New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Psy 3240, Chapter 4

by: Katelyn Williams

Psy 3240, Chapter 4 Psy 3240

Katelyn Williams

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

I just uploaded a detailed set of notes for this class. You can check-out a free preview by following the link below
Abnormal child psychology
Class Notes
25 ?




Popular in Abnormal child psychology

Popular in Psychlogy

This 9 page Class Notes was uploaded by Katelyn Williams on Tuesday February 9, 2016. The Class Notes belongs to Psy 3240 at Western Michigan University taught by Richardson in Winter 2016. Since its upload, it has received 30 views. For similar materials see Abnormal child psychology in Psychlogy at Western Michigan University.


Reviews for Psy 3240, Chapter 4


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 02/09/16
Chapter 4: Assessment, Diagnosis, and Treatment A!sess-noe$ . Clinical assessment: useof ,s ',,, i .t r,,,' to understand children's problems and their ; / .hi,.t/ ot n t, .)/., .t factors . Strategies include assessing: o Emotional, l1t,izr,',;r,.,1 ,and cognitive functioning o Esy.tqnwszt4*, I factOrs lmporlant to keep in mind . -z Childrenreferred fortreatment usually have ,l problem . lmportance of collaborationwith -?.arw U/ru^r . Use na r u?qr!y,. data fOrcomparisons Purposes of Assessment o Three common purposes: o and diagnosis o Prognosis planning o Treatment . Caseformulation-develophypothesesthatcan be -t.:'t./"th 1!'( (/,,1 ,'.,, )-/',//,La o The nature ofthe ,-- {,,,h o Diagnosis .tr n o lts (,-,qJ $ /*a t4a y factors . Develop treatment plan Description and diagnosis . Description:used to understand child'sunique behaviors,thoughts, feelings, &circumstances o Assess and describe: r lntensity,frequencyt j<b{tt/) ofproblem . Age of onsetand duration of problem Different sd mf-{a *zr and their configuration . aq n nt, refersto analyzing information and drawing conclusions about the P !_ nature or cause of a problem, orassigning a formal J;tg oo-*. Prognosis . Prognosis: the formulation of y'or<.l:c-dis arAa^a behavior under specifiedconditions - o What will happen without *rvat^q-r o What will happen wi/h .treatment? Treatment Planning r Treatment planning and evaluation:refers tousing assessment information to i :tt,,t, . problem and t D * to address the child's ./r/lt/:,t,'/." 2.,'1ll;. 7,...'.' . When treatment planning: o ReSoUrCeS and t*-ut{vc,* tO Change? o Feasibilityoftreatment plan? o Parent's abilityo follow through with plan? o lnvolvement of other r,L ;//o? oLl'kff"{ ? o Do professionals need tobe involved or can parents do itby themselves? ldeallv,assessments. . . . Result inpracticaland effectiveinterventions . Continue throughout treatment . Combine knowledge ofwhat applies tobroad groups ( n o t!,tr)"tbt!: )with detailed understanding of the child and family ) good Components of a assessment . Takes child's------r- /)(n1f€ r' and ({h rtlcr'/ into account lsbehavior normative for child's age/ developmental level? Geographical Location? Time of year? of expressing symptoms Gender & culture-different ways . Multi- ln {or*^n+ ,multi- ^^tthoi : o Gather information from multiple people across multiple settings . U!e multiple assessment methods o Based on purpose ofassessment problem o Whether or not isobservable o Based on childand family characteristics . evaluations require assessment of child's *,rttr'.,*-v dtld Comprehensive L+n /t_.* r! Tvpe of Assessment: Clinical lnterviews . /4,.J/L,/4t,€{(,r (most common) - o General information from parent and child (history,presenting problem) ; J-lr ur/r,rr-,,/ . of S vu ; <5l r'a./uz"cd o Standardized, more reliable & valid Unstructured is ideafor. .. ' Dt telortr**t,,t and familY historY . Assessing: o Birth and related events o Developmentalmilestones 'c* o *t col I historY o Family characteristicsand family history o anQ/firls'l,az skills o 19c.1^.^:/,-*j history o Adolescent's work history and relationships o A description of the fr t t, rJ, d-jt't:r,, . o The t,/t,'t' exPectations t Behavioral Assessment . .;,.,, D. n,,,i oh.s,, "- /behavioral samples o lnsession & outside session o Structured vs,unstructured . Want to identify: o ----Tarac.t Blhauar :the primary problems ofconcern ,with the goal influencing of then determining what specificfactorsmay be controllingor these behaviors o Andgetasenseofthechild'sfunctioningpriortoonsetof problem, or br,s<|,'** lmportance of continued assessment: (u,.t ,.... ?fid o Changesin cFlt,;,t r.."r, *rto4t*Lai r Language issue? Behavioral issue?Both? Behavioranalysis:(aka fnn c'.r,'onal analysisof behaviorlorganizingassessment r information into a- 1< r../u"'t, , be hat,vrt ,and to understand behaviors & potentiallychange them o ABCs of assessment Psvchological Testine . 