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84 Cards in this Set
- Front
- Back
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Qualities of a Clinical Interview
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Formal
Planned Structured Purposeful One way question/answer pattern Interviewer does not show emotional reactions Confidential |
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Functions of an Assessment Interview
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Communicate the assessment process
Obtain background information Better define the problem Clarify misunderstandings about assessment Verify previous information about history and diagnosis Begin formulating hypotheses Learn about receptiveness of the subject |
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Unstructured Interview
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Subject has more control over topic and direction of the conversation
Guided by the interviewer based on loose agenda Better suited for general information gathering Often use open ended questions (What brought you in today?) Strengths: may get more information than just what is asked weaknesses: poor psychometrics, need expert skill level |
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Semi Structured Interview
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List of topics to be covered; built in flexibility
Guided by interviewer based on firm agenda Where were you born? How many years of education do you have? Describe your problems with depression. Strengths- provides a guided overview of all the clients potential issues without making him feel unheard Weaknesses- may miss information. problems with psychometrics, need moderate skill level should be prepared to expand/query depending on subjects response |
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Structured Interview
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Uses closed ended questions
Often used for specific diagnosis "You've said that you are afraid to try new things, give me some examples" strengths- designed to cover most topics, better psychometrics weaknesses- subject may not understand questions; may not be culturally relevant; may miss important information skill level- novice |
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SCID 1 and 2
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example of structured interview
"Structured Clinical Interview for the DSM IV" SCID 1- axis 1 disorders SCID 2- axis 2 disorders clinician administered broad spectrum instrument highly comprehensive so lengthy to administer |
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SADS
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Schedule for Affective Disorders and Schizophrenia
Structured interview clinician administered often used for clinical research useful for detailing subtypes of affective disorders and schizophrenia adults- SADS school age- K-SADS |
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DIS
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Diagnostic Interview Schedule
Highly structured, administered by non-professional primarily for epidemiological studies to diagnose DSM IV disorders reduces clinical judgment with verbatim wording, yes no answers, specific guidelines adult- DIS, kids DISC |
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Weaknesses in the Assessment Interview
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psychometric weakness (reliability, validity)
if interviewer is unskilled, wrong information is solicited and no useful info is obtained Interviewees may have something keeping them from being clear or truthful Strongly influenced by clinical rapport with the interviewer |
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Considerations before the interview
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Know why you are conducting it
review client records and obtain as much info as possible be aware of client specific issues that may affect the interview (culture, health, language proficiency) Be prepared to describe confidentiality to client on their level pay attention to client's mental health status to determine the validity of the info at the time of the interview |
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Considerations during the interview
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Be prepared to answer and ask questions
monitor how the client is making you feel and react to their words or actions Evaluate how things are going and be willing to change your interview style if needed don't try to fill silences pay attention to when their words and actions do not connect record info accurately before ending, allow for questions from the client plan how you want to end the interview, client should leave feeling respected |
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Considerations when asking tough questions
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must have rapport
must be sensitive to body language, silences, refusal to speak admit that topic can be awkward/difficult monitor from anxiety from client acknowledge the client's stress and be positive about their ability to open up use reflective statements for what they say and do |
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Mental Status Exam
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Basis for understanding the client's presentation and beginning to conceptualize their functioning into a diagnosis
Structured assessment of client's behavioral and cognitive functioning The mental status affects the accuracy and sensitivity of the entire assessment process Must have established rapport with client, must have individual seated in a quiet, well lit room, providing positive feedback is OK, avoid persisting on difficult items |
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8 things a full mental status exam assesses
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Patient's appearance and general behavior
level of consciousness and attentiveness motor and speech activity mood and affect thought and perception attitude and insight reaction evoked in the examiner higher cognitive abilities |
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Mini-Mental Status Examination
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Provides a quick and simple way to quantify cognitive function and to screen for cognitive loss
takes only about 10 minutes limited because it will not detect subtle memory losses or decline in functioning tests individuals orientation, attention, calculation, recall, language and motor skills resulting score classifies as Normal, Mild, Moderate, and Severe impairment. |
