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Testing and Measurement > Chapter 10 (Part 2) > Flashcards

Chapter 10 (Part 2) Flashcards

1
Q

Six Reasons for Clinical Neuropsychological Assessment

A
  • Diagnosis
  • Identifying strengths and weaknesses
  • Vocational and educational planning
  • Treatment planning and evaluation
  • Forensics (legal)
  • Research
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2
Q

Fixed Batteries

A
  • Same set of tests used for ever examinee

- Used by 5% of neuropsychologists

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3
Q

Halstead-Reitan Neuropsychological Battery

A
  • 10 tests
  • Impairment index
  • General neuropsychological deficit score
  • Also has an expanded version that has demographically adjusted norms for African American and Caucasian adults
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4
Q

Impairment Index

A

Uses a cutoff point to represent the presence or absence of neuropsychological deficits

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5
Q

General Neuropsychological Deficit Score

A
  • Reflects the severity of neuropsychological deficit
  • Godo test-retest reliability
  • Discriminates brain-damaged individuals from healthy controls with 80% accuracy
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6
Q

Flexible Batteries

A
  • Selection of tests varies according to reason for referral, clinical data, and patient’s ability to cooperate
  • Variable but routine group of tests for different types of patients
  • 78% of neuropsychologists use this approach
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7
Q

Mini-Mental State Examination (MMSE-2)

A
  • Most routinely administered measure of gross cognitive functioning
  • 3 Versions (brief, standard, expanded)
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8
Q

Brief (BV) MMSE

A
  • 16 pts
  • 5 minutes
  • Used for screening large populations of individuals who haven’t been referred because of cognitive complaints
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9
Q

Standard (SV) MMSE

A
  • 30 pts
  • 15 minutes
  • Used if patient is referred because of good cognitive complaints or if patient indicates memory is not as good as it used to be
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10
Q

Expanded (EV) MMSE

A
  • 90 pts
  • 20 minutes
  • Used for well-educated patients and/or patients with suspected subcortical dementia
  • Consists of all items on the SV plus story memory and processing speed
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11
Q

MMSE-2 Psychometrics

A
  • Has few items, so internal consistency is not the greatest
  • Excellent inter-rater reliability
  • Convergent validity
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12
Q

Convergent Validity of MMSE

A

Expected patterns of correlations with several tests that measure specific aspects of cognitive functions (such as Boston Naming Test, Stroop Test, etc.)

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13
Q

Intelligence

A

Estimates of premorbid IQ levels and may be used to determine school records or formulas

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14
Q

Achievement

A
  • From school records

- Individually administered tests (such as Wide-Range Achievement Test)

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15
Q

Continuous Performance Tests (CPTs)

A

Measure the ability to respond to sequentially presented target stimuli and avoid responding to interspersed non-target stimuli over a long period of time and in the face of boredom

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16
Q

CPTs Measurement

A
  • Measure ability to maintain alertness
  • Also called vigilance or sustained attention
  • Brain areas involved include the reticular formation and frontal lobes (hindbrain)
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17
Q

WAIS-IV Attention/Concentration

A
  • Digit span (forward and backward)
  • Letter/number sequencing
  • Arithmetic (word problems)
  • Involves frontal lobes (mainly dorsolateral prefrontal cortex)
18
Q

Trail-Making Test, Part A

A
  • Halstead-Reitan

- Draw a line connecting 25 numbered circles in order as fast as possible without lifting the pencil off the page

19
Q

Naming Ability

A
  • Dysnomia
  • Most frequently impaired linguistic function in individuals with neurological disease
  • Usually assessed by procedures that require naming of line drawings and objects on visual confrontation
20
Q

Boston Naming Test

A
  • Most popular naming test
  • 60 line drawings of objects arranged in increasing order of difficulty
  • Involves left temporal lobe
21
Q

Controlled Oral Word Association Test (COWAT)

A
  • Also called verbal fluency
  • Letter (phonemic, left frontal lobe)
  • Semantic (category, left temporal lobe)
  • 60 seconds for each category
22
Q

