Coding Sheet Research Articles

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

Psychopathy and predatory violence in homicide, violent, and sexual offences: Factor and facet relations

Purpose. Evidence has been found pointing to a relationship between psychopathy and predatory violence. The present study investigated the violence mode and its relationship with psychopathy on factor as well as on facet levels. It was hypothesized that predatory violence would be related to the affective and/or interpersonal facets of psychopathy. A subsidiary hypothesis was that sexual offences could also be differentiated by means of violence mode.Methods. Participants were 82 male inmates convicted of a violent crime, a sexual crime, or a homicide. Psychopathy was assessed with the Hare PCL‐R2and the violence mode was assessed by means of Cornell's Aggressive Incident Coding Sheet, based on interviews with the offenders and a review of the official record.Results. On the psychopathy subcomponent level, only the interpersonal facet was positively related with predatory violence. This association makes sense considering that psychopaths' interactions with others are defined by gradients of power and control and narcissistic gratification, rather than by attachment patterns. By contrast, the antisocial facet was associated negatively with predatory violence. Our subsidiary hypothesis concerning the possibility of differentiating sexual violence on the basis of the two violence modes was not confirmed.Conclusions. The present results add to the growing evidence that predatory violence is related to the personality traits of psychopathy rather than to its life‐style and antisocial characteristics. Therefore, a risk analysis of future predatory violent behaviour might benefit from the inclusion of the assessment of the personality facets of psychopathy instead of focusing solely on the antisocial behaviour.

Translational Research: Bridging the Gap between Long-Term Weight Loss Maintenance Research and Practice

The number of US adults classified as overweight or obese has dramatically increased in the past 25 years, resulting in a significant body of research addressing weight loss and weight loss maintenance. However, little is known about the potential of weight loss maintenance interventions to be translated into actual practice settings. Thus, the purpose of this article is to determine the translation potential of published weight loss maintenance intervention studies by determining the extent to which they report information across the reach, efficacy/effectiveness, adoption, implementation, and maintenance (RE-AIM) framework. A secondary purpose is to provide recommendations for research based on these findings. To identify relevant research articles, a literature search was conducted using four databases; 19 weight loss maintenance intervention studies were identified for inclusion. Each article was evaluated using the RE-AIM Coding Sheet for Publications to determine the extent to which dimensions related to internal and external validity were reported. Approximately half of the articles provided information addressing three RE-AIM dimensions, yet only a quarter provided information addressing adoption and maintenance. Significant gaps were identified in understanding external validity, and metrics that could facilitate the translation of these interventions from research to practice are presented. Based upon this review, it is unknown how effective weight loss maintenance interventions could be in real-world situations, such as clinical or community practice settings. Future studies should be planned to address how weight loss maintenance intervention programs will be adopted and maintained, with special attention to costs for participants and for program implementation.

The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student‐centered science classrooms

This study describes the development of an instrument to investigate the extent to which student‐centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student‐centered instruction literature and used by the authors to sort student actions in previous research. The SACS was administered across 22 Grade 6–8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter‐rater intraclass correlation reliability coefficients at the p < 0.01 level. After the final stage of development, the SACS instrument consisted of 24 items separated into three categories, which aligned with the factor analysis clustering of the items. Additionally, concurrent validity of the SACS was established with the Reformed Teaching Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student‐centered actions are occurring in science classrooms.

The development and validation of The Inquiry Science Observation Coding Sheet

Evaluation reports increasingly document the degree of program implementation, particularly the extent to which programs adhere to prescribed steps and procedures. Many reports are cursory, however, and few, if any, fully portray the long and winding path taken when developing evaluation instruments, particularly observation instruments. In this article, we describe the development of an observational method for evaluating the degree to which K-12 inquiry science programs are implemented, including the many steps and decisions that occurred during the development, and present evidence for the reliability and validity of the data that we collected with the instrument. The article introduces a method for measuring the adherence of inquiry science implementation and gives evaluators a full picture of what they might expect when developing observation instruments for assessing the degree of program implementation.

PROTOCOL: Effectiveness of Early Family/Parent Training Programs in Preventing Antisocial Behavior &amp; Delinquency

PROTOCOL: Effectiveness of Early Family/Parent Training Programs in Preventing Antisocial Behavior &amp; Delinquency

