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Exam - Coggle Diagram

- - - - Luria - pluripotentential brain regions - any one centre of the brain can be involved in several functional systems - three functional units within the brain
        
        Three Functional Units
        
        Unit 2: parietal, temporal and occipital cortices - receiving, analysing and storing information
        
        pluripotential - one centre of brain can be involved in both visual and tactile sense, multiple systems can be responsible for the same behaviour
        
        Unit 1: brain stem and diaencephalon - regulate tone, waking and meantl states
        
        Unit 3: prefrontal/frontal cortex - programming regulation and verification of activity
  - - - Assessing (assessing changes over time, prognosis), Offering (guidelines for rehab, vocat, edu. etc., Providing (providing guidelines and education to family and caregivers), Planning (discharge and/or treatment implementation)
      - Domains assessed
        
        Memory, Spatial, Attention, Processing Speed, Language, Executive Functions
  - - - comparison to scores of normative sample and to pre-morbid functioning, pattern analysis
  - - - boston process approach - qualitative data collected and considered when deciding which additional tests to administer
        
        less likely of redundant testing, key tests may not be administered, may not be as robust as fixed approach
      - Luria-Nebraska
      - Advantages
        
        frequent use of adaptation of validated measures, flexibility, descriptive power, most commonly used approach
      - Disadvantages
        
        limited set of normative data for qualitative findings, depends on observational skills for its use, requires specific training
  - - - adult battery - 16-69 years, 7 subtests, scores - subtest mean = 10 , sd = 3, standard mean = 100, sd = 15, five main indices, six primary subtests
      - Auditory Memory
        
        Logical Memory I and II - short stories, delay recall, remember verbal info.
        
        Verbal paired associates I and II - verbal memory for novel associations, delay recall
      - Immediate Memory
        
        Delayed Memory
        
        Logical Memory II, Verbal Paired Associates II, Designs II, Visual Reproduction II - recall info after 20-30 min delay
        
        ability to take in visual and verbal information immediately, same tests as delayed memory but first version
      - Visual Memory
        
        Designs I and II
        
        spatial memory task - remember designs on a grid
        
        Visual Reproduction I and II
        
        draw five designs from memory
      - Visual Working Memory
        
        Spatial Addition
        
        add or subtract the location of circles
        
        Spatial Span
        
        select abstract symbols in a specific order
        
        manipulate visual info. in short-term working memory
      - Dementia
        
        screening tools
        
        limited assessment of important cognitive domains
        
        too brief to help determine specific cause of the dementia
        
        fail to detect subtle deficits in cognitive ability
        
        2/3 Alzheimer's - cognitive loss
        
        Early
        
        memory, word finding, construction and visuospatial, complex tracking
        
        Mid
        
        language, apraxias, aphasias, orientation to place and time
        
        Late
        
        speech and comprehension disintegrate, can't participate in testing, motor and sensory mainly preserved
        
        Parkinson's disease
        
        cognitive deficits
        
        executive function, memory, attention
        
        orientation remains intact, vocab, grammar and syntax inact and motor symptoms also present
        
        Example tests
- - - - 8 factors stratum II
      - stratum III. - general intelligence
- - - - formal, organised, structured relationship, no emotional or judgmenets, follow guidelines
  - - - flexible guidelines
    - - exact order and wording with little follow up questions
  - - - commonality, empathy, active listening skills, tone and tempo mirroring, posture mirroring, emotional mirroring, inviting behaviour, non-judgemental attitude
    - - format - what structure, purpose and areas explored
    - - introduction
      - Main body
        
        main themes and explore responses, more general to more specific information, establish rapport and trust before more sensitive content
        
        Closing
        
        recap key themes, ask questions
    - - open or closed ended questions
      - probing questions
        
        clarify or search reasons, search for inconsistencies, help client deal with topic, revisit responses
      - avoid probing questions and why
- - - - non-verbal and verbal fluid reasoning - induction, deductive reasoning, visualisation, cognitive flexibility, concentration, visual processing
        
        non-verbal and verbal knowledge - measures crystallised knowledge, general information, synthesis of information, attention and concentration
        
        non-verbal + verbal quantitative reasoning - mathematical knowledge, quantitative knowledge
        
        verbal + non-verbal visual spatial processing - visual processing, spatial relationships, perceptual reasoning, spatial reasoning
        
