psychodiagnostics tests + key terms (week 2)

areas of concern (for infant capacity assessments)

delayed development, emotional development, intellectual development (gifted children)

infant measures

used from birth → 2.5 yrs, focus on sensory and motor development, poor prognostic value for intelligence, main purpose is screening

preschool measures

used from 2.5 yrs → 6 yrs, focus on cognitive skills (verbal comprehension, spatial thinking), good prognostic value for intelligence

Neonatal Behavioral Assessment Scale (NBAS)

test used to assess behavior in infants, theoretical basis, emphasizes need to document contribution of newborn to parent-infant system, tested in first week of life, 28 behavioral items (scored on 9 pt. scale), 18 reflex items for neurological status testing (scored on 4 pt. scale), summarizes quality of responsiveness using supplementary items

Bayley-III test

test measuring developmental delay in children 1 month→42 months, no overall score, scores can be reported as scale scores, measures delay in five domains:

1) cognitive scale

2) language scale

3) motor scale

4) social-emotional scale

5) adaptive scale

domains of developmental delay (Bayley-III)

1) cognitive scale (sensory acuity, perception, attention, object permanence, counting, etc.)

2) language scale (receptive/expressive communication, directions, identifying pictures/objects)

3) motor scale (object manipulation, hand skills, posture control, motor planning)

4) social-emotional scale (use of emotions, ability to convey feelings)

5) adaptive scale (completed by caregivers, communication, health and safety, self-care, self-direction, home living, leisure)

Wechsler Preschool and Primary Scale of Intelligence -IV (WPPSI-IV)

test for children from 2.5 yrs. → 7 yrs. and 7 mo., (two versions, other version for 4 yrs. → 7 yrs. and 7 mo.), 10 subtests, only 6 subtests needed to find Full Scale IQ, subtests divided into factors:

1) verbal comprehension: information, similarities

2) visual spatial: block design

3) fluid reasoning: matrix reasoning

4) working memory: picture memory

5) processing speed: bug search

factors/subtests (for Wechsler Preschool/Primary Scale of Intelligence)

1) **verbal comprehension**: information, similarities

2) **visual spatial**: block design

3) **fluid reasoning**: matrix reasoning

4) **working memory**: picture memory

5) **processing speed**: bug search

Stanford-Binet Intelligence Scales for early childhood (SB5)

test for children from 2 yrs. → 7 yrs. and 3 mo., most important subtest is Test Observation Checklist (focused on behaviors that negatively impact test performance, affect validity of results), test taking behaviors divided into two categories: characteristics and specific behaviors

characteristics (SB5)

general traits found in many situations (motor skills, activity level, attention/distractibility, impulsivity, language)

specific behavior (SB5)

behaviors observed during the test (consistency in performance, mood, frustration tolerance, change in mental set, motivation, fear of failure, cooperation level, anxiety, need for redirection, parental behaviors, representativeness of test behaviors)

false-positive cases

typical children who fail a test and are wrongly classified positive for a potential disability

false-negative cases

children who pass the test and are wrongly classified negative for a potential disability

5 pitfalls (of screening in infancy/early childhood)

waiting until problem is observable, ignoring screening results, relying on informal methods, inappropriate tests, assuming services are limited/non-existent

Leiter International Performance Scale - Revised (LIPS-R)

test that does not include verbal instructions, used for 2yrs → 20 yrs. and 11 mo., for those with limited english skills, autism, brain trauma, speech impairment, hearing problems, impoverished environment, match small cards according to illustrations, not timed. two batteries: visualization and reasoning, and memory and attention, 10 subtests ea., produces composite IQ score

non-reading tests

tests designed for individuals who understand spoken English, good for young children, illiterate people, people w/ speech/expressive language impairments (stroke), focuses on motor deficits

Peabody Picture Vocabulary Test -IV (PPVT - 4)

test suitable for deaf people, people w/ neurological or speech impairments and motor impairing conditions, for 2.5 yrs → 90+ yrs., 228 testing plates with four drawings, stimulus word stated, participant matches word to correct drawing, gives standardized score, measure of hearing vocabulary not G.I.

mild intellectual disabilty

IQ of 75-50, intermittent support required

moderate intellectual disability

IQ of 35-50, limited support required

severe intellectual disability

IQ of 20-35, extensive support required

profound intellectual disability

IQ of less than 25, pervasive support required

conceptual skills (adaptive tests)

language, money, time, number concepts, self-direction

social skills (adaptive tests)

interpersonal skills, social problem solving, self-esteem

practical skills (adaptive tests)

personal care, health care, travel/transportation, use of money

behavioral assessment

measure of typical responding, what a person does on a regular basis, focuses on observable behavior, only cares about type and frequency

response biases/sets

test responses that misrepresent a person’s true characteristics in behavioral assessments, validity of test results is lower

