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Physiological Psychology And Psychopharmacology > Assessment > Flashcards

Assessment Flashcards

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1
Q

Theories of intelligence

A

There’s no single widely accepted theory of intelligence

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2
Q

Spearman two-factor theory

A
  • derived from factor analysis
  • a general intellectual Factor ( g)
  • numerous specific factors (s)

– performance on cognitive test depends on general intellectual ability and one or more specific factors unique to the test/task

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3
Q

General intellectual factor

A

Spearman’s two-factor theory

  • mental energy
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4
Q

Numerous specific factors

A

Spearman’s two-factor theory
- different engines for which the energy is expressed

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5
Q

Horn and Cattel’s theory of intelligence

A
  • there’s two primary cognitive abilities
  • crystallized intelligence. (Gc)
    -Fluid Intelligence (Gf)
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6
Q

Crystallized intelligence (Gc)

A

Horn and Cattel’s

  • dependent on education and culture
  • important for performance on tests and tasks that require the application of acquired knowledge or skills

Ex. Vocabulary and test a factual knowledge

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7
Q

Fluid intelligence (Gf)

A

Horn & Cattell

  • innate ability
  • doesn’t depend on prior learning or experience
  • important on tests/task that involve reasoning, solving novel/abtrack, problems, drawing inferences, and perceiving relationships and similarities
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8
Q

Crystallized and fluid intelligence

A

Horn&Cattell

+ Not completely independent

  • correlation efficients .40 through .50
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9
Q

Age-related decline of fluid and crystallized intelligence

A

Horn & Cattell

+ Fluid intelligence: peaks between 30 to 40 and then declines, related to degeneration in certain areas of the brain, including the hippocampus and PFC, declines in working memory and processing speed

+ Crystallized intelligence: may not peak until 60-70

+

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10
Q

Carroll’s Stratum theory

A
  • Three strata (levels) of intelligence

Third: general intelligence, underlies all other cognitive abilities

Second: eight broad cognitive abilities, crystallized intelligence, fluid intelligence, general memory and learning, and processing speed

First: multiple specific abilities linked to one of the broad abilities
- sequential reasoning, qualitative reasoning, and speed of learning contribute to fluid intelligence

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11
Q

Cattell-Horn-Carroll’s theory of cognitive abilities (CHC)

A
  • combined Horn & Cattel and Carol’s theories
  • intelligence consists of 16 broad cognitive abilities and over 80 narrow cognitive abilities each linked to one of the broad abilities
  • serves as a framework for several tests including Kaufman and Stanford-Binet
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12
Q

PASS theory of intelligence

A
  • 4 cognitive functions that interact with person’s knowledge
  • derived from research on cognitive function of different brain structures

Planning
Attention
Simultaneous processing
Successive processing

  • intelligence test focus on analytical and neglect. Creative and practical intelligences which contribute to occupational and academic success
  • framework for Kaufman children’s battery and cognitive assessment system
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13
Q

Planning

A

PASS THEORY OF INTELLIGENCE

  • IDENTIFYING/ SELECTING AND EVALUATING SOLUTIONS TO PROBLEMS
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14
Q

Attention

A

PASS Theory of intelligence

  • focusing on certain stimuli while inhibiting responses to competing stimuli
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15
Q

Simultaneous processing

A

PASS Theory theory of intelligence

  • the integrating different stimuli into a single coherent whole
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16
Q

Successive processing

A

PASS Theory of intelligence

  • organizing specific stimuli into a a specific sequential order
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17
Q

Sternberg’s triarchal Theory

A
  • successful intelligence is the ability to accomplish personally meaning goals in life within the context of one’s culture
  • and intelligence consists of three factors: analytical intelligence, creative intelligence, and practical intelligence
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18
Q

Analytical intelligence

A

Sternberg’s: triarchial Theory

  • aka componential intelligence
  • comparable to general (g) intelligence
  • knowledge acquisition and information processing skills used to analyze, evaluate, compare and contrast information
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19
Q

