Chapter 4 Assessment, Diagnosis, and Treatment

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Chapter 4Assessment, Diagnosis, and Treatment
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Purposes of Assessment

• Description
• Diagnosis
• Idiographic
• Unique features about the child/family
• Nomothetic
• General features about a group
• Prognosis
• Treatment Planning

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Assessment Techniques

• Clinical Interviews
• developmental and family history
• Mental status exam
• Appearance
• Thought
• Mood
• Intellectual functioning
• Sensory functioning
• Auditory
• Tactile
• Visual
• Proprioreceptive
• Vestibular

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Assessment Techniques

• Behavioral Assessments
• Observation of Antecedents, Behaviors,
  Consequences
• Checklists Rating Scales (BASC, CBCL)
• Functional Behavioral Analysis
• Attention
• Tangible
• Demand
• Ignore
• Toy Play/Control

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Behavioral Assessment
Figure 4.1 Functional analysis antecedents,
behaviors, consequences.
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Psychological Testing

• Intelligence and Educational Testing
• central component
• WISC-IV/WPPSI-2
• Differential Ability Scales-2
• Bayley Scales of Infant Development-3
• Stanford-Binet Scales of Intelligence-V
• Projective Testing
• Rorsharch
• TAT/CAT

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Psychological Testing (cont.)

• Personality Testing
• Big 5 Factors (OCEAN)
• timid-bold (E)
• agreeable-disagreeable (A)
• dependable-undependable (C)
• tense-relaxed (N)
• reflective-unreflective (O)
• Uses a variety of techniques (MMPI-A)
• Neuropsychological Testing
• Links brain dysfunction to observable outcomes
  (Luria-Nebraska)

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Diagnosis

• Categorical vs. Dimensional Classification
• conduct disorder vs. elevations in aggressive
  rule-breaking behaviors
• DSM-IV
• Axis I- Clinical Disorders
• Axis II- Personality Disorders/MR
• Axis III- Medical Conditions
• Axis IV- Environmental stressors
• Axis V- GAF

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Treatment

• Levels of Intervention
• Prevention
• Treatment
• Maintenance
• Delivery Models
• Conventional
• Chronic Care
• Dental
• Garage

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Treatment Approaches

• Eclectic (70)
• Psychodynamic
• Behavioral
• Cognitive
• Cognitive-Behavioral
• Client-centered
• Family-systems
• Psychopharmacological/Biological

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Treatment Research

• Therapy leads to significant and meaningful
  improvements which tend to be long-lasting
• Treatments are equally effective for
  internalizing and externalizing disorders
• Specific problems are more amenable to treatment
  than nonspecific problems
• The more outpatient therapy children receive, the
  more symptoms improve
• Structured research therapy more effective than
  community-based clinic therapy