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The Short Portable Mental Status Questionnaire (SPMS)
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series of questions (date, year, age, day of week, where born, current president, mother's maiden name, count backwards etc.) 0-2 error- normal, 3-4, mild cognitive impairment, 5-7- moderate, 8- severe
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Clock Draw Test
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draw clock inside circle - "ten minutes after 11"
Context for use: -tests executive functioning when there is a clinical suspicion of cognitive impairment or a screening test is positive (inability to recall 3 items after one minute Stregths: easy and quick to administer when combined with 3 item recall test together is termed the mini-cog performance is similar to MMSE Limitations: patients with visual impairment, difficulty holding pencil tests only executive |
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Theory of intelligence in late 19th century
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Intelligence largely hereditary
expected to remain near constant any variation was measurement error early experimental psychologists not interested in individual differences generalized descriptions of human behavior |
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whos laboratories standardized conditions (1879)
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Wundt-- resulting research helped shape the identity of psychologists
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Sir Francis Galton
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English phsyicians (1822-1911)
father of testing movement, father of eugenics interested in human heredity nature vs nurture acuity of senses and intelligence regression to the mean an dcorrelation |
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James Cattell
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American psychologist (1860-1944)
dissertation- individual differences to reaction time some contact with galton at Cambridge 1890- article used the term "mental test" Intelligence and sensory discrimination/reaction time |
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Joseph Jastrow (1863-1944)
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Exhibit of mental tests at Chicago Worlds Fair 1893
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Emil Kraepelin (1855-1926)
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German (1855-1926)
Measurement of everyday abilities Psychopathology Practice effects Measurement error |
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Alfred Binet
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French (1857-1911)
Mainly studied children measurement of cranial, facial and hand form distinguish normal children from abnormal with simon: binet-simon scale (1905) |
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Simon- Binet Scale
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Designed to study children
distinguish normal from retarded considered first practical intelligence test 30 items ranked in order of difficulty emphasis on judgement, comprehension and reasoning more emphasis on verbal than previous tests revised in 1908 and 1911 attracted world wide attn. Used age scale- items grouped according to age level rather than simply increasing difficulty used a subject's mental age in conjunction with chronological age to obtain ratio score 16 years max chronological age, 19.5 years max mental age 1937 scale increased max possible mental age to 22 years |
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problems with simon binet scale
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problems with iq quotient (MA/CA)
IQ concept does not take into account possible declines in MA that may occur in aging IQ at one age range was not comparable to an IQ at another age range in terms of percentiles |
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English Focus and Purpose of Intelligence assessment
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statistical analysis, study of heredity
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American focus and purpose of intelligence assessment
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developing a scale of statistical methods for test data; individual differences
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Germans- focus and purpose of intelligence assessment
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study of psychopathology and complex mental functions
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French focus and purpose of intelligence assessment
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clinical experimentation. determining levels of intellectual functioning
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Laboratory Period
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1880- 1905
Psychologists and intelligence theory Individual differences sensation, attention, perception, association and memory |
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Henry H Goddard
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1866-1957 translated Binet-Simon to English in 1908; brought to US
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Lewis M Terman
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1877-1956
At Stanford- helped develop standford-binet (1916) in this test IQ quotient first used Primarily interest in mental deficiency; role in crime; vocation |
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Robert M. Yerkes
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1876-1956
Opposed age-scale approach of Binet; favored point scale Group intelligence tests; translated Binet into Group format |
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David Wechsler
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1896-1981
Saw IQ tests as clinical instruments assembled test battery that used subtests developed by Binet and WW1 psychologists Wechsler- Bellevue Intelligence Sclae (1939) Liked point scales Believed in global nature of intelligence Believed in value of performance scale (nonverbal) Used stratified sample |
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Intelligence according to Robert Sternberg (1982)
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Lay people: 1 practical problem solving ability, verbal ability, social competence
testing experts: verbal intelligence, problem-solving ability, practical intelligence Psychologists definitions in 1921 and 1986: abstract reasoning, problem solving, decision making, adaption to environmental demand |
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Snyderman and Rothman- intelligence is?
