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Roberts-2

Roberts Apperception Test for Children: 2

Glen E. Roberts, PhD

Purpose:
Evaluates children's social perceptions
Format:
Paper and pencil
Age range:
6 years to 18 years
Time:
Varies
Qualification level:
B
B
A degree from an accredited 4-year college or university in psychology, counseling, speech-language pathology, or a closely related field plus satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

The Roberts-2 uses free narrative to assess two independent dimensions: adaptive social perception (a developmental measure) and the presence of maladaptive or atypical social perception (a clinical measure). To determine the respondent’s social cognitive skills, he or she is asked to tell a complete story about each of 11 pictures depicting children’s and adolescents’ everyday experience.

Features and benefits

  • Card sets reflecting the largest U.S. ethnic groups have been added and were used as an integral part of test standardization and validation.
  • Coding categories have been clarified and better differentiated.
  • The interpretation section of the manual has been more fully elaborated to include a scale-by-scale discussion of score meaning.
  • Because it is standardized on nonreferred children, the Roberts-2 offers an ideal way to assess developmental change and situational crises in normal children.

Test structure

  • Scales, which have been refined in this edition for easier scoring and interpretation, include two Theme Overview scales, six Available Resources scales, five Problem Identification scales, five Resolution scales, four Emotion scales, four Outcome scales, and two Unusual or Atypical Responses scales.
  • The Roberts-2 Casebook will help you integrate Roberts-2 test scores and interpretation into school reports, special education reports, and clinical case reports. Seventeen cases are described: four that highlight normally developing children and 13 that highlight prevalent issues in commonly evaluated diagnostic categories.
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