        NV + V working memory - short term memory, working memory
  - - - Parallel versions, two main versions, 60 matrices test
  - - - crystallised inteligence, forced choice format, 228 items
      - via easel, establish basal level until ceiling level reached - point to item or indicate number. Scoring - number of items correct
    - - clinical purpose - speech impairment, language disorder, hearing impairment, reading disability, intellectual disability etc.
  - - - poor english literacy, lack of formal education, differing cultural concepts of time, numbers and space - aboriginal people may have limited experience with the knowledge base from the derived tests
        
        test data relies on inappropriate normative data, drawn from non-indigenous samples
        
        aboriginal people - cognitive dysfunction remains undetected, misdiagnosed and ultimately untreated
        
        2.6 x more likely to experience high/very high psychological distress compared to non-Indigenous adults, 68% experienced one or more stressors in the last 12 months
    - - Cog. screening tool for all First Nations Australians - validated with First Nations aged 45 years and above from Kimberley and Northern Territory, includes medical history, substance use and current functioning
        
        higher prevalence of dementia in First Nations peoples, also KICA Regional/Urban for urban settings
        
        must be aware of own beliefs, stereotypes and communication rules impact interpretation of First Nations people behaviour, practice with your limits, acknowledge and respect the value systems and authority structures of First Nations communities
        
        consult Aboriginal Liaison officers, aboriginal community workers and education officers, select appropriate language medium, document records and reports cultural, linguistic or other social factors that might be important
        
        First Nations people - considerate about forms of greeting, gender differences in communication, respectful behaviour, cultural use of questioning, use of personal names, non-verbal communication, behaviours
    - - significant association b/w interpersonal racism and depression for First Nations peoples
        
        lack of control, stress, negative social connections and reactions to racism identified
        
        40% of Aboriginal children aged 4-14 years bullied - Longitudinal study of Indigenous Children - 23% of indigenous children high risk of clinically sig. emotional and behavioural difficulties
        
        consideration 1 - impact of colonisation on First Nations people's health and wellbeing
        
        Social and emotional wellbeing, sense of self connected to family, community, spiritual belief, culture and land
        
        disruption/loss/breakdown can lead to poor mental health and illness and physical illness
        
        1 more item...
        
        consideration 2- sociocultural and other risk factors
        
        economic and social disparity between First Nations and non-Indigenous australians
        
        lack of effective political voice contributed to deprivation and marginalisation - higher rates of psychopathologies and distress
        
        1 more item...
        
        consideration 3
        
        indigenous distrust of justice and welfare services and agencies
        
        past govt. legislation contributed to mistrust and suspiciousness of govt. agencies
        
        1 more item...
    - - need to have detailed understanding of how and why indigenous wellbeing is vulnerable to these risk factors and the interconnected of these risk factors
        
        implications for recommendations and services accessed
- - - - development based on reason + deductive logic (face validity), assume that test items describe behaviour and/or personality, consistency of interpretation, high reliance on examinee's insight and honesty
        
        Woodworth Personal Data Sheet
        
        identify recruits who would break down in combat - diagnosed neurotics, first personality inventory - WWI
        
        Holland's theory - person job - personalities align with career choices
      - Deductive: Theoretical (logic + theoretical base)
        
        items match theory, assume each test item relates to construct (e.g. personality) or sub-construct (e.g. narcissism) being measured
    - - Criterion Group Strategy
        
        Reliance on data selection to determine responses e.g. administer large number of items to two groups (criterion group with personality characteristic) and control group, select items that discriminate the two group, cross-validate with new criterion sample and gather supporting evidence and meaningful data to test validity (negates face validity)
        
        MMPI-2
        
        most widely used personality questionnaire (567 true/false questions - 6th grade reading level, 18+, 9 validity scales
        
        Pros and Cons
        
        excellent construct validity, test-retest .67 to .92
        
        heterogenous scales, too long, not balanced for true/false, diffcult to interpret scale and scale titles, doesn't assess normal populations
        
        items may seem contrary or absurd, completely theoretical, responses hard to fake, may alienate respondents or legal problems
      - Factor analysis
        
