Chapter.3 Diagnosis And Assessment Complete Test Bank 15e

CHAPTER 3

Diagnosis and Assessment

Question Type: Multiple Choice

1. Having a correct diagnosis for Aaron, the focus of the chapter-opening Clinical Case, will help clinicians to

a) decide what kinds of assessments Aaron needs.

b) select appropriate treatment approaches.

c) identify what kind of insurance coverage Aaron has.

d) determine if other members of Aaron’s family have disorders.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Easy

Learning Objective: Describe the purposes of diagnosis and assessment.

Bloomcode: Knowledge

2. Diagnosis aids in communication by

a) minimizing the stigma associated with disorders.

b) eliminating the effects of cultural bias.

c) maximizing the effects of labeling.

d) ensuring a common understanding of specific disorders.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Easy

Learning Objective: Describe the purposes of diagnosis and assessment.

Bloomcode: Knowledge

3. Dr. Salingaros has developed a new assessment of anxiety and wants to understand the extent to which the individual items are related to each other. Dr. Salingaros is interested in

a) inter-rater reliability.

b) alternate-form reliability.

c) internal consistency reliability.

d) external reliability.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Analysis

4. If Shaniqua wants to be sure her bathroom scale has test-retest reliability, she should

a) weigh herself, then eat a lot and get on the scale again to see if her weight has changed.

b) get on and off the scale repeatedly and see if it shows the same weight each time.

c) ask others to weigh themselves on the scale later that day.

d) buy a second scale and see if both scales show the same weight when she steps on them.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Application

5. If Professor Jiminez wants to know whether the 200-item test bank she prepared for the third chapter of the text has alternate-form reliability, she could

a) ask subject matter experts to determine how similar the items are to each other.

b) divide the test bank in half, administer each half to half of the same group of students, and determine whether the students score the same.

c) ask subject matter experts to determine whether the items accurately represent the material.

d) administer the entire test bank twice, a week apart, and determine whether the students score the same.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Application

6. Dr. Pleshette developed a screening test for depression and has asked other experts on depression to review the test to determine whether it adequately addresses the symptoms of depression. Dr. Pleshette is concerned with the test’s

a) construct validity.

b) inter-rater validity.

c) content validity.

d) criterion validity.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Application

7. Jim was given an intelligence test in March and took the same test again 1 year later. His score both times was the same. This agreement indicates that the intelligence test has

a) high test-retest reliability.

b) high inter-rater agreement.

c) internal consistency.

d) construct validity.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Application

8. An unreliable measure

a) is often highly valid.

b) may have high construct validity but will typically have low content validity.

c) usually predicts other test scores well.

d) will not relate very strongly to other measures of the same construct.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Analysis

9. Britney was completing an inventory to measure levels of depression. All of the items covered typical symptoms of depression. This inventory would be said to have

a) high construct validity.

b) high content validity.

c) high criterion validity.

d) high statistical validity.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Application

10. Jackson appears to have social phobia. This diagnosis was made by looking at his score on a particular measure of social fear. Scores like his have been shown in the past to be related to social phobia and also to be correlated with a variety of measures of social and occupational disability associated with social phobia. The measure used with Jackson would be said to have

a) high construct validity.

b) high content validity.

c) high criterion validity.

d) high statistical validity.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Medium

Learning Objective: Distinguish the different types of reliability and validity.

Bloomcode: Application

11. The letters in the acronym DSM stand for

a) Diseases and Symptoms Manual.

b) Diagnostic and Statistical Manual.

c) Diseases and Syndromes Manual.

d) Diagnosis and Systems Manual.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

12. DSM-5 was released in

a) 2016.

b) 2015.

c) 2014.

d) 2013.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

13. Schizophrenia was once known as

a) psychonaturalism.

b) schizoid prixat.

c) tripolar disorder.

d) dementia praecox.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

14. In developing DSM-5, emphasis was placed on creating a document that

a) would maximize likelihood of insurance reimbursement.

b) could change in response to research advances.

c) reduced the number of diagnoses.

d) was based on the etiology of disorders.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

15. The World Health Organization (WHO) added psychological disorders to its International List of Causes of Death in

a) 1939.

