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Assessment (Spring) > General > Flashcards

General Flashcards

1
Q

5 Levels of Interpretation for the WAIS

A

I, INTERPRET THE FSIQ & GAI

II, INTERPRET INDEXES

III, INTERPRET SUBTEST VARIABILITY

IV, QUALITATIVE/PROCESS ANALYSIS

V, ANALYZE INTRASUBTEST VARIABILITY

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2
Q

Content Validity

A

Degree to which individual items are representative of some domain of content (each question about depression)

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3
Q

Referral Question (Clinical Interview)

A

Who referred?
Why were they referred?
What do they hope to get out of the assessment?

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4
Q

WAIS Perceptional Reasoning Subtests

A

Block Design

Matrix Reasoning

Visual Puzzles

(Figure Weights)

(Picture Completion)

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5
Q

Cons of WAIS

A
  1. Lack of data supporting ecological validity
  2. Scoring may increase the probability of clerical errors
  3. Subjectivity of scoring WAIS
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6
Q

Blunted (affect)

A

not fully expressing self

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7
Q

Referral Education Setting

A

Teacher / School Administrator

  • Noticed behaviors/emotional concerns and recommended assessment
  • Evaluation for learning difficulties (LD)
  • Emotional functioning may interfere with academics (e.g. ADHD)
  • Strengths & weaknesses
  • Creating Individualized Education Plan (IEP)
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8
Q

Fluid Intelligence

A

culture-free intelligence with which we are born; often reflected in memory span and spatial thinking tests. Ability to solve problems and adapt to new situations

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9
Q

Referral Settings

A

Psychiatric Hospital

Legal

Medical

Private Practice

Education

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10
Q

Supplemental Test Use

A

Used if core tests are spoiled or practitioner is unable to administer core test.

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11
Q

Digit Span (T)

A

WMI Core Test

Immediate Rote Recall (DF) and Manipulation (DB and LN)

Short term memory

Sensitive to distractibility

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12
Q

Reverse

A

IF THEY GET THE 1ST ONE WRONG, YOU MUST REVERSE TO ENSURE THE CLIENT HAS THE ABILITY TO ANSWER THE EASIER ONES

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13
Q

Cons of Intelligence Testing

A

Labels individuals

Cultural bias: limited usefulness in assessing minority groups w/ divergent cultural
backgrounds (culturally loaded items & difficulties establishing rapport)

IQ tests can be used to classify children into stereotyped categories, which limit their
freedom to choose fields of study

Limited in predicting nontest or nonacademic activity

IQ tests measure a persons’ current level of functioning, so are good for short term
predictions, but less accurate for long term predictions

Inherent bias toward emphasizing convergent, analytic, & scientific modes of thought.
Thus a person who emphasizes divergent, artistic, and imaginative modes of thought may
be at a distinct advantage.vAka it places creative ppl at a disadvantage

Ppl are capable of more cognitive abilities than can possible be measured on an IQ test

It’s not representative of all problem solving situations

IQ tests are not concerned w/ the underlying process involved in problem solving. Focus
is on the final outcome rather than steps involved in reaching the outcome

One criticism of the WAIS is their lack of data supporting their ecological (or everyday)
validity to understand how it applies to a clt’s everyday level of functioning

WAIS scoring may increase the probability of clerical errors

Subjectivity of scoring WAIS (Comp, similarities, & vocab)

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14
Q

Occupational History (Clinical Interview)

A

What jobs and for how long?

Any problems with the jobs?

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15
Q

Examples of Queries

A

Please tell me more

Can you elaborate

Please explain that

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16
Q

PSI

A

Processing Speed Index

Response speed, mental quickness

Speed of thinking as well as motor speed

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17
Q

Developmental History (Clinical Interview)

A

Pregnancy

  • Complications
  • Alcohol/drug exposure
  • If yes, how much, how often, and what substance
  • Prenatal traumas
  • C-section vs. vaginal birth
  • Medications taken during pregnancy

Developmental Milestones
-Walk, talk, fine motor skills, gross motor skills

Early medical history

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18
Q

Social History (Clinical Interview)

A

Friendships & Connections with others?

