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Abnormal Psychology > Assessment and Diagnosis > Flashcards

Assessment and Diagnosis Flashcards

1
Q

Psychological assessment

A

Collection, organization, and interpretation of information

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2
Q

Psychological diagnosis

A

Determining whether client’s issues meet criteria for specific psychological disorder

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3
Q

Goals of psychological assessment

A

Description and prediction

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4
Q

Reliability

A

Consistency

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5
Q

Validity

A

Accuracy

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6
Q

Norms

A

Way normal people answer questions on a test

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7
Q

Standardization

A

Presenting the test the same way every time

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8
Q

Areas queried in an interview

A

Presenting problem
Current context
History of presenting problem
Biopsychosocial history (family life, support system, living conditions, etc.)

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9
Q

Sensorium

A

Orientation to a situation: awareness of identity, current day, current time, etc.

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10
Q

Unstructured interview

A

Talk with client, ask questions based on answers

Advantage: respond to client

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11
Q

Semi-structured interview

A

Root questions with room for followup

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12
Q

Structured interview

A

Ask scripted questions
Advantage: reliability
Used in court settings and in research

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13
Q

Interview bias in interviewer and interviewee

A

Interviewer: areas queried, confirmation bias
Interviewee: social desirability, forgetting

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14
Q

Tachycardia

A

Racing heart

Physical condition that mimics panic disorder

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15
Q

Hypothyroidism

A

Physical condition that mimics depression

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16
Q

ABC’s of behavior assessment

A

Antecedents: what happened before
Behaviors
Consequences: what happened afterwards

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17
Q

Self-report

A

Indirect behavioral observation

Retrospective account of events

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18
Q

Self-monitoring

A

Indirect behavioral observation

Client writes down what he/she did at specific time and how he/she was feeling then

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19
Q

Psychological test

A

Structured tool used to assess symptoms that might be associated with a specific disorder
Quantifies symptoms

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20
Q

Projective tests

A

Give ambiguous stimulus and ask to provide meaning
Provides glimpse into unconscious
Examples: Rorschach inkblot test, Thematic Apperception Test (TAT)

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21
Q

Pros and cons of projective tests

A

Pros: lots of data generated, hard to fake
Cons: poor reliability and validity, complex and time consuming

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22
Q

Objective tests

A

Clients asked to report on their beliefs, emotions, or experiences through questionnaires
True-false and rated using number scale

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23
Q

Comprehensive personality inventories

A

Form of objective test
MMPI (Minnesota Multiphasic Personality Inventory): rate on several different disorders (high score means tendency towards specific disorder)

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24
Q

Symptom assessments

A

Form of objective test

BDI (Beck Depression Inventory): ask questions relating to symptoms of depression using number scales

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25
Pros and cons of objective tests
Pros: can query specific information, high validity and reliability, provide information relative to others Con: only face valid (people can fudge answers- questions aren't ambiguous)
26
Areas assessed on intelligence tests
Verbal intelligence Performance of tasks Processing speed Working memory abilities (store info in short-term memory and use)
27
IQ nuts and bolts
Measuring performance relative to others Score of 100 is average 15 points= 1 standard deviation
28
Pros and cons of cognitive tests
Pros: identification of strengths and weaknesses, good reliability and validity Cons: cultural bias (minorities compared to majority), stigma (set of expectations come with test, which people then live up to), overuse
29
Neuropsychological tests
Assessment of psychological functioning as it relates to brain structures or pathways Functional testing rather than scanning brain
30
Focus of neuropsychological tests
Attention, memory, executive functioning, sensory and motor abilities, sensorium
31
Examples of neuropsychological tests
Halstad-Reitan and Nebraska-Luria: big batteries of tests Wisconsin card sort: teach rules for sorting, then make person adapt to new rules MMSE ( mini mental status exam): ask questions related to sensorium, naming, problem solving, reading, etc.
32
Psychophysiology assessment
Computer-aided procedures that allow non-intrusive examination of bodily processes
33
EEG (electroencephalography)
Psychophysiological test | Electrodes touching scalp: measure electricity in brain
34
EKG (electrocardiography)
Psychophysiological test | Measure heart beat
35
GSR (galvanic skin response)
Psychophysiological test | Measure amount of sweat on skin
36
PSG (polysomnography)
Psychophysiological test | Measure sleep
37
CT (computerized tomography) scan
Test of brain structure | X-rays of brain
38
MRI (magnetic resonance imaging)
Test of brain structure | Use magnet to align protons in brain- shows density
39
PET (positron emission tomography) scan
Test of brain function | Radioactive dye binds to glucose: active areas receive glucose
40
Considerations in regard to psychological assessment
Bulk of tests are self-report Tester has biases Tester can fail to use test as it was intended Testing is a long and expensive process
41
Sensitivity
Pick up all symptoms (diagnose people), but lots of false positives
42
Specificity
Doesn't pick up all symptoms (miss people), but little to no false positives
43
Pros of diagnosis
``` Common nomenclature Provide a prognosis Guide treatment and accommodations Normalize client experience Inform benefits/ insurance ```
44
Categorical model
Qualitatively different (either depressed or not; difference from other people)
45
Dimensional model
Quantitively different (continuum: how many symptoms do you have; clear cut off point)
46
Prototype model
Compare to prototype (compare your symptoms with the traditional symptoms of the disorder)
47
ICD-6
1949: 1st diagnostic system of mental disorders to be used in medicine
48
DSM taxonomy model
Categorical/prototype based
49
Number of diagnoses in DSM
Over 400
50
Focus of DSM
Reliability is focus (observable characteristics); validity is less important
51
Diagnostic criteria included in DSM
``` Essential features (diagnostic criteria) Associated features (commonly seen symptoms, but not diagnostic criteria) Cultural features Prevalence Course ```
52
Multiaxial assessment
DSM-IV only (not DSM V) Axis 1: Clinical symptoms (mental disorders) Axis 2: Personality disorders and intellectual disabilities Axis 3: General medical conditions (especially those that worsen disorders) Axis 4: Psychosocial/environmental stressors Axis 5: Global assessment of functioning (GAF) (Score of 0-100, with 100 being perfect and 0 being total mess)
53
Cons of diagnosis
Creates illusions that disorders are qualitatively different (actually quantitatively) and that disorders provide explanations (actually just describe symptoms) Labels may be harmful (stigma and identification with disorder)
54
Comorbidity
Diagnosis of more than 1 disorder at a time | Caused by poor diagnostic criteria/overlap, one disorder is a risk factor for another, or both caused by same mechanism
55
Internal validity
Extent to which you can be confident that the independent variable is causing the dependent variable to change
56
External validity
How well results relate to things outside your study
57
Case study
Critically observe specific cases
58
Survey
Questionnaires that assess area of interest
59
Epidemiology
Study distribution in the population
60
Correlational study
Relation exists between two variables | Cannot assume causation
61
Experimental research
Manipulation of one variable (independent variable) impacts another variable (dependent variable) Allows for cause-effect conclusions
62
Randomized control trials
Participants randomly assigned and given standard treatment
63
Cross-sectional studies
Measure relationship between variables at one point in time | Allows for group (cohort) comparison
64
Single case designs
One subject, repeated measurements
65
Withdrawal design
Type of single case design | Researcher tries to determine whether the independent variable is responsible for changes in behavior
66
Multiple baseline design
Type of single case design | Researcher starts treatment at different times across settings
67
Longitudinal study
Measure behavior of interest over a long period of time | Useful for studying risk factors and course of disorders

Abnormal Psychology (15 decks)

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