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Psych 377 > Chapter 28 > Flashcards

Chapter 28 Flashcards

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1
Q

Neuropsychological testing can reveal

A

the nature and extent of injuries

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2
Q

Interaction of neurocognitive factors, psychological factors, and socioenvironmental factors influences

A

how someone can adapt to their injury

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3
Q

It can be important to understand the

A

biopsychosocial factors for a patient before starting the neuropsychological assessment

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4
Q

3 questions evolved from the biopsychosocial model of measurement

A

Questions about history of disease, addiction, and family medical history, Questions about stressors and psychological issues, Questions about living arrangements, relationships, and finances

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5
Q

Neuropsychological assessment grew out of neurology and psychology to assess

A

veterans returning from World War II

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6
Q

Goal of Neuropsychological testing

A

have one test to identify brain damage versus no brain damage

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7
Q

was it possible to have one test that determined if brain damage was possible

A

no

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8
Q

by the 1980s what became more standardized?

A

neuropsychological assessment many tests had been developed to assess different functions

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9
Q

Benton’s neuropsychological investigation test type

A

Composite

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10
Q

Boston Process Approach Test type

A

Composite

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11
Q

Oxford neuropsychological procedures test type

A

Composite

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12
Q

Montreal Neurological Institute approach test type

A

Composite

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13
Q

Frontal-lobe assessment Test type

A

Composite

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14
Q

Western Ontario procedures test type

A

Composite

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15
Q

Halstead–Reitan Battery test type

A

Standardized

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16
Q

Luria’s neuropsychological investigation Test type

A

Standardized

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17
Q

Luria–Nebraska Battery test type

A

Standardized

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18
Q

CANTAB test type

A

Computerized

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19
Q

Neuropsychological test batteries

A

individual tests of a wide range of functions, to capture qualitative features of test performance in patients with a wide range of neurological and psychiatric conditions

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20
Q

what happened in the 1980s

A

emergence of the field of cognitive neuroscience

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21
Q

Clinical Role of Neuropsychology

A

not just to diagnose the disorder, but to be a participant in the rehabilitation of the patient

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22
Q

30% of patients are seen for

A

Rehabilitation

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23
Q

70% of patients are seen as

A

referrals from neurology and psychiatry

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24
Q

What is the purpose of an assessment

A

to determine general cognitive functioning

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25
Q

Houston Guideline for Neuropsychology established

A

the qualifications for neuropsychological assessment

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26
Q

Functional imaging and neuropsychology

A

is useful, but does not replace a thorough assessment

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27
Q

Houston Guidelines identify seven core domains in neuropsychology

A

Assessment, Intervention, Consultation, Supervision, research and inquiry, consumer protection, professional development

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28
Q

Standardized tests assess

A

organicity, which is atypical behavior that has a biological basis

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29
Q

Standardized tests are

A

straightforward to administer and interpret - true false and multiple choice

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30
Q

Individualized test batteries

A

Neuropsychological tests tailored both to a person’s etiology and to the qualitative nature of his or her performance on each test.

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31
Q

Individualized tests produce

A

qualitative results

32
Q

Individualized tests are designed to understand

A

the individual’s strengths

33
Q

Composite tests

A

incorporate aspects of both types of test

34
Q

Goal of Neuropsychological assessment

A

to diagnose a disorder for the purpose of changing behavior

35
Q

goals of clinical neuropsychology are (7)

A

Determine a person’s general level of cerebral functioning and identify cerebral dysfunction and localize it where possible, Facilitate patient care and rehabilitation, dentify mild disturbances when other diagnostic studies have produced equivocal results, Identify unusual brain organization that may exist in left-handers or in people who have had a childhood brain injury, Corroborate an abnormal EEG in disorders such as focal epilepsy, Document recovery of function after brain injury, Promote realistic outcomes

36
Q

Most neuropsychological assessments begin with a measure of

A

general intelligence

37
Q

test most often used in intelligence testing

A

Wechsler scales

38
Q

The WAIS-IV has

A

10 core subtests and 5 supplemental subtests

39
Q

5 supplemental subscales

A

General ability, verbal comprehension, perceptual reasoning, working memory, and processing speed

40
Q

Weschler tests take

A

about 70 minutes, but can be faster if only the general ability subscale is used

41
Q

Weschler tests is normed so that a score of

A

100 is average and the standard deviation is 15

42
Q

After a TBI a difference in IQ score of ___ between which subsets is significant?