Creative intelligence

A

Sternberg’s: triarchal Theory

  • AKA experiential intelligence
  • ability to apply knowledge and information processing skills to novel problems and unfamiliar situations
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20
Q

Practical intelligence

A

Sternberg’s: triarchal Theory

AKA contextual intelligence

  • ability to apply knowledge and information, process and skills to everyday tasks and situations

Street smart

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21
Q

SB5: STANFORD BINET INTELLIGENCE TEST 5TH EDITION

A
  • measure of cognitive assessments for measure of cognitive assessments for 2 to 85+
  • based on the general mental ability model
  • incorporates five cognitive factors from CHC Theory
  • each factor has nonverbal and verbal domains
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22
Q

Fluid reasoning

A

Sb5

  • information on ability to solve nonverbal/verbal problems with inducive and deductive reasoning

Nonverbal: object series, and matrices

Verbal: early reasoning, verbal absurdities, and verbal analogies

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23
Q

Knowledge

A

Sb5

  • acquired information/generalinfo learned in school etc
  • nonverbal: procedural knowledge and picture absurdities

Verbal: vocabulary

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24
Q

Qualitative reasoning

A

Sb5

  • information on math and problem solving

Nonverbal: non-verbal qualitative reasoning

Verbal: verbal qualitative reasoning

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25
Q

Visual spatial processing

A

Sb5

  • information on ability to see patterns and relationships
  • respond to whole front parts
  • non-verbal: form board and form patterns
    Verbal: position and direction
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26
Q

Working memory

A

Sb5

  • ability to store, sort, and transform information to short-term memory

nonverbal: delayed response and block span

Reverbal: memory for sentences and last word

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27
Q

Administration of sb5

A
  • tailored to the cognitive ability of the examinee
  • starts with administration of two routing. Subtest: object series/matrices and vocabulary to determine where to start off administration of the other subtest
  • administration of other subtests begin at a level slightly below the examine’s ability level as determined by the routing symptoms
  • examiner then determines the examine’s basal level for each subtest, which is the highest point at which the examinee answers all of the questions correctly. For two consecutive age levels, testing continues until the examiner reaches his or her ceiling level, which is the point at which the examinee misses 75% of the questions at two consecutive age levels
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28
Q

Scoring of the sb5

A

+ mean of 10 and a standard deviation of 3

  • combined to obtain four composite scores with a mean of 100 and a standard deviation of 15
  • full scale IQ(scores from all subtests), Factor indexes (scores from the nonverbal and verbal subtest for each factor), 2domains (All scores from the non-verbal and the verbal subtests) , and abbreviated battery (scores on the routing subtest and provides A quick estimate of an examinee fluid and crystallized cognitive abilities)
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29
Q

Wais IV

A
  • measure of cognitive ability for 16 to 90 years of age
  • provides a full scale IQ test and scores on indices and subtests
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30
Q

Verbal comprehension

A

WAIS-IV

  • ability to retrieve verbal information from short-term memory and reason with it

Core: vocabulary, similarities, information.

Supplemental: comprehension

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31
Q

Perceptual reasoning

A

WAIS-IV

  • information on nonverbal reasoning and problem solving

Core: block design matrix reasoning and visual puzzles.

