Concurrent Validity of Q-TFA with PROMIS and Prosthetic Wear Time in Transfemoral Amputees

Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

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Cultural and Linguistic Adaptation of the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) Into Hindi

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00348 ◽

2020 ◽

Vol 63 (12) ◽

pp. 3974-3981

Author(s):

Ashwini Joshi ◽

Isha Baheti ◽

Vrushali Angadi

Keyword(s):

Strong Correlation ◽

Concurrent Validity ◽

Interrater Reliability ◽

Voice Quality ◽

Weak Correlation ◽

Voice Assessment ◽

Perceptual Evaluation ◽

Severity Grade ◽

Normal Voice ◽

Group A

Aim The purpose of this study was to develop and assess the reliability of a Hindi version of the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V). Reliability was assessed by comparing Hindi CAPE-V ratings with English CAPE-V ratings and by the Grade, Roughness, Breathiness, Asthenia and Strain (GRBAS) scale. Method Hindi sentences were created to match the phonemic load of the corresponding English CAPE-V sentences. The Hindi sentences were adapted for linguistic content. The original English and adapted Hindi CAPE-V and GRBAS were completed for 33 bilingual individuals with normal voice quality. Additionally, the Hindi CAPE-V and GRBAS were completed for 13 Hindi speakers with disordered voice quality. The agreement of CAPE-V ratings was assessed between language versions, GRBAS ratings, and two rater pairs (three raters in total). Pearson product–moment correlation was completed for all comparisons. Results A strong correlation ( r > .8, p < .01) was found between the Hindi CAPE-V scores and the English CAPE-V scores for most variables in normal voice participants. A weak correlation was found for the variable of strain ( r < .2, p = .400) in the normative group. A strong correlation ( r > .6, p < .01) was found between the overall severity/grade, roughness, and breathiness scores in the GRBAS scale and the CAPE-V scale in normal and disordered voice samples. Significant interrater reliability ( r > .75) was present in overall severity and breathiness. Conclusions The Hindi version of the CAPE-V demonstrates good interrater reliability and concurrent validity with the English CAPE-V and the GRBAS. The Hindi CAPE-V can be used for the auditory-perceptual voice assessment of Hindi speakers.

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MVII Scores for Two-Year College Students in Four Vocational Curriculums: A Concurrent Validity Study

Measurement and Evaluation in Guidance ◽

10.1080/00256307.1977.12022103 ◽

1977 ◽

Vol 10 (1) ◽

pp. 31-36 ◽

Cited By ~ 1

Author(s):

James L. Bliss ◽

Stuart E. Smith

Keyword(s):

College Students ◽

Concurrent Validity ◽

Validity Study ◽

Two Year College ◽

Two Year College Students

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Too Much to Bear

Crisis ◽

10.1027/0227-5910/a000355 ◽

2016 ◽

Vol 37 (1) ◽

pp. 59-67 ◽

Cited By ~ 2

Author(s):

Nicole J. Peak ◽

James C. Overholser ◽

Josephine Ridley ◽

Abby Braden ◽

Lauren Fisher ◽

...

Keyword(s):

Suicidal Ideation ◽

Concurrent Validity ◽

Medical Center ◽

Psychiatric Patients ◽

Preliminary Evidence ◽

Diagnostic Interview ◽

Veterans Affairs ◽

Self Report ◽

Perceived Burdensomeness ◽

Scale Method

Abstract. Background: People who feel they have become a burden on others may become susceptible to suicidal ideation. When people no longer feel capable or productive, they may assume that friends and family members would be better off without them. Aim: The present study was designed to assess preliminary psychometric properties of a new measure, the Perceived Burdensomeness (PBS) Scale. Method: Depressed psychiatric patients (N = 173) were recruited from a veterans affairs medical center. Patients were assessed with a structured diagnostic interview and self-report measures assessing perceived burdensomeness, depression severity, hopelessness, and suicidal ideation. Results: The present study supported preliminary evidence of reliability and concurrent validity of the PBS. Additionally, perceived burdensomeness was significantly associated with higher levels of hopelessness and suicidal ideation. Conclusion: It is hoped that with the aid of the PBS clinicians may be able to intervene more specifically in the treatment of suicidality.

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The Stigma of Suicide Scale

Crisis ◽

10.1027/0227-5910/a000156 ◽

2013 ◽

Vol 34 (1) ◽

pp. 13-21 ◽

Cited By ~ 82

Author(s):

Philip J. Batterham ◽

Alison L. Calear ◽

Helen Christensen

Keyword(s):

Construct Validity ◽

Psychometric Properties ◽

Factor Structure ◽

Internal Consistency ◽

Concurrent Validity ◽

Online Survey ◽

National University ◽

Stigmatizing Attitudes ◽

High Internal Consistency ◽

At Home

Background: There are presently no validated scales to adequately measure the stigma of suicide in the community. The Stigma of Suicide Scale (SOSS) is a new scale containing 58 descriptors of a “typical” person who completes suicide. Aims: To validate the SOSS as a tool for assessing stigma toward suicide, to examine the scale’s factor structure, and to assess correlates of stigmatizing attitudes. Method: In March 2010, 676 staff and students at the Australian National University completed the scale in an online survey. The construct validity of the SOSS was assessed by comparing its factors with factors extracted from the Suicide Opinion Questionnaire (SOQ). Results: Three factors were identified: stigma, isolation/depression, and glorification/normalization. Each factor had high internal consistency and strong concurrent validity with the Suicide Opinion Questionnaire. More than 25% of respondents agreed that people who suicided were “weak,” “reckless,” or “selfish.” Respondents who were female, who had a psychology degree, or who spoke only English at home were less stigmatizing. A 16-item version of the scale also demonstrated robust psychometric properties. Conclusions: The SOSS is the first attitudes scale designed to directly measure the stigma of suicide in the community. Results suggest that psychoeducation may successfully reduce stigma.

