Introduction to

the MMPI-3

Yossef S. Ben-Porath
Kent State University
ybenpora@kent.edu

Disclosure
• Yossef Ben-Porath is a paid consultant to the MMPI
publisher, the University of Minnesota Press, and
distributor, Pearson.
• He receives research funding from the University of
Minnesota Press.
• As co-author of the MMPI-2-RF and MMPI-3, he
receives royalties on the sales of test materials and
scorings.
 Agenda:
- Background and
Development

Introduction to -
-
Scales and Norms
Resources

the MMPI-3 - Interpretive Guidelines

and Case Illustrations
- Q&A

Brief MMPI History

 Goal: Collect new norms and enhance • Build on MMPI-2-RF foundations
content coverage • New MMPI-3 scales

2020 Ben-Porath & Tellegen

•
•
•
Enhanced MMPI-2-RF scales
English- and Spanish-language norms
MMPI-2-RF findings apply

Goal: Represent the clinically • Modern test-construction technicues

significant substance of the • Improve efficiency
•
2008
Enhance construct validity
Ben-Porath & Tellegen MMPI-2 item pool with a
• First restructure the Clinical Scales
comprehensive set of (Restructured Clinical [RC] Scales)
psychometrically adequate • Then augment the RC Scales with
measures needed additional measures

Goal: Collect new norms and • New norms (collected in mid-1980s)

enhance content coverage • Clinical Scales left intact

1989 Butcher, Dahlstrom,

• New items introduced via Content
Scales
Graham, Tellegen & • New Validity Scales (VRIN, TRIN, Fb)
Kaemmer • Initial skepticism
• Relatively quick acceptance

Goal: Differential Diagnostic • Empirically-based classification,

1943 Indicator description & prediction with Clinical
Scales-based Code Types
• Validity Scales
Hathaway & McKinley • Supplementary measures
• Norms represent late-1930s to
early-1940s MN

MMPI-3 Development
Development: Preliminary Studies

• Response format
• True/False versus Polytomous
• Outcome: Retain T/F format
• Item Improvement
• Awkward/dated wording
• Simplification
I love to go to dances dancing.

I am apt to take likely to feel disappointments so keenly

strongly that I can't put them out of my mind.

Development: Preliminary Studies

• New item development

• Objective: Identify content missing from, or
insufficiently represented by the MMPI-2-RF item
pool
• Method:
• Consultation with 12 MMPI-2-RF experts
• Review of existing measures
• Development of 135 Trial Items
• Outcome:
• 95 trial items; candidates for inclusion on the
MMPI-3
Development Plan

• MMPI-2-RF-EX
• Brief biographical questionnaire
• 338 MMPI-2-RF items (43 updated)
• 95 trial items
• Booklet and answer sheet
• Q Local EX
• All new material translated into Spanish
• Garcia/Azan MMPI-2/RF translation starting point
• Rewritten and trial items translated by Dr. Antonio E.
Puente and team at UNC–Wilmington

Development Plan
• Data Collection:
• Field Data
• Sites represent settings in which MMPI is used
• Mental health, medical, forensic, public safety
• Used for:
• Scale development
• Validation
• Comparison groups
• College Studies
• Initial psychometric analyses
• Detailed validation analyses
• Normative Data
• English
• Spanish
• Bilingual
Development: Data Collection

• Field Data Collection

• Public Safety 10,200
• Mental Health 2,400
• Medical 2,000
• Forensic/Corrections 1,200
• Forensic Disability 800
• Total 16,600

• College Studies ~8,000

Development: Data Collection

• Normative
• English 2,382
• English re-test 280
• Spanish 664
• Spanish re-test 60
• Bilingual 45
• Total 3,423

• Overall Total ~28,000

Development: Scales
• Scale Development Process
• Using Field Data
• RC Scales shortened
• Some SP Scales lengthened and expanded
• H-O and PSY-5 Scales revised to address deleted
items and incorporate new ones
• Validity Scales updated
• Using Spanish Normative and Bilingual Samples
• All rewritten and new items selected for MMPI-3
examined
• One item dropped

