Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
94 Cards in this Set
- Front
- Back
|
psychometrics |
refers to the study of psychological measurement and includes the measurement and assessment of intelligence, specific abilities, knowledge in a given area, personality traits, behaviors, attitudes, symptoms, and educational or vocational progress. |
|
|
Binet-Simon Scale |
the first standardized intelligence test and was administered in a fairly consistent way across test takers. Provided an objective diagnosis of the prescence and severity of intellectual disability in test-takers |
|
|
a general factor (g); general intelligence factor that is situated at the top of a hierarchy of skills, with broad abilities comprising the middle, and specific factors or abilities situated at the base
and
multiple-factor theory of intelligence; highlights the roles of underlying unfolding cognitive and adaptive development as sig. influ encs on i and its representation.
(lead to Classical Test Theory and Item Response Theory) |
two competing theories of intelligence |
|
|
functioning of assessment for clinical and counseling pschologists: |
Typically make use of tests that define and characterize patterns of adaptation and functioning, either to classcify an individual or to provide DX.
Personality assessment, measurement of moof and behavioral functioning, and assessment of current functioning and adaptive capacities are commonly considered. |
|
|
School Psychologists and Assessment |
Most typically employ measures that characterize and define how an individual is able to learn. Functioning within the school setting is the primary focus of _____ psychologists |
|
|
Neuropsychology and Assessment |
a specialty within clinical psychology that incorporates knowledge of brain fx and the relationship between brain and behavior. Try to undserstand and characterize and individual's pofile of neurocognitive strenghts and weaknesses in relation to brain development and abnormal brain functioning. This type of assessment provides info to help determine if deficits are to neurological, organic, or with the behavior is fx in nature
This assessment is also used to assess learning disabilities and complex behavioral and emotional conditions. |
|
|
Vocational and rehabilitation pschological assessment |
frequently emphasize how well an individual is able to meet demands for independence across development, with a goal of increasing success at work and learning as a primary focus.
Ax of underlying capacity and how this may be broadened and refine, as possible, is also considered an important element of practice. |
|
|
behavioral assessment |
an exploratory hypothesis-testing process in which a range of specific procedure is used in order to undertand a given child, group, or social ecology and to formulate and evaluate specific intervention strategies
Used to describe a particular behavior or pattern of behavior, and to understand what leads to and maintains it across time. |
|
|
functional behavioral assessment (FBA)
*FBA is derived directly from operation conditioning models of behavior. |
a specific method of behavioral assessment that operationalizes and then characterizes the presence and impact of a select behavior or group of behaviors
most commonly used to evaluate problematic behaviors in order to develop and evaluate the effectiveness of a behavioral intervention plan.
*The key components of a FBA are to define a problem behavior, determine antecedents or the events that precede the prolem behavior, and outline the the consequence of the behavior or the fx it serves. |
|
|
ecological assessment
consists of: setting appearance and contents setting operation setting opportunities |
uses primarily observational methods to examine and understand the physical and psychological variables that impact behavior in a given environment or setting. |
|
|
standardized administration |
in assessment, refers to giving a test or measue under consistent, or standard, conditions. This includes the use of the same administration, item content, and scoring criteria across all individuals who are presented with the measure |
|
|
norm-referenced tests |
standardized tests or measure that compare an examinee's performance to the performance of a specified group of participants (also perf. over time). The reference population is most commmonly defined by AGE |
|
|
criterion-referenced test |
used to assess where an examinee stands on a particular criterion, or domain of skill, status, or functioning. Assesses an individual's knowledge or skill in a hierarchical fashion. Common examples include: driving tests, licensing exams, or high school graduation examinations |
