CONTACT-Patient-Centred Care Questionnaire to assess care for patients treated with oral anticancer drugs: Development and psychometric validation.

OBJECTIVE: Instruments to measure quality of patient-centred care (PCC) for the rapidly growing population of patients treated with oral anticancer drugs (OACD) are lacking. The aim of this study was to develop a valid and reliable instrument to assess PCC in the context of OACD. METHODS: The CONTACT-Patient-Centred Care Questionnaire (CONTACT-PCCQ) was developed based on a validated set of key elements (KEs) for patient-centred education and counselling in patients taking OACD, and face validity was evaluated by means of cognitive interviews. In 16 Belgian hospitals, adult patients treated with OACD were asked to complete the questionnaire. Construct validity was investigated through exploratory factor analyses (EFAs) and internal consistency of the subscales was examined using Cronbach's alpha. RESULTS: The initial 86-item instrument was completed by 464 patients. Each EFA confirmed the a priori PCC-based structure of the subscales. However, EFA revealed more than one factor for two of the subscales. Therefore, multiple subsections within these subscales were created. Based on factor loadings and item content, six items were removed. This resulted in a final 80-item instrument with seven subscales and five subsections. Cronbach's alpha for the subscales and subsections ranged between 0.732 and 0.918, which implies adequate internal consistency. CONCLUSION: A final instrument with 80 items divided into seven subscales, covering all six dimensions of PCC, was obtained. The CONTACT-PCCQ has acceptable psychometric properties, supporting its use as a measure to assess care experiences of patients treated with OACD.

Standard-Setting Procedures for Counts Data.

An examinee- and an item-centered procedure are proposed to set cut scores for counts data. Both procedures assume that the counts data are modelled according to the Rasch Poisson counts model (RPCM). The examinee-centered method is based on Longford's (1996) approach and links contrasting-groups judgements to the RPCM ability scale using a random logistic regression model. In the item-centered method, the judges are asked to describe the minimum performance level of the minimally competent student by giving the minimum number of correct responses (or, equivalently, the maximum number of admissible errors). On the basis of these judgements for each subtest, the position of the minimally competent student on the RPCM ability scale is estimated. Both procedures are illustrated with a standard-setting study on mental arithmetic for students at the end of primary education.

Validation of the Young Schema Questionnaire-Short Form in a Flemish Community Sample.

The Young Schema Questionnaire (YSQ, Young, 1994) was developed to assess Early Maladaptive Schemas (EMS), which account for the dysfunctional beliefs in individuals with personality disorders or maladaptive personality traits. This study aims to investigate the factor structure, the reliability and the validity of the original YSQ - Short Form (Young & Brown, 1998; YSQ-SF, 15 EMS) as well as an extension including 16 EMS, based on the 16 factor structure of the YSQL2 (Young & Brown, 1998) in a community sample. The sample consisted of 672 participants (51% females; M age-total = 44.34; SD age-total = 16.24). Results show evidence for both the 15 and 16 factor solution of the YSQ-SF with good internal consistency coefficients for the different scales. Significant gender differences were observed for Self-Sacrifice (females higher) and Entitlement (men higher), along with different patterns of correlations between age and Insufficient Self-Control (r = -.19), Enmeshment (r = -0.16) and Self-Sacrifice (r = .13). Furthermore, Big Five personality traits were significantly associated with several schema scales. In sum, we can conclude that both the YSQ-SF15 and 16 are valid instruments to assess EMS among a Flemish community sample. However, given the unique additive value of the 16th EMS (Social Undesirability) in predicting lower scores on Extraversion and Openness, the use of the YSQ-SF16 could be favored.

The Factor Structure, Predictors, and Percentile Norms of the Center for Epidemiologic Studies Depression (CES-D) Scale in the Dutch-speaking Adult Population of Belgium.

The Center of Epidemiologic Studies Depression Scale (CES-D) is a commonly used self-report scale to measure depressive symptoms in the general population. In the present study, the Dutch version of the CES-D was administered to a sample of 837 Dutch-speaking adults of Belgium to examine the factor structure of the scale. Using confirmatory factory analysis (CFA), four first-order models and two second-order models were tested, and the second-order factor model with three pairs of correlated error terms provided the best fit to the data. Second, five socio-demographic variables (age, gender, education level, relation status, and family history of depression) were included as covariates to the second-order factor model to explore the associations between background characteristics and the latent factor depression using a multiple indicators and multiple causes (MIMIC) approach. Age had a significantly negative effect on depression, but the effect was not substantial. Female gender, lower education level, being single or widowed, and having a family history of depression were found to be significant predictors of higher levels of depression symptomatology. Finally, percentile norms on the CES-D raw scores were provided for subgroups of gender by education level for the general Dutch-speaking adult population of Belgium.

