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:
cognitive scale
language scale
motor scale
social-emotional scale
adaptive scale
domains of developmental delay (Bayley-III)
cognitive scale (sensory acuity, perception, attention, object permanence, counting, etc.)
language scale (receptive/expressive communication, directions, identifying pictures/objects)
motor scale (object manipulation, hand skills, posture control, motor planning)
social-emotional scale (use of emotions, ability to convey feelings)
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:
verbal comprehension: information, similarities
visual spatial: block design
fluid reasoning: matrix reasoning
working memory: picture memory
processing speed: bug search
factors/subtests (for Wechsler Preschool/Primary Scale of Intelligence)
verbal comprehension: information, similarities
visual spatial: block design
fluid reasoning: matrix reasoning
working memory: picture memory
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
identify problem, define in behavioral terms
identify environmental antecedents
develop plan to alter antecedents and reinforcers to modify behavior
execute plan
evaluate outcomes
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)
aggression
attention problems
anxiety
atypicality
depression
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:
information about child’s activities
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 Antecedents (what triggers the behavior) the Behavior and the Consequences of that behavior
SORC Model (behavioral interview)
interview that focuses on the Stimuli, the Organismic variables (physical, emotional, psychological reaction), the Response/behavior, and the Consequences 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