Consistent Assessment Procedures Using Conditional Utility Functions

1979 ◽  
Vol 27 (5) ◽  
pp. 1054-1066 ◽  
Author(s):  
David E. Bell
Keyword(s):  
Utility Functions ◽  
Consistent Assessment ◽  
Assessment Procedures ◽  
Conditional Utility

scholarly journals CUI Networks: A Graphical Representation for Conditional Utility Independence

2008 ◽  
Vol 31 ◽  
pp. 83-112 ◽  
Author(s):  
Y. Engel ◽  
M. P. Wellman
Keyword(s):  
Graphical Representation ◽  
Utility Functions ◽  
Multiattribute Utility ◽  
Preference Modeling ◽  
Network Construction ◽  
Functional Decomposition ◽  
Multiple Attributes ◽  
Utility Independence ◽  
Conditional Utility ◽  
Graph Nodes

We introduce CUI networks, a compact graphical representation of utility functions over multiple attributes. CUI networks model multiattribute utility functions using the well-studied and widely applicable utility independence concept. We show how conditional utility independence leads to an effective functional decomposition that can be exhibited graphically, and how local, compact data at the graph nodes can be used to calculate joint utility. We discuss aspects of elicitation, network construction, and optimization, and contrast our new representation with previous graphical preference modeling.

Sources of Bias in Assessment Procedures for Utility Functions

1982 ◽  
Vol 28 (8) ◽  
pp. 936-954 ◽  
Author(s):  
John C. Hershey ◽  
Howard C. Kunreuther ◽  
Paul J. H. Schoemaker
Keyword(s):  
Utility Functions ◽  
Assessment Procedures

SOURCES OF BIAS IN ASSESSMENT PROCEDURES FOR UTILITY FUNCTIONS

1988 ◽  
pp. 422-442 ◽  
Author(s):  
John C. Hershey ◽  
Howard C. Kunreuther ◽  
Paul J. H. Schoemaker
Keyword(s):  
Utility Functions ◽  
Assessment Procedures

scholarly journals The strategic biomarker roadmap for the validation of Alzheimer’s diagnostic biomarkers: methodological update

2021 ◽  
Author(s):  
Marina Boccardi ◽  
Alessandra Dodich ◽  
Emiliano Albanese ◽  
Angèle Gayet-Ageron ◽  
Cristina Festari ◽  
...  
Keyword(s):  
Data Extraction ◽  
Research Priorities ◽  
Decision Procedures ◽  
Clinical Implementation ◽  
Cross Sectional ◽  
Diagnostic Biomarkers ◽  
Consistent Assessment ◽  
Biomarker Research ◽  
Assessment Procedures ◽  
Study Designs

Abstract Background The 2017 Alzheimer’s disease (AD) Strategic Biomarker Roadmap (SBR) structured the validation of AD diagnostic biomarkers into 5 phases, systematically assessing analytical validity (Phases 1–2), clinical validity (Phases 3–4), and clinical utility (Phase 5) through primary and secondary Aims. This framework allows to map knowledge gaps and research priorities, accelerating the route towards clinical implementation. Within an initiative aimed to assess the development of biomarkers of tau pathology, we revised this methodology consistently with progress in AD research. Methods We critically appraised the adequacy of the 2017 Biomarker Roadmap within current diagnostic frameworks, discussed updates at a workshop convening the Alzheimer’s Association and 8 leading AD biomarker research groups, and detailed the methods to allow consistent assessment of aims achievement for tau and other AD diagnostic biomarkers. Results The 2020 update applies to all AD diagnostic biomarkers. In Phases 2–3, we admitted a greater variety of study designs (e.g., cross-sectional in addition to longitudinal) and reference standards (e.g., biomarker confirmation in addition to clinical progression) based on construct (in addition to criterion) validity. We structured a systematic data extraction to enable transparent and formal evidence assessment procedures. Finally, we have clarified issues that need to be addressed to generate data eligible to evidence-to-decision procedures. Discussion This revision allows for more versatile and precise assessment of existing evidence, keeps up with theoretical developments, and helps clinical researchers in producing evidence suitable for evidence-to-decision procedures. Compliance with this methodology is essential to implement AD biomarkers efficiently in clinical research and diagnostics.

The Need for a Broad-Based Model of Phonological Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Speech Production ◽  
Phonological Disorders ◽  
Production Processes ◽  
Assessment And Treatment ◽  
Speech Delays ◽  
Explanatory Adequacy ◽  
State Of Affairs ◽  
Assessment Procedures ◽  
Treatment Procedures

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

Academic Training of Audiology Graduate Students in Vestibular Evaluation and Balance Assessment Procedures

2013 ◽  
Vol 40 (Fall) ◽  
pp. 116-137
Author(s):  
Ashleigh J. Callahan ◽  
Andrea B. Yost ◽  
Kimberly L. Richards ◽  
Amy L. Rogers
Keyword(s):  
Graduate Students ◽  
Academic Training ◽  
Balance Assessment ◽  
Assessment Procedures

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Differences in Suicidal Thoughts and Behaviors Among Three Racial Groups

Crisis ◽  
2020 ◽  
Vol 41 (3) ◽  
pp. 172-178
Author(s):  
Brooke A. Ammerman ◽  
Martha K. Fahlgren ◽  
Kristen M. Sorgi ◽  
Michael S. McCloskey
Keyword(s):  
Suicide Attempts ◽  
Health Concern ◽  
Future Research ◽  
Racial Groups ◽  
Contributing Factors ◽  
Suicidal Thoughts ◽  
Final Sample ◽  
And Behaviors ◽  
Assessment Procedures ◽  
Suicidal Thoughts And Behaviors

Abstract. Background: Despite being a major public health concern, it is unclear how suicidal thoughts and behaviors differentially impact separate racial groups. Aims: The aim of the current study was to examine the occurrence of nonlethal suicide events, in addition to suicide attempt characteristics and factors contributing to suicide attempts. Method: A final sample of 7,094 undergraduates from a large northeastern university, identifying as members of three racial groups (White [67.30%], Black [17.30%], and Asian [15.40%]), completed online questionnaires. Results: White participants reported increased likelihood of endorsing lifetime suicidal ideation and plan, whereas Black participants reported decreased likelihood of these events; no differences were found in rates of lifetime suicide attempts. Black participants' suicidal behavior may involve greater ambivalence of intent. A higher proportion of Asian participants endorsed interpersonal factors as contributing to their suicide attempts, whereas a greater percentage of White participants reported internal contributing factors. Limitations: Findings are limited by the sample size and assessment of lifetime suicidal thoughts and behaviors. Conclusion: The findings present a more nuanced look at attitudes and actions related to suicidal thoughts and behaviors that may inform future research and risk assessment procedures.

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