Supplemental: figure weights and picture completion

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32
Q

Working memory

A

WAIS-IV

  • information on initial registration , retention, and mental manipulation of information in short-term memory

Core: digit span and arithmetic

Supplemental: letter number sequencing

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33
Q

Processing speed

A

WAIS-IV

  • info on verbal, motor, and visual motor processing speed

Core: symbol search & coding
Supplemental: cancellation

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34
Q

Test administration of WAIS-IV

A
  • administration of each subtest begins at start point indicated on record form
  • when a examinee gets two consecutive a zeros on the first two items administered, the reverse rules used which involves administering earlier items in reverse order until the examinee obtains a perfect score on two consecutive items

Discontinuance rule on each subtest varies and is either a designated number of consecutive items that receive scores of zero or a designated period of time

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35
Q

Scoring of the WAIS

A
  • scores have a mean of 10 and a standard deviation of 3
  • combined to obtain a full scale IQ and index scores which have a mean of 100 and the standard deviation of 15

General ability index can be derived from scores on the verbal comprehension and perception reasoning indexes

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36
Q

Scoring of the WAIS

A
  • scores have a mean of 10 and a standard deviation of 3
  • combined to obtain a full scale IQ and index scores which have a mean of 100 and the standard deviation of 15

General ability index can be derived from scores on the verbal comprehension and perception reasoning indexes

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37
Q

Interpretation of the wais

A
  • multi-step process that involves considering the examinee’s full-scale IQ, index and subtest scores to identify strengths and weaknesses

-GaI: useful when an examiner wants a summary score for an examine that minimizes the impact of working memory and processing speed

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38
Q

WAIS scores for mild Alzheimer’s dementia, MDD, ADHD, & TBI

A

Highest: Verbal comprehension

Lowest: Processing speed

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39
Q

WISC-V

A
  • measure of intellectual ability for kids and adolescents 6 to 16
  • full scale IQ score and scores on five primary indexes, and several ancillary and complimentary scales
  • primary indexes: verbal comprehension, fluid reasoning, working memory, visual spatial, and processing speed
  • scores on ancillary and complementary index scales are used to get more information about cognitive ability and help assess learning difficulties
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40
Q

WPPSI-IV

A

Wechsler primary and preschool skill of intelligence 4th edition

  • measure of cognitive development for children 2 and 6 months to 7 and 7 months
  • provides a full-scale IQ and scores on several primary index scales and ancillary index scales

Measure same primary index scales as the WISC-V

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41
Q

Adhd and WPPSI scores

A

Highest: verbal comprehension

Lowest: processing speed

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42
Q

Specific learning disability- reading and WPPSI SCORES

A

Highest: visual spatial

Lowest: working memory

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43
Q

Autism spectrum disorder and WPPSI SCORES

A

Highest: fluid reasoning
Lowest: processing speed

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44
Q

Cognitive Assessment System, 2nd Ed (CAS2)

A
  • measure of cognitive processing ability for kids in adolescents 5 to 18
  • based on PASS model intelligence
  • DISTINGUISHES BETWEEN FOUR COGNITIVE FUNCTIONS: PLANNING, ATTENTION, SIMULTANEOUS PROCESSING AND SEQUENTIAL PROCESSING

-useful for obtaining information on how a student learns and determining if the student has a problem in basic cognitive processing that’s affecting their academic performance

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45
Q

Woodcock – Johnson, 4th edition(WJ-IV)

A

-. 2-90 plus-year-old

  • Three conormed batteries
  • test of cognitive abilities: based on the c-h-c the theory of cognitive ability and assess specific cognitive abilities

Test of achievement: assesses academic achievement in Reading, written language, mathematics, and academic knowledge

Test of oral language: assesses oral language and oral language related abilities

  • when combined together, provide information on strengths and weaknesses and cognitive/academic/oral language abilities and useful for identifying learning problems and appropriate interventions
46
Q

KABC-II

A

Kaufman assessment battery for children 2nd edition

  • measure of cognitive ability for kids and adolescence 3 to 18
  • provides scores on five scales: simultaneous, sequential, planning, learning, and knowledge

Interpretation can be based on CHC model: useful for kids from mainstream culture and language background and being assessed for gifted programs

Or
Luria’s neuropsychological Theory: focuses more on learning than acquired knowledge but excludes measures of verbal ability, minimizes use of verbal responses and instructions so useful for examinees who are not from the mainstream culture background, bilingual background, language disorder, hearing impaired or autism spectrum

