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ADMINISTRATION AND SCORING

This chapter provides specific guidelines for admin- questionnaire, it may 'be .appropriately used in clinical
istering and scoring the MAQ. It is essential that test situations "s a measure of anxiety, either by itself or as
administrators read this chapter prior to using the part of a broader psychopathological assessment bat-
MAQ. Administration and scoring errors that result tery. Clinicians in private practice, hospitals, or other
from incorrect or inappropriate use of this measure may clinical settings can use the MAQ to evaluate the degree
have potentially negative effects or outcomes for clients. to which an individual is demonstrating anxiety symp- 1·

Thus, a complete knowledge and understanding of the tomatology. This may be especially valuable in general
MAQ manual, administration and scoring procedures, medical settings, such as health maintenance organiza-
research base, and clinical applications is essential. The tions (HMOs), where research s·uggests a significant pro-
following sections detail procedures for administering portion of general care patients demonstrate clinical
the MAQ, scoring the items, performing validity checks, levels of anxiety or anxiety disorders that have gone
computing subscale and total scores, and prorating unrecognized and untreated (Fifer et al., 1994).
incomplete test protocols. In addition to clinical assessment applications, the .
MAQ is well adapted for use in college·settings. Anxiety
problems are a major source of psychological distress
Applications of the MAQ in for students, given the often high levels of stress associ-
Clinical and Research Settings ated with college courses, environmental pressures, and
peer pressures that often accompany college life. The
The MAQ is designed for the evaluation of anxiety availability of separate norms based on a large sample of
symptoms in adults ages 18 to 89 years across a wide college students adds to the utility of the MAQ with this
range of clinical and nonclinical settings. The data col- population.
lection for psychometric analyses and norms generation In research, mental health, primary care, college, and
involved the assessment of persons in clinical, commu- other settings in which large groups of persons may be
nity, and college settings. at risk for anxiety problems, the MAQ provides an effi-
The MAQ items are written at a 4th-grade average cient and economic method of screening for anxiety
reading level. It is anticipated that most adults, even problems. the MAQ may also be used in the evaluation
those with limited reading ability, will find the MAQ of large-scale intervention and prevention programs,
items relatively easy to read and comprehend and the particularly those linked to annual screening activities.
response format easy to use. The examiner should be Whether administered to individuals or groups, the
vigilant for situations where reading ability may be at a MAQ demonstrates sufficiently high levels of reliability
lower level, or English is a second language, thus com- and validity for use as a measure evaluating treatment
promising the valid completion of the MAQ. It is per- outcome and efficacy. As documented in this manual,
missible to orally present the MAQ to clients with the psychometric characteristics of the MAQ meet
reading problems, sensorimotor problems, or other acceptable standards •for treatment outcome measures
~onditions that limit the typical administration. In such (Reynolds & Stark, 1983). Given the broad content cov-
cases, changes to administration should be noted on the erage of the MAQ items and the .diversity of MAQ sub-
MAQ pr?tocol. scales, the MAQ may be particularly well suited as an
Clinical and research applications support several outcome measure in a wide ranc-~ of psychological and
uses for the MAQ. As an individually administered pharmacological therapeutic procedures.

7
\
complete. Some respondents, such as those W\
Test Materials reading ability, the elderly, or those with med~\"
tions, may reqmre · add'1t10na
• I time
• to completetatt~
The MAQ test materials consist of the professional 2
manual, the two-part carbonless MAQ Booklet, and the For some individuals with conditions that sugge:~.
MAQ Profile Sheet. The cover page of the MAQ Booklet ficulLy reading, the MAQ may be read aloud by\~
includes instructions tq the examinee for completing clinician. Care should be taken to ensure that t
the test and marking responses. The following two pages respondents have sufficient time to consider thei
_,,,_of t lw MA_~ Booklet pr<Avide space for entering relevant responses· and are clear as to the response options. It:
• demographic information and present the MAQ items useful to introduce the MAQ to respondents in a neutr;
with response alternatives. The examinee circles the manner. For example, explain that the MAQ is a "que
appropriate response option directly in the test booklet. tionnaire designed to find out how you are feeling.
The carb?nless form is designed to be hand-scored by This neutral approach will help to minimize the poss
the exammer; the bottom (scoring) sheet includes tables bility of anxiety induction that may occur if the MAQ i
for the reporting of MAQ Total scale and subscale raw introduced as an anxiety test. The MAQ test booklet i
scores, st~d~d ('n scores, and percentiles, along with titled MAQ Booklet to avoid referring to the test as a
space to md1cate the normative sample used for the anxiety measure. It is sufficient to indicate to respot
derivation of T scores. The MAQ Profile Sheet allows
dents that the MAQ is a questionnaire designed t
th~ ~xaminer to record T scores and plot the score vari-
assess their recent behaviors and feelings about then
ability across MAQ subscales compared with a norma-
tive sample. selves. Individuals should be informed that there are n
right or wrong answers. Whenever possible, admini:
tration should be conducted in a reasonably private se
_Professional Qualifications ting (e.g., clinician's office) without influencing th
respondent to provide either a positive or negative sel
Use of the MAQ requires knowledge of the profes-
evaluation.
sional guidelines for the use of psychological tests and
test information that are specified in the Standards for The respondent should be directed to read th
Educational and Psychological Testing (American Education instructions on the front page of the MAQ Booklet an,
and Research Association, American Psychological ask any questions of the examiner. Respondents shoul,
Association, and National Council on Measurement in be informed that to change their response to any of th
Education, 1985) and the ethical standards of the MAQ items, they should cross out the incorrec
American Psychological Association (1992). Appro- response and circle the correct response option. Th
priate use of this test also requires professional knowl- best results for completing the MAQ test booklet ar
edge of adult psychopathology, current diagnostic produced when a ballpoint pen or sharp pencil is usec
schemas, and the nature of anxiety disorders in adults. The use of felt or soft-tip pens should be discouragec
Qualified users of the MAQ may include psychologists For this reason, the examiner should have an appropr
and mental health counselors wh~ practice in a variety ate writing instrument available for use by the respor
of settings (e.g., colleges, mental health facilities, private dent. Next, the respondent should be directed to tun
practice) as well as researchers. The MAQ may also be the page, complete the demographic information, am
used by other mental health and clinical professionals begin answering the MAQ items. Most respondents wil
(e.g., psychiatrists, social workers, physicians, nurses) not require elaboration of the instructions by th,
provided they have appropriate training in the use and administrator. Consultation should be available if indi
interpretation of psychological tests. Graduate students viduals have questions about completing the ratings o
may also use the MAQ if they have completed relevant regarding the meaning of individual items.
course work in psychological testing and test interpreta-
tion and they are practicing under the supervision of a
trained professional.
Scoring
The MAQ is designed to be hand-scored using th,
built-in scoring key. To score the MAQ, the examine
Administration should tear the perforations at the sides of the bookie
The MAQ may be administered individually or in and carefully separate the top and bottom sheets. Th,
small groups and requires approximately 10 minutes to bottom sheet (pages 1 and 2) is set up for quick scorini
01.f\