Outcome: Scales
• New Scales:
• Combined Response Inconsistency (CRIN)
• Eating Concerns (EAT)
• Compulsivity (CMP)
• Impulsivity (IMP)
• Self-Importance (SFI)
Outcome: Scales
• Substantially Modified:
• Anxiety (AXY) Anxiety-Related Experiences (ARX)
• Stress/Worry (STW) Stress (STR); Worry (WRY)
• Interpersonal Passivity (IPP) Dominance (DOM)
• Dropped:
• Gastrointestinal Complaints (GIC), Head Pain
Complaints (HPC)
• Multiple Specific Fears (MSF)
• Aesthetic/Literary Interests (AES)
• Mechanical/Physical Interests (MEC)

Outcome: Items

• 72 new items added

• 75 MMPI-2-RF items dropped

• MMPI-3: 335 items

• 220 original MMPI (47 revised for MMPI-2 or MMPI-3)
• 43 MMPI-2 items (5 revised for MMPI-3)
• 72 new MMPI-3

• Reading level remains grade 4.5

• (Flesch-Kincaid)
MMPI-3 Scales

• 52 Scales
• 10 Validity Scales
• 3 Higher-Order Scales
• 8 RC Scales
• 26 Specific Problems Scales
• 4 Somatic/Cognitive
• 10 Internalizing
• 7 Externalizing
• 5 Interpersonal
• 5 PSY-5 Scales

MMPI-3 Scales
Validity Scales
• CRIN Combined Response Inconsistency – Combination of variable and
fixed inconsistent responding
• VRIN Variable Response Inconsistency – Variable inconsistent responding
• TRIN True Response Inconsistency – Fixed inconsistent responding
• F Infrequent Responses – Responses infrequent in the general population
• FP Infrequent Psychopathology Responses – Responses infrequent in
psychiatric populations
• Fs Infrequent Somatic Responses – Somatic complaints infrequent in
medical patient populations
• FBS Symptom Validity Scale – Noncredible somatic and cognitive
complaints
• RBS Response Bias Scale – Exaggerated memory complaints
• L Uncommon Virtues - Rarely claimed moral attributes or activities
• K Adjustment Validity – Claims of uncommonly high level of
psychological adjustment

Higher-Order (H-O) Scales

• EID Emotional/Internalizing Dysfunction – Problems associated

with mood and affect
• THD Thought Dysfunction – Problems associated with disordered
thinking
• BXD Behavioral/Externalizing Dysfunction – Problems associated
with under-controlled behavior
 Restructured Clinical (RC) Scales

• RCd Demoralization – General unhappiness and

dissatisfaction
• RC1 Somatic Complaints – Diffuse physical health complaints
• RC2 Low Positive Emotions – Lack of positive emotional
responsiveness
• RC4 Antisocial Behavior – Rule breaking and irresponsible
behavior
• RC6 Ideas of Persecution – Self-referential beliefs that others
pose a threat
• RC7 Dysfunctional Negative Emotions – Maladaptive
anxiety, anger, irritability
• RC8 Aberrant Experiences – Unusual perceptions or thoughts
associated with thought dysfunction
• RC9 Hypomanic Activation – Overactivation, aggression,
impulsivity, and grandiosity

Specific Problems Scales

• Somatic/Cognitive
• MLS Malaise – Overall sense of physical debilitation, poor
health
• NUC Neurological Complaints – Dizziness, weakness,
paralysis, loss of balance, etc.
• EAT Eating Concerns – Problematic eating behaviors
• COG Cognitive Complaints – Memory problems, difficulties
concentrating
 Specific Problems Scales

• Internalizing (Demoralization Related)

• SUI Suicidal/Death Ideation – Direct reports of suicidal ideation
and recent attempts
• HLP Helplessness/Hopelessness – Belief that goals cannot be
reached or problems solved
• SFD Self-Doubt – Lack of self-confidence, feelings of uselessness
• NFC Inefficacy – Belief that one is indecisive and inefficacious

Specific Problems Scales

• Internalizing (Negative Emotions Related)

• STR Stress – Problems involving stress and nervousness
• WRY Worry – Excessive worry and preoccupation
• CMP Compulsivity – Engaging in compulsive behaviors
• ARX Anxiety-Related Experiences – Multiple anxiety-related
experiences such as catastrophizing, panic, dread, and
intrusive ideation
• ANP Anger Proneness – Becoming easily angered, impatient
with others
• BRF Behavior-Restricting Fears – Fears that significantly
inhibit normal behavior
 Specific Problems Scales