47
Q

Columbia mental maturity scale 3rd edition

A

CMMS

  • TEST OF GENERAL REASONING AND NONVERBAL INTELLIGENCE FOR 3 YEARS 6 MONTHS THROUGH 9 YEARS 11 MONTHS

– 92 cards that contain three, four or five drawings and for each examinee indicates which drawing does not belong by pointing or using another minimal motor response

  • advantage doesn’t require verbal response or fine motor skills
  • created for kids with cerebral palsy but useful for kids with brain damage, intellectual disability, speech impairments, hearing loss, and limited English proficiency
48
Q

Peabody picture vocab test 4th edition

A

PPVT-4

  • measure of receptive vocabulary for standard English
  • appropriate for 2-year 6 months through 90 years old
  • 228 cards that contain four pictures, for each card examinee is required to indicate which picture corresponds to the words spoken aloud by The examiner
  • useful for people who have motor or speech impairments
  • can be administered to anyone that can hear the word spoken, see the drawings, and indicate response
49
Q

Leiter international performance scale, 3rd edition (leiter-3)

A
  • assessment of nonverbal intelligence for 3 to 75+
  • can be administered without verbal instructions and requires examinees to match a set of response cards to corresponding illustrations on an easel
  • provides scores on attention/mam, memory scales and cognitive scales which provide information on fluid intelligence
  • useful for examines with limited English proficiency, language or hearing impairments, cognitive delays, or autism
50
Q

Raven’s standard progressive matrices (Raven’s SPM)

A
  • nonverbal measure of observation skills and clear thinking ability

+ Ages 6 and up

  • nonverbal measure of observation skills and clear thinking ability that provides information about capacity to observe, solve problems, and learn
  • requires examinee to solve problems involving abstract figures and designs by indicating which of the several alternative figures complete a given matrix
  • instructions are simple and can be panamimed if needed
  • useful for examinees with diverse cultural backgrounds, hearing impaired, non-english speaking, or who have aphasia or physical disability
51
Q

Ideational fluency

A
  • The ability to quickly generate as many ideas or examples as possible related to a specific topic
  • one of the narrow cognitive abilities that’s linked to the broad cognitive ability of long-term memory storage and retrieval, and the cattell horn Carroll theory of cognitive abilities
52
Q

MMPI-2

A
  • used to assess personality and assist with diagnosis of psychopathology and identify appropriate interventions
  • 18 and up
  • 567 true false items
  • provide scores on clinical and validity scales included in the original version along with restructured clinical skills, additional validity scales, content scales, clinical subscales, and supplementary scales
  • raw scores are converted to t-scores. I have a mean of 50 and a standard deviation of 10
  • scores above 65 are considered clinically significant
53
Q

Interpretation of the mmpi 2

A
  • initial step is to evaluate the validity by looking at the validity scales
  • if valid, focus on clinical and other scales
  • consider code types of one, two or three scales that are the most elevated above 65
54
Q

1 Hs -hypochondriasis

A

MMPI-2

  • preoccupation with physical complaints
55
Q

2d- depression

A

Mmpi 2

  • depression and hopelessness
56
Q

3 HY- Hysteria

A

Mmpi2

    1. Respond to stress with physical symptoms
57
Q

4 Pd- psychopathic deviant

A

Mmpi2

Social alienation and disinhibition

58
Q
  1. MF- masculinity femininity
A

Mmpi 2

Stereotype gender roles

59
Q

6pa-Paranoia

A

Mmpi 2

  • suspiciousness and interpersonal sensitivity
60
Q

7 Pt-psychasthenia

A

Mmpi2

  • anxiety and fear of losing control
61
Q

7 Pt-psychasthenia

A

Mmpi2

  • anxiety and fear of losing control
62
Q

8sc-chizophrenia

A

Mmpi2
Mmpi2
- psychosis and severe alienation

63
Q

9ma-hypomania

A

Mmpi2

Unstable mood and hyper arousal

64
Q

0 SI- SOCIAL INTROVERSION

A

Social withdrawal and avoidance

65
Q

Two-Point codes

A

Mmpi 2

  • indicate the two scales that have the highest scores
  • first number in the code is the highest score
66
Q