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1r of the MAQ Items and computation of the MAQ sub- in the bottom row of the MAQ Profile Sheet and plot
scale scor~s. Reverse-keyed items are already reversed each T score. Record the normative sample used in the
on pages 1 and 2 ~o that the circled number may be space provided at the top of the profile sheet. Drawing
transferred directly to the white space to the right of a line to connect the data points between the MAQ sub-
the item responses. An example of a scored MAQ scales to produce a graphical portrayal of the profile
Booklet is shown in Figure 1. may assist in interpretation.
..
. The MAQ Total scale and subscales are scored in a The example shown in Figure 1 illustrates a com-
pathological direction such that higher values (after pleted MAQ protocol, with computation of MAQ Total
reverse-scored items are converted) are indicative of scale and subscales. Figure 2 illustrates the completed
greater anxiety symptomatology. Page 2 of the test book- MAQ Profile Sheet for Figure 1.
let has a Summary Table for entering MAQ data includ-
ing the MAQ Total and subscale raw scores, the T-score Prorating Incomplete Protocols
equivalent of the raw scores, and the percentile equiva- Sometimes an individual may skip or otherwise leave
lent of the raw scores. The normative group used for one or more MAQ items blank. To obtain MAQ subscale
deriving standardized scores should also be noted here. scores for such protocols, at least 80% of the items on
As discussed in_ chapter 3, it is recommended that the the respective subscale should be completed. This trans-
total community sample be used as the primary com- lates to no more than one item left blank on either the
panson group. Worry-Fears and Negative Affectivity subscales and no
more than two •items left blank on either th.e
Calculating Raw Scale Scores Physiological-Panic and Social Phobia subscales. For
For each item, transfer the circled item value into the valid protocols with unanswered items, the raw score
white box to the right of the item. This box designates should be prorated by the number 0f _items left blank
the item-with-subscale placement. When scores for all using the first equation.
items have been transferred, sum each column of boxes (MAO subscale raw score) x
on page 1 and report the totals in the page 1 subtotals Prorated MAO = (Number of Items on the subscale) (1)
at the bottom of the page. Transfer these subtotals into subscale raw score Number of subscale Items completed
the boxes for page 1 subtotals below Item 40 on page 2 ,
A different set of procedures is used to score the
of the booklet. For the page 2 scores, sum each column MAQ Total scale when one or m?re subscales are invalid__ .. __ _
of boxes and report the totals in the corresponding due to missing item responses. To score t?e MAQ Total
boxes for page 2 subtotals below Item 40. To obtain the scale in situations where one or more subscales are
total raw scores for each subscale, sum the page 2 and invalid but at least 32 (80%) of the 40 MAQ items have
.
,:
page 1 subtotals. Transfer the total raw scores for each been completed, Equation 2 should be used.
subscale into the appropriate cells in the Summary
Table on the bottom of page 2. Last, to obtain the MAQ Prorated MAO (MAO Total scale raw score) x40
total raw score, sum the four subscale raw scores and Total scale = Total number of Items complet~,: •
(?\.~-- ••. - -
raw score
record the sum in the Summary Table.
In this mam1er, protocols with more than eight miss-
Converting to Standard Scores and Plotting ing items should be considered invalid. Raw scores. on
the MAQ Profile prorated scales should be rounded (i.e., 20.4 ='20, 20.5
Determine the appropriate normative group (see = 21).
chapter 3 for more details), and place a checkmar~ in The prorating of nearly complete protocols will pro-
the box adjacent to the selected group located in the vide a reasonable estimation of the MAQ raw score. In
Summary Table area. Using the appropriate norm table cases with more than one or two unanswered subscale
from Appendix A or Appendix B, locate·the Tscore and items, the MAQ subscale raw score cannot be calculated
percentile rank associated with the respondent's MAQ and the results for that MAQ subscale should be con-
Total scale and subscale raw scores. Write these num- sidered invalid. Likewise in cases where more than eight
bers in the spaces provided in the Summary Table. items are left blank, the MAQ Total score cannot be
To facilitate interpretation of MAQ subscale scores, computed. However, such MAQ protocols should never-
the MAQ Profile Sheet is provided. The examiner theless be examined for potentially high levels of anxi-
should enter the MAQ Total scale and subscale T scores ety. In some cases, individuals may not answer items

