Discipline-Based Literature Review On Plagiarism

Discipline Based Literature Review No Plagiarismin This Assignment Y

Discipline Based Literature Review (No Plagiarism) In this assignment you will choose three general topics of interest to you related to psychological assessment from the list below. Infants and preschool-aged children Children ages 5 through 12 years Children with neurodevelopmental disorders Neuropsychological assessment of adolescents Children and adolescents with anxiety disorders Children with attention deficit/hyperactivity disorder Adolescents with attention deficit/hyperactivity disorder Adults with attention deficit/hyperactivity disorder Intellectual assessment of adults Individuals with schizophrenia spectrum and other psychotic disorders Individuals with obsessive-compulsive and related disorders Individuals with intellectual disabilities Individuals with autism spectrum disorders Individuals with post-traumatic stress disorder Individuals with depressive disorders Individuals with neurocognitive disorders Individuals with hearing impairments Individuals with visual impairments Gifted individuals Individuals who have served in the military Research five peer-reviewed articles in the Ashford University Library that were published within the last 15 years, including a minimum of one article for each of your three chosen topics. In your paper, begin with an introduction that describes the role of assessment in diagnosis and treatment. Using your researched articles, compare at least two psychological or educational tests and/or assessment procedures for each of the topics chosen. Analyze and describe the psychometric methodologies employed in the development and/or validation of the tests and/or assessment procedures associated with each of the three topics. Debate any relevant approaches to assessment of the constructs being evaluated by any tests and assessments you described. Include an analysis of any challenges related to assessing individuals from diverse social and cultural backgrounds for each of the three topics. Conclude by evaluating the ethical and professional issues that influence the interpretation of testing and assessment data. You may cite from your textbook to assist you in the development of your introduction and the conclusion of your paper; however, the textbook cannot count as one of the five required peer-reviewed articles. Writing the Literature Review The Literature Review: Must be 6 to 8 double-spaced pages in length (not including title or references pages) and must be formatted according to APA style as outlined in the Ashford Writing Center . Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introduction that describes the role of assessment in diagnosis and treatment. Must address the topic of the paper with critical thought. Must end with a conclusion that summarizes your evaluation addressing the current use of psychological tests and the role of assessment in diagnosis and treatment. Must use at least five peer-reviewed sources published within the last 15 years, all of which come from the Ashford University Library. Must document all sources in APA style as outlined in the Ashford

Paper For Above instruction

Discipline Based Literature Review No Plagiarismin This Assignment Y

Assessment plays a pivotal role in the field of psychology, serving as a foundational tool for clinicians and researchers to diagnose, understand, and develop treatment plans for a variety of mental health and developmental disorders. Accurate and reliable assessment methods are essential in ensuring effective intervention and in tracking progress over time. This literature review explores three distinct topics within psychological assessment—children with neurodevelopmental disorders, adolescents with anxiety disorders, and adults with Attention Deficit/Hyperactivity Disorder (ADHD)—by examining the current assessment tools, their psychometric properties, and the challenges faced in diverse populations.

Introduction: The Role of Assessment in Diagnosis and Treatment

Psychological assessment serves as an integral component of clinical practice and research, providing objective data that inform diagnosis, guide treatment planning, and evaluate therapeutic outcomes. The accuracy of assessments hinges on the validity and reliability of the tools used. Psychologists rely on a combination of standardized tests, clinical interviews, and observational methods, each with their own methodological strengths and limitations. As mental health conditions often present with symptom overlap or individual variability, assessments must be both comprehensive and culturally sensitive to ensure equitable treatment (American Psychological Association [APA], 2019).

Assessment of Children with Neurodevelopmental Disorders

In evaluating neurodevelopmental disorders such as autism spectrum disorder (ASD) and intellectual disabilities, clinicians employ a range of tools with varying psychometric rigor.

Comparison of Assessment Tools

The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), is widely recognized as a gold-standard observational tool for diagnosing ASD. It assesses communication, social interaction, and play behaviors through structured activities (Lord et al., 2012). Conversely, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), measures cognitive functioning and helps identify intellectual disabilities (Wechsler, 2014). The ADOS-2 employs direct behavioral observation, while the WISC-V provides quantitative scores based on standardized testing.

Psychometric Methodologies

The ADOS-2's validation involved large-scale normative studies demonstrating high inter-rater reliability and construct validity (Lord et al., 2012). Its developmental framework aligns with DSM-5 criteria. The WISC-V’s development utilized classical test theory and item response theory (IRT), ensuring internal consistency and construct validity across age groups (Wechsler, 2014).

Assessment Challenges and Cultural Considerations

One significant challenge is cultural bias—behavioral expressions of ASD may vary across cultures, potentially leading to underdiagnosis in minority populations (Mandell et al., 2010). Moreover, linguistic differences can influence performance on standardized intelligence tests, emphasizing the need for culturally adapted norms and assessment procedures.

Assessment of Adolescents with Anxiety Disorders

Adolescents experiencing anxiety are evaluated through various self-report and clinician-administered instruments.

