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Abnormal Psych > Assessment and Diagnosis > Flashcards

Assessment and Diagnosis Flashcards

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1
Q

purposes of clinical assessment

A

understand individual, predict behavior, plan interventions, evaluate treatment outcome

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2
Q

patient stays in hospital for extended, constant care

outpatient care

in-home care;residential facilities

A

psychiatric setting for assessment

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3
Q

briefly screen someone for early intervention purposes

A

general medical setting for assessment

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4
Q

child custody cases, court system, seeing if someone should be allowed to be released from prison

A

legal context setting for assessment

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5
Q

the value of a clinical assessment depends on three things

A

reliability, validity and standardization

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6
Q

the degree to which a measurement is consisten

A

reliability

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7
Q

the degree to which a technique measures what it is designed to measure

A

validity

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8
Q

application of certain standards to ensure consistency across different measures

A

standardization

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9
Q

consistency on how a person “scores”

across time (test-retest)
across raters (interrater)
A

reliability in psychometrics

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10
Q

against a standard / distinguish a group

A

concurrent validity

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11
Q

what will happen in the future

A

predictive validity

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12
Q

standards/norms that allow consistency

administration of the test, scoring of the test an interpretation of the test

A

standardization in psychometrics

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13
Q

common psychological assessments

A 
mental status exam
clinical interviews
behavioral observation
projective tests
objective tests
neuropsychological tests
psychophysiological test
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14
Q

key question: are basic aspects of functioning within normal limits or is there gross impairment?

appearance, attitude, behavior, mood (reported) and affect (observed), thought processes and content, insight, judgement, awareness of surroundings (person, place, time)

can be brief or thorough

happens all the time in daily life

A

mental status exam

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15
Q

most common assessment method

used in first session when people start receiving treatment

what background/history of the problem

used to establish a diagnoses

A

the clinical interview

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16
Q

series of questions that are asked to an individual in the exact same way every time

A

structured clinical interview

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17
Q

series of questions but training is required

can ask follow-up questions to get an answer you need

less chance for confusion because elaboration is allowed

A

semi-structured clinical interview

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18
Q

no series of questions, simply ask questions based on responses

could take various forms; can hone in on something specific but could also miss something important

free-flowing structure

A

unstructured clinical interview

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19
Q

systematically evaluate behaviors in its natural situation/context

direct observation of behavior - environment relations

good for non-verbal patients

A

behavioral observations

20
Q

identify antecedents that led up to a behavior and the consequences of that behavior

uses chain analysis; assists in figuring out where to intervene

A

behavioral assessments

21
Q

functional assessment / chain analysis

A

antecedents: events that occur prior to the behavior and can increase the probability of the behavior
behaviors: observable events performed by organism
consequences: events that follow behaviors that can increase or decrease the probability of behaviors

22
Q

issue with behavioral observations where patients will act differently knowing that they are being observed

A

reactivity

23
Q

assess unconscious aspects of personality onto ambiguous stimuli, rooted in psychoanalytic perspective

Rorschach Ink Blots, Thematic Apperception Test, Sentence Completion Tests

A

projective tests

24
Q

benefits of projective tests

A

patient may be reluctant to say how they feel but there is a lot of space for interpretation

won’t be thought of as a typical test therefore will give valid answer

can be useful with kids because it gives them a safe space to talk

25
Q

limitations of projective tests

A

requires a high degree of clinical inference in scoring and interpretation

time intensive in terms of scoring

26
Q

standardized measures with good psychometric properties

test stimuli are less ambiguous

rooted in an empirical tradition

data-driven rather than theory-driven

A

objective tests

27
Q

examples of objective tests

A

personality tests in some cases, symptom report scales, IQ tests

28
Q

advantages of objective tests

A

many are brief and easy to administer

require minimal clinical inference in scoring and interpretation

29
Q

cognitions not reliant on introspection

A

implicit cognitions

30
Q

uses reaction time to measure strength of association between concepts and attributes

A

Implicit Association Test

31
Q

objective intelligence test designed to recognize areas that children were struggling in school

indicated that you are born with a level of intelligence that is innate

congress passed legislature that it would be used to determine which immigrant could enter the country

A

Standford-Binet

32
Q

objective intelligence tests with two parts: vocab sections and performance sections

can have negative test results and interpretations

A

Wechsler Intelligence Scale for Children

33
Q

commonly used in conjunction with IQ tests

compares IQ to achievement testing and sees if there is a concordance or discordance

based off gender so you can compare children of similar background

A

achievement testing

34
Q

IQ tests measure…

A

verbal ability, attention, memory, spatial abilities - is this everything?

35
Q

used to rule out organic brain damage

assess range of motor and cognitive abilities

ex: EEG, CAT scan, MRI, fMRI, PET scan

A

neuropsychological testing

36
Q

two kinds of neuropsychological testing methods

A

clinical - use clinician’s judgement

actuarial - empirically derived formulas

37
Q

benefits to clinical approach

A

can provide information not assessed quantitatively on exam

38
Q

limitations to clinical approach

A

standardization for a clinician is previous patients

clinician can only assess what the patient says outloud

39
Q

benefits of actuarial approach

A

systematic way to limit bias and integrate information into a standard

40
Q

limitations of actuarial approach

A

leave out personal information or culture-based information

41
Q

three classification approaches

A

classical categorical, dimensional, prototypical

42
Q

strict categories (all criteria must be met)

assumptions of disease model (distinct diseases with distinct causes)

you have it or you don’t

A

classical/pure categorical approach

43
Q

classification along dimensions with potential arbitrary cutoffs

asks “what symptoms are present and how severe are they?”

A

dimensional approach

44
Q

there are no perfect indicators

similarity to “most typical patient”

identifies “essential characteristics” of disorders but recognizes that everyone will be different

allows for flexibility

A

prototypical approach

45
Q

DSM dliemmas

A

comorbidity

focus on reliability not validity

political influences (grounded in empirical research but uses committee structure to make revisions

46
Q

reserach framework for NEW ways of studying psychiatric illness

examines transdiagnostic processes across multiple units of analysis

understand basic dimensions of functioning from normal to abnormal

A

research domain criteria (RDoC)

Abnormal Psych (7 decks)

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