Synergistic interventions to control COVID-19: Mass testing and isolation mitigates reliance on distancing

Stay-at-home orders and shutdowns of non-essential businesses are powerful, but socially costly, tools to control the pandemic spread of SARS-CoV-2. Mass testing strategies, which rely on widely administered frequent and rapid diagnostics to identify and isolate infected individuals, could be a potentially less disruptive management strategy, particularly where vaccine access is limited. In this paper, we assess the extent to which mass testing and isolation strategies can reduce reliance on socially costly non-pharmaceutical interventions, such as distancing and shutdowns. We develop a multi-compartmental model of SARS-CoV-2 transmission incorporating both preventative non-pharmaceutical interventions (NPIs) and testing and isolation to evaluate their combined effect on public health outcomes. Our model is designed to be a policy-guiding tool that captures important realities of the testing system, including constraints on test administration and non-random testing allocation. We show how strategic changes in the characteristics of the testing system, including test administration, test delays, and test sensitivity, can reduce reliance on preventative NPIs without compromising public health outcomes in the future. The lowest NPI levels are possible only when many tests are administered and test delays are short, given limited immunity in the population. Reducing reliance on NPIs is highly dependent on the ability of a testing program to identify and isolate unreported, asymptomatic infections. Changes in NPIs, including the intensity of lockdowns and stay at home orders, should be coordinated with increases in testing to ensure epidemic control; otherwise small additional lifting of these NPIs can lead to dramatic increases in infections, hospitalizations and deaths. Importantly, our results can be used to guide ramp-up of testing capacity in outbreak settings, allow for the flexible design of combined interventions based on social context, and inform future cost-benefit analyses to identify efficient pandemic management strategies.

maat: An R Package for Multiple Administrations Adaptive Testing

Multiple Administrations Adaptive Testing (MAAT) is an extension of the shadow-test approach to CAT for the assessment framework involving multiple tests administered periodically throughout the year. The maat package utilizes multiple item pools vertically scaled across grades and multiple phases (stages) within each test administration, allowing for transitioning from an item pool to another as deemed necessary to further enhance the quality of assessment.

A-192 Preliminary Evidence to Support Use of Personal Protective Equipment (PPE) during Administration of the Neuropsychological Assessment Battery (NAB)

Objective In June 2020, the American Psychological Association acknowledged that use of personal protective equipment (PPE) was key to psychologists safely resuming in-person services. However, there is no empirical evidence on the impact of PPE in delivering the provision of essential mental health services. Of particular concern is the unprecedented use of PPE during psychological assessment, which inherently breaches standardized test administration procedures. The current study provides preliminary evidence to support use of PPE during administration of the Neuropsychological Assessment Battery (NAB). Method This is a paired-case control study in which participants were administered the NAB using PPE. These individuals were matched based on age, sex, and education with participants from the same setting who were administered the NAB using standardized test administration procedures. Results Independent samples t-tests were run to determine if there were differences in index scores between the PPE and non-PPE groups. There were no significant differences in the standard scores for the NAB Total Index and all NAB Index scores with the exception of Language. Among the subtests that comprise the Language Index, only T-scores on the Oral Production subtest difference significantly between the PPE and non-PPE groups. Conclusions With the exception of the Language Index, index standard scores for both groups were found to be generally statistically equivalent. Given the sample size and setting limitations, no clear conclusions can be drawn about why performance varied between groups on the Language Index. Nevertheless, these data provide preliminary support for the use of PPE during administration of selected modules of the NAB.

Test Delivery Medium Matters: Cognitive Effort Exertion on Assessment

Integration of e-learning and computerized assessments into many levels of educational programs has been increasing as digital technology progresses. Due to a handful of prominent advantages of computer-based-testing (CBT), a rapid transition in test administration mode from paper-based-testing (PBT) to CBT has emerged. Recently, many national and international testing agencies have been offering an electronic version of some low- and high-stake tests along with their paper versions. In this study, we aim to examine test administration mode effect from a standpoint of cognitive effort exertion. To this end, the results of this experimental study suggest that the cognitive effort exertion rates of CBT and PBT examinees are different. More specifically, the study results suggest empirical evidence that examinees exert higher cognitive effort in a CBT in comparison to its PBT counterpart.

Comparison of social cognition using an adapted Chinese version of the Reading the Mind in the Eyes Test in drug-naive and regularly medicated individuals with chronic schizophrenia and healthy controls in rural China

Background Social cognition has not previously been assessed in treatment-naive patients with chronic schizophrenia, in patients over 60 years of age, or in patients with less than 5 years of schooling. Methods We revised a commonly used measure of social cognition, the Reading the Mind in the Eyes Test (RMET), by expanding the instructions, using both self-completion and interviewer-completion versions (for illiterate respondents), and classifying each test administration as ‘successfully completed’ or ‘incomplete’. The revised instrument (RMET-CV-R) was administered to 233 treatment-naive patients with chronic schizophrenia (UT), 154 treated controls with chronic schizophrenia (TC), and 259 healthy controls (HC) from rural communities in China. Results In bivariate and multivariate analyses, successful completion rates and RMET-CV-R scores (percent correct judgments about emotion exhibited in 70 presented slides) were highest in HC, intermediate in TC, and lowest in UT (adjusted completion rates, 97.0, 72.4, and 49.9%, respectively; adjusted RMET-CV-R scores, 45.4, 38.5, and 34.6%, respectively; all p < 0.02). Stratified analyses by the method of administration (self-completed v. interviewer-completed) and by education and age (‘educated-younger’ v. ‘undereducated-older’) show the same relationship between groups (i.e. NC>TC>UT), though not all differences remain statistically significant. Conclusions We find poorer social cognition in treatment-naive than in treated patients with chronic schizophrenia. The discriminant validity of RMET-CV-R in undereducated, older patients demonstrates the feasibility of administering revised versions of RMET to patients who may otherwise be considered ineligible due to education or age by changing the method of test administration and carefully assessing respondents' ability to complete the task successfully.

STUDENTS PERCEPTIONS OF STUDENT SUPPORT SERVICES (SSS) IN A STATE UNIVERSITY

While the university has dedicated considerable resources to student support services development, no comprehensive study offers knowledge about its availability, delivery, and effectiveness as perceived by the students. This study aims to provide information on student support services effectiveness as perceived by the 300 randomly selected students. Satisfaction level of students toward library services, internet and computer laboratory services, examination and test administration, and curriculum and content delivery were determined. Results revealed that most students are satisfied with library services, examination and test administration, and curriculum and content delivery of the university. However, they were demotivated about the internet and computer laboratory services. Its implication to policymakers and administrations is to provide more volition to enabling support services to benefit students welfare. The researchers recommend that the administration conduct an annual support services assessment to ensure that the current services effectively address the students needs and concerns. Moreover, the researchers recommend conducting a rigorous study on student support services to establish the results integrity and reliability. Using mixed-method research design and the inclusion of other support services areas will shed more light on its effectiveness.