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The Stanford-Binet test, 5th edition, assesses both verbal and non-verbal intelligence from 2 years to adulthood.
The Stanford-Binet test, 5th edition, assesses both verbal and non-verbal intelligence from 2 years to adulthood.
True
The Wechsler Preschool and Primary Scale of Intelligence can be used to assess children aged 6-18 years.
The Wechsler Preschool and Primary Scale of Intelligence can be used to assess children aged 6-18 years.
False
The Wechsler Intelligence Scale for Children (WISC IV) cannot be used for children with an IQ below 40.
The Wechsler Intelligence Scale for Children (WISC IV) cannot be used for children with an IQ below 40.
True
The British ability scales cover six areas, including speed of information processing, reasoning, and short-term memory.
The British ability scales cover six areas, including speed of information processing, reasoning, and short-term memory.
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The Bayley scales of infant and toddler development, 3rd edition, can assess children up to 5 years old.
The Bayley scales of infant and toddler development, 3rd edition, can assess children up to 5 years old.
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The Denver developmental screening test, 2nd edition, assesses children from birth to 6½ years and identifies developmental delays.
The Denver developmental screening test, 2nd edition, assesses children from birth to 6½ years and identifies developmental delays.
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A flexible approach to interviewing is required with children because it is difficult to follow a set routine.
A flexible approach to interviewing is required with children because it is difficult to follow a set routine.
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Parents and other carers should be excluded from the assessment interview to ensure the child speaks freely.
Parents and other carers should be excluded from the assessment interview to ensure the child speaks freely.
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Obtaining information from teachers before the child attends the clinic can save time.
Obtaining information from teachers before the child attends the clinic can save time.
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It is important for child psychiatrists to never see the family together at any stage of the assessment.
It is important for child psychiatrists to never see the family together at any stage of the assessment.
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Parents should be reassured to feel that the interview supports them and does not undermine their confidence.
Parents should be reassured to feel that the interview supports them and does not undermine their confidence.
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Children under the age of 6 years should always be seen alone during the entirety of the assessment interview.
Children under the age of 6 years should always be seen alone during the entirety of the assessment interview.
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Children are more suggestible than adults and may try to provide answers they think the interviewer wants to hear.
Children are more suggestible than adults and may try to provide answers they think the interviewer wants to hear.
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A silent and withdrawn behavior in children at the first meeting should be seen as definite evidence of depression.
A silent and withdrawn behavior in children at the first meeting should be seen as definite evidence of depression.
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Developmental assessments should be made by the end of the interview relative to children of the same age.
Developmental assessments should be made by the end of the interview relative to children of the same age.
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Using leading questions is an effective way to obtain accurate information from children during an interview.
Using leading questions is an effective way to obtain accurate information from children during an interview.
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Younger children are generally able to express their ideas and feelings in words during an interview.
Younger children are generally able to express their ideas and feelings in words during an interview.
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Drawing and the use of toys may be helpful when interviewing very young children.
Drawing and the use of toys may be helpful when interviewing very young children.
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It is advisable to start an interview with a child by discussing neutral topics like pets, favorite games, or current school information.
It is advisable to start an interview with a child by discussing neutral topics like pets, favorite games, or current school information.
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Standardized methods of observation and interviewing with children have not been developed.
Standardized methods of observation and interviewing with children have not been developed.
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A family interview is usually the best way to obtain factual information about the family.
A family interview is usually the best way to obtain factual information about the family.
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The psychiatrist is usually most interested in communication patterns among family members when interviewing the family.
The psychiatrist is usually most interested in communication patterns among family members when interviewing the family.
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Study Notes
Intelligence Tests
- Stanford-Binet test (5th edition) assesses verbal and non-verbal intelligence from 2 years to adulthood.
- Wechsler Intelligence Scale for Children (WISC IV) provides a profile of specific verbal and performance ability, as well as IQ, for children aged 6-14 years; it is widely used and well standardized, but cannot be used for IQ below 40.
- Wechsler Pre-School and Primary Scale of Intelligence is a version of WISC for use with children aged 3-7 years.
- British Ability Scales cover six areas: speed of information processing, reasoning, spatial imagery, perceptual matching, short-term memory, and retrieval and application of knowledge, and are used for children aged 2-6 years and 6-18 years.
Social Development Assessments
- Bayley Scales of Infant and Toddler Development (3rd edition) assesses infant development from ages 1 month to 3 1/2 years using standard tasks scored on mental, motor, and behaviour scales.
Other Developmental Assessment
- Denver Developmental Screening Test (2nd edition) is a general developmental screening test from birth to 6 1/2 years that identifies delays in personal and social development, fine and gross motor development, and language skills.
Psychiatric Assessment of Children and Their Families
- The aims of assessment are to obtain a clear account of the presenting problem, to find out how the problem is related to the child's past development and present life, and to plan treatment for the child and the family.
Assessment Methods
- Flexible approach is required when interviewing children, as it is often difficult to follow a set routine.
- Interviewing of family members, including parents or other carers, is important, and it is often helpful to have other siblings present.
- Information from schools can be obtained by asking permission to obtain information from teachers before the child attends the clinic.
- Child psychiatrists vary in their methods of assessment, but agree that it is important to see the family together at some stage to observe how they interact.
Interviewing the Parents
- Parents are likely to be anxious and may fear being blamed for their child's problems.
- Time should be taken to put them at ease and explain the purpose of the interview.
- They should be encouraged to talk spontaneously about the problems before systematic questions are asked.
- The items to be included in the history are listed in the Appendix to this chapter.
Interviewing and Observing
- Techniques of interviewing include establishing a friendly relationship, asking about the problem, likes, and dislikes, and hopes for the future.
- Children can generally recall events accurately, although not always in the correct sequence.
- Younger children may be given the opportunity to express their concerns and feelings in paintings or play.
- Behaviour and mental state should be observed, including appearance, mood, and speech.
Interviewing and Observing the Child
- Younger children may not be able to express their ideas and feelings in words, so observations of their behaviour and interactions during the interview are especially important.
- With very young children, drawing and the use of toys may be helpful.
- With older children, it may be possible to follow a procedure similar to that used with adults, provided that care is taken to use words and concepts appropriate to the child's age and background.
Starting the Interview
- It is essential to begin by establishing a friendly atmosphere and winning the child's confidence.
- Asking what they like to be called and discussing neutral topics such as pets, favourite games, or birthdays can help establish a rapport.
Interviewing the Family
- A family interview can contribute to the assessment of the interactions between family members, but it is not necessarily a good way to obtain factual information.
- The latter is generally more effectively obtained in interviews with the parents or other family members on their own.
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Description
This quiz covers notes on psychological measures used with children, including the Stanford-Binet test and Wechsler Intelligence Scale for Children.
