Background The composite Unified Huntington’s Disease Ratings Scale (cUHDRS) is a combined score of measures of motor function (TMS), cognition (SDMT and SWR) and overall functional capacity (TFC). ...The cUHDRS was developed to assess multi-domain clinical progression in Huntington’s disease (HD), and was shown to be a sensitive, reliable, and valid. To support its use in clinical studies, further evidence is required. This includes estimates of clinically meaningful change of the cUHDRS and its individual measures. Aims To assess the reliability, validity and ability to detect change of the cUHDRS and to estimate minimal clinically meaningful within-patient cUHDRS change. Methods Data from an early manifest HD population (TFC≥5) from two multi-national registries (ENROLL-HD and REGISTRY) were used. Test-retest reliability was assessed by calculating the intraclass correlation coefficient (ICC) in a subset of patients with no change in Clinical Global Impression of Severity (CGI-S) score. Convergent validity was assessed by Spearman rank order correlations. Known-groups validity was assessed by analysis of covariance (ANCOVA) between groups defined by CGI-S. Ability to detect change was assessed by ANCOVA comparing groups based on CGI-S score change. Regression analyses were conducted to estimate meaningful change, using CGI-S and Independence Scale (IS) as anchors. Results Strong evidence of test-retest reliability, known-groups validity and ability to detect change was demonstrated. Convergent validity was supported by stronger correlations with measures that are more similar. Meaningful within-patient change was estimated. Conclusions cUHDRS is valid, reliable and able to detect change in patients with early manifest HD. Analyses anchored against CGI-S and IS support that a decline on the cUHDRS is clinically meaningful. Acknowledgements Funded by F. Hoffmann-La Roche.
In some fields of research, psychologists are interested in effect sizes that are large enough to make a difference to people’s subjective experience. Recently, an anchor-based method using a global ...rating of change was proposed as a way to quantify the smallest subjectively experienced difference—the smallest numerical difference in the outcome measure that, on average, corresponds to reported changes in people’s subjective experience. According to the method, the construct of interest is measured on two occasions (Time 1 and Time 2). At Time 2, people also use an anchor-item to report how much they experienced a change in the construct. Participants are then categorized as those who stayed the same, those who changed a lot, and those who changed a little. The average change score for those who changed a little is the estimate of the smallest subjectively experienced difference. In the present study, I examined two aspects of the method’s validity. First, I tested whether presenting the anchor-item before or after the Time 2 outcome measure influences the results. The results suggest that any potential influence of the anchor-position, assuming there is an influence, is likely to be small. Second, I examined the anchor-item’s validity correlations when the delay between Time 1 and 2 is one day to also see if the pattern is similar to past research where the delay was two and five days. The observed pattern of validity correlations was very similar. I note directions for future research.
A study was designed to validate in Spanish setting the gold standard for the measure of forgiveness, the Enright Forgiveness Inventory-30 (EFI-30). The EFI-30, a measure of forgiveness and a measure ...of social desirability were istered to a sample of 623 participants (66.8 % female, 32.4% male, 0.8% did not report) with a mean age of 29 years (SD = 14.65). Results: A confirmatory factorial analysis showed the best fit indexes (construct validity) for the seminal 6-factor structure (positive affect, negative affect, positive behavior, negative behavior, positive cognition, negative cognition) of the EFI-30 (factorial variance), a correlation with the measure of forgiveness (convergent validity), and a non-significant correlation with social desirability (discriminant validity). Validity; Reliability; Spanish validation; Factorial structure; Forgiveness model.
Network studies are an increasingly important source of evidence explaining the movement of sexually transmitted infections (STIs) through at-risk populations. This design type complements ...traditional epidemiological measures by incorporating spatial and temporal data about people’s social and sexual connections to evaluate the spread of STIs. This applied presentation describes the speaker’s experience initiating a multi-site sexual network study of syphilis transmission among men who have sex with men (MSM) in an LGBTQ-friendly Midwestern US city. She discusses challenges and field-tested solutions specific to chain-referral network studies across multiple domains, including: 1. ethical review, which required extensive education of IRB members and changes to local IRB policy prior to approval; 2. feasibility and acceptability, which required community engagement and sensitization to assuage participant concerns about confidentiality in the use of peer referrals and with the enumeration of sexual partners using modified identifiers; and, 3. data capture, including management challenges inherent to tracking sexual partners and behaviors over time, in the context of changing relationships (e.g., evolution and devolution of relationships from anonymous to casual to primary to dissolved to reinitiated), changing disease exposure, and use of a smartphone app to capture inter-visit behavioral risk data. She describes strategies used prior to and after study initiation to develop, maintain and enhance relationships with the target community, and future plans for continued engagement around dissemination of results. Accurate measurement of sensitive or stigmatized behavior presents a challenge to the validity of nearly all STI research. Maximizing the acceptability, feasibility and validity of network studies will lead to more accurate estimates of the drivers of STI transmission and will provide more valid insights about the opportunities for interventions to prevent and control STI outbreaks.DisclosureNo significant relationships.