b) 1952.

c) 1969.

d) 1980.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

16. In what year did the WHO expand the International List of Causes of Death to become the International Statistical Classification of Diseases, Injuries, and Causes of Death?

a) 1948

b) 1958

c) 1969

d) 1978

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

17. DSM-II and the British Glossary of Mental Disorders

a) agree on both disorders and their symptoms.

b) led to the standardization of diagnoses.

c) were combined to create the new ICD.

d) identified different symptoms for the same disorders.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

18. The multiaxial system was first introduced in

a) DSM-I.

b) DSM-II.

c) DSM-III.

d) DSM-IV.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

19. In comparison to previous editions of the DSM, DSM-5 is

a) more focused on treatment.

b) less detailed.

c) less specific.

d) more concrete.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

20. Which of the following is a new diagnosis in DSM-5?

a) disruptive mood dysregulation disorder

b) conduct disorder

c) borderline personality disorder

d) bipolar disorder

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

21. How does DSM-5 address issues related to culture?

a) It uses the formulations presented in previous editions.

b) It does not include cultural considerations at all.

c) It has culture-specific criteria for all disorders.

d) It provides a cultural formulation interview for clinicians to use.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

22. The Global Assessment of Functioning Scale used in DSM-III, DSM-III-R, DSM-IV, and DSM-IV-TR corresponds to which construct in DSM-5?

a) psychiatric diagnoses

b) psychosocial factors

c) disability

d) contextual factors

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

23. Which edition of the DSM was the first to explicitly task committees with reviewing research data and describing the data guiding any changes in diagnoses?

a) DSM-I

b) DSM-II

c) DSM-III

d) DSM-IV

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

24. In 2000, the DSM-IV-TR was published to

a) clarify issues in the text.

b) update treatment recommendations.

c) comply with the requirements of third-party payers.

d) include revisions requested by laypeople.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

25. The multiaxial classification system required clinicians to

a) propose explicit treatment plans.

b) rank-order the causes of disorders.

c) consider a broad range of information.

d) emphasize laboratory findings.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

26. Editions of the DSM that preceded DSM-5 were criticized for their

a) lack of attention to childhood disorders.

b) lack of attention to cultural and ethnic variations in psychopathology.

c) inability to accurately diagnose individuals with schizophrenia.

d) overemphasis on mood disorders.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

27. Which of the following statements is true?

a) Culture can have a large influence on which symptoms of a given disorder are expressed.

b) For most diagnoses in DSM-5, considering cultural context is not advised.

c) All symptoms of psychiatric disorders manifest themselves in similar ways across cultures.

d) DSM-II was the first edition of the DSM to consider cultural variations in psychopathology.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

28. DSM-5 includes an appendix that describes

a) the cultural universals of mental disorders.

b) culturally specific ways of expressing distress.

c) the dangers of considering culture in diagnosis.

d) refutations of cultural sensitivity positions.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

29. Which of the following is a culture-bound syndrome that involves individuals in Japan, Taiwan, and South Korea shutting themselves in their room for at least 6 months and refusing to socialize with anyone?

a) ghost sickness

b) dhat

c) hikikomori

d) koro

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

30. Approximately how many different diagnostic categories are included in DSM-5?

a) 350

b) 500

c) 100

d) 50

Section Reference: Diagnosis

Difficulty: Hard

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

31. Some critics of DSM-5 believe that

a) there are not enough different diagnoses.

b) DSM-5 has pathologized too many problems of everyday life.

c) there is not enough comorbidity in diagnoses.

d) a diagnostic category for conditions common in the elderly should be added.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

32. Comorbidity refers to

a) the likelihood that a given psychological disorder will result in death.

b) how long a person is expected to live with a given psychological disorder.

c) the presence of more than one diagnosis.

d) the absence of any clinical disorder.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Comprehension

