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Download DIAGNOSIS AND CLINICAL ASSESSMENT
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Multimethod & Multimodal Like a Funnel Start Broad More Specific Value Depends On Reliability Consistency of our Assessment Validity What are we measuring? Standardization Application of Standards to Ensure Consistency Clinical Interview – Structured vs. Semistructured – Mental Status Exam – Behavioral Observation Clinical Interview Physical Exam Clinical Interview Physical Exam Behavioral Assessment Behavioral Assessment A Cs B Clinical Interview Physical Exam Behavioral Assessment Psychological Testing – Projective vs. Objective Projective Tests Thematic Apperception Test (TAT) Projective Tests Rorschach Inkblot Test Other Projective Tests Sentence Completion Methods: - Class lectures would be more stimulating with more _______ and lots of ____. Other Projective Tests Draw a Picture Other Projective Tests Objective Tests Minnesota Multiphasic Personality Inventory (MMPI, MMPI-2) Objective Tests Minnesota Multiphasic Personality Inventory (MMPI, MMPI-2) Intelligence Tests – Stanford-Binet IQ Test: Intelligence Quotient – Wechsler IQ Tests Clinical Interview Physical Exam Behavioral Assessment Psychological Testing Neuropsychological Testing Neuropsychological Testing Assess Broad Abilities Infer Brain Dysfunction Empirically Derived Problems – False Positives and False Negatives – Long Time to Administer Clinical Interview Physical Exam Behavioral Assessment Psychological Testing Neuropsychological Testing Neuroimaging Neuroimaging Structural Abnormalities – Computerized Axial Tomography (CAT) – Magnetic Resonance Imaging (MRI) Neuroimaging Functional Abnormalities – Positron Emission Tomography (PET) – Single Photon Emission Computed Tomography (SPECT) – fMRI Clinical Interview Physical Exam Behavioral Assessment Psychological Testing Neuropsychological Testing Neuroimaging Psychophysiological Assessment Psychophysiological Assessment Measure Nervous System Activity Some Problems and Limitations Nosology__________________________ __________________________________ Nomenclature __________________________________ __________________________________ __________________________________ Two widely used classification systems: ICD-10 & DSM DSM-I (1952) DSM-II (1968) DSM-III (1980) DSM-III-R (1987) DSM-IV (1994) DSM-5 (2013) Classical or Categorical Dimensional Prototypical Thresholds for Diagnosis of Disorders Multiaxial Format – – – – Axis I: Most Major Disorders Axis II: Personality Disorders / MR Axis III: Medical Diseases or Conditions Axis IV: Psychosocial / Environment Problems – Axis V: Global Assessment of Functioning Some Problems With the DSM-IV The general consensus is that DSM-5 is largely unchanged from DSM-IV although some new disorders are introduced and other disorders have been reclassified – Divided into three main sections How to use the manual Disorders Description of disorders Most notable change: ____________________________ More emphasis on ______________________________ • Continuing criticisms & controversies: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
