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Cognitive Assessment > Final Study Guide > Flashcards

Final Study Guide Flashcards

1
Q

What are the characteristics of a good report? (5)

A
  1. Well written
  2. Contains clear findings and specific recommendations based on referral issues
  3. Does not over-qualify or explain away results
  4. Geared to the intended audience
  5. Thoroughly investigates central issues
    *Be as accurate as you can be with the results
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2
Q

What are the common sections of a traditional report? (9)

A
  1. Identifying information (in the heading)
  2. Reason for referral
  3. Background information
  4. Behavioral observations
  5. Basis of evaluation
  6. Test results (including cognitive function and personality function)
  7. Summary
  8. Diagnostic impressions
  9. Recommendation
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3
Q

What is the purpose of the behavioral observation in a report?

A

To address notable behaviors observed during the testing.

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4
Q

What is the purpose of the summary in a report?

A

To integrate the findings into a comprehensive but concise picture.

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5
Q

What is the most important section in a report? What should you do?

A

Recommendations. You should be as specific as possible.

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6
Q

What are some suggestions when it comes to report writing? (4)

A
  1. Describe the tests rather than naming them.
  2. Use specific examples when they would help explain.
  3. Don’t be stuck in one way of presenting data - each report is unique
  4. Don’t use superlatives
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7
Q

What are the common pitfalls of report writing? (10)

A
  1. Poor writing
  2. Inappropriate detail
  3. Excessive raw data
  4. Unnecessary jargon
  5. Unnecessary abstraction
  6. Vague language
  7. Inappropriate generalizations
  8. Careless use of technical terms
  9. Recommendations that are impractical/unnecessary
  10. Exhibitionism
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8
Q

What should you assume when writing a report?

A

You should assume that someday your client will read the report.

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9
Q

How is a therapeutic assessment “report” written?

A

Generally written in a letter format addressing the client’s questions on which the assessment focus on.

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10
Q

What is the age range for the WISC-V?

A

6 years - 16 years, 11 months

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11
Q

What is the administration time for the primary 10 subtest?

A

65 mins

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12
Q

What is the administration time for the 7 primary FSIQ subtest?

A

48 mins

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13
Q

In the traditional paper and pencil format, what are the scoring options?

A

Handscore and Q-Global scoring/reporting

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14
Q

In the digital format, what is the scoring option? What materials do you need?

A

Automatic scoring and reporting via Q-Interactive. 2 iPads.

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15
Q

What are the setbacks with administration on Q-Global?

A
  1. Equivalence is still unsettled
  2. Block design is not possible online (they can be mailed to the parent, but that does not protect test materials)
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16
Q

What is the theoretical foundation of ….

A

Slide 25; Wk 6

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17
Q

What WISC-V subtests are included in the primary category makes up the FSIQ?

A

SI, VO, BD, MR, FW, DS, and CD

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18
Q

What WISC-V subtests are included in the primary category but does NOT make up the FSIQ?

A

VP, Picture span, and SS

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19
Q

What WISC-V subtests are included in the secondary category?

A

IN, CO, PCn, AR, LN, and CA

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20
Q

How do you enhance the clinical utility of the WISC-V?

A

By adding subtest to measure cognitive processes known to be sensitive to learning disabilities (complementary category).

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21
Q

What is useful for the pattern of strengths and weakness (PSW) model?

A
  1. Naming speed literacy
  2. Naming speed quantity
  3. Symbol translation (Immediate, delayed, recognition)
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22
Q

What are the descriptive classification for the WISC-V?

A

130 and above - Extremely high
120-129 - Very High
110-119 - High Average
90-109 - Average
80-89 - Low Average
70-79 - Borderline
69 and below - Extremely low

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23
Q

What is the hierarchy of cognitive disorders according to Pennington, McGrath, and Peterson?

A
  1. Neurological disorders
  2. Developmental disorders
  3. Learning disorders
  4. Specific learning disabilities
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24
Q

What are the 7 types of learning disorders that are supported by evidence?

A
  1. Speech Disorder
  2. Language Disorder
  3. Reading Disorder
  4. Mathematics Disorders
  5. Attention-Deficit/Hyperactivity Disorder
  6. Autism Spectrum Disorder
  7. Intellectual Disorder
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25
Q

What are the three systematic ways of diagnosing learning disabilities?

