“Clinical Skills: Developmental Psychology – Course summary (UNIVERSITY OF AMSTERDAM)"
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A psychological test refers to a systematic procedure for comparing the behaviour of two or more people. Standardization refers to collecting a sample for the purpose of norm-referencing and it refers to the administration of a measure according to a consistent set of rules. A standardized administration is necessary to produce reliable and valid measurement.
A diagnostic schedule (e.g. rating scale) refers to a specialized psychometric method that provides a structured procedure for collecting and categorizing behavioural data that corresponds to diagnostic categories or systems. It is used to diagnose a syndrome. The goal of an instrument determines whether it is a diagnostic schedule (e.g. diagnose or not). Rating scales allow for the rapid and accurate identification of domains of behaviour that may require diagnosis or intervention.
There are several definitions used when testing children:
Standard scores allow for comparisons across tests because they have equal units along the scale. Gender norm-referencing could erase the gender effects in groups and subsequently reduce gender biases in diagnosing. However, the DSM-5 often does not have a different threshold for boys and girls.
A negatively skewed distribution has the tail on the left and is the opposite of a positively skewed distribution. Normal distribution cannot be assumed for personality tests or behaviour ratings. Forcing normality on a non-normal distribution could make interpretation of the scores easier but could lead to more false positives.
Reliability refers to the degree to which test scores are free from measurement error and includes the presumed stability (1), consistency (2), and repeatability (3) of scores for a given individual. Reliability coefficients represent the amount of reliable variance associated with a test or the degree to which observed scores on the test reflect true scores on the construct. The error variance is 1 minus the reliability coefficient.
The test-retest method refers to retesting the same group in a brief period of time. The internal consistency assesses the average correlation among items in a test or scale and assesses the homogeneity of the test item pool (e.g. split-half reliability). Subtest specificity refers to the amount of reliable variance that can be attributed to a single subtest or scale. This can be used to assess how much confidence a clinician should have in conclusions that are based on a single subtest or scale. The standard error of measurement (SEM) refers to the standard deviation of the error distribution of scores and gives an indication of the amount of error associated with test scores.
There are several factors that influence reliability (HERRR):
Validity refers to the degree to which evidence and theory support the interpretation of test scores for the proposed uses of a test (i.e. can the test score be used for what it was supposed to be used). A test is validated or invalidated for specific uses or circumstances meaning that a test, in general, cannot be valid or invalid. There are different types of validity:
Factor analysis refers to a data reduction technique that attempts to explain common variance by reducing it to several ‘overlapping factors’. These factors are then used as latent variables. The factor loading refers to the correlation between a scale and a larger factor and range from -1 to +1.
Confirmatory factor analysis uses a set number of factors based on theory and uses statistical techniques to determine whether this is the case. Cluster analysis (e.g. latent class analysis) attempts to reduce the complexity of a dataset by grouping individuals with common characteristics.
A response set refers to a tendency to answer questions in a biased way. There are several response sets;
Clinical utility refers to being able to make a meaningful difference in relation to diagnostic accuracy, case formulation and treatment outcomes.
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This bundle contains everything you need to know for the course "Clinical Skills: Developmental Psychology" given at the University of Amsterdam. It contains all the lectures and the following chapters of the books:
Clinical assessment
...This bundle contains a summary of the following chapters of the book "Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition)": 2, 3, 4, 5, 13, 15, 16.
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