The Clinical Interview, The Mental Status Examination ( Dnp )

Intellectual Functioning: This is having the cognitive abilities to learn, problem solve, abstractive thinking, adapting to new ideas or concepts and accumulating knowledge. It is also stated that in IQ test is used to define a diagnosis of an intellectual disability. Relating a low IQ test score and having an intellectual disability are not significant enough to determine as many people may have a low test score but not be diagnosed with an intellectual disability.

The advantages are clear in that there is freedom to be the primary decision maker, choice or work location, hours and fees, the ability to work from a preferred theoretical approach and an elective decision by both the client and the clinician to work together. However, the disadvantages include complete responsibility for all financial matters such as overhead, insurance policies, continuing education, billing, accounting, administrative work and much more. Private practice can also be challenging because of the inconsistent streams of income, financial barriers for uninsured and under resourced clients to access service (Harrington,

The Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) is an interactive performance based test that measures overall intellectual ability for children ages 6 through16. The test is primarily used by school psychologists, clinical psychologists, and neuropsychologists to determine a students giftedness, identify intellectual and learning disabilities, assess cognitive strengths and weaknesses, or to evaluate the impact of brain injuries. It is also used by practitioners to compare achievement scores of states and evaluate students for purposes such as private school admissions.

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

Bob Schmoe is a 34-year-old Caucasian male who was referred by his Department of Rehabilitation caseworker for an evaluation. His intelligence was measured using the Wechsler Abbreviated Scales of Intelligence (WASI). There were four subtests measured, two of which were verbal and the other two were non-verbal. Bob’s nonverbal abilities, specific analyses of subtest scores and math computation skills showed both fell within the low average range. Bob’s visual spatial skills fell within the low average range as well. In addition, Bob’s spelling skills fell within the borderline range. Lastly, Bob scored highest in his verbal comprehension and word reading even though both fell within the average percentile of his age group. Altogether,

8. List the nursing implications and education needs for each of the following categories of medication related to heart failure: See Attached

Hi Brandon, I want to talk to you about the two psychological tests that I would like to conduct, which are called the WAIS-IV and the MMPI-2. The WAIS-IV is used to measure intelligence, and since you are here because you are having considerable difficulty with your classes, I believe this test is appropriate. The WAIS-IV uses several categories, called indexes, to simplify different aspects of

Clinical Assessment=According to our book, the term Clinical assessment generally refers to applying assessment procedures to (a) diagnose a mental disorder, (b) develop a plan of intervention, (c)monitor progress in counseling, and (d) evaluate counseling outcome. (Drummond, 2010). Clinical assessment has been the method used when diagnosing and planning treatment for a patient. The first step is evaluating the individual in order to obtain information and figure out what is wrong. Counselors, conduct this assessment to develop and adhere a plan of intervention, monitor clients progress, and ensue all information are interpreted and understood.

The main purpose of the ensuing evaluation is to determine if Ms. Tyler is competent to stand trial for accused crimes, and needs to be evaluated for criminal responsibility. She exhibits signs of mental illness; further investigation via a mental status assessment is required.

It was claimed that the nurses, even though they picked up signs/symptoms of a medical emergency in their assessments, did not do enough to see that those concerns were addressed by the physician on duty. They would argue that had the matter been pursued further, the patient’s true injuries could have been diagnosed and treated earlier. Earlier treatment could have prevented the permanent damage and injuries the patient would sustain due to a delay in treatment.

My client is a 25-year-old South Asian woman. She appears thin with long black hair and brown eyes. She is wearing dark pants, a long sleeved blue shirt with a multicoloured scarf. Her clothing is neat and appropriate to her environment. She is wearing makeup, appears clean and is well put together. The client answers direct questions but does not provide a lot of information. Patient is willing to provide more information when asked directly or prompted by the writer. The client’s rate of speech was slow at first but as the interview continued, became a normal rate. Her speech was clear; however spoke in a soft volume with a monotone voice. Her rhythm was smooth and her speech was not pressured. The client’s

The WAIS-IV (Wechsler, Coalson & Raiford, 2008) was chosen for the neuropsychological evaluation because it is a widely used instrument to assess cognitive function in individuals who have experienced a traumatic brain injury (TBI) (Carlozzi, Kirsch, Kisala & Tulsky, 2015). The WAIS-IV measures general intelligence by assessing independent abilities, such as processing speed, memory, language skills, visual-motor coordination and attention. These abilities are sometimes impacted by TBIs (Carlozzi et al., 2015). By measuring these abilities independently through the administration of ten subtests, the WAIS-IV enables the researcher to conduct a pattern analysis, and explore major differences in scores between the domains tested (Kaplan & Saccuzzo, 2018).

The Mental Status Exam (MSE) is the psychological equivalent of a physical exam that describes the mental state and behaviors of the person being seen. It includes both objective observations of the clinician and subjective descriptions given by the patient ("Mental Status Exam," 2013). As clinicians, we preform the MSE because it provides information for diagnosis and assessment of disorder and in response to treatment, it provides a visual of what’s going on at that particular time; and also allows for other providers who may see your client the chance to determine if the patient’s status has changed. The following exam is made up of the following: a) appearance b) behavior c) speech d) mood e) affect f) thought process g) thought content

The WISC-IV is an intelligence test that measures children’s cognitive ability ranging from ages 6-16 years old. The WISC-IV is an updated version of the test and tests children’s IQ in the following areas; Verbal Comprehension , Processing Speed, Working Memory, Perceptual Reasoning Index. The WISC-IV has been looked at by inserting internal consistency values which is also known as test-retest reliability. Subtests which are differentiated by category were seen as being improved when comparing the older edition of the test when it comes to reliability. This could have been caused by the subtests being updated as well which is why all of the subtests were inserted while using special groups like ADHD, and LDS and other areas that were able to be compared. The data that was shown was that some subtests lowered in score to a .79 but the majority of them received a .79 or better. Research states that the WISC-IV is not a helpful way to assess and diagnose ADHD in a child. When the test-retest was given to children and was tested twice within 32 days The lowest score was .76 and some were leaning towards the .80’s. It’s said by Sattler, that there is 34-42% of errors found when the test is being administered.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and