12-21 code

A

Mmpi 2

  • hypochondriasis and depression
  • depression worry, pessimism and hypochondriasis
67
Q

49 or 94 code

A

Mmpi 2

Highest clinical scales scores are on four & 9 psychopathic deviant and hypomania

  • associated with impulsive, narcissistic and antisocial behavior and substance abuse
68
Q

49 or 94 code

A

Mmpi 2

Highest clinical scales scores are on four & 9 psychopathic deviant and hypomania

  • associated with impulsive, narcissistic and antisocial behavior and substance abuse
69
Q

Conversion V

A

Mmpi 2

  • elevated scores on scores on scales 1 and 3( hypochondriasis and hysteria) are substantially higher than a scale 2 score (depression)
  • somatization of psychological problems, greater the difference of the scores difference between the scores and scales on scale 1 and 3 and scale two scores, the more severe and chronic the somatic symptoms and the greater the resistance to change

-

70
Q

Conversion V

A

Mmpi 2

  • elevated scores on scores on scales 1 and 3( hypochondriasis and hysteria) are substantially higher than a scale 2 score (depression)
  • somatization of psychological problems, greater the difference of the scores difference between the scores and scales on scale 1 and 3 and scale two scores, the more severe and chronic the somatic symptoms and the greater the resistance to change

-

71
Q

Psychotic V

A

Mmpi2

AKA paranoid valley

  • scores on scales 6 and 8. (Paranoia and schizophrenia) Are higher than the scale 7. (Psychosthenia) Score
  • associated with delusions, hallucinations, paranoia and disordered thoughts?
72
Q

Lie (L)

A

Mmpi2-validity scale

Attempt to fake good

  • deliberately answered questions to paint self in good light or a lack of insight into their problems
  • reduced ability to benefit from psychotherapy
73
Q

Frequency (f)

A

Mmpi 2 validity scale

Attempt to fake bad

  • May suggest deliberately malingering, or gross eccentricities, significant pathology, random responding or responding to all items as either true or false
74
Q

Correction (K)

A

Mmpi 2 validity scale

Defensiveness, denial, or evasiveness

  • tendency to fake good or a result of responding false to all items
  • Resistance and poor treatment prognosis
  • used to correct scores on certain clinical scales
75
Q

Cannot say (?)

A

Mmpi 2 validity scale

  • reading problems or lack of insight
76
Q

F Back. (FB)

A

Mmpi 2. Validity scale

  • attempt to fake bad (last 197 items)
77
Q

Variable response and consistency (vrin))

A

Mmpi2 validity scale

  • invalid profile. (Random responding)
78
Q

True response and consistency( trin)

A

Mmpi 2. Validity scale

Invalid profile (fixed responding)

79
Q

In frequency- pathology (Fp)

A

MMPI-2 validity scale

  • attempt to fake bad
80
Q

Superlative self-presentation (S)

A

Mmpi-2 validity scale

,- defensiveness or denial?

81
Q

Superlative self-presentation (S)

A

Mmpi-2 validity scale

,- defensiveness or denial?