Major separations?

Victim of bullying?

Changes in personality

Ability to handle household chores/daily life activities

Community/culture/church impact

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19
Q

Things to consider when working with a client from a minority group

A

Primary language/English Competence

Reading and Writing level

Were they raised in the US (cultural influence)

Test normed on their culture?

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20
Q

Block Design (T)

A

PRI Core Test

Visual-Spatial organization

Speed of mental processing

Synthesis (part-whole relationships)

Visual motor coordination

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21
Q

How many times can you sub for each index and for the test total?

A

1 for each index. 2 total

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22
Q

Level 5

A

LEVEL V: Analyze Intrasubtest Variabililty

Look at each individual test responses (intra-subtest).
• Each subtest is designed that most people will move gradually through items, eventually reaching items they don’t know. When responses indicate that easier items were missed while the client scored well on more difficult items, it is notable. If there are inconsistencies in the responses, it is notable.
• Are there any specific styles of problem solving?
• (e.g. What does he/she do when faced with more difficult problems? Does he/she regress from forming complex responses to concrete responses when under time pressure?)
Interpret & Develop Hypothesis
Do a content analysis of the subtest items. Any interpretable personality dynamics from the responses (use as projective)?
• This happens a lot with comprehension: information, vocab, similarities

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23
Q

IQ Categories

A 
130 and above -- Very Superior
120 to 129 -- Superior
110 to 119 -- Above Average
90 to 109 -- Average
80 to 89 -- Low Average
70 to 79 -- Borderline 
69 and below -- Extremely Low
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24
Q

Raw Scores

A

sum of the correct answers; Correct answers minus incorrect answers
Tells us nothing about relative value

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25
Q

Coding (T)

A

PSI Core Test

Visual Motor Coordination

Psychomotor Speed

Short-term memory

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26
Q

WAIS Working Memory Subtests

A

Digit Span

Arithmetic

Letter

(Numbering)

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27
Q

Psychiatric History

A

Diagnoses

Medications
-Who prescribes them? Get names of Dr.

Previous Treatment
-With whom? For how long? Modality?

Family psychiatric history

Use of Substances

Suicide/Homicide attempts?

Previous Assessments?

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28
Q

Processing Speed Subtests

A

Symbol Search

Coding

(Cancellation)

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29
Q

How do you set the frame?

A

Kleenex

Lighting

Comfortable Room

Be on Time

Seating Distance

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30
Q

Cancellation (T)

A

PSI Supplemental Test

Scanning Abilities

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31
Q

PSI Tests

A

Symbol Search

Coding

(Cancellation)

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32
Q

Mood (Mental Status)

A

Mood

  • Depressed
  • dysphoric
  • dysthymic
  • euthymic (bubbly and optimistic)
  • euphoric (overly bubbly and optimistic/somewhat manic)
  • expansive (starting to get into psychotic optimism)
  • Anxious
  • Guilty
  • Angry

Affect (facial expression)

  • Appropriate
  • labile
  • blunted
  • constricted
  • flat

Judgment & Insight

Impulse control

Suicidal & homicidal ideation

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33
Q

Predictive Validity

A

How accurately the data can be used to
estimate scores obtained in the future (SATS on grades?)

part of criterion validity

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34
Q

Which two indexes are the most sensitive to outside influences?

A

WMI and PSI

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35
Q

Blocking (thought process)

A

Can’t or not wanting to talk about certain things

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36
Q

Letter-Number (T)

A

WMI Supplemental Test

Immediate Rote Recall (DF) and Manipulation (DB and LN)

Short term memory

Sensitive to distractibility

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37
Q

Medical History (Clinical Interview)

A

Family Medial History

Last Medical Exam

Medications

Major illnesses

Physical Traumas/ Major Injuries

Vision & Hearing problems
-Ear infections? How many & frequency?