33. DSM-5 is an example of which approach to classification?

a) categorical

b) dimensional

c) quantitative

d) atheoretical

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Comprehension

34. There were ___ axes in DSM-IV-TR, versus ___ in DSM-5.

a) five, two

b) five, none

c) three, five

d) three, none

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

35. Which of the following would be classified with a dimensional classification system?

a) eye color

b) college major

c) telephone number

d) grade-point average

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Application

36. Dr. Kline classified her patients according to hair color. Some were classified as blond, some as brunet, and some as red-haired. This classification is an example of a

a) continuous classification.

b) etiological classification.

c) categorical classification.

d) dimensional classification.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Application

37. You rely on a dimensional diagnostic system and work with individuals who struggle with delusions. Your diagnoses are going to be based on the __________ of delusions.

a) presence or absence

b) type (e.g., reference, persecution)

c) underlying cause

d) severity

Section Reference: Diagnosis

Difficulty: Hard

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Synthesis

38. The fact that SSRIs often relieve symptoms of anxiety as well as depression suggests to some clinicians and researchers that

a) SSRIs are inadequate drugs for depression.

b) anxiety and depression may have common etiologies.

c) anxiety should be treated with anxiolytics.

d) depression should be evaluated with a dimensional diagnostic system.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

39. What is one reason categorical classification systems are popular?

a) Freud was a proponent of such a system.

b) They define a certain threshold for diagnosis.

c) They describe the degree to which an entity is present.

d) It is more helpful to know the severity of a symptom than whether or not it is present.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

40. Caleb went to see two different psychologists about his depressive symptoms. One told him that he suffered from major depressive disorder, and the other told him that he had bipolar disorder. This disagreement indicates a lack of

a) inter-rater reliability.

b) content validity.

c) internal consistency.

d) construct validity.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Application

41. If Dr. Smith diagnosed a patient with schizophrenia and Dr. Jones diagnosed that same patient with obsessive-compulsive disorder, we would say that Dr. Smith and Dr. Jones have

a) low construct validity.

b) low inter-rater reliability.

c) low content accuracy.

d) low criteria.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Application

42. In order to study the reliability of a diagnostic category, we would investigate whether

a) it acknowledges the uniqueness of each individual.

b) it has explicitly stated criteria.

c) patients given the diagnosis respond to treatment in the same way.

d) diagnosticians apply it consistently.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Comprehension

43. Reliability, as used in diagnosis, is the same as

a) agreement.

b) validity.

c) judgment.

d) utility.

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Comprehension

44. If a diagnosis helps clinicians make good predictions and informs them of the likely course of the disorder, psychologists would say that the diagnosis has

a) inter-rater reliability.

b) construct validity.

c) test validity.

d) internal consistency.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Application

45. Which of the following experiences is most similar to the concept behind inter-rater reliability of psychiatric diagnoses?

a) You meet identical twins who have identical mannerisms.

b) After watching a new TV show, you and a friend independently decide that it was lousy.

c) You’re not sure what time a baseball game is on and guess it is at 1:00 p.m. You look in the TV listings and see that it is, in fact, on at 1:00 p.m.

d) You meet someone new at a party and decide that they are a shy person. Sure enough, they hardly speaks to anyone at the party.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Application

46. A valid classification system is one that

a) has clear criteria for making diagnoses.

b) ensures that two or more people will agree on a classification.

c) leads to accurate predictions and statements.

d) has a clear purpose.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

47. The HiTOP model for diagnosis focuses on

a) symptoms that uniquely predict disorders.

b) the neurophysiological basis of disorders.

c) a multiaxial classification system.

d) how symptoms and syndromes co-occur.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Comprehension

48. The Research Domain Criteria for diagnosing mental disorders focus on

a) known neuroanatomic correlates of disorders.

b) risk variables that are relevant to many different conditions.

c) effective treatments for disorders.

d) disorders with established genetic causes.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Comprehension

49. In clinical interviews, it is particularly important that the clinician establish

a) rapport.

b) control.

c) goals.

d) his or her expertise.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

50. Which of the following will encourage interviewees to elaborate on their concerns?

a) directiveness

b) precision

c) empathy

d) expertise

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

51. Which of the following is a structured interview?

a) SRRS

b) SCID

c) ADE

d) Rorschach

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

52. Which of the following is a problem with using unstructured clinical interviews in diagnosis?

a) The person being assessed feels less comfortable opening up.

