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11 Cards in this Set

  • Front
  • Back
Purpose of assessment
Provide complete, organized description of the child that will help in treatment PLANNING
Case formulation: school accommadation, occupational/physical/ speech therapy, psychotherapy, medication
Pros/ Cons of psychological assessment
Pros: insurance, classify disorder for intervention, non-stigmatizing way to talk to kid
Cons: labeling-->diagnoses are not permanent, negative bias
Sources of information
interviews/ rating scales (parent and teacher report, therapist, doctor, caseworker)
Cognitive Functioning (intellectual, academic, visual motor, memory/learning, ef)
Socioemotional funcitoning (child self report)
rating scales
allows comparison of child against same age/grade/sex peers
T-scores: 50= average, 40-60=average range
percent=number out of total
percentile=compare 1 child w/ everyone else;within range of other children
Broad band scales
1 rating scale for broad range
Child Behavior Checklist (CBCL)
Behavioral Assessment Scale for Children (BASC)

Anxeity, depression, conduct problems, competence
Parents, teachers, child self report
Narrow band scales
Targe specific behaviors
Conner's ADHD Rating Scale
Childhood Autism Rating Scale (CARS)
Child Depression Inventory (CDI)
Multideminsional Anxiety Scale for Children (MASC)
Why rating scales not enough
Do not ask about presense of all relevelent DSM symptoms per disorder
No info age of onset, progression over time
No info why beh. occuring
Items can be confusing for raters
Cannot diagnose MR, LD (intelligence measures)
Unstructured interview
Ask about all contexts
Dev't history (milestones, medical his, prenatal his, infant temperament, illness,etc)
Family functioning
School history
Socioeconomic Concerns
Cultural factors

Conversation, flow, give and take
Structured interview
Precise script, carefully worded questions in fixed order
Designed to provide DSM diagnoses
Easy, no psy. training, can be computer administered
parents/teachers interpret items on own with no help; clinician "overidentify" symptoms
Structured interview question
Stem question
Contingent (frequency, intensity, duration)
Diagnosis dependent (impairment, onset, treatment)

filtering approach
Semi-structured interviews
Clinician can reword questions
Rates can elaborate, provide examples
Clinician makes independent judgment
Only trained clinicians, intensive training, lower reliability than structured