82
Q

Mmpi 2-RF restructure form

A

Most recent revision

  • brief alternative to the mmpi 2
  • 338 items derived from the mmpi-2 Item pool
  • utilizes the mmpi2 normative sample
  • intended and validated for use in mental health, medical, forensic and employment settings
  • provide scores on restructured clinical scales, specific problem scales, validity scales and several additional scales
83
Q

MMPI-A

A

Minnesota multiphasic personality inventory- adolescent

  • adolescence 14 to 18 years old
  • includes 478 true/ false items and provide scores for the same clinical 2. Scales, content scales, validity scales, And several other scales as the mmpi 2
84
Q

Edwards personal preference schedule( epps)

A
  • based on Murray’s theory of needs
  • assesses 15 basic needs: ex. Achievement, affiliation and nurturance
  • 225 fourth choice format questions that are similar in terms of social desirability
  • one statement represents one need and the other represents another need. The examinee chooses the statement in each pair that describes them
  • forced choice format provides ipsative scores which indicate the relative strains of the need for the examinee
  • do not provide information on the absolute strengths of an examinee’s needs
  • 2 examinees an have identical ipsative scores but different substantially in absolute strength of one of our needs
85
Q

16 personality Factor questionnaire( 16 PF)

A
  • combines lexical strategy and factor analysis

– provide scores on 16 primary traits, five global traits, and three validity scales

  • based on the assumption that all important personality traits are encoded in language, first step in developing was to identify all words in the English language used to describe personality
  • Factor analysis was then used to reduce the identified words to a small number of traits
  • 185 descriptive statements that each require an examinee to indicate how well the statement describes their behavior on a five-point scale ranging from strongly agree to strongly disagree
  • 16 primary traits: warmth, emotional stability, dominance, sensitivity and perfectionism

5 global traits: extraversion, anxiety, tough-mindedness, independentness, and self-control

Validity scales: provide information on response, biases and random responding

86
Q

NEO personality inventory-3 (NEO-PI-3)

A
  • assesses the big five personality traits
  • each trait is described in terms of several facets, example extroversion has six facets: warmth, gregariousness, assertiveness, activity, excitement, seeking, and positive emotions
  • 240 items and each item requires examinees to rate the degree to which they agree or disagree that the item describes them on a five-point scale
  • big five traits identified using a combination of electrical strategy and factor analysis
  • research has confirmed that the five-factor model is applicable across cultures, although there may be cultural differences in terms of the prevalences and strength of some traits

ex. Openness to experience:. Failed to find as a to be a primary personality factor in some Asian or other non-western cultures

-

87
Q

Meyer’s – Briggs type indicator (mbti)

A
  • based on Jung’s theory of psychological types
  • describes personality in terms of four bipolar dimensions that are considered to be variants of normal personality types

Dimensions: introversion- extraversion (E-I), sensing – intuition(S-N), thinking- feeling (T-F), and judging - perceiving(J-P)

TEST CONSISTS OF 124 FORCE CHOICE ITEMS

  • EXAMINE THESE RESPONSES ARE USED TO CLASSIFY IN TERMS OF 16 PERSONALITY TYPES THAT REPRESENT DIFFERENT COMBINATIONS OF THE FOUR DIMENSIONS
88
Q

Projective personality tests

A
  • based on the assumption that assumption that ambiguous ambiguous stimuli can illicit meaningful information about an examinee’s unconscious needs, motives, and conflicts
89
Q

Rorschach inkblot test

A
  • 10 cards that contain bilaterally symmetrical ink blots printed on a white background
  • five are in black and gray, 2 contain areas of bright red and 3 contain several pastel colors
  • administration ordinarily involves two phases: free association phase where the examinee describes what they see in each ink lot and then the inquiry phase where the examiner questions examinee about the futures of each ink plot that determined their response in order to facilitate scoring

-

90
Q

Scoring and interpretation of the Rorschach

A
  • complex
  • there’s a number of scoring and interpretation systems available
  • most commonly used is Exner’s comprehensive system
  • involves scoring and examine these responses in terms of location, determine, content, form, quality, and popularity
91
Q

Location-

A

Rorschach: exner’s comprehensive

section of the ink lot that the examinee used to derive their response and can be the whole ink blot, common detail or uncommon detail

92
Q

Determinant

A

Rorschach: exner scoring

+ Features, style, and characteristics of the inkblot that contribute to the examinee’s response

,ex form, movement, and or color?

