EcoValidity

Information about EcoValidity

Published on December 17, 2007

Author: funnyside

Source: authorstream.com

Content

ECOLOGICAL VALIDITY:  ECOLOGICAL VALIDITY Wendy B. Marlowe, Ph.D., ABPP Diplomate in Clinical Neuropsychology American Board of Professional Psychology Independent Practice Pacific Northwest Neuropsychological Society Referral Questions:  Referral Questions How much behavioral change has resulted from the structural abnormality? 2. What treatments are needed to maximize recovery? 3. What is the time frame for recovery? 4. What will be the residual behavioral deficits? 5. Will this person be able to return to previous employment? When? 6. What are the practical, real-life problems this individual will face? Slide4:  The goal of the assessment becomes the prediction of behavior in the open environment. Ecological validity refers to the inferences we are able to make about behaviors in situations beyond those involved in the actual assessment procedure. Sbordone, R.J. (1996) Fallacious Assumptions:  Fallacious Assumptions It is not necessary to take a detailed clinical history, since such information may bias test interpretation. It is not necessary to review collateral sources, since such information may bias test interpretation. Test data can accurately be interpreted in the absence of information from other sources (e.g. historical information, medical records). It is not essential for the neuropsychologist to review the patient’s medical chart if the neuropsychologist is trying to determine whether the patient has sustained a brain injury, since this can be determined by careful review of the test data. Sbordone, R.J. (1996) Fallacious Assumptions (continued):  Fallacious Assumptions (continued) It is not necessary to review the patient’s educational, vocational, or medical records if the neuropsychological test data shows strong indication of brain damage. Rather than wasting valuable time taking a history from the patient, the neuropsychologist can simply rely on the patient’s medical records to arrive at an understanding of the types of injuries the patient has sustained. It is not essential that the neuropsychologist actually test or interview a particular patient if the neuropsychologist has access to the patient’s raw data. Sbordone, J.R. (1996) History & Subject Factors:  History & Subject Factors Education Language Culture Immigration Prior history: Medical Psychosocial Employment Prior ability level and how evaluated Purpose of testing and potential for secondary gain Prior testing experience Prior experience that interfaces with examiner’s Fallacious Assumptions (continued):  Fallacious Assumptions (continued) 7. Collecting reliable test data is the primary goal of the neuropsychologist and/or psychological assistant. 8. Careful interpretation of test data using appropriate norms is essential in arriving at accurate opinions about the patient’s cognitive impairments and/or localization of brain dysfunction. 9. It is essential that standardized tests and/or batteries are utilized to arrive at meaningful conclusions about the presence or absence of cognitive dysfunction and/or brain damage. 10. The results of neuropsychological testing should be consistent with the patient’s complaints. 11. It is essential that standardized tests and/or batteries are utilized to arrive at meaningful conclusions about the presence or absence of cognitive dysfunction and/or brain damage. 12. Defective performances on neuropsychological tests are indicative of cognitive dysfunction and/or brain damage. Sbordone, R.J. (1996) Fallacious Assumptions (continued):  Fallacious Assumptions (continued) 13. Defective performances on certain neuropsychological tests are indicative of dysfunction or damage to specific areas of the brain. 14. Intact performance on a standardized neuropsychological test battery (e.g. WAIS-R, WAIS-III, HRNB, LNNB), rules out the likelihood that the patient has cognitive deficits or sustained a brain insult. Neuropsychological tests are sensitive to brain damage and can reliably be used to identify such a damage is present. 16. Intact performance on a variety of neuropsychological tests (e.g. Category, Wisconsin Card Sorting, and Trail Making), known to be sensitive to frontal lobe damage rules out frontal lobe pathology. 17. Changes in cognitive functioning are best determined by careful examination of the serial neuropsychological test data. Sbordone, R.J. (1996) Prediction Accuracy Requires::  Prediction Accuracy Requires: Understanding the cognitive skills required for task Using enough tests to measure the skills Studying the relationship between the test scores and the cognitive skills to be measured. Sbordone, R.J. (1995) Skills Involved in Attention / Concentration:  Skills Involved in Attention / Concentration Alertness, which is defined as the general state of readiness of the individual to respond to the environment. Stimulus selectivity, which is defined as the patient’s ability to select specific stimuli from the environment. The ability to maintain a particular attentional set. Freedom from distraction: The ability to inhibit inappropriate shifting or loss of mental set. Vigilance: The ability to detect small changes in stimulus input. Flexibility: The ability to initiate the shifting or discarding of mental sets. Sbordone, R.J. (1991) Skills Involved in Attention / Concentration:  Skills Involved in Attention / Concentration Capacity: The amount of information which can be effectively processed by a particular individual at any one time. Speed of processing: The speed at which attentional tasks can be processed. Resistance to fatigue: The ability to prevent set deterioration. Resistance to emotional factors: The ability to maintain a particular attentional set in the presence of emotional factors. Resistance to interference from stimulus overload: The ability to preserve a particular attentional set under conditions of stimulus overload. Resistance to continguous stimuli: The ability to maintain a particular attentional set when presented with contiguous stimuli. Sbordone, R.J. (1991) Two Aspects of Ecological Validity:  Two Aspects of Ecological Validity Verisimilitude - The similarity of the data collection method to tasks and skills required in the free and open environment. Does a test that is said to measure memory contain tasks that resemble everyday tasks that require memory processes. 