9
 Name_ _ _J....il.....1.-C. . . ._ _ _ _ _ _ _ _ _ _ _ ID #
29
Birth Date - I
r:.-1- .. ,..Jpnt - - Age__::::;----
Gender _ ___._F__ Ethnicity Caucasian Occupation ~

A lot Almost NA
all the PP SP
So me· of the ume
Almost time
Over the past m·onth: never times 1
3 4
1. I worried that people thought I was bad.
2 1
2. } felt good. 4 3
3. I felt nervous when I was with people. 1 @ 4
2
- 4
......
r
4·. {;worried about my performance In school 3
_,______ ,, _.__.·or at work. 1 2

I 5. I worried that I had done or would do something wrong. 3 4 ,

1
L6, I k;pt thi~ki~g 'a"i;buf b~~ngs happ~ng to me. 1 ,. 2
I 7. I was afraid of being alone. 1
8. I worried abo-1,1_t what otherlthought about• me. ;)_
......\.irl~-a?'P'..~i. -
1
9. My hands felt shaky. (P
10. I w~~ti~b~~t-~ou~ ~~ppen 1.if~lfuture. 1'
11. I had trouble breathing. 2
1
2
12. -~~~ki sw½fY; · ..
13. I felt jumpy.
l_,l,4.•ltelt dii]y., *=~~~~]~,. 3
15. I felt that everything was going OK. 4

~p. ~1 ~$JUht_!,~y:h~rt;a-r~~~i~gi~~to ,o fai~;~ 3

17. I had hot flashes or felt flushed. 1 3
: is. r
lfi ~fraid
--#6 !
W:'.-1r,; ~.
~.a•
,,.# :x:;:v,.,.. ~, .-.

·~
/~1<i,.
,.-~
1,,
19. I felt that I was breathing too fast. CD 2 3 4 1
i--- +« )I J , / ¥A .",J">Y;" ' . 3
L20,. ~a~jol:!s ':')hen l'was away Jroin~hRf!ie. 1 2 ,f3',
, l9(~ 4\t4;~v
21. Little things really seemed to bother me or make me angry.
,_ ,%!..,' * (- ....
1 2 @ 4 ,.. 3
t?2,;,J~w~~ri'ls.a2~ut rn?king .mist'!k~~- .-:;f~ 1 3
23. I slept well at night (or whenever you usually sleep). 4 2
-w::r- • .. i ,~, ._....
0 24. Jfhad trouble concentratihgJon my,wdrk'. Jt. •
(. , ~.::,..,.-'ai...-.;....-' "wo ,._4-',1a7'
2 3 1
25. I worried about being anxious in front of others. 1 (?) 3 4 2
Page 1 subtotals 21 15 10 1~

Scoring: For Items 1-25, transfer the circled score into the white cell adjacent to the item. Sum the scores in each column (PP, SP,
WF, and NA), and enter the subtotal in the empty cell at the bottom of the column. Then, transfer the Page 1 subtotals to the
appropriate cells on the next page.

Figure 1. Scored MAQ Booklet.

10
 Alot Almost
Almost Some- of the all the
Over the past month: never times time time

26. I would pace up and down. 2 3 4

' ~-~"'!-."" !>.:f's,~., .,~~~...
\Wotilfil
""'~l,;,
:!~~jt,~8f~ futrit~~.•a 0 ,

28. I felt in a panic.

IPJD~ " • ~M.,~'\.:
,~~r~~ti,tlWi~~-~
'.._{A.~~~ ., .......:M«iX.t.t,-..ct." c.u.:'t.~111~&«1'...\"'*' <ij

30. I worried about dying.

.. '
·3 r. 'I felt' relaxedJ
-ui>. ..,. -~
}'
..

i:B •' :}i~~:tfiquJ¥1raitut~$Qtu;tj)ing~badqtl)athlppei1 [i fue';, ..,;,.t. \fl<........ ~"it<. \i,., A

@
, ___. -.. ._ w.~
..?l;,... ~..ka-'-:.. ~..-)cwl,.-

4
, M

2
~ - .,.., • ' •. ,llh,.

38. I had headaches or stomachaches. 1

,,. '
.~"' '.'f,'.,"'~~ -..
~J?~ Liv_,?id~q •?~i~13 ·~ith.oth~r' peqple. "
'ti'...:' , •

' ~'lijif,er•t'
• '!> ,,.

i2
,,.,. ,&,.~ ,,,,

@
1

40. It was easy for me to talk to other people. 4 2 1

5 14 11
Page 2 subtotals
Page 1 subtotals 21 15 10 13
28 20 24 24
Total raw score (Page 1 + Page 2 subtotals)

Scoring: For Items 26-40, transfer the circled score into the white
cell adjacent to the item. Sum the scores in each column (PP, SP,
WF, and NA), and enter the Page 2 subtotals in the empty cells at the bottom of each column. Then, sum the Page 2 and Page 1
subtotals for each column to obtain the Total raw score.

Summary Table
Normative Group Used for Standardized Scores:
[!]Community Sample (Appendix A, Tables Al & A2) D Community Sample, Males {Appendix A, Tables A3 & A4)
D Community Sample, Females (Appendix A, Tables AS & A6) D College Sample (Appendix B, Tables Bl & B2)

Raw score Percentile Tscor e

MAQ subscale/scale
'28 99 102
Physiological-Panic (PP)
20 93 66
Social Phobia (SP)
Worry-Fears (WF) 24 99 90
Negative Affectivity (NA) 24 94 67
96 99 84
MAQ Total

(see chapter 3 of the MAQ Professional Manu.,l for more details).

