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Counseling Program > CNS 540 > Flashcards

CNS 540 Flashcards

1
Q

Ethics

A

Moral principles adopted by an individual or group that prove the basis or right conduct

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2
Q

Rules/Regulations

A

Laws created by government agencies (Federal)

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3
Q

Law/Statue

A

Written by legislative bodies (Congress)

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4
Q

Qualification Level A

A

No special qualifications to purchase products

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5
Q

Qualification Level B

A

Certification by or full membership in a professional organization that requires training and expertise in a relevant area of assessment

OR

Masters level in related field and formal training in ethical administration, scoring, and interpretation of clinical assessments

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6
Q

Qualification Level C

A

High level expertise in test interpretation

Licensure/certification to practice in your state

OR

PhD in related field with formal training in ethical administration scoring and interpretation of clinical assessment

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7
Q

ACA Guidelines for test use qualifications

A
  1. Skill in practice/knowledge of the theory relevant to the testing context/type of CNS specialty
  2. Thorough understanding of testing theory, techniques of test constructions and test-retest reliability and validity
  3. Working knowledge of sampling techniques, norms, and descriptive correlational and predictive statistics
  4. Ability to review, select, administer tests appropriate for clients or students and the context of counseling practices
  5. Skill in administration of tests and interpretation of scores
  6. knowledge of impact of diversity on testing accuracy, including age, gender, ethnicity, race, disability, and linguistic
  7. knowledge/skill in the professionally responsible use of assessment/evaluation practice
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8
Q

ACA Code of Ethics - Section E

A
  1. The crucial importance of assessments being reliable and valid
  2. CNS responsibilities NOT to misuse assessment information, to share results with clients, interpretation of results, the use of information
  3. Informed consent
  4. Release of data and qualified professionals
  5. Diagnosis of mental disorders
  6. Instrument selection
  7. Scoring/interpretation
  8. Assessment security
  9. Multicultural/Diversity issues
  10. Obsolete assessments/outdated results
  11. Assessment construction
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9
Q

Ethical/Legal Issues in assessment

A
  1. Professional training/competence: knowledge, understanding to select, score, administer, interpret
  2. Responsibilities of test takers: high standards, knowledgeable, ask questions, listen/read carefully to what needs to be done, know location/schedule of test, follow instructions, report conditions that could have affected performance, know confidentiality
  3. Test Quality
  4. Client Welfare Issues: informed consent, confidentiality
  5. Internet testing: equivalence, appropriate norms, validity, security
  6. Multicultural differences: Language barriers, validity, reliability, etc
  7. Responsibility of test use
  8. Test user qualifications
  9. Judicial Decisions
  10. Statues/Regulations
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10
Q

Communicating the Results to the Public

A
  1. Discuss assessment Before/After testing
  2. Use common language: Strengths/Weaknesses
  3. Results presented simply while accurate/honest
  4. Percentiles/Stanines should be presented visually
  5. Statistical/measurement terms defined in simple language with examples
  6. The public isn’t stupid - don’t treat them as so
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11
Q

Communication with Colleagues

A
  1. know what information recipient needs, what they plan to do with it, and what their qualifications are
  2. Make sure ethical/legal precedes are followed (written release permission from client)
  3. Verify whether procedures established for test information
  4. Aim report directly at question asked
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12
Q

Purpose of written reports

A
  1. Describe client
  2. Describe problem
  3. record results for further use
  4. means of communication
  5. recommend appropriate course of action
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13
Q

Purpose of Clinical Assessment

A
  1. Diagnosis/screening
  2. Problem descriptions/case conceptualization
  3. Selection of treatment procedures
  4. Evaluation of treatment outcomes/progress
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14
Q

Basic Assessment Report Format

A
  1. Title and identifying information
  2. Reason for referral
  3. Background information
  4. Behavioral observations
  5. Assessment instrument/procedures
  6. Assessment results/interpretation
  7. Summary
  8. Recommendations
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15
Q

Methods of Reporting Test Results

A
  1. Group Sessions
  2. Individual Sessions
  3. Written Reports
  4. Computer-generated reports
  5. Video Approaches
  6. Oral Reports
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16
Q

Qualities of Well Written Reports

A
  1. Avoid jargon/abbreviations
  2. Refer to self in third person
  3. Use simple/concise words
  4. Avoid Redundancies
  5. Begin paragraphs with strong declarative sentences with supportive details
  6. Capitalize test titles
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17
Q