6 steps for behavioral interviewing

1) identify problem, define in behavioral terms

2) identify environmental antecedents

3) develop plan to alter antecedents and reinforcers to modify behavior

4) execute plan

5) evaluate outcomes

6) modify plan/intervention if outcomes are not postive

behavior rating scales

inventories that ask an informant to rate an individual on some dimensions, done in a continuum/Likert scale, can detect presence of rare behaviors usually missed in clinical interview, better for externalizing problems, good for predicting diagnosis/what interventions might work

Behavior Assessment System for Children (BASC-2)

set of instruments (includes Teacher Rating Scale and Parent Rating Scale, self-report scales, classroom observation system, parent-child relationship scale, developmental history scale), suitable for 2 yrs. → 21 yrs., most global measure is the Behavioral Symptoms Index (reflects overall level of behavior problems, has 6 scales)

6 scales of the BSI (Behavioral Symptoms Index)

1) aggression

2) attention problems

3) anxiety

4) atypicality

5) depression

6) somatization

internalizing problems

anxiety, depression, somatization

externalizing problems

aggression, conduct problems, hyperactivity

school problems

attention problems, learning problems

adaptive skills

activities of daily living, adaptability, leadership, social skills, study skills

Achenbach System of Empirically Based Assessment (ASEBA)

assessment that includes CBCL and Teacher Report Form (TRF), gives omnibus rating scales, measure wide range of symptoms and behaviors (important b/c when assessing children there is high rate of comorbidity!)

CBCL

behavior checklist for children, completed by parents, two forms (one for 1.5→5 yrs, and one for 6→18 yrs), scales contain two sections:


1. information about child’s activities
2. assesses problem behaviors through clinical subscales

clinical subscales (ASEBA)

withdrawn, somatic complaints, anxious/depressed, social problems, though problems, attention problems, delinquent problems, aggressive behavior

single-domain rating scales

rating scales that measure wide range of symptoms and behaviors but focus on one specific disorder or behavioral dimension

omnibus rating scales

rating scales that measure a wide range of symptoms, behaviors, and disorders

Childhood Autism Rating Scale (CARS)

identifies ____ in 2yrs+ children, total score is used to rate child on continuum from non, to mild-to-moderate, to severe

Basic Monitor for ADHD (BASC monitor)

scale used to identify ____, one scale for teachers, one for parents, for those aged 4yrs. →18 yrs., assesses primary symptoms of disorder and facilitates treatment

Pediatric Behavior Rating Scales (PBRS)

rating scales, one for teacher one for parents, identifies early onset bipolar disorder in children aged 3yrs → 18yrs.

adaptive behavior rating scales

single-domain scales that assess _____ in three areas: conceptual skills, practical skills, and social skills

Vineland Adaptive Behavior Scales (Vineland-II)

scales for assessment of individuals with developmental and intellectual disabilities, comes in three forms: survey interview form, parent/caregiver rating form, and teacher rating form

Clinical Assessment Scales for the Elderly (CASE)

omnibus behavior rating scale, ages 55yrs. → 90yrs., completed by a caregiver, contains 13 scales:

→ anxiety, cognitive competence, depression, fear of aging, mania, obssessive-compulsive, paranoia, psychoticism, somatization, substance abuse, infrequency, lie, validity

Student Observation System (SOS)

standardized observational recording system that allows for observation of 14 dimensions of behavior (positive and negative), part of BASC, mostly used in classrooms

Continuous Performance Tests (CPTs)

tests that measure vigilance, sustained/selective attention, and executive control. examinee views computer screen and responds when specific stimulus appears, cannot respond any other time. this test is sensitive in detecting disorders with impaired attention and concentration

psychophysiological assessments

assessments that involve recording physical changes in the body during a specific event, examples: polygraph test, EEGs, penile plethysmograph

ABC Model (behavioral interview)

interview that focuses on the **A**ntecedents (what triggers the behavior) the **B**ehavior and the **C**onsequences of that behavior

SORC Model (behavioral interview)

interview that focuses on the **S**timuli, the **O**rganismic variables (physical, emotional, psychological reaction), the **R**esponse/behavior, and the **C**onsequences of the behavior

controlled observation (direct observation)

observation where client has given consent, low validity because they are aware they are being observed

naturalistic observation (direct observation)

observation where client is unaware they are being observed (ethical dilemma of consent), high validity b/c many variables are not controlled