Term
| When evaluating an assessment instrument, what are some things to think about? |
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Definition
- What the test is supposed to measure
- How the constructs are measured
- What the scores mean and how they are normed
- Validity and reliability
- Administration rules
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Term
| Why might a less-than-ideal measure be used? |
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Definition
- It is the only instrument available to you
- Some of the information is useful to you, but not all of it
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Term
| What would you do if an instrument you are using has questionable reliability or validity? |
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Definition
| Use other instruments to back up your observations. |
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Term
| What would you do if the norms provided for a test do not match up with your client's demographics? |
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Definition
| Use the closest available norms for comparison. |
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Term
| What is the most important guideline to remember when using a less-than-ideal measure and reporting the results? |
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Definition
| Always interpret results cautiously and note very clearly in the report why the results might be questionable. |
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Term
| What part of the brain is executive functioning associated with? |
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Definition
| The frontal lobe (specifically the prefrontal cortex). |
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Term
| What is executive functioning? |
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Definition
| A collection of skills that allow an individual to engage in higher-order behaviors and thinking. |
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Term
| What are some examples of executive functions? |
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Definition
- Organization and use of information
- Formation of plans
- Multitasking
- Reasoning
- Recognition of the consequences of behavior
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Term
| On a standard IQ test, how might someone with executive dysfunction perform? |
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Definition
| Relatively normally, but with difficulties in tasks that involve novel information/problems or flexibility. |
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Term
| What specific sorts of task-related skills might an individual with executive dysfunction have trouble with? |
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Definition
| Set shifting, multitasking, working memory, and fluency (both verbal and non-verbal). |
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Term
| What WISC and WAIS indices and subtests are the most sensitive to executive dysfunction? |
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Definition
WMI and PSI indices
Digit span, LNS, Arithmetic, Coding, Symbol Search, Cancellation subtests |
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Term
| How is the GAI useful in someone with executive dysfunction? |
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Definition
| It gives a better estimate of their overall intellectual ability than the FSIQ, because it excludes the indices that are particularly sensitive to executive dysfunction. |
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Term
| What are some behavioral observations that could be indicative of executive dysfunction? |
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Definition
| Difficulty following or remembering directions, needing lots of breaks, inattention |
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Term
| What is currently the leading conceptualization of intelligence? |
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Definition
| Cattell-Horn Carroll (CHC) Theory |
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Term
| What two intellectual theories were combined to make the CHC theory? |
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Definition
| Cattell - Horn Gf-Gc theory and Carroll's Three-Stratum Theory |
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Term
| What are the three layers of CHC theory? |
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Definition
- General intelligence factor
- 8-10 broad abilities
- Specific abilities
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Term
| What is some evidence supporting CHC theory? |
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Definition
| Structural validity and factor analytic studies supporting the broad ability constructs; evidence that the abilities are stable over time and do not vary over age, race, or gender; relationships between CHC scores and outcomes |
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Term
| What are the four Wechsler Indices? |
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Definition
- Verbal Comprehension
- Perceptual Reasoning
- Processing Speed
- Working Memory
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Term
| What are the five Keith factors on the WAIS? |
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Definition
- Short-Term Memory (Gsm)
- Visual Processing (Gv)
- Fluid Reasoning (Gf)
- Crystallized Ability (Gc)
- Processing Speed (Gs)
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Term
| What are the eight clinical clusters on the WISC? |
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Definition
- Fluid Reasoning (Gf)
- Nonverbal Fluid Reasoning (Gf-nonverbal)
- Verbal Fluid Reasoning (Gf-verbal)
- Visual Processing (Gv)
- Lexical Knowledge (Gc-VL)
- General Information (Gc-K0)
- Long-Term Memory (Gc-LTM)
- Short-Term Memory (Gc-STM)
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Term
| Verbal Comprehension Index |
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Definition
| Understanding of and reasoning with verbally presented information |
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Term
| Perceptual Reasoning Index |
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Definition
| Visuospatial ability, non-verbal reasoning, and problem-solving |
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Term
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Definition
| Registration and mental manipulation of novel information |
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Term
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Definition
| Speed in problem-solving with novel information |
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Term
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Definition
| Registration and holding of novel information for quick use |
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Term
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Definition
| Solving of problems by registering, manipulating, and thinking about visually-presented information |
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Term
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Definition
| Performance of non-automatic, novel tasks using reasoning abilities |
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Term
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Definition
| Fluent and automatic performance of cognitive tasks, especially when attention and concentration are required |
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Term
| Nonverbal Fluid Reasoning |
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Definition
| Performance of novel tasks that do not require language or short-term memory |
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Term
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Definition
| Understanding of language and ability to reason with verbal stimuli |
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Term
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Definition
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Term
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Definition
| Range of general knowledge |
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Term
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Definition
| Knowledge stored in long-term memory |
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Term
| What are the steps to the cross-battery approach (XBA)? |
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Definition
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Look at the referral information and identify CHC abilities to be tested
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Make a priori hypotheses
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Select an intelligence battery and supplemental tests
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Administer, score and assess tests
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Repeat as needed
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Term
| What are the null and alternate hypotheses in XBA? |
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Definition
Null: performance on chosen tests will be normal
Alternate: performance on chosen tests will not be normal |
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Term
| Under what circumstance do you form a posteriori hypotheses and begin the XBA cycle again? |
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Definition
| When the null hypothesis is rejected; this indicates that there is a problem and we need more information. |
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Term
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Definition
| How likely an individual is to get the same score on two different administrations of a test |
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Term
| Alternate/Parallel Forms Reliability |
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Definition
| How likely an individual is to get the same score on different forms of the test |
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Term
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Definition
| How likely an individual is to get the same score on two matched halves of the test |
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Term
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Definition
| How often different raters agree on the scores they are giving |
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Term
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Definition
| The extent to which items that are supposed to measure the same characteristic are correlated |
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Term
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Definition
| How fully and adequately a test measures the underlying construct |
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Term
Criterion-Related Validity
(2 types) |
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Definition
How well a test score can be used to predict an individual's standing on a relevant variable
Concurrent or Predictive |
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Term
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Definition
| The degree to which additional information added augments knowledge of targeted criterion |
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Term
Construct Validity
(2 kinds) |
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Definition
The degree to which the test correlates with the construct it is supposed to be measuring
Convergent or Discriminant |
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Term
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Definition
| How much a test appears to be measuring what it is supposed to measure (just glancing at it) |
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Term
| How are reliability and validity related? |
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Definition
| Need to have both to have a useful measure; cannot have validity without reliability |
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Term
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Definition
| How practical a measure it to use in real life. |
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Term
| What subtests are affected by fine motor skills? |
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Definition
| Block design and anything that requires writing or drawing. |
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Term
| What subtests are affected by anxiety? |
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Definition
| The subtests that are timed or that require working memory (Digit Span, Arithmetic, LNS, Coding, Symbol Search) |
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Term
| What subtests are influenced by cultural background? |
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Definition
| Vocabulary, Information, Comprehension, Picture Completion, Picture Concepts, Word Reasoning, Arithmetic, Similarities |
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