• Externalizing
• FML Family Problems – Conflictual family relationships
• JCP Juvenile Conduct Problems – Difficulties at school and at
home, stealing
• SUB Substance Abuse – Current and past misuse of alcohol and
drugs
• IMP Impulsivity – Poor impulse control and nonplanful behavior
• ACT Activation – Heightened excitation and energy level
• AGG Aggression – Physically aggressive, violent behavior
• CYN Cynicism – Non-self-referential beliefs that others are bad
and not to be trusted

Specific Problems Scales

• Interpersonal
• SFI Self-Importance – Beliefs related to having special talents
and abilities
• DOM Dominance – Being domineering in relationships with others
• DSF Disaffiliativeness – Disliking people and being around them
• SAV Social Avoidance – Not enjoying and avoiding social events
• SHY Shyness – Feeling uncomfortable and anxious in the presence
of others
PSY-5 Scales

• AGGR Aggressiveness – Instrumental, goal-directed

aggression
• PSYC Psychoticism – Disconnection from reality
• DISC Disconstraint – Under-controlled behavior
• NEGE Negative Emotionality/Neuroticism – Anxiety,
insecurity, worry, and fear
• INTR Introversion/Low Positive Emotionality – Social
disengagement and anhedonia

MMPI-3 Norms
MMPI-3 Norms
• Normative Data
• Collected:
• September 2017 - December 2018
• Recruited via social media, ads, word of mouth
• Thousands screened by phone
• 3,000+ tested
• Paid $50 (per session)
• ~98% tested by computer
• Data available to development team in real
time

MMPI-3 Norms

• English-language normative sample

• Selected to approximate 2020 census
projections for
• Race
• Education
• Age
• Final sample N=1,620
• 810 men, 810 women
• Non-gendered T scores
 MMPI-3 Norms

Excerpted from the MMPI-3 Manual for Administration, Scoring, and Interpretation by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by
the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.

MMPI-3 Norms

Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the Regents of the University of
Minnesota. Reproduced by permission of the University of Minnesota Press.
 MMPI-3 Norms

Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the Regents of the University of
Minnesota. Reproduced by permission of the University of Minnesota Press.

MMPI-3 Norms

Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the Regents of the University of
Minnesota. Reproduced by permission of the University of Minnesota Press.
Have the norms changed?
 MMPI-3 Normative Sample Men and Women
Scored on MMPI-2-RF Scales and Norms
Men (n=810) Women (n=810)

120

110

100

90

80

70

60

50

40

30

20
VRIN-r
VR IN -r TTRIN-r
R IN -r F-r
F-r Fp-r
Fp-r Fs
Fs FBS-r
FBS-r RRBS
BS L-r
L-r K-r
K-r

Mean - Men 51 50 56 55 55 51 54 55 50
Standard Dev 10 10 13 11 13 11 11 12 10
Mean - Women 51 51 T 56 53 55 56 55 55 49
Standard Dev 9 10 13 10 14 12 12 12 10
 MMPI-3 Normative Sample Men and Women
Scored on MMPI-2-RF Scales and Norms
Men (n=810) Women (n=810)

120 Higher-Order Restructured Clinical

110

100

90

80

70

60

50

40

30

20
EID THD BXD RCd RC1 RC2 RC3 RC4 RC6 RC7 RC8 RC9
EID T H D BXD R Cd R C1 R C2 R C3 R C4 R C6 R C7 R C8 RC9

Mean - Men 51 53 56 53 54 51 53 56 56 49 54 52
Standard Dev 11 11 11 11 11 12 11 11 12 11 11 10
Mean - Women 53 53 49 54 57 52 53 52 55 52 53 48
Standard Dev 12 11 10 11 11 12 11 11 11 11 11 10
 MMPI-3 Normative Sample Men and Women
Scored on MMPI-2-RF Scales and Norms
Men ( n=810) Wome n (n=810)

120
Somatic/Cognitive Internalizing

110

100

90

80

70

60

50

40

30

20
MLS GIC HPC NUC COG SUI HLP SFD NFC STW AXY ANP BRF MSF

MLS GIC H PC N U C COG SU I H LP SFD N FC ST W AXY ANP BR F MSF

Mean - Men 57 51 51 55 54 52 52 52 51 52 51 50 49 45
Standard Dev 10 11 9 12 12 13 11 11 11 12 11 11 9 8
Mean - Women 58 53 55 57 54 52 52 53 53 55 54 51 52 51
Standard Dev 11 12 11 12 11 12 11 12 11 12 13 11 11 9
 MMPI-3 Normative Sample Men and Women
Scored on MMPI-2-RF Scales and Norms
Men (n=810) Women (n=810)

