Assessment And Dx Flashcards
MMPI2 validity scale k
Measures guardedness and defensiveness
Serves as moderator variable— adjusts for defensiveness
MMPI scale L
Naive attempt to present favorably
MMPI F scale
Measures infrequently endorses items- used to assess overall distress and pathology, attempts to fake bad or random responding
MMPI VRIN and TRIN
Response inconsistency or random responding
Standard error of estimate
Direct rel with the SD of criterion
Indirect rel w validity (when validity is high, there should be little error in prediction and vice versa)
Halo effect
Being influenced by only 1 attribute when evaluating so
Can be controlled by training, utilizing forced choice, and objective methods like the BARS
Range of standard error of measurement
Index of Amt of error expected in obtained score for individuals d/t unreliability of the test
0 to SDx (test)
Range of validity coefficient
-1 to 1
Range of reliability coefficient
0 to 1
Range of standard error of estimate
0 to SDy (criterion)
selection ratio
of openings over # of applicants
base rate
rate of successful hiring without test
criterion validity
correlation between scores on the validity test and scores on the outcome measure of performance production
what effects incremental validity
base rate, selection ratio, criterion validity
concordance rates for twins with bipolar
75%
adverse impact
percentage of minorities hired is less than 4/5 % of non-minorities. Can multiply hiring rate for non minorities by .8
Reliability
Consistency.
Correlating the test with itself.
Do items measure what they’re supposed to measure?
Ex. .84 means 84% of variability in scores is due to score differences among examinees and 16% is due to measurement error
Factors that affect reliability
- Test length- longer is better for rel
- Range of scores- unrestricted is best for rel
- Guessing - as probability of guessing right increases, rel decreases
Content validity
Extent to which a measure represents all facets of a given construct
Ex depression scale may lack content validity if it only measures affect
Construct validity
The degree to which a test measures what it claims to be measuring
Do all items measure the same construct?
Criterion validity
Extent to which a measure is related to an outcome
Concurrent: compare measure in question and an outcome measured at the same time
Predictive: compares the measure in question with an outcome predicted at a later time
item response theory
It is a theory of testing based on the relationship between individuals’ performances on a test item and the test takers’ levels of performance on an overall measure of the ability that item was designed to measure.
criterion keying approach to constructing a personality inventory (i.e., MMPI)
discriminate among various criterion groups
primary mental abilities test
multifaceted test of intelligence
Tourette’s sx
1 or more vocal tic with motor tics.
duration of more than 1 yr
onset before age 18
pds of remission can last up to 3 mo
obsessions/compulsions (40-60%)
hyperactivity, impulsivity, (50%)
tx: antipsychotics: haldol &; pimozide (effective 80%)
excessive dopamine
treat hyperactive not with stimulant but with clonodine or desipramine (antidepressant)
anterograde amnesia
loss of ability to create new memories
retrograde amnesia
loss of memory of events that took place before amnesia
substance dependence
3sx in 12 mo: tolerance withdrawal larger amounts/longer periods keep using despite impairment NOT cravings
nicotine dependence
3-4x more likely to have heart attack or stroke. 1-5 yrs after quitting, risk returns to normal. 65% who attempt to uit fail in 3 mo. only 7.5% achieve long term abstinence. 91% quit on their own.