Current physical symptoms/concerns

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38
Q

Comprehension (T)

A

Supplemental (VCI)

Social judgment and reasoning

Crystallized intelligence

Knowledge of conventional standards of behavior

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39
Q

Referral Psychiatric Inpatient

A

Psychiatrist

  • Quick assessment of functioning
  • Appropriateness for therapy
  • Cognitive functioning
  • Psychosocial functioning/history

Residential Treatment

  • Tri-annual psychological assessment
  • Cognitive & Emotional Functioning
  • Placement concerns
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40
Q

Referral Psychological Clinic

A

Self referred or referred through therapist

  • Instruments for development of treatment plan & recommendations
  • Fact finding – What is wrong with my child?
  • Therapist may sense more is happening organically than is evident through therapy and refer for further evaluation
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41
Q

Circumstantial (thought process)

A

Not following a logical pattern

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42
Q

Phases of Assessment

A

Referral question

Clinical interview

Choosing psychological tests

Gathering data

Scoring data

Interpreting data

Developing hypotheses

Writing report

Making recommendations

Giving feedback

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43
Q

WAIS-IV (Wechsler Adult Intelligence Scale)

A

ages 16-90 which scores both verbal and non verbal performance; aspects of personality can be observed (7 verbal and 8 nonverbal) Full Scale IQ

44
Q

WAIS Number of subtests

A

5

45
Q

Level 2

A

LEVEL II. Indexes & Additional Groupings

• .05 level of significance is used to determine if fluctuations are signficant
Step IIa: Interpret the Index Scores
Step 11b: Additional Clusters
Validity of Scores: Are the Index scores interpretable?
• How much scatter is in the scores? Do the scores “hang” together?
• If there is a less than 5 pt difference between the highest & lowest index, then see if there are other meaningful clusters
• Subtest Scores within each index need to be within 1.5 SD (5 points) of each other ie: (for VCI) 18-14= 4. This is within 1.5 SD
What are the ranges and percentile rankings of the index scores?
• Mean =100; SD=15
• A personal weakness/strength= relative to examinee’s other scores
• A normative weakness/strength= relative to comparison to others of similar age

46
Q

Referral Legal Setting

A

Lawyer, Judge

  • Custody issues in divorce cases “prediction” of dangerousness
  • Fit to stand trial
47
Q

LEVEL 1

A

LEVEL 1: Interpret the FISQ & GAI

  • GAI= Global Ability Index is an alternative global measure of intelligence
  • Validity of Scores: Are the scores interpretable?
  • How much scatter is in the scores? Do the scores “hang” together?
  • FSIQ: Is this a meaningful representation of the overall cognitive performance
  • i.e. Does the FSIQ have good construct validity? à the extent to which the test measures the theoretical construct of intelligence or cognitive functioning. If it “hangs together” than yes, it does have good CV
  • The FSIQ will then be used for comparison on other outside measures (e.g. FSIQ has good criterion/predictive validity)
  • For the FSIQ, index scores need to be within 1.5 SD (23 points)
  • Take the Highest and Lowest INDEX SCORES AND FIND OUT WHAT THE DIFFERENCE. IE (bug’s bunny): 138 and 84. This is greater than a 23 point difference, so we have scores on either end.
  • Are the scores interpretable for BB? NO
  • What is the range and percentile ranking of cognitive functioning?
  • FSIQ has mean =100; SD=15
  • What is the best predictor of their overall cognitive functioning (if FSIQ isn’t)?
  • Is it the FSIQ? If FSIQ is not a meaningful representation, what is?
  • Global Abilities Index? à VCI & PRI (subtract PRI from VCI and determine if it’s 23 pts or lower) combined with no WMI/PRI
  • Working Memory & Processing Speed are indexes that are the most sensitive to deteriation
  • VCI à PRI à WMI à PSI
  • Working Memory and Processing Speed are more variable
  • Verbal Comprehension & Perceptual Reasoning are more consistent
  • Bugs Bunny, GAI doesn’t work either because the difference between VCI & PRI is 38. John Doe it’s 25.
  • Calculating GAI
  • If we can’t use the GAI, our next best option is the VCI, if not PRI, if not WMI, if not PSI (see above)
48
Q

