NCMHCE Exam Preview questions and answers, FULL COVERAGE. 100% Accurate, Approved

NCMHCE Exam Preview questions and answers, FULL COVERAGE. 100% Accurate, Approved. Counseling (Assessment & Diagnosis) - ✔✔-designed to help the client gain a perspective on how they behave Self-knowledge (Assess ...

NCMHCE Exam Preview questions and answers, FULL COVERAGE. 100% Accurate, Approved. Counseling (Assessment & Diagnosis) - ✔✔-designed to help the client gain a perspective on how they behave Self-knowledge (Assessment & Diagnosis) - ✔✔-Used to help client learn how to make better decisions and to take responsibility for their own actions Value judgment (Assessment & Diagnosis) - ✔✔-carefully considering accumulated data to ensure that it is complete and accurate in order to make an interpretation or inference Decision making (Assessment & Diagnosis) - ✔✔-process in which the collected data has been weighed against possible consequences and test results Nonstandard Procedures (Assessment & Diagnosis) - ✔✔-Observations of client behaviors and performance 3 levels of behavior observations (Assessment & Diagnosis) - ✔✔-1st Level = casual informational observations; watching the client in unstructured activities throughout the day 2nd Level = guided observation; intentional direct observation with a checklist/rating scale to evaluate performance or bx seen 3rd Level = clinical level; observation is done in a controlled setting for a lengthy period of time Actuarial/Statistical Prediction (Assessment & Diagnosis) - ✔✔-based on empirically validated data incorporating regressive or multiple regressive equations Clinical Predictions (Assessment & Diagnosis) - ✔✔-Based on intuition and experience of observing clincian Guidelines for assessing culturally diverse populations (Assessment & Diagnosis) - ✔✔-1. clarify purpose of evaluation 2. be sensitive to test material that unfairly discriminates 3. use alternative method of assessment that is more appropriate 4. familiarize yourself to the norms/values of the examinee's culture 5. establish rapport or call on another clinician if rapport is not established Spearman intelligence (Assessment & Diagnosis) - ✔✔-Proposed general intelligence factor (g) and any number of specific intelligence factors (s) unique to a task Horn and Cattell (Assessment & Diagnosis) - ✔✔-adjusted Spearman model by dividing (g) into Crystallized Intelligence (Gc) and Fluid Intelligence (Gf) Crystallized Intelligence = knowledge and skills acquired thru education & experience; continues to increase throughout life Fluid Intelligence = ability to solve new problems; peaks in adolescence and declines thereafter Sternberg intelligence theory (Assessment & Diagnosis) - ✔✔-Successful intelligence is composed of analytical, practical, and creative elements; argued that standardized test focus almost exclusively on analytical elements Gardner multiple intelligence theory (Assessment & Diagnosis) - ✔✔-Proposed 8 kinds of intelligence: 1. linguistic 2. musical 3. logical-mathmatical 4. spatial 5. bodily-kinesthetic 6. interpersonal 7. intrapersonal 8. naturalistic Seattle Longitudinal Study (Schaie et al.) (Assessment & Diagnosis) - ✔✔-- 7 yr intervals from 1956-2005 - no uniform pattern of age-related changes across all intellectual abilities, except for maybe perceptual speed Effects of Heredity on Intelligence (Assessment & Diagnosis) - ✔✔-- individuals w/genetic similarity have similar levels of intelligence - 32-64% of variability in intelligence comes from genetic factors Effects of Environment on Intelligence (Assessment & Diagnosis) - ✔✔-- SES is consistently linked to performance on intelligence tests - Flynn Effect = gradual increase in IQ scores that occur in industrialized nations > change of 3-6 points over 1-2 generations > not due to genetics Effects of Gender on Intelligence (Assessment & Diagnosis) - ✔✔-- females perform better on verbal ability - males perform better on spatial and quantitative ability - males more likely to be at extreme ends of score distribution for every type of intelligence Effects of Race on Intelligence (Assessment & Diagnosis) - ✔✔-- Whites outperform African Americans on Stanford-Binet, Wechsler, and other IQ tests by about 1 SD > this is diminishing - Slope bias = predictor is more accurate for one group than for another - Intercept bias = predictor consistently over-predicts or under-predicts performance for a particular group Standardized test (Assessment & Diagnosis) - ✔✔-questions and responses from all tests can be compared w/one another. Every aspect of the