Day 5-6 Flashcards
Rating scales
People knowledgeable about the child answer questions about behaviors and feelings
0- not at all, 1- several days, 2- most days then not, 3- nearly everyday
What is K-SADS
structured diagnostic interview used by clinicians to assess and diagnose psychiatric disorders in children and adolescents.
what is a typical thorough assessment of ADHD?
A thorough ADHD assessment typically includes:
- IQ testing to assess cognitive abilities.
- Academic achievement testing (in reading, writing, and math) to evaluate academic performance.
- ADHD rating scales completed by teachers, parents, and the child (if old enough) to gather input from multiple sources.
- A semi-structured clinical interview, such as the K-SADS, with the parent and child (if old enough) to gain a comprehensive understanding of the child’s symptoms.
why do all these assessments just for ADHD?
It is important to include these components in the assessment to rule out other possible causes of inattention and hyperactivity, such as learning disabilities or intellectual developmental disorder. By gathering comprehensive information, clinicians can ensure that the observed behaviors are not better explained by other conditions, and they can more accurately determine if ADHD is the primary diagnosis.
What is the main takeaway of the “and” and “or” rule to meet diagnostic criteria
The main takeaway is that clinicians must use their judgment to decide when to apply the “and” rule vs the “or” rule in assessing children or adolescents. The clinician should consider factors such as the specific disorder being screened, the reliability of reporters (e.g., parents, teachers, or the child), how much opportunity each reporter has to observe the child’s behaviors, and the child’s own insight into their experience. There are no hard and fast rules, and clinical judgment is necessary to make the most accurate decision.
True or False: For something to be valid, it must be reliable first.
If a measurement is not reliable (it gives inconsistent results), it can’t be valid either because too much of the result is due to random errors.
Imagine you’re giving a math test to a group of students. You create two different versions of the same test—one version is given to the first half of the class, and the second version is given to the other half. Both tests measure the same skills and knowledge in math, but they have different questions.
If both groups of students score similarly on their respective tests, then the test has _ reliability
Paralell form reliability
Parallel form reliability checks if different versions of a test are equally good at measuring what they are supposed to measure.
Let’s say you’re administering a 50-question quiz on history to a class. After the students complete the quiz, you decide to split the test into two halves. You take all the odd-numbered questions (1, 3, 5, etc.) to make up one half of the quiz, and the even-numbered questions (2, 4, 6, etc.) to make up the other half.
Now, you compare the students’ scores on the two halves of the quiz. If the scores on the odd-numbered questions are similar to the scores on the even-numbered questions, the quiz has _ reliability
Split-half reliability
Split-half reliability checks if the two parts of a test give similar results. It helps ensure that the test is consistent, no matter how it’s divided.
what is concurrent validity
Convergent validity checks if two different tests that are supposed to measure the same thing are actually measuring the same thing. For example, if you create two different tests for measuring anxiety, convergent validity would mean that both tests give similar results.
what is discriminant validity
Discriminant validity makes sure that a test measuring one thing (like anxiety) isn’t also accidentally measuring something else (like depression). For example, if your anxiety test is showing high scores for people with depression, then it might not have good discriminant validity.
what is face validity
Face validity is the most basic form of validity. It’s just whether a test looks like it measures what it says it measures. For example, if you have a test that says it measures math skills, face validity checks if the questions on the test look like they actually assess math.
what is measurement invariance?
Measurement invariance refers to the idea that a test or measurement tool should measure the same underlying concept in the same way across different groups
Why might a test for inattention not be fair if boys and girls with similar inattention levels score differently on certain items?
If a test item (like “I had trouble concentrating”) is interpreted differently by boys and girls, it could cause one gender to score higher, even though both genders have the same level of inattention. This shows that the test might not be measuring inattention in the same way for both groups (low measurement invariance)
what are cross’sectional studies?
The main feature of a cross-sectional design is that it looks at data from different groups or individuals at one point in time, not necessarily over a long period.
Cross-sectional designs often compare different cohorts or groups, such as age groups (e.g., teenagers vs. adults) or gender groups (e.g., men vs. women), at a single point in time. This helps identify differences between the groups.
What is a sequential design?
A sequential design is a research method that combines elements of both longitudinal and cross-sectional designs. It’s like doing a combination of looking at different age groups across time and also studying changes over time within those groups.
What is attrition bias?
Attrition bias occurs when participants drop out of a study in a way that is not random, leading to differences between those who remain and those who leave. This can distort the study’s results, making them less representative of the original population.
What is Research Domain Criteria (RDoC) ?
framework to study mental disorders in a more neuroscience-based, dimensional way, rather than relying solely on traditional diagnostic categories like those in the DSM
