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MRC (Spring) > Assessment MID-TERM > Flashcards

Assessment MID-TERM Flashcards

1
Q

Define a construct

A

Terms researchers invent to describe, organize and assign meaning ot phenomena relevant to a domain of research.

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2
Q

Define Measure

A

A quantified record, such as an item response, that serves as an empirical representation of a construct.

A measure does not define a construct, but rather is one of various possible indicators of the construct, all of which are considered fallible.

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3
Q

Define Content Validity

A

The degree to which item content is relevant to and representative of the targeted construct.

NOTE: Adequate content validity requires attention to both the breadth and depth of measured constructs.

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4
Q

Define Construct Validity

A

The extent to which a scales measures or correlates with the theorized psychological scientific construct that it purports to measure.

Convergent and discriminant validity are subtypes.

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5
Q

Define Convergent validity

A

The degree to which two measures of constructs that theoretically should be related, are in fact related.

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6
Q

Define Discriminant Validity

A

The degree to which scores on a test do not correlate with scores from other tests that measure different constructs.

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7
Q

Describe the structure of the PAI

A
  • 22 Scales
  • 4 domains
    • Validity
    • Clinical
    • Treatment
    • Interpersonal
  • 10 scales are comprised of subscales
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8
Q

What factors contribute to someone being eligible to take a PAI?

A
  • Reading comprehension >= 4th grade level
  • Borderline IQ or higher
  • NOT compromised by alcohol, drugs, neurological disorder, or psychosis
  • Able to focus adequately for at least an hour
  • Sufficient English fluency
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9
Q

What does the profile “skyline” indicate?

A

The skyline indicates a score that would be 2 SDs above the mean in a combined inpatient/outpatient clinical normative sample

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10
Q

List the steps taken in order to interpret a PAI

A
  1. Ensure that the measure is valid
  2. Interpretation of individual scales
  3. Interpret profile configurations & code types
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11
Q

List the PAI’s Validity Scales

A
  1. ICN - Inconsistency
  2. INF - Infrequency
  3. NIM - Negative Impression Management
  4. PIM - Positive Impression Management
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12
Q

Describe the SOM scale on the PAI.

Does it have subscales?

A

Somatic Complaints

  • SOM-C: Conversion - unusual medical symptoms
  • SOM-S: Somatization - diffuse health-related complaints
  • SOM-H: Health concerns - Preoccupation with physical health
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13
Q

Describe the ANX scale on the PAI.

Does it have subscales?

A

Anxiety

  • ANX-C: Cognitive - cognitive sxs (rumination, worry)
  • ANX-A: Affective - affective sxs (tension, difficulty relaxing)
  • ANX-P: Physiological - Physical sxs (sweating, + heart rate)
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14
Q

Describe the ARD scale on the PAI.

Does it have subscales?

A

Anxiety Related Disorders

  • ARD-O: OCD and personality features
  • ARD-P: Phobias - fearfulness, particularly social
  • ARD-T: Trauma - traumatic history
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15
Q

Describe the DEP scale on the PAI.

Does it have subscales?

A

Depression

  • DEP-C: Worthlessness, hopelessness
  • DEP-A: Affective - sadness, lack of interest
  • DEP-P: Physiological - Fatigue, sleep, eating
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16
Q

Describe the MAN scale on the PAI.

Does it have subscales?

A

Mania

  • MAN-A: Activity level - energy, over-extension
  • MAN-G: Grandiosity - + sense of self worth
  • MAN-I: Irritability - Impatience, low frustration tolerance
17
Q

Describe the PAR scale on the PAI.

Does it have subscales?

A

Paranoia

  • PAR-H: Hypervigilance - suspiciousness
  • PAR-P: Persecution - believes others actively preventing one’s success
  • PAR-R: Resentment - Tendency to hold grudges/externalize blame
18
Q

Describe the SCZ scale on the PAI.

Does it have subscales?

A

Schizophrenia

  • SCZ-P: Psychotic Experiences - psychotic sxs, unusual perceptions
  • SCZ-S: Social Detachment - social isolation/detachment
  • SCZ-T: Thought Disorder - concentration difficulties, disorganized thinking
19
Q

Describe the BORscale on the PAI.

Does it have subscales?

A

Borderline Features

  • BOR-A: Affective Instability - poor mood regulation
  • BOR-I: Identity problems - Feeling empty, uncertain of one’s place in life
  • BOR-S: Self harm - Impulsivity, self-harm
20
Q

Describe the ANT scale on the PAI.

Does it have subscales?

A

Antisocial Features

  • ANT-A: Antisocial behaviors - rule breaking
  • ANT-E: Egocentricity - exploitive, unempathic
  • ANT-S: Stimulus Seeking - low boredom tolerance
21
Q

Describe the AGG scale on the PAI.

Does it have subscales?