amphetamine or cocaine withdrawal
dysphoric mood, fatigue, vivid/unpleasant dreams, insomnia/hypersomnia, increased appetite, psychomotor agitation/retardation
alcohol withdrawal
autonomic hyperactivity (sweat, tachycardia), hand tremor, insomnia, nausea/vomiting, transient illusions or hallucinations, anxiety, psychomotor agitation, grand mal seizures
treatments for depression
combined tx of meds and therapy is best for severe or recurring
combined not more effecvtive for mild or moderate cases
OCD
decrease in serotonin and oversensitivity in right caudate nucleus
increase in activity in orbitofrontal cortex, cingulate cortex and caudate nucleus
= in sexes in adult; kids earlier onset in males so boys are higher than girls
tx: exposure with response prevention; tricyclic clomipramine or SSRI (antidepressants associated with high risk of relapse so rarely used alone)
conversion disorder
physical sx with no medical explanation
NOT intentionally produced
primary gain: keep conflict out of consciousness; secondary gain: avoid unpleasant activity or support
malingering
physical sxs with no medical explanation but voluntarily produced with goal of gaining a reward
factitious disorder
intentionally produced or feigned physical or psychological sx with purpose to adopt sick role
tx: supportive therapy
Factors to consider when evaluating the appropriateness of a psychological test
- examiner qualifications
- examinee characteristics
- test characteristics
test characteristics
- reliability and validity
- standardization
- types of scores (norm-criterion or self-referenced)
standardization
- scores collected at different times and places are comparable
- has been administered under standard conditions to a representative sample for purpose of establishing norms
types of scores
- norm referenced
- criterion-referenced
- self-referenced
norm referenced scores
permit comparisons between an examinees test performance and the performance of individuals in the norm group
e.g., percentile rank and standard scores
criterion-referenced scores
aka domain referenced scores and content referenced scores
permit interpreting an examinees test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain. e.g., percent - may be compared to a cutoff percentage
self-referenced scores
provided by ipsative scales - can compare your scores in one domain to your scores in another domain
types of psychological assessment
- behavioral assessment
- dynamic assessment
- computer-assisted assessment
behavioral assessment
focuses on overt and covert behaviors that occur in specific circumstances e.g., functional behavioral assessent
dynamic assessment
Vygotsky
interactive approach and deliberate deviation from standardized testing procedures to obtain additional info about the examinee and to determine if the examinee is likely to benefit from assistance or instruction
educational assessment and personality and social fxning
testing the limits
type of dynamic assessment
providing examinee with additional cues, suggestions, or feedback - done after standard administration of the test
types of dynamic assessment
- testing the limits
- graduated prompting
- test-teach-retest
graduated prompting
giving a series of verbal prompts that are graduated in terms of difficulty level
test-teach-retest
following initial assessment with intervention designed to modify the examinee’s performance and then re-assessing
computer-assisted assessment
used to administer, score, and interpret results
computer adaptive testing
tailors the test to an individual examinee
advantages: precision and efficiency
Actuarial (statistical) predictions
based on empirically validated relationships between test results and specific criteria
make use of a multiple regression equation or similar statistical technique
clinical predictions
based on intuition, experience, and knowledge
which is more accurate? actuarial v clinical predictions
actuarial
interviews can be used to obtain reliable and valid data from children as young as
6
techniques used to assess children
- descriptive statements
- reflection
- labeled praise
- avoid critical statements
- open ended questions
2 goals when interviewing children
establish rapport and maintain child’s cooperation
use of anatomically correct dolls to assess for child sexual abuse
children who have been abused are more likely to demonstrate sexual activity when presented with the dolls than nonabused children
do not cause children to act more suggestively
no widely accepted standards
no evidence that anatomical dolls are better than regular dolls
assessing members of culturally diverse populations
acculturation
racial/ethnic identity,
language proficiency
availability of appropriate norms
cultural equivalence of the content or construct measured
availability of alternatives that are more appropriate
guidelines for selecting, administering and interpreting assessment procedures for diverse populations
- be clear about the purpose of the assessment
- sensitive to test content
- alternative methods when possible
- ethnic norms
- self-monitor their level of assessment expertise
