Chapter 5

Front 1

diagnosis

Back 1

assigning a category of a classification system to an individual

Front 2

assessment

Back 2

evaluating youngsters, in part to assist the processes of classification and diagnosis and in part to direct intervention

Front 3

category

Back 3

discrete grouping (ex. anxiety disorder) into which an individual is judged to fit or not fit

Front 4

dimension

Back 4

implies that an attribute is continuous and can occur to various degrees

Front 5

interrater reliability

Back 5

whether different diagnosticians use the same category to describe a person's behavior

Front 6

test-retest reliability

Back 6

asks whether the use of a category is stable over some reasonable period of time

Front 7

Diagnostic and Statistical Manual of Mental Disorders (DSM)

Back 7

most widely used classification system in the US

Front 8

International Classification of Diseases (ICD)

Back 8

developed by World Health Organization (1992), alternative system that is widely employed

Front 9

Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood

Back 9

system to classify mental disorders of very young children (0-3)

Front 10

clinically derived classification system

Back 10

based on the consensus of clinicians that certain characteristics occur together

Front 11

categorical approach

Back 11

a person either does or does not meet the criteria for a diagnosis
difference between normal and pathological is one of a kind rather than one of degree

Front 12

multiaxial system

Back 12

axis I - clinical disorders, other conditions that may be focus of clinical attention

axis ii - personality disorders, mental retardation

axis iii - general medical conditions

axis iv - psychosocial and environmental problems

axis v - global assessment of functioning

Front 13

comorbidity

Back 13

the situation win which youngsters meet the criteria for more than one disorder

Front 14

empirical approach to classification

Back 14

alternative to the clinical approach to taxonomy
based on the use of statistical techniques to identify patterns of behavior that are interrelated

Front 15

broadband syndromes

Back 15

general clusters of behaviors or characteristics
-internalizing (overcontrolled)
-externalizing (undercontrolled)

Front 16

narrowband syndromes

Back 16

empirically defined, less general

-internalizing (anxious/depressed, withdrawn/depressed, somatic complaints)

-mixed syndromes (social, thought, attention problems)

-externalizing syndromes (rule-breaking, aggressive behavior)

Front 17

normative samples

Back 17

a frame of reference for judging the problems of an individual youngster

Front 18

diagnostic label

Back 18

places youngster in subgroup of individuals

Front 19

stigma

Back 19

stereotyping, prejudice, discrimination, self-degradation that may be associated with membership in a socially devalued group

Front 20

evidence-based assessment

Back 20

procedures for which there is empirical evidence regarding validity

Front 21

general clinical interview

Back 21

most common method of assessment
info obtained by interviewing the child or adolescent and various other people in the social environment

Front 22

structured diagnostic interviews

Back 22

particular classification scheme

Front 23

problem checklists and rating scales

Back 23

some for general use (child behavior checklist, personality inventory for children, behavior assessment system for children)
other used for particular populations

Front 24

developmental scales

Back 24

emphasize sensorimotor skills and simple social skills

Front 25

Bayley scale

Back 25

ability to sit, walk, place objects, attend to visual and auditory stimuli, smile, and imitate adults

Front 26

ability and achievement tests

Back 26

assess a child or adolescent functioning in a particular area

Front 27

psychophysiological assessments

Back 27

monitoring changes in physiological systems, often conducted in circumstances where a child or adolescent's arousal level is of concern

Front 28

neurological assessment

Back 28

brain imagining technologies

Front 29

computerized axial tomography/CAT scan

Back 29

can reveal subtle structural abnormalities

Front 30

magnetic resonance imaging (MRI)

Back 30

noninvasive procedure, large magnet, magnetic field, 3D image created

Front 31

positron emission tomography (PET) scans

Back 31

determine rate of activity of different parts of the brain by assessing use of oxygen and glucose, which fuel brain activity

Front 32

functional magnetic resonance imaging (fMRI)

Back 32

same technology as MRI, produces images by tracking subtle changes in oxygen in different parts of brain

Front 33

neuropsychological evaluations

Back 33

employ tests that primarily assess general intellectual abilities, learning, sensorimotor and perceptual skills, verbal skills, and memory

Front 34

universal prevention strategies

Back 34

targeted to entire populations for which greater than average risk has not been identified in individuals

Front 35

selective prevention strategies (high-risk prevention strategies)

Back 35

targeted to individuals who are at higher than average risk for disorder

Front 36

indicated prevention strategies

Back 36

tarted to high-risk individuals who show minimal symptoms or signs forecasting a disorder, or who have biological markers for a disorder but do not meet the criteria for the disorder

Front 37

play therapy

Back 37

a more structured and distinct approach to treatment
therapist uses play to facilitate communication

Front 38

parent training

Back 38

common therapeutic tool
change in the child's behavior may best be achieved by producing changes in the way the parents manage the young person

Front 39

psychotropic or psychoactive medications

Back 39

affect mood, though process, or overt behavior
treatment that uses medication - psychopaharmocological treatment

Front 40

treatment manuals

Back 40

describe precisely the treatment procedures that are followed