Ch4 P&T

Question 1

Classification

Answer 1

A system for describing the important categories, groups, or dimensions of disorder

Question 2

Diagnosis

Answer 2

The method of assigning children to specific classification categories

Question 3

Categorical classification

Answer 3

Assumes that there are groups of individuals with relatively similar patterns of disorder. With an ideal categorical scheme, each disorder would have its own specific etiology, course, and treatment.

Question 4

Diagnostic and Statistical Manual (DSM)

Answer 4

The DSM was designed as a practical tool for clinicians (Psych Bible)

Question 5

Reliability

Answer 5

Whether different clinicians, using the same set of criteria, classify children into the same, clearly defined categories

Question 6

Interrater reliability

Answer 6

When, for example, two or more clinical psychologists, gathering information about one child’s developmental history and current difficulties, come to the same decision about the type of disorder.

Question 7

Cross-time reliability

Answer 7

when a child is similarly classified by the same clinician at two different points in time.

Question 8

Validity

Answer 8

Whether the classification gives us true-to-life, meaningful information.

Question 9

Internal validity

Answer 9

Tells us something important about the etiology of a disorder, or the core patterns of symptoms or difficulties experienced by children with a particular type or subtype of disorder

Question 10

External validity

Answer 10

Tells us something important about the implications of the disorder. For example, children with specific disorders might be expected to respond favorably to certain interventions

Question 11

Externalizing dimension

Answer 11

Undercontrolled behaviors such as oppositional or aggressive behaviors that are often directed at others

Question 12

Internalizing dimension

Answer 12

Overcontrolled behaviors such as anxiety or social isolation that are often directed toward the self

Question 13

Heterogeneity

Answer 13

The ways in which children with the same disorder or diagnosis [e.g., attention deficit hyperactivity disorder (ADHD) or generalized anxiety disorder] display idiosyncratic sets of difficulties or symptoms.

Question 14

Comorbidity

Answer 14

The cooccurrence of two or more disorders in one individual

Question 15

Assessment

Answer 15

The systematic collection of relevant information and is used to solve two kinds of practical problems described by Costello and Angold (1996): (1) differentiating every-day problems or transient difficulties from clinically significant psychopathology, and (2) classifying and caring for those who have been identified as having disorders

Question 16

Differential diagnoses

Answer 16

Decisions about mutually exclusive categories of disorder. For example, a child would not receive a diagnosis of oppositional defiant disorder and disruptive mood dysregulation disorder because the defining symptoms of the former are subsumed in the larger symptom set of the latter

Question 17

Diagnostic efficiency

Answer 17

The degree to which clinicians maximize diagnostic hits and minimize diagnostic misses

Question 18

Standardized tests

Answer 18

Assessments in which the data from a particular child can be compared to data gathered from large samples of children, including typically developing children and children with a variety of diagnoses

Question 19

Projective measures

Answer 19

Based on the assumption that, given an ambiguous stimulus, individuals’ responses will reflect the projection of unconscious motivations, concerns, and conflicts.

Question 20

Outcome research

Answer 20

Whether children and adolescents have improved at the end of treatment relative to their pretreatment status and compared to others who have not received treatment

Question 21

Process research

Answer 21

The specific mechanisms and common factors that account for therapeutic change