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46-320-01Tests and Measurements
Intersession 2006
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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
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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
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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
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Self-Report
Cautela and Upper Self-report battery Primary Scales Secondary Scales Tertiary Scales
Evaluating self-report Face validity Adequate psychometric analysis
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Kanfer and Saslow
Functional Approach Behavioral excesses and deficits Normal and disordered behaviors develop
similarly Clarify problem Suggest treatment alternatives
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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
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Cognitive Functional Analysis
Meichenbaum: self-statements critical in behavior Self-appraisals and expectancies Environmental antecedents, environmental
consequences, internal dialogue
Self-monitoring devices
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Psychophysiological Procedures
Quantify physiological responsesHeart rate, BP, GSR, skin tempFear, anger (Ax)PolygraphSexual arousalEvaluation: Artifacts Direct measurement/Prestimulus strength Demographics
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Psychophysiological Procedures
EEG Biofeedback Alter brain waves Alpha waves Video-game format
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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
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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
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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
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Trail Making Test
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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
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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
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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
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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
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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
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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
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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
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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
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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