The International journal of educational and psychological assessment最新文献

{"title":"The Response to Challenge Scale (RCS): The Development and Construct Validity of an Observer-Rated Measure of Children's Self-Regulation.","authors":"Kimberley D Lakes","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>In this manuscript, I present an observer-rated measure of child self-regulation, the Response to Challenge Scale (RCS). The RCS was designed to measure children's cognitive, affective, and motor regulation in response to a physical challenge course. 198 children (Kindergarten through fifth grade) were evaluated using the RCS. All children individually completed a challenge course on two separate occasions four months apart. During their completion of the tasks, research-trained observers rated the degree to which children exhibited cognitive, affective, and motor regulation. In a fully-crossed research design, five raters on Occasion 1 and six raters on Occasion 2 rated all children. I examined the RCS within the Generalizability Theory (GT) framework to analyze construct validity (PRS). Results demonstrated that raters are able to distinguish between children's self-regulation in various domains, providing some validity evidence for the RCS, and supporting the theory that self-regulation is a construct that is evidenced in different domains (Baumeister, 1997).</p>","PeriodicalId":90981,"journal":{"name":"The International journal of educational and psychological assessment","volume":"10 1","pages":"83-96"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4349369/pdf/nihms461022.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33112710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing the Construct and Content Validity of Rating Scales for Clinical Research: Using Qualitative Methods to Develop a Rating Scale to Assess Parental Perceptions of Their Role in Promoting Infant Exercise.","authors":"Ellen Olshansky, Kimberley D Lakes, Jessica Vaughan, Dana Gravem, Julia K Rich, Marissa David, Heather Nguyen, Dan Cooper","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>With a focus on the early stages of developing new assessment tools, we present an example of how researchers can apply qualitative data to the development of conceptual domains and specific items representing those domains for quantitative instruments. Specifically, our previous research examining mothers' perceptions and experiences of engaging in assisted exercise with their infants provided the foundation for the development of the Perceptions of Pediatric Activity Scale (PPAS). We describe the process we used to develop the PPAS as an exemplar for the process of incorporating qualitative data in instrument development. In addition, we address instrument development for diverse populations, and we provide examples illustrating how we extracted concepts using a concept-indicator model to construct the items in the PPAS. We conclude by noting that we are currently in the process of pilot-testing the PPAS to evaluate its utility and reliability.</p>","PeriodicalId":90981,"journal":{"name":"The International journal of educational and psychological assessment","volume":" ","pages":"36-50"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3806144/pdf/nihms461024.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40270327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales.","authors":"James M Swanson,&nbsp;Sabrina Schuck,&nbsp;Miranda Mann Porter,&nbsp;Caryn Carlson,&nbsp;Catharina A Hartman,&nbsp;Joseph A Sergeant,&nbsp;Walter Clevenger,&nbsp;Michael Wasdell,&nbsp;Richard McCleary,&nbsp;Kimberley Lakes,&nbsp;Timothy Wigal","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>An earlier version of this article was originally submitted for publication in early 2000 to introduce a new dimensional of concept of Attention Deficit Hyperactivity Disorder (ADHD) provided by the Strengths and Weaknesses of ADHD-symptoms and Normal-behavior (SWAN) rating scale. The SWAN was developed to correct some obvious deficiencies of the Swanson, Nolan and Pelham (SNAP) rating scale that was based on the categorical concept of ADHD. The first submission was not accepted for publication, so a draft of the article was posted on a website (www.ADHD.net). The SWAN scale was published as a table in a review article (Swanson et al, 2001) to make it available to those interested in this dimensional approach to assessment of ADHD. Despite its relative inaccessibility, the SWAN has been used in several genetic studies of ADHD (e.g., Hay, Bennett, Levy, Sergeant, & Swanson, 2005; Cornish et al, 2005) and has been translated into several languages for European studies of ADHD (e.g., Lubke et al, 2006; Polderman et al, 2010) and into Spanish for studies in the United States (e.g., Lakes, Swanson, & Riggs, 2011; Kudo et al., this issue). Recently, invitations to include the SWAN in the PhenX Toolkit (www.phenx.org) for genomic studies (Hamilton et al, 2011) and to describe thedimensional approach of the SWAN for discussion of diagnostic (Swanson, Wigal, & Lakes, 2009) and ethical (Swanson, Wigal, Lakes, &Volkow, 2011) issues has convinced us that the unpublished article is still relevant after more than a decade, so it is presented here with some minor updates. We use examples (a) to document some consequences (e.g., over-identification of extreme cases) of using statistical cutoffs based on the assumption for a distribution of SNAP ratings that is highly skewed and (b) to show how the SWAN corrects the skewness of the SNAP by rewording the items on the scale and using a wider range of rating alternatives, which corrects the tendency to over-identify extreme cases.</p>","PeriodicalId":90981,"journal":{"name":"The International journal of educational and psychological assessment","volume":"10 1","pages":"51-70"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4618695/pdf/nihms461025.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34118769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}