Activity limitations: difficulties an individual may have in executing activities (IOM, 2007; WHO, 2001)
Clinical neuropsychology: specialty in professional psychology that applies principles of assessment and intervention based on the scientific study of human behavior as it relates to normal and abnormal functioning of the central nervous system (APA, 2010)
Clinical psychology: specialty in professional psychology focused on assessment, diagnosis, prediction, prevention, and treatment of psychopathology, mental disorders, and other individual or group problems to improve behavior adjustment, adaptation, personal effectiveness, and satisfaction (APA, 2014)
Cognitive test: standardized measure of task performance used to assess cognitive functioning (e.g., intellectual capacity, attention and concentration, processing speed, language and communication, visual-spatial abilities, memory)
Disability: decrements in all three aspects of human functioning (body functions and structures, activities, and participation), which are labeled impairments, activity limitations, and participation restrictions (IOM, 2007;
WHO, 2001); the limitation on an individual’s abilities to perform certain activities of daily life (e.g., school- or work-related, personal care, social interactions)
Disability (Social Security Administration): in adults, “the inability to engage in any substantial gainful activity … by reason of any medically determinable physical or mental impairment(s) which can be expected to result in death or which has lasted or can be expected to last for a continuous period of not less than 12 months”; in children, “a medically determinable physical or mental impairment or combination of impairments that causes marked and severe functional limitations, and that can be expected to cause death or that has lasted or can be expected to last for a continuous period of not less than 12 months” (SSA, n.d., see also 2012).
Effort: the extent to which the examinee performed to actual capacity on a test (Bush et al., 2005)
Functional limitation: a loss or restriction of an individual’s ability to perform a specific physical or mental function or activity, such as walking, speaking, memory, and the like (IOM, 2007)
Impairment: problems in body function or structure such as a significant deviation or loss (IOM, 2007; WHO, 2001)
Malingering: the intentional presentation of false or exaggerated symptoms, intentionally poor performance, or a combination of the two, motivated by external incentives (American Psychiatric Association, 2013; Bush et al., 2005; Heilbronner et al., 2009)
Medically determinable impairment: “an impairment that results from anatomical, physiological, or psychological abnormalities which can be shown by medically acceptable clinical and laboratory diagnostic techniques” (SSA, n.d.)
Neuropsychological tests: performance-based tests by which various aspects of an individual’s cognitive functioning can be measured (Larrabee, 2012, 2014)
Non-cognitive measure: standardized self-report measure that assesses non-cognitive psychological complaints
Participation restriction: problems an individual may experience in involvement in life situations (IOM, 2007; WHO, 2001)
Performance validity: the validity of actual ability task performance; often referred to as effort in the literature (Larrabee, 2012, 2014)
Performance validity test: stand-alone or embedded/derived measures used to assess whether an examinee is performing at a level consistent with his/ her actual abilities (Larrabee, 2012, 2014)
Psychological assessment: the comprehensive integration of information from a variety of sources—including formal psychological tests, informal tests and surveys, structured clinical interviews, interviews with others, school and/or medical records, and observational data—to make inferences regarding the mental or behavioral characteristics of an individual or to predict behavior (Furr and Bacharach, 2013; Hubley and Zumbo, 2013)
Psychological testing: the use of formal, standardized procedures for sampling behavior that ensure objective evaluation of the test-taker regardless of who administers the test (Furr and Bacharach, 2013; Hubley and Zumbo, 2013). Major categories of psychological tests include (1) intelligence tests, (2) neuropsychological tests, (3) personality tests, (4) clinical or diagnostic tests (e.g., depression, anxiety), (5) achievement tests, (6) aptitude tests, and (7) occupational or interests tests
Psychometrics: the scientific study, including the development, interpretation, and evaluation, of psychological tests and measures used to assess variability in behavior and link such variability to psychological phenomena (Furr and Bacharach, 2013; Hubley and Zumbo, 2013)
Reliability: the degree to which a test produces stable and consistent results (Geisinger, 2013)
Response bias: misrepresentation of abilities in any neuropsychological domain of ability through performance, or self-report regarding performance capabilities (Heilbronner et al., 2009)
Self-report measure: standardized instruments that rely on self-report with population-based normative data that allow the examiner to compare an individual’s reported behaviors or symptoms with an appropriate comparison group
Self-report of symptoms: the claimant’s own description of his or her physical or mental impairment; in some cases, symptoms may be reported by a third party (e.g., children’s symptoms may be reported by parent or teacher) (20 CFR § 404.1528)
Substantial gainful activity: “work that involves doing significant and productive physical or mental duties and is done (or intended) for pay or profit” (20 CFR § 416.910)
Symptom exaggeration: over-reporting of symptoms (Mittenberg et al., 2002)
Symptom validity: the accuracy of symptomatic complaint (Larrabee, 2012, 2014)
Symptom validity test: embedded or stand-alone measures used to assess whether an examinee is providing an accurate report of his or her actual symptom experience on non-cognitive psychological measures (e.g., emotional, behavioral, and personality measures) (Larrabee, 2012, 2014)
Validity: the degree to which evidence and theory support the use and interpretation of test scores (AERA et al., 2014)
REFERENCES
AERA (American Educational Research Association), APA (American Psychology Association), and NCME (National Council on Measurement in Education). 2014. Standards for educational and psychological testing. Washington, DC: AERA.
American Psychiatric Association. 2013. The diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American Psychiatric Association.
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Furr, R. M., and V. R. Bacharach. 2013. Psychometrics: An introduction. Thousand Oaks, CA: Sage Publications, Inc.
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Larrabee, G. J. 2014. Performance and Symptom Validity. Presentation to IOM Committee on Psychological Testing, Including Validity Testing, for Social Security Administration, June 25, 2014, Washington, DC.
Mittenberg, W., C. Patton, E. M. Canyock, and D. C. Condit. 2002. Base rates of malingering and symptom exaggeration. Journal of Clinical and Experimental Neuropsychology 24(8):1094-1102.
SSA (Social Security Administration). 2012. DI 00115.015 Definitions of disability. https://secure.ssa.gov/poms.nsf/lnx/0400115015 (accessed October 3, 2014).
SSA. n.d. Disability evaluation under social security; Part I—General information. http://www.ssa.gov/disability/professionals/bluebook/general-info.htm (accessed November 14, 2014).
WHO (World Health Organization). 2001. International classification of functioning, disability and health (ICF). Geneva: WHO.