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First topic (Features and Process) is consisting 5
points :
**1. Concept
- Evolutionary Systems Evaluation
- Objectives
- Features
- Evaluation Process 5.Principal tolls to gain instruments to. Interviews / clinical histories b. sieving**
1. Concept
General goals:
- Know and obtain the relevant data to identify reasons for consultation and develop diagnostic hypotheses and reach diagnoses
- Know the application process and assessment of the main techniques of psychological assessment
- Identify and analyze the main problems in order to propose the basic lines of the intervention process
- Integrate information in a report and make the return of results
**** Evaluation based on evidence (EBA)** F 0E 0activate the link between basic research and design of interventions.
a. Evolutionary Systems Assessment Assessment strategies that allow us understand children and adolescents with or without disorders and their social systems. Flexible and dynamic process of testing relative hypotheses : problems, causes, consequences and treatments
2. Objectives
Principles and contributions of ESE
- idiographic approach: is one in which the evaluation is made of the person's own characteristics.
- Focused on the interrelationship between the physical state, emotion, cognition and behavior. perfectly contrasted
- The importance of context in the assessment: the family and wider social systems and present and past - Dynamic process focused on effective intervention.
- Use tools, techniques ,procedures which are clinically and empirically validated.
- Incorporation of view ponit of development. Keep in mind that children are differently manifesting thie development.
- Recognition of cultural diversity. Our instruments are not adapted to cultural diversity, there are limitations that the evaluator should know. Example: Regarding the TND (Defiant Disorder) F 0E 0 gypsy girl very aggressive.But the cultural
environment to which such behavior was explainable by their cultural parameters. The girl does not have ODD but is not adapted to their environment. (Ideographic study)
- Assessment of comorbidity. Screening of multiple problems that one can present.
- Evaluates performance and adaptive behaviors. we will have to engage it at our evaluation.
2b.Strengths of the person who will help the evaluation to become successful.
- Development of guidelines and clinical protocols. It will help to take steps in the evaluation. - Evaluation risk populations.
- Interaction between genes-environment. Problem- Nothing is known by 100%. Tt is necessary to know the relationship.
- Importance of multisource assessment. Because of the difficulty they may have children to express themselves, etc ...
- Relevance of the specific behavior but also personality and temperament.
- Settled on a solid understanding of the theory
- Evaluation of interventions
- Emphasis on brief and effective techniques.
3. Features
In DSM-5 there is no distinction between psychological disorders in adults and children. .Characteristics
- The applicant is almost never the person evaluated F 0E 0 need for explanation and consent.
- Distance between reason of query and very large problem F 0E 0 Lack of knowledge by parents of emotions / behaviors of their child, lack of insight ...
- Children are Dependenting on context, sometimes the context is the problem. We will have to evaluate the whole.
- There is no universal criterion of "normality". Part of "normality" is determined by society, parents.
- Children have difficultity to compartmentalize what thye are explaining. Difficult to verbalize thoughts, bodily states
- Involves knowing techniques, their application and interpretation and the characteristics of normal evolutionary development.
- Changing Nature of disorders in this stage of growth: differences between genderes and ages,
- We evaluate a person in the process of acquisition of metacognitive skills. We find difficulty to inform about emotional states. The evaluator should possess special skills.
4. Evaluation Process
Diagnostics systems The Categorical Approach is the approach to classifying mental disorders involving assessment of whether an individual has a disorder on the basis of symptoms and characteristics that is described as typical of the disorder. This approach also uses 2 classification strategies DSM and ICD. The DSM names the disorders and describes them in specific terms. The ICD identifies symptoms that indicate the presence of a
Diagnosis vs. clinical evaluation Diagnosis : Unique assessment .Not all problem behaviors are symptoms. Not all symptoms are diagnostically unique (irritability)
Clinical Evaluation : multiple and complex judgments Detailed description of the problems, their possible causes. They are independent
5. Main tolls to collect data
1.Questionnaires The most commonly used in clinical child psychology are ASEBA. (Not used in adults) ASEBA features: F 0 D 8Contemplate pathological and adaptive aspects F 0 D 8a good clinical contrast F 0 D 8Evolutionary Empirical F 0D 8 F 0 D 8dimensionality F 0 D 8Multiaxial It is based on behavior.
SECOND TOPIC (EVALUATION OF DEVELOPMENT AND
INTELLECTUAL CAPACITY) is consisting following points :
Neurodevelopmental disorders
1. Evaluation of development a. Risk factors and warning signs b. Neonatal Evaluaction c. Evaluaction techniques d. Scales for Development Evaluation
Neurodevelopmental disorders
All they have in common: F 0 D 8appear during childhood F 0 D 8Their originate/background^ belongs to^ dysfunction^ of the^ maturation^ of the nervous system , innate sisten and acquired system F 0 D 8No better explain its relevance by another group (with what we know now) Neurodevelopmental disorders are new in DSM V. They begin to include etiological conditions.
a.Risk factors and warning signs
Risk factor Feature that can be biological, familial, environmental or personnel which are increasing the likelihood that a child will experience physical or psychological problems. At this stage it is very important to look at the characteristics of the child and their environment to prevent and take into account risk factors (eg, a teenage mother). All this must be in an interview. It should be discovered.
Warning sign Any sign, symptom or manifestation that if it appears at a certain age should make us immediately wonder on the possible existence of a psychological disorder (eg absence of language in certain age ...).
b. perinatal evaluacion
Neonatal evaluacion
- in gestational age. Information if it is not documents should be obtained from parents (best mother).
