Select Page

Scoring, Administration, Interpretation & Report on CDI: (50 points)The purpose of this assignment is to become familiar with the practical application of the testing in the applied field. The assignment should be about 1-2 pages in length, including the administration of Children Depression Inventory, Scoring, Interpretation and Report writing, double-spaced, 12 pt. font and written in standard report writing form provided in Samples of Report Writing file.You are responsible for posting the assignment in a format that Blackboard will allow me to open. Please do not send .zip files.The assignment has multiple parts and each part carries different scores. You will find the description of all 5 parts in Administration and Scoring file and Rubric file. Please read the entire information before attempting the paper.Once you finish the paper, proofread and save it as PDF; and submit in the SafeAssign Dropbox below.Due date: Friday March 28, 2019 by 11:59pmAlso complete the last part of the cdi page where it says scoring grid.. the total cdi score, scale A,B,C,D,E ,, and the profile form page.


Don't use plagiarized sources. Get Your Custom Essay on
Scoring, Administration, Interpretation & Report on CDI Assignment
Just from $10/Page
Order Essay





Unformatted Attachment Preview

Administration of CDI
Each item in the CDI has three statements, and the child is asked to select the one answer that
best describes his/her feelings over the past two weeks. Fill out the child’s name/client ID, Age,
birthdate, grade gender and todays date on the left side of the Profile Form.
Read out the instructions or ask the child to read the instructions himself/herself on the first page
of CDI Profile form: “You are required to pick one sentence that describes you best for the past
two weeks. After you pick one sentence from the first group, go to the next group. There is no
right or wrong answer. Just pick the sentence that best describes the way you have been recently”. Put
a mark like this X next to you answer. Here is an example:
I read books all the time
I read books once in a while
I never read books
Remember, pick out the sentences that describes you the best in the past 2 weeks.
They choose whether the statement applies to them “all the time”, “sometimes or once in a while” or
“never”. Responses to items are simply scored in the direction of disturbance, i.e. depressive items score
2 means “all the time”, items score 1 means “once in a while or—sometimes” and non-depressive items
score 0. The scores are summed to give the total score.
There are five subscales within the assessment that measure different components of depression:

Anhedonia (inability or decreased ability to experience joy)
Negative self-esteem (the belief that you are not good at anything)
Ineffectiveness (lack of motivation or inability to complete tasks)
Interpersonal problems (difficulty making and keeping close relationships)
Negative mood (irritability or anger)
Scoring of CDI:
The scores are transferred to the next page Scoring Page. Read the instructions for scoring on the same
page and proceed. Add the number next to all checked boxes This will give you a Total CDI Score, and
enter it in the grid that says Total CDI Score. Then, add the numbers for factor scales, note that a letter
is printed next to each item on the scoring sheet. For example, “Item 1; A” appear above item 1, “item
2; E” above item 2, and so on.
Add the individual item scores for all the A’s and enter the total in the box labeled Scale A Total
(Negative Mood).
Repeat the same procedure of adding up only the items in Scale B Total (Interpersonal
Scale C Total (Ineffectiveness),
Scale D Total (Anhedonia), and
Scale E Total (Negative Self Esteem) respectively.
Converting Raw Scores to T-Scores:
The raw scores are then converted to T-scores according to the child’s age and gender column. For the
total CDI and each factor score, check the corresponding raw score in the Profile Form (the last page of
the form). For the CDI Total Score there are 4 columns under each scale name. Each of these columns
corresponds to a different group depending upon the child’ age and gender. For instance, if the child is
an eight-year-old boy, use the column headed “Boys 7-12,” which is used for boys 7 to 12 years old. If
the child is 13 through 17 years old, use the column labelled “Boys 12-17.” Make sure to use the correct
column for each scale. Follow the same procedure for all factor scores as well. You can then connect
the circled scores with solid lines. Red ink works especially well on the forms for making the profile
stand out. T scores are listed in the far left and right columns of the Profile Form.
In general, a T-score between 66-70 is in a “Much Above Average” or “Clinically Significant” range, that
means the child is having high symptoms of depression. A T score of above 70 indicates a Significant
Problem that needs to be addressed through treatment plan.
Table 3.1 Interpretive Guidelines for T-Scores (page 16 in Manual)
Range of T-Scores
Descriptive Category
Above 70
Very much above average
Much above average
Above average
Slightly above average
Slightly below average
Below average
Much below average
Below 30
Very much below average
PSYC. 404-Psychological Measurement
Rubric for Test Administration, Scoring, Interpretation and Report Writing
Report Writing
Clarity of writing &
writing technique
5 points
Achievement level A -45%-50%
1- Directions read or explained according to the
2-Sample question attempted
3-response selected from 3 choices explained
to examinee
1-numbers added correctly for each response
2- raw scores entered correctly in Total CDI &
3-Factor Scales
1-Raw scores converted to T-scores on profile
form from appropriate tables depending on
child’s age and gender.
2- Scores of Total CDI and Factors scales
connected accurately on Profile form
3- Match the individual score to descriptive
category (Table 3.1 in manual or packet
4- Convert raw scores to percentile equivalent
(Tables 3.3, 3.4, 3.5, 3.6, 3.7 & 3.8. Pages 17 &
17 in Manual packet)
1-referral question
2- brief background information
3- a chart of scores with descriptive categories
and percentiles
4- interpret the total CDI and Factor scales
5- recommendations
Writing is crisp, clear & succinct. The flow is
smooth, sentences are connected well with
each other. No spelling, grammar, or
punctuation error made.
Missed out 1 out of
3 points
C Below 35%
Missed out 2 out of
3 points
Missed out 1 out of
3 points
Missed out 2 out of
3 points
Missed out 1 out of
4 points
Missed out 2 to 3
out of 4 points
Missed out 1-2
points out of 5
Missed out 2-4
points out of 5
Writing is generally
clear but
unnecessary words
are used
Meaning is
sometimes hidden.
flow is smooth, but
some sentences
are overrun. Few
(3) spelling,
grammar, or
punctuation error
It is hard to know
what the writer is
saying. Writing is
unnecessary use of
words and meaning
of content is hidden.
There is no flow in
writing, and
sentences are
overrun. More (6 or
more) spelling,
grammar, or
punctuation error
Sample Report Writing:
Case Study 1:
Reason for Assessment:
Brandon was referred for an updated psychological evaluation to determine his current level of
emotional functioning. He has shown progress in academic skills and emotional control. His outbursts
and crying have declined this school year. This evaluation will determine his current status and whether
he continues needing school- based counseling services.
Sources of Data

Review of Records
Teacher’s Interview
Parent’s Interview
Child’s interview
Behavior Observation
Children’s Depression Inventory
Background Information
Brandon is a third grader at XX Elementary School. The Child Study Team (CST) requested an emotional,
and behavioral assessment due to an adequate academic progress and a significant decrease in
Brandon’ anger outbursts and aggressive behavior this school year. Currently, he receives special
education services, speech/language, and counseling services based on Emotionally Disturbed
handicapping condition in a self-contained class. In an IEP meeting on10/6/05, Ms. Taylor indicated that
Brandon has shown good progress in certain areas of academics and excelled. According to his teacher,
he is not being challenged in a self-contained class with low achievers. She feels that he will achieve
more if placed with his peers functioning at his level
Assessment Results:
Children’s Depression Inventory (CDI)
On the CDI Self-Rating Scale, T-Scores of 70 are considered in the ‘Very Much Above Average’ range: T
scores of 50 are considered in the ‘Average’ range.

{T-Score: Mean = 50; Standard Deviation = 10}
Total CDI Score
Negative Mood
Below Average
Interpersonal Problems
Slightly below Average
Below Average
Below Average
Negative Self Esteem
Brandon appeared pleasant throughout the testing session. He greeted the examiner well and was
willing to follow directions. The examiner interviewed him and asked him several questions about his
hobbies and pass time. He loves watching cartoon channels and playing with friends. Brandon easily
understood the task of reading each question and putting a cross against the best choice response about
his feelings in the last 2 weeks.
Brandon’s total CDI score is in the Average” range. His rating on all factor scores yielded scores in the
“Average” to ‘Below Average’ range, indicating that he is not experiencing any emotional problems at
this time. In an interview with Brandon, he reported that he feels good, is happy, and not stressed in
school or at home. He likes spending time with family and has many friends in school. His CDI scores
are consistent with his school progress both in academic and emotional functioning as stated by his
teacher’s interview and observation.
It is recommended that Child Study Team considers the results of all evaluations in determining the
need for more appropriate placement for Brandon.
Sample Report 2
Reason for Referral
Carmen was referred for a psychological evaluation due to significant increase in anger outburst
and several suspensions this school year. This evaluation will determine her current status of cognitive,
emotional, behavioral functioning, and a need for special services to be successful in school setting.
Sources of Data

