Midterm Flashcards
1
Q
What is psychological assessment?
A
The use of standardized procedures and or instruments to observe and measure particular aspects of human behavior in comparison to (normal distribution) nomothetic
2
Q
What is cognitive assessment?
A
Measuring someone’s cognitive abilities/IQ
3
Q
What is meant by “normal” or “abnormal”?
A
Normal- at or near the norm (average)
Abnormal- considered significantly deviated from the mean (1.5 to 2 standard deviations, intellectually gifted or disabled)
4
Q
What are the “pillars” or “components” or main sources of data of assessment?
A
Interviews, norm-referenced measures, behavioral observations, informal assessment procedures
5
Q
What are the strengths of intelligence testing?
A
Excellent standardization, good overall psychometric properties, useful diagnostic info, good administration procedures, helpful scoring criteria
6
Q
What are the limitations of intelligence testing?
A
Limited normative data, limitations to psychometric properties, differing number of children used to compute WISC standardization, poor quality of some test materials
7
Q
Steps in assessment process from referral to feedback
A
- review referral information to see why this person is being referred
- decide whether or not to accept the referral
- obtain relevant background info (aim to understand the patient)
- consider the influence of relevant others (parents, teachers, etc.)
- select and administer an assessment battery (used only, valid, reliable, representative and appropriate measures for the patient and use standardized administration and appropriate scoring)
- interpret the assessment results (consider all adverse factors of assessment, information from informal assessments, uniqueness & implications of conflicting scores)
- develop a conceptualization of patients and recommendations
- write a report (with empathetic and jargon-free language)
- meet with patient and others, if applicable to review results
- follow up on recommendations and conduct reevaluation
8
Q
What is included in the informed consent for assessment (ethics)?
A
When psychologists conduct research, assessment, therapy, counseling or consulting services gain consent in a understandable way (it includes competency, disclosure of info, voluntary participation
9
Q
Why is informed consent important in assessment?
A
It helps guide clients to make choices about their services
10
Q
Release of test data
A
Test data- (recordings, client patient responses, psychologists notes)
Psychologists may refrain from releasing test data to protect and client/patient or others from substantial harm
11
Q
Maintaining test security
A
Psychologists should store test materials in secure locations and prevent unauthorized access, Separating test data and materials, Limiting access to test materials
12
Q
What are the APA guidelines?
A
Do no harm, respect the rights of patients, recommendations for specific professional behavior and conduct
13
Q
Who is Galton?
A
Founder of formal testing; studied sensory acuity and reaction time in relation to intelligence
14
Q
Who is Cattell?
A
Collaborated with Galton and studied individual differences, coined the term “mental test”
15
Q
Who is Pearson?
A
Collaborated with Galton and Cattell and studied correlation coefficients, created Pearsons r (correlation coefficient)
16
Q
Who is Binet?
A
developed the first official test of intelligence, created binet-simon scale, which was later translated from French into English by Goddard and then called the Stanford-Binet after it was updated by Terman, one of Goddard’s students
17
Q
Who is Stern?
A
Developed the concept of an intelligence quotient (IQ)
18
Q
Who is Yerkes?
A
Took a different approach involving testing with tasks of increasing difficulty, which is the foundation of the WAIS; also helped to develop Army Alpha and Army Beta Tests
19
Q
Who is Wechsler?
A
Developed modified version of Army Alpha/Beta called Wechsler-Bellevue – First test to have Verbal, Non-Verbal, and Full Scale IQ and served as the foundation for the WISC, WAIS, and WPPSI
20
Q
Who created the multi-factor theories of intelligence?
A
Thorndike, Cattell and Horn
21
Q
Who created the general and specific factor theories of intelligence?
A
Spearman, Vernon and Carroll
22
Q
How is a multi-factor theory of intelligence different than the general/specific factor theory of intelligence?
A
multi-factor theories emphasize a broader array of independent abilities, while general/specific factor theories center around a singular general intelligence that influences specific skills
23
Q
Factors (hereditary and non) impacting intelligence
A
Hereditary- genes are associated with the mental development
Non-Hereditary- family/home background, biological factors/early development
24
Q
Krueger & Dunning (1999) (conclusions of research)
A
People with limited knowledge suffer a dual burden: not only do they reach mistaken/regrettable errors, but their incompetence robs them of the ability to realize it
25
What is intelligence?