Four Phase Model of Feedback Sessions

A

Phase 1: Establish Rapport

Phase 2: Communication assessment results

Phase 3: Discuss recommendations

Phase 4: Terminate Interview

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18
Q

Common Language

A

T-Score: Mean = 50; SD = 10

Z-Score: Mean = 0; SD = 1

Stenin Score: Mean = 5; SD = 2

Sten Score: Mean = 5.5; SD = 2

SAT: Mean = 500; SD = 100

GRE: Mean = 150; SD = 10

Deviation IQ: Mean = 100; SD = 15

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19
Q

Developmental Domains

A

Communication: verbal/nonverbal, receptive/expressive, listening/comprehension

Cognitive Skills: reasoning, thinking, memory, basic achievement in reading, writing, math, problem solving

Physical Development: general growth, motor/sensory, balance, locomotion, walking

Emotional Development: temperament, adjustment, emotional expression, self-concept, attitudes

Social Development: peer/family relationships, interpersonal

Self-Care Skills: drinking, eating, toiling, dressing

Independent Living Skills: functioning individual in home and community, clothing, cooking, transportation, and money management

Work Habits/Adjustment Skills: working independently, maintaining proper work habits, working with employers

Adjustment Problems: agression, hyperactivity, acting out, withdrawal, delinquency, stress, depression

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20
Q

Commonly used assessments for ADHD

A

Broad

  1. Childhood Behavior Checklist (CBCL/6-18)
  2. Behavioral Assessment System for Children (BASC-2)
  3. Connor’s Rating Scales (CRS-R)

Specific

  1. ADHD System Rating Scale (ADHD-SRS)
  2. ADD Evaluation Scale (ADDES-2)
  3. ADH Rating Scale (AD/HD-RS-IV)
  4. Barkley Home situation Questionairre (HSQ-R)
  5. Strengths/Weaknesses of ADHD Symptoms and Normal Behavior (SWAN)
  6. Swanson, Nolan, and Pelham Rating Scale (SNAP-IV)
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21
Q

Determining Spectrum Disorders

A

Communication: Receptive, Expressive, Written Language

Daily Living Domains: Personal, Domestic, Community

Socialization: Interpersonal relationships, play and leisure time, coping skills

Motor Skills: Fine/Gross

Maladaptive Behavior: Internalizing, Externalizing, Other (sucks thumb, wets bed, etc)

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22
Q

Assessments in Determining Spectrum Disorders

A

Childhood Autism Rating Scale (CARS)

Autism Behavior Checklist (ABC)

Autism Screening Instrument for Educational Planning (ASIEP-3)

Autism Diagnostic Interview, Revised (ADI-R)

Behavior Observation Scale for Autism (BOS)

Gillian Autism Rating Scale (GARS-2)

23
Q

Descriptive Classification of Intellectual Disabilities

A

Mild Intellectual Disability: 50/55 - 70

Moderate: 35/40 - 50/55

Severe: 20/25 - 35/40

Profound: below 20/25

**Never likely to evaluate someone with an IQ below 40

**IQ’s that are 49 and below require guardians

24
Q

Developmental Delays

A
  1. Physical
  2. Cognitive
  3. Communication
  4. Social/Emotional
  5. Adaptive
25
Q

Test Bias

A

Most significant problem with assessments with diverse populations

Difference in test scores that is attributed to demographic variables

26
Q

Test Takers Bias

A

Found Components

  1. Language
  2. Test Wiseness: do NOT assume examinees can understand directions, comply with proper test-taking procedures, be involved and attentive
  3. Motivation/Anxiety: consider attitudinal characteristics
  4. Cultural Differences
27
Q

Content Bias

A

Some content of psychometrics tools might not contain language that the test taker is familiar with

28
Q

Examiner Bias Factors

A

Examiner MUST recognize personal bias and how it may influence interpretation of results

29
Q

Instruments used for Giftedness

A

Scales for rating the behavior characteristics of superior studies (SRBCSS)

Gifted Rating Scales (GRS-S)

Gifted and Talented Evaluation Scale (GATES)

Screening Assessment for Gifted Elementary and Middle School (SAGES-2)

Cognitive Ability (CoAT)

Creative Thinking Ability (CoAT/TCTT)

Academic Ability (BASI)

Visual/Performing Arts

30
Q

Assessment of Specific Learning Disabilities

A

Oral Expression: Convey ideas/inform verbally

Listening Comprehension: listen/understand words, questions

Written Expression: convey ideas/information in written form

Basic Reading Skills: ability to decode words

Reading Comprehension

Math Calculation

Math Reasoning: Applying math techniques and concepts

31
Q

Instruments used in school assessment programs

A

Aptitude - Admissions Assessments (ACT, SAT, GRE, LSAT)

Achievement: MEAP, SAT, WRAT, Woodcock-Johnson, Wechsler Series

Career: Strong Interest Inventory, Self Directed Search

32
Q

Purpose of planning of school assessment

A

to provide information needed to improve the public schools by enhancing the learning needs of all students and inform parents of the educational progress of their kids