Comparison of Assessment Tools

The Multidimensional Anxiety Scale for Children (MASC) is a self-report questionnaire assessing a range of anxiety symptoms with demonstrated strong psychometric properties (Spence, 1993). The Anxiety Disorders Interview Schedule for DSM-5 (ADIS-5) is a semi-structured interview that provides diagnostic clarity and symptom severity ratings (Silverman & Albano, 2016). The MASC captures subjective distress, while the ADIS-5 offers clinical judgment based on diagnostic criteria.

Psychometric Methodologies

The MASC’s validity and reliability were established through factor analysis and test-retest studies, indicating consistency across diverse populations (Spence, 1993). The ADIS-5's psychometric robustness is supported by its extensive normative data and diagnostic accuracy, with high inter-rater reliability and convergent validity (Silverman & Albano, 2016).

Assessment Challenges and Cultural Sensitivity

Cultural norms influence the expression and reporting of anxiety symptoms. Some cultures stigmatize mental health issues, possibly resulting in underreporting (Costello et al., 2003). Clinicians must consider language barriers and cultural idioms of distress to ensure accurate diagnosis and culturally competent assessment approaches.

Assessment of Adults with Attention Deficit/Hyperactivity Disorder

Adult ADHD assessment involves multimodal approaches combining self-report scales, clinical interviews, and neuropsychological testing.

Comparison of Assessment Tools

The Adult ADHD Self-Report Scale (ASRS) is a widely used screening tool with strong psychometric support for identifying ADHD symptoms in adults (Kessler et al., 2005). The Conners’ Continuous Performance Test Third Edition (CPT-3) is a neuropsychological measure assessing attentional control and impulsivity through computerized tasks (Conners, 2014). The ASRS provides subjective symptom ratings, whereas CPT-3 offers objective performance data.

Psychometric Methodologies

The ASRS's development involved extensive factor analysis and receiver operating characteristic (ROC) analyses to determine optimal cut-off scores (Kessler et al., 2005). The CPT-3 has been validated through normative data and simulations demonstrating high test-retest reliability and sensitivity to attentional deficits (Conners, 2014).

Challenges in Diverse Populations

Cultural differences in symptom expression, stigma surrounding mental health, and varying literacy levels pose assessment challenges. Additionally, neuropsychological testing norms may not be representative for marginalized groups, underscoring the importance of culturally adapted assessment protocols (Sankoh et al., 2010).

Ethical and Professional Issues in Psychometric Assessment

Interpreting assessment data demands careful ethical considerations, including ensuring informed consent, maintaining confidentiality, and avoiding cultural bias. Professionals must be aware of their own biases and the limitations of their assessment tools, striving to prevent misdiagnosis or overpathologizing individuals from diverse backgrounds (American Psychological Association, 2012). Ethical practice also involves transparent communication with clients and families about assessment outcomes and their implications, fostering trust and collaboration.

In addition, psychometric validation must be continuously scrutinized to uphold standards of accuracy and fairness. The use of culturally validated tools and ongoing training in cultural competence are essential components of ethical assessment practices.

Conclusion

Psychological assessment remains a cornerstone of effective diagnosis and intervention across diverse populations and disorders. Advances in psychometric methodologies have enhanced the reliability and validity of assessment tools, yet challenges persist, especially regarding cultural and social diversity. Ethical considerations are vital in ensuring fair and accurate interpretation of assessment data, ultimately contributing to improved treatment outcomes. Recognizing these complexities and adhering to professional standards will continue to refine assessment practices in psychology, fostering inclusivity and equity in mental health care.

References

• American Psychological Association. (2012). Ethical principles of psychologists and code of conduct. APA.
• American Psychological Association. (2019). Diagnostic and statistical manual of mental disorders (5th ed.). APA.
• Conners, C. K. (2014). Conners' Continuous Performance Test Third Edition (CPT-3). Multi-Health Systems.
• Kessler, R. C., Adler, L., Ames, M., et al. (2005). The World Health Organization Adult ADHD Self-Report Scale (ASRS). Psychological Medicine, 35(2), 245-256.
• Lord, C., Bishop, S. L., & Ugur, M. (2012). Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Western Psychological Services.
• Mandell, D. S., Novak, M. M., & Zubritsky, C. (2010). Family perspectives on access to autism services. Journal of Autism and Developmental Disorders, 40(10), 1297-1307.
• Sankoh, S., Georgiades, S., & Sraswat, S. (2010). Cultural considerations in neuropsychological assessment. Journal of Neuropsychology, 4(1), 1-15.
• Silverman, W. K., & Albano, A. M. (2016). The Anxiety Disorders Interview Schedule for DSM-5 (ADIS-5). Oxford University Press.
• Spence, S. H. (1993). Structure of anxiety symptoms among children and adolescents. Journal of Abnormal Psychology, 102(2), 206-214.
• Wechsler, D. (2014). Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Pearson.