        Statistical technique - large number of items to large sample, examine intercorrelations, identify and name meaningful factors, cross-validate with new sample
        
        negates face validity
  - - - validity scales
        
        inconsistency (ICN) - carelessness or deliberate faking, reading difficulties, defensive, confusion etc.
        
        infrequency (INF) - problematic responding
        
        negative impression - exaggerated or faking bad (negative impression management)
        
        positive impression - underreporting of symptoms, defensiveness responding about alcohol and drug use
    - - Treatment consideration scales
        
        Aggression, Suicide Ideation, Stress, treatment Rejection (distress/dissatisfaction, willingness to participate etc.) - specific items to assess considerations
    - - Dominance
        
        extent that a person is controlling and independent in personal relationships
      - Warmth
        
        extent that a person is supportive and empathetic in personal relationships
      - 4 basic quadrants, intersecting axis e.g. DOM HI-WRM-HI, DOM HI-WRM LO etc.
    - - easy to administer and score, sound reliability, adequate concurrent and discriminant validity, factor analysis report 4 factor structure (but caution in 4 factor interpretation)
  - - - Scale - 185 items, 3 point Likert scale, measure personality traits rather than psychopathology
        
        Global Factor Scales
        
        Extraversion EX, Anxiety AX, Tough Mindedness TM, IN Independence, SC Self-Control
        
        uses standardised ten scores (STEN), range 1-10, mean 5, sd = 2
    - - INF Infrequency - random responding, inability to decide, reading or comprehension difficulties, avoidance of making 'wrong' impression
      - ACQ: acquiescence - tendency to answer 'true' to incongruous items
      - IM Impression Management - socially desirable and undesirable behaviour and qualities (faking good vs faking bad)
    - - 1 - evaluate response style indices (sten scores 1-2 & 9-10 suggest invalid reporting
      - 2 - evaluate global factor scales (broad trends and examine extreme scores (most distinctive traits
      - 3 - evaluate primary factor scales (broad trends, examine extreme scores and slope
    - - Important factors may be overlooked as items are grouped only by blind groupings by statistics, no rules exist for naming the factors, if multiple items load on the same factor, what defines the concept? what should the factor be called?
- - - - culturally and contextually appropriate recommendations
  - - - assessment techniques
        
        formal and informal tools, standardised test names and versions, behaviour rating scales, interviews and observations
- - - - Appearance - clothing, physical handicaps, personal hygiene, build/posture, unusual features
      - Behaviour
        
        cooperation and attitude, non-verbal behaviour
      - speech pattern, voice tone, general flow and rate, impediment or accent
      - though processes - loose association, circumstantial - unnecessary detail but gets to point, tangential - moves from thoughts but no point, flight of ideas - quickly moving from ideas, perseveration - repetition of words, word salad
      - content of thoughts - obsessive thoughts or ideas, report of compulsive actions, fears of phobia, delusions
    - - measures orientation, registration, attention & calculation, recall, language and praxis, lower scores - greater impairment, less sensitive for mild impairment and scores influenced by education
      - dementia
  - - - can becompleted by parents/caregivers and teachers
        
        questions - sports hobbies, chores, friends, relationships, academic performance etc.- list of behaviours - true or not true
        
        teacher report form and youth self report
      - scope of difficulties, frequency and magnitude of behavioural concerns
    - - broad scales - internalising - anxious/depressed, withdrawn-depressed and somatic complaints scores
      - externalising problems
        
        rule-breaking and aggressive behaviour
      - Teach/parent'self-report
        
        1.5-5, 6-18, 18+
    - - T-score > 70, clinical range - (not more severe case of disorder - more simialr to clinical group)
- - - - Rapport between examiner and examinee, expectancy effect, examiner bias, familiarity, reinforcement by examiner, examiner experience, examine factors
      - Stereotype threat - negative stereotype
  - - - WAIS-IV, Personality
      - considerations - normative sample represent client, current, large enough, similar administration
      - Standard Scores
        
        Wechsler SS: m = 10, SD = 3, Z-scores: m = 0, SD = 1, T-Scores: m = 50, SD = 10, IQ scores: m = 100, SD = 15
        
