computers and psychological testing

7/25/2019 Computers and Psychological Testing

1/49

Computers and

BasicPsychological

Science in

Testing


2/49

THE RATIONALE FOR COGNITIVE-BEHAVIORALASSESSMENT

According to medical model, the overt manifestatiodisordered psychological condition (e.g., overeatingundereating) are only symptoms-surface epressionunderlying cause.

Treatment in the medical model is !ased on the ideunless the cause of a symptom is removed, a ne" smay develop.


3/49

#n cognitive-!ehavioral assessment, !y contrast,the !ehaviors, thought processes, or physiologicresponses that de$ne a disordered condition areconsidered the real pro!lem.

Cognitive-!ehavioral assessment often includesan evaluation of the internal and eternal factorsthat lead to and maintain disordered !ehavior as

"ell as an evaluation of the !ehavior itself.

Cognitive-!ehavioral assesment is mored directthan traditional psychological tests.


4/49

Traditional testing procedures "ould !e aimed atdetermining the cause of the symptom and thetreatment "ould !e directed at the cause "hile incognitive-!ehavioral assessment, psychologists "ouldanaly%e preceding and su!se&uent factors and focus on

a direct change in overt !ehaviors, thoughts, orpsychological processes.

Ta!le '. Traditional *ersus Behavioral Assessment

TraditionalAssessment

Cognitive-e!avioralassessment

Target +nderlying causeisordered!ehavior

Symptoms Super$cial ocus of treatment

Assessment#ndirect not relatedto treatment

irect related totreatment

Theory /edical model Behavioral model

0oal etermine cause ofsymptoms Analy%e disordered!ehavior


5/49

"ROCE#$RES BASE# ON O"ERANTCON#ITIONING

Psychologists o!serve the !ehaviors of anindividual. After the individual has made aresponse, they can do something to theindividual to alter the pro!a!ility of therecurrence of the response.

1ne must $rst identify the criticalresponses involved in the disorder.


6/49

Baseline (usual rate of occurence)

According to an early system developed !2anfer and Saslo" ('343), if the !ehavioroccur too infre&uently, then they are callebehavioral excesses.

#f they occur too infre&uently, they arecalled behavioral defcits.


7/49

After attempting to increase or decrease the!ehavior (treatment intervention), psychologistso!serve the e5ect of the intervention on the

!ehavior in &uestion relative to the !aseline.

Ta!le '.6 Steps in a Cognitive Behavioral Assessment

Step ' #dentify critical !ehaviors.

Step etermine "hether critical !ehaviors are ecessesor de$cits.

Step 67avaluate critical !ehaviors for fre&uencyduration, or intensity (that is, o!tain a !aseline).

Step 8#f ecesses, attempt to decrease fre&uency,duration, or intensity of !ehaviors if de$cits,attempt to increase !ehaviors.


8/49

7ample9

Step ' - The !oy "asn:t eating enough.

Step - The critical "as !ehavior "as ade$cit.

Step 6 - The mother "as as;ed to record thamount and ;ind of food that the !oy ate

each day. The !aseline loo;ed somethingli;e the graph in igure '.'. (refer to p.68)

Step 8 - #ncrease the !oy:s fre&uency ofeating !y using a re"ard system !ased onpoints


9/49


10/49

SELF-RE"ORT TECHNI%$ES


11/49

The typical self-report is a list of statementsa!out the particular situations.

(Ta!le '.8 gives eamples of the types ofstatements used.)

Self-report techni&ues assume that the personresponses re=ect individual di5erences andmeasure some other o!serva!le !ehavior.

#n cognitive-!ehavioral approach, one seessituations as the primary determinant of!ehavior "hile in traditional approach, one seecharacteristics that the person !rings to asituations as the primary determinant of!ehavior.


12/49


13/49

1ne adaptation of the SS "as created formeasuring speci$c pho!ias.

#tems are typically related to situations thainvolve fear and avoidance !ehaviors, sucas fear of open places, fear of sna;es, andfear of dead animals.

The SS attempts to identify thosesituations that elicit fear and thusavoidance.


14/49


15/49

SELF-RE"ORT BATTER&

This incorporates many of the commonlyused self-report techni&ues, such as avariety of !ehavioral self-rating chec;listsand the SS.

The !attery contains three types of scalesprimary, secondary and tertiary scales.


16/49

EVAL$ATION OF SELF-RE"ORT"ROCE#$RES

1!viously, any practitioner "ith a pro!lem to

assess can simply devise and pu!lish a self-report device.