A
  1. Discrepancy Model
  2. Response to intervention approach
  3. Pattern of strengths and weaknesses
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26
Q

What is the main belief of discrepancy model?

A

That there is a significant difference between cognitive aptitude (IQ) and achievement.

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27
Q

Who decides the required discrepancy to diagnose?

A

Each state’s law. Usually a standard deviation or two OR computed from a regression equation)

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28
Q

What is the required discrepancy to diagnose in Colorado?

A

Colorado uses the regression model

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29
Q

What are the two categories of achievement test?

A
  1. Batteries (Broader test that include several subtest)
  2. Focal achievement test
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30
Q

What are some examples of battery achievement test?

A

Woodcock-Johnson Achievement Test (WJA-IV)
Wechsler Individual Achievement test (WIAT-IV)
Wide Range Achievement (WRAT-5)

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31
Q

What are some examples of focal achievement test?

A

Comprehensive Test of Phonological Processing (CTOPP-)
Nelson Denny Reading Test
Gray Oral Reading Test (GORT)
Key Math test

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32
Q

What type of setting is the Response to Intervention Approach (RTI) based in?

A

School settings. It is a federal public school requirement.

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33
Q

Overall, how does RTI work?

A

Teachers try different interventions to see what helps

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34
Q

What is the overall goal of RTI?

A

To identify and address student academic and behavioral difficulties through effective, efficient, research-based instruction and progress monitoring in a multi-tired intervention model.

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35
Q

What are the 4 levels of assessment in RTI?

A

Level 1: Screening
Level 2: Instruction supplements focused on non-responders to Level 1 interventions
Level 3: Problem-solving
Level 4: Test for Specific Learning Disorder

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36
Q

What goes into level 4 of RTI?

A

Formal testing so that someone can get a diagnosis which can lead to an IEP OR a 504 (less intensive). This is based on the child’s response to scientific, research-based interventions.

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37
Q

What is the emerging consensus with the discrepancy model?

A

Distinguishing between ability and academic performance is arbitrary and counterproductive.

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38
Q

What is the emerging consensus with RTI?

A

It is a solution of trial and error that doesn’t effectively address SLDs.

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39
Q

Why is it believed that RTI is a method that is “waiting [for students] to fail”?

A
  1. Because each intervention takes a minimum of 6 weeks at each RTI level there is a delay in getting the “correct” intervention for the child.
  2. There is a high ability that student with SLD are not identified
  3. Teachers who are already over burden get more responsibilities
  4. Continued failure can impact student’s self-concept
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40
Q

What are the current efforts with diagnosing disabilities?

A
  1. To make assessments more consistent with empirical evidence
  2. To use tests to identify patterns of academic strengths and weaknesses is superior to the discrepancy model
  3. To use other sources of information, such as history and observation, as equal footing as testing
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41
Q

What does the quote “Every child is like all children, like some other children, and like no other children” mean? How does that quote effect how we treat individuals?

A
  • “Like all” > Species level
  • “Like some” > Diagnostic level
  • “Like no other” > Unique
  • Science is not possible at the species or unique level. So, understanding and treating depends on group level variation.
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42
Q

Why are diagnoses important?

A
  1. To efficient identification and treatment
  2. To facilitate communication
  3. To provide access to support
  4. To facilitate research
  5. Can be therapeutic to the individual
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43
Q

What is a pro in using patterns of strengths and weaknesses approach when diagnosing specific learning disabilites?

A

It is strongly grounded in and emerging from research evidence.

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44
Q

What are the complicating factors when it comes to diagnosing learning disabilities?

A
  1. Heterotypic continuity
  2. Brain plasticity
  3. Comorbidity
  4. Multiple levels of consideration
  5. Genetic and environmental factors are bidirectional
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45
Q

What are the multiple levels of consideration when it comes to diagnosing learning disabilities? (4)

A
  1. Etiology
  2. Brain development
  3. Neuropsychology
  4. Effects on cognitive ability
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46
Q

What is heterotypic continuity?

A

That the underlying impairment/disorder is continuous through life but the expression of it is different across age. In other words, symptoms manifest differently with different developmental phases/tasks.