Review of Records
Teacher’s Interview
Classroom Observation
Student’s Interview
Children’s Depression Inventory
Background Information
Camren is a fifth grader at YY School. The Child Study Team (CST) requested a cognitive, social,
emotional, and behavioral assessment due to a significant increase in Carmen’s anger outbursts, and
several suspensions this school year. Her behavior and negative emotions interfere with her functioning
in the school setting. Currently, she is in the general education class with no support.
Ms. Anderson reports that Camren experiences great difficulty with managing self- control. She
is impulsive and reacts quickly to a situation without thinking. During her outbursts, she gets out of
control and becomes extremely aggressive and non-compliant. At such times, she fights, hits, throws
furniture, destroys school property, talks back to adults, and leaves the classroom without permission.
Ms. Anderson indicates that when Camren has not taken medicine, she gets frustrated quickly, and if
not attended immediately, she engages in attention seeking behaviors of making loud noises, tapping
her feet, calling out loudly, pushing chairs, and throwing books. When she is on medicine, she is on task
and completes her work. It is the inconsistency of medication that interferes with her work.
In an interview with Ms. George, Camren’s mother, indicates that Camren has a diagnosis of
ADHD, ODD, Anxiety Disorder, and Bipolar Disorder. She takes Dexedrine 10 mg (AM/PM), and 5mg at
3PM, when needed. Camren lives with her mother, 2 brothers and their stepfather. Her relationship
with her biological father is unstable. He promises to visit her, but does not keep his promises, which
upsets her and gets her in tears. Four months back, she stood in the rain waiting for her dad and he did
not show up and she cried for days. Currently, Camren is not involved with any outside agency for
therapeutic services, nor is she being seen by any psychiatrist for follow up. Ms. Camren noticed
behavior problems early in Camren’s life, temper tantrums, doing things her way, and refusing to share
with others. She refuses to step outside, or play with peers, and prefers to interact with her mother and
maternal grandfather. Her hobbies include singing, dancing, watching TV, and reading. However, her
weakness is emotional control. Ms. Camren reports that Carmen’s family is positive for emotional
problems. Camren’s brother carries a diagnosis of Depression, Bipolar. Camren’s father is currently
hospitalized for attempting suicide through drug overdose. He is on life support.
Assessment Results:
Children’s Depression Inventory (CDI)
Carmen was clean and dressed appropriately. Her personal hygiene was good. She wore glasses
and had good eye contact with the examiner while conversing. It was noticed that she had high energy
level and unable to stay seated in her designated space. Camren had difficulty following directions,
therefore, it was repeated several times. She appeared to have short attention span and difficulties
with focusing. Carmen wanted the examiner to cross the items that best described her because it was
boring for her. The test was discontinued several times as she needed breaks and continually wanted to
know when the test would be over. Her test behavior was observed to be like her class behavior.
Therefore, this evaluation appears to be an accurate, and may serve as a reliable and valid appraisal of
her current behavioral, and emotional functioning.
{T-Score: Mean = 50; Standard Deviation = 10}
Total CDI Score
Much above Average- At Risk Range
Negative Mood
Slightly Below Average
Interpersonal Problems
Very Much Above Average-Clinically
Very Much Above Average –
Clinically Significant
Very Much Above Average -clinically
Negative Self Esteem
On the CDI Self-Rating Scale, T-Scores of 70 are considered in the ‘Very Much Above Average’ range.
Camren’ ratings yielded elevated scores on Anhedonia, followed by Interpersonal Problems and
Ineffectiveness. On Anhedonia sub scale, (loss of pleasure in acts that are normally pleasurable), she
indicated feeling of loneliness, being tired, having body pain, worrying about things, and not having fun
in play or going out; she complains about trouble sleeping every night. Camren’s elevated scores on the
Interpersonal Problems indicate her disturbed peer relationships, unpopularity among classmates. She
believes that she is never chosen by her classmates in group projects or as a playmate, and that she is
