How do young children eat after an obesity intervention? Validation of the Child Eating Behaviour Questionnaire using the Rasch Model in diverse samples from Australia and Sweden

The aim of this study was to (a) compare children’s perspectives of problematic eating behaviours with those of mothers and (b) check if there are differences in the level of these problematic eating behaviours between girls and boys in different age groups (young children: 8–11 years old vs. adolescents: 12–16 years old). The study involved 203 children (50.74% girls) and 203 mothers. The average age of children was 11.06 years (SD = 2.31), and the average BMI was 18.27 kg/m2 (SD = 2.29). Two questionnaires were used to assess children’s perspectives of problematic eating behaviours: The Three-Factor Eating Questionnaire (TFEQ-R13) and the Dutch Eating Behaviour Questionnaire for Children (DEBQ-C). One questionnaire was used to evaluate mothers’ perspectives: The Child Eating Behaviour Questionnaire (CEBQ). The main results in the study indicate the following: (a) the children’s perspective based on the DEBQ-C is the most effective at predicting their BMI (this model of problematic eating behaviours explains 29% of the variance in the child’s BMI); and (b) for almost all problematic eating behaviours, older girls have the highest levels. From the current study, it can be concluded that the type of questionnaire (TFEQ-R13 vs. DEBQ-C vs. CEBQ) and the perspective (child vs. mother) differentiate the results obtained regarding the assessment of children’s problematic eating behaviours and their relation to BMI.

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Feeding Practices and Parenting: A Pathway to Child Health and Family Happiness

Annals of Nutrition and Metabolism ◽

10.1159/000499145 ◽

2019 ◽

Vol 74 (Suppl. 2) ◽

pp. 29-42 ◽

Cited By ~ 10

Author(s):

Lynne Allison Daniels

Keyword(s):

Young Children ◽

Normal Child ◽

Positive Impact ◽

Eating Behaviour ◽

Food Preferences ◽

Feeding Practices ◽

Well Being ◽

Early Feeding ◽

Child Eating ◽

Parent Feeding

Feeding and parenting are inextricably linked. The complex bidirectional interactions between parent feeding practices and child eating behaviour shape the early feeding environment which in turn interacts with genetic predispositions to lay the foundation for life-long eating habits and health outcomes. Parent feeding and child (and parent) eating are central to the fabric of family life and are strongly rooted in culture and tradition. Yet, many parents experience stress and anxiety related to this ubiquitous parenting task and perceive their child as a “fussy eater” or a “difficult feeder.” Parents commonly misinterpret heritable and developmentally “normal” child eating behaviour, such as food refusal, as cause for concern. In an effort to get their child to “eat well” they respond with coercive feeding practices, such as pressure, reward and restriction. Emotional feeding that uses food to comfort, distract, calm or shape behaviour is also common. Although well intentioned, these non-responsive, parent- rather than child-centred feeding practices are ineffective, even counterproductive. They teach children to eat for reasons unrelated to appetite and, hence, more than they need and fail to support development of healthy food preferences and appetite regulation. Early feeding interventions are needed that assist parents to understand normal child eating behaviour and promote responsive feeding practices and effective food parenting. The aim of this chapter is to review (1) “normal” eating behaviour of young children, (2) the range of feeding practices and strategies that parents use to respond to and try to shape these behaviours, (3) evidence for approaches to feeding young children that have potential to reduce conflict related to child feeding and promote life-long healthy eating patterns that are a key determinant of long-term health and well-being and (4) to provide an overview of an early feeding intervention, NOURISH, which demonstrated a positive impact on maternal feeding practices and potentially reduced parent anxiety and stress related to feeding.

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Investigating a job evaluation instrument through the Rasch model

PsycEXTRA Dataset ◽

10.1037/e518712013-365 ◽

2003 ◽

Author(s):

Bruce W. Davis

Keyword(s):

Rasch Model ◽

Evaluation Instrument ◽

Job Evaluation ◽

The Rasch Model

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A new approach of testing the Rasch model

PsycEXTRA Dataset ◽

10.1037/e523472012-079 ◽

2011 ◽

Author(s):

Klaus Kubinger ◽

D. Rasch ◽

T. Yanagida

Keyword(s):

Rasch Model ◽

New Approach ◽

The Rasch Model

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Questionnaire Reliability Under the Rasch Model

Statistical Methods for Quality of Life Studies ◽

10.1007/978-1-4757-3625-0_13 ◽

2002 ◽

pp. 155-168 ◽

Cited By ~ 29

Author(s):

Agnes Hamon ◽

Mounir Mesbah

Keyword(s):

Rasch Model ◽

The Rasch Model

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Measurement Precision and Efficiency of Computerized Adaptive Testing for the Activities-specific Balance Confidence Scale in People With Stroke

Physical Therapy ◽

10.1093/ptj/pzab020 ◽

2021 ◽

Author(s):

Bryant A Seamon ◽

Steven A Kautz ◽

Craig A Velozo

Keyword(s):