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Experts in the fields of psychology, education, sociology, and genetics:
1 abstract thinking or reasoning 2 problem solving 3 capacity to acquire knowledge 4memory 5 adaptation to one's environament 6 mental speed 7 linguistic competence |
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Howard Gardner's theory of intelligence
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Multiple forms of intelligence (1983)
advocates that conceptions of intelligence should be formed not only from 'normal' individuals but gifted individuals, persons who have suffered brain damage, experts and virtuosos, other cultures" This led to his including musical, bodily kinesthetic, and various forms of personal intelligence as well as more familiar spatial, linguistic, and logical abilities in his theory. |
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Robert Sternberg's theory of inteligence
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1985
triarchic theory proposing three funcamental aspects of intelligence- analytic, creative, and practical. Only the first is measured by mainstream tests. a challenge to this theory is how to measure creativity and practical intelligence |
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Maintstream Science on Intelligence Article- The Wall Street Hournal 1994
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intelligence is a very general mental capacity that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.
Intelligence, so defined, can be measure and intelligence tests will measure it While there are different types of intelligence tests, they all measure the same intelligence The spread of people along the IQ continuum, from low to high, can be represented well by the bell curve Intelligence tests are not culturally biased against american blacks or other native-born English-speaking peoples in the US The brain processes underlying intelligence are still little understood members of all racial-ethnic groups can be found at every IQ level The bell curve for whites is centered roughly around IQ100; the bell curve for American blacks roughly around 85; and those for different subgroups of Hispanics, roughly midway between those for whites and blacks *more in slides* |
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Piaget's theory of intelligence
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1972
Intelligence develops in all children through the continually shifting balance between the assimilation of new information into existing cognitive structures |
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Vygotsky's theory
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1978
all intellectual abilities are social in origin. Traditional intelligence tests ignore what Vygotsky called the "zone of proximal development" ie the level of performance that a child might reach with appropriate help from a supportive adult |
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Biological approaches to intelligence
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many aspects of brain anatomy and physiology have been suggested as potentially relevant to intelligence. Advances in research methods, including brain imaging such as PET and MRI scans, will surely add to this information
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stability of intelligence test scores
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intelligence test scores fairly stable during development, but they do change over time
important to understand what remains stbale and what changes in development of intelligence the patterns of intercorrelations among tests are attributed to a general factor of intelligence "g" |
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Tests as predictors
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Correlation of iq scores and grades- .50
iq and years of education- .55 children from families with high SES are more likely to attain high IQ scores than children with parents who are poor and less educated Iq scores weakly related to job performance Psychometric intelligence negatively correlated with social undesirable outcomes |
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Tests scores as measures of processing speed
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measures of certain types of information processes (problem solving, making judgments) correlate modestly with test scores
inspection times measured in this way: two lines of different lengths shown to subject very briefly on each trial, are consistently correlated with measures of psychometric intelligence |
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The genes and intelligence
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can be a source of variation in intelligence test scores
changes with age. goes up as you age does not imply immutability the Flynn effect (average gain is about 3 IQ points per decade since 1940) |
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examples of biological variables affecting intelligence
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nutrition
lead alcohol perinatal factors |
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sex differences in intelligence
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spatial and quantitative abilities. verbal abilities
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ethnic group differences in IQ
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does not result from an obvious issues in test construction and administration, nor does it simply reflect differences in SE status
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IQ paradox
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The paradox emerged from a debate about race. US whites outscore US blacks on IQ tests by 15 points. Does that gap have environmental causes or is it partially due to genes?
environment feeble and overwhelmingly potent |
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reciprocal causation
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Because you are better at basketball, you are likely to enjoy it more and play it more than someone who is bit slow or short or overweight. That makes you better still. Your genetic advantage is upgrading your environment, the amount of time you play and practice, and your enhanced environment in turn upgrades your skill. You are more likely to be picked for your school team and to get professional coaching.