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The Schoolwork Engagement Inventory

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000091 ◽

2012 ◽

Vol 28 (1) ◽

pp. 60-67 ◽

Cited By ~ 87

Author(s):

Katariina Salmela-Aro ◽

Katja Upadaya

Keyword(s):

Secondary School ◽

Concurrent Validity ◽

Structural Equation ◽

Self Esteem ◽

Equation Modeling ◽

Validity And Reliability ◽

Older Students ◽

School Students ◽

Factor Solution ◽

Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000322 ◽

2018 ◽

Vol 34 (3) ◽

pp. 193-205 ◽

Cited By ~ 2

Author(s):

Julia Steinbach ◽

Heidrun Stoeger

Keyword(s):

Factor Analysis ◽

Primary School ◽

Factor Structure ◽

Concurrent Validity ◽

Binary Logistic Regression ◽

Affective Component ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers Attitudes ◽

Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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Detection of Malingered Neurocognitive Dysfunction Among Patients with Acquired Brain Injuries

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000154 ◽

2013 ◽

Vol 29 (4) ◽

pp. 253-262 ◽

Cited By ~ 6

Author(s):

Omer Hegedish ◽

Dan Hoofien

Keyword(s):

Response Bias ◽

Concurrent Validity ◽

Convergent Validity ◽

Brain Injuries ◽

Neurocognitive Dysfunction ◽

Word Memory Test ◽

Malingered Neurocognitive Dysfunction ◽

Compensation Seeking ◽

Seeking Behavior ◽

Verbal Test

The Word Memory Test (WMT) is one of the most sensitive forced-choice tests available designed to evaluate negative response bias (NRB). Presently there is no valid verbal test designed to evaluate NRB for Hebrew-speaking patients. The aims of the present study were to validate the response bias measures of the WMT among Hebrew-speaking patients with acquired brain injuries and to reveal the malingering base rate among Israeli patients involved in compensation-seeking. Participants were 112 patients. The Test of Memory Malingering (TOMM) was used for convergent validity and injury related variables were used for concurrent validity. A translated version of the WMT had high split-half reliability. Regarding convergent validity, WMT effort measures had high positive correlations with the TOMM. Moreover, based on TOMM cutoff scores for classification, the WMT had reasonable classification rates. Regarding concurrent validity, multivariate logistic regression revealed that failure in the WMT was significantly predicted by normal brainscans and involvement in compensation-seeking behavior. The baserate of probable malingering was 34%. These findings emphasize the universality of the WMT in detecting NRB and establishing a malingered neurocognitive dysfunction baserate among Israeli patients involved in compensation-seeking.

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Expressed Emotion in the Client-Professional Dyad

European Journal of Psychological Assessment ◽

10.1027/1015-5759.20.4.237 ◽

2004 ◽

Vol 20 (4) ◽

pp. 237-246 ◽

Cited By ~ 7

Author(s):

G. Van Humbeeck ◽

Ch. Van Audenhove ◽

G. Storms ◽

M. De Hert ◽

G. Pieters ◽

...

Keyword(s):

Therapeutic Relationship ◽

Correlation Matrix ◽

Concurrent Validity ◽

Positive Relationship ◽

Expressed Emotion ◽

Family Interview ◽

Insufficient Time ◽

Perceived Criticism

Summary: Background: This article reports on a study of the concurrent validity between the standard expressed emotion instrument, the Camberwell Family Interview (CFI), and two alternative EE measures, the Level of Expressed Emotion (LEE) and the Perceived Criticism Scale (PCS). Methods: The research sample consisted of 56 schizophrenic clients, who were residing in sheltered residences, and 56 professionals. Results: Based on the results of the correlation matrix between all the subscales of the instruments, a significantly positive relationship was found between the criticism scale of the CFI, the total score of the LEE, and the client version of the PCS. These correlations, however, were rather weak, which implies that the three instruments have little in common with each other. The professionals' version of the PCS does not appear to be an EE instrument. Conclusions: The results suggest that the CFI still remains the best instrument for assessing EE in a therapeutic relationship (between a professional and a client). If there is insufficient time to administer the CFI, then the client version of the PCS and the LEE can be used with the qualification that the PCS and LEE also measure other aspects and thus cannot completely replace the CFI. Nevertheless, the research indicates that asking the clients would seem to provide a better indication of the level of the professionals' criticism rather than asking the professionals themselves directly.

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