chpt 5 - classification, assessment, intervention
Terms
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- dimension
- attribute is continuous and can occur at various degrees
- validity
- diagnosis should provide us with more info than we had when we originally defined a categoru
- ICD
- alternative system to the dsm
- diagnostic classification
- used to classify mental disorders of very young children
- clinically derived classification
- the dsm is often to referred to as a
- qualitatively
- category approach suggests that distinctions between disorders can be made
- multiaxial system
- dsm is often described as a -- all disorders are classified into axis
- mental retardation, personality disorder
- axis two focuses on two parts
- medical conditions
- axis 3 considers any relevant
- psychosocial, environ
- axis 4 considered any relevant (2)
- existing disorders
- axis one considered any
- axis 5
- allows clinician to make a numerical judgment of youngsters overall level of functioning
- cooccurance
- same meaning as comorbidity
- similar symptoms, shared risk factors, one increases risk for another
- three possible hypothesis explaining comorbidity in the dsm categories
- empirical approach
- based on the use of statistical techniques to identify patterns of beh that are interrelated
- empirical approach
- parent etc. indicates whether there is a presence or absence of specific behaviors in the youngster
- internalizing
- overcontrolled, anxiety-withdrawal
- internalizing
- depressed, withdrawn, shy, anxious
- broadband syndromes
- internalizing and externalizing
- externalizing
- undercontrolled, conduct disorder
- externalizing
- fighting, temper tantrums, disobedience, disobedience and destructiveness
- achenbach
- instruments used to derive the two broadband clusters
- social, thought, attention
- considered mixed syndromes
- empirical
- dimensional
- quantitative
- using the empirical, suggests that differences are
- interrater reliability
- empirical tests have poor
- sensory motor, simple social
- developmental scales measure two types of skills:
- intellectual functioning
- developmental scales predict later
- learning, school related
- ability and achievement tests are used for professionals working with students who have problems with
- nervous system
- assessment of -- is important to understand brain injuries, retardation, adhd, autism, an learning disabilities
- pet scans
- are used to measure the brains use of oxygen an glucose
- cat scan
- measures the density of the brain and can reveal structural abnormalities
- learning, sensory motor, verbal, perceptual, memory, language, academic, attention, higher planning
- neuropyschological evaluations measure 9 things to measure brain functioning
- well established
- treatments have been shown to be superior to placebo or interventions or other treatments
- efficacious
- treatments have shown to be superior to waiting list or no treatment control