Capacity to act purposefully, think rationally and deal effectively with the environment
26
What is the measure of g?
general intelligence (g) is often derived from a combination of performance on various cognitive tasks
27
What is Gf? (Fluid intelligence)
A single underlying construct of intelligence responsible for one’s performance on mental tasks
28
What is Gc? (Crystallized intelligence)
Intelligence is the result of interactions between several, distinct cognitive abilities of already accumulated skills
29
What is reliability?
Consistent and predictable measurement
30
4 types of reliability
test-retest, alternate forms, internal consistency and inter-rater
31
What is validity?
Accuracy, does the instrument measure what it claims to measure
32
7 types of validity
content, face, logical, criterion, predictive, concurrent, construct
33
Content Validity
Are the items on the test sufficiently representative of the construct?
34
Face validity
Do the items appear to be relevant to what they are measuring?
35
Logical Validity
Through systematic & empirical study in development, was the domain covered?
36
Criterion Validity
assesses how well a test's scores correlate with other tests or external criteria (predictive vs concurrent)
37
Predictive Validity
measurement to accurately predict a future outcome, such as a behavior, performance, or disease
38
Concurrent validity
shows how well a new assessment agrees with an established assessment
39
Discriminant Validity
that determines whether measurements or concepts that are not supposed to be related are actually unrelated
40
What is the normal curve/distribution?
represents the shape of an important class of statistical probabilities
41
What is a percentile rank?
A statistical measure that indicates the percentage of scores in a data set that fall below a specific score
42
What is a confidence interval?
A range of values that describes the uncertainty surrounding an estimate
43
What is the difference between relative and statistically significant differences/strengths and weaknesses?
RS indicates intellectual giftedness and RW represents Intellectual deficit
44
What is the normative sample? who was the test standardized on? WISC/WAIS
WISC- 2,200 children who were selected to represent the school-age population in the US in 2012
WAIS- 2,200 individuals from late-adolescence through adulthood without LNS, FW, CA which were used on 1,800 16-69 year olds
45
WISC age range, demographic breakdown?
Age range 6:0-16:11 months, 5 indexes, 10 primary core subtests & 6 supplemental tests
46
WAIS age range, demographic breakdown?
Age range 16:00-90:11, 4 indexes, 10 primary subtests, 5 supplemental
47
WAIS/WISC use of supplemental subtests
The WISC has 6 & WAIS has 5
Can be used to substitute for core subtests if substitution rules are met, may be substituted for a core subtest that was invalidated due to error
48
WAIS/WISC testing of limits
Informal non standardized procedure to provide additional information about an individuals cognitive abilities and processing skills, do this after administered the entire test sometimes we test our limits, meaning some people may need more time to complete a task, if you go over time let them finish but score it a 0, but explain that they did the task but needed more time to complete the task
49
WAIS/WISC providing accommodations
Do not give additional help beyond what is specified
50
Where can errors happen in administration?
Failure to query, record responses verbatim, record scores correctly, poor training, stress, boredom when administration
51
Clinician characteristics and behaviors that aid in administration
Flexibility, adequate hearing, self-awareness, communication skills, emotionally stable, mature and patient
52
WISC how many indexes?
5 indexes (VCI, VSI, FRI, WMI, PSI)
53
WAIS how many indexes?
4 (VCI, PRI, WMI, PSI)
54
VCI measures (WISC/WAIS)
Verbal processing, knowledge, reasoning, understanding of verbal skills
55
WAIS VCI includes what
Subtests: similarities, vocabulary, information (supplemental: comprehension)
56
WISC VSI measures and includes what?
Nonverbal processing, reasoning, visual motor coordination
Subtests: Block designs (FSIQ) & visual puzzles
57
WISC FRI measures and includes what?
Quantitative and inductive reasoning
Subtests: matrix reasoning, figure weights
Supplemental: picture concepts & arithmetic
58
WISC WMI measures and includes what?
Auditory and visual perception, holding and manipulating information in one’s mind
Subtests: digit span, picture span
Supplemental: letter-number sequencing
59
WISC/WAIS PSI measures and includes what?