test must remain consistent Behavioral Assessment (Assessment & Diagnosis) - ✔✔-individual can be evaluated in relation to their environment. SORC = stimulus, organism, response, and consequences Dynamic Assessment (Assessment & Diagnosis) - ✔✔-systematic deviation from the standardized test for the purpose of determining whether the individual benefits from aid. Involves "testing the limits" in which an examinee is provided w/a sequence of extra clues Domain-Referenced Testing (Assessment & Diagnosis) - ✔✔-breaks assessment into specific domains of ability (i.e. math ability or reading) Diagnostic Checklists (Assessment & Diagnosis) - ✔✔-used to check off bx or performance levels with plus or minus to indicate that hte bx was observed or absent Diagnostic Rating Scale (Assessment & Diagnosis) - ✔✔-notes the strength, frequency, or degree of a behavior exhibited (Likert scales) 5 standardized assessment tools (Assessment & Diagnosis) - ✔✔-1. Achievement test = measure what has been learned (e.g. academics, vocation, or other life experience) 2. Aptitude test = predicted performance in a given field of study 3. Intelligence test = predicts a person's academic performance in future by determining person's mental potential 4. Vocational preference instrument = pattern of characteristics that describe the individual's preferences or inclination to do something in leisure, work, and educational settings 5. Personality test = person's bx, attitudes, beliefs, and values; can diagnose psychopathology Stanford-Binet Intelligence Scale (Assessment & Diagnosis) - ✔✔-- SB5 measures cog ability, assist in psychoeducational evaluation, & diagnose developmental disabilities thru verbal and nonverbal activities - AGES: 2-85+ - 5 Categories of Intelligence: 1. Fluid reasoning 2. Knowledge 3. Quantitative reasoning 4. Visual-spatial processing 5. Working memory - Four Composite Scores: 1. Factor index 2. Domain 3. Abbreviated battery 4. Full-scale IQ Wechsler Adult Intelligence Scale - IV (Assessment & Diagnosis) - ✔✔-- 2008 - AGES: 16+ - intelligence is a global ability made up of a number of interrelated functions - Four Index Scores: 1. Verbal Comprehension Index (VCI) 2. Perceptual Reasoning Index (PRI) 3. Working Memory Index (WMI) 4. Processing Speed Index (PSI) - 10 Core Subtests: 1. VCI: Similarities (abstract reasoning) 2. VCI: Vocabulary (semantic knowledge) 3. VCI: Information (general knowledge) 4. PRI: Block Design (spatial processing) 5. PRI: Matrix Reasoning (inductive reasoning) 6. PRI: Visual Puzzles (spatial reasoning) 7: WMI: Digit Span (working memory) 8: WMI: Arithmetic (quantitative reasoning) 9. PSI: Symbol Search (processing speed) 10. PSI: Coding (associative memory) - 2 Broad Scores > Full Scale IQ = based on combined scores for the 10 subtests > General ability index (GAI) = based on only the 6 VCI and PSI subtests - SUBTESTS: Mean score = 10; SD = 3 - FSIQ: Mean score = 100; SD = 15 - 4 additional supplemental subtests WISC-V and WPPSI-IV (Assessment & Diagnosis) - ✔✔-- WISC-V = 6 yrs to 17 yrs - WPPSI-IV = 2.5 yrs to 7.25 yrs Kaufman Test of Educational Achievement (KTEA-3) (Assessment & Diagnosis) - ✔✔-- Measures academic ability in children grades 1-12 - 3 Core Score Areas: 1. Reading 2. Math 3. Written Language - verbal instructions can be minimized to make them fair for all cultures Cognitive Assessment System (CAS2) (Assessment & Diagnosis) - ✔✔-- Based on the PASS (planning, attention, simultaneous processing, & sequential processing) - AGES: 5-18 - All cultures and ethnicities Slosson Tests (Assessment & Diagnosis) - ✔✔-- designed to be fast ways of estimating intelligence in order to identify children at risk of educational failure Assessing Intellectual Disability (Assessment & Diagnosis) - ✔✔-1. Vineland Bx Scales = measure communication, daily living skills, and socializing to develop special education programs 2. AAIDD Adaptive Bx Scales = assess personal self-sufficiency, community self-sufficiency, personalsocial responsibility, social adjustment and personal adjustment for AGES 4-21 3. Denver II = screens for developmental delays by observing a child's performance in personal-social, fine motor adaptive, language, and gross motor domains > if a child fails an item that 90% of younger children pass, that child is scored as having a developmental delay 4. Bayley Scales of Infant Development (BSID-III) = assess development of children AGES 1-42 months on mental, motor, and bx rating scales 5. Fagan Test of Intelligence = gauge information processing speed of an infant in order to