|
|
self-report measures |
typically symptom-based questionnaires and surveys , or semi-structured and structured interviews (PAI,BDI) |
|
|
informant report |
a questionnaire, rating or checklist measure that is most likely completed by a parent or teacher, but depending on the measure, may be used with a caretaker or spouse *Often helpful to seek information regarding a particular individual being assessed from multiple informants, whenever possible. |
|
|
Unstructured interviews; allow for flexability, rapport building, and the ability to further examine information that arises in the context of the int. (however, not standardized, thus, not good to use as sole source of DX)
Semi & Structured; have been developed to be administered in a standardized manner and as a result, reduce problems with reliability and validity found in unstructured interviews. |
less formal opportunities to gain information, providing an examiner with the opportunity to provide info about her or himself, outside of a standardized assessment format. |
|
|
industrial and orgranizational psychology; assessment methods |
direct observation, assessment centers, and work samples are methods of assesment in work settings. |
|
|
I/O
job analysis/competency modeling, behavioral classification, assessment techniques, multiple assessments, simulations, assessor training, recording behavior and scoring, and data integration |
9 key components for an evaluation process to be considered as assessment measure, including: |
|
|
Classical Test Theory (CTT) |
based on the work of charles spearman, and was first presented in 1904. It is defined as a psychometric theory based on the view that an individual's observed score on a test is the sume of a true score component for the test taker, plus an independent measurement error component
true score + error, neither of which is individually observable. The true score is conceptualized as the average score an individual would achieve on a specific test, given an infinite number of administrations of that test. |
|
|
Generalizability Theory (G Theory) |
An extension of CTT. It conceptualizes error in a way that allows for the evaluation of both error and the reliability of measurement procedures. Identifies sources of measurement error, separates the influence of each source, and then estimates the individual sources of measurement error. |
|
|
Item Response Theory (IRT) |
Focuses on the examination of individual items in test development. The relationships between the contruct being measured and the individual tests responses are examined across multiple levels. |
|
|
children and adolescent assessment |
self-report, parent-report, and teacher-report questionanaires are typically used to assess functioning across environments |
|
|
Achenbach System of Empirically Based Assessment |
generates three primary index scores: T problems, Internalizing problems, Externalizing problems. Scores are represented as T-scores and compared wih a mean of 50 and a standard deviation of 10 |
|
|
The Behavior Assessment System for Children-Second Edition (BASC-2) |
used to assess specific concerns regarding mood in children, such as anxiety |
|
|
Gilliam Asperger Disorder Scale (GADS) |
measures autism spectrum disorders; can be used with parents and caregivers. Assesses symptom domains reflective of diagnosis: communication, social interaction, repititive and stereotyped behaviors, and restricted areas of interest.
|
|
|
The Beck Scales; current version, BDI-II, used with both psych and non-psych pts >18 YO; also, the Beck Anxiety Inventory and Beck Hopelessness Scale.
assessment of mood |
Commonly administered brief self-report measures of a client's anxiety and depression symptoms. It emphasizes assessing both cognitive and behavioral symptoms of depressin and is consistent with the etiological model of the DEP developed by Beck et al. |
|
|
The Strait-Trait Anxiety Inventory (STAI) & Hamilton Rating Scale of Depression (HRSD) |
1) to assess current state-associated symptoms of anxiety, including temporary experiences of worry and fear, and what has been termed trait anxiety
2) publicly available, brief, ratings of observed symptoms of depression and anxiety, and are most commonly used in clinical research. ***They can be used to monitor not only present mood status, but also treatment progress. |
|
|
psychoeducational and neurological assessment |
involves systematic, standardized testing across multiple domains of cognitive functioning, including general intellectual ability, attention, verbal and language skills, visual perceptual and motor capacities, memory, and executive functioning; many of the most commonly used intellectual batteries are based on or incorporate aspects of the Cattell-Horn-Carroll (CHC) theory of intelligence in their development. |