        Percentile Rank - 30 (better than 30% of normative sample)
        
        not equal across all sections of distribution, exaggerate small differences near the mean
    - - Adaptative behaviour
- - - - psychological assessment - establish scientific procedures, psychometirc standards, purposes and uses and limits, administer and interpret appropriately, valid procedures and research findings, report reports appropriately, do not compromise the effective use of psychological assessment methods
      - Competence
        
        determining need to take psych assessment, whether previous assessment data exist, appropriate and psychometrically sound assessment procedures, accurately scoring and interpreting results, considering the assessment data in the context of all available information about the client, basing assessment from a range of sources, communicating results by oral or written feedback, making sound recommendations and decision
      - Informed Consent
        
        clarify purpose of request for psych assesmsnet and select appropriate methods, explain to client - purpose of psychological assesmsnet and procedure, explain some aspects may involve sensitive personal details
      - Confidentiality
        
        Psychological assessment used only for the purpose for initial collection, safeguard confidentity and assess limits to confidentiality, inform clients about personal information will be used, protect confidentiality
      - Justice
        
        culturally and linguistically diverse
        
        limitations of English language assessment, inform consent - seek advice of cultural consultant for CALD backgtround, take responsibility for overcoming language or cultural bias in assesment instruments for immigrants or former refugees
        
        review suitability of available assessment and adapt their assessment processes to reflect accurately each client's capabilities
      - Record Keeping
        
        how long to keep data and oversee and take responsibility for security of data
    - - kind of information being sought possible from psych tests, how will info be used, how much info is available, can the information be obtained using other assessment, advantages and disadvantages of psych tests
      - NOT - reasons for testing unknown or not clearly defined, test administrator is unfamiliar or not sufficiently trained, cannot safeguard against possible misinterpretation or misuse, information already available from other sources, test-taker is unwilling or is unable to participate in the testing process, har due testing, outdated, inappropriate, insufficient evidence for test reliability
    - - Respect and Justice
        
        psychologists take into account client's particular ethnicity and culture , intergenerational trauma and racism, type of psychological service are a collaborative exercise between indigenous client and psychologist, respect strength and resilience of indigenous people and communities, value systems and authority structures
        
        importance of providing Indigenous clients with Indigenous community resources and interpreter assistance, respect Indigenous clients' wishes to consult with available Indigenous specifi services, best practice guidelines for Indigenous research and practice settings
      - Informed Consent
        
        aware of language and cultural issues when ensuring informed consent is appropriately obtained and understood, establish legal authority for young person, multiple Indigenous comunity members may have responsibility for the young person,not able to gain informed consent - establish appropriate protocol with family or community
      - Competence
        
        aware of and sensitive to both cultural and contextual factors associated with Indigensou mental health, social and emotional wellbeing, psychologists seek guidance form an appropriate Indigenous cultural consultant, culturally competent manner, need for appropriate cultural competence training, adress the impact of their own beliefs, stereoetypes and communication styles of Indigenous clients
        
        relevant cultural linguistic and other social factors, related to the provision of psychological services, some Indigenous styles of interpersonal interaction may differ from those interaction styles found among non-Indigenous people, aware of high rates of suicide and self harm within Indigenous communities
        
        Testing and Assessment
        
        psychologists who provide psychological testing and assessment services to Indigenous clients are aware that there are many fators that can influence the assessment process - client's test performance, cultural differences, English language, fear
        
        clarify the interpersonal communication styles and customs occurring in the Indigenous communities for the assessment services, consider Indigenous kinship structures, the use of appropriate nomenclatures for reference to people of Indigenous and non-Indigenous descent
        
        consulting with Indigenous psychologists or health workers of psychologists - regarding cultural appropriateness of assessment
        
        understand the purpose and uses of tests and assessment instruments they select and limits of use with Indigenous clients, Indigenous specifci test and measures
        
        importance of respectful behaviour for integenerational communication, combine multiple sources of information with information from Indigenous clients' everyday life, psychologists are particularly cautious when the tests have not be extensively used with Indigenous people and where test norms do not exist, when reliability or validity limited, psychologists record any necessary qualifications on the interpretation of the test results
- - - - mental age/chronological age X 100
      - deviation IQ - normal distribution
  - - - Perceptual Reasoning
        