Ability to quickly perceive process and make decisions, hand eye coordination
Subtests: coding (FSIQ), symbol search (FSIQ WAIS)
Supplemental: cancellation
60
WISC/WAIS VCI (Similarities)
Requires stating how two common objects or concepts are alike, measuring knowledge of words
61
WISC/WAIS VCI (Vocabulary)
Requires defining words that are read aloud and presented visually, conceptual thinking
62
WISC/WAIS VCI (Information)
WISC-Supplemental
WAIS-Core
Requires answering questions about a broad range of general knowledge
63
WISC/WAIS VCI (Comprehension Supplemental)
Requires social problem solving, including explaining situations, actions or activities with which most individuals are familiar, understanding why we do the things we do
64
WISC/WAIS (Block Design)
WAIS- core of VSI
WISC- core of PRI
hands on manipulation
65
WISC/WAIS (Visual Puzzles)
WISC- core of VSI (no FSIQ)
WAIS- core of PRI (FSIQ)
Mentally putting together puzzle parts
66
WISC/WAIS (Matrix Reasoning)
WISC- core of FRI
WAIS- core of PRI
Mentally recognizing patterns, more complex task, (not timed in PRI)
67
WISC/WAIS (Figure Weights)
WISC-core of FRI
WAIS- supplemental of PRI (ages 16-69)
mentally figuring out which piece is equal to the picture, quantitative
68
WISC FRI (Picture Concepts) Supplemental
Not in WAIS
-requires looking at two or three rows of pictures and then selecting from each row the pictures that fits
69
WISC/WISC (Arithmetic)
WISC- supplemental FRI
WAIS- core of WMI
Looks at short math problems with words and numbers, remembering the story as well as numbers
70
WISC/WAIS WMI (Digit Span) core
Measures rote memory (only list numbers) can you remember info that has nothing to do with each other
71
WISC WMI (Picture Span)
Not included in WAIS
WISC- core of WMI
Requires viewing a stimulus page with one or more pictures of objects for a specific time then selecting pictures in order
72
WISC/WAIS WMI (Letter-number sequencing Supplemental)
Supplemental
2-step process separating numbers and letters from each other and order each of them and produce it
WAIS 16-69 age
73
WISC/WAIS PSI (Coding)
Core subtests of PSI
Number and symbol associations, it is repetitive because it’s the same symbols connecting with the same numbers, short-term visual memory
74
WISC/WAIS PSI (Symbol Search)
Core subtests
-discriminating pieces, because the symbols may be rotated slightly, they do not count, nothing is alike
75
WISC/WAIS PSI (Cancellation Supplemental)
Supplemental
Only looking for two types of stimuli, there is also color involved
WAIS 16-69 age
76
WAIS whats included in PRI
Core: block design, matrix reasoning, visual puzzles
Supplemental: figure weights, picture completion
77
Whats included WISC FRI?
Core: Matrix reasoning, figure weights
Supplemental: picture concepts, arithmetic
78
Whats included in WISC WMI?
Core: digit span, picture span
Supplemental: letter-number sequencing
79
Whats included in WISC VSI?
Core: Block design, visual puzzles
80
WAIS whats included in WMI?
Core: digit span, arithmetic
Supplemental: letter-number sequencing
81
WAIS PRI (picture completion) (supplemental)
Not included in WISC
Attention to detail, can we figure out what the most/least relevant details are
82
How is WISC divided up to calculate FSIQ?
Only includes 7 subtests, range from 40 to 160
83
How is WAIS divided up to calculate FSIQ?
Includes all 10 primary subtests range from 40-160
84
How do each of the subtests reflect overall measurement of g WISC/WAIS
assessing a specific cognitive ability that is considered a component of broader intellectual functioning with the combined scores across all subtests providing a comprehensive picture of a child's general intelligence level
85
WISC/WAIS means and SD
Standard scores: mean 100, SD 15
Scaled scores: mean 10, SD 3
86
Range descriptors for subtests WAIS/WISC
1-4 (Far below average)
5-7 (Below average)
8-12 (average)
13-15 (Above average)
16-19 (superior)
87
Range descriptors Indexes WISC
Greater than 130- extremely high
120-130- very high
110-119- high average
90-109- average
80-89- low average
70-79- very low
Less than 70- extremely low
88
Range descriptors Indexes WAIS
Greater than 130- very superior
120-130- superior
110-119- high average
90-109- average
80-89- low average
70-79- borderline
Less than 70- extremely low
89
How do we determine relative strengths and weaknesses at the Index level?
If more than 15 point difference between there’s a weakness or strength
90
How do we determine relative strengths and weaknesses at the subtest level?
3 points for a strength or weakness between subtests within the index
91
How do we examine the “validity” of the FSIQ?