|
|
CHC Theory
Cattell-Horn Model
&
Caroll's Three Sratum Model |
Refers to the combination of two prominent models of intelligence:
The _____ posutlates two types of intelligence: fluid and crystallized. Fluid intelligence regers to nonverbal and primarily non-culturally biased abilities such as new learning and efficiency on novel tasks. Crystallized intelligence refers to an individual's knowledge base or range of acquired skills, which are dependent on exposure to both culture and specifc general information that is valued by that cultures
Includes 9 broad-spectrum abilities; crystallized Intelligence (Gc), Fluid Intelligence (Gf), Quantative Reasoning (Gq), Reading and Writing ability (Grw), Short-term Memory (Gsm), Long-term storage and retrieval (Glr), Visual Processing (Gv), Auditory Processing (Ga), and Processing Speed (Gs)
|
|
|
Caroll's Threee-Stratum Model |
emphasized the presence of individual differences in cognitive abilities and suggested that the the relationship among these individual differences can be captured across three categories: a set of narrow cognitive abilities, such as reading comprehension (narrow); a set of eight broad factors that include fluid intelligence, crystallized intelligence, general memory and learning, visual perception, auditpry perception, retrieval capacity, cognitive speediness, and processing speed (broad); and a general intelligence factors (g) |
|
|
Wechsler Intelligence Scales |
Include the Wechsler Adult Intelligence Scale- fourth edition, Wechlser Intelligence Scale for Children-Fourth Edition, and Wechlser Preschool and Primary Scale of Intelligence-Third Edition; Wechsler defined intelligence as "the capacity to act purposely , think rationally, and to deal effectively with the environment |
|
|
The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)
Common Intellectual Batteries |
Appropriate for use with individuals ages 16 to 89. It generates a full scale IQ score, consistent with the standing model of a general intelligence factor, as well as factor analytically derived subscales, that reflect separable domains of skill. These four factors include Verbal Comprehension, perceptual reasoning, working memory, and processing speed, and each is represented as a primary index score. The reliability coefficients for the subtests, the index scores, and the Full scale IQ scores ranges from 0.88 and 0.98. Several new subtests were introduced based on a move to a more neuropschologically informed structure for the battery. (visual puzzles, finger weights, and cancellation) |
|
|
The Wechlser Intelligence Scale for Children-Fourth Edition
Common Intellectual Batteries |
Appropriate for use with children aged 6 to 16 years of age. This measure generates a Full Scale IQ scores as well as a Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed Index scores |
|
|
The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III)
(WPPSI-IV; covers a slightly broader age group of 2 years, 6 months, to 7 years, 7 months, was released in late 2012)
Common Intellectual Batteries |
Can be administered to assess intellectual functioning. This battery generates verbal, performance, and Full Scale I! scores as well ass a Processing Speed Quotient and General Language Component
|
|
|
Kaufman Assessment Battery for Children-II (KABC-II)
Common Intellectual Batteries |
an assessment of cognitie abilities for individuals aged 3 through 18. Its development was based on an integration of Cattell-Horn-Carroll theory and Luria's neuropsychologial development model.
Has been favorably compared psychometrically with the Wechsler scales and SB-5 |
|
|
The Stanford-Binet Intelligence Scales-Fifth Edition (SB-5)
common intellectual batteries |
Is appropriate for individual aged 2 to 85 years of age. It generates a Full Scale IQ score, which is a measure of general cognitive abilities, and nonverbal and verbal domain scores. Cognitive factor scores include Fluid Reasoning, Knowledge, Quanitative Reasoning, Visual-Spatial Processing, and Working Memory. The psychometric properties of the SB-5 are quite good, with internal conistentcy reliability scores between the full scale and domain scores falling above .90 and the subset coefficients ranging from 0.84 to 0.89 |
|
|
The Woodcock-Johnson III Normative Update (NU) Tests of Cognitive Abilities
common intellectual batteries |
a test of cognitive abilities that it predeominantly that is based on the Cattell-Horn-Caroll theory of cognitive abilities. Is adiministered to individuals from the age of 2 to more than 90 years of age.
