Assessment MID-TERM Flashcards

(35 cards)

1
Q

Define a construct

A

Terms researchers invent to describe, organize and assign meaning ot phenomena relevant to a domain of research.

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2
Q

Define Measure

A

A quantified record, such as an item response, that serves as an empirical representation of a construct.

A measure does not define a construct, but rather is one of various possible indicators of the construct, all of which are considered fallible.

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3
Q

Define Content Validity

A

The degree to which item content is relevant to and representative of the targeted construct.

NOTE: Adequate content validity requires attention to both the breadth and depth of measured constructs.

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4
Q

Define Construct Validity

A

The extent to which a scales measures or correlates with the theorized psychological scientific construct that it purports to measure.

Convergent and discriminant validity are subtypes.

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5
Q

Define Convergent validity

A

The degree to which two measures of constructs that theoretically should be related, are in fact related.

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6
Q

Define Discriminant Validity

A

The degree to which scores on a test do not correlate with scores from other tests that measure different constructs.

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7
Q

Describe the structure of the PAI

A
  • 22 Scales
  • 4 domains
    • Validity
    • Clinical
    • Treatment
    • Interpersonal
  • 10 scales are comprised of subscales
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8
Q

What factors contribute to someone being eligible to take a PAI?

A
  • Reading comprehension >= 4th grade level
  • Borderline IQ or higher
  • NOT compromised by alcohol, drugs, neurological disorder, or psychosis
  • Able to focus adequately for at least an hour
  • Sufficient English fluency
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9
Q

What does the profile “skyline” indicate?

A

The skyline indicates a score that would be 2 SDs above the mean in a combined inpatient/outpatient clinical normative sample

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10
Q

List the steps taken in order to interpret a PAI

A
  1. Ensure that the measure is valid
  2. Interpretation of individual scales
  3. Interpret profile configurations & code types
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11
Q

List the PAI’s Validity Scales

A
  1. ICN - Inconsistency
  2. INF - Infrequency
  3. NIM - Negative Impression Management
  4. PIM - Positive Impression Management
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12
Q

Describe the SOM scale on the PAI.

Does it have subscales?

A

Somatic Complaints

  • SOM-C: Conversion - unusual medical symptoms
  • SOM-S: Somatization - diffuse health-related complaints
  • SOM-H: Health concerns - Preoccupation with physical health
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13
Q

Describe the ANX scale on the PAI.

Does it have subscales?

A

Anxiety

  • ANX-C: Cognitive - cognitive sxs (rumination, worry)
  • ANX-A: Affective - affective sxs (tension, difficulty relaxing)
  • ANX-P: Physiological - Physical sxs (sweating, + heart rate)
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14
Q

Describe the ARD scale on the PAI.

Does it have subscales?

A

Anxiety Related Disorders

  • ARD-O: OCD and personality features
  • ARD-P: Phobias - fearfulness, particularly social
  • ARD-T: Trauma - traumatic history
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15
Q

Describe the DEP scale on the PAI.

Does it have subscales?

A

Depression

  • DEP-C: Worthlessness, hopelessness
  • DEP-A: Affective - sadness, lack of interest
  • DEP-P: Physiological - Fatigue, sleep, eating
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16
Q

Describe the MAN scale on the PAI.

Does it have subscales?

A

Mania

  • MAN-A: Activity level - energy, over-extension
  • MAN-G: Grandiosity - + sense of self worth
  • MAN-I: Irritability - Impatience, low frustration tolerance
17
Q

Describe the PAR scale on the PAI.

Does it have subscales?

A

Paranoia

  • PAR-H: Hypervigilance - suspiciousness
  • PAR-P: Persecution - believes others actively preventing one’s success
  • PAR-R: Resentment - Tendency to hold grudges/externalize blame
18
Q

Describe the SCZ scale on the PAI.

Does it have subscales?

A

Schizophrenia

  • SCZ-P: Psychotic Experiences - psychotic sxs, unusual perceptions
  • SCZ-S: Social Detachment - social isolation/detachment
  • SCZ-T: Thought Disorder - concentration difficulties, disorganized thinking
19
Q

Describe the BORscale on the PAI.

Does it have subscales?

A

Borderline Features

  • BOR-A: Affective Instability - poor mood regulation
  • BOR-I: Identity problems - Feeling empty, uncertain of one’s place in life
  • BOR-S: Self harm - Impulsivity, self-harm
20
Q

Describe the ANT scale on the PAI.

Does it have subscales?

