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Chapter Three
Assessment and Classification of Abnormal
BehaviorSue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
• Assessment: • Process of gathering information and
drawing conclusions about an individual’s traits, skills, abilities, emotional functioning, and psychological problems
• Principal means of assessment:• Observations• Interviews• Psychological tests and inventories• Neurological tests
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Observations:
• Controlled (analogue) observations: • Made in laboratory, clinic, or other
contrived setting
• Naturalistic observations: • Made in natural setting (schoolroom,
office, hospital ward, home)
• Usually in conjunction with an interview• Observe appearance and behavior
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Interviews:
• Observe client and collect data about the person’s life history, current situation, and personality
• Analyze:• Verbal behavior• Nonverbal behavior• Content• Process of communication
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Interviews: standardization and structure
• Common rules and procedures• Vary in degree of structure and freedom
of response, and manner of conduct • Formal standardized interview: highly
structured• Mental status examination: evaluate
individual’s cognitive, psychological, and behavioral functioning
• Fallible and subjective
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Psychological tests and inventories:
• Standardized instruments used to assess:• Personality • Maladaptive behavior • Social skills • Intellectual abilities • Vocational interests • Cognitive impairment
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Projective personality tests:
• Test taker is presented with ambiguous stimuli and is asked to respond to them in some way• Rorschach Technique• Thematic Apperception Test (TAT)• Sentence-completion test• Draw-a-person test
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Problems with projective personality
tests:• Analysis and interpretation of responses
are subject to wide variation• Reliability• Validity• Subjectivity• Norms • Cultural relevance
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Self-report inventories:
• Test taker answers specific written questions or selects specific responses from a list of alternatives.
• Minnesota Multiphasic Personality Inventory (MMPI and MMPI-2)
• Beck Depression Inventory (BDI)
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Intelligence tests:
• Primary functions:• Obtain intelligence quotient (IQ), or
estimate of current level of cognitive functioning
• Secondary function:• Provide clinical data
• Wechsler scales• Stanford-Binet scales
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Criticisms of intelligence tests:
• Popularized as measuring innate intelligence, but actually reflect cultural and social factors
• Predictive validity • Disagreement over criterion variables• Misses multidimensional attributes of
intelligence
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Tests for cognitive impairment:
• Detect cognitive impairment• Bender-Gestalt Visual-Motor Test• Halstead-Reitan Neuropsychological Test
Battery
• Have been found to be effective and valid in evaluating impairment due to brain damage
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Assessment of Abnormal Behavior
(cont’d.)• Neurological tests:
• Increase diagnostic accuracy when coupled with psychological tests• Electroencephalograph (EEG)• X-ray studies• Computerized axial tomography (CT)
scan• Positron emission tomography (PET) scan• Magnetic resonance imaging (MRI)
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Classification of Abnormal Behavior
• Classification system: • Provides distinct categories, indicators,
and nomenclature for different patterns of behavior, thought processes, and emotional disturbances
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Classification of Abnormal Behavior
(cont’d)• Diagnostic and Statistical Manual of
Mental Disorders (DSM)• Early studies of DSM:
• Low reliability and validity• Did not help with etiology, process,
treatment, or prognosis of mental disorders • DSM-I (1952): Identified 106 disorders• DSM-II (1968): Identified 182 disorder• Revisions (DSM-II, DSM-III, DSM-III-R, DSM-
IV, DSM-IV-TR) increase reliability and validity
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Classification of Abnormal Behavior
(cont’d.)• DSM-V:
• Dimensional system: disorders lie on a continuum with “normality” at one end
• “Risk syndromes”: milder forms of disorders• Ratings: “none,” “slight,” “mild,”
“moderate,” “severe”• Clear diagnostic and categorizing guidelines• Comorbidity: the concurrence of different
disorders suffered by a patient at one time
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Case Study: Mark
• 50 year old machine operator
• Referred to treatment by supervisor due to deteriorating work performance over the past four months
• Absenteeism; alcohol use at work
• Mark is heavy drinker
• Daily user; binge drinker on weekends
Sue/Sue/Sue Understanding Abnormal Behavior, 9th edition © 2010 Cengage Learning
• heavy drinker for 30 years
• Drinking has increased since wife left him six months ago
• Mark showed signs of jealousy and suspiciousness
• Coworkers find him cold, distrusting of others, unemotional
Sue/Sue/Sue Understanding Abnormal Behavior, 9th edition © 2010 Cengage Learning
• Mark has no close friends, no support
• Medical exam: cirrhosis of the liver
• Mark drinking for many years, though blames others for this
• Mark’s father was an alcoholic who had fits of rage
• Mark was physically and emotionally abused as a child
Sue/Sue/Sue Understanding Abnormal Behavior, 9th edition © 2010 Cengage Learning
Mark’s diagnosis, using DSM-V Dimensional
System• Alcohol Use Disorder (previously axis I)
• Personality Disorder with paranoid traits (previously Axis II)
• Physical Disorder: Cirrhosis of the Liver (Previously Axis III)
• Causal Specifiers (previously Axis IV): biological/genetic; environmental; developmental; social; cultural; behavioral
Sue/Sue/Sue Understanding Abnormal Behavior, 9th edition © 2010 Cengage Learning
Classification of Abnormal Behavior
(cont’d.)• Evaluation of the DSM classification
system• Positive aspects of DSM-V:
• Moves away from a categorical system and towards a dimensional system
• Hopes of improving reliability and validity• More clarity regarding differential
diagnoses • Increase clinical utility• Emphasis on cross-cultural assessment
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Classification of Abnormal Behavior
(cont’d.)• Evaluation of the DSM classification
system• Criticisms of DSM-V:
• Viewing disorder on continuum• Diagnostic categories influenced by
outside pressure (pharmaceuticals)• Medicalizing behavioral problems• Controversial diagnoses• Cross-cultural applicability • Emphasis on deficits
Sue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
Classification of Abnormal Behavior
(cont’d.)• Objections to classification and
labeling:• Can lead to overgeneralization,
stigmas, and stereotypes• Can lead to treating someone
differently• Individuals who are labeled tend to
believe they have those characteristics• Labels may not provide precise,
functional informationSue/Sue/Sue Understanding Abnormal Behavior, 10th edition © 2013 Cengage Learning
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