Issues of Assessment, Definition, and Measurement Flashcards
Diagnosis
What is wrong with my child
Prognosis
What is going to happen to my child
Treatment
What can be done to improve my child’s condition
Etiology
What caused my child’s condition
delay
significant lag in milestone attainment
>25% or 1.5 to 2 standard deviations (SD) below typical
developmental quotient (DQ)
developmental age/chronological age x 100
delay example: Elijah a 24-month-old toddler recently received a diagnostic evaluation. As part of his evaluation, a licensed clinical psychologist administration the Bayley Scales of Development to index his current language, cognitive, and motor skills
DQ=developmental age/chronological age x 100
DQ= 17 months/24 months x 100 = 71
100-71 = this child’s t-score ~ 29
dissociation
significant difference in milestone attainment across domains
DQ rates >15% difference or 1 to 1.5 SD difference
deviance
non-sequential or unevenness in achievement of milestones
described qualitatively
regression
loss of milestone progress
distinct from sleep regression or potty regression
brain dysfunction
motor development
-gross motor
-fine motor
cognitive development
-language
-problem solving
neurobehavioral development
-social behavior
-adaptive emotional behavioral and mental status
diagnostic evaluation
-take a history
-review medical and educational needs
-examine/evaluate the patient
-integrate information, and determine categorical diagnosis
-consider etiologic possibilities
specific impairments
identify signs and symptoms as functional impairments International Classification of Functioning, Disability, and Health for children and Youth classification system
categorical diagnoses
Recognize patterns of specific impairments as disorders or syndromes (ADHD, autism spectrum disorders)
World health organizations
American psychiatric association
etiologic diagnosis
identify underlying cause (genetic, metabolic)
important for identifying other association risks
specific impairments
academic underachievement, communication deficits, impulsivity, inattention, hyperactivity, poor social skills, repetitive behaviors
disorder or symptom-cluster syndrome
ADHD, autism spectrum disorder, cerebral palsy, developmental coordination disorder, intellectual disability, language disorder, specific learning disability, tourette syndrome
etiologic diagnosis
down syndrome, fetal alcohol syndrome, fragile x syndrome, neurofibromatosis, periventricular leukemia,\
Bernstein’s model of assessment
development
brain
context
domains of functioning assessed in neurological evaluations
general intelligence
attention
executive function
language
social cognition
motor/sensory
visual processing
learning and memory
emotional adjustment
adaptive/academic
general intelligence
-consider the benchmark against which other cognitive abilities are measured
-IQ tests capture only some of the abilities that govern a person’s performance in society: multiple intelligences exist
attention
-closely associated with executive functioning
-subdomains (orienting, focusing, shifting, and sustaining attention
-can be impacted be anxiety, arousal, task difficulty, motivation, and the novelty and type of situation
executive function
-cognitive abilities that govern behavior regulation and goal-oriented activity
-working memory, inhibition, flexibility, monitoring, planning, and generativity
language
-ability to understand language, express needs and wants, and make the sounds of speech
-motor speech capacities and pragmatic nonverbal communications such as gestures