2. Veridicality - The extent to which test results can predict phenonenom in the open environment. Involves predictive validity (correlation) of test instruments and behaviors in the free environment. Fanzen and Wilhelm (1996) Fallacious Assumptions (continued):  Fallacious Assumptions (continued) Patients who sustain traumatic brain damage will make most of their recovery during the first six months and continue to recover for up to two years post injury. 19. It is essential to test brain damaged patients in relatively quiet settings that are free from distraction or extraneous stimuli. 20. The neuropsychologist’s primary responsibility is to record the patient’s specific responses to specific test stimuli during testing. 21. It is not essential to record the amount and type of practice, cues, prompts or strategies given to or utilized by the patient during testing, since the raw test data is sufficient to determine the patient’s cognitive impairments. Sbordone, R.J. (1996) Fallacious Assumptions (continued):  Fallacious Assumptions (continued) It is unwise to continue testing a brain injured patient if they become fatigued, since the test data will become unreliable. Neuropsychological test reports need only contain a brief description of the reason for referral, identifying information about the patient, the names of the tests administered, the raw test data, and an interpretation of the test data. Interpretations, based upon test data alone, can predict the patient’s ability to function in the workplace, school, at home, or in real-world settings. It is not essential to observe the patient function outside of the testing (laboratory) environment, since careful interpretation of the test data will provide us with a sufficient basis to predict how the patient is likely to respond in real-world settings (e.g. work, community, school). Sbordone, R.J. (1996) DIFFERENTIAL TASK DEMANDS:  DIFFERENTIAL TASK DEMANDS Clinical (Testing) Setting: Everyday Life: Structured by examiner Unstructured Assisted in task focus by examiner Little task focus provided Nonpunitive setting Negative feedback on errors Planning aided by examiner Planning by individual Motivation aided by examiner Self-motivation necessary Persistence encouraged Persistence up to individual Failure not emphasized Fear of failure Protected environment Minimally protective milieu Inadequacies not exposed Inadequacies visible to others Competition absent Competition present Acker, M.B. (1990) SOME EVERYDAY SKILLS REQUIRED OF BARTENDERS:  SOME EVERYDAY SKILLS REQUIRED OF BARTENDERS Generic Specific Clean, dress and care for self Drink mixing Drive a car or engage public transportation Conversational skills Basic communication skills Maintaining an inventory Basic arithmetic Discriminating sobriety from drunkenness Williams, J.M. (1996) CONSTRUCT-SPECIFIC EVERYDAY SKILLS:  CONSTRUCT-SPECIFIC EVERYDAY SKILLS Everyday Spatial Motor & Sensory Environment Language Memory Processing Coordination Living Conversation. Remembering Finding a new place Driving the car. Following instruc- the daily schedule while driving in the Using tools to fix tions. General of activities car. Drawing a map for something. reading & writing. someone else. Working Reading or hearing Remembering Finding the location of Operating machinery instructions. Giving instructions. objects in a warehouse. Driving a forklift or instructions. Making Remembering or the location of files for tractor, Using tools to notes or reports names and faces recordkeeping. Finding construct products. of work activities of customers and new locations to make Comprehension of clients. Remem- deliveries. instructions for bering the daily using a computer. work schedule of activities. Learning Reading textbooks, Remembering Drawing diagrams or Simple writing skills writing school reading material, schematics for courses operating machinery papers and reports. memorizing facts which require them. and tool use for Comprehending Visualizing the placement technical courses lectures or complex or arrangement of presentations. Note- objects in schematics taking skills (i.e. plumbing diagrams) Williams, J.M. (1996) Selective Bibliography:  Selective Bibliography Acker, M.B. (1990). A review of the ecological validity of neuropsychological tests. In Tupper D.E. & Cicerone, K.D. (Eds) The Neuropsychology of Everyday Life: Assessment & Basic Competencies. Boston, Kluwer Academic Publishers (pp 19-56). Chelune, G.J. & Moehle, K.A. (1986). Neuropsychological assessment & everday functioning. In the Neuropsychology Handbook: Behavioral & Clinical Perspectives. New York, Springer Publishing Co. (pp 289-525). Franzen, M.D. & Wilhelm, K.L. (1996). Conceptual Foundation of Ecological Validity in Neuropsychological Assessment. In Sbordone, R.J. & Long, C.J. (1996). Ecological Validity of Neuropsychological Testing. Delray Beach, FL, St. Lucie Press Hodges, K. (2004). Using Assessment in Everyday Practice for the Benefit of Families & Practitioners. Professional Psychology: Research & Practice, Vol. 35, No. 5, (pp 449-456). Sbordone, R.J. (1996). Ecological Validity: Some Critical Issues for the Neurospycholgist. In Sbordone, R.J. & Long, C.J. (Eds) Ecological Validity of Neuropsychological Testing. Delray Beach, FL, St. Lucie Press Sbordone, R.J. (1991). Neurpsychology for the Attorney. Delray Beach, FL, St. Lucie Press. Sbordone, R.J. & Long, C.J. (1996). Ecological Validity of Neuropsychological Testing. Delray Beach, FL, St. Lucie Press. Tulsky, D. (Ed). Journal of Clinical and Experimental Neuropsychology, Vol. 26, No. 4, June 2204 Tupper, D.E. & Cicerone, K.D. (Eds) (1990). The Neuropsychology of Everyday Life: Assessment & Basic Competencies. Boston, Kluwer Academic Publishers. Williams, J.M. (1996). A Practical Model of Everyday Assessments. In Sbordone, R.J. & Long, C.J. (Eds) Ecological Validity of Neuropsychological Testing. Delray Beach, FL, St. Lucie Press

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