120

110

100

90

80

70

60

50

40

30

20
AGGR-r PSYC-r DISC-r NEGE-r INTR-r
AGGR-r PSYC-r DISC-r NEGE-r INTR-r

Mean - Men 55 53 56 51 51
Standard Dev 11 11 11 11 11
Mean - Women 51 52 48 53 52
Standard Dev 10 11 9 11 11
Have the norms changed?
• Yes:
• Largest Validity Scale changes (5-6 T score points
difference in means) on F-r, Fs, FBS-r (women), and L-r
• However these are offset, to some extent, by the larger SDs (12-14
versus 10)
• Nevertheless, T scores are lower on the updated and re-normed F,
Fs, FBS (women), and L scales
• Largest Substantive Scale changes (6-8 T score points
difference in means) on BXD (men), RC1 (women), RC4
(men), RC6 (men), MLS, NUC (women), DISC (men)
• These are less offset by larger SDs
• T scores are lower on updated re-normed Somatization scales

Spanish-Language Norms
 Spanish-Language Norms

Excerpted from the MMPI-3 Manual Supplement for the U.S. Spanish-language Translation by Yossef S. Ben-Porath, Auke Tellegen, and Antonio E.
Puente. Copyright © 2020 by the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.

Spanish-Language Norms

Excerpted from the MMPI-3 Manual Supplement for the U.S. Spanish-language Translation by Yossef S. Ben-Porath, Auke Tellegen, and Antonio E.
Puente. Copyright © 2020 by the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
 Spanish-Language Norms

Excerpted from the MMPI-3 Manual Supplement for the U.S. Spanish-language Translation by Yossef S. Ben-Porath, Auke Tellegen, and Antonio E.
Puente. Copyright © 2020 by the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.

Spanish-Language Norms

Excerpted from the MMPI-3 Manual Supplement for the U.S. Spanish-language Translation by Yossef S. Ben-Porath, Auke Tellegen, and Antonio E.
Puente. Copyright © 2020 by the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
 Spanish-Language Norms

Excerpted from the MMPI-3 Manual Supplement for the U.S. Spanish-language Translation by Yossef S. Ben-Porath, Auke Tellegen, and Antonio E.
Puente. Copyright © 2020 by the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
 Spanish-Language MMPI-3 Normative Sample Scored Using English-Language
MMPI-3 Norms
Men (n=275) Women (n=275)
120
Validity

110

100

90

80

70

60

50

40

30

20
CRIN VRIN TRIN F Fp Fs FBS RBS L K
CRIN VR IN T R IN F Fp Fs FBS R BS L K

M - Men 55 52 51 F 51 57 51 50 54 61 53
SD 13 12 16 12 16 10 9 9 12 10
M - Women 53 52 52 F 50 55 52 51 55 60 53
SD 12 12 14 12 15 10 9 10 12 10
 Spanish-Language MMPI-3 Normative Sample Scored Using English-Language
MMPI-3 Norms
Men (n=275) Women (n=275)
120
Higher-Order Restructured Clinical

110

100

90

80

70

60

50

40

30

20
EID THD BXD RCd RC1 RC2 RC4 RC6 RC7 RC8 RC9
EID THD BXD R Cd R C1 R C2 R C4 R C6 R C7 R C8 R C9

M - Men 47 53 45 46 50 49 45 51 48 53 46
SD 7 10 8 7 9 9 8 10 9 11 9
M - Women 47 52 42 46 51 49 41 50 48 51 45
SD 9 10 7 9 10 10 7 9 9 11 9
 Spanish-Language MMPI-3 Normative Sample Scored Using English-
Language MMPI-3 Norms
Men (n=275) Women (n=275)

120
Somatic/Cognitive Internalizing

110

100

90

80

70

60

50

40

30

20
MLS NUC EAT COG SUI HLP SFD NFC STR WRY CMP ARX ANP BRF

MLS N U C EAT COG SU I H LP SFD N FC ST R W R Y CMP ARX AN P BR F

M - Men 43 52 49 47 46 51 47 50 50 47 51 47 49 59
SD 9 11 9 9 7 9 7 9 7 8 10 8 9 12
M - Women 44 52 50 48 47 52 47 50 50 48 51 49 49 63
SD 9 11 10 9 8 9 8 9 9 9 11 10 9 14
 Spanish-Language MMPI-3 Normative Sample Scored Using
English-Language MMPI-3 Norms
Men (n=275) Women (n=275)

