Determining the Validity and Reliability of Clinical Communication Assessment Tools for Dental Patients and Students

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

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Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

Education Sciences ◽

10.3390/educsci11080402 ◽

2021 ◽

Vol 11 (8) ◽

pp. 402

Author(s):

Linda Helene Sillat ◽

Kairit Tammets ◽

Mart Laanpere

Keyword(s):

Higher Education ◽

Literature Review ◽

Systematic Literature Review ◽

Reliability And Validity ◽

Assessment Tools ◽

Competence Assessment ◽

Validity And Reliability ◽

Digital Competence ◽

Need To Evaluate ◽

Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

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Flexibility during the COVID-19 Pandemic Response: Healthcare Facility Assessment Tools for Resilient Evaluation

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182111478 ◽

2021 ◽

Vol 18 (21) ◽

pp. 11478

Author(s):

Andrea Brambilla ◽

Tian-zhi Sun ◽

Waleed Elshazly ◽

Ahmed Ghazy ◽

Paul Barach ◽

...

Keyword(s):

Case Studies ◽

Assessment Tool ◽

Healthcare Facility ◽

Health Impact ◽

Design Guidelines ◽

Assessment Tools ◽

Validity And Reliability ◽

Evaluation Tool ◽

Healthcare Operations ◽

Healthcare Facilities

Healthcare facilities are facing huge challenges due to the outbreak of COVID-19. Around the world, national healthcare contingency plans have struggled to cope with the population health impact of COVID-19, with healthcare facilities and critical care systems buckling under the extraordinary pressures. COVID-19 has starkly highlighted the lack of reliable operational tools for assessing the level sof flexibility of a hospital building to support strategic and agile decision making. The aim of this study was to modify, improve and test an existing assessment tool for evaluating hospital facilities flexibility and resilience. We followed a five-step process for collecting data by (i) doing a literature review about flexibility principles and strategies, (ii) reviewing healthcare design guidelines, (iii) examining international healthcare facilities case studies, (iv) conducting a critical review and optimization of the existing tool, and (v) assessing the usability of the evaluation tool. The new version of the OFAT framework (Optimized Flexibility Assessment Tool) is composed of nine evaluation parameters and subdivided into measurable variables with scores ranging from 0 to 10. The pilot testing of case studies enabled the assessment and verification the OFAT validity and reliability in support of decision makers in addressing flexibility of hospital design and/or operations. Healthcare buildings need to be designed and built based on principles of flexibility to accommodate current healthcare operations, adapting to time-sensitive physical transformations and responding to contemporary and future public health emergencies.

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Measurement Properties of Social Communication Assessments for Transition-Age Adolescents: A Systematic Review

Language Speech and Hearing Services in Schools ◽

10.1044/2021_lshss-20-00141 ◽

2021 ◽

pp. 1-20

Author(s):

Gerard H. Poll ◽

Caitlyn Maskalunas ◽

Lauren Walls ◽

Samantha Durbin ◽

Haley Hunken ◽

...

Keyword(s):

Social Communication ◽

Measurement Properties ◽

Sufficient Evidence ◽

Evidence Based ◽

Validity And Reliability ◽

Measurement Instruments ◽

Health Measurement ◽

Transition Age ◽

Communication Assessment ◽

Independent Replication

Purpose An important role of social communication assessment is to support intervention planning as adolescents with disabilities transition to workplaces and other adult settings. Adoption of evidence-based assessment practices would align professionals with legal and ethical mandates for schools and other settings. There is, however, limited adoption of evidence-based assessment selection. The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) provide a structured approach to identifying assessments with sufficient validity and reliability backed by strong evidence. The purpose of this review was to identify directly administered social communication assessments for adolescents and to apply the COSMIN framework to evaluate their measurement properties. Method A systematic search identified 13 assessments designed for 14- to 21-year-olds with developmental disabilities putting them at risk for social communication deficits. Measurement properties were extracted from included studies and rated for sufficiency. The quality of evidence supporting the findings was graded using COSMIN guidelines. Results Five social communication assessments were recommended as having sufficient evidence of content validity and internal consistency. Remaining assessments could be recommended as gaps in the evidence for their measurement properties are filled. Conclusions The application of the COSMIN standards has the potential to advance evidence-based assessment for social communication. There were important gaps in the independent replication of measurement properties and methodological shortcomings in the evaluation of reliability, measurement error, and structural validity.

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Towards developing a consensus assessment framework for global emergency medicine fellowships

BMC Emergency Medicine ◽

10.1186/s12873-019-0286-6 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 1

Author(s):

Haiko Kurt Jahn ◽

James Kwan ◽

Gerard O’Reilly ◽

Heike Geduld ◽

Katherine Douglass ◽

...