*commonly used in educational settings - great reliability and validity |
|
|
The Leiter International Performance Scale--Revised and the Universal Nonverbal Intelligence Test (UNIT)
common intellectual batteries |
were both developed to be used in situations in which language is an issue
nonverbal/noncultural assessment of cognitive abilities
administered to individuals 2 to 21 years of age
(also UNIT) |
|
|
neuropsychological evaluations |
assess a number of domains of cognitive functioning, including: attention and orientation, executive functioning, perceptual abilities, language and verbal abilities, memory, motor function, and visual construction and visual motor integration skills |
|
|
Halstead-Reitan Neuropsychological Test Battery |
Most recently revised in 1993; composed of a number of individual measures that when used together, allow the clinician to distinguish patients with neurological insult from those who are healthy. Each of the tests can also be administered individually as a measure of a particular domain of functioning , and separate tests from the battery are commonly used as aprts of more flexible assessmnet approaches to cognitivie and neursopsychological functioning
(also includes Hal. impairment index which provides cutoff scores consistent with neurological insult. |
|
|
The Neurological Assessment Battery |
consitsts of 26 different subtests that examine 5 areas of neuropsychological functioning, including attention, language, memory, spatial, and executive functioning for those (18-97 years of age) Can be used in its entirety at a full battery or individual subtests can be administered for screening or to address specific questions. There are descriptive stats available for several specific populations |
|
|
NEPSY-II |
*There are very few neuropsychological assessment batteries available. This battery is designed to evaluate multiple domains of neuropsychological development from preschool to adolescence. Two forms available (3-4/5-16)
(Has been co-normed |
|
|
ability and achievement testing |
_____ has been used to describe an individual's capacity to perform a specific skill or task and is thouht to encompass both aptitude and achievement. ______ refers to measures of knowledge acquired in specific settings like a classroom. ______ is thought to represent an individual's potential to learn a given task. |
|
|
Wechlser Individual Achievement Test-Third Edition (WIAT-III)
ability and achievement testing |
Used to assess academic achievement in individuals aged 4 through 50 years; focuses primarily on reading, including decoding and comprehension; mathematical operations and problem solving; and written expression. Listening comprehension and oral sharing of knowledge are also assessed. |
|
|
The Kaufman Test of Educational Achievement, Second Edition
ability and achievement testing |
can be administered to individuals 4 through 25 years of age for the comprehensive form and ages 4 through 90 and older for the brief form. It emphasized core academic skill development |
|
|
The Woodcock-Johnson III Normative Update (NU) Tests of Achievement
ability and achievement testing |
assesses academic achievement and oral language (2-90) |
|
|
curriculum based measures
ability and achievement testing |
the regular assessment of children with short standardized and validated measures for the purpose of monitoring the development and mastery of academic skills |
|
|
performance-based measurement
ability and achievement testing |
involves the evaluation of an individual's ability to perform a specific skill or produce a specific item or skill
*Rememeber, there are few tests that assess aptitude purely; instead, most assess both achievement and aptitude. |
|
|
The General Aptitude Test Battery
ability and achievement testing |
was developed by the U.S. Employment Service to assess general intelligence, verbal aptitude, numerical aptitude, spatial apt, form perception, clerical perception, motor coordination, finger dexterity, and manual dexterity |
|
|
The Differential Aptitude Test-5th ED.
ability and achievement testing |
developed for use with student in grades 7 to 12, as well as into adulthood. It assesses general cognitive abilities, perceptual abilities, and clerical language skills |
|
|
The Personality Assessment Inventory (PAI)
personality assessment |
consists of 344 items, which are written at 4th grade reading level. Appropriate for use with adults aged 18 and above. It was developed using a construct validation approach, in which subscales were first created during initial design of the test, and the content and discriminant validity of the items included in the testwere then examined to determine whether they would be appropriate to the domiains being measured.