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47
Q

Why are neurodevelopmental disorders bidirectional?

A

Because development is occurring throughout life and the environment also affects brain development (nutrition, experiences, etc.)

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48
Q

Plasticity of brain development is the interplay of what?

A

Risk factors and protective factors

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49
Q

What type of model does the plasticity of the brain best fit?

A

The probabilistic model

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50
Q

Why is comorbidity common in neurodevelopment disorders?

A

Because of shared risk and protective factors at the etiological level

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51
Q

With a learning disorder, what is the probability of having ADHD?

A

20-25%

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52
Q

With ADHD, what is the probability of having a learning disorder?

A

30-70%

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53
Q

How many children with Tourette’s also have a learning disorder?

A

~60%

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54
Q

With Conduct Disorder and Oppositional Defiant Disorder, how many people have a learning disorder?

A

About one third

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55
Q

What is the summary model of neurodevelopment disorders?

A
  1. The etiology of complex behavioral disorders is multifactorial and involves the interaction of multiple risk and protective factors, which can be either genetic or environmental.
  2. These risk and protective factors alter the development of neural systems that mediate cognitive functions necessary for normal development, thus producing the behavioral symptoms that define these disorders.
  3. No single etiological factor is sufficient for a disorder, and few may be necessary.
  4. Consequently, comorbidity among complex behavioral disorders is to be expected because of shared etiological and cognitive risk factors.
  5. The liability distribution for given disease is often continuous and quantitive, rather than being discrete and categorical, so that the threshold for having the disorder is somewhat arbitrary.
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56
Q

What is the holistic approach to diagnosis? (3)

A
  1. Consider context (family, school, community)
  2. Evaluate the full picture (including social, emotional, and behavioral aspects)
  3. Integration of information from history, observation, tests
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57
Q

What is included in the history in the holistic approach to diagnosis?

A
  1. Family history, including diagnosis and difficulties in school
  2. Developmental, medical, and educational history
  3. School performance and any assessment results
  4. Psychosocial history
  5. Sleep patterns
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58
Q

What is included in the observation in the holistic approach to diagnosis?

A
  1. Begins with first contact
  2. Classroom/work observation
  3. Parent and teacher observation
  4. Testing observation (cooperation and effort, problem solving approach, and types of errors made)
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59
Q

What is included in the tests in the holistic approach to diagnosis?

A
  1. Flexible battery approach - including areas most relevant to LD and emotional screen
  2. Performance validity tests are widely used to determine the client’s level of motivation
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60
Q

What are the reading disorders?

A
  1. Dyslexia - impaired basic literacy skills
  2. Poor comprehenders - normal single word readers but impaired reading comprehension
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61
Q

What does role does a language play with dyslexia?

A

It is more severe in alphabetic languages that have inconsistent mapping of letters to sound (English) than those that have consistent mapping (Spanish, Italian)

62
Q

What are the predictors if someone may have dyslexia?

A

If someone struggles with phoneme awareness, rapid serial naming, vocabulary, and verbal short term memory

63
Q

Why are battery of tests necessary in diagnosing dyslexia?

A

They are necessary so that comparisons can be made between tests that aren’t affected by dyslexia to those that reflect the weakness in dyslexia and associated cognitive difficulties

64
Q

What weaknesses can be seen in battery test that could hint towards dyslexia?

A

Reading accuracy, fluency, spelling, phonological awareness, rapid naming, nonverbal processing speed, verbal short term memory, and vocabulary

65
Q

What are the three Woodcock-Johnson (WJ) IV test?

A
  1. Tests of Cognitive Abilities - Can test IQ up to 180; not widely used
  2. Tests of Achievement - Central battery often use
  3. Tests of Oral Language
66
Q

What is the major difference between WJ Achievement Tests and the Oral Language Tests?

A

Achievement focuses on written skills and Oral Language assesses important oral language abilities

67
Q

What does the WJ Cognitive Ability tests measure?

A

Measures of aptitude or IQ

68
Q

What does AE and GE mean?

A

Age equivalent and grade equivalent

69
Q

What is the mean and standard deviation for WJ IV?

A

Mean - 100
Standard deviation - 15

70
Q

Why should you check the SS when looking at the WJ IV?