b) They require less clinical expertise than structured interviews.

c) There is often poor inter-rater reliability.

d) They can be conducted only by psychiatrists.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

53. Which of the following is a measure of psychological stress?

a) MMPI-2

b) SCID

c) LEDS

d) TAT

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

54. What term did Selye use to describe the biological response to sustained high levels of stress?

a) general adaptation syndrome

b) general anxiety syndrome

c) anxiety adaptation syndrome

d) stress response syndrome

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

55. Phase 2 of Selye’s conceptualization of the response to stress is

a) alarm reaction.

b) resistance.

c) exhaustion.

d) depletion.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

56. Current conceptualizations of stress focus on how we

a) detail the environment.

b) investigate the environment.

c) perceive the environment.

d) elicit the environment.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

57. An advantage of the Life Events and Difficulties Schedule (LEDS) over other life stress assessments is that it

a) is a very structured interview.

b) takes less time to complete.

c) considers the context of a person’s unique circumstances.

d) relies less on determining when an event actually occurred.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

58. The Life Events and Difficulties Schedule (LEDS) has led researchers to conclude that

a) life events are robust predictors of several psychological symptoms.

b) stress is mediated by one’s childhood experiences.

c) a given life event has the same impact across individuals.

d) the correlation between life events and stress is low.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

59. Self-report questionnaires are

a) very comprehensive in coverage.

b) not impacted by recall issues.

c) limited in their validity.

d) more complex than interviews.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

60. You have developed a new personality inventory that will be used to match roommates in order to minimize conflict. Before you market the test, you must first must administer it to several hundred individuals to establish normative data. This phase of test development is referred to as

a) branching.

b) psychometrics.

c) validation.

d) standardization.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

61. You decide that you want to use items from the MMPI to create a new scale to distinguish potential professional wrestlers from those without the potential to be wrestlers. Using the same method as that used to develop the MMPI, you would

a) identify items that were about wrestling.

b) identify items that distinguish pro wrestlers from non-wrestlers.

c) find all the items that wrestlers answered as true regarding themselves.

d) look for consistency among items endorsed by wrestlers as true.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

62. The MMPI is an example of a(n)

a) projective test.

b) personality inventory.

c) intelligence test.

d) structured clinical interview.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

63. Validity scales of the MMPI are designed to

a) make scoring easier.

b) accommodate changes in DSM criteria.

c) detect over- or underreporting of symptoms.

d) improve acceptability.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

64. What does the term multiphasic indicate about the MMPI?

a) The test reflects multiple conceptualizations of mental disorders.

b) The test was designed to detect multiple syndromes.

c) The test was normed using multiple populations.

d) The test requires multiple sessions to administer completely.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

65. The NEO Personality Inventory assesses

a) the “big 5” personality traits.

b) the presence of personality disorders.

c) the use of defense mechanisms.

d) the presence of life stressors.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

66. Traits assessed by the Big Five Inventory-2 include

a) openness to experience.

b) psychopathy.

c) schizoid tendencies.

d) prejudice/bigotry.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

67. Which of the following is an example of an item that might be included in an MMPI validity scale?

a) “Sometimes I feel nauseous for no apparent reason.”

b) “I enjoy reading detective novels.”

c) “I have never used a foul word.”

d) “I sometimes go for walk after dinner.”

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

68. The projective hypothesis assumes that

a) responses to highly structured tasks reveal hidden attitudes and motivations.

b) unstructured stimuli reveal conscious motives.

c) unstructured stimuli provoke anxiety.

d) responses to ambiguous stimuli are influenced by unconscious factors.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

69. The stimulus materials in the Thematic Apperception Test are intentionally ambiguous

a) to increase the likelihood that the individual is not giving responses that are consciously mediated.

b) for greater precision.

c) to increase rapport.

d) to create discomfort in the client and thereby encourage a closer relationship with the therapist.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

70. The Rorschach Inkblot Test is an example of a(n)

a) intelligence test.

b) diagnostic inventory.

c) neuropsychological test.

d) projective test.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

71. Projective tests are not used as much as they once were because

a) the test materials have been published on the Internet.

b) they have relatively limited validity.

