Psychometric Properties of the Assessment, Evaluation, and Programming System for Infants and Children–Third Edition (AEPS-3)

2020 ◽  
pp. 105381512096735
Author(s):  
Jennifer Grisham ◽  
Misti Waddell ◽  
Rebecca Crawford ◽  
Michael Toland
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Concurrent Validity ◽  
Interrater Reliability ◽  
Validity Study ◽  
Programming System ◽  
Early Childhood Curriculum ◽  
Technical Adequacy ◽  
Goal Development ◽  
Early Evidence

The purpose of this article is to provide evidence of the technical adequacy of the Assessment, Evaluation, and Programming System–Third Edition (AEPS-3). The AEPS has long been identified as one of the most psychometrically sound early childhood curriculum-based assessments. In this article, results of three studies of technical adequacy are reviewed. First, a utility study was conducted to examine the degree to which teachers and providers found the AEPS-3 useful for its intended purposes (i.e., goal development and programming). Second, we examined the interrater reliability of the AEPS-3 by having teachers and providers view videotapes and score AEPS-3 items. Finally, a concurrent validity study was conducted, whereby a group of children were assessed using a norm-referenced assessment and the AEPS-3. Results of all three studies show provide early evidence that the AEPS-3 is psychometrically sound.

Psychometric Properties of the Infant Toddler Activity Card Sort

2021 ◽  
pp. 153944922110126
Author(s):  
Catherine R. Hoyt ◽  
Ashley C. Chuck ◽  
Taniya E. Varughese ◽  
Laura C. Fisher ◽  
Hannah E. Manis ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Concurrent Validity ◽  
Card Sort ◽  
Retest Reliability ◽  
Computer Adaptive Test ◽  
Goal Development ◽  
Engagement Interventions ◽  
Adequate Test ◽  
Test Retest Reliability ◽  
Repeat Assessment

The Infant Toddler Activity Card Sort (ITACS) is a new measure that engages caregivers in goal development by measuring participation in early childhood. Initial evaluation of the ITACS is required to assess its psychometric properties. To evaluate test–retest reliability, concurrent validity, and between-group differences of the ITACS. Caregivers ( N = 208) of children 0–3 years, who were typically developing (TD) or had a developmental delay (DD), completed the ITACS and Pediatric Evaluation of Disability Inventory–Computer Adaptive Test (PEDI-CAT) with repeat assessment after 2 weeks later ( n = 117). The ITACS demonstrated moderate concurrent validity with the PEDI-CAT. Children with DD had significantly more activity concerns on the ITACS than TD. Adequate test–retest reliability was not achieved. The ITACS is a useful tool for identifying caregiver concerns in activity engagement; interventions can be tailored to address concerns and increase participation in childhood routines.

scholarly journals Psychometric Comparisons of 4 Measures for Assessing Upper-Extremity Function in People With Stroke

2009 ◽  
Vol 89 (8) ◽  
pp. 840-850 ◽  
Author(s):  
Jau-Hong Lin ◽  
Miao-Ju Hsu ◽  
Ching-Fan Sheu ◽  
Tzung-Shian Wu ◽  
Ruey-Tay Lin ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Upper Extremity ◽  
Motor Function ◽  
Predictive Validity ◽  
Concurrent Validity ◽  
Interrater Reliability ◽  
Time Points ◽  
Function Test ◽  
Wolf Motor Function Test ◽  
Test Retest Reliability

BackgroundFunctional limitation of the upper extremities is common in patients with stroke. An upper-extremity measure with sound psychometric properties is indispensable for clinical and research use.ObjectiveThe purpose of this study was to compare the psychometric properties of 4 clinical measures for assessing upper-extremity motor function in people with stroke: the upper-extremity subscale of the Fugl-Meyer Motor Test (UE-FM), the upper-extremity subscale of the Stroke Rehabilitation Assessment of Movement, the Action Research Arm Test (ARAT), and the Wolf Motor Function Test.DesignThis was a prospective, longitudinal study.MethodsFifty-three people with stroke were evaluated with the 4 measures at 4 time points (14, 30, 90, and 180 days after stroke). Thirty-five participants completed all of the assessments. The ceiling and floor effects, validity (concurrent validity and predictive validity), and responsiveness of each measure were examined. Interrater reliability and test-retest reliability also were examined.ResultsAll measures, except for the UE-FM, had significant floor effects or ceiling effects at one or more time points. The Spearman ρ correlation coefficient for each pair of the 4 measures was ≥.81, indicating high concurrent validity. The predictive validity of the 4 measures was satisfactory (Spearman ρ, ≥.51). The responsiveness of the 4 measures at 14 to 180 days after stroke was moderate (.52 ≤ effect size ≤ .79). The 4 measures had good interrater reliability (intraclass correlation coefficient [ICC], ≥.92) and test-retest reliability (ICC, ≥.97). Only the minimal detectable changes of the UE-FM (8% of the highest possible score) and the ARAT (6%) were satisfactory.LimitationsThe sample size was too small to conduct data analysis according to type or severity of stroke. In addition, the timed component of the Wolf Motor Function Test was not used in this study.ConclusionsAll 4 measures showed sufficient validity, responsiveness, and reliability in participants with stroke. The UE-FM for assessing impairment and the ARAT for assessing disability had satisfactory minimal detectable changes, supporting their utility in clinical settings.

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

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.

The Stigma of Suicide Scale

Crisis ◽  
2013 ◽  
Vol 34 (1) ◽  
pp. 13-21 ◽  
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.

The Factor Structure and Psychometric Properties of the Resiliency Scale in Chinese Undergraduates

2010 ◽  
Vol 26 (3) ◽  
pp. 162-171 ◽  
Author(s):  
Lixia Cui ◽  
Xiujie Teng ◽  
Xupei Li ◽  
Tian P.S. Oei
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Higher Order ◽  
Criterion Variable ◽  
Confirmatory Factor ◽  
High Level ◽  
Chinese Undergraduates

The current study examined the factor structure and the psychometric properties of Sandra Prince-Embury’s Resiliency Scale for Adolescents (RESA) in Chinese undergraduates. A total of 726 undergraduate students were randomly divided into two subsamples: Sample A was used for the exploratory factor analysis (EFA) and Sample B was used for the confirmatory factor analysis (CFA). The EFA revealed that 56 items and a model of 10 factors with 3 higher order factors (as described by Sandra) were to be retained; CFA with Sample B confirmed this result. The overall scale and the subscales of the Chinese-RESA demonstrated a high level of internal consistency. Furthermore, concurrent validity was demonstrated by the correlation of the scale with other instruments such as the PANAS and the CSS, and the predictive validity was confirmed via three multiple regression analyses using the PANAS as a criterion variable: one for the 10 subscales of the C-RESA, one for the 3 higher order scales, and one for the total C-RESA. We concluded that the C-RESA may be used for research into Chinese undergraduates’ adaptive behaviors.

Development of Quality Early Childhood Care and Education (QECCE) Scale: Factor Structural and Psychometric Properties

2019 ◽  
Vol 18 (11) ◽  
pp. 385-396
Author(s):  
Wong Kung-Teck ◽  
Jamilah Omar ◽  
Sopia Md Yassin ◽  
Mazlina Che Mustafa ◽  
Norazilawati Abdullah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Scale Factor ◽  
Early Childhood Care ◽  
Childhood Care

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

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