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The divisions include one scale for adults (AMA-A), one scale for college students (AMAS-C), and the other for the elderly population (AMAS-E). Each scale is geared towards examining situations specific to that age group. For example, the AMAS-C has items pertaining specifically to college students, such as questions about anxiety of the future.
The Beck Anxiety Inventory (BAI) is a formative assessment and rating scale of anxiety. This self-report inventory, or 21-item questionnaire uses a scale (social sciences); the BAI is an ordinal scale; more specifically, a Likert scale that measures the scale quality of magnitude of anxiety. [1]
Anxiety present questions represent the presence of anxiety in a statement like “I feel worried.” More examples from the STAI on anxiety absent and present questions are listed below. Each measure has a different rating scale. The 4-point scale for S-anxiety is as follows: 1.) not at all, 2.) somewhat, 3.) moderately so, 4.) very much so.
The ASEBA was created by Thomas Achenbach in 1966 as a response to the Diagnostic and Statistical Manual of Mental Disorders (DSM-I). [3] This first edition of the DSM contained information on only 60 disorders; the only two childhood disorders considered were Adjustment Reaction of Childhood and Schizophrenic Reaction, Childhood Type.
The Hamilton Anxiety Rating Scale is a clinician-rated evaluation whose purpose is to analyze the severity of anxiety. The scale is intended for adults, adolescents, and children and should take approximately ten to fifteen minutes to administer. The scale is a public document.
The Daily Assessment of Symptoms – Anxiety (DAS-A) questionnaire was specifically developed to detect reduction of anxiety symptoms in patients with generalized anxiety disorder (GAD) during the first week of treatment. [1] It is also meant to help those suffering from certain symptoms identify and recognize that they are experiencing anxiety.
The PANAS for Children (PANAS-C) was developed in an attempt to differentiate the affective expressions of anxiety and depression in children. The tripartite model on which this measure is based suggests that high levels of negative affect is present in those with anxiety and depression, but high levels of positive affect is not shared between the two.
For example, a normed personality scale can help psychologists understand how some people are high in negative affectivity (NA) and others are low or intermediate in NA. With many psychoeducational tests, test norms allow educators and psychologists obtain an age- or grade-referenced percentile rank, for example, in reading achievement.