93
Q

Content

A

Rorschach - exner scoring

  • category of the examinee’s response

human, animal, art, geography, or nature

94
Q

Form quality

A

Rorschach - exner scoring

  • similarity of the examinee’s response to the form of the ink lot
  • ranges from exceptionally precise to distorted and unrealistic
95
Q

Popularity

A

Rorschach exner scoring

  • the extent to which the examinee’s response is similar to a commonly given response
96
Q

Interpretation of the Rorschach

A
  • considering the number and type of responses the examinee made in each category
  • color responses: indicate emotionality and impulsiveness
  • frequent use of white spaces: the oppositional tendencies

-confabulation: over generalizing a detail to a larger area of the ink lot or the entire ink blot, suggest cognitive impairment, brain injury or schizophrenia

97
Q

Thematic Apperception Test (TAT)

A
  • based on Murray’s theory of needs
  • 30 cards that contain black and white pictures that depict ambiguous scenes and include one or more human figures
  • examinee presents 20 or fewer cards to the examinee and ask them to make up a story about each picture. That includes information about what’s happening in the picture, what led up to that event, how people in the picture are thinking and feeling and how the story ends
  • several scoring systems available

Murray scoring- identifying the story’s hero, and evaluating the intensity, frequency, and duration of the hero’s needs and presses (internal and environmental causes of the hero’s behavior), themes (interplay and conflicts between needs and presses )and the outcomes of each story

98
Q

Interpretation of the TAT

A
  • involves drawing conclusions about And examinee’s personality based on their pattern of responses to the pictures
99
Q

Interpretation of the TAT

A
  • involves drawing conclusions about And examinee’s personality based on their pattern of responses to the pictures
100
Q

Bender visual – motor Gestalt second edition
(Bender-Gestalt II)

A

Neurological assessment

  • brief measure of visual motor perception and integration
  • 4 to 85+
  • 16 Stimulus cards with geometric figures that differ in terms of difficulty
  • administration is two phases: copy phase, examinee is shown each design and asked to copy it to the best of their ability

Recall phase: examinee is asked to draw as many of the designs as possible from memory

  • global scoring system: evaluate overall quality of the examinee’s designs on a five-point scale that ranges from no resemblance to nearly perfect
  • valid screening device for neuropsychological impairment bought two but to avoid false negatives should be used in combination with other sources of information
  • not considered to be accurate for identifying personality, characteristics or making psychiatric diagnoses
101
Q

Benton visual retention test 5th edition

A

Neurological assessment

  • two assess visual memory, visual perception, and visual motor skills
  • for ages 8+
  • contains 10 cards That contain one or more geometric figures that the examinee is required to reproduce from memory
  • examinee score is based on the number of figures correctly reproduced and the number of errors
  • found to be useful for screening for learning disabilities, ADHD, traumatic, brain injury, and neurocognitive disorder due to Alzheimer’s disease and other neurocognitive disorders
102
Q

Wisconsin card sorting test (WCST)

A

Neurological assessment

  • used to assess abstract reasoning, perseveration, the ability to change cognitive strategies and response to feedback, and other executive cognitive functions
  • 6 years, 5 months to 90 years
  • consist of four stimulus cards and 128 response
  • examinee is asked to sort The response cards under the four stimulus cards using a sorting strategy that’s not disclosed to them
  • examinee is giving feedback about whether their strategy is correct
  • after the examinee makes several correct sorts, the examiner changes the sorting strategy without warning the examinee
  • test provides several scores including number of correct responses including number of correct responses, number of perseverative errors and number of non-perseverative errors
  • sensitive to frontal lobe dysfunction and poor performance has been linked to autism spectrum disorder, schizophrenia,major depressive disorder, and malingering
103
Q