Assess the uniformity/scatter of the index scores, eyeballing the SD (relative strength/weakness) and primary analysis page
92
Steps in interpreting test data
1. Perform a profile analysis
2. Determine whether the Indexes differ significantly = Validity of FSIQ
3. Within each index, determine whether subtest scaled scores differ significantly from each other = Variability within the Indexes
4. Analyze Indexes: Obtain base rate for significant differences between each Index and FSIQ/MIS (Strengths and Weaknesses) or each other index (Pairwise Comparisons)
5. Analyze Subtests: Obtain base rate for significant differences between each subtest and the MSS-P/MSS-F (Strengths and Weaknesses) or for each primary subtest within a shared index (Pairwise Comparisons)
6. Develop hypotheses and interpretations
7. Report findings to patient, referral source, etc.
93
Who is the audience for the reports?
Clients, parents, educators, healthcare professionals, employers, researchers
94
What are the different parts of the report and what is included in each part?
Identifying information & reason for referral
Notification of Purpose and Limits of Confidentiality
Evaluation Instruments and Sources of Information (in alphabetical order, please)
Relevant History (Demographics and Developmental Hx, Familial Hx and Significant Relationships, Education and Employment Hx, Medical and Psychiatric Hx, Drug and Alcohol Hx, Legal Hx)
Factors Prompting Referral
Behavioral Observations
Assessment Findings (Cognitive, Neuropsych, Personality)
Diagnostic Impressions
Summary
Recommendations
95
Understand behavioral observations
Use clinical skills based on your observation, how are they behaving when put in different testing positions, pick these up from situation to situation, seeing how they are when scheduling an appointment, how they are in waiting room
96
Can a test be valid and not reliable?
No a test needs to first be reliable
97
Internal consistency reliability
Items on test are measuring the same construct are they correlated with each other (split half, cronbachs)
98
Test-retest reliability
Does the test measure the same construct consistently when administered at different points in time
99
Inter-rater reliability
How consistent scores are based on the difference in raters
100
Alternate forms reliability
measuring how consistent a test is by giving two different versions of the same test to the same group of people
101
Construct validity
how well a test measures the concept it was designed to evaluate
102
Multifactor theory of intelligence
Intelligence is a composite of a number of independent abilities
103
Thorndike multifactor theory
Intelligence is the product of many interconnected by distinct intellectual abilities (clusters, like social intelligence or concrete intelligence)
104
Cattell & Horn Multifactor theory of intelligence
Two types of intelligence 1. Fluid-nonverbal, culture free, 2. Crystallized- acquired skills and knowledge that are developmentally dependent on exposure to the culture
105
Spearman general & specific factor theory of intelligence
2-factor theory of intelligence: he identified the construct g-factor, a general factor (g-general mental energy), & s-factor accounted for performance variation of different tasks of IQ tests
106
Vernon general and specific factor theory of intelligence
Hierarchical theory of intelligence: highest level is g, next level are 2 major group factors of verbal education
107
Carroll general and specific factor theory of intelligence
proposes that intelligence is made up of three levels of cognition :3-stratum factor analytic theory of cognitive abilities general intelligence (g), broad abilities (Gf & Gc), specific factors
108
Prompting WISC/WAIS
Prompts help an individual follow the directions, record a P
109
Queries WISC/WAIS
Allow for the evaluation of individuals knowledge more thoroughly, query anything that is unclear and report it as Q
110
Repeated instructions WISC/WAIS
On VCI subtests you can repeat items as often as needed, introductory statements can be repeated as often as needed on (BD, DS, LNS, PC! You can only repeat Arithmetic once
111
WISC VCI includes
Subtests: similarities, vocabulary (supplementary comprehension and information)
112
What part of the report is the most important piece?
The summary! The patient or audience may only read the summary
113
What is the best measure of G?
Vocabulary
114
What is the worst measure of G
Cancellation
115
WAIS/WISC administration
Selecting appropriate test, give clear instructions, shield your writing, be flexible, maintain good rapport, record responses, recheck all scoring
116
Normative sample
a group of individuals that is used to establish norms, or what is considered "normal" or "typical" in a population
117
What was the PRI from the WAIS turned into in the WISC?
Visual spatial & fluid reasoning
118
What is included in FSIQ for WISC
Similarities, vocab, block design, matrix reasoning, figure weights, digit span, coding
119
Behavioral observations examples
weight, dress, hair, grooming, other (tattoos, wounds), combativeness, activity (sleep walking, fidget), speech rate, speech quality, volume, mood, affect, hallucinations, delusions, suicide/homicidal ideation, thought process, thought content, concentration, insight, judgment, attitude toward examiner (attentive/defensive), appropriateness