Certainty-Based Marking on Multiple-Choice Items: Psychometrics Meets Decision Theory.

When a response to a multiple-choice item consists of selecting a single-best answer, it is not possible for examiners to differentiate between a response that is a product of knowledge and one that is largely a product of uncertainty. Certainty-based marking (CBM) is one testing format that requires examinees to express their degree of certainty on the response option they have selected, leading to an item score that depends both on the correctness of an answer and the certainty expressed. The expected score is maximized if examinees truthfully report their level of certainty. However, prospect theory states that people do not always make rational choices of the optimal outcome due to varying risk attitudes. By integrating a psychometric model and a decision-making perspective, the present study looks into the response behaviors of 334 first-year students of physiotherapy on six multiple-choice examinations with CBM in a case study. We used item response theory to model the objective probability of students giving a correct response to an item, and cumulative prospect theory to estimate their risk attitudes when students choose to report their certainty. The results showed that with the given CBM scoring matrix, students' choices of a certainty level were affected by their risk attitudes. Students were generally risk averse and loss averse when they had a high success probability on an item, leading to an under-reporting of their certainty. Meanwhile, they were risk seeking in case of small success probabilities on the items, resulting in the over-reporting of certainty.

Working memory and individual differences in mathematics achievement: a longitudinal study from first grade to second grade.

This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of first grade) and 1 year later (at the start of second grade). Working memory was significantly related to mathematics achievement in both grades, showing that working memory clearly predicts later mathematics achievement. The central executive was a unique predictor of both first- and second-grade mathematics achievement. There were age-related differences with regard to the contribution of the slave systems to mathematics performance; the visuospatial sketchpad was a unique predictor of first-grade, but not second-grade, mathematics achievement, whereas the phonological loop emerged as a unique predictor of second-grade, but not first-grade, mathematics achievement.

Children's Deviant Behavior in Primary Education: Comparing Physical Educator's Implicit Theory With Diagnostic Criteria.

OBJECTIVE: Physical educators' implicit theory of children's deviant behavior in primary education was investigated and compared with diagnostic criteria. METHOD: A total of 60 physical education (PE) teachers reported deviant behaviors during lessons. Experts sorted these behaviors together with the official diagnostic criteria into categories based on perceived similarity in content. RESULTS: Hierarchical cluster analysis on the derived similarity matrix among the behaviors suggested that PE teachers focus more on attention problems, disobedience, and aggressiveness when internalizing behaviors, such as anxiety and low energy, were less reported. CONCLUSION: PE teachers may be important and useful informants on children's behavior in school settings.

Elimination testing with adapted scoring reduces guessing and anxiety in multiple-choice assessments, but does not increase grade average in comparison with negative marking.

BACKGROUND AND HYPOTHESES: This study is the first to offer an in-depth comparison of elimination testing with the scoring rule of Arnold & Arnold (hereafter referred to as elimination testing with adapted scoring) and negative marking. As such, this study is motivated by the search for an alternative for negative marking that still discourages guessing, but is less disadvantageous for non-relevant student characteristics such a risk-aversion and does not result in grade inflation. The comparison is structured around seven hypotheses: in comparison with negative marking, elimination testing with adapted scoring leads to (1) a similar average score (no grade inflation); (2) students expressing their partial knowledge; (3) a decrease in the number of blank answers; (4) no gender bias in the number of blank answers; (5) a reduction in guessing; (6) a decrease in self-reported test anxiety; and finally (7) students preferring elimination testing with adapted scoring over negative marking. METHODOLOGY: To investigate the above hypotheses, this study implemented elimination testing with adapted scoring and negative marking in real exam settings in two courses in a Faculty of Medicine at a large university. Due to changes in the master of medicine the same two courses were taught to both students of the 1st and 2nd master in the same semester. Given that both student groups could take the same exam with different test instructions and scoring methods, a unique opportunity occurred in which elimination testing with adapted scoring and negative marking could be compared in a high-stakes testing situation. After receiving the grades on the exams, students received a questionnaire to assess their experiences. FINDINGS: The statistical analysis taking into account student ability and gender showed that elimination testing with adapted scoring is a valuable alternative for negative marking when looking for a scoring method that discourages guessing. In contrast to traditional scoring of elimination testing, elimination testing with adapted scoring does not result in grade inflation in comparison with negative marking. This study showed that elimination testing with adapted scoring reduces blank answers and finds strong indications for the reduction of guessing in comparison with negative marking. Finally, students preferred elimination testing with adapted scoring over negative marking and reported lower stress levels in elimination testing with adapted scoring in comparison with negative marking.