Rasch Model ◽

Computerized Adaptive Testing ◽

Adaptive Testing ◽

Measurement Precision ◽

Strongly Correlated ◽

Computerized Adaptive Test ◽

Balance Confidence ◽

Adaptive Test ◽

The Rasch Model ◽

Confidence Scale

Abstract Objective Administrative burden often prevents clinical assessment of balance confidence in people with stroke. A computerized adaptive test (CAT) version of the Activities-specific Balance Confidence Scale (ABC CAT) can dramatically reduce this burden. The objective of this study was to test balance confidence measurement precision and efficiency in people with stroke with an ABC CAT. Methods We conducted a retrospective cross-sectional simulation study with data from 406 adults approximately 2-months post-stroke in the Locomotor-Experience Applied Post-Stroke (LEAPS) trial. Item parameters for CAT calibration were estimated with the Rasch model using a random sample of participants (n = 203). Computer simulation was used with response data from remaining 203 participants to evaluate the ABC CAT algorithm under varying stopping criteria. We compared estimated levels of balance confidence from each simulation to actual levels predicted from the Rasch model (Pearson correlations and mean standard error (SE)). Results Results from simulations with number of items as a stopping criterion strongly correlated with actual ABC scores (full item, r = 1, 12-item, r = 0.994; 8-item, r = 0.98; 4-item, r = 0.929). Mean SE increased with decreasing number of items administered (full item, SE = 0.31; 12-item, SE = 0.33; 8-item, SE = 0.38; 4-item, SE = 0.49). A precision-based stopping rule (mean SE = 0.5) also strongly correlated with actual ABC scores (r = .941) and optimized the relationship between number of items administrated with precision (mean number of items 4.37, range [4–9]). Conclusions An ABC CAT can determine accurate and precise measures of balance confidence in people with stroke with as few as 4 items. Individuals with lower balance confidence may require a greater number of items (up to 9) and attributed to the LEAPS trial excluding more functionally impaired persons. Impact Statement Computerized adaptive testing can drastically reduce the ABC’s test administration time while maintaining accuracy and precision. This should greatly enhance clinical utility, facilitating adoption of clinical practice guidelines in stroke rehabilitation. Lay Summary If you have had a stroke, your physical therapist will likely test your balance confidence. A computerized adaptive test version of the ABC scale can accurately identify balance with as few as 4 questions, which takes much less time.

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Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

Electronics ◽

10.3390/electronics10060727 ◽

2021 ◽

Vol 10 (6) ◽

pp. 727

Author(s):

Moustafa M. Nasralla ◽

Basiem Al-Shattarat ◽

Dhafer J. Almakhles ◽

Abdelhakim Abdelhadi ◽

Eman S. Abowardah

Keyword(s):

Learning Outcomes ◽

Analytical Model ◽

Rasch Model ◽

Teaching Techniques ◽

Business Courses ◽

Learning And Teaching ◽

Association Pattern ◽

Engineering Education Research ◽

Academic Year ◽

The Rasch Model

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

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Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers

Education Sciences ◽

10.3390/educsci11050201 ◽

2021 ◽

Vol 11 (5) ◽

pp. 201

Author(s):

Clelia Cascella ◽

Chiara Giberti ◽

Giorgio Bolondi

Keyword(s):

Experimental Design ◽

Rasch Model ◽

Achievement Tests ◽

Mathematical Content ◽

Probability Sample ◽

Decimal Numbers ◽

Common Items ◽

The Rasch Model ◽

Grade 8

This study is aimed at exploring how different formulations of the same mathematical item may influence students’ answers, and whether or not boys and girls are equally affected by differences in presentation. An experimental design was employed: the same stem-items (i.e., items with the same mathematical content and question intent) were formulated differently and administered to a probability sample of 1647 students (grade 8). All the achievement tests were anchored via a set of common items. Students’ answers, equated and then analysed using the Rasch model, confirmed that different formulations affect students’ performances and thus the psychometric functionality of items, with discernible differences according to gender. In particular, we explored students’ sensitivity to the effect of a typical misconception about multiplication with decimal numbers (often called “multiplication makes bigger”) and tested the hypothesis that girls are more prone than boys to be negatively affected by misconception.

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An item analysis according to the Rasch model of the German 12-item WHO Disability Assessment Schedule (WHODAS 2.0)

Quality of Life Research ◽

10.1007/s11136-021-02872-8 ◽

2021 ◽

Author(s):

Lusine Vaganian ◽

Sonja Bussmann ◽

Maren Boecker ◽

Michael Kusch ◽

Hildegard Labouvie ◽

...

Keyword(s):

Cancer Patients ◽

Rasch Model ◽

Item Analysis ◽

Classical Test Theory ◽

Health Condition ◽

Test Theory ◽

World Health ◽

Good Reliability ◽

Whodas 2.0 ◽

The Rasch Model

Abstract Purpose The World Health Organization Disability Assessent Schedule 2.0 (WHODAS 2.0) assesses disability in individuals irrespective of their health condition. Previous studies validated the usefulness of the WHODAS 2.0 using classical test theory. This study is the first investigating the psychometric properties of the 12-items WHODAS 2.0 in patients with cancer using item analysis according to the Rasch model. Methods In total, 350 cancer patients participated in the study. Rasch analysis of the 12-items version of the WHODAS 2.0 was conducted and included testing unidimensionality, local independence, and testing for differential item functioning (DIF) with regard to age, gender, type of cancer, presence of metastases, psycho-oncological support, and duration of disease. Results After accounting for local dependence, which was mainly found across items of the same WHODAS domain, satisfactory overall fit to the Rasch model was established (χ2 = 36.14, p = 0.07) with good reliability (PSI = 0.82) and unidimensionality of the scale. DIF was found for gender (testlet ‘Life activities’) and age (testlet ‘Getting around/Self-care’), but the size of DIF was not substantial. Conclusion Overall, the analysis results according to the Rasch model support the use of the WHODAS 2.0 12-item version as a measure of disability in cancer patients.

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