Ch 1 Notes Young:

Vocabulary flashcards covering key concepts, terms, and tools introduced in Chapter 1 of the course text on evidence‑based assessment in childhood and adolescence.

Evidence‑based assessment (EBA)

A principled, sequenced approach to gathering, interpreting, and applying information about a client using the best available evidence, with supervision and case formulation guiding decisions.

Preparation phase

Phase before the client’s appointment; stocking the testing cabinet, ensuring assessment booklets are available, and planning to address common needs.

Prediction phase

Phase of gathering data ahead of or during intake to guide the evaluation; uses broad‑band measures and starter menus to form hypotheses.

Prescription and case formulation

Phase focused on integrating data into a case formulation and selecting a treatment plan or course of actions.

Process, progress, and outcome measurement

Ongoing tracking of therapy delivery, client progress, and treatment outcomes using standardized and idiographic measures.

DSM‑5

The 5th edition of the Diagnostic and Statistical Manual of Mental Disorders; US standard for diagnosing mental disorders; includes changes like DMDD.

ICD‑11

World Health Organization’s International Classification of Diseases, 11th edition; broader medical taxonomy and open to open access differences from DSM‑5.

RDoC (Research Domain Criteria)

A framework focusing on dimensions of functioning across disorders rather than discrete diagnoses, aimed at advancing basic science and future clinical applications.

Disruptive Mood Dysregulation Disorder (DMDD)

A DSM‑5 mood disorder characterized by severe irritability and frequent temper outbursts in youth.

DSM shorthand (e.g., DSM depression)

A research shorthand summarizing a diagnosis by DSM criteria to compress information about a condition.

ASEBA

Achenbach System of Empirically Based Assessment; broad, multi‑informant rating system with normative data for behavior and problems.

BASC

Behavior Assessment System for Children; another broad, normed set of rating scales for youth behavior and emotion.

CASI

Child and Adolescent Symptom Inventory; DSM‑aligned symptom checklists with youth, parent, and teacher versions.

Starter menus

Curated sets of scales and questions designed to efficiently cover the “vital few” assessment topics before/during intake.

Broad‑band measures

Assessment tools that cover a wide range of potential problems (e.g., ADHD, anxiety, mood, trauma) to screen broadly.

Norms / standardization

Reference data from representative samples used to interpret individual scores; accounts for age, sex, and other factors.

Standard scores (M=100, SD=15)

A common scaling for cognitive/achievement tests to compare an individual to a normative sample.

T scores (M=50, SD=10)

Standardized scores used on behavior scales (e.g., ASEBA, BASC) for easier interpretation across scales.

Z scores (M=0, SD=1)

Standardized scores used to convert different measures to a common scale (unitless).

Cross‑informant assessment

Collecting data from multiple informants (parents, teachers, youth) to understand functioning across settings.

Inter‑informant agreement

Degree of agreement among informants; typically modest (around r ≈ .28 in large meta‑analyses) but higher when multiple informants concur.

Moderators

Factors that change the effect of treatment or the likelihood of outcomes (e.g., diagnosis, comorbidity, informant discrepancies).

Comorbidity

Co‑occurrence of multiple disorders; often indicates greater severity and informs treatment sequencing and planning.

Risk factors

Factors that increase the likelihood of problems or adverse outcomes, such as suicidal ideation, abuse, or exposure to trauma.

Protective factors

Variables that buffer risk and promote resilience in youth (e.g., supportive family, coping skills).

Vital Few

Pareto principle idea: a small subset of problems accounts for most cases; focus assessments on these core issues.

Free measures

Low‑cost or no‑cost assessment tools with strong psychometrics and research support (e.g., ASEBA, BASC); may have coverage gaps.

Interview types (structured, semi‑structured, unstructured)

Different formats for interviews: fully scripted (structured), hybrid (semi‑structured), or clinician‑led (unstructured); hybrids often balance reliability and flexibility.

Diagnostic likelihood ratio (DLR)

A statistic used to update the probability of a diagnosis after obtaining test results in prediction.

Bayesian reasoning

Using prior probability (base rate) and new evidence to update the likelihood of a diagnosis or outcome.

Base rate

The pretest probability of a condition in a given clinical setting, used to calibrate predictive reasoning.

Top Problems approach

Idiographic method where client and clinician track a small number of top concerns each session to monitor progress.

Pubertal status measure (Petersen scale)

A self‑ or parent‑report measure of pubertal development used in youth assessments; helps interpret risk and changes in adolescence.

Ethical and legal issues in youth assessment

Consent, confidentiality, mandated reporting, and safety planning considerations when evaluating and treating minors.