Scoring: Check the box next to the appropriate normative group
Raw score cell in the Summary Table. Ubtain the MAQ
Next, transfer the Total raw score for each subscale into the appropriat~
Total Raw score by summing the PP, SP, WF, and NA Raw scores.
Then, enter the T scores and Percentiles from the Appendix
first listed table
are listed next to each normative group; the
tables for the selected normative group. The appropriate Appendix tables
percentiles for the MAQ Total score, and the second listed table provides T scores and percentiles for the
provides the T scores and
PP, SP, WF, and NA subscale s.

2
Figure 1. (continued)

11
 - - - - - - - - - - - - - - - - - - - - - - - - - - - A,---

Profile Shee
-~mm~~
98 NormatlveTable ~
I
Date_ 4- 1 21
- -
ro~---- ~Q
TScord
Negadve Total
2110
T Scor~~-~Ph~ya;lo~logt~calr_·
Panic (PP) -~S~ocl~al~-_!~W;o~rry~-
Phobia (SP) fears (WF)2___!_Aff~•~c:tl~vl~ty~(N~'1~)~r--~--7

100

. - '
'.,._:~d-:~ 90

80

.- .

70

-·
>

50

40 :~;f : 40
~·/'1,.) - l,t;
y'

·t
} -~ -
.~, :1,.· - ;'.s·~
1

;'(,~./ 0,"l•.fi<r,\
1

A'
: _v

):\''~t;:·: }~\"? •. '

, ~£-,

S:30 s:30
TScores 102 66 90 67 84 TScores
Cutoff scores
pp SP WF NA MAQ Total
(In parentheses) (66) (63) (65) (64) (64)

WB: 16204 N. Florida Ave.• Lutz, FL 33549 • 1.800.331.8378 • www.parinc.com

Copyright C 1999 by PAR. All rights reserved. May not be reproduced in whole or in part in any form or by any means without written permission of PAR. This form is printed
in green ink on white paper. Arry other version is unauthorized.
98 7 6 5 4 3 21 Reorder #RO-4228 Printed in the U.S.A.
. WARNING! PHOTOCOPYING4lR DUPLICATION OF THIS FORM WITHOUT PERMISSION IS A VIOLATION OF COPYRIGHT LAWS.

r,:~,~: 2. Completed MAQ Profile Sheet.

12
,:~ that are p_arucularly rele~a~t or disturbing to them. If a
protocol 1s prorated, this mformation should be indi- Validity may also be examined through several pairs
cated in the Summary Table and any subsequent report. of items that evaluate opposite symptoms of anxiety. In
this manner, Items 3 and 40 evaluate social anxiety but
Validity Check are reversed in their scoring. A response of 1 or 4 to
both items (i.e., the same high or low score on both
It is important to carefully examine MAQ protocols
Items 3 and 40) would suggest a potentially invalid pro-
for signs of invalidity. A number of procedures for
tocol. A similar situation can be specified for the fol-
checking the validity of responses to the MAQ items
lowing item pairs: 26 and 36, 28 and 31, and 13 and 31.
have been developed and are described in this section.
There are also item pairs that have similar item content
The clinician needs to carefully consider all of the poten-
where a diametrically opposite response (i.e., 1 vs. 4)
tial sources of invalid responding prior to interpreting suggests an invalid response. These item pairs are 2 and
the MAQ. In addition, any extenuating circumstances or 15, and 31 and 36.
problems during administration should be noted and
In the event that these validity checks are remarkable,
considered in the interpretation of MAQ scores.
the MAQ Total scale anq subscale scores should be inter-
_To check for invalid protocols, the user should exam- preted with caution. In such cases, a follow-up interv~ew
ine the top part of the MAQ test booklet for unusual pat- with the respondent should be conducted. Reading
terns of responding such as endorsing the same response prC'blems, mental confusion, illness, lzterruptio~ ~ur-
' to all items. Such a response pattern is inconsistent with ing assessment, contrary attitudes, or any comb1nauon
\\ the reverse-keyed nature of some of the MAQ items. of these factors may underlie an invalid protocol. In
:\ The following MAQ items are reverse scored: 2, 15, 23, elderly persons, dementia may limit the r~spondent's
31, 36, 40. Other patterns, such as alternating or repeat- capacity to provide a valid self-report, and this should be i'
ing responses (i.e., scores of 1, 2, 3, 4, 1, 2, 3, 4; or 1, 2, considered when unusual responses or patterns of I
3, 4, 3, 2, 1, 2, 3, 4), should be noted and the validity of
the protocol questioned. In addition, the user should
responses are provided. I I
examine blank items for any patterns or suggestions of
other problems. \
i

l•
'
I1

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1• !
l1
I
·1
13 l,
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 -