socially rejected. Camren also perceives herself less competent than her peers. She believes she is no
good in schoolwork and that her teachers do not like her.
Camren’s emotional difficulties appear consistent with her diagnosis of ADHD, ODD, Bipolar, and Major
Depressive Disorder. It appears that Carmen’s insecure attachment to her biological father, her
perception of being abandoned by him, and not being liked by her peers and teachers has added to her
stress and negative feelings. She does not appear to possess adequate coping skills to cope with her
internal stress and therefore, resort to act out, cry or throw temper tantrums to express her feelings.
These difficulties have created low self -esteem and lack of self- confidence in her. This condition
reflects “a general pervasive mood of unhappiness or depression” and is exemplified by her poor
interaction with peers and adults.
It is recommended that Camren may require an updated psychiatric evaluation for medical intervention
to reduce the symptoms of depression and regular follow ups to monitor emotional functioning. She
would benefit from out- patient services as well as school-based counseling services to address her
depression, anger management, frustration tolerance, and low self- esteem in both settings
Sample Case Study 3
Reason for Assessment
Charles mother contacted the XYZ Clinic Center to schedule Charles for an evaluation. He
becomes upset about going to school, he screams, cries and voice concerns that something terrible will
happen to his family if he leaves. This behavior has occurred on several occasions and it has affected his
school attendance and performance. He gets constant notices about absences.
Background Information:
Charles is a fifth- grade student who lives with his mother and grandparents. His biological
father is incarcerated and in jail. He experienced some major negative life events in his life. His
mother’s remarriage and subsequent divorce from stepfather, witnessing a shooting in a
neighborhood that left one person killed, and his uncle passing away whom he loved the most
due to major illness. Charles had developed considerable sadness, crying, negative self-esteem
and guilt over these years. He has recurrent nightmares and has difficulty going to sleep and
staying asleep. He expressed a thought of wanting to die a few times. This is a concern for his
Children’s Depression Inventory (CDI)
In an interview with the examiner, Charles presented as socially mature with the ability to express
himself quite well. He was aware of what has been upsetting him and talked about his concerns. He
talked about his sleep problems and having night mares. He admitted to not going to school because
how the other children treat him and because of events at home.
{T-Score: Mean = 50; Standard Deviation = 10}
Total CDI Score
Negative Mood
Slightly Below Average
Interpersonal Problems
Slightly Below Average
Slightly Below Average
Above Average
Negative Self Esteem
Above Average
On the CDI Self-Rating Scale, T-Scores of 70 are considered in the ‘Very Much Above Average’ range.
Charles’ ratings yielded elevated scores on Anhedonia. On Anhedonia factor scale, (loss of pleasure in
acts that are normally pleasurable), he indicated that he feels alone many times; experiences body
pains, feels tired, and does not enjoy fun activities both at home and in school. He further stated that he
worries about terrible things happening to him, such as his mother may leave him; he may die; or his
sister who is mean, bossy may fight and hurt him.
His overall scores in Negative Self Esteem is ‘Above Average’, his response was alarming on one critical
item that refers to thoughts of suicide. Charles response indicated that he sometimes thinks to kill
himself, but he won’t do it. His response was further explored to determine the seriousness of the
thought about harming self. Charles indicated that he sometimes feels that way but will neither harm
self or have any plan of doing such act.
Although Charles overall scores on Total CDI appears “Average”, however, there is some evidence of
Anhedonia. His thoughts of suicide ideation should be closely monitored and if warranted he needs to
be connected to appropriate resources for prevention. It is recommended to have him referred to
school- based services for attendance and other related issues.

Purchase answer to see full

Order your essay today and save 10% with the discount code ESSAYHSELP