A

Aggression

  • AGG-A: Aggressive Attitude - belief that violence can be used for personal gain
  • AGG-V: Verbal Aggression - assertiveness & verbal abusiveness
  • AGG-P: Physical Aggression - tendency to be physically aggressive
22
Q

What supplemental indicators exist on the PAI and what purpose do they serve?

A
  • Defensiveness Index
    • Minimization of problems to deceive self or others
  • Cashel Discriminant Function
    • Intentional defensive dissimulation
  • Malingering Index
    • Pessimism or malingering
  • Rogers Discriminant Function
    • Malingering
      *
23
Q

Describe some of the PAI’s limitations

A

PAI is a self report measure

  • Questions are answered based on responder’s perception, which can be flawed
  • Test relies on responder honesty
  • Patients must understand questions

PAI does not identify/measure all traits/behaviors related to a diagnosis

  • Eating disorder
  • Developmental disorder
  • Cognitive disorder/dementia
  • V Codes
24
Q

Define Adaptive Functioning

A

The effectiveness of the individual in coping with social and natural demands of his/her environment.

25
Q

List and describe the domains of Adaptive Functioning according to the DSM5.

A
  1. Conceptual
    • language
    • problem solving
    • academic abilities
  2. Social
    • awareness of and effective communication with others
  3. Practical
    • home living
    • health & safety
    • self-magement
    • school/job activities
26
Q

Is ADHD a learning disability?

A

No, it’s one kind of developmental disorder that causes problems in the learning environment.

27
Q

List the diagnostic criteria for ADHD.

A
  • 6 or more symptoms of inattention or hyperactivity-impulsivity
    • 5 symptoms if individual is at least 17
  • persisting for at least 6 months
  • present before the age of 12
  • observed in 2 or more settings
  • impair or reduce functioning
28
Q

List the ppotential hyperactivity symptoms required for a diagnosis of ADHD.

A
  1. Fidgetiness
  2. Can’t stay in a chair
  3. Runs around or climbs
  4. Gets loud
  5. Driven by a motor
  6. Chatterbox
    7.
29
Q

List the ppotential inattentive symptoms required for a diagnosis of ADHD.

A
  1. Poor focused attention; careless mistakes
  2. Poor sustained attention
  3. Doesn’t listen
  4. Doesn’t finish tasks
  5. Disorganized
  6. Avoids tasks requiring effort
  7. Loses things
  8. Easily distracted
  9. Forgetful
30
Q

What is the prevalence of ADHD according to the DSM?

A
  • 3 to 7% in school age population
  • 2.5% in adults (DSM 5)
  • 2 males : 1 female
31
Q

Describe the general concept of a learning disability.

A
  • unexpected failure to develop academic skills that are commensurate with age and abilit level
  • operationalized as a significant discrepancy between IQ and achievment scores
    *
32
Q

List and describe the Academic Domains affected by a learning disorder.

A
  1. Reading
    • Decoding
    • Comprehension
    • Fluency
  2. Math
    • Calculation; number sense; arithmetic facts
    • Reasoning
    • Fluency
  3. Written langugage
    • Spelling
    • Grammar and punctuation
    • Written expression of ideas
33
Q

List the diagnostic criteria for a Specific Learning Disorder.

A

A. At least 1 academic symptom persisting for 6 months despite intervention.

  • Inaccurate or slow and effortful word reading
    • reads single words aloud incorrectly / slowly and hesitantly
    • frequently guesses in sounding words
  • Difficulty understanding the meaning of what is read
  • Difficulties with spelling
  • Difficulties with written expression
  • Difficulties mastering number sense, number facts, or calculation
  • Difficulties with mathematical reasoning

B. Functioning is below expectations for age and significantly interferes with academic achievement, work performance and ADL’s.

  • In adults over 17, documented history is sufficient

C. Difficulties began during school-age years

D. Not better accounted for by:

  • IQ, sensory disorders
  • mental or neurobiological disorders
  • language-proficiency
  • other adversity, or inadequate instruction
34
Q

List and describe the legislation discussed in class.

A

Public Law 94 (1975): Education for All Handicapped Children Act

  • Every child with a learning disability is entitled to a free and appropriate education
  • Also applied to handicapped, autism, MR (ID)

Public Law 101-476 (1990): Individuals with Disabilities Education Act

  • Known as: IDEA

Public Law 108-446 (2004)

  • Known as: Individuals with Disabilities Education Improvement Act
  • Reauthorized IDEA

Americans with Disabilities Act (1990)

  • Similar protections against discrimination for adults
  • Civil rights law whereas IDEA were education laws
35
Q

What would the developmental history inform you of in relation to diagnosing a Specific Learning Disorder?

A
  • Risk factors
  • School attendance (or lack thereof)
  • If physically present at school, were they mentally present?
  • Family history

MRC (Spring) (5 decks)

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