neuropsychological assessment Flashcards
neuropsychological assessment includes : (4)
Data collection
Integration of findings
Interpretation of data
Synthesis (report and feedback
key components of assessment (5)
Interviews • Behavioral observations • Informant Report • Norm-referenced measures • Informal assessment procedures
assessment process (10)
- Referral question analysis and review of records
- Hypothesis Formulation
- Interview and observations (gather info)
- Selection of assessment measures
- Administration
- Scoring and Interpretation
- Complementary information (if needed)
- Report writing and feedback
- Final report submission including all recommendations
- Follow-up and re-assessments
the tests that measure a construct become our ? which we measure an observable behavior thought to represent our construct
operational definition
our “test” is our?
operational definition of a construct
a systematic procedure for comparing the behavior of two or more people”
a psychological test
Measurement of complex intellectual functions • Invented practical intelligence test
-who?
alfred binet
Wanted to develop a test to identify students needing special help in coping with school curriculum
alfred binet
norm-referenced test
compared to a normative population
examples of normative populations
Gender, age, race/ethnicity, geography – All these factors can contribute to your scores on the tests
A test’s reliability reflects the extent to which the differences in respondents’ ? are a function of their true ?, as opposed to.”?
test scores, true psychological differences, measurement error
reliability operates on a ?
continuum
unobserved quality of tests scores, (can only estimate it)
reliability
reliability depends on :
1) The extent to which differences in test scores can be attributed to real inter/intra-individual differences
2) The extent to which differences in test scores are a function of measurement error
Four methods to estimate reliability of a test
1) alternate forms
2) test retest
3) split half (both halves of a test correlate if you cut it in half)
4) internal consistency
The degree to which a test measures what it is supposed to measure
validity
The degree to which evidence and theory support the interpretations of test scores entailed by the proposed uses of a test
validity
validity concerns the
interpretations of scores
Test correlates with other tests purported to measure the same construct (2 tests measure the same thing, consistency in both measurements)
convergent validity
Test does not correlate with other tests purported to measure different constructs
discriminant validity
Development of test batteries (when)
1950-1990
Development of cutoff scores, but scores below these scores do not necessarily indicate brain damage (when)
1950-1990
Handicapped by absence of neurological theory in test construction; multiple brain areas can be involved in performance on the same test (when)
1950-1990
Emergence of cognitive neuroscience (when)
1990
Cognitive theory and structural and functional imaging used to understand brain-behavior relationships (when)
1990
Increases in computerized testing and test designs targeted at the functions of specific brain areas (when)
1990
produces pressure to reduce time and money spent on services
managed care
Goals of Neuropsychological Assessment
1) Determine person’s general level of cerebral functioning
2) identify cerebral dysfunction, and localize it where possible
3) Facilitate patient care & rehabilitation
4) Identify mild disturbances if other results unclear
5) Identify unusual brain organization (e.g., right language)
6) Corroborate with an abnormal EEG in epilepsy
7) Document recovery of function after brain injury
8) Promote realistic outcomes (consequences of life due to the damage)
the problem of effort
malingering
malingering
Exaggerating cognitive deficits for external rewards
Green and colleagues (2001) – Found that ? has greater effect on test performance than brain damage does
effort
