A Reference Guide for Psychological Measures

1972 ◽  
Vol 31 (3) ◽  
pp. 751-768 ◽  
Author(s):  
Thomas E. Backer
Keyword(s):  
Psychological Tests ◽  
Behavioral Sciences ◽  
Psychological Measures ◽  
Reference Guide ◽  
Other Information

An inventory of people, publications and projects which might serve as resources for locating psychological tests or information about them is presented. This compendium is designed to serve as a ready reference guide for instrument information seekers in the behavioral sciences and includes (where available) addresses, quoted prices, and other information pertinent to fuller use of these resources, as well as summaries of their features. Most of the identified resources can be tapped through correspondence or through use of an institutional library. By using these resources, duplication of effort and time spent locating instruments could be significantly reduced.

Psychological test performance and sedation thresholds of elderly dements, depressives and depressives with incipient brain change

1978 ◽  
Vol 8 (1) ◽  
pp. 103-109 ◽  
Author(s):  
Gaius Davies ◽  
Susan Hamilton ◽  
D. E. Hendrickson ◽  
Raymond Levy ◽  
Felix Post
Keyword(s):  
Test Performance ◽  
Late Life ◽  
Psychological Tests ◽  
Psychological Test ◽  
Psychomotor Speed ◽  
Age Changes ◽  
Present Sample ◽  
Psychological Measures ◽  
Threshold Measure ◽  
Brain Change

SynopsisAs expected, dements, depressives and patients with a mixed psychopathology were differentiated from one another on the sedation threshold measure and on a number of psychological tests. In depressives responding to treatment significant changes in physiological and psychological measures, which had been reported in an earlier study, could not be replicated except for an increase of psychomotor speed. In the present sample of patients there were significant correlations between various psychological measures and between them and the levels of the sedation threshold, suggesting that sedation thresholds and psychological tests measured related cerebral functions. Evidence obtained from the earlier investigations to the effect that cerebral age changes short of those occurring in dementia may facilitate the occurrence of depression in late life was only weakly confirmed by the replication study.

Another look at behavioral sciences in dentistry: perspectives on collaborative clinical research

1984 ◽  
Vol 48 (8) ◽  
pp. 448-452
Author(s):  
LA Tedesco ◽  
JE Albino ◽  
WM Feagans ◽  
RS Mackenzie
Keyword(s):  
Clinical Research ◽  
Behavioral Sciences

A Review of 21 iPad Applications for Augmentative and Alternative Communication Purposes

2012 ◽  
Vol 21 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Ashley Alliano ◽  
Kimberly Herriger ◽  
Anthony D. Koutsoftas ◽  
Theresa E. Bartolotta
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cost Effective ◽  
Alternative Form ◽  
Alternative Communication ◽  
Text To Speech ◽  
Reference Guide ◽  
Expressive Communication ◽  
Communication Needs ◽  
User Friendly ◽  
Ipad Applications

Abstract Using the iPad tablet for Augmentative and Alternative Communication (AAC) purposes can facilitate many communicative needs, is cost-effective, and is socially acceptable. Many individuals with communication difficulties can use iPad applications (apps) to augment communication, provide an alternative form of communication, or target receptive and expressive language goals. In this paper, we will review a collection of iPad apps that can be used to address a variety of receptive and expressive communication needs. Based on recommendations from Gosnell, Costello, and Shane (2011), we describe the features of 21 apps that can serve as a reference guide for speech-language pathologists. We systematically identified 21 apps that use symbols only, symbols and text-to-speech, and text-to-speech only. We provide descriptions of the purpose of each app, along with the following feature descriptions: speech settings, representation, display, feedback features, rate enhancement, access, motor competencies, and cost. In this review, we describe these apps and how individuals with complex communication needs can use them for a variety of communication purposes and to target a variety of treatment goals. We present information in a user-friendly table format that clinicians can use as a reference guide.

Impairment Tutorial: Spinal Cord Stimulation and Intraspinal Opioids:Impairment Rating Issues

2000 ◽  
Vol 5 (5) ◽  
pp. 4-5
Author(s):  
James B. Talmage ◽  
Leon H. Ensalada
Keyword(s):  
Medical Records ◽  
Evaluation Process ◽  
Current Approach ◽  
Satisfaction Survey ◽  
Start Time ◽  
Medical Evaluation ◽  
Independent Medical Evaluation ◽  
Other Information ◽  
Physician Reviews ◽  
Written Informed Consent

Abstract Evaluators must understand the complex overall process that makes up an independent medical evaluation (IME), whether the purpose of the evaluation is to assess impairment or other care issues. Part 1 of this article provides an overview of the process, and Part 2 [in this issue] reviews the pre-evaluation process in detail. The IME process comprises three phases: pre-evaluation, evaluation, and postevaluation. Pre-evaluation begins when a client requests an IME and provides the physician with medical records and other information. The following steps occur at the time of an evaluation: 1) patient is greeted; arrival time is noted; 2) identity of the examinee is verified; 3) the evaluation process is explained and written informed consent is obtained; 4) questions or inventories are completed; 5) physician reviews radiographs or diagnostic studies; 6) physician records start time and interviews examinee; 7) physician may dictate the history in the presence of the examinee; 8) physician examines examinee with staff member in attendance, documenting negative, physical, and nonphysiologic findings; 9) physician concludes evaluation, records end time, and provides a satisfaction survey to examinee; 10) examinee returns satisfaction survey before departure. Postevaluation work includes preparing the IME report, which is best done immediately after the evaluation. To perfect the IME process, examiners can assess their current approach to IMEs, identify strengths and weaknesses, and consider what can be done to improve efficiency and quality.

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