neuropsychological assessment

Question 1

neuropsychological assessment includes : (4)

Answer 1

Data collection
Integration of findings
Interpretation of data
Synthesis (report and feedback

Question 2

key components of assessment (5)

Answer 2

Interviews 
• Behavioral observations 
• Informant Report 
• Norm-referenced measures 
• Informal assessment procedures

Question 3

assessment process (10)

Answer 3

1. Referral question analysis and review of records
2. Hypothesis Formulation
3. Interview and observations (gather info)
4. Selection of assessment measures
5. Administration
6. Scoring and Interpretation
7. Complementary information (if needed)
8. Report writing and feedback
9. Final report submission including all recommendations
10. Follow-up and re-assessments

Question 4

the tests that measure a construct become our ? which we measure an observable behavior thought to represent our construct

Answer 4

operational definition

Question 5

our “test” is our?

Answer 5

operational definition of a construct

Question 6

a systematic procedure for comparing the behavior of two or more people”

Answer 6

a psychological test

Question 7

Measurement of complex intellectual functions • Invented practical intelligence test
-who?

Answer 7

alfred binet

Question 8

Wanted to develop a test to identify students needing special help in coping with school curriculum

Answer 8

alfred binet

Question 9

norm-referenced test

Answer 9

compared to a normative population

Question 10

examples of normative populations

Answer 10

Gender, age, race/ethnicity, geography – All these factors can contribute to your scores on the tests

Question 11

A test’s reliability reflects the extent to which the differences in respondents’ ? are a function of their true ?, as opposed to.”?

Answer 11

test scores, true psychological differences, measurement error

Question 12

reliability operates on a ?

Answer 12

continuum

Question 13

unobserved quality of tests scores, (can only estimate it)

Answer 13

reliability

Question 14

reliability depends on :

Answer 14

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

Question 15

Four methods to estimate reliability of a test

Answer 15

1) alternate forms
2) test retest
3) split half (both halves of a test correlate if you cut it in half)
4) internal consistency

Question 16

The degree to which a test measures what it is supposed to measure

Answer 16

validity

Question 17

The degree to which evidence and theory support the interpretations of test scores entailed by the proposed uses of a test

Answer 17

validity

Question 18

validity concerns the

Answer 18

interpretations of scores

Question 19

Test correlates with other tests purported to measure the same construct (2 tests measure the same thing, consistency in both measurements)

Answer 19

convergent validity

Question 20

Test does not correlate with other tests purported to measure different constructs

Answer 20

discriminant validity

Question 21

Development of test batteries (when)

Answer 21

1950-1990

Question 22

Development of cutoff scores, but scores below these scores do not necessarily indicate brain damage (when)

Answer 22

1950-1990

Question 23

Handicapped by absence of neurological theory in test construction; multiple brain areas can be involved in performance on the same test (when)

Answer 23

1950-1990

Question 24

Emergence of cognitive neuroscience (when)

Answer 24

1990

Question 25

Cognitive theory and structural and functional imaging used to understand brain-behavior relationships (when)

Answer 25

1990

Question 26

Increases in computerized testing and test designs targeted at the functions of specific brain areas (when)

Answer 26

1990

Question 27

produces pressure to reduce time and money spent on services

Answer 27

managed care

Question 28

Goals of Neuropsychological Assessment

Answer 28

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)

Question 29

the problem of effort

Answer 29

malingering

Question 30

malingering

Answer 30

Exaggerating cognitive deficits for external rewards

Question 31

Green and colleagues (2001) – Found that ? has greater effect on test performance than brain damage does

Answer 31

effort