Features childbirth:
Normal Risk factor Hospitalario-Hospitable Domiciliario- Domiciliary Eutòcico (nace de cabeza)-Eutocic (born head)
Disctócico- Induced
Espontaneo -Spontaneous
(puede ser espontaneo y acabar siendo inducido por cesárea)
(Can be spontaneous and end up being induced by Caesarean section)
Inducido-Induced
Ø Urgente- Urgent Ø Electiva (ya no se hace) Elective (no longer made)
Presentación cefálica-cephalic Presentación anómala- anomalies Otros:
Ø Partos múltiple Multiple Births
Physical and neurological examinaction
F 0 D 8Gestational age (it^ starts counting^ since the last menstrual period^ of the mother): Normal 37-41, premature and postmaduro. Postmaduro or premature or are risk factors.
F 0 D 8Birthweight. Both^ underweight^ as^ macrosoma^ (more weight) are considered risk factors. ."Low weight <10th percentile Macrosoma> 90th percentile or 4000 g. It is greater risk factor than weeks.
F 0 D 8Skin Color. Normal pink, blue or yellow abnormal (cyanosis, acrocianosis, jaundice (excessive bilirubin in the liver)).
F 0 D 8Muscle Tone. NO warning sign risk factor. Hypotonia: lack of muscle / Hypertonia tone excessive muscle tone.
F 0 D 8Shape of the skull. Typical is called^ Dodicocefalia , skulls that are not quite round,
of states from one another is fast. Infants sleep most of the day. F 0 D 8Regulation of the states. For example when children cry and then the kid autocantan to calm themselves. F 0 D 8social interaction.^ Babies are born programmed to pay attention to appropriate signs. F 0 D 8sensory capabilities.
Scale Neonatal Behavioral Assessment, 3rd edition. (Brazelton and Nugent,
1997; Costa s, 2004)
- to assess full range of behavioral responses term infant within an interactive context
- The scale consists of two types of tests or items: behavioral (34) and reflex responses or reflections (18)
- An overall score is not obtained, but a profile of scores that allow a very detailed estimate of the skills and deficits neonate
- State:
- Deep sleep
- Light sleep
- Transition
- Alert
- Excitation
- Lament
- During states it passes through different modules; habituation, trunk ...
c. Screening/Projection techniques
Characteristics: Identifying problems, deficits or alterations in determianted population in its initial phase:
- Increase in premature infants are surviving, due mainly to the increase of age in mothers who have experienced in recent years, among other factors.
- Need to follow to risk populations Observations or brief questionnaires to identify quickly developmental abnormality (screening) -They do not require specialization Data not obtained NOT allow to make a diagnostic (exam question) screening techniques do not allow to make a diagnosis.
Maduracionista inspired model says that all humans have a certain production in all states, the changes are conditioned by hereditary and environmental factors (eg, noone begins to read before speaking)
Simililary the developmental assessment techniques are based on normal evolutionary patterns , meaning average :
- It is normal that happens in the age at which a majority of children / as acquire developmental milestones in key areas: language, motor, interaction
Psychomotor table desenvolupament (Fàbregues et al., 1988)
When a child gets a positive screening, we assess whether it is true that the child will have a developmental retardation.
d. Scales for Development Evaluation
Characteristics: Early identification of problems between birth and 3 years is crucial :
- Minimizes disabilities
- Prevent lost opportunities to acquire skills
Reluctance to diagnose minor RI 5-
- Developmental retardation Development vs. Intelligence. It is called development testing because it is better to speak of maturational retardation than intellectual retardation. They do not predict intelligence. They predict if predict problems Focusing on psychomotor development It is possible to compare the performances of a child / a with those of the same age and sex and probably others as the SES
Areas that are evaluated as cognition, communication, physical, social and emotional They should never be used in isolation Deficit or below normal results are more predictive than the upper.
Bayley Scales of Infant and Toddler Development. Third Edition. (Bayley, N., 2006) (IS IN THE NOTES) We collect information in three sections from 3 test:
- C ognition
- L anguage
- R eceptive
- E xpressive
- M otor:
- F ine motor
- G eneral Kinetics
Kids suffering from Down syndromes are often born with deficiencies in the ear canal, this test can discover it.
Information was also obtained through questionnaires to parents about the everyday behavior of the child. During the evaluation we must detect evolutionary Risk Behaviors
- Atypical social behaviors (Cog.6- Comm.1)
- Repetitive Behaviors
- Reactions to sensory stimuli
- Attentional difficulties
- Difficulties Motor or postural
- Hearing Difficulties + visually impaired
Topic 3 ASSESSMENT OF LANGUAGE
We talk about learning disorder when intelligence of the subject is normal but there is interferes in learning. It is very common, 5-15% of the school population and are the major cause of school failure. Often their school failure is attributed to the limited capacity of effort and motivation.
They are persistent but malleable disorders, they can reduce its effect. Treat them in advance are predictive of academic success. More common in boys than girls are. They are comorbid learning problems.
Children with language disorders have to apply more effort to achieve the same results as those without a disorder. So are problems that can lead to low self-esteem, because the educational system is built to obtain good results normal students. The mood is affected and school failure can become chronic.
1. Specific language disorder dyslexia It is a specific learning disorder with linguistic basis and neurobiological origin that interferes with learning to read.
It is an unexpected difficulty in acquiring reading presenting some children with intelligence, motivation and adequate schooling.
Characteristics :
- More common and studied
- Prevalence 5-17% of school age
- It equally affects both sexes (although there are more diagnosed in boys than in girls)
- Persisting with different manifestations depending on age
- Strong inheritance pattern (40% of siblings and between 30% and 50% of parents)
- Deficit brain functions of language
- Phonological awareness : understanding the words, noises with his mouth we do humans are a string of sounds or phonological units. It is capacitity to understand the words as units not as a full speech. It is something that humans do at 4 years.
