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Abnormal Psychology > Assessment and Diagnosis > Flashcards

Assessment and Diagnosis Flashcards

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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
Q

Pros and cons of objective tests

A

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)

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26
Q

Areas assessed on intelligence tests

A

Verbal intelligence
Performance of tasks
Processing speed
Working memory abilities (store info in short-term memory and use)

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27
Q

IQ nuts and bolts

A

Measuring performance relative to others
Score of 100 is average
15 points= 1 standard deviation

28
Q

Pros and cons of cognitive tests

A

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
Q

Neuropsychological tests

A

Assessment of psychological functioning as it relates to brain structures or pathways
Functional testing rather than scanning brain

30
Q

Focus of neuropsychological tests

A

Attention, memory, executive functioning, sensory and motor abilities, sensorium

31
Q

Examples of neuropsychological tests

A

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
Q

Psychophysiology assessment

A

Computer-aided procedures that allow non-intrusive examination of bodily processes

33
Q

EEG (electroencephalography)

A

Psychophysiological test

Electrodes touching scalp: measure electricity in brain

34
Q

EKG (electrocardiography)

A

Psychophysiological test

Measure heart beat

35
Q

GSR (galvanic skin response)

A

Psychophysiological test

Measure amount of sweat on skin

36
Q

PSG (polysomnography)

A

Psychophysiological test

Measure sleep

37
Q

CT (computerized tomography) scan

A

Test of brain structure

X-rays of brain

38
Q

MRI (magnetic resonance imaging)

A

Test of brain structure

Use magnet to align protons in brain- shows density

39
Q

PET (positron emission tomography) scan

A

Test of brain function

Radioactive dye binds to glucose: active areas receive glucose

40
Q

Considerations in regard to psychological assessment

A

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
Q

Sensitivity

A

Pick up all symptoms (diagnose people), but lots of false positives

42
Q

Specificity

A

Doesn’t pick up all symptoms (miss people), but little to no false positives

43
Q

Pros of diagnosis

A 
Common nomenclature
Provide a prognosis
Guide treatment and accommodations
Normalize client experience
Inform benefits/ insurance
44
Q

Categorical model

A

Qualitatively different (either depressed or not; difference from other people)

45
Q

Dimensional model

A

Quantitively different (continuum: how many symptoms do you have; clear cut off point)

46
Q

Prototype model

A

Compare to prototype (compare your symptoms with the traditional symptoms of the disorder)

47
Q

ICD-6

A

1949: 1st diagnostic system of mental disorders to be used in medicine

48
Q

DSM taxonomy model

A

Categorical/prototype based

49
Q

Number of diagnoses in DSM

A

Over 400

50
Q

Focus of DSM

A

Reliability is focus (observable characteristics); validity is less important

51
Q

Diagnostic criteria included in DSM

A 
Essential features (diagnostic criteria)
Associated features (commonly seen symptoms, but not diagnostic criteria)
Cultural features
Prevalence
Course
52
Q

Multiaxial assessment

A

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
Q

Cons of diagnosis

A

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
Q

Comorbidity

A

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
Q

Internal validity

A

Extent to which you can be confident that the independent variable is causing the dependent variable to change

56
Q

External validity

A

How well results relate to things outside your study

57
Q

Case study

A

Critically observe specific cases

58
Q

Survey

A

Questionnaires that assess area of interest

59
Q

Epidemiology

A

Study distribution in the population

60
Q

Correlational study

A

Relation exists between two variables

Cannot assume causation

61
Q

Experimental research

A

Manipulation of one variable (independent variable) impacts another variable (dependent variable)
Allows for cause-effect conclusions

62
Q

Randomized control trials

A

Participants randomly assigned and given standard treatment

63
Q

Cross-sectional studies

A

Measure relationship between variables at one point in time

Allows for group (cohort) comparison

64
Q

Single case designs

A

One subject, repeated measurements

65
Q

Withdrawal design

A

Type of single case design

Researcher tries to determine whether the independent variable is responsible for changes in behavior

66
Q

Multiple baseline design

A

Type of single case design

Researcher starts treatment at different times across settings

67
Q

Longitudinal study

A

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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