Library
Collection of materials on techniques for psychological, psycho-educational and speech and language therapy assessments (tests, test batteries, specific tests, etc.) that are available online or on paper (available at UOC locations). Access to some of the content is ecxlusive to certain classrooms belonging to the Faculty of Health Sciences and the Faculty of Psychology and Education Sciences. There are also some open access resources.
Brief assessment of the existence and severity of anxiety symptoms. Self-administered questionnaire consisting of 21 items describing various anxiety symptoms.
Assessment of cognitive, physiological and motor responses in the face of different situations; and assessment of situational areas or specific traits: anxiety in assessments, interpersonal anxiety, phobia anxiety, and anxiety in usual or everyday situations.
Self-assessment of anxiety as a temporary state (state anxiety) and as a latent trait (trait anxiety).
Self-assessment of anxiety in children and adolescents as a temporary state and as a latent trait.
It assesses the experience, expression and control of anger.
Assessment of sustained attention using a CPT monitoring task.
Measurement of selective attention and concentration by assessing various aspects, such as attentional control, speed, accuracy or stability.
Assessment of symptoms specific to the symptoms used for the diagnosis of ADHD (inattention, hyperactivity/impulsivity) as defined in DSM-5, as well as frequently associated problems.
Consists of 21 items and aims to identify and measure the severity of typical symptoms of depression in adults and adolescents aged 17 years and over. The BDI-II items are consistent with the criteria set out in DSM-IV to help diagnose depressive disorders.
Assessment of depression symptoms in children.
Its content focuses mainly on the somatic and behavioural aspects of depression. Of these, the vegetative, cognitive and anxiety symptoms are the ones that are given the most weight in the total calculation of the scale. Various factors or indices have been identified. The most frequently used are the melancholy index, the anxiety index and the sleep disorders index.
Assessment of socialization in children and adolescents in both school and non-school environments.
Assessment of socialization in children and adolescents in both school and non-school environments.
A psychological tool specially designed for the assessment of therapeutic progress in patients with various problems or pathologies. The questionnaire contains 34 items for the assessment of the patient's condition using a series of dimensions which are defined as follows: subjective well-being (W), problems/symptoms (P), life functioning (F), and risk/harm (R).
A tool that assesses general aspects of symptoms and functioning in patients with a psychiatric pathology quickly and in a general manner. It is a self-administered questionnaire with 28 items split into four subscales with seven items each: subscale A (somatic symptoms), subscale B (anxiety and insomnia), subscale C (social dysfunction) and subscale D (severe depression).
A tool for measuring anxiety.
A tool used to screen for common mental problems in primary care visits that includes a module for the detection of panic disorder.
Symptom quantification tool designed at Johns Hopkins University that allows you to assess a wide range of psychological and psychopathological symptoms in both clinical and normal populations.
Assessment of the main emotional and behavioural problems in children and adolescents.
A multi-method and multidimensional system that is very helpful when it comes to planning interventions and helping children and adolescents develop in different contexts.
EAT-10 helps ascertain the difficulties experienced by patients in the act of swallowing. The test is composed of only ten questions.
Assessment of executive function in adults through their planning ability.
Predicts daily living problems associated with Dysexecutive Syndrome, which includes planning, organization, problem-solving and attention disorders.
Leading test for the assessment of executive functions by parents and teachers.
Leading test for the assessment of executive functions by parents and teachers.
Assessment of executive functions of 2- to 5-year-olds by parents and teachers.
Assessment of maturity level and cognitive performance in executive function-related activities in children.
Assessment of cognitive processing speed and specific aspects of attention and executive functions, such as attentional control, alternation and resistance to interference.
Neuropsychological assessment of various components of executive functions, such as abstract reasoning, category formation, flexibility when changing cognitive strategy, and the existence of persevering behaviours.
Detection of neuropsychological problems and brain damage. It assesses the phenomenon of interference, which is very closely linked to inhibitory control processes.
Assessment of executive function in young people and adults through a planning task involving a visual-motor activity (Trail Making Test).
A tool for estimating overall cognitive ability without being affected by the subject's language skills, as the items used are recognizable geometric shapes. The fact that the test requires only short verbal instructions and no oral or written answers minimizes the possible impact of the subject's language skills and cultural background on their performance in the test.
Measures the ability to solve complex problems. The information provided by Tower of London is useful not only for assessing frontal lobe damage but also for assessing attention disorders and executive function difficulties.
Assessment of children's essential skills in the various areas of development (personal/social, adaptive, motor, communication and cognitive), and diagnosis of any possible deficits or delays.
Very comprehensive tool that helps identify potential developmental delays and draw up an early intervention plan to minimize long-term effects, giving each child the opportunity to succeed and thrive.
Individually administered tool designed to briefly assess the general cognitive functioning of adults with suspected memory deficits or neurological, psychiatric or developmental disorders, or subjects who cannot tolerate a more extensive assessment.
Accurate clinical diagnosis of the most common forms of dementia and other mental disorders that are common in old age.
Overall assessment of neuropsychological development and cognitive performance in children.
Assessment of language and executive function, processing speed and immediate memory in young children, in accordance with the Luria method.