33
Q

Goals of school assessments

A
  1. Identify readiness of kindergarten and first grade students
  2. Determining whether students have mastered basic/essential skills needed by school system
  3. Placing students in educational programs
  4. Identifying students with special needs
  5. Evaluating the curriculum and specific programs
  6. Help students make educational and vocational decisions
  7. Assessing intellectual ability and aptitude of individual students
34
Q

Cultural considerations in clinical assessment

A
  1. Test Bias: BIGGEST PROBLEM
  2. Content Bias
  3. Test Taker Bias
    a. Language
    b. Test Wiseness
    c. Motivation/Anxiety
    d. Cultural Differences
35
Q

Assessment Therapy Acculturation

A

Common among second and third generations

Separating identity from parents

Assimilation

36
Q

Etic

A

Universal qualities among humans by examining and comparing many cultures from a position outside of these cultures

37
Q

Emic

A

Culture-specific and examines behavior from within a culture using criteria relative to the internal characteristics of the culture

38
Q

Psychometrics

A

Branch of psychology that deals with design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and personality traits.

39
Q

Neuropsychological Assessment

A

Testing for brain damage

Brain damage generally effects the cognitive functions - memory, speed in performing skilled activities or psychomotor and perceptual motor activities, auditory or tactile perception, and visual-spatial skills

40
Q

Psychological Assessments

A

Use of tests or other procedures to gather information about an individual to aid in diagnosis, predict future behavior, determine CNS interviews

41
Q

Suicide Risk Assessment

A
  1. Unstructured Interviews
  2. Suicide Intent: Present/recent suicidal thoughts)
  3. Details of plan: more specific, greater intent
  4. How they plan to die: means of death
  5. Lethality of means
  6. Accessibility of means
  7. History of suicidal thoughts
  8. Stability of current mood
  9. Family history of suicide attempts
  10. Assessment of warning signs
42
Q

Warning Signs of Suicide

A
  1. Giving away possessions
  2. Putting personal affairs in order
  3. Radical changes in characteristic behavior/moods
43
Q

Mental Status Exams

A
  1. Appearance, attitude, and motor activity: dress, grooming, signs of illness and behavior
  2. Mood and Affect: Range, lability appropriateness
  3. Speech: Quality
  4. Thought
    a. Content: delusions, suicidal/homicidal tendencies, obsessions
    b. Form: circumstantiality, tangentially, loosening of associations, flight of ideas, derealization, depersonalization, dissociative events, concreteness, grandiosity
  5. Perception: Hallucinations and Illusions
  6. Cognition
  7. Insight
  8. Judgement

Complete MSE

a. Alertness
b. Orientation to time, place, person
c. Concentration
d. Recent/remote memory
e. Language
f. Calculations
g. Construction
h. insight/judgement

44
Q

Advantages of DSM-IV-TR

A

Universal system used for diagnosis

Documents dialogue among mental health professionals

Requires clinicians to consider physical, psychosocial, environmental circumstances that influences the clients dysfunction

45
Q

Multiaxial System

A

Axis I: Mental Disorders

Axis II: Personality Disorders and Mental Retardation

Axis III: General Medical Conditions

Axis IV: Psychosocial and Environmental Circumstances

Axis V: GAF

46
Q

Global Assessment of Functioning Scores

A

Superior: 91-100

Absent/Minimal Symptoms: 81-90

Normal: 71-80

Mild Symptoms: 61-70

Moderate: 51-60

Serious: 41-59

Some Impairment: 31-40

Delusions/Hallucinations: 21-30

47
Q

Aptitude Assessments

A

Predicts what someone is capable of doing with further training and education

IQ is only relative to the applications of knowledge

48
Q

Achievement Assessments

A

Measures what an individual knows or can do in present

Ability to retain instructional information K-12

MEAP, SAT, WRAT

49
Q

Wechsler Tests

A

WISC-III; WAIS-R; WPPSI-R

measures ability to reason, think abstractly, and solve problems

50
Q

Intelligence Scales

A

Very Superior: 130+

Superior: 120-129

High Average: 110-119

Average: 90-109

Low Average: 80-89

Borderline: 70-79

Below Average: 69 and below

51
Q

School ability and Intelligence

A

Wechsler Series

Kaufman Assessment Battery for Children (KABC-II)

Stanford Binet Intelligence Scale

52
Q

Career Assessments

A

Strong Interest Inventory (SII)

Self Directed Search (SDS)

53
Q

Unstructured Interviews

A

CNS made questions with “client responses” and “CNS observations” recorded by cns

no standardization of questions

No recording of client responses

Allows interviewee chance to direct session, Allows examiner to pursue unanticipated topics
Judge client behavior in unstructured setting

54
Q

Structured Interviews

A

all questions asked to clients in same manner

ensures specific information collected from all clients

prescribed orders

Counseling Program (6 decks)

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