A-96 Stability of ImPACT’s Latent Structure from Baseline to Post Concussion Assessment

2021 ◽  
Vol 36 (6) ◽  
pp. 1143-1144
Author(s):  
Grace J Goodwin ◽  
Julia E Maietta ◽  
Anthony O Ahmed ◽  
Nia A Hopkins ◽  
Sara A Moore ◽  
...  
Keyword(s):  
Decision Making ◽  
Factor Structure ◽  
Factor Model ◽  
Cognitive Change ◽  
Return To Play ◽  
Cognitive Constructs ◽  
Concussion Management ◽  
Bifactor Models ◽  
Matched Design ◽  
Injury Status

Abstract Objective ImPACT is commonly used for sport-concussion management. Baseline and post-concussion tests serve as within-athlete comparisons for return-to-play decision-making. Previous literature has questioned whether ImPACT’s five composites accurately represent the internal structure of its cognitive scores. A recent alternative four-factor structure has strong confirmatory evidence for baseline scores (Maietta et al., doi:10.1037/pas0001014). The present study examined the stability of these constructs post-concussion. Method The current study utilized a case-matched design (age, sex, sport category) to select a sample of 3560 high school athletes’ baseline (n = 1780) and post-concussion (n = 1780) assessments. Multi-group CFA of first-order, hierarchical, and bifactor models was conducted to assess measurement invariance (configural, metric, scalar, and residual invariance) between baseline and post-concussion samples. Change in comparative fit indices was interpreted as the primary indicator of model invariance. Results ImPACT’s five composite structure, as well as the hierarchical and bifactor models, exhibited inadequate fit to the baseline and post-concussion data. The four-factor model demonstrated superior fit in the baseline sample and good fit in the post-concussion sample. The four-factor structure demonstrated invariance across injury status (baseline to post-concussion). Conclusion Given that ImPACT’s scores are used for return-to-play decision-making, it is important that they are psychometrically sound. Recent literature suggests that ImPACT’s five composites are not an adequate representation of the cognitive constructs. Findings support validity of the four-factor structure despite injury status, suggesting these cognitive constructs are assessable at both pre- and post-concussion. Additional research is needed to determine implications of these findings for tracking cognitive change following sport-related concussion and making return-to-play decisions.

Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore
Keyword(s):  
Student Athletes ◽  
Section 504 ◽  
Return To Play ◽  
Behavioral Deficits ◽  
Prevention Education ◽  
Concussion Management ◽  
School Settings ◽  
Definition Of ◽  
Federal Guidelines ◽  
Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

Issues of Capacity and Decision-Making in the Context of Delirium

2015 ◽  
Vol 24 (4) ◽  
pp. 140-145
Author(s):  
Kevin R. Patterson
Keyword(s):  
Decision Making ◽  
Patient Autonomy ◽  
Care Setting ◽  
Cognitive Change ◽  
Treatment Team ◽  
Precipitating Factors ◽  
Term Care ◽  
Decision Making Capacity ◽  
Fundamental Consideration

Decision-making capacity is a fundamental consideration in working with patients in a clinical setting. One of the most common conditions affecting decision-making capacity in patients in the inpatient or long-term care setting is a form of acute, transient cognitive change known as delirium. A thorough understanding of delirium — how it can present, its predisposing and precipitating factors, and how it can be managed — will improve a speech-language pathologist's (SLPs) ability to make treatment recommendations, and to advise the treatment team on issues related to communication and patient autonomy.

Factorial Structure of the Therapist Adherence Measure-Revised (TAM-R) Within Multisystemic Therapy

2020 ◽  
Vol 36 (2) ◽  
pp. 427-431
Author(s):  
Aurelie M. C. Lange ◽  
Marc J. M. H. Delsing ◽  
Ron H. J. Scholte ◽  
Rachel E. A. van der Rijken
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Multisystemic Therapy ◽  
Model Fit ◽  
Validity And Reliability ◽  
Adherence Measure ◽  
Therapist Adherence ◽  
Confirmatory Factor ◽  
The Us

Abstract. The Therapist Adherence Measure (TAM-R) is a central assessment within the quality-assurance system of Multisystemic Therapy (MST). Studies into the validity and reliability of the TAM in the US have found varying numbers of latent factors. The current study aimed to reexamine its factor structure using two independent samples of families participating in MST in the Netherlands. The factor structure was explored using an Exploratory Factor Analysis (EFA) in Sample 1 ( N = 580). This resulted in a two-factor solution. The factors were labeled “therapist adherence” and “client–therapist alliance.” Four cross-loading items were dropped. Reliability of the resulting factors was good. This two-factor model showed good model fit in a subsequent Confirmatory Factor Analysis (CFA) in Sample 2 ( N = 723). The current finding of an alliance component corroborates previous studies and fits with the focus of the MST treatment model on creating engagement.