Narrative competence has been defined as a bridge between oral and written language, given that it is acquired before children formally learn to read. This competence has shown to be a relevant ...factor in reading comprehension and school learning. This study examines the narrative comprehension task proposed by Paris and Paris (2003) and adapted in Chile by Silva et al. (2014) to detect changes in the development of this skill in a purposive sample of 172 Chilean preschoolers aged 2-4 years (121) and 4-6 years (51), 52% of whom were girls. The children, who resided in areas with an average vulnerability index of 86%, attended 9 subsidized private schools in the Metropolitan Region (72% of the sample) and 6 municipal schools in the BioBío Region (29% of the sample). Results show the tool’s structural validity, differential functioning by sex, and adequate internal consistency. Furthermore, the tool exhibits developmental sensitivity, yielding different results according to student age or educational level. The availability of instruments of this type makes it possible to identify children’s progress in this domain and organize pedagogical work to enhance their learning in early childhood education.
Validity and reliability as psychometric properties consist of complex processes that must be constantly reviewed to ensure the correct use of a measurement instrument. Therefore, the present study ...investigated the structural validity, factorial validity, and reliability of the Beck Anxiety Inventory (BAI) in its Argentine adaptation, using different methods in a sample of 746 participants (Mean = 33.49, SD = 10.55) belonging to the city of Buenos Aires and the Buenos Aires suburbs, in Argentina. Specifically, confirmatory factor analyses were performed to test the one-, two- and four-dimensional models, using unweighted least squares, robust maximum likelihood, diagonal weighted least squares, and robust generalized least squares estimation methods. In addition, test-retest reliability was investigated using alpha, omega, algebraic and factorial GLB, H, beta, and theta. The results indicate that the unidimensional model showed better goodness-of-fit indices regardless of the estimation method; and that all the reliability indices obtained were acceptable. This research provides strong evidence on the structural validity and reliability of the BAI.
El objetivo del estudio fue obtener la validez de contenido de la escala Eston-Parfitt Scale (E-P) para medir el esfuerzo percibido de niños jugadores de fútbol sala. Para ello, se obtuvo la ...validez de contenido a través de la consulta de expertos y niños. Los participantes fueron 34 expertos y 44 jugadores de fútbol sala. A los expertos se les solicitó que valorasen el grado de comprensión y adecuación cualitativa y cuantitativamente del encabezado, gráficos, etiquetas, rango de numeración y curva. Una vez obtenidas las valoraciones aportadas por los expertos, se procedió a la modificación de la escala, según los comentarios recibidos. Cuando se obtuvo la nueva versión de la escala se procedió a la valoración de la validez de contenido por parte de los jugadores. Los expertos valoraron positivamente el encabezado, gráficos, etiquetas, rango numérico y curva, de acuerdo a la comprensión y adecuación. No obstante, se atendió a todas sus aportaciones cualitativas al respecto. Los jugadores demostraron que el instrumento era comprensible, debido a que las tres preguntas planteadas fueron realizadas correctamente por al menos el 90%. En consecuencia, a través de la presente escala se puede realizar una evaluación más adecuada del esfuerzo percibido de los niños de entre 9 y 12 años que juegan al fútbol sala, porque el instrumentó se adaptó a ellos.
Abstract: The aim of the study was to obtain the content validity of the Eston-Parfitt Scale (E-P) to measure the perceived exertion of youth futsal players. For this purpose, content validity was obtained through consultation with experts and children. Participants were 34 experts and 44 futsal players. The experts were asked to evaluate the degree of understanding and qualitative and quantitative adequacy of the header, graphs, labels, numberical range and curve. Once the evaluations provided by the experts were obtained, the scale was modified according to the comments received. When the new version of the scale was obtained, the content validity was assessed by the players. The experts rated the header, graphs, labels, numerical range, and curve, positively in terms of comprehension and appropriateness. However, all the experts’ suggestions were addressed. Players demonstrated that the instrument was comprehensible, because at least the 90% of them answered the three questions correctly. Consequently, a more tailored assessment of 9-12-year-olds futsal players’ perceived exertion can be made through the present scale, because it was adapted to them.
