INTERNATIONAL MENTAL HEALTH NETWORK, LTD.
P.O. Box 578
Poway, CA 92074-0578
Phone: (858) 486-9745
Fax: (858) 486-9760
E-mail: nac01@juno.com
A package of 10 test booklets and 50 answer sheets
available for $25 from IMH-Network: (858) 486-9745
Test Description
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S A M P L E P R O F I L E
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THE LAW ENFORCEMENT QUICK TEST INTERPRETIVE PROFILE
International Mental Health Network, Ltd.
TC: 2306
FACILITY ID: 000
PATIENT ID: 0000000
SOCIAL SECURITY NUMBER: 000-00-0000
LAST NAME:
FIRST NAME:
GENDER: Male
AGE:
RACE: White
HIGHEST GRADE COMPLETED:
MARITAL STATUS: No Data
OCCUPATION:
CURRENT EMPLOYMENT STATUS: No Data
INPATIENT/OUTPATIENT: Outpatient
NUMBER OF INPATIENT ADMISSIONS:
NUMBER OF OUTPATIENT ADMISSIONS:
DATE OF LAST DISCHARGE: / /
YEARS OF ALCOHOL USE:
YEARS OF DRUG USE:
SUBSTANCES USED LAST 2 YEARS:
SOURCE OF REFERRAL: Other
FINANCIAL CLASS: Other
DATE OF LAST PHYSICAL EXAM: / /
ADMISSION DATE: / /
DATE OF TESTING: 12/15/1997
QT TOTAL SCORE: 98
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This clinical profile is a confidential assessment report intended for use
by professional staff only. Its purpose is to provide clinicians with a
comprehensive clinical picture of each patient under their care, and to help
maximize therapeutic effectiveness through careful assessment, treatment
planning, relapse prevention, and aftercare. Recommendations made in this
profile do not imply that existing clinical approaches should be replaced or
modified. Their intent is to further promote individualization of patient
treatment planning, multidisciplinary approach to treatment of each patient,
patient's participation in own recovery process, and continuous monitoring
and reassessment of the therapeutic process for mutual benefit of both the
patient and clinical staff. Statements in this profile are hypotheses for
further consideration in combination with other clinical factors utilized
in therapy. This profile is intended for use by a multidisciplinary clinical
team.
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________________________________ _______________ ______________
Reviewing Professional Title Date
COPYRIGHT (C) 1997 IMH-NETWORK ISBN 1-58028-058-7
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Patient Id: 0000000 12/15/1997
98
THE QUICK TEST INTERPRETATION AND RECOMMENDATIONS
The Quick Test has been administered to help estimate the overall
intellectual ability of the candidate taking the examination. The Quick Test
primarily measures verbal and school-related skills such as language
development, the understanding of verbal concepts, one's general fund of
information, and English word knowledge obtained both through academic
training and life-experiences. To a lesser degree, the Quick Test measures
some nonverbal skills relating to the ability of the candidate to reason what
is happening in social situations, to solve problems by being able to analyze
a situation and describe it verbally, and to understand and to describe
verbally relationships occurring in social situations. The test requires
that the candidate visually examine a series of diagrams depicting social
and environmental scenes and then be able to accurately identify English
language verbal concepts as they apply to the diagrams depicted.
Since neither reading nor writing is required, candidates are not
penalized for having difficulties in reading or writing and they are able
to demonstrate their ability level by hearing verbal descriptions, visually
analyzing the situation, and indicating a correct answer by providing only a
motor response. However, candidates possessing good auditory verbal skills
in English will normally be expected to score well on the Quick Test, and
candidates who have a limited command of English or who are from a different
cultural, ethnic, or educational background from the mainstream American
society may exhibit more difficulty with this test. Candidates with a
substantially limited command of the English language but who otherwise
appear to be of average intelligence should be tested by alternative methods.
Because the Quick Test is a brief intelligence test, the scores should be
thought of as estimates of ability level only. If a more definitive evaluation
of intellectual functioning is desirable, a more comprehensive examination may
be recommended.
To provide meaningful interpretations of the Quick Test, the number of
correct responses on the test is converted to an estimate of IQ as well as
a corresponding percentile level. IQ Scores may range from a low of 40 to
a high score of 160. The "statistically average" person receives an IQ score
between 90 and 110, and about half of all adults score within this range.
Almost all people (about 95 percent) achieve IQ scores between 70 and 130.
Scores above 130 are considered to be unusually high and are obtained only
by about 2 percent of the population. Similarly, scores below 70 are
considered to be unusually low and are obtained by about 2 percent of all
candidates.
It is important to understand that no test measures IQ with complete
"accuracy." Many factors can affect test scores, and results may be affected
by a candidate being tired, ill, anxious, distracted, or poorly motivated.
Because there is some error present in every test score, it is recommended
that performance on the test be thought of as within a range of scores rather
than as a single, precise score.
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Patient Id: 0000000 12/15/1997
The candidate appears to be functioning within the Average levels for
general cognitive abilities and should be able to participate fully in
training and law enforcement programs. The candidate was able to achieve an
overall IQ score of 98, a score which is achieved by approximately 45% of the
population. Adequate verbal skills are demonstrated, and satisfactory
abilities are documented in terms of language development, the understanding
of verbal concepts, and an adequate general fund of information. An adequate
level of word knowledge which has been obtained both through academic training
and life-experiences is apparent. The candidate should be able to demonstrate
functional communication skills. The nonverbal skills relating to the ability
of the candidate to reason what is happening in social situations, to solve
problems by being able to analyze a situation and describe it verbally, and
to understand and verbally to describe relationships in social situations is
also felt to be adequate.
Classroom learning, especially that which requires reading, communication
skills, and the understanding of manuals and training guides may be mastered
with persistent work. Such individuals frequently demonstrate a learning
style which is characterized by a mixture of education approaches, to include
reading, visual learning which emphasizes details within a whole experience,
and approaches which emphasize "active doing." They also benefit from more
practical, "hands on" approaches, and often learn well in a mixed lecture and
work type of environment. New concepts should be introduced along with
support and repetition. Most basic written assignments should be handled
adequately.
Such candidates should perform well with the more routine and basic
aspects of police work. They should do well in terms of "playing by the
rules" and being submitted to regulations and policies which others might find
restrictive or rigid. These types of individuals may also operate best under
conditions of routine, structure, and an environment which is regulated and
predictable. Such candidates should show the predictable progression in terms
of advancement and training beyond the entry levels of law enforcement.
Individuals in this range of intellectual ability function best when they are
challenged occasionally but are not overwhelmed, and when they work in
relatively routine and predictable environments.
Cognitively, the candidate should be able to demonstrate satisfactory
levels of frustration tolerance and adequate abilities to deal with
complicated, stressful, complex, and ambiguous situations if personality
factors are also adequate. The candidate should be able to function
adequately with complex special teams assignments such as S.W.A.T. duties if
desired, when good leadership is provided.
In summary, the applicant appears to be an average candidate in terms of
cognitive and intellectual functioning.
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