predict childhood IQ Individuals with Disabilities Act (IDEA) - ✔✔-All disabled individuals under age 25 need to be evaluated with an individualized educational plan in order to provide education in the least restrictive environment Culture-Fair Tests (Assessment & Diagnosis) - ✔✔-- no research to suggest these are better at predicting academic achievement or job performance - Leiter International Performance Scale (Leiter-3) = culture-fair assessment of cognitive abilities for AGES 2-21. No required verbal instructions. Measures visualization, reasoning, memory, and attention - Raven's Progressive Matrices = nonverbal measure of general intelligence, avoiding specific education or cultural learning Americans with Disabilities Act of 1990 and Assessments for People with Disabilities (Assessment & Diagnosis) - ✔✔-- declares any test administered to a disabled job applicant should only reflect the person's ability on the test and must have reasonable accommodations - Colombia Mental Maturity Scale (CMMS) = test general reasoning ability that does not require fine motor skills or verbal responses. Useful for those with cerebral palsy, intellectual disability, speech impediments, and brain damage - Peabody Picture Vocabulary Test (PPVT-4) = measures receptive vocabulary w/o requiring verbal responses - Haptic Intelligence Scale (HIS) = uses tactile stimuli. Good for assessing blind and partially-sighted people - Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) = 12 nonverbal subtest administered verbally or in pantomime; good for assessing children w/hearing deficits Group Intelligence Tests (Assessment & Diagnosis) - ✔✔-1. Kuhlman-Anderson Test (KA) = grades K-12; measures verbal and quantitative intelligence; relies less on language 2. Woodcock Johnson IV = test of cognitive abilities and a test of achievement 3. Wonderlic Personnel Test (WPT-R) = 12min paper and pencil test to measure mental ability of adults; might discriminate against some cultural groups in certain jobs MMPI-2 (Assessment & Diagnosis) - ✔✔-- Minnesota Multiphasic Personality Inventory - 2 - Validity scales grouped into three measurements: 1. Inconsistent/Non-response: CNS ("cannot say"), VRIN (variable response inconsistency), TRIN (true response inconsistency) 2. Exaggerated Response: faking bad 3. Downplayed Response: faking good, defensiveness/denial - Mean: 50; SD: 10 - Scores 65+ = clinically significant Projective Personality tests (Assessment & Diagnosis) - ✔✔-- unstructured and ambiguous leading to less faking due to open-ended nature - Rorschach Inkblot Test > location (where the subject sees what they described) > determinants (why they saw) >form quality (resemblance of the response) > content >frequency of occurrence - TAT Edwards Personal Preference Schedule (EPPS) (Assessment & Diagnosis) - ✔✔-- personality theory of Murray - 225 items in an either-or choice - prevents responses that are socially desirable 16 personality factor questionnaire (16PF) (Assessment & Diagnosis) - ✔✔-factor analysis-based exam that identifies 16 primary personality traits and 5 secondary traits NEO-Personality Inventory (NEO-3) (Assessment & Diagnosis) - ✔✔-Attempts to gauge an individual's level of Big Five personality traits (OCEAN), which are then further broken down Neuropsychological Assessments (Assessment & Diagnosis) - ✔✔-- Benton-Visual Retention Test (BVRT) = assesses visual memory, spatial perception, and visual-motor skills to diagnose brain damage. Reproduce from memory the geometric patterns on a series of 10 cards - Beery Developmental Test of Visual-Motor Integration (Beery-VMI-6) = assess visual-motor skills in children by reproducing geometric shapes - WCST = shift cognitive strategies - Stroop Color-Word Association Test = cognitive flexibility and suppress a habitual reaction - Mini Mental Status Exam = measures cog function of older adults to orientation, registration, attention & calculation, recall, language, and visual construction - Halstead-Reitan Neuropsychological Battery = differentiate between normal and brain damaged people (>0.60=brain pathology) - Luria-Nebraska Neuropsychological Battery = 11 subtests assessing rhythm, visual functioning, and writing (0 = normal; 2 = brain damage) - Bender Visual-Motor Gestalt Test = brief test; respond to 16 stimulus card containing geometric figures and they must copy or recall them Acetylcholine (Physiology) - ✔✔-- NT found in PNS and CNS released into neuromuscular junctions to contract muscles - responsible for: > REM Sleep >circadian rhythm >memory - degeneration results