120 Externalizing Interpersonal

110

100

90

80

70

60

50

40

30

20
FML JCP SUB IMP ACT AGG CYN SFI DOM DSF SAV SHY

FML JCP SU B IMP ACT AGG CYN SFI D OM D SF SAV SHY

M - Men 46 47 46 47 48 49 53 52 50 47 50 49
SD 8 9 7 10 9 9 11 10 8 8 7 9
M - Women 46 43 44 45 48 47 50 51 49 47 50 48
SD 9 6 6 10 9 8 9 10 7 9 6 9
 Spanish-Language MMPI-3 Normative Sample Scored
Using English-Language MMPI-3 Norms
Men (n=275) Women (n=275)

120
PSY-5
110

100

90

80

70

60

50

40

30

20
AGGR PSYC DISC NEGE INTR
AGGR PSYC D ISC N EGE IN T R

Mean 49 53 45 48 50
SD 8 11 7 7 7
Mean 48 52 42 49 50
SD 7 10 7 8 7
 Spanish-Language Norms
• Most means fall within 5 T score points of
English-language normative sample
• Exceptions:
• L (10 T score points higher – both genders)
• BXD, RC4, JCP, DISC (7-9 points lower – women only)
• MLS (6-7 points lower – both genders)
• BRF (9-13 points higher – both genders)
• Somewhat reduced variability
• Separate norms are needed

MMPI-3 Resources
Manual for Administration, Scoring, and
Interpretation

• User qualifications
• Normative sample
• Administration and scoring
• Comprehensive interpretive guidelines
• Case illustrations
• Scoring keys and T score conversions
• Itemmetrics
Technical Manual

• Test development
• Reliability and SEM data
• Appendix B (Externalizing Scales)
Technical Manual

Technical Manual

• Test development
• Reliability and SEM data
• Appendix B (Externalizing Scales)
• Appendix C (Normative Sample)
Technical Manual

Technical Manual

• Test development
• Reliability and SEM data
• Appendix B (Externalizing Scales)
• Appendix C (Normative Sample)
• Appendix D (Empirical Correlates)
Technical Manual

Appendix D
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Technical Manual

Appendix D

TOTAL = 37,968 Validity Coefficients

Technical Manual
• Test development
• Reliability and SEM data
• Appendix B (Externalizing Scales)
• Appendix C (Normative Sample)
• Appendix D (Empirical Correlates)
• Appendix E (Comparability with MMPI-2-RF
correlates)
Technical Manual

Technical Manual - Appendix E

Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.
 Technical Manual

Technical Manual - Appendix E

• MMPI-2-RF/MMPI-3 Correlates: 38,850

Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the Regents of the University of Minnesota.
Reproduced by permission of the University of Minnesota Press.
Excerpted from the MMPI-3 Technical Manual by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the Regents of the University of Minnesota.
Reproduced by permission of the University of Minnesota Press.

Technical Manual

• Validity Scale findings in Chapter 3

• Substantive Scale findings in Appendix E
• MMPI-2-RF findings apply to MMPI-3 versions
of MMPI-2-RF scales
• Including:
• Findings from MMPI-2-RF Technical Manual (~54,000
empirical correlates of Substantive Scales)
• 480+ peer-reviewed publications
Technical Manual

• Test development
• Reliability and SEM data
• Appendix B (Externalizing Scales)
• Appendix C (Normative Sample)
• Appendix D (Empirical Correlates)
• Appendix E (Comparability with MMPI-2-RF
correlates)
• Appendix F (Comparison Groups)
• 20 at release

Technical Manual

Standard Comparison Groups

• MMPI-3 Normative (Men & Women)
• Outpatient, Community Mental Health Center (Men & Women)
• Outpatient, Private Practice (Men & Women)
• College Counseling Clinic (Women)
• Sexual Addiction Treatment Evaluee (Men)
• Spine Surgery/Spinal Cord Stimulator Candidates (Men & Women)
• Forensic, Disability Claimant (Men & Women)
• Prison Inmate (Men)
• Personnel Screening, Police Candidate (Combined)
• Personnel Screening, Corrections Officer (Combined)
• Personnel Screening, Dispatcher Candidate (Combined)
• College Student (Men & Women)

• MMPI-3 Spanish-Language Normative Sample (Men & Women)

Technical Manual

• Appendix F (Comparison Groups)