A

To see if there is a discrepancy. If there is, you may diagnosis a learning disability based on that

71
Q

What are the 4 focal reading tests?

A
  1. Gray Oral Reading Test (GORT-5) - Phonics based
  2. Nelson Denny Reading - Comprehensive and helps with standardized testing accommodations
  3. Comprehensive Test of Phonological Processing (CTOPP-2) - Phonics based
  4. Florida Nonsense Passages - Phonics based
72
Q

What is necessary to diagnosing personal strengths and weaknesses (PSW)?

A

Convergent data from HOT (History, Observation, and Test)

73
Q

What is the key symptoms when diagnosing dyslexia?

A

Difficulties learning to read and spell which is generally apparent from the beginning of formal literacy instructions

74
Q

What does virtually everyone with dyslexia have difficulty with?

A

Reading aloud and learning phonics

74
Q

What is often observed with those who have dyslexia?

A
  1. They often report not liking reading or embarrassed/reluctant to read out loud.
  2. They have more difficulty on timed test of word, nonword, and paragraph level reading
75
Q

What are the 7 error analysis of dyslexia?

A
  1. Disfluency
  2. Errors on functional words
  3. Visual errors
  4. Lexicalizations
  5. Spelling errors
  6. Reversal errors
  7. Unusually quiet because of word finding problems
76
Q

What is heterotypic continuity in dyslexia?

A

In early years it is the differences in speech perception and babbling, then vocabulary and syntax, later phonemic awareness

77
Q

Why is it hard to diagnose dyslexia in early years?

A

The early signs don’t have enough sensitivity and specificity prior to formal literacy instruction.

78
Q

What is the etiology of dyslexia?

A

Both genetic and environmental factors contribute to dyslexia. It is the intersection of an evolved behavior (language) and a cultural invention (literacy).

79
Q

How does a child’s environment effect their literacy?

A

Home literacy activities promote child vocabulary and early reading skills. It is unknown if these gains are maintained beyond the beginning stages of literacy.

80
Q

What should be screened/assessed for when diagnosing dyslexia?

A

Emotional issues
Exclusionary condition (Sensory deficits)
Comorbid conditions (ADHD, math)

81
Q

What are the three types of treatment that can be used during the early years of dyslexia?

A
  1. One on one intervention or small groups
  2. Intensive, explicit phoneme awareness instruction (segmental language skills may also be beneficial)
  3. Supported reading with increasingly difficult text, writing exercises, comprehension strategies
82
Q

Why is explicit instructions important with dyslexia?

A

Those with dyslexia may not be able to infer what other readers may be able to

83
Q

Why is later elementary a crucial time for those with dyslexia?

A

Because it is a time when they are transitioning from learning to read to reading to learn

84
Q

What may older adults with dyslexia need help with?

A

Reading comprehension and study skills

85
Q

What is the one skill that appear to be less remediable?

A

Spelling

86
Q

What are the typical accommodations that those with dyslexia receive?

A
  1. Extra time on test, usually time and a half
  2. Marking but not downgrading spelling errors
  3. Excused from foreign language requirements
  4. Oral exams for severa dyslexia
87
Q

What should those transitioning into college be helped with?

A

Building study skills

88
Q

What are those with learning disorders more at risk for?

A

Psychosocial difficulties, especially low self esteem

89
Q

What are the two types of memory?

A
  1. Explicit (declarative memory)
  2. Implicit (procedural memory)
90
Q

What is the cornerstone of cognitive function?

A

Memory

91
Q

What are the prerequisites to memory?

A

Attention and concentration

92
Q

What are the commonly used measures of memory?

A
  1. Wechsler Memory Scale-IV
  2. Rey Auditory Verbal Learning Test
  3. California Verbal Learning Test
  4. Selective Reminding Test
  5. Rey Osterrieth Complex Figure Design
  6. Benton Visual Retention Test
  7. Test of Memory and Learning
93
Q

What are the three subtypes of ADHD?

A
  1. Predominantly Inattentive type (.00)
  2. Predominantly Hyperactive-Impulsive type (.01)
  3. Combined type (.01 also)
94
Q

What is the requirement for ADHD Inattentive type?

