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11 Cards in this Set
- Front
- Back
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Purpose of assessment
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Provide complete, organized description of the child that will help in treatment PLANNING
Case formulation: school accommadation, occupational/physical/ speech therapy, psychotherapy, medication |
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Pros/ Cons of psychological assessment
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Pros: insurance, classify disorder for intervention, non-stigmatizing way to talk to kid
Cons: labeling-->diagnoses are not permanent, negative bias |
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Sources of information
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interviews/ rating scales (parent and teacher report, therapist, doctor, caseworker)
Cognitive Functioning (intellectual, academic, visual motor, memory/learning, ef) Socioemotional funcitoning (child self report) |
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rating scales
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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 |
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Broad band scales
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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 |
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Narrow band scales
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Targe specific behaviors
Conner's ADHD Rating Scale Childhood Autism Rating Scale (CARS) Child Depression Inventory (CDI) Multideminsional Anxiety Scale for Children (MASC) |
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Why rating scales not enough
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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) |
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Unstructured interview
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Ask about all contexts
Dev't history (milestones, medical his, prenatal his, infant temperament, illness,etc) Family functioning School history Peers Socioeconomic Concerns Cultural factors Conversation, flow, give and take |
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Structured interview
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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 |
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Structured interview question
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Stem question
Contingent (frequency, intensity, duration) Diagnosis dependent (impairment, onset, treatment) filtering approach |
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Semi-structured interviews
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Clinician can reword questions
Rates can elaborate, provide examples Clinician makes independent judgment Only trained clinicians, intensive training, lower reliability than structured |
