ABPP Clinical Child & Adolescent flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Equifinality

Equifinality means different developmental pathways or risk factors can produce the same disorder; assessment therefore examines history and context rather than assuming one causal route.

Multifinality

Multifinality means one risk factor or adverse experience can lead to varied outcomes because subsequent transactions with protective and vulnerability factors shape adaptation.

Developmental cascades

Developmental cascades describe spread of functioning across domains over time, such as early language delay affecting later peer relations and academic achievement through mediating skills.

Differential susceptibility

Differential susceptibility proposes some children are more sensitive to both supportive and adverse environments, showing worse outcomes under risk and better outcomes under enrichment than less sensitive peers.

Heterotypic continuity

Heterotypic continuity is persistence of an underlying disorder with changing symptom expression across development, such as preschool irritability later appearing as anxiety or depression.

Multimethod assessment

Multimethod assessment combines interviews, rating scales, direct observation, and testing; this improves coverage and reduces single-informant bias, though cross-informant disagreement is common and informative.

Standard score metrics

Standard scores commonly have mean 100 and SD 15; T scores have mean 50 and SD 10; scaled scores have mean 10 and SD 3. These metrics support norm-referenced interpretation.

Measurement invariance

Measurement invariance indicates a test measures the same construct across groups; without configural, metric, and scalar invariance, mean comparisons across cultures or languages may be invalid.

Reliable change index

The reliable change index divides a change score by the standard error of difference; values beyond about 1.96 suggest change exceeds measurement error, but not necessarily clinical significance.

Base rate neglect

Base rate neglect is overvaluing a positive test result while ignoring prevalence; in low-prevalence settings even sensitive, specific screens yield many false positives.

Parent management training

Parent management training teaches reinforcement, planned ignoring, commands, and consistent consequences; it has strong evidence for disruptive behavior in children roughly ages two to twelve.

Exposure-based CBT

Exposure-based cognitive behavior therapy gradually confronts feared situations while preventing avoidance and safety behaviors; it is first-line for pediatric anxiety disorders when developmentally adapted.

TF-CBT

Trauma-focused cognitive behavior therapy combines psychoeducation, parenting skills, relaxation, affect modulation, trauma narrative, cognitive processing, and safety planning; it is used for children with trauma symptoms.

Measurement-based care

Measurement-based care uses repeated standardized outcome measures to guide treatment decisions; feedback and algorithm adjustments can improve response, especially when deterioration is detected early.

Stepped care

Stepped care begins with the least intensive evidence-based option and escalates based on monitoring; it matches resource intensity to severity and response.

Consultee-centered consultation

Consultee-centered consultation targets the teacher's or caregiver's knowledge, skills, confidence, and objectivity rather than directly treating the child; change in the child is expected through the consultee.

FBA and BIP

Functional behavior assessment identifies antecedents, behaviors, and consequences maintaining behavior; the resulting behavior intervention plan teaches replacement skills and adjusts environment and reinforcement contingencies.

MTSS tiers

Multi-tiered systems of support provide universal Tier 1 supports, targeted Tier 2 interventions, and intensive Tier 3 services, with progress monitoring determining movement across tiers.

Wraparound

Wraparound is a team-based care coordination process for youth with complex needs; it is family-driven, strengths-based, culturally responsive, and builds natural and community supports.

Informed assent

Informed assent is the child's developmentally appropriate agreement to participate; it complements parental permission and does not replace consent when the child cannot legally consent.

FERPA and HIPAA

FERPA governs education records in schools; HIPAA governs protected health information in covered health settings. Knowing which framework applies determines release and access rules.

Cultural formulation interview

The cultural formulation interview explores identity, explanatory models, stressors, supports, and clinician-client differences; it reduces misdiagnosis and supports culturally responsive planning.

Mandated reporting

Mandated reporting requires reporting reasonable suspicion of child abuse or neglect, not proof; confidentiality yields to legal duty, and clinicians document observations and actions.

Randomized controlled trial

A randomized controlled trial randomly assigns participants to conditions, supporting causal inference by balancing known and unknown confounders; blinding and intention-to-treat reduce bias.

Single-case design

Single-case designs use repeated measurement and within-person comparisons such as ABAB reversal or multiple baseline; they can demonstrate functional relations when randomization or large samples are infeasible.

Mediation analysis

Mediation analysis tests whether an intervention effect operates through an intermediate variable; temporal ordering and measured mediators are required for credible causal mediation.

Moderation analysis

Moderation analysis tests whether intervention effects differ by participant or context characteristics, such as age, severity, or culture; it informs targeted selection.

Number needed to treat

Number needed to treat is the reciprocal of the absolute risk reduction; it estimates how many patients must receive an intervention for one additional beneficial outcome.

Discrimination model

The discrimination model of supervision separates supervision focus (intervention, conceptualization, personalization) from supervisor role (teacher, counselor, consultant), helping supervisees analyze clinical material systematically.

Live supervision

Live supervision occurs during a session through bug-in-ear coaching or observation with immediate feedback; it supports skill acquisition and safety but requires informed consent.

Summative evaluation

Summative evaluation judges whether a supervisee meets competency standards at a checkpoint; it should be criterion-referenced, documented, and paired with due-process remediation plans.

Parallel process

Parallel process occurs when dynamics from therapy reappear in supervision, such as a supervisee becoming avoidant with the supervisor when the client is avoidant.