A

6 or more inattention symptoms persisting at least 6 months to a maladaptive degree

95
Q

What is the requirement for ADHD Hyperactive-Impulsive type?

A

6 or more hyperactivity-impulsivity symptoms persisting at least 6 months to maladaptive degree

96
Q

When is the general onset of ADHD?

A

Around 3 to 4 years old, but indications may be earlier

97
Q

What is the prevalence of ADHD?

A

ADHD is found across social classes, racial and ethnic groups, and countries but with different prevalence rates.

98
Q

What does ADHD in adults look like?

A

It disrupts sustained effort, planning, and organization important for effective functioning .

99
Q

What can ADHD be confused or have comorbidity with?

A
  1. Anxiety
  2. Depression
  3. Dyslexia
  4. Family dysfunction
  5. Conduct disorder
  6. Tourette’s syndrome
  7. Language impairment
  8. Bipolar disorder
  9. Brain Injury
  10. Even intellectual giftedness (boredom)
100
Q

What is the chance of having a comorbid diagnosis with ADHD?

A

More than 1/2 of children

101
Q

What does ADHD look like in infancy?

A
  1. High activity
  2. Emotional lability
  3. Irregular sleep patterns
  4. Reduced need for sleep
102
Q

What does ADHD look like in preschool years?

A
  1. Short attention span
  2. Proneness to tantrums
  3. Difficulties with groups
103
Q

What is needed to explained ADHD?

A

Multiple deficits

104
Q

What does diagnosing ADHD rely on?

A

Converging evidence arising from observations and developmental/school histories than testing alone

105
Q

When diagnosing ADHD in adults, what should be relied on?

A

Childhood symptoms (Symptoms before age 12)

106
Q

What does assessment of ADHD include?

A
  1. Interview, history, school records
  2. School visit
  3. Test (WAIS/WISC or WJA/WIAT)
  4. Continuous performance test (CPT)
  5. MMPI/PIY
  6. Collateral information
107
Q

What is new research suggesting about diagnosing ADHD?

A

It suggest that cognitive assessment may not be necessary for an ADHD diagnosis. Instead a behavioral assessment through rating scales.

108
Q

What is tricky about using continuous performance tests when looking at ADHD?

A

Performance can be impaired for reasons other than ADHD, but performance can also be unimpaired by ADHD.

109
Q

What type of rating scales can be useful in ADHD assessment?

A
  1. Multi-dimensional or broad band
  2. Unidimensional or focal
110
Q

What are the multi-behavior rating scales?

A
  1. Child Behavior Checklist (CBCL) (Achenbach)
  2. Behavior Assessment System for Children (BASC)
111
Q

What is included in the CBCL?

A
  1. Parent forms
  2. Teacher forms
  3. Self-report forms
112
Q

What is included in the BASC?

A
  1. Parent form
  2. Teacher form
113
Q

What are the ADHD rating scales for children?

A
  1. Conners 3 - Parent
  2. Conners 3 - Teacher
  3. Conners-Wells Adolescent Self-Report Form
114
Q

What are the ADHD rating scales for adults?

A
  1. The child forms but rated as if a 12 year old
  2. CAARS (including the self-report and observer forms)
115
Q

What is central to diagnosing ADHD in adults?

A
  1. History - having the parents or teachers rate client on the child form as they were at 12 years old
  2. Converging evidence
116
Q

What is the treatment for ADHD?

A
  1. Educating client and those close to them
  2. Medication
  3. Accommodations
  4. Therapy
117
Q

What is the purpose of medicating someone with ADHD?

A

It enhance the inhibition mechanism
1. Increases resistance to the urge to act
2. Increases ability to stop in midstream of course is ineffective
3. Increases resistance to distraction

118
Q

How does medication work with ADHD?

A

Medication is typically not enough by itself.

119
Q

What are the educational intervention for ADHD?

A
  1. Modifying the environment where the problems occur
  2. Increase external cues
  3. Minimize distractions
120
Q

What role does creativity play in ADHD?

A

Plays a role in problem solving, innovation, artistic expression, and overall advancement across fields

121
Q

What did Sternberg consider a fundamental aspect of intelligence?

A

Creativity

122
Q

How has the emphasis shift when thinking about creativity?

