Clinical Psychology UIowa Exam 2

Why do we need assessment?

To see where people are at and get them treatment if needed. To see if the help is working

Screening

Identification of those experiencing clinically significant difficulties (usually a brief assessment and early on)

Diagnosis/ Case Formulation

Specification of DSM clinical diagnosis and conceptualization of clinically significant difficulties

Prognosis/ Prediction

Estimation of the likelihood of clinically significant difficulties

Treatment Monitoring and Evaluation

Examination of how well prevention or intervention is working

A&P Strategies

Self or other report questionnaires, Interview, Observational, Biopsychological, Performance based, Archival, Combinations of them

Standardized

Unique aspect of testing situation and assessor minimized, Provision of comparable materials/items across assessors

Reliable

Internal consistency, Test-retest, Inter-rater

Valid

Content, face, concurrent, predictive, convergent, discriminant, incremental

Useful

Practical utility of approach, relative to others

AUDIT

Screens current alcohol problems, best available

Internal Consistency

Consistency of responses across items of measure

Test-retest Reliability

Consistency of responses over time

Inter-rater Reliability

Consistency of judgments across raters

Content Validity

Extent to which item content reflects concept of interest

Face Validity

Extent to which measure appears to assess concept o interest "on its face"

Concurrent Validity

Association of measure with another presumably related measure at the same point in time

Predictive Validity

Association of measure with another presumably related measure at future point in time

Convergent Validity

Moderate-to-strong association of measures intended to measure same or similar concepts

Discriminant Validity

Weaker association of measures measure intended to measure different concepts

Incremental Validity

Extent to which measure predicts more than what already could predict

Sensitivity

The ability of a test to correctly identify those with a disorder

Specificity

The ability of a test to correctly identify those without a disorder

High Cutoff

Low sensitivity, high specificity

Low Cutoff

High sensitivity, low specificity

Clinical Prediction

Completely unstructured

Actuarial (Statistical) Prediction

Completely structured, more accurate

Base Rate

Proportion of people who meet the criteria

Unstructured Interview

No standard set of questions or structured method for integrating and summarizing obtained information

Structured Interview

Very specific format for asking questions, determining follow-up questions, integrating and summarizing obtained information

Semi-Structued Interview

A combination of both, starts out as a structured interview, but can move to unstructured

Mental Status Exam

Commonly used system of behavioral observation in psychiatric contexts

Naturalistic Behavioral Observation

Observation within normal situational contexts and under naturally occurring reinforcements and consequences. External validity high, reliability low, costly and time consuming

Structured Behavioral Observation

Observation in role-played scenarios in which person engages in one or more simulated social interactions. Internal validity high, reliability high, somewhat costly

ABC's

Antecedent: what happens before person does it?

Behavior: what is person doing?

Consequence: what happens after person does it?

Self-Monitoring

Observing and recording own behaviors, thoughts, emotions, bodily sensations, events, etc

Provides great deal of information at low cost

Can be used to teach treatment progress

Treatment Components

Education, Breathing retraining, Cognitive restructuring, Exposure

Overestimating

Think it'll happen more than it actually does

Catastrophizing

Worst possible thing will happen

Reactivity

Changes in phenomenon being assessed due to process of self-monitoring

Self-Monitoring Interventions

Present rationale underlying self-monitoring, Select the target response, Record the target response, Chart/graph the target response, Display the data collected, analyze the data collected

Projective Testing

Taking what's inside of someone out into the open to see how people are without asking them

TAT (Thematic Apperception Test)

31 pictures only shown some, not standardized, not reliable, not valid, not useful

The Rorschach

See all the pictures, very controversial

Singular Model of Intelligence (Spearman)

Intelligence is singular, "g" for general (single) intelligence

Plural Model of Intelligence (Thurstone)

Intelligence is multiple abilities that may not relate to each other, there are many different kinds of intelligence that do not correlate strongly