The Factor Structure and Measurement Invariance of Positive and Negative Affect

2016 ◽  
Vol 32 (4) ◽  
pp. 265-272 ◽  
Author(s):  
Mohsen Joshanloo ◽  
Ali Bakhshi
Keyword(s):  
Negative Affect ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Factor Model ◽  
Positive And Negative Affect ◽  
Cultural Groups ◽  
Invariance Testing ◽  
The Usa ◽  
Scalar Invariance ◽  
Gender Groups

Abstract. This study investigated the factor structure and measurement invariance of the Mroczek and Kolarz’s scales of positive and negative affect in Iran (N = 2,391) and the USA (N = 2,154), and across gender groups. The two-factor model of affect was supported across the groups. The results of measurement invariance testing confirmed full metric and partial scalar invariance of the scales across cultural groups, and full metric and full scalar invariance across gender groups. The results of latent mean analysis revealed that Iranians scored lower on positive affect and higher on negative affect than Americans. The analyses also showed that American men scored significantly lower than American women on negative affect. The significance and implications of the results are discussed.

Factor Structure of the Hellenic WISC-III for Children with Learning Disabilities

2018 ◽  
Vol 9 (03) ◽  
pp. 20445-20451
Author(s):  
Adam A ◽  
Kiosseoglou G ◽  
Abatzoglou G ◽  
Papaligoura Z.
Keyword(s):  
Learning Disabilities ◽  
Factor Structure ◽  
Factor Model ◽  
The Other ◽  
Clinical Value ◽  
Reasoning Abilities ◽  
Picture Arrangement ◽  
Factorial Model ◽  
Verbal Subtest ◽  
Two Factors

The present research aims to examine the factor structure of the Hellenic WISC-III in a sample of 50 children with learning disabilities. The results show the existence of a factorial model with two factors, one aggregating the Comprehension verbal subtest with four performance subtests and the other the Picture Arrangement performance subtest with four verbal subtests. This two-factor model includes loadings in two factors that relate to the sequencing abilities and the verbal reasoning abilities of children. These findings assert the clinical value of the intelligence evaluation in these children.

Latent Structure of a Brief Clinical Battery of Neuropsychological Tests Administered In-Home Via Telephone

2020 ◽  
Author(s):  
Anastasia Matchanova ◽  
Michelle A Babicz ◽  
Luis D Medina ◽  
Samina Rahman ◽  
Briana Johnson ◽  
...  
Keyword(s):  
Executive Functions ◽  
Factor Structure ◽  
Neuropsychological Tests ◽  
Factor Model ◽  
Digit Span ◽  
Neuropsychological Battery ◽  
Memory And Attention ◽  
Sociodemographic Correlates ◽  
List Learning ◽  
Trail Making

Abstract Objective To examine the factor structure and sociodemographic correlates of a battery of clinical neuropsychological tests administered in-home and via telephone. Method Participants included 280 healthy adults who completed a 35–40 min battery consisting of seven auditory-verbal neuropsychological tests (i.e., 10 variables) that included digit span, list learning and memory, prospective memory, verbal fluency, and oral trail making. Results After removing oral trail making part A, a three-factor model comprised of executive functions, memory and attention demonstrated the best fit to the data. Nevertheless, the shared variance between the nine remaining neuropsychological variables was also adequately explained by a single-factor model and a two-factor model comprised of executive functions and memory. Factor scores were variably associated with education, race/ethnicity, and IQ, but not with sex or age. Conclusions Findings provide preliminary support for the feasibility and factor structure and sociodemographic correlates of a brief telephone-based screening neuropsychological battery comprised mostly of commonly administered clinical measures. Future studies are needed to determine the test–retest reliability, sensitivity, and ecological relevance of this battery, as well as equivalency to in-person assessment.

