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Clinical Skills tentamen > Terms CA > Flashcards

Terms CA Flashcards

1
Q

A psychological test

A

A systematic procedure for comparing the behaviour of two or more people.

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2
Q

Standardization

A

Collecting a sample for the purpose of norm-referencing and it refers to the administration of a measure according to a consistent set of rules.

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3
Q

A diagnostic schedule (e.g. rating scale)

A

A specialized psychometric method that provides a structured procedure for collecting and categorizing behavioural data that corresponds to diagnostic categories or systems. It is used to diagnose a syndrome. The goal of an instrument determines whether it is a diagnostic schedule (e.g. diagnose or not).

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4
Q

Rating scales

A

Allow for the rapid and accurate identification of domains of behaviour that may require diagnosis or intervention.

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5
Q

Raw score

A

This refers to the sum of the item scores on a certain measure and does not give any information of performance compared to a norm-group.

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6
Q

Standard score

A

This refers to a raw score that is converted to a distribution that reflects the degree to which the individual has scored below or above the sample mean.

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7
Q

T-score

A

This is a type of standard score with a mean of 50 and a standard deviation of 10.

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8
Q

Linear t-scores

A

This is a type of score which maintains the skewed shape of the raw score distribution, meaning that the relationship of percentile ranks to T-scores is unique for each scale.

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9
Q

Uniform T-score (UT)

A

This is a type of standard score which maintains the skewness of the original raw score distribution to ensure that the relationship between percentile ranks and T-scores is constant across scales.

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10
Q

Scaled score

A

This is a type of standard score with a mean of 10 and a standard deviation of 3.

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11
Q

Percentile rank

A

This refers to a person’s individual relative position within a norm group but has unequal units along their scale (e.g. the difference between the first and fifth percentile rank is larger than the difference between the 40th and the 50th).

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12
Q

Norm-referenced interpretation (i.e. information on age-typicalness)

A

This refers to the comparison of children’s scores to some standard or norm.

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13
Q

Norm-referenced achievement tests

A

This refers to tests that compare children’s scores to others in the same grade.

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14
Q

Local norms (e.g. gender-referenced norm; clinical norm).

A

This refers to norms based on a specific population in a specific setting or location. This is used when the clinician wants to limit comparisons to a certain group.

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15
Q

National norms

A

This refers to norms based on the population as a whole.

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16
Q

A negatively skewed distribution

A

A distribution with the tail on the left.

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17
Q

A positively skewed distribution

A

A distribution with the tail on the right.

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18
Q

Reliability

A

The degree to which test scores are free from measurement error and includes the presumed stability (1), consistency (2), and repeatability (3) of scores for a given individual.

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19
Q

Reliability coefficient

A

Represent the amount of reliable variance associated with a test or the degree to which observed scores on the test reflect true scores on the construct. The error variance is 1 minus the reliability coefficient.

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20
Q

The error variance

A

1 - reliability coefficient

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21
Q

Test-retest method

A

Retesting the same group in a brief period of time

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22
Q

Internal consistency

A

Assesses the average correlation among items in a test or scale and assesses the homogeneity of the test item pool (e.g. split-half reliability).

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23
Q

Subtest specificity

A

Refers to the amount of reliable variance that can be attributed to a single subtest or scale. This can be used to assess how much confidence a clinician should have in conclusions that are based on a single subtest or scale.

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24
Q

Standard error of measurement (SEM)

A

Refers to the standard deviation of the error distribution of scores and gives an indication of the amount of error associated with test scores.

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25
Q

Validity

A

Refers to the degree to which evidence and theory support the interpretation of test scores for the proposed uses of a test (i.e. can the test score be used for what it was supposed to be used). A test is validated or invalidated for specific uses or circumstances meaning that a test, in general, cannot be valid or invalid.

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26
Q

Construct validity

A

This refers to the degree to which a test measures a construct and is obtained as a result of long-term accumulation of evidence.

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27
Q

Content validity

A

This refers to the appropriate sampling of a particular content domain.

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28
Q

Concurrent validity

A

This refers to the test showing correlations with other measures to which it is theoretically related.

29
Q

Predictive validity

A

This refers to the ability of a test to predict some later criterion.

30
Q

Convergent validity (i.e. correlation between two tests)

A

This refers to when scores on a scale correlate with other measures with which it is hypothesized to have an association.

31
Q

Discriminant validity

A

This refers to when scores on a scale do not correlate with other measures with which it is hypothesized to not have an association.

32
Q

Factor analysis

A

Refers to a data reduction technique that attempts to explain common variance by reducing it to several ‘overlapping factors’. These factors are then used as latent variables.

33
Q

Factor loading

A

Refers to the correlation between a scale and a larger factor and range from -1 to +1.

34
Q

Confirmatory factor analysis

A

Uses a set number of factors based on theory and uses statistical techniques to determine whether this is the case.

35
Q

Cluster analysis (e.g. latent class analysis)

A

Attempts to reduce the complexity of a dataset by grouping individuals with common characteristics.

36
Q

Response set

A

Refers to a tendency to answer questions in a biased way.

37
Q

Social desirability response set

A

This refers to the tendency for a person to respond in ways that seem socially appealing.

38
Q

Acquiescence response set

A

This refers to the tendency to answer ‘true’ or ‘yes’ to the majority of the items.