c) there are ongoing issues with intellectual property rights.

d) of their tendency to pathologize normal experiences.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

72. You are being tested by an examiner who is showing you pictures and asking you to tell complete stories about them. You are probably taking

a) the Rorschach.

b) the MMPI-2.

c) the Thematic Apperception Test.

d) the Wechsler Adult Intelligence Scale-III.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

73. Intelligence tests are used in the diagnosis of

a) personality disorders.

b) learning disorders.

c) mood disorders.

d) psychotic disorders.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

74. Intelligence tests are based on the assumption that a detailed sample of a person’s current

intellectual functioning can predict

a) brain dysfunction.

b) innate aspects of IQ.

c) cognitive effectiveness.

d) academic potential.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

75. The construct validity of intelligence tests is limited by

a) how psychologists define intelligence.

b) the nature of the population tested with the instruments.

c) their generally low reliability.

d) their relationship to academic performance.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

76. Bailey believes that, as a female, she is simply less able to do math, and she is completely unsurprised when she scores below average on a test of quantitative ability. Bailey has experienced the effects of

a) stereotype threat.

b) attention difficulties.

c) cultural bias.

d) an invalid assessment.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

77. The most commonly administered intelligence tests, including the Wechsler scales for various age groups, are

a) not standardized.

b) culture-neutral.

c) regularly updated.

d) easy to administer.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

78. A group of 8th-grade boys and a group of 8th-grade girls are administered the same math test and told that the test reflects their innate abilities. Which phenomenon predicts that the girls would not perform as well as the boys?

a) stereotype threat

b) standardization

c) gender awareness

d) self-monitoring

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

79. Awareness of stereotypes tends to develop

a) in late infancy.

b) between ages 6 and 10.

c) in early adolescence.

d) between ages 4 and 5.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

80. Which type of assessment involves the collection of data in real time?

a) self-report inventories

b) observer ratings

c) ecological momentary assessment

d) personality inventories

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

81. According to the text, self-monitoring has been used effectively in cognitive behavior therapy for

a) depression.

b) substance use disorders.

c) bipolar disorder.

d) anxiety.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

82. What assessment procedure is used by clinicians to identify problem behaviors as well as antecedents and consequences?

a) direct observation

b) experience sampling

c) self-monitoring

d) structured clinical interviews

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

83. Joe's therapist asks him to keep a log of everything he eats as part of a weight-loss program. This is an example of the behavioral assessment technique of

a) self-monitoring.

b) self-report inventory.

c) direct observation.

d) cognitive observation.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

84. Miranda is trying to quit smoking. As part of her behavioral assessment, she is asked to maintain a diary and record, in real time, what occurred before, during, and immediately following each time she smoked a cigarette. In order to do this, she uses structured record sheets for each day. This type of assessment is referred to as

a) ecological momentary assessment.

b) self-report inventory.

c) direct observation.

d) behavioral interview.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

85. Neuropsychological tests like the Halstead-Reitan are used to

a) identify psychopathology.

b) explore the projective hypothesis.

c) identify specific cognitive deficits.

d) monitor the effectiveness of psychotherapy.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

86. Xavier is recording his thoughts and feelings several time each day. This is referred to as

a) projective testing.

b) behavioral observation.

c) experience sampling.

d) neuropsychological evaluation.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

87. Dr. Lee assesses the possibility that Joe has brain damage by measuring his performance on a number of tasks, including copying symbols, remembering numbers, and recognizing nonsense syllables. What kind of assessment is being used?

a) physiological assessment

b) neurobiological assessment

c) psychological assessment

d) neuropsychological assessment

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

88. Neuropsychological tests are based on the idea that different cognitive functions

a) are closely related to intelligence.

b) rely on different areas of the brain.

c) can be measured only indirectly.

d) are subject to stereotype threat.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Comprehension

89. Which of the following are designed to measure behavioral disturbances resulting from brain dysfunction?

a) brain-imaging techniques

b) electrocardiograms

c) neuropsychological tests

d) neurotransmitter assays

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

90. An advantage of using a test battery like the Halstead-Reitan or Luria-Nebraska is that

a) it can be administered by minimally trained staff.

b) it is comprehensive in its coverage of cognition.

c) it can be rapidly and repeatedly administered for emergency monitoring.

d) it does not require the test taker to have language skills or physical coordination.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

91. The Luria-Nebraska is a type of

a) personality inventory.

b) intelligence test.

c) neuropsychological assessment.

d) neurological procedure.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

92. The Rey Complex Figure Test measures

a) visuo-spatial skills.

b) artistic ability.

c) visual memory.

d) analytic ability.