Thanks to genes capitalizing on the powerful multiplying effects of the feedback between talent and environment, a modest genetic advantage has turned into a huge performance advantage. Just as small genetic differences match people with very different environments, so identical genes tend to produce very similar environments—even when children are raised in separate homes. |
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Wechsler's definition of intelligence
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the aggregate or global capacity to act purposefully, think rationally, and deal effectively with the environment.
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Wechsler's contributions include
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deviation iqs
verbal and performance scales stressed clinical value of intelligence tests inclusion of a multiscore subtest profile |
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First wave
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General level of IQ testing (FSIQ)
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Second Wave
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Clinical Profile analysis
verbal vs performance strengths and weaknesses |
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Third wave
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psychometric profile
factor index/analysis |
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Fourth Wave
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application of theory
ground interpretations in theory, process analysis, cross-battery approach |
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updates to the WAIS IV
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updated theoretical basis (information processing; neuropsychological)
updated norms improved developmental appropriateness of test items made it more user friendly ENHANCED FLUID REASONING MEASUREMENT by adding figure weights and visual puzzles extensive testing of reliability and validity |
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similarities
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subtest measuring- verbal concept formation and reasoning, also involves crystallized intelligence, abstract reasoning, auditory comprehensions, memory, associative and categorical thinking, verbal expression
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vocabulary
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subtest measuring word knowledge and verbal concept formation; also involves crystallized intelligence, fund of knowledge, learning ability, long-term memory, language development, auditory comprehension, verbal expression
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Sensorimotor stage
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0-2 years
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Reflex scheme stage
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birth to 1 month (reflexes)
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Primary circular reaction phase
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(1 month to 4 months) habits
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Secondary circular reactions phase
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4-8 months eye hand coordination
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Coordination of secondary circular reactions
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8-12 months object permanence
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tertiary circular reactions phase
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12-18 months active experimentation and creativity
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Beginnings of symbolic representation
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18-24 months, mental combinations before doing provides goal achievement without trial and error
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bayley scale of infant development
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0-2 years
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Preoperational stage
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2-7 years- the child learns to develop language skills and can represent things with words and images. However, they still use intuitive rather than logical reasoning. They tend to be egocentric, that is, they are not aware that other people do no think know and perceive the same
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kaufman assessment battery for children
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2-7 years
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concrete operational stage
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7-11 years
this stage is characterized by the appropriate use of logic. The ability to sort objects in an order according to size, shape, etc. (seriation) develops. The ability to name and identify sets of objects according to appearance, size et. (classification) develops. The understanding that numbers or objects can be changed then returned to their original state (reversibility) emerges. Understanding that quantity, length or number of items Is unrelated to the arrangement or appearance of the object or items (conservation) is a a hallmark of this stage. In addition, the egocentrisism that was in the previous stage is eliminate seriation classification reversibility conservation no egotism |
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Wechsler pre-school and primary scales of intelligence
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7-11
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Formal operational stage
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12-adult
characterized by acquisition of the ability to think abstractly, reason logically and draw conclusions from the information available |
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GAI
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less sensitive to influence of WM and PS
better describes effect of neurological damage on cognititve functions determine eligibility for special education/ placement classification not necessarily more valid than FSIQ GAI may be used as the ability score but still report WMI and PSI |
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Fluic reasoning
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matrix reasoning
picture concepts arithmetic |
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visaual processing
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block design
picture completion |
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nonverbal fluid reasoning
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matrix reasoning
picture concepts |
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verbal fluid reasoning
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similarities
word reasoning |
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lexical knowledge
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word reasoning
vocabulary |
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general information
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comprehension
information |
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long-term memory
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vocabulary
information |
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short term memory
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letter-number sequencing
digit span |
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CHC interpretive approach
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helpful because relevant research links specific cognitive abilities and learning/achievement
provide meaningful hypotheses about a child's cognitive cababilities beyond the information generated from index profile analysis fluid reasoning > visual processing- child can solve problems by focusing on characteristics that are less visual in nature instructional strategies are given: avoid excessive reliance on visual models and accompany visual demonstrations with oral explanations |