Hierarchical Model of Intelligence

Blends singular and plural models, overall intelligence factor that includes relatively ability-specific factors

Most current intelligence tests follow

A hierarchical model of intelligence

Uses of intelligence tests

Predict future achievement, characterize functional impairment, influence approach to assessment, influence approach to therapy

Four Subscales of the WAIS-IV

Verbal comprehension scale (VCS), perceptual reasoning scale (PRS), working memory scale (WMS), processing speed scale (PSS)

Full Scale IQ (FSIQ)

Based on total performance

VCS Similarities

Abstract verbal reasoning

VCS Vocabulary

Degree to which one has learned, can comprehend, can express vocabulary

VCS Information

Degree of general cultural info

VCS Comprehension

Ability to deal with abstract social conventions, rules, expressions

PRS Block Design

Spatial perception, visual abstract processing, problem solving

PRS Matrix Reasoning

Nonverbal abstract problem solving, inductive reasoning, spatial reasoning

PRS Visual Puzzles

Nonverbal reasoning

PRS Picture Completion

Ability to perceive visual details quickly

PRS Figure Weights

Quantitative and analogical reasoning

WMS Digit Span

Attention, concentration, mental control

WMS Arithmetic

Concentration while manipulating mental mathematical problems

WMS Letter-Number Sequencing

Attention and working memory

PSS Symbol Search

Visual perception, speed

PSS Coding

Visual-motor coordination, motor and mental speed

PSS Cancellation

Visual-perceptual speed

Intelligence is distributed

In a bell-shaped curve

Individual's score is scaled

Relative to scores of same-age peers in normative sample

95% of scores between

Two deviations above and below average

68% of scores between

One deviation above and below average

"Average" Range

85-115

"Above/Below Average" Range

115-130, 70-85, 28% of population

"Intellectually Disabled" Range

<70, 2.5% of population

"Gifted" Range

>130, 2.5% of population

Standard Error of Measurement

How much the score could be off by

WAIS-IV

High Standardization, High Reliability, Good Validity, High Utility

WAIS Predicts (to a degree)

Grades in school, number of school years completed, academic performance through 1st year of college, landing a job

WAIS Doesn't Predict

Emotional adjustment/happiness, creativity, interpersonal relationships/marital status, success after getting a job, motivation, character

WAIS Challenges

Time intensive, Scores can be influenced by factors that are unrelated to intelligence, scale may not adequately cover the concept of intelligence

Flynn Effect

Population IQ rises about 3 points ever decade

IQ Heritability

.51-.81, lower in poorer families, higher in more affluent families

Complex Figure

Visual spatial construction ability

Auditory Verbal Learning Test

Ability to learn and remember verbal information (monotone so it is standardized)

Visual Spatial Learning Test

Visual memory, in particular, memory for locations

Controlled Oral Word Association Test

Verbal Fluency

Objective Personality Assessment

Administration of standard set of questions or statements with fixed set of responses

Projective Personality Assessment

Administration of unstructured or ambiguous stimuli with open-ended responses

Norm Reference Assessment

Comparing your score to others to find what is normal

Minnesota Multiphasic Personality Inventory(MMPI)

Most popular and psychometrically sound self-report inventory of personality and psychopathology

MMPI 1st Version

Empirical Approach, challenges external validity of norms

MMPI 2ns Version

Theoretical (Content) Approach

Validity Scales

Developed to evaluate potential threats to interpretability of responses to MMPI

Clinical Scales

Developed to distinguish psychiatric categories

Content Scales

Developed to identify more contemporary clinical conditions

T-Scores

Standardized score with a mean of 50 based on the original normative sample

Malingering

Feigning or exaggerating symptoms for external gain

The Big Five

Openness to experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism

Personality

Individual differences in characteristic patterns of thinking, feeling, and behaving

Temperament

Individual differences in reactivity and self-regulation that are: biologically-based, early appearing, and relatively stable

Personality Disorder

Maladaptivem extreme variants of normal