racial/cultural differences between examinee and examiner
no consistent effect of a match or mismatch
rapport and examiner’s attitude may be more critical to test performance
Spearman’s two-factor theory
general intellectual factor (g). performance on any cognitive task depends on g plus one or more specific factors (s) unique to the task
Horn & Cattell’s theory of intelligence
crystallized v fluid
Crystallized intelligence
acquired knowledge and skills, is affected by educational and cultural experiences, and includes reading and numerical skills and factual knowledge
Fluid intelligence
does not depend on specific instruction
is culture-free
enables an individual to solve novel problems and perceive relations and similarities
Three-stratum theory of intelligence
Carroll
Stratum III is g
stratum II consists of 8 broad abilities including fluid, crystallized, general memory and learning,
Stratum I consists of specific abilities that are each linked to one of the second stratum abilities . e.g., crystallized intelligence is linked to language development, comprehension, spelling, communication
Cattell-Horn-Carroll Theory
McGrew
developed on basis of empirical research
serves as framework for KABC-II and WJ IV
distinguishes bt 10 broad-stratum level abilities and over 70 narrow -stratum abilities that are each linked to one of the broad stratum abilities
g does not contribute to psychoeducational assessment practice
Convergent and Divergent Thinking
Guilford
structure-of-intellect model
distinguishes between convergent and divergent thinking
convergent: rational, logical reasoning and involves the use of logical judgement and consideration of facts to derive the correct solution
divergent: nonlogical processes and requires creativityy and flexibility to derive multiple solutions
Triarchic theory of intelligence
Sternberg
successful intelligence = ability to adapt to, modify, and choose environments that accomplish one’s goals
3 abilities: analytical, creative, and practical
Gardener’s multiple intelligences
8 types of cognitive ability: linguistic musical logical-mathematical spatial bodily-kinesthetic interpersonal intrapersonal naturalistic
not static- can be developed by exposure to appropriate learning experiences
Concordance rates for IQ scores:
Identical twins reared together -
.85
Concordance rates for IQ scores:
Identical twins reared apart-
.67
Concordance rates for IQ scores:
Fraternal twins reared together-
.58
Concordance rates for IQ scores:
Bio siblings reared together
.45
Concordance rates for IQ scores:
Bio siblings reared apart
.24
Concordance rates for IQ scores:
Bio parent and child (together)
.39
Concordance rates for IQ scores:
Bio parent and child (apart)
.22
Concordance rates for IQ scores:
adoptive parent and child
.18
Variability in intelligence due to genetic factors
between 32 and 64% in industrialized countries
Role of the environment on IQ scores
a. confluence model
b. Flynn effect
Confluence model
children’s IQ scores decreasing from the child that is born first to the child that is born last
Flynn effect
increase in IQ
d/t increases in fluid intelligence
not explained by genetics. d/t environmental factors
continues in US for individuals with IQs ranging from 70-109 but has reversed for individuals with IQs of 110 and above
IQ scores become consistent after age
7
crystallized intelligence increases until age
60
fluid intelligence peaks in ___ and then___
late adolescence
declines
declines in fluid intelligence are attributed to
declines in working memory and processing speed
Seattle Longitudinal Study
combined cross-sectional and longitudinal design
(cross-sequential)
cross sectional design is more likely to find early age-related declines in IQ because it is more vulnerable to cohort effects
longitudinal design shows- intelligence remains stable or slightly increases over time until about age 60. only perceptual speed declined before 60
factors related to cognitive decline
- many items and tasks emphasize speed of information processing
- physical health - cardiovascular functioning - which impacts information processing speed and other cognitive functions
- disuse - can be reversible
differences in intelligence d/t gender
no diff on avg. performance
differences are small and may be declining:
females do better on some measures of verbal ability, esp during school years, and are less likely to have a reading disability
males outperform females on measures of certain spatial and math skills - spatial skills showing the largest gender gap
differences d/t biology and also environment (opportunity)
differences in IQ d/t ethnicity and race
Whites outperform AA by one SD on IQ and achievement tests; gap has narrows somewhat since 70s
2 types of IQ test bias
- slope bias
2. intercept bias
Slope bias
differential validity – validity coefficients for a predictor differ for different groups
intercept bias
unfairness – validity coefficients and criterion performance for different groups are the same but their mean scores on the predictor differ. so the predictor consistently over- or under- predicts performance on the criterion for members of one of the groups