Keyword(s):

Emergency Medicine ◽

Working Group ◽

Field Work ◽

Fellowship Training ◽

Assessment Tools ◽

Standardized Assessments ◽

Main Body ◽

Validity And Reliability ◽

Fellowship Programs ◽

Future Work

Abstract Background The number of Global Emergency Medicine (GEM) Fellowship training programs are increasing worldwide. Despite the increasing number of GEM fellowships, there is not an agreed upon approach for assessment of GEM trainees. Main body In order to study the lack of standardized assessment in GEM fellowship training, a working group was established between the International EM Fellowship Consortium (IEMFC) and the International Federation for Emergency Medicine (IFEM). A needs assessment survey of IEMFC members and a review were undertaken to identify assessment tools currently in use by GEM fellowship programs; what relevant frameworks exist; and common elements used by programs with a wide diversity of emphases. A consensus framework was developed through iterative working group discussions. Thirty-two of 40 GEM fellowships responded (80% response). There is variability in the use and format of formal assessment between programs. Thirty programs reported training GEM fellows in the last 3 years (94%). Eighteen (56%) reported only informal assessments of trainees. Twenty-seven (84%) reported regular meetings for assessment of trainees. Eleven (34%) reported use of a structured assessment of any sort for GEM fellows and, of these, only 2 (18%) used validated instruments modified from general EM residency assessment tools. Only 3 (27%) programs reported incorporation of formal written feedback from partners in other countries. Using these results along with a review of the available assessment tools in GEM the working group developed a set of principles to guide GEM fellowship assessments along with a sample assessment for use by GEM fellowship programs seeking to create their own customized assessments. Conclusion There are currently no widely used assessment frameworks for GEM fellowship training. The working group made recommendations for developing standardized assessments aligned with competencies defined by the programs, that characterize goals and objectives of training, and document progress of trainees towards achieving those goals. Frameworks used should include perspectives of multiple stakeholders including partners in other countries where trainees conduct field work. Future work may evaluate the usability, validity and reliability of assessment frameworks in GEM fellowship training.

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EMPLOYING FOCUSED INTERVIEWS AS A MEANS TO INVESTIGATE FACTORS THAT INFLUENCE VALIDITY AND RELIABILITY OF DIETARY ASSESSMENT TOOLS

Journal of the American Dietetic Association ◽

10.1016/s0002-8223(08)70008-7 ◽

2003 ◽

Vol 103 ◽

pp. 5-6

Author(s):

A.E. Hunter ◽

L.H. Clemens ◽

D.L. Slawson ◽

T.L. Smith

Keyword(s):

Dietary Assessment ◽

Assessment Tools ◽

Validity And Reliability

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The adaption and evaluation of a Latvian version of the National Institutes of Health Stroke Scale

Journal of International Medical Research ◽

10.1177/0300060516664636 ◽

2016 ◽

Vol 45 (6) ◽

pp. 1861-1869 ◽

Cited By ~ 1

Author(s):

Kristaps Jurjāns ◽

Iļja Noviks ◽

Diāna Volčeka ◽

Linda Zandersone ◽

Kristīne Meilerte ◽

...

Keyword(s):

National Institutes Of Health ◽

Assessment Tools ◽

Rater Agreement ◽

Validity And Reliability ◽

Stroke Patients ◽

Intra Class Correlation ◽

Scale Validity ◽

Study Population ◽

The Mean ◽

Intra Class Correlation Coefficient

Objectives To determine the validity and reliability of a Latvian version of the National Institutes of Health Stroke Scale (LV-NIHSS) for evaluating Latvian stroke patients. Methods The adaption of the LV-NIHSS followed standard methods used for the adaption and validation of clinical assessment tools. The scale validity was tested by comparison with the Glasgow Coma Scale (GCS) and the modified Rankin scale (mRs). The reliability of the LV-NIHSS was evaluated by intra-rater and inter-rater agreement using intra-class correlation coefficient (ICC) analysis. Results A total of 296 stroke patients and 101 control subjects were evaluated. The mean age of the overall study population was 73.6 years (range, 37 – 94 years; 227 [57.2%] were female). The mean LV-NIHSS score of the patients with stroke was 8.4 ± 6.2. In terms of construct validity of the LV-NIHSS, it correlated with the GCS ( r = −0.571) and mRs ( r = 0.755). In terms of the reliability of the LV-NIHSS, the inter-rater agreement had an ICC of 0.99 and the intra-rater agreement had an ICC of 0.99. Conclusion The adaption of LV-NIHSS was successful and the evaluation showed that the scale was valid and reliable for evaluating Latvian stroke patients.

