100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Previously searched by you
Previously searched by you
logo
Summary Diagnostics in Clinical Neuropsychology Lectures (+ practice questions) CA$9.20   Add to cart
Quickly navigate to
Preview
  2.  
  3. Universiteit Leiden (UL)
  4.  
  5. Diagnostics in Clinical Neuropsychology

Summary

Summary Diagnostics in Clinical Neuropsychology Lectures (+ practice questions)

1 review
 164 views  14 purchases
  • Course
  • Diagnostics in Clinical Neuropsychology
  • Institution
  • Universiteit Leiden (UL)

Hi all! I made a summary of all the lectures, including loads of pictures and 105 multiple choice practice questions. Good luck studying and with the exam! :)

Preview 4 out of 86  pages

Document information

  • January 13, 2024
  • 86
  • 2023/2024
  • Summary

Subjects

  • diagnostics
  • neuropsychology
  • psychology

Written for

  • Universiteit Leiden (UL)
  • Master Klinische neuropsychologie
  • Diagnostics in Clinical Neuropsychology
All documents for this subject (1)

1  review

review-writer-avatar

By: juliaaaaaa • 6 months ago

Seller

avatar-seller
Sachaaaaa

Reviews received

Content preview

Diagnostics in Clinical
Neuropsychology
Lectures and practice questions
Table of Contents

Lecture 1: Introduction, Basic principles and ethics...............................................................................2
Lecture 2: Dementia 1............................................................................................................................7
Lecture 3: Atypical forms of dementia.................................................................................................16
Lecture 4: Neuropsychological problems in multiple sclerosis and epilepsy........................................26
Lecture 5: Stroke and Traumatic Brain Injury.......................................................................................39
Lecture 6: Neuropsychiatry..................................................................................................................51
Lecture 7: Oncology and Tumours........................................................................................................62
Practice exam.......................................................................................................................................72
Answers................................................................................................................................................85

,Lecture 1: Introduction, Basic principles and ethics
The position of the (neuro)psychologist
European psychology associations agreed that five years of psychology education plus one year of
supervised practice is the minimum for being a ‘licensed psychologist’

Tasks and responsibilities:
- Clinical neuropsychologist
o Scientific research
o Management tasks
o Specialized assessment and treatment
- Health care psychologist
o Autonomous functioning professional
- (neuro)Psychologist, MSc
o Providing psycho-education
o (neuro)psychological assessment under supervision
o (neuro)psychological treatment under supervision
- Cognitive trainer (HBO)
o Providing protocolized cognitive training
o (neuro)psychological assessment (test assistant)

Where do neuropsychologists work?
- Rehabilitation centres
o Assessment, cognitive training, neuropsychological rehabilitation and research
- Mental health care
o Assessment, treatment and research
- Hospitals
o Assessment, brief treatment and research
- Nursing homes
o Assessment, treatment and coaching care teams
- Forensic care facilities
o Assessment and treatment
- Expertise assessment
o ‘letselschade’ / personal injury

Basic Principles of diagnostics in CNP
Referral and research question (empirical cycle)

Taxonomy by Bijttebier (2013)
- Recognition/diagnosis: what are the problems, what is intact and what is impaired
- Explanation: why do the problems occur and/or in what way are they maintained
- Prediction: in what way will the problems of the patient develop in the future
- Indication: in what way can the problem be treated
- Evaluation: are the problems sufficiently addressed by the treatment?
 Diagnostic process is dynamic!
o Hypotheses can be generated, tested and updated at multiple stages in the empirical
cycle

Anamnesis / history taking
- In the form of a semi-structured conversation
- Focus on the type, course and severity of complaints

, - Focus on predictions based on the ‘first’ hypotheses (based on brain-behaviour relationships)
- Ask for limitations in daily life activities
- Always ask for specific examples to avoid misunderstanding
 Always observe at the same time!

Symptoms verses syndromes
- Symptoms are not syndromes!
- Ordering complaints and symptoms of the patient
- Recognition of syndromes and patterns of impairment

 Do not only search for confirmation. Also ask for symptoms that would not fit one or more of
your hypotheses in order to be able to reject incorrect ones
o Take the base-rate information into account

Hetero anamnesis
- Information from someone close or otherwise health care professional
- Informed consent from the patient is needed
- Additional source of information: increase reliability
- Insight / awareness of the disease
- Attention for inconsistencies
 Observe behaviours and interaction!


Determine the set of hypotheses you are going to test
o Unstructured: clinical observation
o Structured: instruments to test
Operationalization: how to test the premises of the hypotheses




Choosing instruments to measure cognitive function
- Preferably at least two tests per cognitive domain (Reliability)
- Always include tests about attention, memory and executive functions to investigate
relations between them.
o These functions are central and connected
o Memory test at the beginning and the end to investigate fatigue and attention
- Adapt tests to take the impossibilities of the patient into account
o Visual impairments, hearing problems, paralysis of the dominant hand
- Quality of the instruments
o Reliability: small measurement error and high test-retest reliability

, o Validity: the extend to which a test accurately measures what it is supposed to
measure
o Norms: Availability of an appropriate norm group based on age, gender and
education

COTAN: reviews test instrument based on statistical characteristics

If you find an impaired result, you can increase the reliability by replicating that in another test. One
impaired result can also be explained by chance.
- Repeated testing: Reliability
o Cognitive functions over time (disease progression,
recovery …)
o Confidence interval: significant change or not?
o But: practice effects, test wiseness
o Example: Rey Complex Figure test
 Visuospatial memory: incidental learning
 Parallel-test reduces the practice effect, but not test wiseness
 Using another figure that the patient has to draw
 Not all tests have a parallel version!
- Trail making test is scored insufficient by the COTAN norms
o But we still use this test a lot! There are other norms used than tested by the COTAN
 Be aware about the limitations of instruments, and if available, choose instruments with the
highest quality

Test administration
- Order: generally no significant effects of the order on test results, however:
o Interference effects
 15 words test: you have to recognize and remember words after a 30
minutes interval
 Tests addressing (verbal) semantic memory, such as verbal fluency
tests, naming tests will interfere with the 15 words test
o Effects of fatigue due to long testing
o Tests addressing the same function
o Motivation and anxiety
 Anxious patient: start with an easy test to give them confidence
 Critical patient (low motivation): more difficult test
- Standardization of the test instructions
o Sometimes you have to adjust the instructions if someone is really impaired
- Testing the limits
- Quitting a test early
o If you certain that a patient is not going to fulfil all tests
- When to test? Wait at least 6 weeks in the following cases, you expect recovery each day:
o Substance abuse
o Delirium
o Stroke / TBI

Premorbid functioning: estimation based on demographics (e.g. age, gender, education)
- There are various scales to standardize the raw scores of a test
o Raw scores are not informative because they are not corrected
 Percentile: 50% is the average
o These systems are to describe the scores with labels

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller Sachaaaaa. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for CA$9.20. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

77764 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling
CA$9.20  14x  sold
  • (1)
  Add to cart