22 scales, including 4 validity scales, 11 clinical scales tied to DSM-IV-TR |
|
|
The Minnesota Multiphasic Personality Inventory (MMPI-II)
personality assessment |
the 2nd edition of this assessment measure was published in 1989 and included several important changes, including the addition of new scales, replacement of out of date test items, and updated norms (content analysis approach)
Is appropriate for administration to adults aged 18 and older. There are 10 clinical scales, including hypochondriasis, DEP, hysteria, psychopathic deviation, masculinity-fem, paranoia, psychathenia, hypomania, and social introversion **also yields validity scales (L-F-K scales)
T = 64 (94th percentile) considered clinically significant
results describe patterns of personality and behavioral difficulty. Review involves profile analysis as opposed to diagnostic assignment |
|
|
The Millon Multiaxial Inventory-III (MCMI-III)
personality assessment |
a self-report questionnaire developed to assess personality. both rational-theory based method and empirical keying were used. based on an overarching theory of personality and then validated to ensure that they in fact fit with the given theory or personality. (18 and older) yields 28 scales, including four modifying indices (disclosure, desireability, debasement, and validity) 11 personality profiles consistent with DSM-Iv-TR and theoretical criteria. three form of severe personality pathology, seven clinical syndromes, and three severe syndromes |
|
|
The Rorchach Inkblot Test
personality assessment |
one of the most well-known projective assessments. The admin of the procedure involves two parts: the initial assoc phase, during which the examinee is presented with cards in a predetermined order, and is asked to freely describe what is seen; and the inquriy phase, which involves the examiner collecting additional information form the examinee about the initial response made through strucutred questioning
Exner's scoring system is most widely used at this time, examiner scores responses on set of criteria
***it is noteworthy that significant controversy surrounding the use of the Rorschach continues to date, due mostly to concerns regarding the psychometric properties of the measure
little instruction is now given on the Rorschach due to its uncertain validity. |
|
|
Vocational interest |
many of the commonly used vocational interest assessments have been developed from E.K. Strong's early work in the empirical construction of occupation scales and John Holland's theory of vocational interest |
|
|
Holland's theory of vocational interest
Realistic Investigative Arstistic Social Enterprising Conventional |
posits that there are six dimensions of vocational interest that he conceptualized in terms of a hexagon. Each dimension is arranged around the hexagon in a clockwise direction starting with what he termed "realistic". The interest domains identified are denoted as "RIASEC" and include: |
|
|
Self-Directed Search |
Originally published in 1979 and most recently revised in 1994. It is a self-report questionnaire that can be both scored and interpreted by the individual taking the test. Scoring allows the examinee to identify a score profile (the top three domain scores) and compare it to an assortment of profiles for different occupations and fields of study. |
|
|
Strong Interest Inventory
E.K. Strong (1927) |
Has been revised several times to support its continued use, given occupational changes over time. Most recent version (2012) yields scores across four scales: General Occupational Themes, Basic Interest Scales, Personal Styles Scales, and Occupational Scales. The General Occupational Themes scale measures the 6 categories of occupational interest developed by Holland's work that are seen in RIASEC |
|
|
Kuder Occupational Interest Survey |
A self-report measure of vocational interest that was developed by measuring the similarity between an individual's responses and the average interests of people employed in a given occupation. Yields scores across four domains: Occupational scales, College Major Scales, Vocational Interest scales, and Dependability Indices |
|
|
The Campbell Interest and Skill Survey |
The most recent addition to the vocational interest inventories. Originially published in 1992 and yields scores related to occupational orientation (o-scales) which are similar to the range of interests described by Holland's Theory |
|
|
The Youth Risk Behavior Surveillance System (YRBSS) & The Behavioral Risk Factor Surveillance System (BRFSS) Health Behavior |
A self-report measure comprising questions addressing activity level (e.g. tv watching) and engagement in risk behaviors (e.g. drinking, SUB use, sexual BEH), that can be administered to adolescents and early adults. An adult version, the ________ covers similar domains of FX |
|
|
Battery for Health Improvement-Second Edition (BHI-2)
Health Behavior |
was developed to assess psychological issues that impact evaluation and treatment of medical patients. Results cans be used to facilitate the development of a treatment plan to address ongoing concerns, improve quality of life, and potentially improve tx adherence.
(18-65 YOs)
It generates validiy scales, physical symptom scaes, affective scales, character scales, and psychosocial scales. |
|
|
malingering (general info) |
symptom validity testing refers to the development and use of measures and assessment procedures to try to assess an examinee's level of effort and investment during psychological testing; mesures used for this purpose are referred to as SVTs. Can be assesssed directly or by examining the validity scales of various assessment measures
The personality tests (PAI, PAI-a, MMPI-2, MMPI-A, and MCM-III) all include validity scales.