WAIS Limitations

A
  1. Failing to query verbal responses,
  2. Assigning too many pts to an answer;
  3. Failing to record examinees responses, circle scores, or record times;
  4. Failing to question responses when required by test manual;
  5. Questioning examinee inappropriately (poor reading and/or incorrect integration of the
    manual);
  6. Assigning too few pts when required by test manual;
  7. Incorrectly converting raw score to standard score;
  8. Failing to assign correct pts for nonverbal items;
  9. Incorrectly calculating raw score for subtest totals; 10. Incorrectly calculating
    chronological age.
    WAIS takes between 67-100 minutes
49
Q

Labile (affect)

A

Shifting affect, not matching circumstances

50
Q

Similarities (T)

A

Core Test (VCI)

Verbal reasoning and abstract thinking

Crystallized and fluid intelligence

51
Q

Visual Puzzles (T)

A

Non-Verbal Reasoning

Abstract Thinking

52
Q

Considerations in choosing a test

A

Theoretical orientation

Practical
-speak english?

Standardization
-age & ethnicity

Reliability

Validity

53
Q

APA Guidelines for legal & ethical consideration

A
  1. Signed Consent Form, confidentiality
  2. Psychologists provide opinions only after conducting examination
  3. Psychologists base the opinions on information and techniques sufficient to substantiate their findings.
54
Q

WMI Tests

A

Digit Span

Arithmetic

(Letter-Number)

55
Q

Presenting Problem (Clinical Interview)

A 
Description of Symptoms
Onset of problems
Intensity and & duration
Changes in frequency?
Attempts to solve problem?
Antecedents & consequences of the problem
56
Q

Which subtest can repeat items once

A

arithmetic

57
Q

Pros of Intelligence Testing

A

Accuracy in predicting future behaviors (academic achievement & occupational performance)

The use of intelligence tests for personnel selection (occupational) has demonstrated
financial efficacy for organizations

Provides valuable information about a person’s cognitive strengths and weaknesses.
standardized procedures whereby a person’s performance can be compared with
age-related peers.

Useful comparisons can be made regarding a person’s pattern of strengths & weaknesses
Provides the examiner w/ a structured context where a variety of tasks can be used to
observe the unique & personal ways the examinee approaches cognitive tasks. Through a
clt’s interaction w/ both the examiner & test materials, an initial impression can be made
of the individual’s self-esteem, behavioral idiosyncrasies, anxiety, social skills, &
motivation

IQ tests provide clinicians, educators, & researchers w/ a baseline measure for use in
determining the degree of change that has occurred in an individual over time

This is helpful for determining the effectiveness of an educational program

Also helpful for cases involving recovery from head injury

58
Q

VCI Tests

A

Similarities

Vocabulary

Information

(Comprehension)

59
Q

Criterion Validity

A

Comparing Scores to an outside criteria (GPA vs FSIQ)

60
Q

Vocabulary (T)

A

Core Test (VCI)

Word knowledge & fund of information

Long-term memory/crystallized intelligence

Language development

61
Q

PRI

A

Perceptual Reasoning Index

Nonverbal thinking/deductive reasoning

Visual motor coordination; applying visual-spatial skills to solve problems

62
Q

Discontinue

A

used because person is likely not able to answer questions after that (questions get harder)

63
Q

Arithmetic (T)

A

Short-term memory

Fluid Intelligence

Sequential Processing

64
Q

Crystallized Intelligence

A

acquired as we learn, and affected by experiences, schooling, culture, and motivation; often reflected in tests of verbal comprehension and social relations

65
Q

Level 3

A

LEVEL III: INTERPRET SUBTEST VARIABILITY

Describe the person’s strengths and weaknessesà normative and personal
• Normative strength (14

66
Q

How to begin a clinical interview

A
  1. Organize your physical interior space
  2. Introduce yourself and clarify
  3. State purpose of interview
  4. Explain how info of interview will be used
  5. Go over confidentiality and release of info
  6. Explain what the clietn will be doing and how long it should take
  7. Verify fee arrangements

Mneumonic: Octopus Inside Sushi Excites Girls Everywhere. Victory!

