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Abnormal Psychology > Chapter 2: Assessment, Diagnosis, Research Methods > Flashcards

Chapter 2: Assessment, Diagnosis, Research Methods Flashcards

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1
Q

Assessments must be…

A

1) Valid: It must actually measure what it is intended to measure
2) Reliable: meaning it must generate the same findings when repeated

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2
Q

Types of Assessment

A

1) Physical Examination
2) Clinical Interview
3) Observation
4) Psychophysiological Assessment
5) Psychological Testing
6) Projective Tests
7) Intelligence Tests
8) Neuroimaging

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3
Q

Types of Clinical Interviews

A

1) Structured
- Standardized questions
2) Unstructured

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4
Q

Types of Structured Interviews

A

1) Structured Clinical Interview for DSM
-General questions about the patient’s life
-Queries about patients symptoms and
syndromes
2) DISC: Diagnostic Interview Schedule for Children
-Level of functioning in areas
such as school, peer relationships, family
relationships, community involvement, etc.
-When administered at another time, results
are stable, meaning test is reliable.

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5
Q

Observations

A

1) Behavioral styles differ in different situations.
2) Bias in the observer’s perceptions: the parent’s personal attitude and expectations may be influencing how they view the subject.

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6
Q

How to quant- and qualifying Behavioral

A

1) When the behaviors occur
2) How often
3) Duration of behavior
4) How intense the behavior

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7
Q

Quant- and qualifying Psychophysiological

A
  • Involves the measurement of one or more of the physiological processes that reflect autonomic nervous system activity
  • Heart and sweat rate, skin temperature, muscle tension, blood circulation, breathing pattern, brain electrical activity
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8
Q

Types of Psychophysiological Tests

A

1) Ambulatory Psychophysiological
-Useful in assessing anxiety or phobic
reactions in natural settings, such as
reactions to air travel to those with a
phobia of flying.
-Can measure HR, skin conductance and
respiration patterns.
2) Biofeedback
-to make a client attentive to small
physiological changes, and to the
psychological states that bring them about.
-The typical approach is to have a client
directly observe the changes that occur in a
physical indicator of a biological variable such
as HR, BP, Pulse, electrical activity in the
brain or muscle tension

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9
Q

Neuroimaging

A

1) CAT
2) MRI
3) fMRI
4) Positron Emission Tomography (PET)
5) Magnetoencephalography (MEG)

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10
Q

Neuroimaging: Computerized Axial Tomography (CAT)

A
  • An extension of the much older X-ray technique, supplemented by modern computing power.
  • Used in diagnosis of brain tumors, injuries, and abnormalities in the shape of various brain regions.
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11
Q

Neuroimaging: Magnetic Resonance Imaging

A

-Picks up changes in the protons of the hydrogen atoms in the tissue.
-Does this by measuring the resonant frequency
throughout the brain
-Can actually provide information about the composition of cells and their surroundings.
-Does not involve X-rays.

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12
Q

Neuroimaging: Functional MRI

A
  • By recording changes in the tissue that occur within milliseconds, the actual metabolic functioning of the brain can be measured.
  • Scientists/researchers can study changes that occur in brain when person is processing sensory information or performing a mental task
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13
Q

Neuroimaging: Positron Emission Tomography

A

-based on the measurement of cerebral blood flow and metabolic activity.
-Radioactive glucose injection into a person. Measures uptake to various brain regions.
-Reveals increase blood flow, oxygen, glucose to more active brain areas.
-Used to study distribution of various receptors for
neurotransmitters in the brain. Radioactive labeled substances that bind to certain receptors.

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14
Q

Neuroimaging: Magnetoencephalography

A
  • Based on the detection of the weak magnetic fields produced by brain electrical activity.
  • Differences among brain regions in level of activity are inferred from differences in the strength of the magnetic field
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15
Q

Psychological Testing: Inventories

A

1) Inventories: these tests are highly structured and
contain a variety of statements that can be answered in a limited number of ways, usually “true” or “false,” or “yes” or “no.” The client is asked to indicate whether or not each statement applies to her.

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16
Q

Psychological Testing: Minnesota Multiphasic Personality Inventory

A

-Most widely used assessment in psych testing.
-Consists of items that inquire into a wide array of
behaviors, thoughts and feelings.
-The person taking the test is asked to read each item, and check “true” or “false,” depending on whether it describes him.
-Cons: too much overlap on the scales and that norming sample is not appropriate.
-The cross cultural validity of the test has not been established.
-Used mostly in the United States.
-Efforts to explore its usefulness in other
cultures are underway.