• 20 at release
• Ongoing data collection
• Custom Comparison Groups
Manual Supplement for U.S. Spanish Translation

• Need for Spanish-language translation and

norms
• Development
• Norms
• Reliability and SEM data
• Validity data
• Best practices
User’s Guide for the Score and
Clinical Interpretive Reports

• Score Report
• Clinical Interpretive Report
• Includes annotation and references
User’s Guide for the Score and
Clinical Interpretive Reports

• Score Report
• Clinical Interpretive Report
• Includes annotation and references
• Customization options
• Comparison groups
• Item-level information
User’s Guide for the Score and
Clinical Interpretive Reports

• Score Report
• Clinical Interpretive Report
• Includes annotation and references
• Customization options
• Comparison groups
• Item-level information
• Interface with Pearson software
 Interpretive Guidelines

Manual for Administration, Scoring, and

Interpretation

• Chapter 5 includes information on:

• Structure for MMPI-3 interpretation
• Scale-by-scale interpretive
recommendations
• Case illustrations
 Structure of Interpretation

Excerpted from the MMPI-3 Manual for Administration, Scoring, and Interpretation by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.

Scale-by-Scale Interpretive Recommendations:

Validity Scales

Excerpted from the MMPI-3 Manual for Administration, Scoring, and Interpretation by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the
Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press. All rights reserved.
 Scale-by-Scale Interpretive Recommendations:
Substantive Scales

Excerpted from the MMPI-3 Manual for Administration, Scoring, and Interpretation by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by
the Regents of the University of Minnesota. Reproduced by permission of the University of Minnesota Press.

MMPI-3 Interpretation Worksheet

• Designed to facilitate interpretation following the

guidelines in Chapter 5 of the MMPI-3 Manual for
Administration, Scoring, and Interpretation
• Used in conjunction with MMPI-3 T Scores (By
Domain) page (7) of the Score Report and Clinical
Interpretive Report
 Validity Scale Interpretation

• Threats to Protocol Validity

• Non-Content-based Invalid Responding
• Non-responding
• Random Responding
• Fixed Responding
• Content-based invalid Responding
• Over-reporting
• Under-reporting
• Validity Scale interpretation requires consideration
of potential internal and external confounds

Adapted from Interpreting the MMPI-2-RF by Yossef S. Ben-Porath. Copyright © 2012 by the Regents of the University of Minnesota.
Reproduced by permission of the University of Minnesota Press.
 Validity Scale Interpretation

• Threats to Protocol Validity

• Non-Content-based Invalid Responding
• Non-responding
• Random Responding
• Fixed Responding
• Content-based invalid Responding
• Over-reporting
• Under-reporting
• Validity Scale interpretation requires consideration
of potential internal and external confounds
• Consideration of confounds is embedded in the
interpretive guidelines

MMPI-3 Manual for Administration, Scoring, and Interpretation by Yossef S. Ben-Porath and Auke Tellegen. Copyright © 2020 by the Regents of the University
of Minnesota. Reproduced by permission of the University of Minnesota Press. All rights reserved.
 Substantive Scale Interpretation
• Substantive Scales
• Begin with Higher-Order (H-O) Scales
• If only one H-O Scale is elevated, use it as a starting
point then interpret all RC, SP, and PSY-5 scales in that
domain

Substantive Scale Interpretation

• Substantive Scales
• Begin with Higher-Order (H-O) Scales
• If only one H-O Scale is elevated, use it as a starting
point then interpret all RC, SP, and PSY-5 scales in that
domain
• When interpreting RC Scales:
• proceed in order of elevation
• incorporate relevant SP and PSY-5 Scales
 Substantive Scale Interpretation
• Substantive Scales
• Begin with Higher-Order (H-O) Scales
• If only one H-O Scale is elevated, use it as a starting
point then interpret all RC, SP, and PSY-5 scales in that
domain
• When interpreting RC Scales:
• proceed in order of elevation
• incorporate relevant SP and PSY-5 Scales

Substantive Scale Interpretation

• Substantive Scales
• Begin with Higher-Order (H-O) Scales
• If only one H-O Scale is elevated, use it as a starting
point then interpret all RC, SP, and PSY-5 scales in that
domain
• When interpreting RC Scales:
• proceed in order of elevation
• incorporate relevant SP and PSY-5 Scales
• If more than one H-O Scale is elevated, start with the
highest then proceed to the next highest H-O Scale
• If no H-O Scale is elevated, proceed to RC Scales and
interpret by domain, in order of elevation, incorporating
relevant SP and PSY-5 scales
Substantive Scale Interpretation

