Attempt 1 Flashcards
Best practice of personality assessment
o Multi-source/ Multi-setting
o Need for ecological environmental orientation
o Need for developmental context
♣ Must know the norm for different age groups
♣ Norm against others their age
Conners Forms
o 4 forms available
♣ Long form
♣ Short form
♣ 3 ADHD Index: ten times to best differentiate students with ADHD and non- ADHD students within the general population
♣ Conner’s Global Index: quick measure of general psychopathology
Conners
Interpretation, level of items, steps in interpreting the results
♣ Were the responses valid and consistent?
♣ Look at scores of the content scales
• Inattention
• Hyperactivity/ impulsivity
• Learning problems
• Aggression
• Family relations
♣ Look at scores for the DSM- V Symptoms scales
• ADHD- Inattention
• ADHD- Hyperactivity/ Impulsivity
• Conduct Disorder
• Oppositional Defiant Disorder
♣ Look at the Conners 3 ADHD Index Probability Score
Look at the Screener items of Anxiety/ Depression and if any of the Conduct Critical Items
Conners- o
Comorbidity, among diverse cultures
♣ ODD- 50% of combined ADHD ♣ CD- 25% ♣ Learning Disabilities- Common ♣ Anxiety and Depression ♣ Substance abuse disorder ♣ OCD ♣ Tic Disorder
o Types of ADHD/ Symptoms
Inattention (6 out of 9 must occur OFTEN)
- Inattention (6 out of 9 must occur OFTEN)
• Often fails to give close attention to details or makes careless mistakes in schoolwork, or other activities
• Often has difficulty sustaining attention in tasks or play activities
• Often does not seem to listen when spoken to directly
• Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
• Often has difficulty organizing tasks and activities
• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
• Often loses things necessary for tasks or activities
• Is often easily distracted by extraneous stimuli
• Is often forgetful in daily activities
Types of ADHD/ Symptoms
Hyperactivity-Impulsivity (6 of 9 must occur often)
Hyperactivity-Impulsivity (6 of 9 must occur often)
Hyperactivity
• Often fidgets with hands or feet or squirms in seat
• Often leaves seat in classroom or in other situations in which remaining seated is expected
• Often runs about or climbs excessively in situations in which it is inappropriate
• Often has difficulty playing or engaging in leisure activities quietly
• Is often “on the go” or often acts as if “driven by a motor”
• Often talks excessively
Impulsivity
• Often blurts out answers before questions have been completed
• Often has difficulty awaiting turn
• Often interrupts or intrudes on others
Types of ADHD/ Symptoms
Combined Inattentive and Hyperactive- Impulsivity
Combined Inattentive and Hyperactive- Impulsivity
• Must meet the criteria for both Inattentive Type and Hyperactive Type (6 + 6 for a total of at least 12)
o Content scales/ Characteristics of High Scores (Connor’s)
Inattention:
Inattention: May have poor concentration/attention or difficulty keeping his/her mind on work. May make careless mistakes. May be easily distracted. May give up easily. May have difficulty starting and/or finishing tasks.
o Content scales/ Characteristics of High Scores (Connor’s)
Hyperactivity/ Impulsivity
- Hyperactivity/ Impulsivity: High activity levels, may be restless and/or impulsive. May have difficulty being quiet. May interrupt others or talk too much. May be easily excited.
o Content scales/ Characteristics of High Scores (Connor’s)
Learning Problems
Learning problems: Academic struggles (reading, spelling, and/or math). May have difficulty learning and/or remembering concepts. May need extra help.
o Content scales/ Characteristics of High Scores (Connor’s)
Defiance/ Aggression
- Defiance/ Aggression: May have poor control of anger; may break rules; may be physically and/or verbally aggressive; may show violent or destructive tendencies; may bully others; may be manipulative or cruel; may have legal issues.
o Content scales/ Characteristics of High Scores (Connor’s)
Family Relations
- Family Relations: May feel that parents do not love or notice him/her. May feel unjustly criticized and/or punished at home.