Constructional Apraxia

A
  • Inability to assemble or copy 2 or 3-dimensional objects
  • Block design on WAIS-IV requires a person to reproduce a 2x2 or 3x3 design with red and white blocks
  • Hooper test has 30 common objects cut into pieces, examinees need to assemble the pieces in their head and name the object
  • Involves posterior brain areas (superior parietal lobes, temporal-occipital cortex, and posterior visual association areas)
23
Q

Neglect

A
  • Inattention to the side of space contralateral to the lesion location
  • Usually left side of space due to right parietal lobe damage
24
Q

Line Bisection

A

Examinee is asked to bisect lines on a page placed at midline

25
Q

Clock Drawing

A
  • Examinee is first asked to draw a clock to command (e.g. set the time for 10 after 11)
  • Then asked to copy a clock drawing with the hands already set
26
Q

Memory Probems

A
  • Most frequent complaints by persons referred for a CN evaluation
  • Verbal and nonverbal memory tests
  • Verbal > left hemisphere > California Verbal Learning Test (CVLT-II)
  • Nonverbal > right hemisphere > Rey Complex Figure Test (RCT)
27
Q

California Verbal Learning Test (CVLT-II)

A
  • Age range of 16 to 89 years
  • 16 item word list
  • 5 learning trials
  • Followed by a distracter list of 16 new words
  • Immediate and long delay free recall and cued recall trials
  • Yes/no long delay recognition trial
  • Also has forced choice long delay recognition trial
28
Q

Motor Functioning

A
  • Three major areas assessed
  • Grip strength (Hand-Dynamometer)
  • Fine motor (Grooved Pegboard Test)
  • Motor Speed (Finger-Tapping, WAIS-IV Processing speed tests)
29
Q

Coding

A
  • Fill in the empty boxes as quickly as possible using given code
  • Taps psychomotor speed, visual attention, and concentration
30
Q

Cancellation

A
  • When told, draw a line through every specified shape

- Taps psychomotor speed, as well as visual selective attention

31
Q

Symbol Search

A
  • Task is to determine whether either symbol on the left is included in the group of symbols on the right
  • Taps psychomotor speed and visual scanning ability
32
Q

Executive Functions

A

Supervisory cognitive processes involved in the organization and execution of complex thoughts and behaviors

33
Q

Three Commonly Used Executive Functioning Tests

A
  • Trail-Making Test, Part B (scattered numbers and letters, must connect circles in order, alternating numbers and letters)
  • Stroop Test
  • Wisconsin Card Sorting Test
34
Q

Stroop Test

A
  • Word reading (3 color words printed in black ink)
  • Color naming (X’s printed in colored ink that correspond to previous colors)
  • Incongruent Color Naming (colored ink is different than the color to be named)
35
Q

Dorsolateral Prefrontal Cortex (Stroop Test)

A

Participants showed more activation here when putting their mind to the job of ignoring the words while naming the color

36
Q

Anterior Cingulate Cortex (Stroop Test)

A

Participants showed more activation here when monitoring for conflicts and inhibiting prepotent responses

37
Q

Wisconsin Card Sorting Test

A
  • Most frequently used EF test ( > 70% of neuropsychologists)
  • 4 stimulus cards, 128 response cards
  • Variations in color, form, and number
  • Examinee is not informed of sorting criteria
  • 6 categories, 10 each
  • Test continues until 6 categories are completed or 128 cards are used
  • Possibility of perseveration (inability to switch between patterns of thought)
38
Q

Minnesota Multiphasic Personality Inventory (MMPI)

A

Most frequently used objective personality inventory

39
Q

Beck Depression Inventory (BDI)

A

Most widely used self-report measure of depression

40
Q

Effort and Motivation

A

Used to determine symptom validity

41
Q

Malingering

A

Faking or exaggerating deficits for secondary gain

Testing and Measurement (7 decks)

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