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Hdfs 314 > Issues of Assessment, Definition, and Measurement > Flashcards

Issues of Assessment, Definition, and Measurement Flashcards

1
Q

Diagnosis

A

What is wrong with my child

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2
Q

Prognosis

A

What is going to happen to my child

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3
Q

Treatment

A

What can be done to improve my child’s condition

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4
Q

Etiology

A

What caused my child’s condition

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5
Q

delay

A

significant lag in milestone attainment
>25% or 1.5 to 2 standard deviations (SD) below typical

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6
Q

developmental quotient (DQ)

A

developmental age/chronological age x 100

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7
Q

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

A

DQ=developmental age/chronological age x 100

DQ= 17 months/24 months x 100 = 71
100-71 = this child’s t-score ~ 29

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8
Q

dissociation

A

significant difference in milestone attainment across domains
DQ rates >15% difference or 1 to 1.5 SD difference

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9
Q

deviance

A

non-sequential or unevenness in achievement of milestones

described qualitatively

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10
Q

regression

A

loss of milestone progress

distinct from sleep regression or potty regression

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11
Q

brain dysfunction

A

motor development
-gross motor
-fine motor

cognitive development
-language
-problem solving

neurobehavioral development
-social behavior
-adaptive emotional behavioral and mental status

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12
Q

diagnostic evaluation

A

-take a history
-review medical and educational needs
-examine/evaluate the patient
-integrate information, and determine categorical diagnosis
-consider etiologic possibilities

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13
Q

specific impairments

A

identify signs and symptoms as functional impairments International Classification of Functioning, Disability, and Health for children and Youth classification system

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14
Q

categorical diagnoses

A

Recognize patterns of specific impairments as disorders or syndromes (ADHD, autism spectrum disorders)
World health organizations
American psychiatric association

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15
Q

etiologic diagnosis

A

identify underlying cause (genetic, metabolic)
important for identifying other association risks

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16
Q

specific impairments

A

academic underachievement, communication deficits, impulsivity, inattention, hyperactivity, poor social skills, repetitive behaviors

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17
Q

disorder or symptom-cluster syndrome

A

ADHD, autism spectrum disorder, cerebral palsy, developmental coordination disorder, intellectual disability, language disorder, specific learning disability, tourette syndrome

18
Q

etiologic diagnosis

A

down syndrome, fetal alcohol syndrome, fragile x syndrome, neurofibromatosis, periventricular leukemia,\

19
Q

Bernstein’s model of assessment

A

development
brain
context

20
Q

domains of functioning assessed in neurological evaluations

A

general intelligence
attention
executive function
language
social cognition
motor/sensory
visual processing
learning and memory
emotional adjustment
adaptive/academic

21
Q

general intelligence

A

-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

22
Q

attention

A

-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

23
Q

executive function

A

-cognitive abilities that govern behavior regulation and goal-oriented activity
-working memory, inhibition, flexibility, monitoring, planning, and generativity

24
Q

language

A

-ability to understand language, express needs and wants, and make the sounds of speech
-motor speech capacities and pragmatic nonverbal communications such as gestures

25
Q

social cognition

A

-assessment largely relies on parent and teacher report, observations, and responses in structured interviews
-encompasses perception and expression of human relationships, and social problem solving

26
Q

motor sensory

A

-encompasses a broad range of gross and fine motor abilities as well as sensory perception
-a complex or pervasive motor difficulty often merits a physical and/or occupational therapy evaluation

27
Q

visual processing

A

object perception and spatial location, visual construction skills, perception of visual gestalts, and visual pattern recognition

28
Q

learning and memory

A

-learning can be impaired for visual or verbal information in the context of core deficits in language or verbal processing
-executive dysfunction commonly affects learning and memory generally
-a neuropsychological evaluation should provide specific insight into how a child learns best an in which learning conditions the child will require extra support

29
Q

emotional adjustment

A

-mood, anxiety, and any other emotional difficulties interfering with the child’s functioning and ability to regulate mood and behavior
-parent, teacher, child report on standardized measures, qualitative report of symptoms/concerns, child interview

30
Q

adaptive/academic

A

-outcomes of the patterns of strengths and weaknesses in a child’s core cognitive domains combined with the full range of contextual factors
-reflects how child copes with demands of daily living and document accumulation of academic knowledge and skills

31
Q

types of assessment

A

medical testing
physiological monitoring
observation
interview
parent-report
teacher-report
self-report
standardization assessments

32
Q

what do you need to know to evaluate an assessment tool

A

domain of development
age range
languages
training to use
scoring options
provided guidance or cutoffs
reliability
validity

33
Q

assessment tools - reliability

A

inter-rater reliability
test-retest reliability
internal consistency

34
Q

assessment tools - validity

A

content validity
construct validity
concurrent validity
sensitivity
specificity

35
Q

inter-rater reliability

A

do different raters agree when they are assessing the same children

36
Q

test-retest reliability

A

how consistent are scores when administered multiple times

37
Q

internal consistency

A

how strongly related are items are intended to reflect the same set of skills or behaviors

38
Q

content validity

A

does the tool measure the intended skill or domain

39
Q

construct validity

A

how closely related are items within a given skill or domain

40
Q

concurrent validity

A

how strongly do scores on this tool relate to scores on another tool

41
Q

sensitivity

A

how accurately does this tool correctly identify its target

42
Q

specificity

A

how accurate does this tool correctly identify those without target

Hdfs 314 (5 decks)

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