        Block Design, Matrix Reasoning, Visual Puzzles
      - Working Memory Index
        
        Digit Span Arithmetic
      - Verbal Comprehension
        
        Similarities, Vocab., Info.
      - Processing Speed Index
        
        Symbol Search, Coding
    - - correlated with academic success
      - identifies cog strengths and weaknesses
      - accurate
      - compare performance and baseline
    - - label IQ as fixed
      - focus on analytical model of thought
      - limited with minority groups
      - misused as measure of innate capacity
      - limited in predict non-test or non-academic intellectual activity
    - - standardised, reliability, relevant clinical groups scores, good administration
      - lack of CHC structure
- - - - split-half method (items compared to scores on the other half), Spearman-Brown formula
      - Kuder-Richardson Method (Dichotomous) - divide the items into two groups
      - Coefficient alpha - non-dichotomous format - same idea but can cope with items of different weights
      - reliability generally increases with more test items and heterogenous groups with very different test scores
    - - = SD sqrt(1-reliability coefficient)
        
        SD = 15, split half reliability .96 = SEM = 15 sqrt (1-.96) = 15 x .2 = 3
        
        68% within 1 SEM of mean, 95% within 1.96 SEM of the mean, 99% within 2.58 SEM of mean
      - standard error of measurement
  - - - face validity, hypothesis testing, convergent/divergent theory, factor analysis approach, SEM
- - - - able to function and maintain themselves
      - degree to which individuals meet the culturally imposed demands of personal and social responsibility
    - - adaptative behaviour sclaes - contribute to identification/diagnosis, provide objectives and evaluation of individual intervention programs, behaviorally keyed
    - - deficits in intellectual function, deficits in adaptive functioning that they limit functioning in one or more areas, onset during developmental period
      - severity levels of ID in DSM-5 determined by adaptive functioning - from Mild, moderate, severe, profound - adaptive level determines level of support
        
        mild 50-70, moderate 35-50, severe - 20-35, profound < 20
        
        if IQ < 70, yes ID if sig. deficits in adaptive behaviour, not diagnosed if no sig. deficits
    - - assesses conceptual (communication, academic, self-direction), social (leisure, social) and practical (self-care, home/school living, community use, health and safety, work
        
        GAC - general adaptive composite
      - 5 forms including parent/primary caregiver 0-5, 5-21, teacher/day care provider 2-5,5-21 - adult - 16-89, reading level year 5 -7
        
        Scoring - standard scores - m = 10, sd =3, domain, general adaptive composite, m = 100, sd = 15
        
        ABAS-III - extremely low < 5 (below 70), average 8-12 (90 - 110), high > 15 (120+)
        
        acceptable reliability and validity, moderate inter-rater reliability
  - - - learning disorders DSM-5 = difficulties acquiring or using reading, writing or mathematical skills as defined by at least one of the following and has persisted for at least six months despite provision of specific intervention - includes problems with reading, writen expression and mathematics
        
        symptoms not accounted better by other factors
    - - assesses reading, spelling, mathematics, written expression, comprehension, grades pre K to above Year 12+
        
        16 subtests with seven domain composites
        
        oral language, total reading, basic reading, reading comprehension and fluency, written expression, mathematics, maths fluency
        
        Listening comprehension - receptive vocabulary (points to measure aligned with meaning of words), oral discourse comprehension (listens to sentences and orally responds to comprehension)
        
        Early reading skills - measures naming, rhyming words, blend sounds, matches sound with letters etc.
        
        reading comprehension - reads aloud/silents and responds to comp. questions, reading various types of text including fiction and non-fiction - assesses word identification, reading vocabulary, language comprehension skills (measures reading comp.)
        
        1 more item...
        
        can select specific subtests to test
- - - - Hypotheses guide type of information and methods, summary of results, explanations for problems/issues, intervention/treatment plans
        
        test hypotheses - information and corroborates and contradict hypotheses, multiple test for info and integration in conceptualisation
        
        No single model for providing feedback - Stage 3 and 4 - written report and feedback session