Section Reference: Psychological Assessment

Difficulty: Easy

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Knowledge

93. Which method provides information about both brain structure and brain function?

a) fMRI

b) EEG

c) CT scan

d) X-ray

Section Reference: Neurobiological Assessment

Difficulty: Medium

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Analysis

94. PET and MRI are specific types of

a) projective tests.

b) personality inventories.

c) neuropsychological tests.

d) brain-imaging methods.

Section Reference: Neurobiological Assessment

Difficulty: Easy

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Knowledge

95. Functional MRI (fMRI) differs from ordinary MRI in that

a) fMRI records changes in blood flow in the brain.

b) ordinary MRI can be done only annually.

c) fMRI relies on other tests to assess brain function.

d) ordinary MRI is invasive.

Section Reference: Neurobiological Assessment

Difficulty: Medium

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Analysis

96. fMRI measures blood flow in the brain using

a) tissue density echoes.

b) the BOLD signal.

c) pixilation intensity.

d) molecular resonance rates.

Section Reference: Neurobiological Assessment

Difficulty: Easy

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Knowledge

97. PET is to MRI as

a) structure is to function.

b) function is to structure.

c) cognitive is to behavioral.

d) projective is to objective.

Section Reference: Neurobiological Assessment

Difficulty: Hard

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Synthesis

98. The TMS technique involves

a) applying magnetic pulses to the brain through the scalp and skull.

b) applying a weak electrical current to the brain through the scalp and skull.

c) stimulating the brain with directly applied magnetic impulses.

d) stimulating the brain with directly applied electrical currents.

Section Reference: Neurobiological Assessment

Difficulty: Easy

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Knowledge

99. The tDCS technique involves

a) applying magnetic pulses to the brain through the scalp and skull.

b) applying a weak electrical current to the brain through the scalp and skull.

c) stimulating the brain with directly applied magnetic impulses.

d) stimulating the brain with directly applied electrical currents.

Section Reference: Neurobiological Assessment

Difficulty: Easy

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Knowledge

100. Brain stimulation techniques allow researchers to

a) monitor recovery from traumatic brain injuries.

b) identify injured regions of the brain.

c) test hypotheses about brain–behavior relationships.

d) assess individuals for dementia and similar disorders.

Section Reference: Neurobiological Assessment

Difficulty: Medium

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Analysis

101. Current results from brain-imaging studies

a) are useful in diagnosing psychopathology.

b) indicate that most disorders affect only a tiny portion of the brain.

c) suggest that most psychopathology is due to deficits in the frontal lobe.

d) are not strong enough for these methods to be used in diagnosing psychopathology.

Section Reference: Neurobiological Assessment

Difficulty: Medium

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Application

102. The Food and Drug Administration (FDA) has approved rTMS as a treatment for treatment-resistant

a) autism spectrum disorder.

b) schizophrenia.

c) borderline personality disorder.

d) depression.

Section Reference: Neurobiological Assessment

Difficulty: Easy

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Knowledge

103. Psychophysiology is the study of

a) somatic treatments for psychological problems.

b) the neurological basis of psychological problems.

c) bodily changes associated with psychological events.

d) phenomena such as extrasensory perception.

Section Reference: Neurobiological Assessment

Difficulty: Easy

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Knowledge

104. An EKG measures

a) brain activity.

b) heart activity.

c) skin conductance.

d) respiratory rate.

Section Reference: Neurobiological Assessment

Difficulty: Medium

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Analysis

105. Anxiety, fear, anger, and other emotions increase sweat-gland activity via which of the following?

a) decreased activity in the HPA

b) increased activity in the parasympathetic nervous system

c) decreased activity in the limbic system

d) increased activity in the sympathetic nervous system

Section Reference: Neurobiological Assessment

Difficulty: Medium

Learning Objective: Understand key approaches to neurobiological assessment.