Assessment of the main areas of child development: cognitive development and development of language and communication, motor development, social and emotional development, and adaptive behaviour.
Overall assessment of intelligence (general, verbal and nonverbal) and memory.
Appreciation of empathy based on a cognitive and affective approach. It assesses an overall dimension of empathy and four specific scales: adoption of perspectives, emotional understanding, empathic stress and empathic joy.
This is a revised version of the Wechsler Adult Intelligence Scale, 3rd edition (WAIS-III). The WAIS-IV provides composite scores that reflect intellectual functioning in four cognitive areas (verbal comprehension, perceptual reasoning, working memory and processing speed), as well as a composite score for overall intellectual ability (total IQ).
The Spanish version of the WISC-V test for the assessment of intellectual abilities is composed of a total of 15 tests split into three interpretive levels: the full scale or total IQ, the primary index scores (Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index and Processing Speed Index) and the ancillary index scores (Quantitative Reasoning Index, Auditory Working Memory Index, Nonverbal Index, General Ability Index and Cognitive Proficiency Index).
Overall neuropsychological management and exploration tool split into modules. It automates all the functions needed for neuropsychological assessment and diagnosis.
Assessment of the subject's ability to understand grammatical constructions of varying difficulty. This makes both quantitative (correct answers) and qualitative (analysis of error models) interpretations possible.
Assessment of the subject's ability to understand grammatical constructions of varying difficulty. This makes both quantitative (correct answers) and qualitative (analysis of error models) interpretations possible.
The CELF-5 battery measures the language skills of children and adolescents in order to identify and monitor any possible language and communication disorders.
Detection of the possible errors or difficulties in the communication process (deficits in perception, interpretation or transmission) that are responsible for most school learning-related problems.
Assessment of language and communication levels in young children. This is composed of two inventories:
Detection of difficulties in language, and assessment of verbal skills and vocabulary.
A test to detect students at risk in relation to language development, as well as the initial assessment of the essential aspects of this test. The assessment covers aspects of phonology, morphology-syntax, content and use of language.
Screening for reading and mathematics difficulties.
Assessment of the processes involved in reading, and detection of problems.
Assessment of the processes involved in understanding written materials, and detection of reading ability problems: letter identification, word recognition, and syntactic and semantic processes.
Assessment, using the knowledge gained from the use of cognitive psychology, of each of the aspects that make up the writing system and the possible difficulties that can arise in relation to them. The battery of tests includes six tests aimed at assessing eight different aspects of writing.
Battery of tests for the early detection and differential diagnosis of dyslexia.
Assesses learning disorders, as well as clinical populations with secondary learning disabilities (language disorders, intellectual disability, etc.).
A large battery of tests that makes it possible to describe and learn about number-related difficulties suffered by children.
It assesses formal concepts and abilities to identify students with learning difficulties from the earliest stages of school education.
This is a classic test that is very useful for clinical purposes. Its use is widespread in neuropsychology to assess visual-perceptive and visual-motor skills and visuospatial memory.
Detailed neuropsychological assessment of general cognitive skills: memory and learning skills.
Battery of tests for in-depth assessment of memory and learning through the use of ten core tests, four supplementary tests and five index scores: Verbal Memory Index, Nonverbal Memory Index, Composite Memory Index, Delayed Recall Index and Learning Index.
Examination of visual perception and visual constructive activities. Diagnosis of abnormalities in the area where the brain pathology is located, and assessment of the premorbid intelligence level affected by an organic defect.
Battery of tests designed to assess memory globally, which offers as its main novelty two different batteries: one for the assessment of adults (16-69 years) and another for the assessment of elderly people (65-89 years).
Consists of eight tests, each of which is designed to assess a particular aspect of object or space perception while minimizing the involvement of other cognitive abilities.
Assessment of sixteen primary scales and five global dimensions of personality in normal subjects.
A questionnaire for exploring personal self-esteem in the sense of a person's feelings of personal worth and self-respect.
Identification of the professional fields most suited to the subject's interests, skills and personal characteristics.
Assessment of personality disorders falling under DSM Axis II in the normal population.
The aim of the MCMI-IV is to assess the personality and psychopathology of adult patients who are either seeking psychological or psychiatric care or treatment or in receipt of such care or treatment. The scales for this test are based on Millon's evolutionary theory of personality.
New version of the leading test for the assessment of psychopathology in adults.
It measures the five main dimensions of personality and thirty traits or characteristics in accordance with the "Big Five" model.
Assessment of the most relevant personality traits in clinical and forensic assessments.
Assessment of the most relevant personality traits in clinical and forensic assessments.
Assessment of various personality aspects (e.g. impulses, emotions, feelings, complexes, conflicts) in both clinical and normal situations.
A psychological assessment tool designed to capture the dimensions and structure of personal meaning in the subject's own terms and with their own personal constructs.
Semi-structured interview intended for the main DSM-IV Axis I diagnoses.
A full structured interview for the diagnosis of autism spectrum disorder.
The leading test for the assessment and diagnosis of autism and pervasive developmental disorders in individuals at different ages and with different levels of language development.