#n their use of self-report techni&ues, somepsychologists reinvent the "heel.

or eample, Cautela and +pper ('3?4), donot hesitate to admit that the prototypes ofcurrent self-report techni&ues are tests suchas ood"orth Personal ate Sheet.


17/49


18/49

)ANFER AN# SASLO*+SF$NCTIONAL A""ROACH

2anfer and Saslo" ('343) are among the

most important pioneers in the $eld ofcognitive-!ehavioral assessment.

These authors propose "hat they call afunctional (!ehvaior-analytic) approach to

assessment.

Psychologists "ould focus on !ehavioralecesses and de$cits.


19/49

Behavioral excessis any !ehavior or classof !ehaviors descri!ed as pro!lematic !yan individual !ecause of its

inappropriateness or !ecause of ecessesin its fre&uency, intensity or duration.

The functional approach assumes that !otnormal and disordered !ehaviors develop

according to the same la"s and di5er onlyin etremes.


20/49

Behavioral de$cits are classes of !ehaviordescri!ed as pro!lematic !ecause they fato occur "ith su@cient fre&uency, "ithade&uate intensity, in appropriate form, o

under socially epected conditions.

Again, the !ehavior, or lac; of it, is not !yitself a disorder.

A functional analysis involves otherprocedures, including clarifying the pro!leand am;ing suggestions for treatment.


21/49


22/49

To evaluate negative schemas, Bec; andcolleagues have developed the

ysfunctional Attitude Scale (AS).

#t identi$es !eliefs that might interact "itha stressor to produce psychopathology.

The validity of the scale is supported !y avariety of factor analytic data.


23/49

IRRATIONAL BELIEFS TEST

According to the cognitive vie"point,human !ehavior is often determined !y

!eliefs and epectations rather than reality

D. A. Eones ('34F), for eample, developeda '>>-item #rrational Belief Test (#BT) tomeasure irrational !eliefs.

The #BT re&uires su!ects to indicate theirlevel of agreement or disagreement "itheach of the '>>-items on a -point scale.


24/49


25/49

1ne of the most important eamples ofcognitive-!ehavioral assessment is calledcognitive-functional analysis.

The premise underlying a cognitive-functionalanalysis is that "hat a person says to himself herself plays a critical role in !ehavior.

Desearch clearly indicates these self-statemenin=uence your !ehavior and even your feeling


26/49

Cognitive-functional analysis is concerned"it ascertaining the environmental factorssthat preced !ehavior (environmentalantecedents) as "ell as those that maintai

!ehavior (environmental conse&uences).

#f thoughts in=uence overt !ehavior, thenmodifying one:s thoughts can lead tomodications in one:s actions.

Parallel to /eichen!aum:s techni&ue ofcognitive-functional analysis are procedureand devices that allo" a person to test himor herself, or self-monitoring devices.


27/49

#n the simplest case, an individual mustrecord the fre&uency of a particular!ehavior - that is, to monitor it so that he she !ecomes a"are of the !ehavior.

Some self-monitoring procedures are &uitesophisticated.

Similarly, timing devices and proceduresallo" people to assess ho" long theyengage in an activity.


28/49


29/49

PHGS#1I10#CAI *AD#ABIJ TD7AT/7


30/49


31/49


32/49


33/49


34/49

C1/P+T7D-A/#


35/49

7*#7


36/49

7*#7


37/49

#n educational testing, computer programs have !een designed to score es Proect 7ssay 0rade (P70)

Analyses the &uality of a "riting sample !y measuring "riting traits such as average "oof rare "ords and the num!er of semicolons used.

This system of analysis has consistently sho"n correlations "ith human scores as hig

7*#7


38/49

7*#7


39/49


40/49


41/49

#


42/49

C1/P+T7D#OAT#1< 1C10


43/49

C1/P+T7D#OAT#1< 1C10


44/49

PAI/T1P C1/P+T7DPD10DA/

-used for evaluating and treating symptoms ofgenerali%ed aniety disorder.-includes a mo!ile of self-monitoringcomponent-treatment is delivered via three therapeuticmodules (relaation, cognitive restructuringand imaginal eposure) that can !e accessed!y the client.

Also e5ective for treating panic disorder

T7ST P1SS#BI7 1


45/49

T7ST P1SS#BI7 1


46/49

C1/P+T7D AAPT#*7


47/49

C1/P+T7D-AAPT#*7T7ST#


48/49

PSGCH1PHGS#CAI A


49/49

PSGCH1PHGS#CAI A

computers and psychological testing

Documents