Assessing Children at Risk: Psychometric Properties of the Motor Behavior Checklist.

OBJECTIVE: The psychometric properties of the Motor Behavior Checklist (MBC) were examined. METHOD: A normative database of primary students (N = 841), rated by their physical educators in school settings, were used to investigate the construct validity of the MBC, the internal consistency, the reproducibility, and the interrater agreement. RESULTS: Psychometric results supported the model. Confirmatory factor analyses revealed a second-order model with two (Externalizing and Internalizing) broadband domains and seven problems scales: Lack of Attention (10 items), Hyperactivity/Impulsivity (14 items), Rules Breaking (7 items), Low Energy (4 items), Stereotyped Behaviors (2 items), Lack of Social Interaction (10 items), and Lack of Self-Regulation (12 items). CONCLUSION: Although MBC for children is not a diagnostic tool itself, it can provide valid complementary information on attentional, emotional, and developmental problems in children when used by physical educators in school settings.

Concordance among physical educators', teachers', and parents' perceptions of attention problems in children.

OBJECTIVE: The study examined the concordance among rating sources on attention problems of elementary school-aged children. METHOD: A randomly selected sample (N = 841) of children was rated by the physical educators, the teachers, and the parents, using the Attention Scales of the Motor Behavior Checklist (MBC), the Teacher Report Form, the Child Behavior Checklist, and the ADHD-Rating Scale-IV (ADHD-RS-IV ). RESULTS: Convergent validity of the Lack of Attention Scale of the MBC with the corresponding subscales was supported. Correlations were higher between teachers' ratings and between physical educators' and teachers' ratings than between physical educators' and parents' ratings or between teachers' and parents' ratings. CONCLUSION: Findings underscore the importance of taking the child's settings and observer influences into account and suggest that MBC is a new promising instrument for screening attention problems in school settings.

Agreement among physical educators, teachers and parents on children's behaviors: a multitrait-multimethod design approach.

The study examines the agreement among raters on children's problematic behaviors. A multitrait-multimethod (MTMM) matrix was applied to a normative sample of elementary school-aged children (N = 841). The participants were rated by their physical educators, using the Motor Behavior Checklist for children (MBC; Efstratopoulou, Janssen, & Simons, 2012). Teachers and parents rated the same students using the Teacher Report Form (TRF; Achenbach, 1991b), the Child Behavior Checklist (CBCL; Achenbach, 1991a) and the ADHD Rating Scale-IV (DuPaul, Power, Anastopoulos, & Reid, 1998). The resulting matrix revealed significant correlations for the Rules Breaking, Lack of Attention, Hyperactivity/Impulsivity, Lack of Social interaction problem scale and for the Internalizing, Externalizing and Total scores. Convergent validity of the specific MBC subscales was supported by significant correlations with the corresponding subscales of TRF, CBCL and ADHD Rating Scale-IV. Findings underscore the importance of taking child's settings and observer influences into account and suggest that MBC is a new promising instrument that can provide valid ratings on externalizing behavior and social problems in children when used by physical educators in school settings.

Differentiating children with attention-deficit/hyperactivity disorder, conduct disorder, learning disabilities and autistic spectrum disorders by means of their motor behavior characteristics.

The study was designed to investigate the discriminant validity of the Motor Behavior Checklist (MBC) for distinguishing four group of children independently classified with Attention-Deficit/Hyperactivity Disorder, (ADHD; N=22), Conduct Disorder (CD; N=17), Learning Disabilities (LD; N=24) and Autistic Spectrum Disorders (ASD; N=20). Physical education teachers used the MBC for children to rate their pupils based on their motor related behaviors. A multivariate analysis revealed significant differences among the groups on different problem scales. The results indicated that the MBC for children may be effective in discriminating children with similar disruptive behaviors (e.g., ADHD, CD) and autistic disorders, based on their motor behavior characteristics, but not children with Learning Disabilities (LD), when used by physical education teachers in school settings.