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17
Q

Psychological Testing: California Psychological Inventory

A
  • Developed to focus on more desirable aspects of the personality rather than psychopathology.
  • Gives scores of self-control, well-being and tolerance.
  • Has twenty scales as opposed to 18 now.
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18
Q

Psychological Testing: Symptoms Checklist 90 Revised

A
  • Focuses more on pathology than personality.
  • Ranking of symptoms asked of client on five point scale
  • 90 items including: somatization, OCD, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism.
  • Used during intake in clinical setting to obtain basic info.
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19
Q

Psychological Testing: Beck Depression Inventory

A

-21 items, each focusing on a specific symptom or
attitude
-Each items rated on 0-3 scale.
-Score of 16 or higher indicates depression.

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20
Q

Psychological Testing: Children’s Depression Inventory

A

-Self reporting questionnaire that consists of twenty seven items. Each items includes a set of three statements from which the test taker is to choose the one statement that best reflects how he has been feeling over the past two weeks. The main difference between the BDI and the CDI is the content of the questions.

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21
Q

Psychological Testing: Achenbach Child Behavior Checklist

A
  • Has over 100 questions that concern specific problem behaviors from shyness to delinquent acts.
  • Yields scores on multiple aspects of personality and psychopathology.
22
Q

Projective Tests: Thematic Apperception Test

A

-Patient looks at each picture and makes a
story about it. How it began, what is happening and how it will end.
-A respondent who repeatedly tells the same theme may be revealing a psychological conflict.
-Been used to explore motives, particularly the need for achievement.
-Good at measuring career success.
Flaws:
-However, interpretations are too diverse for it to be reliable.
-Clinicians also use and evaluate the tests on certain hunches and past clinical experiences.

23
Q

Intelligence Tests: Wechsler Intelligence Scale

A

Verbal and Performance IQ

24
Q

Neuropsychological Test: The Bender Visual-Motor Gestalt Test

A
  • Oldest neuropsych test
  • Consisting of nine cards, each of which shows a design, the client is asked first to copy the design and then to draw those designs from memory
25
Q

Neuropsychological Test: Trail Making Test

A

-Part A: Presents the client with a worksheet of numbered circles scattered across the page. The person is asked to draw a line connecting the numbered circles in consecutive order.
Part B. consists of a worksheet with both numbers and letters. The client is asked to connect both series, numbers and letters, consecutively by alternating between the two sequences.
-The test is graded based on accuracy and speed.
-Clues to how well the client plans ahead, handles multiple stimuli, alternates between activities and responds to complex visual representations.

26
Q

Neuropsychological Testing: Wisconsin Card Sorting Test

A
  • An instrument that is able to detect several kinds of cognitive deficits, including impaired concept formations, the tendency to persevere or get stuck on the same response and the inability to maintain and act upon a set concept
  • Four stimulus cards are presented to the client, one red triangle, two green stars, three yellow crosses, and four blue circles. The client is given a deck of 64 cards on which a different combination of color, symbol or number is printed. The clients task is to place each card under the stimulus card it matches, according to a specific principle.
  • The test begins with color, symbol or number as the first principle for sorting. After the client successfully sorts ten card, the test administrator shifts the sorting principle. Based on right or wrong responses from the administrator upon placement of the new card, the client must deduce the new sorting principle and begin to place each card accordingly.
  • Sensitive to problems with frontal lobe function. Patients with injuries to the frontal lobe had difficulty determining the sorting principle and made more preservative errors.
27
Q

Neuropsychological Test: The Weschler Memory Scales

A

-Seven subtests
-The first two subtests, personal/current information and orientation ask questions such as age, current events, and time and place.
-The remaining subtests include the Mental Control Test, which tests simple concepts and Logical Memory test, which assesses immediate recall of verbal materials presented to the client in a story format. Digital span, visual reproduction and associate learning tests.
-Tests verbal but not non-verbal memory.
-Delayed recall trial that produces a short-term memory score, a delayed recall score and a percent retained score.
-

28
Q

The Luria-Nebraska Neuropsychological Test

A

The 269-item battery provides info about a broad spectrum of psychological functions.
tactile and kinesthetic skills, verbal and spatial skills, fine and complex motor coordination, writing, reading speech and arithmetic skills as well as intellectual and memory processes.
Suppose to illuminate brain damage.
Child’s version of the test permits diagnosis of brain disorders among children from ages 8-12.
Able to detect effects of brain damage that are not yet discernible on neurological examination.
Control for level of education, such that a person who is less educated does not receive a lower score simply because of the fact.