• Substantive Scales
• Once all H-O and RC Scales have been
interpreted:
• Interpret any remaining elevated SP Scales
• Interpret Interpersonal and Interest scales
• If relevant, add diagnostic and treatment
considerations
Substantive Scale Interpretation

• Substantive Scales
• Once all H-O and RC Scales have been
interpreted:
• Interpret any remaining elevated SP Scales
• Interpret Interpersonal and Interest scales
• If relevant, add diagnostic and treatment
considerations
When to use the worksheet
• When first learning to interpret the MMPI-3
• If you do not routinely use the MMPI-3
• When you want to be sure not to miss any important
interpretive information
• If you want all the interpretive guidance available in
the MMPI-3 Interpretive Report for Clinical Settings

Case Illustrations
Ms. T
• 21-year-old, single woman
• Presented at college counseling clinic with complaints of
low self-esteem, sadness, and anxiety
• Diagnosed with ADHD and prescribed medication in
childhood
• Occasional heavy drinking results in “loss of control”
• Infidelity during one such episode led to recent end of
relationship
• Sadness associated with recent breakup
• Anxiety primarily limited to interpersonal situations
Ms. T: Protocol Validity
• Ms. T responded to all 335 MMPI-3 items.
• There is some evidence of fixed, content-
inconsistent True responding.
• This may reflect an uncooperative test-taking
approach or difficulties with double negatives.
• Scores on the Substantive Scales should be
interpreted with some caution.

Ms. T: Substantive Scales

• Ms. T’s responses indicate significant emotional
distress.
• She reports feeling sad and unhappy and being
dissatisfied with her current life circumstances.
• She likely complains about feeling depressed,
experiences sadness and despair, and feels sad.
• She reports lacking confidence, feeling worthless,
and believing she is a burden to others
• and very likely feels inferior and insecure, is self-
disparaging, is prone to rumination, and presents
with lack of confidence and feelings of uselessness.
Ms. T: Substantive Scales
• Ms. T also reports being passive, indecisive, and
inefficacious
• and likely experiences subjective incompetence and
shame, and lacks perseverance and self-reliance.

Ms. T: Substantive Scales

• Ms. T reports a lack of positive emotional
experiences, significant anhedonia, and a lack of
interest.
• She likely presents with anhedonia, is pessimistic,
and lacks energy.
• She reports an above average level of stress.
• and very likely complains about stress and feels
incapable of controlling her anxiety level.
Ms. T: Substantive Scales
• Ms. T reports problematic eating behaviors
including binging and purging.
• and very likely experiences some combination of
concerns about weight and body shape, restricted
eating, and loss of control over eating.
• She reports a diffuse patten of cognitive difficulties
including memory problems, difficulties with
attention and concentration, and possible confusion.
• and very likely complains about memory problems,
has low tolerance for frustration, does not cope
well with stress, and experiences difficulties in
attention and/or concertation.

Ms. T: Substantive Scales

• Ms. T reports significant past and current substance
abuse.
• She likely has a history of problematic use of
alcohol or drugs, including misuse of prescription
medication and has had legal problems as a result
of substance abuse.
• She reports engaging in problematic impulsive
behavior
• and likely engages in nonplanful behavior and has
poor impulse control and a possible history of
hyperactive behavior.
Ms. T: Substantive Scales
• Ms. T reports engaging in physically aggressive,
violent behavior and losing control
• And likely has a history of violent behavior toward
others, is abusive, and experiences anger-related
problems.
• On the other hand, she reports being passive and
submissive, not liking being in charge, and being
ready to give into others.
• She also describes herself as lacking in positive
qualities.