67
Q

Which subtests can you not reverse on?

A

Digit Span

Coding

Letter # Sequencing

68
Q

Informed Consent in Assessment

A

Obtain informed consent for assessments, evaluations, or diagnostic services. EXCEPT
WHEN: it is mandated by the law, informed consent is implied (e.g. assessment for a
job), or purpose of testing is to evaluate decisional capacity. Informed consent includes
explanation and purpose of the assessment, limits of confidentiality, and time to ask questions.

People with questionable capacity or mandated by law be informed about nature and
purpose of assessment in language they can understand

If using interpreter, ensure informed consent that confidentiality are maintained from
client

69
Q

Matrix Reasoning (T)

A

PRI Core Test

Non-verbal reasoning

Fluid intelligence

Spatial visualization

70
Q

MSE

A

Identifying information
-[Name] is a [age] [ethnicity] [gender].

Physical Appearance

  • She/he appeared for testing sessions wearing [physical appearance].
  • She/he appeared [comment on weight/height for age]

Orientation

  • She/he was oriented to person, place, and time
  • She/he was oriented to person but not place or time. [elabora

Concentration
-His/Her concentration level seemed [within normal limits/impairment noted and elaborate]

Thought content & thought process

  • Her/his thought content appeared [appropriate for age/impairment noted] and thought process was [goal oriented/tangential, etc].
  • He/she reported no hallucinations or delusions.
  • He/she reported [hallucination and/or delusion].

Mood & Affect
-His/her mood appeared [descriptor] and affect [descriptor].

Speech
-He/she spoke at [rate] with [clarity] and [tone].

Judgment & Insight
-He/she appeared to have [qualifier] judgment and [qualifier] insight.

Suicidal/homicidal ideation

  • He/she reported no homicidal and suicidal ideation
  • He/she reported [what the client reported]
71
Q

WAIS Indices

A

Verbal Comprehension

Perceptional Reasoning

Working Memory Index

Processing Speed Index

72
Q

WAIS Number of core tests

A

10

73
Q

Fund of information

A

Statement of general cognitive abilities

74
Q

If you only have time for one supplemental test, which should you use?

A

comprehension

75
Q

Academic History (Clinical Interview)

A

Academic performance in school

  • This year and over time (e.g. GPA, changes?)
  • Difficulties in specific subjects?
Which school(s) does he/she attend?  
-Major transitions for schools?  Why?

Standardized testing performance

Individual Education Plans? (IEPs)

Highest level of education

76
Q

Behavioral Observations (general)

A

Nonverbal

  • Ethnicity
  • Physical appearance
  • Facial expressions
  • Body language
77
Q

Pros of WAIS

A
  1. Accuracy in predicting future behaviors
  2. Provides valuable information about a person’s cognitive strengths and weaknesses
  3. Helpful for determining the effectiveness of educational program
  4. Helpful for cases involving head injury recovery
78
Q

Symbol Search (T)

A

PSI Core Test

Speed of mental processing

Quick Problem Solving

79
Q

Flat (affect)

A

no affect, usually a result of trauma or a disorder (autism)

80
Q

Level 4

A

LEVEL IV: Qualitative/Process Analysis

• Why might a particular score be low or high?
• What is it about that particular subtest?
• What constructs does that subtest measure?
• Use behavioral observations you observed and noted in margins of the protocol during administration. Note timing of various behaviors and verbalizations. Are there patterns across protocol?
o 1. Process score related to Block Design (Block Design No Time Bonus)
 if completed w/o time limit, you know that it’s not a visual spatial deficit, but they don’t work quickly
• 2. Process scores related to Digit Span
 Compare performance on Digit Span Forward vs Backward, versus Sequencing.
 Longest digit span forward (LDSF) vs Longest Digit Span Backward (LDSB)
• 3. Letter-Number Sequencing
• 4. Process scores related to cancellation random (CAR) vs Cancellation structured

81
Q

Constricted (affect)

A

intentionally little affect

82
Q

Reliability Estimates

A

.90 for clinical decisions, .70 for research

83
Q

Interpersonal Insights in Clinical Interview

A

Interpersonal Insights

Use self as an assessment tool to address interpersonal interactions

What is the individual like?

