Mcmi iii hand scoring worksheet

General Guidelines for Administering 3

and Scoring

T o provide meaningful data for both clinical and research uses, the MCMI-III must be properly administered and correctly scored. Test scores must accurately reflect the indi- vidual’s true condition. Although the MCMI-III is a psycho- metrically sound and clinically useful instrument, improper administration and scoring can undermine its effectiveness. A prime responsibility of the MCMI-III examiner is to ensure that the standardized instructions and procedures are always followed carefully when administering the MCMI-III, as well as any other instrument. According to Principle 8 in Casebook on Ethical Principles of Psychologists:

In the development, publication, and utilization of psychological assessment techniques, psychologists make every effort to promote the welfare and best interests of the client. They guard against misuse of assessment results. They respect the client’s right to know the results, the interpretations made, and the basis for their conclusions and recommendations. Psychologists make every effort to maintain the security of tests and other assessment techniques within limits of legal mandates. They strive to ensure the appropriate use of assessment techniques by others. (American Psychological Association, 1987, p. 109)

41http://dx.doi.org/10.1037/10446-003 A Beginner's Guide to the MCMI-III, by D. Jankowski Copyright © 2002 American Psychological Association. All rights reserved.

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42 B E G I N N E R ’ S G U I D E T O T H E M C M I - I I I

Guidelines for Administration

An entire chapter can be devoted to a discussion of the proper proce- dural steps for test administration in general. However, such a review is beyond the scope of our presentation. In this section we will limit our focus to the general guidelines and procedural information for administering the MCMI-III. Before administering the MCMI-III, then, it is important for the beginning student to become acquainted with the various MCMI-III formats (available in English and Spanish), to include audiocassette recordings. If administered properly, all formats will yield comparable results. Let us begin with an overview of the general administration guidelines.

PROVIDE CLEAR AND STANDARDIZED INSTRUCTIONS

The test directions are clearly printed on the second page of the MCMI-III hand-scoring test booklet published by National Computer Systems (NCS). Remember that standardization implies uniform proce- dures. Sufficient time should be taken at the onset to present clear and standardized instructions to the examinee. It is my customary practice to ask the examinee to read the instructions privately before beginning the test, and, after addressing any questions, follow with a review of the printed procedures.

Self-report inventory. As with other objective personality instru- ments, the MCMI-III functions as a “self-report” inventory and should never be construed as a self-administered inventory. A trained clinical professional should be available to the examinee before, during, and after the administration to respond to any concerns. However, the test items should be answered with no coaching assistance from the examiner. Although the examinee is encouraged to complete all items, undecided items by the exam- inee should be marked in the false direction rather than omitted. In addition, because it is a self-report inventory, the true results of the MCMI-III are contingent on the examinee’s ability to re- spond to its items. In that light, the examiner should ensure that the examinee’s condition (e.g., sedated or intoxicated) is not a cause for a distorted protocol. Administration location. The inventory should be administered in a well-lighted, quiet environment, one that is free from distrac-

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Guidelines for Administering and Scoring 43

tions. The optimal location is a quiet office removed from the activity of a busy workplace, where the examinee can be as com- fortable and relaxed as possible. The logistics of the location should be identified beforehand to avoid unnecessary stressors for both the examiner and examinee at the time of testing. Examinee characteristics. The MCMI-III has been designed for use by adults who have at least an eighth-grade reading level. Ensure that the examinee is capable of adequately reading the questions before the actual test administration. If reading prob- lems are suspected and determined to be limited, an audiocassette recording can be administered in place of the written format. This format can also be used for visually impaired individuals. Equipment. Instruct the examinee to use a number 2 black lead pencil for marking the answer form, and provide the examinee a hard surface on which to take the test, particularly when the MCMI-III is scored by computer. If a hard surface desk is not available, provide the examinee with a hard-covered textbook to place beneath the answer sheet. Demographic data. Before starting the test, ensure that gender and all necessary requested demographic information are accu- rately entered by the examinee on the answer sheet. If gender information is not specified, the instrument cannot be scored. The examiner may assist the examinee in completing the required data. To protect confidentiality, identification numbers are used in place of names on the computer-scored forms. Review of data information. As a general practice, it is best to review the information in the presence of the examinee immedi- ately following the completion of the instrument. A thorough review of the answer sheet is necessary at this time not only to check for required data information but also to scan for excessive item omissions and random responding (e.g., all true/all false). If errors or excessive omissions (12 or more) are found, the mate- rials should be returned to the examinee to allow for corrections. At this time, the examiner can also address other concerns that the examinee may have about the instrument, as well as in gen- eral terms describe the process that will follow. Administration time. Most people take about a half an hour to complete the instrument. Be flexible, however, and allow the examinee to work at a comfortable pace. The examinee’s test- taking responses, as well as administrative time required, will vary according to the individual’s state. Response times of anxious or impulsive clients may differ appreciably from depressed clients or those with limited intelligence.