.
scores. When the MAQ is used with college stude
nts, it MAQ Physiological-Panic Subscale
MAQ
is recommended that clinicians examine both the norm s 1 he majority of the 12 items ·on the
le and phys iolog ical
based on the community standardization samp Physiological-Panic subscale deal with
breathing,
the norms based on the college stude nt stand ardiz ation symptoms of anxiety, including difficulty
iness,
sample. It should be recognized that the colle
ge norm s heart palpitations, dizziness, perspiration, jump
ed. Add ition al items
are based on a sample that demonstrated high
er MAQ shaky hands, and feeling flush
apho bia. Phys io-
Total scale and subscale score s. For exam ple, base d on examine feelings of panic and agor
ty symp - ..
the data presented in Appendixes A (Tab le A2) and B logical symptoms are a major domain of anxie
c Attac k. ·I
(Table B2), it can be seen that the mean raw score (cor- tomatology and are the cardinal signs of Pani
stan- ns with more gene raliz ed anxie ty or I
responding to a T score of 50) for the community In addition, perso
a range of
situation-specific anxiety may also experience
I
wher eas the mean raw score
dardization sample was 56, ty. Perso ns with ele-
of the college standardization sample was 65. Thus
, it is physiological symptoms of anxie
ical-P anic sub-
critical the clinician recognizes that use of the
colle ge vated standard scores on the Physiolog
n~i r
standardization norms already infers a level of
anxiety scale generally demonstrate significant auto
10!og1cal
gene ral (nonc ollege) symptom involvement. In 'the event tha~ JJi?:i
greater than that found in the are endo rsed , exam mat1 0n of
ge norm ~ is symptoms of ~nxiety
population. Because of this, the use of colle ks (Item s 28 and 33_) an_d ago-
inter pre- items related to panic attac
presented as a secondary level of MAQ score advis ed. Exam matt on of
recognized that the clinic al cutoff raphobia (Items 20 and 29) is
tation. It should be with insig ht abou t
unity these items will provide the clinician
score derivation of 64 T was based on the comm phys iolog ical
the relationship between the respondent's
standardization norms. ks, agora-
MAQ symptoms and the presence of panic attac
For the most comprehensive evaluation of phobia, or both.
mend ed that both .
scores in college students, it is recom Given the potentially debilitating effects of
experi-
stude nt norm s
community standardization and college on the
both sam- encing many of the autonomic anxiety symptoms
be used and the associated T scores based on ale, exam iners shou ld cons ider
ative Physiological-Panic subsc
ple distributions be reported. The issue of norm ff score of 66 T. This trans lates
nts who using a clinical level cuto
sample use is most relevant with college stude to a raw score of 18 and a percentile rank of
93. The
e with respe ct to the commu-
score in the clinical rang slightly higher cutoff score on the Phys iolog ical- Panic
For exam ple, a colle ge stu-
nity standardization sample. subscale (compared with the other subs cales and MAQ
Total raw score of 81
dent who demonstrates an MAQ of many
using the colle ge stan- Total scale) is due to the health-related nature·
would receive a T score of 62 r inde pen-
the com mun ity of the physiological symptoms that may occu
dardization norms, whereas using t of high
of 81 resul ts in a dent of anxiety in some individuals. In the even
standardization norms, the raw score exam iner
is recom mend ed scores on the Physiological-Panic subscale, the
T score of 71. In cases of this kind, it this scale
ty symp- should query the endorsement of items on
that the clinician determine the nature of anxie t. Spec ifical ly, the exam iner should
In any even t, fur- with the responden
tomatology across the MAQ subscales. iological
warr anted . verify that high item endorsement of phys
ther evaluation in such cases is often

Table 4
Clinical Severity Levels of Anxiety Symptomatology
Associated With MAQ Total Scale Scores
T-score range %ile rank range Clinical description
36 -59 3-82 Not anxious
60- 63 85-89 Mild or subclinical severity
I 64 - 70 90-95 Moderate clinical severity
1,
71+ 96+ Severe clinical severity
;I with
al gu,idelines of the clinical severity associated for
I ~Q·~he descriptions of score ~anges are gener s are based on MAQ Total scale scores
otal scale s_cores. Perce_nt1l_e rank and T-score range
I

(N = 600). These descriptions should not be

considered
tbe total c?mmu~ity standar~zau?n samplore labels of specif ic diagnostic group s.
a formal diagnosis of an ailX!ety disord er
I
I

19

iI
 -------------111
nzet:n:rr::z :::r r ::n rs: - n:: JP?!' ':la

I
APPENDIX A
RAW TO STANDARD SCORE CONVERSIONS
FOR THE COMMUNITY STANDARDIZATION SAMPLE

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rrjA.'"'.·.,· '·.·,
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• • ,.. •
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AMlT'f UNIVERSITY, MUMBAI