in Alzheimer's - Receptors: nicotinic (excitatory) & muscarinic (inhibitory) GABA (Physiology) - ✔✔-- gamma-aminobutyric acid - inhibitory NT > sleep > eating > seizures > anxiety - degeneration in basal ganglia results in Huntington's Glutamate (Physiology) - ✔✔-- excitatory NT - overexcitement can lead to seizures or brain damage > learning > long-term memories Endorphins (Physiology) - ✔✔-- neuromodulators - analgesic properties thought to lower sensitivity of postsynaptic neurons to NTs Catecholamines (Physiology) - ✔✔-- Group of NTs affecting mood, personality, memory, and sleep > Dopamine = regulates movement, reinforce substance addiction, pleasant feelings > Norepinephrine > Epinephrine (adrenaline) Serotonin (Physiology) - ✔✔-- generally inhibitory - implicated in depression, schizophrenia, Parkinson's, anorexia, bulimia, OCD, migraines, and social phobias CNS Development (Physiology) - ✔✔-1. Proliferation (2.5wks) = new cells produced inside the neural tube 2. Migration (8wks) = young neurons move to appropriate place in the brain and begin to form structures 3. Differentiation = neurons begin to develop axons and dendrites 4. Myelination = glial cells form an insulating and protective sheath around the axons of some cells 5. Synaptogenesis = synapses form Peripheral Nervous System (Physiology) - ✔✔-- nerves in distal parts that transmit messages between CNS and sensory organs, muscles, and glands. - 12 cranial nerves and 31 sensory & motor nerves linking to spinal cord 1. Somatic Nervous System = voluntary motions by relaying messages from the sense receptors to the CNS 2. Autonomic Nervous System = involuntary motions connecting to the CNS > Sympathetic branch = arousal and energy > Parasympathetic = relaxation & digestion Midbrain (Physiology) - ✔✔-- Reticular Formation extending from spine thru hindbrain and midbrain into hypothalamus - respiration, coughing, posture, locomotion - Reticular Activating System = consciousness, arousal, wakefulness, sensory input regulation, alerts other parts of brain > damage results in disrupted sleep-wake cycle Hindbrain (Physiology) - ✔✔-- medulla = regulates flow of info b/w spinal cord and brain, swallowing ,coughing, sneezing, heart rate - pons = bridge two halves of brain, coordinates movements b/w right and left side - cerebellum = posture, balance, coordinated and refined motor > damage = ataxia: slurred speech, tremors, and loss of balance > autistic individuals tend to have smaller cerebellums Basal Ganglia (Physiology) - ✔✔-- caudate nucleus, putamen, globus pallidus, & substantia nigra - plan voluntary movements, control the amplitude and direction of movement, various facial movements - abnormalities lead to: Parkinson's, Huntington's, Tourette's, mania, deperssion, and psychosis Amygdala (Physiology) - ✔✔-motivational and emotional functions, deals with emotionally-charged memories hippocampus (Physiology) - ✔✔-processes spatial, verbal, and visual info, consolidates declarative memories Subcortical Structures of Forebrain (Physiology) - ✔✔-1. Thalamus = takes sensory input (except for olfactory) and directs it to the appropriate part of the 2. Hypothalamus = fight, flight, food, ****; homeostasis 3. Basal ganglia 4. Limbic system Cerebral Cortex (Physiology) - ✔✔-1. Frontal Lobe = memory, emotion, self-awareness, executive function, primary motor cortex, Broca's area 2. Parietal Lobe = somatosensory cortex controlling pressure, pain, temperature, gustation, and proprioception 3. Temporal Lobe = auditory cortex, Wernicke's area, and long-term memories (right side = nonverbal memory; left side = verbal memory) 4. Occipital Lobe = visual cortex Hemispheric Specializations (Physiology) - ✔✔-- right side = spatial relationships, face recognition, creativity - left side = language, analytical thinking, logic Gate Control Theory (Physiology) - ✔✔-- Melzack - the nervous system can handle a limited amount of information at any given time and excess sensory info is blocked by cells in the spinal column. - one way to reduce pain is to apply more sensory input, like heat or cold General Adaptation Syndrome (GAS) (Physiology) - ✔✔-- Selye - 3 stages to response managed by adrenal and pituitary glands 1. Stimulation = hypothalamus stimulates the adrenal medulla to release epinephrine. Glucose levels rise, increasing heart rate and respiration 2. Resistance = body tries to resist stress by regulating heart rate and respiration. Hypothalamus tells the pituitary gland to release ACTH > ACTH = hormone causing cortisol release to maintain high blood glucose