Bloomcode: Application

106. Dr. Cunningham works in a clinic that serves many Hmong, an Asian ethnic group from China and Southeast Asia. He wants to be able to use an anxiety questionnaire, but it is available only in English and many of his clients do not speak English. What should he do?

a) follow the International Test Commission guidelines

b) ask a community member to translate it for him

c) do the best he can in explaining the items in English

d) use Google Translate to translate it from English to the Hmong language

Section Reference: Cultural and Ethnic Diversity and Assessment

Difficulty: Medium

Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment.

Bloomcode: Application

107. What is one of the problems with guidelines for cultural sensitivity?

a) They are too general to be useful.

b) They are not always followed.

c) They are outdated.

d) They are discouragingly complex.

Section Reference: Cultural and Ethnic Diversity and Assessment

Difficulty: Medium

Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment.

Bloomcode: Evaluation

108. When asked about taking culture into account in their clinical work, most practitioners

a) say that they do not think it is important.

b) say that they do not understand how to do so.

c) say that they regard doing so as unnecessary.

d) report doing so.

Section Reference: Cultural and Ethnic Diversity and Assessment

Difficulty: Easy

Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment.

Bloomcode: Knowledge

109. If an examiner believes that an individual has performed poorly on a cognitive or neuropsychological test because the person did not understand the instructions, the examiner should

a) administer a different test of the same construct.

b) continue with testing but omit the questionable score.

c) estimate what the score would have been.

d) explain more thoroughly and readminister the test.

Section Reference: Cultural and Ethnic Diversity and Assessment

Difficulty: Medium

Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment.

Bloomcode: Analysis

Question Type: True/False

110. True or false? Comorbidity refers to the presence of a second diagnosis.

a) True

b) False

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

111. True or false? DSM-5 includes a severity scale for most diagnoses.

a) True

b) False

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

112. True or false? One significant difference between DSM-IV-TR and DSM-5 is the inclusion of a severity scale for each diagnosis in DSM-5.

a) True

b) False

Section Reference: Diagnosis

Difficulty: Easy

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Knowledge

113. True or false? Conducting a good clinical interview requires great skill.

a) True

b) False

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Application

Question Type: Essay

114. Describe three types of validity and the means of evaluating each for an assessment instrument.

Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity

Difficulty: Hard

Learning Objective: Describe the purposes of diagnosis and assessment.

Bloomcode: Evaluation

115. Compare and contrast the methodologies, reliability, and validity of objective and projective personality assessments.

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

116. What are the pros and cons of having a diagnostic system?

Section Reference: Diagnosis

Difficulty: Medium

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Analysis

117. Describe the dimensional approach to diagnosis. Explain how such a diagnostic approach would be either superior or inferior to the current approach to diagnosis.

Section Reference: Diagnosis

Difficulty: Hard

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Synthesis

118. Discuss the importance of establishing high inter-rater reliability in a diagnostic model. As part of this discussion, indicate some limitations that remain even when high inter-rater reliability has been established.

Section Reference: Diagnosis

Difficulty: Hard

Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM and broader concerns about diagnosis.

Bloomcode: Evaluation

119. What are the criticisms of categorical classification? How would you recommend reforming DSM-5 to address these criticisms?

Section Reference: Psychological Assessment

Difficulty: Hard

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Synthesis

120. Discuss the methods used to develop the scales on the MMPI-2.

Section Reference: Psychological Assessment

Difficulty: Medium

Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment.

Bloomcode: Analysis

121. Outline and critique methods to help clinicians to be more culturally sensitive in their assessment procedures.

Section Reference: Diversity and Assessment

Difficulty: Medium

Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment.

Bloomcode: Analysis

122. What does it say about DSM-5 in general that cultural differences occur in making diagnoses? Does it reflect anything important about the validity of the diagnoses?

Section Reference: Diversity and Assessment

Difficulty: Hard

Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment.

Bloomcode: Synthesis