'Test":a task orset oftasks given under standard conditions with the purpose of assessing some aspect ofthe child's k?er/k+< ,skillor personality 5c^t t*'e, I'cr# :short tests designed toidentifychildren at risk . lntelligenceTesting (lQ) ' o Determine if :,,--' ",. or /o , o, -: problems are related to the referralproblems Weschler lntelligence Scalefor Children (WISC) r Commonly used child lqtest forchildren . Good predictor of Ac& /-"t*,,c Projectivetests:present child with ambiguous stimuli,likean ;"ltb ld,-t ,.and ask them to describe what they see Ex:House-Tree-Person o o Controversial .Qt., s,a *|;*, -/,trt :assess the child's enduringtraits,or ta/t <.r-t , thatcharacterize them, and determine how he orshe will interact with their environment o MMPI-A Neuropsychological aslgEsmentr attempts to link loru;n &,.la{roa,'n, with objective measures ofbehavior known to depend on an intact centralnervous system o Traditionally used to assess l4ar+in dt(oh;l, t<:<t ,effects ofbrain damage...however, I Now primarily used to assess achild'sstrengths and weaknesses o Neuropsychologicaltestsassess: I Cognitive functioninE: Lnno ^oa, ,abstract reasoning, and problem solving tt.rt-^ry.t' functions:visual,auditory, and tactile-kinesthetic . Motor functions: strength, speed ofperformance, dexterity attention, concentration, control: frustration, tolera ncea nd effortlmotivation Classificationand Diagnosis; Categorical versus Dimensional o "-"-"4?-ari,?a I classification: . o Based on professional consensus, research, and t^dico,l, model r Clear boundaries between existence or nonexistence ofdisorder . lsdisorder present? Yes or no o Benefits: . Prognosis & treatment planning Conrt-rot,'c,or7* n I Financialreimbursement o Limitations: /a J"tr'qa6, . Behavior doesn't always fall neatlyinto categories r Children given the same diagnosis may not Jhatt-,ltt----da*L la^auS < D,'nZ,t 6,r44az/ classification:rate a person's level of atrait or behavior on a continuous scale - o Use of clinical t^.r r//g o Benefits: r More tb/'ctr* defined ' May be more reliable r Often preferred for research o Limitations: . May get differenI t ,itl.,,.,.,,", from different reporters . MaybeinsensitivQ, lQ t,.,:r*, .r.,' t.t '-r I r Does not organize d (.a rt-,r'rit t ".np of symptoms Goals of Treat-ment . Outcomes: o Related to child o Related to family functioning ' ' i-'ir. r-a; .1 l-'r,,' $e:a i{ o Reduce symptoms Produce more substantial changes that willenhance the child'slong-term o {.'.,ot .',,,' o ...orboth? lntervention Spectrum . Prevention: decreases chances t 'ty' /, , will occur - .t. o Better to promote health and prevent problems before they occur o National Head Start Association . i thatwillpermit successful adaptation by Tdar',H,, :referstO correctiveactions eliminatingor reducing the impact of something thathas already occurred A,na functioning/development o Reduces symptoms bv ,r'a , . Maintenance: effofts to incfease at&lftrtn, < , n y'rta/aaa-t over time to problems prevent relapse or recurrence of Tre-atment Approaches inChildhood Disorders t awareness unconscious P)u(h cds*araic , :focus on helping childdevelop an of factors thatmay be contributingto his/herproblems ->---.--r play young work out problems/trauma through o Ex:individual therapy helps children PlaY . behavior by Btha, v,'al :unlearn maladaptive behaviors; change child's changing behavior ofthose inthe environment o parent training C ^ g*; *tvc :change faulty thinking,romote adaptive thinking CoEnitive-behavior therapv: focus on identifyingand changing maladaptive cognitions and replacingthem with more adaptive ones, and teaching childcognitive and behavioral coping psvl skillsor specifisituations sothey fzgrr/zt< their emotions Client-centered:focus on using a - +hernA or laltu- lherapg flr,J approach forunderstanding how achild'ssocialor environmental circumstances are interfering with theirpersonal growth/self-esteem : change and improve family relations & structureinregard to family interactions, communication, dynamics, contingencies,boundaries, and alliances B) olg;col :pharmacotherapy Combined treatment: refersto usingtwo or more interventions, each ofwhich could S'fernof aloa < as itown treatment 2-7n o/of therapists takean eclectic(combined) approach when providing . psychotherapy Ex: Pharmacotherapy combined with psychotherapy . Best treatment for A,O ltD Cultural Considerations . Most interventions not tailored to: o Unique (.ultqrr of families o Unique experiences of rn;t or;g families/individuals :treatment ismore likelto succeed when it'scompatible with the culturalpatterns of the child & family o Ex:lndian Country Child Trauma Center O htlT'f t iJ,iu, i+ey t..a'tp Evidence-based / Best Practice Parameters . Evidence-based practiceisnot the blind applicationof researchfindings; itnvolves using the best availablescientifievidence combined with ,'- "r, . Best practiceRuidelines; sg s,rmar. cotg ,,./tlara<J statements used to guide treatments for specificclinicaconditions o Offer recommendations as towhat the most effectiveand cost-effectivetreatments are I Scii4i,.A'< ?,rlttt,.a^ch : UsesComprehenSive review Of Current literature findings . Expert-consensus: uses opinions of <*f ert s to filingaps inthe scientificiterature Treatment Utility . Therapy leads to significantmprovements insymptom reduction o But, only Ao L of currenttreatments demonstrate evidence for reducing impairment inlife functioning(sothere are stillroblems) ' Changes may be specific to t<Jra,.rc settings o Differences inproblem severity o Differences in bOfi'val,ttr.t o More diversechild problems in d,n;eal settings . Children don't receive practices often best 77 o Methods of deliverycan be challenging) o C-o-r-- o Trainingofprofessionals


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Kyle Maynard Purdue

"When you're taking detailed notes and trying to help everyone else out in the class, it really helps you learn and understand the I made $280 on my first study guide!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.