scholarly journals Assessment of the convergent validity of the Questions About Behavioral Function scale with analogue functional analysis and the Motivation Assessment Scale

2001 ◽  
Vol 45 (6) ◽  
pp. 484-494 ◽  
Author(s):  
T. R. Paclawskyj, ◽  
J. L. Matson, ◽  
K. S. Rush, ◽  
Y. Smalls ◽  
T. R. Vollmer
2019 ◽  
Vol 8 (5) ◽  
pp. 586 ◽  
Author(s):  
Silvia Amoretti ◽  
Bibiana Cabrera ◽  
Carla Torrent ◽  
Caterina del Mar Bonnín ◽  
Gisela Mezquida ◽  
...  

(1) Background: The cognitive reserve (CR) concept has not been precisely defined in severe mental disorders and has been estimated using heterogeneous methods. This study aims to investigate and develop the psychometric properties of the Cognitive Reserve Assessment Scale in Health (CRASH), an instrument designed to measure CR in people with severe mental illness; (2) Methods: 100 patients with severe mental illness (non-affective psychoses and affective disorders) and 66 healthy controls were included. The internal consistency and convergent validity of CRASH were assessed. Spearman’s correlations coefficients were also performed to examine the relationship between CRASH and neuropsychological tests, psychosocial functioning, and clinical course; (3) Results: The internal consistency was high (Cronbach’s alpha coefficient = 0.903). The CRASH global score had a large positive correlation with the Cognitive reserve questionnaire total score (r = 0.838, p < 0.001), demonstrating good convergent validity. The correlation coefficients between the CRASH total scores and clinical, functional, and neuropsychological performance were different between groups. In order to provide clinical interpretation, severity classification based on diagnosis (non-affective psychotic disorders, affective disorders, and healthy controls) have been created; (4) Conclusions: CRASH is the first CR measure developed specifically for patients with severe mental illness, facilitating reliable and valid measurement of this construct. The scale may aid in the stratification of patients and the implementation of personalized interventions.


2008 ◽  
Vol 37 (1) ◽  
pp. 65-74 ◽  
Author(s):  
N. N. SINGH ◽  
L. S. DONATELLI ◽  
A. BEST ◽  
D. E. WILLIAMS ◽  
F. J. BARRERA ◽  
...  

2003 ◽  
Vol 28 (3) ◽  
pp. 282-298 ◽  
Author(s):  
Frank M. Gresham

Functional behavioral assessment (FBA) is being used increasingly in schools as a potentially effective means of matching intervention strategies to behavioral function. The unqualified use of FBA often is driven more by legal and policy decisions than by sound empirical data dictating its efficacy in all cases. Two fundamental questions have not been adequately answered by the FBA literature: (a) Are interventions matched to the operant function of behavior more effective than interventions not matched to the function of behavior? and (b) Can researchers and practitioners determine behavioral function reliably and accurately? The author presents conceptual and measurement challenges surrounding the use of FBA in school settings, as well as evidence for the technical adequacy of FBA procedures in terms of reliability and validity. The research to date has not marshaled adequate empirical evidence for the reliability of determining behavioral function, investigation of the conditions under which behavioral function is stable or unstable over time, the convergent validity of indirect and direct FBA methods, validity generalization, decision validity, and social validity of FBA. Finally there is insufficient empirical evidence to suggest that interventions matched to behavioral function are more effective than behavioral interventions not based on an FBA. Future research agendas and strategies are discussed to improve the technical adequacy of FBA in school settings for students with emotional or behavioral disorders.


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