39
Q

Deviation

A

This refers to the tendency to give unusual or uncommon responses to items.

40
Q

Clinical utility

A

Refers to being able to make a meaningful difference in relation to diagnostic accuracy, case formulation and treatment outcomes.

41
Q

Developmental norms

A

This states that there are certain developmental norms (e.g. bedwetting at age 3 is normal while it is not at age 12) and this should be taken into account.

42
Q

Developmental processes

A

There should be a process-oriented approach (i.e. interactions of interrelated maturation processes should be taken into account). The transactional nature of behavioural patterns needs to be assessed and understood. This requires equifinality and multifinality to be taken into account, as well as the developmental task of a stage.

43
Q

Stability and continuity

A

It is important to assess whether something is stable (e.g. trait) and whether there is continuity over time (e.g. level of fear remaining the same over time). The presenting symptoms may change while the underlying cause (e.g. fear) remains the same.

44
Q

Situational stability

A

It needs to be assessed whether behaviour is stable across settings. Individual behaviours (i.e. symptoms) may show a high level of specificity but the broader construct (i.e. diagnosis) may show greater consistency across situations.

45
Q

Comorbidity

A

The comorbidity of disorders needs to be taken into account. Assessment should thus be comprehensive and cover multiple areas of functioning.

46
Q

Fairness

A

Refers to responsiveness to individual characteristics and testing contexts to ensure that test scores will yield valid interpretations for intended uses (e.g. make adjustments to the test for people who are visually impaired).

47
Q

Test bias (i.e. measurement bias)

A

Refers to the validity of interpretations not being equally valid across groups.

48
Q

Differential item functioning (DIF)

A

Occurs when equally able test takers differ in their probabilities of answering a test item correctly as a function of group membership. This is evidence of test bias.

49
Q

Age of onset

A

This is crucial for diagnosis and conceptualization.

50
Q

Course and prognosis

A

This is used to assess the stability of symptoms and to determine whether contextual factors play a primary role.

51
Q

Impairment

A

This gives information on impairment experiences in daily life and environmental consequences of the problems.

52
Q

Aetiology

A

This gives information on a potential diagnosis or effective interventions.

53
Q

Family psychiatric history

A

This is crucial as it can impact the age of onset (1), differential diagnosis (2) and treatment (3)

54
Q

Previous assessment/treatment/intervention

A

This can be used in guiding interpretation of current findings (e.g. more severe symptoms than in the past despite having received treatment indicates the need for more intensive treatment) and can guide future treatment options. It can also focus the attention on comorbid disorders.

55
Q

Contextual factors

A

This is crucial as it may influence the course of the problems or may explain the aetiology.

56
Q

Genograms

A

Refer to a family tree that allows the clinician to document:

  1. The family structure
  2. The relationships among family members
  3. Critical events
  4. Any particular variables of interest

It presents information graphically in a manner that is quickly interpreted.

57
Q

Complex schemes

A

Systems in which one source of information is weighed more heavily than others.

Complex schemes are often based on clinical judgement rather than empirical evidence, meaning that simple schemes may be superior. However, this is only when informants are asked to provide information that they are expected to know. There may be a differential validity of various informants across behavioural domains.

58
Q

Simple schemes (i.e. either/or approach)

A

Systems in which information from all sources is weighed equally.

59
Q

Availability heuristic

A

This refers to estimating the probability of an event based on the ease with which examples come to mind.

60
Q

Representative heuristic

A

This refers to when accessing a scheme by a given characteristic leads to the exclusion of other schemas (e.g. sadness lead the clinician to consider MDD and not other disorders).

61
Q

Anchoring heuristic

A

This refers to having predictions or decisions that are overly dependent on initial impressions and the discounting of later information.

62
Q

Confirmatory search strategies

A

This refers to using procedures that only seek to confirm initial impressions and failing to seek disconfirming evidence.

63
Q

The problem orientation

A

Refers to the clinician’s overall theoretical orientation for viewing problem behaviour and defines the proper content and methods of assessment.

64
Q

An orientation of planned critical multiplism

A

(i.e. clinical outcomes are brought about by multiple interacting factors).
It is a useful problem orientation to avoid the heuristics.

65
Q

The report

A

Refers to the means by which a client’s history and difficulties are described, results are obtained and interpreted, and suggestions for future approaches to the difficulties are discussed.

66
Q

A psychometric property

A

A portion of the report that presents only test scores and is usually given at the beginning of a report. This is often not of use for parents.

67
Q

Non-specifics

A

Refer to contextual factors within which the techniques of psychotherapy take place (e.g. therapeutic alliance).

68
Q

Aggregation

A

Refers to obtaining information from multiple sources and across multiple settings

  • Can be used to control error variance and to increase reliability.
  • Aggregation and reliability increase as the length of a test increases.
  • However, the additional tests that are added should be reliable, as it otherwise decreases the reliability of the test battery.
69
Q

Rapport

A

Refers to the interactions between the clinician and the client that promote confidence and cooperation in the assessment process (e.g. warm relationship).

  • The self-esteem and the consequences of testing for parents need to be taken into account (e.g. feel like a failure when a child has a disability).
  • It is also important to take the time that teachers have into account and not monopolize it. The rapport with the teacher can be enhanced by calling the teacher and personally thanking them for their effort.

Clinical Skills tentamen (7 decks)

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