levels 3. Exhaustion = glands fatigue and physiological processes break down, resulting in prolonged stress detrimental to health Stages of Sleep (Physiology) - ✔✔-> Run thru all five stages every 90-100 minutes in 3 or 4 times per night Stage 1: alpha waves; relaxed awake person Stage 2: theta waves; relaxation with some bursts of activity (K complexes/sleep spindles) Stage 3: delta waves; long & slow Stage 4: delta with some K complexes and sleep spindles; deep sleep, increased muscle activity resulting in potential sleepwalking or night terrors Stage 5: REM with vivid dreams REM Sleep (Physiology) - ✔✔-- dreams are remembered if individual is woken up during REM - physiological activity during REM is almost identical to wake state , yet person is almost entirely paralyzed - infants start and spend most of their sleep in REM then transition to Non-REM > adults spend 20% in REM - Sleep Deprivation for 48+ hours results in hallucinations, personality changes, disorientation, and harder time learning new information Color Vision and Color Blindness Theories (Physiology) - ✔✔-1. Trichromatic = color receptors exist for three primary colors (red, green, blue) and all other colors are based on variations/combos of the three 2. Opponent-Process Theory = Hering; proposed three receptors - red-green - yellow-blue - white-black and they are stimulated one way or the other creating differences in color perception > neither fully explains color perception > at the retinal level, trichromatic theory holds while the thalamus operates on an opponent-process model > Color Blindness = recessive trait on X chromosome Theories of Emotion (Physiology) - ✔✔-Six Basic Universal Human Emotions: 1. Fear 2. Anger 3. Happiness 4. Disgust 5. Surprise 6. Sadness James-Lange theory of emotion (Physiology) - ✔✔-the theory that emotions arise from the perception of body changes - supported by the fact that quadriplegics report feeling less-intense emotions Cannon-Bard theory of emotion (Physiology) - ✔✔-conscious experience of emotion and physiological arousal occur at the same time Two-factor theory of schachter and singer (Physiology) - ✔✔-emotions are the result of arousal, the cognitive interpretation of the arousal, and the environment in which the arousal occurs Neuroimaging (Physiology) - ✔✔-1. PET = inject patient with radioactive glucose tracer taken up by active brain cells to determine regional cerebral blood flow, metabolism, and oxygen consumption. Useful for those with cerebral damage from cerebrovascular disease, dementia, schizophrenia, Alzheimer's, etc. 2. SPECT = provides 3D image using gamma rays 3. CT/CAT = diagnose pathological conditions (tumors, blood clots, MS) and do not require magnetic field 4. MRI/fMRI= use magnetic fields and radio waves to produce more detailed and 3D images Hereditary forms of intellectual disability (Physiology) - ✔✔-- Tay-Sachs - Fragile X - Phenylketonuria Most intellectual disabilities have a ___________ origin. What percentage? (Physiology) - ✔✔-30%: mutations in the embryo during the first trimester 10%: pregnancy or perinatal problems (malnutrition, anoxia, HIV) 5%: general medical conditions (lead poisoning) 20%: environmental or other mental disorders (autism) Specific learning disorder (Diagnosis) - ✔✔-- 6 months of: - incorrect spelling - problems with math reasoning, calculation, and/or number sense - difficulty reading/understanding what is read - difficulty using grammar and syntax - CO-MORBIDITIES: language development delays, motor coordination deficits, attention and memory problems, low self-esteem - rated as mild, moderate, or severe - boys more likely to develop reading disorders - more likely to display antisocial bx as an adult if goes untreated PKU (phenylketonuria) (Diagnosis) - ✔✔-- can cause intellectual disability - chrom 12 mutation leads to error in converting phenylalanine to tyrosine - fail to meet dev milestones, microcephaly, progressive neurological decline/MR, seizures, hyperactivity, LD, eczema - disproportionately affects fair, blue-eyed babies - diagnosed with a blood test Down Syndrome (Trisomy 21) (Diagnosis) - ✔✔-- a condition of 20-30% of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21. - common physical conditions: slanted eyes, epicanthic folds on eyes, large protruding tongue, short, bent fifth finger, simian fold across palm Communication Disorders (Diagnosis) - ✔✔-> number of disorders lumped under one title - language disorders - speech sound disorders - childhood-onset fluency disorders (stuttering) - social communication disorder