A

Antisocial Features

  • ANT-A: Antisocial behaviors - rule breaking
  • ANT-E: Egocentricity - exploitive, unempathic
  • ANT-S: Stimulus Seeking - low boredom tolerance
21
Q

Describe the AGG scale on the PAI.

Does it have subscales?

A

Aggression

  • AGG-A: Aggressive Attitude - belief that violence can be used for personal gain
  • AGG-V: Verbal Aggression - assertiveness & verbal abusiveness
  • AGG-P: Physical Aggression - tendency to be physically aggressive
22
Q

What supplemental indicators exist on the PAI and what purpose do they serve?

A
  • Defensiveness Index
    • Minimization of problems to deceive self or others
  • Cashel Discriminant Function
    • Intentional defensive dissimulation
  • Malingering Index
    • Pessimism or malingering
  • Rogers Discriminant Function
    • Malingering
      *
23
Q

Describe some of the PAI’s limitations

A

PAI is a self report measure

  • Questions are answered based on responder’s perception, which can be flawed
  • Test relies on responder honesty
  • Patients must understand questions

PAI does not identify/measure all traits/behaviors related to a diagnosis

  • Eating disorder
  • Developmental disorder
  • Cognitive disorder/dementia
  • V Codes
24
Q

Define Adaptive Functioning

A

The effectiveness of the individual in coping with social and natural demands of his/her environment.

25
List and describe the domains of Adaptive Functioning according to the DSM5.
1. Conceptual * language * problem solving * academic abilities 2. Social * awareness of and effective communication with others 3. Practical * home living * health & safety * self-magement * school/job activities
26
Is ADHD a learning disability?
No, it's one kind of developmental disorder that causes problems in the learning environment.
27
List the diagnostic criteria for ADHD.
* 6 or more symptoms of inattention or hyperactivity-impulsivity * 5 symptoms if individual is at least 17 * persisting for at least 6 months * present before the age of 12 * observed in 2 or more settings * impair or reduce functioning
28
List the ppotential hyperactivity symptoms required for a diagnosis of ADHD.
1. Fidgetiness 2. Can't stay in a chair 3. Runs around or climbs 4. Gets loud 5. Driven by a motor 6. Chatterbox 7.
29
List the ppotential inattentive symptoms required for a diagnosis of ADHD.
1. Poor focused attention; careless mistakes 2. Poor sustained attention 3. Doesn't listen 4. Doesn't finish tasks 5. Disorganized 6. Avoids tasks requiring effort 7. Loses things 8. Easily distracted 9. Forgetful
30
What is the prevalence of ADHD according to the DSM?
* 3 to 7% in school age population * 2.5% in adults (DSM 5) * 2 males : 1 female
31
Describe the general concept of a learning disability.
* *unexpected* failure to develop academic skills that are commensurate with age and abilit level * operationalized as a significant discrepancy between IQ and achievment scores *
32
List and describe the Academic Domains affected by a learning disorder.
1. Reading * Decoding * Comprehension * Fluency 2. Math * Calculation; number sense; arithmetic facts * Reasoning * Fluency 3. Written langugage * Spelling * Grammar and punctuation * Written expression of ideas
33
List the diagnostic criteria for a Specific Learning Disorder.
A. At least 1 academic symptom persisting for 6 months despite intervention. * Inaccurate or slow and effortful word reading * reads single words aloud incorrectly / slowly and hesitantly * frequently guesses in sounding words * Difficulty understanding the meaning of what is read * Difficulties with spelling * Difficulties with written expression * Difficulties mastering number sense, number facts, or calculation * Difficulties with mathematical reasoning B. Functioning is below expectations for age and significantly interferes with academic achievement, work performance and ADL's. * In adults over 17, documented history is sufficient C. Difficulties began during school-age years D. Not better accounted for by: * IQ, sensory disorders * mental or neurobiological disorders * language-proficiency * other adversity, or inadequate instruction
34
List and describe the legislation discussed in class.
Public Law 94 (1975): Education for All Handicapped Children Act * Every child with a learning disability is entitled to a free and appropriate education * Also applied to handicapped, autism, MR (ID) Public Law 101-476 (1990): Individuals with Disabilities Education Act * Known as: IDEA Public Law 108-446 (2004) * Known as: Individuals with Disabilities Education Improvement Act * Reauthorized IDEA Americans with Disabilities Act (1990) * Similar protections against discrimination for adults * Civil rights law whereas IDEA were education laws
35
What would the developmental history inform you of in relation to diagnosing a Specific Learning Disorder?
* Risk factors * School attendance (or lack thereof) * If physically present at school, were they mentally present? * Family history