A

more than 10 points between the verbal and perceptual subtests is often taken to be clinically significant

43
Q

Left hemisphere damage is associated with what impairment

A

verbal subscale

44
Q

Patients with diffuse damage tend to be impaired on

A

the perceptual subscale

45
Q

Ten Commonly Assessed Neuropsychological Categories

A
  1. Abstract reasoning and conceptualization, 2. attention, 3. daily activities, 4. Emotional or psychological distress, 5. language, 6. Memory, 7. motor, 8. orientation, 9. Sensation and perception 10, Visuospatial
46
Q

do all clinicians use the 10 categories of common neurological assessment

A

no

47
Q

10 categories of common neurological assessment can be used to

A

track and understand child development

48
Q

most significant improvement of raw neurological assessment scores between ages when does rate of change plateau?

A

6-10, adolescence

49
Q

Sports medicine

A

monitoring for symptoms of concussion, is a growing area of neuropsychological assessment

50
Q

Children are often evaluated when

A

academic performance falls behind their peers or there are behavioral issues

51
Q

what test is used to assess children ages 6-16

A

Wechsler Intelligence Scale for Children (WISC)

52
Q

what test is used to assess children ages 2 years 6 months to 7 years 7 months

A

Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

53
Q

Subscale scores in children can help identify

A

ADHD and learning disabilities

54
Q

Ten Core Features of Neuropsychological Assessment

A
  1. Collaborative, 2. Assess Early 3. Developmental History 4. Comorbidities, 5. Subjective Complaints, 6.Maximize Potentials, 7. Not for Everyone 8. Limitations 9. Adequate Intervals 10. Transparency
55
Q

Collaborative feature

A

The neuropsychological assessment is collaborative, not just based on tests but also other factors like anxiety, diet etc.

56
Q

early assessment feature

A

Assessment prior to treatment allows for the accurate understanding of treatment effects

57
Q

Developmental History feature

A

An individual’s neurodevelopmental history plays as important a role as the nature of the injury or disease in shaping the associated neuropsychological deficit. stress or socioeconomic status, can influence the development and connectivity of the brain

58
Q

Comorbidities feature

A

Cognitive and behavioral impairments can result from comorbidities

59
Q

Subjective Complaints feature

A

The subjective complaints of patients and family members can help understand the nature of the neuropsychological deficit

60
Q

Maximize Potentials feature

A

The results from a neuropsychological assessment can be used to maximize the educational and occupational potentials of people with brain injury.

61
Q

Not for Everyone feature

A

Not all patients are able or willing to engage with neuropsychological assessment

62
Q

Limitations feature

A

here are limitations to assessments that have been standardized for a population different from the patient or that are conducted in a language that is not the patient’s native language

63
Q

Adequate Intervals feature

A

Adequate intervals between assessments maximize sensitivity to meaningful changes in behavior

64
Q

Transparency feature

A

Patients should be fully informed about the purpose of the assessment and have realistic expectations of the outcome prior to referral

65
Q

Practice effects

A

he influence of repeated exposure to a given test can have a significant impact on test performance, especially in the short term

66
Q

The Problem of Effort

A

determining whether patients are performing tests as requested or are malingering, typically by exaggerating their cognitive deficits

67
Q

Effort, or lack thereof, has a greater impact on

A

test performance than does brain damage

68
Q

Clinical judgement is not reliable in detecting

A

malingering

69
Q

Symptom validity testing assesses

A

whether the subject is making a good-faith effort on the test

70
Q

Estimates are that clinical neuropsychological assessment is about

A

30 years behind advances in neuroscience

71
Q

five principles that should guide modern neuropsychological test design

A
  1. Leverage information from response alternatives 2. Link tests, 3. take advantage of computerized adaptive testing (CAT) 4. Identify differential item functioning (DIF) factors 5. Analyze person fit statistics
72
Q

Leverage information from response alternatives

A

In multiple-choice tests, the wrong answer can be wrong in different ways, so analyze those to understand why the subject chose that answer

73
Q

Linked tests

A

Link items from different tests so that they are on a common scale to compare assessments of a single trait from different scales

74
Q

Take advantage of computerized adaptive testing (CAT)

A

Use computerized adaptive testing to adjust the difficulty of testing to the subject’s ability and speed up the testing process

75
Q

Identify differential item functioning (DIF) factors

A

Identify items on the test that produce different responses in different demographic groups to be able to make more universal tests

76
Q

Analyze person fit statistics

A

Analyze the responses to individual items to identify when the subject is not performing at the same level as before

Psych 377 (10 decks)

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