Standford Binet (SB5) age range
2 - 85+
SB5 goals
- general cognitive ability
- psychoeductational evaluation
- diagnosis of developmental disabilities
- forensic career
- neuropsych
- early childhood assessment
development of the SB5
hierarchical g model
incorporates 5 cognitive factors from CHC model: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory
administration of the SB5
tailored to level of cognitive fxn thru routing and functional subtests
Scoring and interpretation of the SB5
subtest scores (M =10, SD =3 ) combined to obtain 4 composite scores (M= 100, SD = 15): FSIQ, Factor Index (FR, KN, QR, VS, WM), Domain (verbal, nonverbal), and abbreviated battery IQ
WAIS-IV age range
16-90:11
Wechsler’s view of IQ
global ability comprised of numerous and interrelated functions that allow the individual to “act purposefully, think rationally, and deal effectively with environment”
goals of recent revision to WAIS
- enhance user friendliness
- increase test’s clinical utility
- improve psychometric properties - update norms, reduce item bias, and improve test’s floor and ceiling (now 40-160)
WAIS IV indexes
WMI (digit span, arithmetic)
VCI (vocal, similarities, information)
PSI (symbol search, coding)
PRI (block design, MR, visual puzzles)
when to interpret WAIS IV with caution
when a diff of 1.5 SD or more between any 2 index scores bt any 2 subtest scores that comprise an index
when to obtain GAI on WAIS IV
minimize impact of WMI and PSI
composite score range on WAIS IV for:
mild cognitive impairment
93+
composite score range on WAIS IV for:
Alzheimer’s (mild)
76-86
PSI = 76
composite score range on WAIS IV for:
MDD
95+
composite score range on WAIS IV for:
ADHD
94+
WMI and PSI lowest
composite score range on WAIS IV for:
TBI
80-86
PSI lowest
WISC-V age range
6-16:11
WISC-V domains
FSIQ, VCI, VSI, FR, WMI, PSI
WPPSI-IV age range
2:6-7:7
WPPSI-IV domains for children 2:6-3:11
FSIQ, Verbal Comp, VSI, and WMI
ancillary: Vocab Acquisition, Nonverbal, and GA
WPPSI-IV domains for children 4+
FSIQ, Verbal comprehension, VSI, FR, WMI, PS
ancillary: Vocal acquisition, nonverbal, cognitive proficiency, and GA
KABC-II age range
3-18:11
KABC-II goals
culture fair test by minimizing verbal instructions and responses
KABC-II scales
Simultaneous, Sequential, Planning, Learning, Knowledge
KABC-II Interpretation is based on
CHC model or Luria’s neuropsychologist processing model (recommended when performance on measures of crystallized ability would be negatively impacted by a non-mainstream cultural background, language, or hearing impairment, autism, or other factor
KBIT -2 age range and domains
4-90+
crystallized and nonverbal (fluid) ability
KAIT age range and domains
11-85+
fluid, crystallized, and composite IQ
Cognitive Assessment System (CAS2) measures __ and is designed to assist with ___
cognitive processing abilities that are central to learning
Differential diagnosis, determining eligibility for special ed, instructional planning
CAS2 is based on ++++ model of intelligence, which ___
PASS
distinguishes bt 4 cognitive functions- planning, attention, simultaneous processing, sequential processing
SIT-P-1 goal
obtain quick estimate of mental ability and identify children at risk for educational failure or who require more extensive testing
Slosson Intelligence Test-Revised 3rd Edition for Children and Adults (SIT-R3-1) : age range and goal
4- 65:11
screening test for crystallized (verbal) IQ
* may be used to test those with visual impairments
IQs between 36-164
Woodcock Johnson tests: ___; based on ___ theory of IQ
WJ-IV tests of cognitive abilities
WJ-IV tests of oral language
WJ-IV tests of Achievement
CHC
WJ-IV age range
2-80+
Denver Developmental Screening Test (Denver II)
brief assessment device for developmental delays
birth -6yo
4 domains: personal-social, fine motor adaptive, language, gross motor
developmental delay: fail on an item that 90% of children pass
an be administered by a para with only a few hours of training
Bayley (Bayley-III)
current developmental status of infants and toddlers ages 1-42 mo
subtests: cognitive, motor, language, social-emotional, and adaptive
Fagan Test of Infant Intelligence (FTII)
based on research indicating that measures of information processing administered during infancy are good predictors of IQ in childhood
assesses selective attention to novel stimuli - ability to abstract and retain information
score: amount of time spent looking at pictures of new vs. familiar faces
infants 3-12 mo
identify infants with cognitive impairments
ADA and assessment
any test administered to a job applicant with a disability must accurately measure the skills and abilities the test was designed to measure rather than reflect their disability
Columbia Mental Maturity Scale - Third Edition (CMMS)
test of general reasoning for children ages 3:6-9:11
no verbal responses or fine motor skills
92 cards - have to pick the drawing that does not belong
children with CP, brain damage, ID, speech impairments, hearing loss, limited English proficiency