
(Assessment & Diagnosis) risk of educational failure