75
 -....}
O"l
Table A1
Raw to Standard Score Conversions for the Total Comm unity Standardization Sample: MAQ Subscalet,;
{ Physiological-Panic Social Phobia NegatiVe Affec. 1/irf
Worry-Fears
Raw %ile T Raw o/oile %ile T
T Raw o/oile T Raw
score rank score score rank score
rank score score rank score score
48 99 175
47 99 172
46 99 168 I
45 99 164
44 99 160
,
43 99 157 ,
42 99 154
41 99 40 99 145
150
40 99 39 99 142
146 99 138
39 99 38 92
142 36 99 107 37 135 36 99
38 99 99 90
139 35 99 104 36 99 131 35 99
37 99 135 34 34 99 88
99 102 35 99 128
36 99 131 33 33 99 86
99 99 34 99 124
35 99 127 32 32 99 84
99 97 33 99 121
34 99 124 31 99 31 99 82
33 94 32 99 117
99 120 30 99 91 31 99 L4 30 99 79
32 99 117 29 99 29 99 77
31 89 30 99 111
99 113 28 99 86 29 99 107 28 99 75
30 99 109 27 99 27 99 73
84 28 99 104
29 99 106 26, 99 26 99 71
81 27 99 100
28 99 102 25 99 25 97
79 26 99 97 69
27 99 98 24 99 76 25 99 93 24 94 67
26 99 95 23 99 74 24 99 90 23 91 64
25 99 91 22 97 71 23 99 86 22 90 62
24 99 87 21 95 69 22 99 83 21 86 60
23 99 84 20 93 • 66 21 99 79 20 81 58
22 98 80 19 91 63
21 20 98 76 19 76 56
97 77 18 88 61 19
20 96 97 72 18 70 54
73 17 84 58 18 95
19 95 69 69 17 62 51
16 77 56 17 92
18 93 66 65 16 53
15 71 53 16 89
49
17 90 62 14 64 62 15 45 47
16 51 15 85
86 58 13 56 59 14 37
15 48 14 80 45
83 55 12 47 55 13 31
14 77 46 13 73 43
51 11 35 43 52 12
13 67 47 12 63 22 41
10 26 41 48 11 17
12 47 44 11 ' 49 39
9 14 38 45 10 12 j6
10 28
1
Note. N = 600. 41 9 6 !34
-~
/
 Table A2 .
dization Sample: MAQ Total Scale
Raw to Standard Score Conversions for the Total Community Standar
Raw %ile T Raw %ile T Raw %i\e T
Raw %ile T
score rank score rank score score rank score
score rank score score
160 99 138 130 100 99 87 70 87 62
99 112
159 99 137 129 99 99 99 86 69 86 61
112
158 99 136 128 99 111 98 99 85 68 85 60
157 99 135 127 99 110 97 99 84 67 82 59
156 99 134 126 99 109 96 99 84 66 81 58
155 99 134 125 99 108 95 99 83 65 80 57
154 99 133 124 99 107 94 99 82 64 78 57
153 99 132 123 99 106 93 99 81 63 77 56
152 99 131 122 99 106 92 99 80 62 75 55
151 99 130 121 99 105 91 99 79 61 72 54
150 99 129 120 99 104 90 99 79 60 70 53
149 99 128 119 99 103 89 99 78 59 68 52
148 99 128 118 99 102 88 99 77 58 66 51
147 99 127 117 99 101 87 99 76 57 63 51
146 99 126 116 99 101 86 98 75 56 59 50
145 99 125 115 99 100 85 98 74 55 57 49
144 99 124 114 99 99 84 98 73 54 54 48
143 99 123 113 99 98 83 97 73 53 49 47
142 99 123 112 99 97 82 97 72 52 45 46
141 99 122 111 99 96 81 96 71 51 41 46
140 99 121 110 99 95 80 95 70 50 37 45
139 99 120 109 99 95 79 95 69 49 33 44
138 99 119 108 99 94 78 94 68 48 29 43
137 99 118 107 99 93 77 94 68 47 25 42
136 99 117 106 99 92 76 93 67 46 22 41
135 117 105 91 75 92 66 45 18 40
99 99
134 104 99 90 74 91 65 44 14 40
99 116 .,
99 90 73 90 64 43 10 39
133' 99 115 103
99 89 72 89 63 42 7 38
132 99 114 102
71 88 62 41 5 37
131 99 113 101 99 88
40 3 36
Note. N = 600.
-:r
-:r
 ,
r
-..l
00
I
Table A3
Raw to Standard 3core Conversior:; for the Males In the Community Standardization Sample: MAQ Subscales
1
Physiological-Panic Social P ,Jbia Worry-Fears
Negative Affectivity
Raw %i\e T
Raw %ile T Raw %ile T Raw %ile T score
score rank score score rank
score score rank score score rank
48 99 175
47 99 172
46 99 168
45 99 164
44 99 171
43 99 167
42 99 163 ,
40 99 153
41 99 159 39 99 149
40 99 155 38 99 145
39 99 141 36 99 97
151 36 99 109 37 99 94
38 99 147 _1_06 137 35 99
35 99 36 99 92
37 99 143 99 134 34 99
34 99 103 35 99 90
36 99 139 99 131 33
33 99 101 34 99 87
35 99 136 99 127 32
32 99 98 33 99 85
I 34 99 132 31 99 123 31
99 96 32 99 83
33 99 128 30 99 119 30
99 93 31 80
32 99 124 29 99 30 99 116 29 99
j 90 99 78
31 99 120 99 112 28
I
28 99 88 29
30 99 116 27 99 85 28 99 108 27 99 76
29 99 112 26 99 82 27 99 105 26 99 74
28 99 108 ·25 99 80 26 99 101 25 97 71
27 99 104 24 99 77 25 99 97 24 94 69
26 99 100 23 99 75 24 99 93 23 91 67
25 99 96 22 97 72 23 99 90 22 90 64
24 99 92 21 95 69 22 99 86 21 86 62
23 99 88 20 93 67 21 99 82 20 81 60
22 99 84 19 91 64 98 79
21 98
20 19 76 57
80 18 88 62 19 97 75 18
20 97 76
70 55
17 84 59 18 95 71 17
19 96 72 16 77
62 53
56 17 92 68 16 53
18 95 68 15 71 54 51
17 16 89 64 15 45
93 64 14 64 51 15
48
16 90 85 60 14 37
60 13 56 49 14 80
46
15 86 56 12 56 13 31
47 46 13 73 53
44
14 80 52 11 35 12 22
13 43 12 63 41
70 48 10 26 49 11
12 41 49
17 39
50 - 44 9 14
11 45
38 10 28
10 12 37
Note. N 300.. 42 9 6 34
--
,_