29
Q

What are the three factors of a diagnosis

A

1) Categorical
-Behavior symptoms symptoms tend to occur
together are assigned to a category.
Guidelines for diagnosis are then based on
symptom criteria.
2) Dimension
-Severity
3) Time: Chronic or Acute, Continuous or Episodic? Intensity?

30
Q

Reasons for diagnosis?

A

1) Diagnosis is a communication shorthand
2) May have implications for understanding etiology
3) Gives the clinician some hypotheses about treatment
4) Aids scientific investigation and
5) Allows clinicians to be paid for their services by insurance companies or HMOs.

31
Q

1) Inter-Rate Reliability, 2) Test-Retest Reliability and Test Stability

A

If two or more psychs arrive at the same impression on the basis of a test, diagnostic interview or observational procedure; test reliability over time

32
Q

Define “construct validity”

A
  • The degree to which a test measures what it claims, or purports, to be measuring.
  • Whenever a test is to be interpreted as a measure of some attribute or quality which is not operationally defined.
33
Q

Define “predictive validity”

A

When diagnostic categories enable one to predict the course and especially the outcome of the treatment.

34
Q

Axis I

A
  • All psychological diagnostic categories except mental retardation and personality disorder
  • Depression, anxiety disorders, bipolar disorder, ADHD, autism spectrum disorders, anorexia nervosa, bulimia nervosa, and schizophrenia
35
Q

Axis II

A
  • Personality Disorders and Mental Retardation
  • Include personality disorders: paranoid personality disorder, schizoid personality disorder, schizotypal personality disorder, borderline personality disorder, antisocial personality disorder, narcissistic personality disorder, histrionic personality disorder, avoidant personality disorder, dependent personality disorder, obsessive-compulsive personality disorder; and intellectual disabilities.
36
Q

Axis III

A
  • General medical condition; acute medical conditions and physical disorders
  • Include brain injuries and other medical/physical disorders which may aggravate existing diseases or present symptoms similar to other disorders.
37
Q

Axis IV

A

Psychosocial and environmental factors contributing to the disorder

38
Q

Axis V

A

Global Assessment of Functioning (GAF) or Children’s Global Assessment Scale (CGAS) for children and teens under the age of 18

39
Q

Factors That Cause Bias in Diagnosis

A

1) Context
2) Expectation
3) Source Credibility
4) Cultural Contexts and Influences

40
Q

What is a confound?

A

Factors other than the independent variable that might produce an experimental effect and that occur along with the independent variable.

41
Q

Define “efficacy studies”

A

Therapy outcome studies that are true experiments: one group receives treatment and the control group does not. The investigation is referred to the efficacy study, and are usually conducted in a controlled lab.

42
Q

Define “effectiveness studies”

A

Treatment studies conducted in a natural setting. They focus on the outcome of treatment as it is delivered in the field.

43
Q

What is an “operational definition”

A

A set of clear cut, measurable criteria

44
Q

Define an “experimental effect”

A

When the independent variable affects the dependent variable

45
Q

What is “experimenter bias?”

A

describes the subject’s inclination to alter behavior based on what they think the experimenter expects

46
Q

What is “subject bias”

A

1) Placebo
2) Double blind experiment
3) Single-blind experiment
4) Experimenter-blind design

47
Q

What are “demand characteristics?”

A

Subtle information about the purpose of the study that might be conveyed in the announcements to recruit participants, the behavior of the experimenter, the instructions, or the setting of the laboratory. Any of these demand characteristics could influence research findings.

48
Q

What are “statistical inferences”

A

Mathematical procedures used to decide whether research findings are meaningful or occurred by chance alone

49
Q

What are the pros and cons of the Experimental Method?

A

Advantages
1) Can isolate the cause of the disorder
2) Repeatable
Disadvantages
1) They are not natural phenomenon, only a model of it.
2) Since observers often use animal subjects in laboratory models, they must infer that humans and the species being investigated are similarly susceptible to the disorder.

50
Q

What are “experiments of nature?”

A

Advantages
-Like a case history, they document an actual happening and lack artificiality as opposed to a planned laboratory experiment
-No unethical manipulation is performed
the general event that caused the outcome is identified.
Disadvantages
-We cannot isolate the specific elements in the event that are causative from those that have no impact
-Experiments of nature, as they are rare, natural events, are not repeatable
-This method is subject to retrospective bias by both victims and investigator.

51
Q

What are “comparative studies/correlational studies?”

A

Contrasting two or more groups, specifically group with symptoms or condition vs. those without.

52
Q

What are “epidemiological studies?”

A

Lifetime Prevalence of a Major Disorder

Abnormal Psychology (13 decks)

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