|
|
|
Test of Memory Malingering, Rey 15-item test, and the Recognition Memory Test
malingering |
The objective measures of validity most commonly used by neuropsychologists; the most commonly used in clinical practice |
|
|
Competency to stand trial |
refers to a defedent's ability to understand and partake in legal proceedings. Comes from Dusky v. United States (1960) in which the u.s. supreme court provided that a defendant must have "sufficient present ability to consults with his lawyer with a reasonable degree of understanding.. and a have rational as well as factual understanding of the charges against him" |
|
|
role of psychologist in competency trials |
to assess and describe an individual's ability to both understand and participate in legal proceedings, and identify and describe any psychological disorders, cognitive impairment, or neurological insult that may impact capacity. |
|
|
"not guilty by reason of insanity" (NGRI) defense |
is appropriate when for use with a specific trial involving a person claiming mental illness as a reason behind her crime. Although this plea is rarely used in court, psychologists, are frequently called on to evaluate criminal responsibility |
|
|
American Law Institute (ALI) Test (1962)
adopted by the majority of U.S. jurisdiction |
1) A person is not responsible for criminal conduct if at the time of such conduct as a result of mental disease or defect he lacks substantial capacity either to appreciate the criminality of his conduct or to conform his conduct to the requirements of the law
2) As noted in the article, the terms "mental disease or defect" do not include an abnormality manifested by repeated criminal or otherwise antisocial conduct. |
|
|
Congress passed n 1984 -> Insanity Defense Act |
law that now stands in all federal jurisdictions. This act adopts the M'Naghten Rule, a standard of criminal responsibility, which must prove that, at the time of committing a criminal act, the accused did not know what he or she was because of a "severe mental disease or defect" putting the burden of proof on the accused. |
|
|
"guilty but mentally ill" |
A plea that acknowledges the contribution of a mental illness and its impact on functioning when addressing the defendant's guilt and advises the approact to sentencing, as a result. |
|
|
Diminished capacity
The Rogers Criminal Responsibility Act; developed to to facilitate this type of evaluation |
a legal doctrine that allows psychologists to testify as to wether or not a defendant had mental capacity to commit a crime (in legal terms, mens rea) |
|
|
retrospective and prospective assessment
risk of future violence |
the two types of aggression that psychologists are commonly asked to undertake |
|
|
retrospective assessment
risk of future violence |
involve an attempt to assess or evaluate aggression that has happened in the past in order to explain the ongoing propensity towards such behavior moving forward. This type of assessment is important in treatmet planning, because past aggressive acts can inform ongoing understanding of risk for poor behavior, and as a result, helpt to guide the identification and implementation of appropriate treatment interventions aimed at preventing future aggression |
|
|
prospective asseessment
risk of future violence |
risk assessments used to examine "dangeroussness" legally, "an individual's propsensity to committ dangerous acts"; a pscyhologist is asked to determine whether aggression will occur in the future, committed either by a person or group, and if it is believed likely to occur, what the aggressive behavio will ultimately look like |
|
|
individual risk assessment |
attempt to determine whethere there is a threat, currently or in the immediate future, that a specific individual will engage in aggressive behavior. Unfortunately, there are no structured psychological measures or interviews currently in use that have demonstrated strong predictive validity for assessing future aggression. |
|
|
assessing for risk for violence and aggression |
available assessment approaches that are typically used include collecting information about an individual's past from case history, conducting a clinical interview with the individual suspected to be at risk for such behavior; and conducting interviews with that individuals's family members, friends, co-workers, acqs. |
|
|
Components of a successful interview for aggressive behavior |
A clinician should attend to the individual's affective state and interpersonal style with regard to emotion; it has been found that individuals who are angry or unable to show empathy for others are at a higher risk for committing a violent act. Clinicians should assess for and about the experience of emotions that often lead to aggression, such as anger, hostility, rage, and hatred (direct interview and personality assessment [MMPI-s, MCMI-III, PAI, State-Trait Anger Expression Inventory-2) |
|
|
several risk assessment instruments that have been developed to be used directly with the aggression assessment context: |
Hare Psychopathy Checklist-Revised, The Violence Risk Appraisal Guide, and the Hisotrical, Clincal, Risk Management-20
*Important to note that none of these measures should be used in isolation when determining risk; however, each can be useful in conjunction with other clinical data when gathering info about risk. Must also remain attentive and aware of the role secondary gain and extrinsic motivation can play with regard to risk for and display of aggressive behavior. |
|
|
assessment of suicidal risk
when assessing for risk, info should be gathered, through an interview with the pt that is either structured or unstructured, about his or her current thoughts and plans |
should be a part of any evaluation conducted with a client, either as part of the initial eval, part of neuropsychological or psych eval, or integrated into ongoing tx
past ideation, beh, plan, behaviors should be openly discussed.