 Table A4 ·t Standardization Sample: MAQ Total Scale
Raw to Standard Score Conversions for the Males in the Commum Y T
o/4 ile T Raw %i\e
R
Raw o/oile T Raw o/oile T aw r;nk score score rank score
score rank score score rank score score
90 70 90 63
99 144 130 117 100 99
160 99 69 89 62
99 99 89
159 99 143 129 99 116 68 88 62
98 99 88
158 99 142 128 99 115 67 86 61
157 99 141 127 114 97 99 87
99 66 85 60
156 99 140 126 99 113 96 99 87
95 99 86 65 84 59
155 99 139 125 99 113
94 99 85 64 82 58
154 99 139 124 99 112
153 99 138 93 99 84 63 80 57
123 99 111
152 99 137 110 92 99 83 62 78 56
122 99
151 99 136 121 99 109 91 99 82 61 75 55
150 99 135 120 99 108 90 99 81 60 74 54
149 99 134 119 99 107 89 99 80 59 72 53
148 99 133 118 99 106 88 99 79 58 70 53
147 99 132 117 99 105 87 98 79 57 68 52
146 99 131 116 99 105 86 98 78 56 65 51
145 99 130 115 99 104 85 98 77 55 62 50
144 99 130 114 99 103 84 98 76 5-1 58 49
143 99 129 113 99 102 83 98 75 53 53 48
142 99 128 112 99 101 82 98 74 -9
!')_ 49 47
141 99 127 111 99 100 81 97 73 51 44 46
140 99 126 110 99 99 80 97 72 50 41 45
139 99 125 109 99 98 79 97 71 49 36 45
138 99 124 108 99 97 78 96 70 48 32 44
137 99 123 107 99 96 77 96 70 47 27 43
136 99 122 106 99 96 76 95 69 46 22 42
135 99 122 105 99 95 75 95 68 45 16 41
134 99 121 104 99 94 74 94 67 44 13 40
133 99 120 103 99 93 73 93 66 - 43 10 39
132 99 119 102 99 92 72 92 65 42 8 38
131 99 118 101 99 91 71 91 64 41 6 37
40 4 36
-
; vote. N = 300.
1'
-..J
<.O
....__~ - - ·-·--- -
I
I 00
0 Table AS
Raw to Standard Score Conversions for the Females in the Community Standardization Sample: MAQ Subscales
Physiolog..1al-Panic Social Phobia Worry-Fears Negative Affectivity
-
Raw %iii T Raw %ile T Raw o/oile T Raw %ile T
score ran,; score score rank score score rank score score rank score
48 99 166
47 99 163 '
I
46 99 159
45 99 156
44 99 152
43 99 149
42 99, 146 99 139
40
41 99 142 39 99 136
40 99 139 38 99 133
39 99 135 36 99 105 37 99 129 36 99 91
38 99 132 35 99 102 36 99 126 35 99 89
37 99 129 34 99 100 35 99 123 34 99 87
36 99 125 33 99 97 34 99 120 33 99 85
35 99 122 32 99 95 33 99 116 32 99 83
34 99 118 31 99 92 32 99 113 31 99 81
33 99 115 30 99 90 31 99 110 3\J 99 79
32 99 112 29 99 88 30 99 106 29 99 77
ii
I 31 99 108 28 99 85 29 99 103 28 99 75
99 100 27 99
I
30 99 105 27 99 83 28 73
29 99 101 26 99 80 27 99 97 26 99 71
28 99 98 25 99 78 26 99 93 25 96 69
27 99 95 24 99 75 25 99 90 24 93 67
26 99 91 23 98 73 24 99 87 23 88 65
25 99 22 97 70 23 99 83 22
I 24 99
88
84 21 94 68 22 99 80 21
85
81
63
61
23 98 81 20 92 65 21 98 77 20 75 58
22 97 77 19 90 63 20 98 74 19 70 56
21 96 74 18 87 60 19 97 70 18 65 54
20 95 71 17 82 58 18 93 67 17 56
19 52
93 67 16 75 55 17 90 64 16 48
18 90 64
50
15 69 53 16 87 60 15 41
17 88 60 14
48
62 50 15 83 57 14 33
16 83 57 13 55
46
48 14 78 54
15 79 53 12 45 46
13 28 44
14 13 70 51 12 22
74 50 11 34 43 42
13 63
12 59 47 11 16
47 10 26 41 38
12 44 43
11 46 44 10 12
9 15 38 10 36
24 41 - 9 6 34
Note. N = 300.
,II
mmunity Standardization Sample: MAQ lo\a\ Sca\e
"'
Raw to Standard Score Conversions for the Females~~b:h:~o
o/oile T Raw ¾fu~. i
Raw %ile T Raw %ile T Raw
rank score score rank scme
score rank score score rank score score
100 99 85 70 84 60
160 99 133 130 99 109
99 84 69 81 59
159 99 132 129 99 108 99
158 99 98 99 83 68 80 59
132 128 99 107
157 99 131 97 99 82 67 78 58
127 99 · 106
156 99 130 96 99 81 66 77 57
126 99 105
155 99 129 125 105 95 99 80 65 75 56
99
154 99 129 124 99 104 94 99 80 64 74 55
153 99 128 123 99 103 93 99 79 63 73 54
152 99 127 122 99 102 92 99 78 62 71 54
151 99 127 121 99 101 91 99 77 61 68 53
150 99 125 120 99 101 90 99 76 60 66 52
149 99 124 119 99 100 89 99 76 59 64 51
148 99 123 118 99 99 88 99 75 58 61 50
147 99 122 117 99 98 87 99 .74 57 57 50
146 99 122 116 99 97 86 99 73 56 53 49
145 99 121 115 99 97 85 98 72 55 -9
!)_ 48
144 99 120 114 99 96 84 98 72 5-! 50 47
143 99 119 113 99 95 83 97 71 53 45 46
142 99 118 112 99 94 t.2 95 70 52 41 46
141 99 118 111 99 93 81 94 69 51 37 45
140 99 117 110 99 93 80 93 68 50 34 44
139 99 116 109 99 92 79 92 67 49 30 43
138 99 108 99 91 78 92 67 4S 26 42
115
137 107 99 90 77 91 66 47 24 41
99 114
106 99 90 76 90 65 46 22 41
136 99 114
105 99 89 75 88 64 45 20 40
135 99 113
104 , 99 88 74 87 63 4-1 14 39
134 99 112
103 99 87 73 86 63 43 10 38
133 99 111
99 86 72 85 62 42 7 37
132 99 110 102
85 71 85 61 41 4 37
131 99 109 101 99
40 3 36
I
',
Note. N = 300. ' )
I
1,
00
 ,.

