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1. The key function of clinical assessment is to _________________. 2. More than one mental disorder may be listed on Axis I. Which of the following combinations of diagnoses are appropriate for Axis I? 3. Tom is a counselor conducting an interview as part of his client’s, Henry, clinical assessment. Tom asks a list of standardized, predetermined questions about Henry’s family background information about parents, siblings, divorces, grandparents, etc. When Henry answers “yes” to a question regarding a family history of mental disorders, counselor Tom decides to ask Henry additional questions, and they talk about this matter for around 5 minutes. What type of interview strategy is Tom most likely using? 4. The following is an excerpt from Tom’s written MSE of a new client: “The client presented as somewhat disheveled and unkempt, but was cooperative and friendly. The client was aware of date, time, and place, and reported no hallucinations or delusions.” All of the following MSE categories were noted in this excerpt EXCEPT: 5. Rachel presents with the following symptoms: excessive worry, constantly feeing “tense,” and sleep disturbances. She further reports smoking marijuana occasionally to help her relax. Which combination of tests would probably be most appropriate as part of Rachel’s initial clinical assessment? . 6. Why is it crucial for mental health professionals to be skilled in Suicide Risk Assessment? 7. Jim is considered a high-suicide-risk client. He is single, suffers from depression and alcoholism, is giving away prized possessions, is lonely and isolated, and has a family history of suicide. Which of these factors is considered a warning sign for suicide? 8. A ______________________is a neurological disorder that severely impairs children’s ability to learn or to demonstrate skills in several academic areas 9. The ___________________________identifies students as learning disabled when there is a significant difference between their scores on an ability test and their scores on an achievement test. 10. The __________________is a comprehensive, multistep method of identifying students with SLDs in which services and interventions are provided to at-risk students at increasing levels of intensity based on progress monitoring and data analysis.
11. The ___________________ is a written document created by a team of teachers, parents, and other school personnel that contains a statement of a student’s present level of educational performance, a list of annual goals and objectives, and a description of the special education and related services to be provided to the student. 12. ____________________ refers to an individual’s ability to utilize the characteristics and formats of a test to receive a high score. 13. Assessment that involves appraising such factors as physical space, organization and supervision of space, materials, and safety is called: 14. Passed in 2001, the ___________________________ requires school districts in all 50 states to administer tests that measure student progress toward state educational standards. 15. Mr. Holloway is both an avid baseball fan and a middle school math teacher. He enjoys using baseball examples when testing students on percentages. Students in Mr. Holloway’s class who have little interest in baseball may have difficulty answering his test questions due to which kind of bias? 16. Differential Item Functioning (DIF) is a method used to: 17. If examiners study behavior from within a culture, using criteria relative to the internal characteristics of that culture they are using a(n) ________________ perspective: 18. The Vineland-II is used with individuals with intellectual disabilities to measure ¬¬¬¬¬¬¬¬¬¬¬¬: 19. According to the text, what percentage of children are receiving special education for Communication Disorders? 20. When assessing children between the ages 3-6 for learning disabilities which of the following assessments should be used?