A

It has shifted from being thought about as an inherent ability to how to improve an individual’s creativity

123
Q

What are the task of divergent thinking? What do they mean?

A
  1. Fluency - the number of ideas one can generate
  2. Novelty - efforts to get creative quality have led to better measures of creativity involving semantic distance.
124
Q

What does studies show about fluency and novelty?

A

That they can both be improved.

125
Q

Is divergent thinking stable or have plasticity?

A

Plasticity

126
Q

What view gives insights into learning?

A

Viewing the brain as a matrix of nodes and links that deftly shift, swap, and rearrange themselves.

127
Q

What is essential assessment skills?

A
  1. Sorting through and making sense of data
  2. Inference
  3. Good writing
128
Q

What two types of reasoning should be used when making inferences in assessment writing?

A
  1. Inductive reasoning - details to conclusions
  2. Deductive reasoning - conclusions to the implications
129
Q

What are the aspects needed to diagnosis a specific learning disorder with impairment in mathematics?

A

Difficulty or impairment in:
1. Number sense
2. Memorization of arithmetic facts
3. Accurate or fluent calculation
4. Accurate math reasoning

130
Q

What are the general factors in learning math?

A
  1. Language
  2. Verbal working memory
  3. Processing speed
  4. Phonological awareness
131
Q

What is the specific factor in learning math?

A

Number sense

132
Q

What two systems is number sense made up of?

A
  1. Approximate system - the ability to estimate an amount without counting
  2. Symbolic (exact system) - Being able to identify the correct digits
133
Q

What is the best cognitive predictors of future math skills?

A
  1. General cognitive skills
  2. Mastery of the exact number system
134
Q

What is Processing Speed a predictor of?

A

Math disorder, reading disorder, and ADHD

135
Q

What is Verbal Ability a predictor of?

A

Math disorder and reading disorder

136
Q

What is Verbal Working Memory a predictor of?

A

Math disorder

137
Q

What is the normative math development?

A

Subtilizing, the ability to know a small set of object without counting them, in early infancy.

138
Q

Deficiency in numerosity affect development of later ________ and ______________________.

A

counting and calculation skills

139
Q

True or false: Math disorder is familial and heritable

A

True

140
Q

When you’re using the PSW model to diagnosis Math Disorder, what do you look at?

A

History
-The course of math difficulties
-The extent of impairment
-Familial aspects
Observations
-Counting strategies
-Automaticity
Test
-General achievement battery
-Math achievement test
-IQ test

141
Q

Diagnosis requires careful assessment of what different math skills involved in math development?

A
  1. Number sense
  2. Counting
  3. Place values
  4. Automaticity of math facts
  5. Calculations
  6. Word problems
142
Q

When does math anxiety develop and how can it affect math learning?

A

Math anxiety can develop early and it can turn into an avoidant spiral or compound with a Math Disorder

143
Q

What are some effective interventions for math anxiety?

A

CBT, writing feelings 10-15 mins before a stressful event, and math journals

144
Q

When diagnosing Specific Learning Disorder with impairment in written expression, what are weaknesses to look for?

A
  1. Spelling accuracy
  2. Grammar and function accuracy
  3. Clarity/organization of writing expression
145
Q

When looking at written expression what skills does this include?

A

Handwriting and composition

146
Q

Since there is no good standardized test for handwriting, what do you use instead?

A

History and observation

147
Q

What behavioral observations should be looked at for writing disorder?

A
  1. Slow writing
  2. Quality declining when there is time pressure
  3. Holds pencil tight and awkwardly
  4. Strokes that aren’t fluid, consistent, or continuous
  5. Poor spatial organization of letters
148
Q

What is the treatment for writing disorder?

A
  1. Therapeutic diagnosis
  2. Learn to type
  3. Give additional time for written assignments
  4. Occupational therapy
  5. Treat emotional sequela
149
Q

Give a summary of PSW method for identifying SLD.

A
  1. Research based
  2. HOT model
  3. Determining someone’s strengths and weaknesses
  4. Connect a pattern of strength and weakness to a specific LD
  5. Develop targeted interventions
150
Q

What are the key deficits in Right Hemisphere Learning Disorders?

A
  1. Poor math ability
  2. Poor handwriting
  3. Poor social cognitive

Cognitive Assessment (3 decks)

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