APPENDIX B
RAW TO STANDARD SCORE CONVERSIONS
FOR THE COLLEGE STANDARDIZATION SAMPLE

83
.,
'J
_j
00
Table 81
Raw to Standard Score Conversions for the College Standardization Sample: MAQ Subscales
-- -
F /siological-Panic Social Phobia Worry-Fears Negative Affectivity
-
Raw %ile T Raw %ile T Raw %ile T
score rank Raw %i1e T
score score rank score score rank score score rank score
48 99 134
47 99 131 I
46 99 129
45 99 126
44 99 124
43 99 121
42 . 99 119 40 99 118
41 99 116 39 99 115
40 99 114 38 99 113
39 99 111 36 99 96 37 99 110 36 99 88
38 "9 108 35 99 93 36 99 107 35 99 86
37 99 106 34 99 91 35 99 105 34 99 84
3Q 9~ 103 33 99 88 34 99 102 33 99 81
35 99 101 32 99 86 33 99 99 32 99 79
34 99 98 31 99 84 32 99 97 31 99 77
33 99 96 30 99 81 31 99 94 30 99 75
32 99 93 29 99 79 30 99 91 29 98 72
31 99 90 28 99 77 29 99 89 28 97 70
30 99 88 27 98 74 28 99 86 27 95 68
29 99 86 26 97 72 27 99 84 26 93 66
28 99 83 25 96 70 26 99 81 25 91 64
27 99 80 24 95 67 25 99 78 24 88 61
26 98 78 23 94 65 24 98 76 23 84 59
25 98 75 22 91 63 23 96 73 22 79 57
24 97 73 21 87 60 22 95 70 21 73 55
23 96 70 20 82 58 21 94 68 20 67 52
22 95 68 19 77 55 20 92 65 19 59 50
21 94 65 18· 71 53 19 91 63 18 50 48
20 92 63 17 63 51 18 88 60 17 40 46
19 89 60 16 53 48 17 84 57 16 30 43
18 86 58 15 43 46 16 79 55 15 21
17 41
82 55 14 34 44 15 72 -9
14 16
16
!)_
39
77 52 13 24 41 14 63 49 13 10
15 71 37
50 12 16 39 13 52 47 12 6
14 60 47 34
11 9 37 12 41 44 3
13 46 45 10
11 32
3 34 11 25 41 10 2
12 26 42 9 30
1 32 10 9 39 1
9 28
Note. N = 1,160.
r> "'-
Raw %ile T
Raw to Standard Score Con
Raw %ile T
score

Table B2
versions for the College Sta
ndardization Sample: MA
Raw
score
%ile
rank
T

Q Total Scale
score
Raw
score
O/o\\e,
rank
---
\
SC.Ole,
score score rank 70 73 54.
_score rank 98 75
100 69 70 53
130 99 97 98 75
160 99 118 99 68 68 52
129 99 96 97 74
159 99 118 98 67 65 51
128 99 95 97 73
158 99 117 97 66 63 51
127 99 94 97 72
1.57 99 116 96 61 50
126 99 94 97 71 65
156 99 115
93 95 64 57 49
125 99 94 97 71
1.55 99 115
92 63 54 49
124 99 93 96 70
99 114 62 50 48
154
123 99 92 95 69
99 113 92 47 47
153
122 99 91 69 61
99 112 91 95
46
152 121 99 90 68 60 43
99 112 90 95
46
151 120 99 89 94 67 59 40
111 89 58 37 45
150 99
119 99 89 67
110 88 93
57 33 44
149 99 99 88 92 ,66
l JO
118 87 56
148 99 117 99 87 92 65
29 44
109 86 55 26 4.3
147 99 99 87 64
108
116 85 91
5-t 23 42
146 99 115 99 86
84 91 64 41
107 85 53 19
}45 99 114 99 83 90 63
16 41
107 84 62 52
144 99 113 99 82 89 14 40
106 84 51
143 99 112 99 81 88 62 39
50 11
142 99 105 99 83 80 87 61 8 39
111 49
99 105 99 82 79 86 60 38
141 I 10 48 7
99 104 99 81 78 85 59 37
140 109 47 6
99 103 99 81 77 85 59 4 36
139 108 58
46
99 102 99 80 76 83 3 36
138 107 57
45
99 102 98 79 75 82 2 35
137 106 56 . 44
99 JOJ 98 79 74 81 43 1 34
136 105 56
99 JOO 98 78 73 79 4.2 0 34
135 104 55 0 33
99 , 100 98 77 72 77 41
134 103 54 0 32
99 99 98 77 71 75 40
133 102
)32 99 98 101 98 76
99 'J7
131
No!lt, N • 1,160.
"