Ms. T: Substantive Scales

• Ms. T reports being shy, easily embarrassed, and
uncomfortable around others.
• She very likely is socially introverted and inhibited,
is anxious and nervous in social situations, and is
viewed by others as socially awkward.
Ms. T: Diagnostic Considerations
• Ms. T should be evaluated for:
• Depression-related Disorder
• Generalized Anxiety Disorder
• Eating Disorder
• Attention-related Disorder
• Substance Use Disorder
• Impulse-control Disorder
• Disorders associated with interpersonal aggression
• Dependent Personality Disorder

Ms. T: Treatment Considerations

• Targets for Intervention:
• Relief of demoralization
• Anhedonia
• Low self-esteem
• Developing stress-management skills
• Problematic eating behaviors
• Reduction or cessation of substance abuse
• Improved impulse control
• Reduction of interpersonally aggressive behavior
• Reducing passive submissive behavior
• Social anxiety
Ms. T: Treatment Considerations
• Process
• Emotional difficulties may motivate her for treatment
• Low positive emotions may interfere with engagement
• Indecisiveness may interfere with establishing treatment
goals and progress in treatment
• Impulsive behavior may interfere with treatment
• Follow-up Evaluation:
• Need for anti-depressant medication
• Origin of cognitive complaints should be explored. This
may require a neuropsychological evaluation

Ms. T: Analysis
• Sadness/depression are mild and appear to be
situationally-caused
• Low self-esteem, social anxiety, interpersonal
passivity are likely long-standing
• Drinking may be secondary to social anxiety
• Aggression may be secondary to drinking
• Refer for neuropsychological evaluation of
cognitive complaints and possible ADHD
• Follow up on likely unreported eating disorder
Mr. S
• 26-year-old, single male
• Seen at outpatient mental health clinic be referral
of his employer following complaints by co-workers
about increasingly erratic behavior
• Presentation at intake included:
• very labile mood, ranging from elation to tearfulness
• pressured speech and agitation
• difficulty maintaining attention and concentration
• Mr. S. acknowledged some suicidal ideation but
denied having a plan to harm self or desire to
harm others

Mr. S
• Reported that father died by suicide 10 years
prior to the evaluation, following years of
outpatient and occasional inpatient treatment for
“manic depression.”
Mr. S: Validity Scales
• Mr. S responded to the MMPI-3 items in a relevant
and consistent manner.
• There is no evidence of over- or under-reporting.
• Hus substantive scale scores should provide
accurate information about his psychological
functioning.

Mr. S: Substantive Scales

• Mr. S reports many behaviors and experiences
associated with hypomanic activation, such as
excitability, impulsivity, and elevated mood.
• He is very likely to be restless and easily bored
and to be overactivated as manifested in mood
instability, euphoria, excitability, sensation-seeking,
risk-taking, and other forms of undercontrolled
behavior.
• He may have a history of symptoms associated
with manic or hypomanic episodes.
Mr. S: Substantive Scales
• Mr. S also reports a history of problematic
behavior at school, and he is likely to have a
history of juvenile delinquency or antisocial
behavior.
• He is also likely to experience conflictual
interpersonal relationships, engage in acting-out
behavior, and have difficulties with individuals in
positions of authority.

Mr. S: Substantive Scales

• Reflecting the lability reported by the intake
worker, Mr. S also reports a higher-than-average
level of morale and life-satisfaction, a high level of
psychological wellbeing, a wide range of positive
emotional experiences, and feeling confident and
energetic.
• At the same time, he reports having thought about
how he might kill himself and that no one knows
that he has tried to kill himself.
Mr. S: Substantive Scales
• Mr. S reports having special talents and abilities and
many brilliant ideas, and he describes himself as an
extraordinary person.
• He very likely seeks acclaim and has a sense of
superiority.
• He also describes himself as having strong opinions,
standing up for himself, being assertive and direct,
and being able to lead others.
• He very likely believes that he has leadership
abilities, but others are likely to view him as overly
assertive and domineering.
• He also reports having no social anxiety

Mr. S: Diagnostic Considerations

• Mr. S should be evaluated for:
• A manic or hypomanic episode
• A cycling mood disorder
• Other conditions involving grandiosity
• Disorders associated with an excessive sense of
self-importance and domineering behavior, such as
Narcissistic Personality Disorder
Mr. S: Treatment Considerations
• Further evaluation:
• Suicide risk
• Need for hospitalization
• Need for mood-stabilizing medication
• Targets for intervention:
• Mood stabilization
• Process:
• Excessive behavioral activation may interfere with
treatment
• Excessive sense of self-importance and domineering
behavior my interfere with forming a theopathetic
relationship

Mr. S: Analysis
• MMPI-3 findings combined with referral
information and intake observations point to a
manic or hypomanic episode
• Suicide risk assessment should be conducted
immediately
• Refer for psychiatric evaluation of need for
hospitalization and/or medication
• Need to determine whether grandiosity and
domineering behavior are manifestations of
hypomanic or manic episode versus more enduring
patterns of behavior
Q&A