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361 - 6

by: Tricia Mae Fortuna
Tricia Mae Fortuna
GPA 3.49

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Clinical Interviews, Behavioral Assessments, and Psychological Testing
Abnormal Psychology
Class Notes
Psychological, Testing, intelligence, qoutient, clinical, interviews, Behavioral, assessment, behavior, consequence, antecedent, self-monitoring, self-observation, self-tracking
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This 1 page Class Notes was uploaded by Tricia Mae Fortuna on Friday September 23, 2016. The Class Notes belongs to 361 at Towson University taught by DR. ERIN GIRIO-HERRERA in Fall 2016. Since its upload, it has received 8 views. For similar materials see Abnormal Psychology in Psychology (PSYC) at Towson University.

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Date Created: 09/23/16
361 9/22/16 Take notes of research and study guide is on the powerpoint Mental Status Exam  Systematic Observation of Behavior o Appearance and Behavior: facial expression, clothes, etc. – observing what they look like o Thought Processes: speech, rate of speech, disorganized, literal appearance, etc. – observing what they’re saying o Mood and Affect: flat affect (no changes in emotion), inappropriate affect (match the mood), etc. o Intellectual Functioning: speech, following directions, etc. o Sensorium: person aware of person, place, and time (knowing who and where you are and what time of day)  Purpose: Preliminary determination of which areas of behavior should be assessed in more detail  Which type of professionals conduct mental status exams? o Psychologist, Social Workers, Psychiatrists, School Counselor, ER doctors, etc.  Which type of settings/situations could these exams occur? o Assessments, Psychologists’ office, ER, etc.  Information obtained from a mental status exam goes in what section of a clinical report? o Behavior Observation Section Assessment  Clinical Interviews o Unstructured, Semi-structured, Structured  Physical Exam  Behavioral Assessment o ABC’s of Observation  Antecedent: what happens before behavior – trigger and patterns of behaviors  Behavior: see or hear the behavior  Consequence: what happens directly after the behavior o Self-Monitoring: clients monitor themselves  Self observation: self-tracking of themselves  Completion of behavioral rating scales  Disruptive Behavior Disorder (DBD) o When is behavioral assessment valuable? Baseline to see a behavior o Why is an interview alone insufficient? Nonverbal, see in multiple settings and raters observations, etc.  Psychological Testing * o Intelligence Testing  Binet and Simon commissioned by French government to identify kids who are having trouble in school  Stanford-Binet test was the first in the US o Intelligence Quotient (IQ)  Mental Age/Chronological Age X 100 = IQ  What are some problems with this approach? Younger ones get higher scores, etc. o Currently…  Individual score is only compared with others of the same age  Ironically, we are not measuring intelligence but rather your school performance


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