Diagnosis and Evaluation in Speech Pathology

1. Introduction to Diagnosis and Evaluation: Philosophical Issues and General Guidelines. Diagnosis and Evaluation Defined. Broadening the Notion of Assessment. Illustrating the Importance of Measurement in Current Trends. The Importance of Functional Measurements: The World Health Organization and ASHA. Diagnosis to Determine the Reality of the Problem. Diagnosis to Determine the Etiology of the Problem. Diagnosis to Provide Clinical Focus. Diagnosis: Science and Art. Diagnosis Versus Eligibility. The Diagnostician as a Factor. The Client-Clinician Relationship. The Client as a Factor: Children, Adolescents, and Adults. Putting the Diagnosis to Work. Precepts Regarding the Clinical Examination. 2. Interviewing. The Importance of Interviewing. The Nature of Interviewing. Common Interviewing Considerations. An Approach to Interviewing. Improving Interviewing Skills. 3. Psychometric Considerations in Diagnosis and Evaluation. Common Types of Tests. Validity: The Foundation of the Test or Measure. Reliability. Some Quantitative Background for the Test Interpretation. Central Tendency, Variance, and the Normal Curve. Sensitivity and Specificity: Key Concepts in Evidence Based Practice. Criteria for Evaluating Standardized Tests. Common Errors in the Use of Norm-Referenced Tests. Conclusion. 4. Assessment of Children with Limited Language. The Process of Becoming a Communicator: Getting the Big Picture. Focusing on the Child's Language Level: Nonverbal, Single Word, and Early Multiword Communicators. Considering Etiology. Why Is Early Language Assessment so Difficult? Models to Consider in Language Assessment. Theoretical Considerations in Language Assessment. Assessment That Focuses On Early Communication and Variables That Predict Language Growth. Specific Assessment Areas: Procedures, Considerations, and Directions For Further Study. Concluding Remarks. 5. Assessment of School-Age and Adolescent Language Disorders. Use of Standardized Tests with Syntax-Level Children. Nonstandardized Testing. Language Sampling: A General Look at the Process. Later Language Development: Emerging Data. Testing Language Comprehension. Assessment of Syntax Using Analysis Packages. Assessment of Conversational Pragmatics. Evaluating Literacy and School Curriculum. Conclusion. 6. Assessment of Articulation and Phonological Disorders. Multiple Components Contributing to Sound Production. Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders. Overview of the Articulation/Phonology Assessment Process. Traditional Assessment Procedures. Test Procedures that Evaluate Phonetic Context Effects. The Phonetic and Phonemic Inventories. Distinctive Feature Analysis. Phonological Analysis. Assessment of Phonological Knowledge. Other Testing. Integrating Data from the Assessment. Severity and Intelligibility. Computer-Assisted Analysis of Phonology. Long Term Impact of Phonological Disorders. 7. Disorders of Fluency. Differential Diagnosis. The Appraisal of Stuttering. Evaluation at the Onset of Stuttering. Evaluation of the School-Aged Student Assessment of the Adult Who Stutters. 8. Assessment of Aphasia and Adult Language Disorders. The Nature of Aphasia. Case History. Diagnosis and Formal Testing. Differential Diagnosis. The Art of Informal Assessment. Summing Up the Findings. 9. Motor Speech Disorders, Dysphagia, and the Oral Exam. The Oral Peripheral Examination. Apraxia of Speech in Adults. Developmental Apraxia of Speech. The Adult Dysarthrias. Cerebral Palsies and Dysarthria in Children. Dysphagia. Summary. 10. Laryngeal and Alaryngeal Voice Disorders. The Nature of Vocal Disturbances. The Diagnostic Process. Informal Assessment Probes. Conclusion to Vocal (Laryngeal) Disorders. Assessment of the Laryngectomee. The Counseling Process. Background and Current Status Information. Early Speech Attempts with a Tracheoesophageal Prosthesis. Ongoing Assessments: A Dynamic Process. Prognosis. 11. Assessment of Resonance Imbalance. Categories of Abnormal Resonance. Case History and General Voice Assessment. Assessment Techniques and Probes for Resonance Imbalance. Assessment Associated with Cleft Palate. Prognosis Associated with Resonance Imbalance. Conclusion. 12. Multicultural Issues in Assessment. Population and Professional Trends. Cultural Differences in Perceptions of Disability. Interviewing and Counseling Issues. Cultural Differences in Incidence and Prevalence of Disorders. Language Assessment: The Most Problematic Area. Nonstandardized Approaches in Multicultural Assessment. Concluding Remarks. 13. The Diagnostic Report. Format. Confidentiality. Style. The Writing Process. Follow-Up. Summary. Appendix A. Early Child Language Assessment Interview Protocol. Appendix B. Coding Sheet for Early Multiword Analysis. Appendix C. Summary Sheet for Early Multiword Analysis. Appendix D. Data Consolidation in Limited Language Evaluations. Appendix E. Diagnostic and Procedural Codes. References. Index.

Simplified Diagnostic Coding Sheet For Computerized Data Storage and Analysis in Ophthalmology

A review of currently-available diagnostic coding systems revealed that most are either too abbreviated or too detailed. We have compiled a simplified diagnostic coding sheet based on the International Coding and Diagnosis (ICD-9), which is both complete and easy to use in a general practice. The information is transferred to a computer, which uses the relevant (ICD-9) diagnoses as database and can be retrieved later for display of patients' problems or analysis of clinical data.