How do you relate to them?

How do they relate to you?

84
Q

Concurrent Validity

A

accuracy of the test data that has been
obtained at the same time (SATS)

part of criterion validity

85
Q

VCI

A

Verbal Comprehension Index

Overall verbal abilities/ability to express ideas in words

Verbal Comprehension, knowledge, and expression

86
Q

Behavioral Observations (during testing)

A

Any noteworthy behavior they display during the testing

Any noteworthy comments they make during the test

Refused to answer

Even if all normal, need to observe something (e.g. client was engaged)

Write in Protocols at time it happens

87
Q

Releasing Data

A

Psychologists provide test data to client or those identified in release. Psychologists can
refrain release to protect client from harm or misuse

In absence of client/patient release, provide data only as required by law

88
Q

Perseveration (thought process)

A

Unreasonably getting stuck on one topic

89
Q

Construct Validity

A

How much does it measure the particular construct (all aspects)

90
Q

GAI

A

Global or General Ability Index

Can only use if VCI and PRI are less than or equal to 23 points apart

91
Q

WMI

A

Working Memory Index

Required for the temporary storage of information and processing of that information

Requires concentration and attention in order to process information in addition to manipulating that information in our mind

92
Q

General Information (Clinical Interview)

A 
Name
Age
Date of Birth
Ethnicity
Grade
93
Q

Rules of an Interpreter

A

Must be certified

Can’t know person or be family/friend

Must be familiar with cultural influence

Apply with consent and confidentiality

94
Q

Confidence Level

A

Range of values that act as good estimates of the population parameter (i.e. I’m 95% her score of 102 falls between a range of 96 and 107)

95
Q

FSIQ Can be used if…

A

subtests “hang” together by 23 points or less (difference between best and lowest score)

96
Q

Picture Completion (T)

A

PRI Supplemental Test

Distinguishing essential from non-essential details

Alterness to the environment

Concentration

97
Q

Information (T)

A

Core Test (VCI)

Long-term memory

Acquired knowledge & fund of information

Culture-loaded knowledge

98
Q

Family Background (Clinical Interview)

A

SES
Cultural Background
Life transitions?
Divorce, big moves, parental loss, parental job loss
Family history of mental/physical illness

99
Q

PRI Tests

A

Block Design

Matrix Reasoning

Visual Puzzles

(Figure Weights)

(Picture Completion)

100
Q

Purpose of Assessment

A

Diagnose, recommendations, intervention, treatments

101
Q

Test Construction

A

Psychologists who develop tests for assessment should use appropriate procedures, test
design, standardization, validation, elimination of bias, and recommendations for use

102
Q

WAIS Strenghts

A

Reliabilities for WAIS-IV are high
· A strategy for assessing clients who do not have proficiency in English, are alternative
nonverbal tests

103
Q

Figure Weights (T)

A

PRI Supplemental Test

Non-verbal reasoning

Abstract Thinking

104
Q

Mental Status Exam

A

Verbal Behavior

Orientation

Thought Content

Perception

Thought Process

Speech Rate, Clarity, Volume

Mood

Affect

Judgment/Insight

Impulse Control

Suicidal/Homicidal Ideation

105
Q

WAIS Verbal Comprehension Subtests

A

Similarities

Vocabulary

Information

(Comprehension)

106
Q

Clinical Interview Sections

A

General Information

Referral Question

Presenting Problem

Family Background

Developmental History

Social History

Academic/Occupational History

Psychiatric History

Medical History

107
Q

Referral General Medical Setting

A

Pediatrician
-Psychological issues emerged during exam
-Parents will start with pediatrician when they suspect
something might be wrong

Psychological component with general medical condition

Level of functioning prior to medical procedure

Assessment (Spring) (2 decks)

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