|
|
|
assessment of suicide requires: |
the clinician to examine the seriousness of the threat, the ideation assoc with the threat, the motivation factors related to the threat, and the presence and the viability of the plan, and access to means to complete the action
|
|
|
clinician should be keep in mind 7 factors when assessing for suicidality: |
previous suicidal behavior, types of current suicidal ideation and symptoms, precipitant stressors, overall symptom presentation, self-control and impulsivity, presdispositions, and protective factors |
|
|
tools available to help ASSIST in assessing for sucidality: |
Beck Depression Inventory-2 Beck Hopelessess Scale Beck Scale for Suicidal Ideation The Suicidal Behavior History Form |
|
|
differential diagnosis
ultimately, the clinician comes to a decision regarding a likely gives dx or dxs in the case of multiple concerns
as data are collected, hypotheses regarding diagnosis are revised and adapted in order to match and fit with criteria consistent with a given psychiatric, medical, or neuropsychological dx |
refers to the process by which a clinician considers the possible multiple sources behind a patient's symptoms, cog deficits, or behavioral difficulties, by assessing which of several possible diagnostic categories, together or independently, best explain or describe a given pattern of concerns |
|
|
considerations for selecting assessment tools |
1) can it be used to address the referral question?
the clinician must consider her own training, familiarity with a given measure, and the experience and knowledge required to appropriately interpret the data generated
the time and expense required to administer one assessment compared to another are also considered
special considerations are required when selecting and administering assessment measures with specific populations
additional attention is given to how test administration materials may be adapted for use with individuals with impairment |
|
|
assessment and diverse populations |
when working with patients from culturally and linguistically diverse backgrounds, clinicians must be aware of issues related to racial and ethnic identity , acculturation, language, and cultural norms in terms of how they impact and influence behavior
|
|
|
standardized testing with individuals from diverse backgrounds: |
clinicians need to be cognizant of concerns regarding evaluation bias in assessment; this is specifically the case with regard to intellectual testing
measures: measures of cognitive abilities that are both theoretically culture free and are less likely to impacted by language difference --> Leiter-R or UNIT are acceptable options |
|
|
ICD |
used for disease classification and is the core system used in coding of claims for the purpose of health insurance reimbursement
final transition from 9 to 10 will be implemented in Oct 1 2013- 14 with 11 said to be planned for 2015
the ICD-10 allows for codes of three to seven characters in length. These will provide more details in terms of anatomy, injury or conditions, and type of intervention |
|
|
evidenced-basis approach to dx |
evidenced-based decisions are made by integrating empirical research, clinician training, and comprehensive data collection, typically garnered through the use of standardized, norm-referenced measures |
|
|
base rates |
provide important statistical info that guides diagnostic judgements by addressing directly the quantity of a population that will likely meet specific criteria, thus providing a perspective in terms of population characteristics and expectations |
|
|
empirically proven interventions |
participants must comply with tx plans in order to fully benefit from the intervention. Continuous monitoring of behavior can be accomplished through continuous observation |
|
|
behavioral analysis |
refers to the observation and measurement of a specific behavior. The target behavior should be measured prior to intervention and then continually monitored throughout the course of intervention to observe change. Ideally, the behavior is observed across environments |
|
|
organizational behavior |
organizations monitor behavior in an attempt to promote best practices. This process, known as bench marking, follows the same general methodology of identifying a target behavior, observing and recording the frequency of behavior, and developing an intervention to alter, eliminate, or replace the behavior |
|
|
Response to intervention (RTI) |
uses frequent progress measurement to determine the efficacy of treatment planning and services. RTI employs short-term, as well as long-term, discrete measurable goals that can be assessed at predetermined points in time. RTI is most frequently used in schools to address learning and behavior difficulties |
|
|
in the case of tx and in TRI |
relapse or failure to meet goals is defined by the continuation or return to the maladaptive behavior or unsatisfactory level of performance. |