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Beyond the Trifold in Civics Presentations: The Measure of Youth Policy Arguments

Journal of Youth Development ◽

10.5195/jyd.2021.1011 ◽

2021 ◽

Vol 16 (4) ◽

pp. 149-165

Author(s):

Carlos P. Hipolito-Delgado ◽

Dane Stickney ◽

Ben Kirshner ◽

Andrew Maul

Keyword(s):

Learning Outcomes ◽

Public Speaking ◽

Community Change ◽

Assessment Tools ◽

Adult Educators ◽

Validity And Reliability ◽

Youth Voice ◽

Instructional Resources ◽

Youth Policy ◽

Policy Argumentation

Youth are increasingly engaging in civic action to address social injustices. Many adult educators are also looking for instructional resources that support youth voice as a way to promote adolescent civic development and community change. Alas, assessment tools to support youth voice and policy argumentation are lacking. Existing tools overemphasize public speaking skills and rely on dated artifacts such as cardboard trifold posters. In this article we introduce the Measure of Youth Policy Arguments (MYPA), a tool designed to aid in the development and assessment of high-quality youth policy presentations. We also describe how to use the MYPA in formative and summative contexts. Additionally, we provide initial evidence for the validity and reliability of the MYPA. Furthermore, we argue that MYPA has applications in preparing youth for policy presentation and in assessing learning outcomes associated with youth voice projects.

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Evaluační nástroje motoriky podle vývojových norem u české populace

Studia sportiva ◽

10.5817/sts2013-2-12 ◽

2013 ◽

Vol 7 (2) ◽

pp. 103-109

Author(s):

Jakub Holický ◽

Martin Musálek

Keyword(s):

Motor Skills ◽

Short Form ◽

Assessment Tools ◽

Psychomotor Development ◽

Diagnostic Tools ◽

Validity And Reliability ◽

Evaluation Tools ◽

Motor Proficiency ◽

Czech Population ◽

Age Range

Evaluation development of motor skills in the context of the assessment evaluation tools is very complicated issue. The aim of this study was analysis and comparison of three assessment diagnostic tools with BOT-2. The OTDP, TGMD-2 and MABC-2 are the most widespread tools for exploring of psychomotor development of children and adults with the standard norms for Czech population. Bruininks-Oseretzky Test of Motor Proficiency-Second Edition (BOT-2) batteries for Czech conditions has not been standardized yet. The Bruininks-Oseretzky Test of Motor Proficiency-Second Edition (BOT-2) showed the best design in the test’s structure in comparison to three diagnostic tools. The BOT-2 has in the psychomotor test the widest age range of probands. Besides BOT-2 achieves a high validity and reliability (0,90 to 0,97). Other advantage, which was realized, is using the short form of the test battery, called Short Form. Because of this reasons we believe the Bruininks-Oseretzky Test of Motor Proficiency-Second Edition (BOT2) should be a part of standardized assessment tools, which evaluate the psychomotor development in the Czech environment.

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Analisis faktor konfirmatori sebagai prosedur evaluasi konstruk skala kematangan karir

Counsellia Jurnal Bimbingan dan Konseling ◽

10.25273/counsellia.v9i1.3689 ◽

2019 ◽

Vol 9 (1) ◽

pp. 27 ◽

Cited By ~ 1

Author(s):

Wahyu 'Widyatmoko ◽

Yulia Ayriza ◽

Riszal Purwandika

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Career Maturity ◽

Research Data ◽

Assessment Tools ◽

Validity And Reliability ◽

School Students ◽

Confirmatory Factor ◽

T Values

Artikel ini bermaksud mengevaluasi validitas dan reliabilitas skala kematangan karir. Skala kematangan karir dirancang untuk mengumpulkan data penelitian tentang tingkat kematangan karir pada siswa SMA. Skala tersebut terdiri dari 12 item pernyataan yang disesuaikan dengan konstruk kematangan karir, yakni: kepercayaan diri dalam karir (KDK), ketidakpastian pilihan karir (KPK), dan pengetahuan terhadap karir (PTK). Hasil analisis faktor konfirmatori mengindikasikan tiga konstruk model cocok (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Selanjutnya, 7 dari 12 item pernyataan skala kematangan karir terbukti valid (stadardized loading berkisar antara 0.52 hingga 0.72; t-values berkisar antara 8.08 hingga 12.25) dan dua dari tiga konstruk skala kematangan karir reliabel (KPK=0.68; PTK=0.70). Hal tersebut menunjukan bahwa skala kematangan karir masih dapat digunakan sebagai instrumen pengumpul data dan alat asesmen. The purpose of this article is to evaluate the validity and reliability of the career maturity scale. The career maturity scale is designed to collect research data on the level of career maturity in high school students. It is consists of 12 statement items tailored to the constructs of career maturity: career confidence, uncertainty of career choice, and career knowledge. The results of confirmatory factor analysis indicated that the three constructs of model was well fit (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Further, seven out of 12 statement items on career maturity scale proved valid (standardized loading ranged from 0.52 to 0.72; t-values ranged from 8.08 to 12.25) and two of the three constructs of career maturity scale are reliable (KPK=0.68; PTK=0.70). This shows that the scale of career maturity can still be used as an instrument for data collection and assessment tools.

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