46-320-01Tests and Measurements

Intersession 2006

Cognitive Behavioral Assessment

Based on principles of behavior modification (learning and cognition)

Cause vs. symptom

Symptom: precede, coexist, maintain Environmental factors or thought processes

Observable phenomenon

Goal: changing symptom

Operant Conditioning-Based

Behaviors are observed

Alter probability of recurrence of response Positive reinforcement Negative reinforcement Punishment

Critical response Frequency, intensity, duration – baseline Implement Evaluate intervention against baseline

Self-Report Techniques

List of statements about situations (primary determinants of behavior)

Fear Survey Schedule (FSS) 50 to 122 items 5- or 7-point scale Identify situations that elicit fear and avoidance

Assertiveness Behavior Survey Schedule (ABSS) Situations and consequences

Self-Report

Cautela and Upper Self-report battery Primary Scales Secondary Scales Tertiary Scales

Evaluating self-report Face validity Adequate psychometric analysis

Kanfer and Saslow

Functional Approach Behavioral excesses and deficits Normal and disordered behaviors develop

similarly Clarify problem Suggest treatment alternatives

More Scales

Dysfunctional Attitude Scale (DAS) 2 forms; list of statements, 7-point Likert scale Good validity

Irrational Beliefs Test (IBT) Beliefs and expectations vs. reality 100 items, agreement on 5-point scale ½ items negatively worded

Cognitive Functional Analysis

Meichenbaum: self-statements critical in behavior Self-appraisals and expectancies Environmental antecedents, environmental

consequences, internal dialogue

Self-monitoring devices

Psychophysiological Procedures

Quantify physiological responsesHeart rate, BP, GSR, skin tempFear, anger (Ax)PolygraphSexual arousalEvaluation: Artifacts Direct measurement/Prestimulus strength Demographics

Psychophysiological Procedures

EEG Biofeedback Alter brain waves Alpha waves Video-game format

Clinical Neuropsychology

What is it?Brain dysfunction, affects of mental/physical illnessMemory: Weschler Memory Scale-III

Auditory Immediate, Visual Immediate, Immediate Memory, Auditory Delayed, Visual Delayed, Auditory Recognition Delayed, General Memory, and Working Memory

Clinical Neuropsychology

Localized problems vs. interconnections

Left vs. Right hemisphere problems

Specific problems E.g., Wernicke’s Aphasia

Spatial problems E.g., dressing apraxia

Information-processing deficits Recall vs. recognition

Developmental Neuropsychology

Brain injury, lesions, trauma

Development and birth complications

Executive functions Volition, self-control and self-monitoring Mirsky: Focus Execute, Sustain, Encode, Shift

Learning disabilities Dyslexia

Trail Making Test

Developmental Neuropsychology

Development of Rehabilitation Plans 1. Testing to determine problem 2. Assessment of environment 3. Treatment plan 4. Ideal treatment plan 5. Availability of resources 6. Realistic remedial plan 7. Progress evaluation

Halstead-Reitan Battery

Many tests Halstead category test, Tactual test, Rhythm test,

Speech-sounds perception test, Finger oscillation test

Related procedures: Trail making test, Strength-of-grip test, Sensory-perceptual examination

Performance associated with dysfunction in one hemisphere

Luria-Nebraska Neuropsychological Battery

PluripotentialityGolden 269 items, 24 hours 11 subsections

Motor functions, rhythm, tactile, visual, receptive speech, expressive speech, writing, reading, arithmetic skills, memory, intellectual processes

Scores: subsections, Pathognomic score, left or right hemisphere dysfunction

California Verbal Learning Test

How errors are made in learning tasks

Verbal learning and memory E.g., recall and recognition

Good validity

CVLT-C Ages 5 to 16 Learning disabilities, ADHD, MR, neurological

disorders Recall and recognition of words High reliability and validity

Anxiety

Stress: Frustration, conflict, pressure Exposure causes anxiety

STAI 20 items per, 4-point scale A-State, A-Trait Reliability: test-retest Validity: 2 factor structure, good concurrent

validity

Test Anxiety

Mandler & Sarason: 2 types of responding Task-relevant or task-irrelevant responses

Test Anxiety Questionnaire (TAQ) Learned task drive Learned anxiety drive 37 items, 15 cm line (ends and midpoint

defined) High reliability

Test Anxiety

Test Anxiety Scale (TAS) Sarason – criticized TAQ for state not trait TAQ items in T/F format (21 items) Person focus (not situation) Valid as measure of personality

Emotionality and Worry (Liebert & Morris) Independent dimensions

Achievement and Anxiety Test (AAT) Debilitating and facilitating anxiety

Coping and Social Support

Ways Of Coping Scale 68 item checklist Thoughts and actions used in stressful situation Problem focused and emotion focused

Social Support Questionnaire 27 items, people and satisfaction with support Very stable and valid

Quality of Life Assessment

Health

Psychometric vs. decision theory

SF-36 8 health concepts

Physical functioning, role-physical, bodily pain, general health perceptions, vitality, social functioning, role emotional, mental health

Good reliability and validity Not age-specific