An investigation into the factor structure of the Cognitive Therapy Scale – Revised (CTS-R) in a CBT training sample

2021 ◽  
pp. 1-11
Author(s):  
Sarah Beale ◽  
Silia Vitoratou ◽  
Sheena Liness
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Cognitive Therapy ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Single Factor ◽  
Behaviour Therapy ◽  
Cognitive Behaviour ◽  
Confirmatory Factor

Abstract Background: Effective monitoring of cognitive behaviour therapy (CBT) competence depends on psychometrically robust assessment methods. While the UK Cognitive Therapy Scale – Revised (CTS-R; Blackburn et al., 2001) has become a widely used competence measure in CBT training, practice and research, its underlying factor structure has never been investigated. Aims: This study aimed to present the first investigation into the factor structure of the CTS-R based on a large sample of postgraduate CBT trainee recordings. Method: Trainees (n = 382) provided 746 mid-treatment audio recordings for depression (n = 373) and anxiety (n = 373) cases scored on the CTS-R by expert markers. Tapes were split into two equal samples counterbalanced by diagnosis and with one tape per trainee. Exploratory factor analysis was conducted. The suggested factor structure and a widely used theoretical two-factor model were tested with confirmatory factor analysis. Measurement invariance was assessed by diagnostic group (depression versus anxiety). Results: Exploratory factor analysis suggested a single-factor solution (98.68% explained variance), which was supported by confirmatory factor analysis. All 12 CTS-R items were found to contribute to this single factor. The univariate model demonstrated full metric invariance and partial scalar invariance by diagnosis, with one item (item 10 – Conceptual Integration) demonstrating scalar non-invariance. Conclusions: Findings indicate that the CTS-R is a robust homogenous measure and do not support division into the widely used theoretical generic versus CBT-specific competency subscales. Investigation into the CTS-R factor structure in other populations is warranted.

Factor Structure of the Scales for Assessing Emotional Disturbance : 3 Rating Scale for Students Identified With Emotional Disturbance

2021 ◽  
pp. 019874292110123
Author(s):  
Matthew C. Lambert ◽  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Internal Structure ◽  
Emotional Disturbance ◽  
Factor Structure ◽  
Rating Scale ◽  
Factor Model ◽  
Distinct Group ◽  
Considerable Proportion ◽  
Evidence Based ◽  
Validity Evidence ◽  
Common Variance

This study examined the internal structure of the Scales for Assessing Emotional Disturbance-3 Rating Scale (RS), a teacher-completed RS developed to measure emotional disturbance (ED). As defined in U.S. law and regulations, ED involves five characteristics or patterns of behavioral and emotional maladaptation. RS data obtained on a sample of students with ED were used to examine validity evidence based on the internal structure of the assessment. Of particular interest was the extent to which multivariate factors derived from the RS data conform to the five characteristics of ED stated in the definition. Results indicate that the RS data fit a 5-factor model reasonably well. A subsequent bifactor analysis identified a considerable proportion of common variance across factors, suggesting the presence of a strong general ED factor, two distinct group factors (Inability to Learn and Inappropriate Behavior), and three weak group factors. The findings provided evidence of the validity of the SAED-3 RS based on internal structure and pointed to support for use of the RS in contributing to the process of determining whether a student qualifies for the ED education disability. Implications for improved research on the nature of ED and how students with ED can be better served are discussed.

Exploring the Factor Structure of the Job Demands-Resources Measure With Patient Violence on Direct Care Workers in the Home Setting

2017 ◽  
Vol 25 (2) ◽  
pp. 257-274 ◽  
Author(s):  
Ha Do Byon ◽  
Donna Harrington ◽  
Carla L. Storr ◽  
Jane Lipscomb
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Job Demands ◽  
Direct Care ◽  
Direct Care Workers ◽  
Home Setting ◽  
Patient Violence ◽  
Measurement Framework ◽  
Care Workers

Background and Purpose: Workplace violence research in health care settings using the Job Demands-Resources (JD-R) framework is hindered by the lack of comprehensive examination of the factor structure of the JD-R measure when it includes patient violence. Is patient violence a component of job demands or its own factor as an occupational outcome? Method: Exploratory factor analysis and confirmatory factor analysis were conducted using a sample of direct care workers in the home setting (n = 961). Results: The overall 2-construct JD-R structure persisted. Patient violence was not identified as a separate factor from job demands; rather, two demand factors emerged: violence/emotional and workload/physical demands. Conclusions: Although the three-factor model fits the data, the two-factor model with patient violence being a component of job demands is a parsimonious and effective measurement framework.

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