En la presente investigación, se diseñó y validó en contenido un instrumento para evaluar competencias investigativas en posgrado. Para su diseño se integraron aspectos evidenciados en el desarrollo ...del trabajo de tesis. El instrumento fue revisado por cuatro expertos para el análisis de validez de facie y para el análisis de validez de contenido se efectuó un juicio de expertos. Concluidas estas fases se realizó un pilotaje del instrumento con 38 asesores para evaluar el grado de comprensión de instrucciones e ítems, así como la confiabilidad del instrumento. El instrumento se diseñó como rúbrica analítica socioformativa integrando cinco aspectos del desarrollo del trabajo de tesis a través de 11 ítems y para cada uno de ellos cinco niveles de desempeño con un descriptor propio. Los expertos expresaron sugerencias de redacción para optimizar la rúbrica. Los jueces expertos validaron en contenido los ítems (V de Aiken>0.80; VI del IC al 95%>0.75). El pilotaje mostró un buen grado de comprensión de las instrucciones e ítems y relevancia de las preguntas y se determinó que el instrumento posee confiabilidad (Alfa de Cronbach: 0.832). Se presenta un instrumento válido en contenido, sin embargo, se requiere proseguir con el análisis de sus propiedades psicométricas (validez de constructo y confiabilidad).
Introduccion: La memoria visual se define como la habilidad para recordar imagenes visuales en forma de objetos eventos o palabras. Investigaciones previas en ninos con dificultades de aprendizaje se ...han centrado principalmente en la relacion entre la memoria visual y el fracaso escolar. Objetivos: Desarrollar una prueba de memoria visual usando imagenes de objetos familiares y determinar sus valores normativos y evidencias de validez en una poblacion de ninos que padecen dificultades de aprendizaje ademas de un grupo control. Metodos y procedimientos: Un total de 330 ninos participaron en este estudio (7-14 anos), 190 padecian algun tipo de dificultad de aprendizaje y 140 no tenian ningun diagnostico. La memoria visual fue evaluada usado una prueba (VMTSP) basada en las figuras de Snodgrass que evaluo la memoria a corto, largo plazo y el reconocimiento. Tambien se utilizo la figura compleja de Rey y el Hooper Visual Organisation Test. Resultados: Los resultados de las tres variables del VMP-SP difirieron significativamente en ninos con dificultades de aprendizaje del grupo control. Las puntuaciones fueron influenciadas por la edad (con un mayor porcentaje de respuestas correctas proporcionadas por los ninos de mas edad), el genero, el nivel educativo de la madre y el habitat. Finalmente se encontro una correlacion moderada con otras pruebas de memoria visual. Conclusiones: VMT-SP es una nueva herramienta clinica para la evaluacion de la memoria visual. Se ha presentado evidencia de su validez concurrente y su aplicabilidad en la evaluacion de ninos que padecen dificultades de aprendizaje. Palabras clave Memoria Visual; Dificultades de Aprendizaje; Neuropsicologia; Ninos. Introduction: Visual memory can be defined as the ability to recall visual images in the form of objects events or words. Previous neuropsychological research on Learning Disabilities (LD) involving visual memory has been focused particularly on children who present nonverbal LD, and their scholar underachievement. Objective: This study aims to develop a visual memory test using recognisable objects and to determine their normative values and validity in a population of children with LD and in a control group. Methods and procedures: A total of 330 children participated in this study (7-14 years), 190 suffered of some kind of LD and 140 did not have any diagnosis. Visual Memory was assessed using a test (VMT-SP) based on Snodgrass Pictures (Snodgrass & Vanderwart, 1980) composed of a short-term, long-term and a recognition assessment. Rey Complex Figure Test (RCFT) and Hooper Visual Organisation Test (HVOT) were used to assess validity. Results: Short-term, long-term recall and long term recognition differed significantly between the LD children and the control group. Moreover, the scores were influenced by the age of the children (with a higher percentage of correct answers being given by the older children), gender, habitat and mother's level of education. Finally, the test results were associated with other measures of visual memory. Conclusions: VMT-SP is a new clinical tool for assessing visual memory. We present evidence of its concurrent validity and applicability in the evaluation of children with LD. Keywords Visual Memory; Learning Disabilities; Neuropsychology; Children.
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