EXAM 1 - ch3 -Assessment & Diagnosis

Question 1

Reliability

Answer 1

Degree of consistency of a measurement
Example: “Agreement” between two different testing times or between two different evaluators
Anxiety, schizophrenia diagnosis are usually very reliable

Question 2

Validity

Answer 2

Does the test measure what it’s supposed to?
Several types:
Concurrent
Predictive
Construct

Question 3

Concurrent:

Answer 3

Comparison between results of one assessment with another measure known to be valid

Question 4

Predictive:

Answer 4

How well the assessment predicts outcomes

Question 5

Construct:

Answer 5

Degree to which test or item measures the unobservable construct it claims to measure (e.g., “depression”)

Question 6

Clinical interview

Assesses multiple domains

Answer 6

Presenting problem
Current and past behavior
Detailed history
Attitudes and emotions
Patient Distress
Impairment in Functioning

Question 7

Structured diagnostic interviews

Answer 7

are the most valid and reliable method to diagnose psychiatric disorders

Question 8

Semi-structured diagnostic interviews

Answer 8

are less valid and reliable than structured but are used most often in clinical settings

Question 9

Mental status exam

Answer 9

Appearance and behavior
Thought processes
Mood and affect
Intellectual functioning
Sensorium/Orientation (X3) (Person, Place, Time)
Perceptual disturbances
Suicidality/Homicidality

Question 10

observational assessment focuses on

Answer 10

antecedents
behavior
consequences

Question 11

Psychological testing

Answer 11

Specific tools for assessment of:
Personality
Cognition
Emotion
Behavior
Academic (Learning) Disabilities
Developmental Disabilities
Academic Giftedness

Question 12

Projective tests

Answer 12

Rooted in psychoanalytic tradition
Used to assess unconscious processes
Project aspects of personality onto ambiguous test stimuli
Require high degree of inference in scoring and interpretation
Examples:
The Rorschach Inkblots
The Thematic Apperception Test (TAT)

Question 13

The Rorschach Inkblots

Answer 13

Projective test

Question 14

Objective tests

Answer 14

Roots are in an empirical tradition
Test stimuli are less ambiguous or not ambiguous
Require minimal clinical inference in scoring and interpretation
Are more reliable and valid typically
Are easier to score and to administer to groups
Examples:
The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) and the MMPI-A (for adolescents) as well as the newer RF versions
The Beck Depression and Anxiety Inventories
The Conners ADHD Rating Scales
And 100’s more

Question 15

The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) and the MMPI-A (for adolescents) as well as the newer RF versions
The Beck Depression and Anxiety Inventories
The Conners ADHD Rating Scales
And 100’s more

Answer 15

Objective tests

Question 16

Test for Academic/Intellectual Giftedness
Learning Disabilities
Developmental Disabilities

Answer 16

The Wechsler and Woodcock Johnson test batteries for IQ and Academic Assessment
The Vineland for Adaptive Behavior Assessment

Question 17

Neuropsychological Tests

Answer 17

Description/Purpose
Examples
The Halstead-Reitan Neuropsychological Battery
The Luria Nebraska
The NEPSY-II 
The Wechsler Memory Scale

Question 18

First systematic classification system

by Emil Kraepli“Syndromes”

Answer 18

Dementia Praecox

Manic-depressive Psychosis

Question 19

Classical (or pure) categorical approach

Answer 19

strict categories (e.g., you either have social anxiety disorder or you don’t)

Question 20

Dimensional approach

Answer 20

classification along dimensions (e.g., different people have varying amounts of anxiety in social situations)

Question 21

Prototypical approach

Answer 21

combines classical and dimensional views. Identifies the essential features of a disorder so it can be classified, but allows for nonessential variations that do not necessarily change the classification (DSM-5)

Question 22

Purposes of Diagnosis

Answer 22

Treatment Planning
Communication
Research
Insurance Reimbursement

Question 23

Problems with Diagnosis

Answer 23

They can be dehumanizing (Rosenhan)
The can turn into a self-fulfilling prophesy (Sick Roles)
They can be limiting in terms of understanding other aspects of the patient (e.g., personality, environment)
Some diagnoses have weak inter-rater reliability (e.g. personality disorders)

Question 24

Two Main Systems of Classification

Answer 24

The Diagnostic & Statistical Manual of Mental Disorders (DSM)
The International Classification of Diseases (ICD)

Question 25

The Diagnostic & Statistical Manual of Mental Disorders (DSM)

Answer 25

Published by the American Psychiatric Association

Question 26

The International Classification of Diseases (ICD)

Answer 26

Published by the World Health Organization

Question 27

Introduction of DSM-III in 1980 revolutionized classification

Answer 27

Diagnoses classified along five “Axes”
Axis I: Clinical Disorders
Other Conditions That May Be a Focus of Clinical Attention
Axis II: Personality Disorders
Mental Retardation
Axis III: General Medical Conditions
Axis IV: Psychosocial and Environmental Problems
Axis V: Global Assessment of Functioning

Question 28

Diagnoses classified along five “Axes”

Answer 28

Axis I: Clinical Disorders
Other Conditions That May Be a Focus of Clinical Attention
Axis II: Personality Disorders
Mental Retardation
Axis III: General Medical Conditions
Axis IV: Psychosocial and Environmental Problems
Axis V: Global Assessment of Functioning

Question 29

Comorbidity

Answer 29

it means you have more than one diagnosis

Defined as two or more disorders for the same person

Question 30

Clinical assessment and diagnosis

Answer 30

Aims to fully understand the client
Aids in understanding and ameliorating human suffering
Based on reliable, valid, and standardized information