Stroop color and word test

A

Neurological assessment

  • 15 to 90 years old
  • assesses the degree to which an examinee can inhibit a proponent response in favor of a less familiar response
  • provides information on cognitive flexibility, cognitive processing, selective attention, and responsen inhibition
  • test presents the examinee with a list of color names that are printed in ink colors that differ from the name
  • the examinee has to say the ink color rather than read the color name which is the prepotent response
  • sensitive to frontal lobe dysfunction And poor performance is linked to ADHD, bipolar disorder, MDD, and schizophrenia
104
Q

Mini mental state exam (MMSE)

A
  • neurological assessment
  • screening test for cognitive impairments in older adults
  • 11 items that assess orientation, registration, attention and calculation, recall, language and visual construction
  • Max score is 30 and a score of 24 is usually the cutoff scores below the cutoff suggest impairment
  • lower the score of the greater the impairment
  • relies heavily on verbal responses and reading and writing: May not be appropriate for individuals with hearing or visual impairments, limited English skills or communication disorder

-

105
Q

Glasgow Coma scale

A
  • neurological assessment
  • used to assess level of consciousness in patients with acute or traumatic brain injury
  • involves rating the patient in terms of three responses: best eye-opening response, best motor response and best verbal response
  • scores can range from 3 to 15 with lower scores indicating more severe injury
  • used to estimate the severity of the patient’s injury

-8 or less: indicate severe injury

-9-12: moderate injury

13-15: mild injury

106
Q

Rancho scale of cognitive functioning revised

A
  • neurological assessment

Aka the Rancho Los amigos scale revised

  • used to assess cognitive recovery during the first weeks to months following a closed head injury
  • revised version added two levels to the original version
  • involves rating the patient’s level of responses and requirements for assistance in terms of 10 levels
  • level one indicating the lowest level of functioning

Ex. Level 1: unresponsive to stimulate and requires total assistance

Level 5: confused, is alert but not agitated, engages in inappropriate behaviors, and requires maximial assistance

Level 10: purposeful and appropriate responses, accomplishes most tasks independently but may require more than the usual amount of time or may need to use compensatory strategies to do so

-

107
Q

Beck depression, inventory- II (BDI-II)

A
  • clinical measure
  • brief measure of mood, cognitive, behavioral, and physical symptoms of depression
  • 13 through 80 yo
  • plus, each item includes four statements that describe different levels of symptom severity and require the examinee to choose the statement that best describes them

+ Total score ranges from 0- 63

  • 0 to 13: minimal depression
  • 14 to 19: mild depression
  • 20 to 28: moderate depression
    -29-63: severe depression
108
Q

Vineland adaptive behavior scales, third edition (vineland-3)

A

Clinical measure

  • used to evaluate the adaptive functioning of individuals including with intellectual disability, autism spectrum disorder, ADHD,neurocognitive disorder, or post-TBI

-all ages

  • results are used to assist with diagnosis, development of educational & treatment interventions and determined of eligibility for special services
  • information is obtained from parents or caregivers and teachers

-provides an adaptive behavior composite score, scores for three domains of adaptive functioning: communication, daily living skills, and socialization, & scores for optional motor skills and maladaptive behavior domains

109
Q

Vineland adaptive behavior scales, third edition (vineland-3)

A

Clinical measure

  • used to evaluate the adaptive functioning of individuals including with intellectual disability, autism spectrum disorder, ADHD,neurocognitive disorder, or post-TBI

-all ages

  • results are used to assist with diagnosis, development of educational & treatment interventions and determined of eligibility for special services
  • information is obtained from parents or caregivers and teachers

-provides an adaptive behavior composite score, scores for three domains of adaptive functioning: communication, daily living skills, and socialization, & scores for optional motor skills and maladaptive behavior domains

110
Q

Defensive parents being evaluated for child custody mmpi2 scores

A
  • elevated l&k scales and a low score on the f scale

Physiological Psychology And Psychopharmacology (6 decks)

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