Sentences with phrase «social validity study»

Professional Standards and the Link Social Validity Study with Sophia Hubbell & Eileen McKeating

Examining the value of a performance - based assessment: a social validity study.

Not exact matches

Philosophers, theologians, and social scientists who formerly were fascinated by the comparative approach to the study of world religions have begun to question the validity of such an approach.

A study of the impact of a social program that has high internal validity is designed and analyzed such that there is confidence that the groups being compared differ only in their experience of the treatment program.

In addition, since the effectiveness of technology integration can influence future teaching decisions, we gathered social validity data regarding the participants» perceptions of the iPad implementation process during the study.

This study was focused on evaluating the reliability and validity of social - emotional learning assessments.

A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers» ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement.

Consequently, new tests — of generally unknown reliability or validity — materialized around the country for rating physical education, social studies and first - grade teachers, among others.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Previous research has found that surveys can be administered with reliability and validity to 9 - to 10 - year old children in the areas of social and emotional development, school experiences, relatedness (e.g., Battistich et al. 1997; Developmental Studies Center 2001), health (e.g., WestEd 2011), and after - school time use (Schonert - Reichl et al. 2007).

This did support, within the current small sample the basic distinction indicated in the recent construct validity studies between a socially affective and a social control component rather than Schutz's model.

In the following studies, the investment model should be applied to homosexuals, married couples, male victims, and other participants who have a different social economic status to generalize the investment model's validity.

The aim of the current study was to test first the validity of the social learning model, in which children's externalizing behavior (EB) is considered to be related to problematic parenting, and second, whether and to what extent mothers and fathers moderate the influence of each other's parenting on children's EB.

Dr. Kerr also has worked on large studies of hospitalized suicidal adolescents to compare the predictive validity of assessment instruments and dimensions of suicidal thinking; to identify subgroups of adolescents at high risk for suicide attempt; and to understand the effects of a social support intervention on suicidal thoughts and behaviors.

Dr. Clark has been Principal Investigator and Co-Investigator on numerous NIH funded studies including a randomized clinical trial examining the efficacy of a mother - infant relational approach for women experiencing major depression in the postpartum period and another investigating the validity of screening and assessment measures of social - emotional functioning in infants and young children.

This study examined the validity of micro social observations and macro ratings of parent — child interaction in early to middle childhood.

Here, we aimed to replicate and extend those initial studies by examining the factor structure, construct validity, and treatment sensitivity of the NSPS in samples of community - based participants with a principal diagnosis of social anxiety disorder (SAD), a principal anxiety disorder diagnosis other than SAD, or no history of psychological problems.

The purpose of the present study was to examine the predictive validity of several theoretical factors drawn from control, social learning, and differential association theories for explaining adolescent sexual behavior.

Compared with prior research, our study significantly expands inquiry in this area by broadening the range of social participation indicators examined, increasing the external validity of findings, focusing on the under - studied developmental stage of adolescence, and taking an ecological approach that included many potential correlates of social participation.

In summary, compared with prior research, our study significantly expands inquiry in this area by broadening the range of social participation indicators examined, by increasing the external validity of findings, by focusing on the under - studied developmental stage of adolescence, and by taking an ecological approach that included many potential correlates of social participation.

Social and mental intelligence quotients (IQs) were examined by the Arabic version of Vineland Adaptive Behavior Scale.12 The Arabic version was validated with good reliability and validity and used in many studies in Arab Countries.13 The parent / caregiver rating form used in this study was presented in the checklist format and was translated into Arabic.14 For assessing disruptive behavior disorders (attention deficit / hyperactive disorder [ADHD], oppositional defiant disorder (ODD), and conduct disorder [CD]-RRB-, all patients and their brothers or sisters were interviewed by a psychiatrist using the Arabic version of Mini International Neuropsychiatric Interview for Children (MINI-KID) 15,16 and disruptive behavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child together.

The criterion validity and clinical relevance of the QPCCE were investigated in Study 3 via the relations between parental emotion - related conversations and their children's social and emotional competences.