For many years,scholars haveinvestigated instructional design expertise anddescribed the difficulty definingit. A lack of a clear definition, inclusive of primary components,poses a measurement problemfor those seeking to evaluate the development of expertise. An overarching aim of this study is to gather evidence to support a definition of instructional designexpertise(IDE)which includes knowledge, skills, and dispositions. Instructional design dispositions have not received muchattention, but dispositions (e.g., adaptability,flexibility)are often described as distinguishing traits of expertdesigners. ExistingID competency instrumentsevaluatethe perceived importance of knowledge and skills butare limited in trackingdevelopment past competency. They also do not adequately considerdispositions.The purpose of this research was to describe the development of the Instructional Design Dispositions and Expertise Index. Instrument development procedures includeditem generation,expert review, think-aloud sessions, and a small-scale item tryout. Over 200 designers agreedknowledge, skills, and dispositions are important components of expertise. Qualitative data corroboratedquantitativefindingsfurther illuminatinga relationship between these componentsand quality instructional design. Initial evidence of content and construct validity for the instrument isestablished. A validated expertise instrument wouldallow us to more fully understand and evaluate expertiseand its development, whichcould inspire innovation ininstructional design research, theory, and practice.<br>

Social motivation in individuals with ASD is currently derived from the observation of overt behaviors and neurological correlates, from which motivational processes are inferred. Motivation, however, is not the same as behavior, and most theoretical conceptualization of the construct assign primary importance to cognitive processes. Nevertheless, few studies have examined the cognitive processes that may influence goal-directed tasks involved in social interaction. Understanding internalized cognitive processes may distinguish underlying motivations which influence engagement in social behavior. This study aims to assess how beliefs, mindsets, and attitudes can influence one's motivation to engage in social interaction through the development of a novel interview. The Social Motivation Interview (SMI) assesses for internal cognitions as they relate to social motivation by determining levels of social desire, interest, and behaviors in children with ASD. The development of the SMI followed stringent criteria to create a unified measure that was methodologically sound and theoretically informed. SMI development followed guidelines to ensure item pool development was consistent with the proposed construct. Pilot testing suggested feasibility of administration, user satisfaction, and promising psychometric properties. Future examination of the SMI in large-scale field testing is warranted. / Doctor of Philosophy / This study aims to assess how beliefs, mindsets, and attitudes can influence one’s motivation to engage in social interaction through the development of a novel interview. The Social Motivation Interview (SMI) assesses for internal cognitions as they relate to social motivation by determining levels of social desire, interest, and behaviors in children with ASD. The development of the SMI followed stringent criteria to create a unified measure that was methodologically sound and theoretically informed. SMI development followed guidelines to ensure item pool development was consistent with the proposed construct. Pilot testing suggested feasibility of administration, user satisfaction, and promising psychometric properties. Future examination of the SMI in large-scale field testing is warranted.

This document outlines the development of a Design Log Instrument (DLI) intended for use in identifying moments of abstraction as evidence of STEM content knowledge transfer. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that transfer occurs through knowledge abstraction (Reed, Ernst, & Banerji, 1974; Gick & Holyoak, 1980, 1983). The DLI prompts participants to be reflective during technological/engineering design activities. During the development of this instrument, a three-phase multiple case: embedded design was used. Three distinct Phases accommodated the collection and analysis of data necessary for this investigation: Phase 1: Pilot Case Study, Phase 2: Establishing Content Validity, and Phase 3: Establishing Construct Validity. During Phase 3, data from the DLI was collected at each of seven work sessions from two design teams each working through different engineering problems. At the end of Phase 3, a comparison of abstractions found in DLI responses and observation data (Audio/Video transcripts) indicated the extent to which the DLI independently reflected those abstractions revealed in observations (Audio/Video transcripts). Results of this comparison showed that the DLI has the potential to be 68% reliable to reveal abstracted knowledge. Further analysis of these findings showed ancillary correlations between the percent abstractions found per DLI reflective prompt and the percent abstractions found per T/E design phase. Specifically, DLI Reflective Prompts 2 and 3 correlate with T/E Design Phases 3 and 4 (58% and 76% respectively of the total abstractions) which deal with design issues related to investigating the problem and developing alternate solutions. DLI Reflective Prompts 4 and 5 correlate with T/E Design Phases 5 and 6 (22% and 24% respectively of total abstractions) which deal with design issues related to choosing a solution and developing a prototype. Findings also indicate that there are highs and lows of abstraction throughout the T/E design process. The implications of these highs and lows are that specific phases of the T/E design process can be targeted for research and instruction. By targeting specific T/E design phases, a researcher or instructor can increase the likelihood of fostering abstractions as evidence of STEM content knowledge transfer. / Ph. D.

An adapted capacitance manometer is a sensor composed of one fixed plate and one movable plate that is able to make accurate pressure measurements in a low pressure environment. Using detection circuitry, a change in capacitance between the two plates can be measured and correlated to a differential pressure. First, a high sensitivity manometer is produced that exhibits a measurable change in capacitance when experiencing a pressure differential in a low pressure space environment. Second, an accurate and precise detection circuit is identified to measure the change in capacitance. Both, the manometer and the detection circuitry, are tested separately and together to confirm accurate measurements when experiencing small pressure differentials. The manometer shows low sensitivity at the desired differential pressure range but reacts predictably when compared to simulations. The manometer also shows an unexpected correlation in capacitance change to temperature change. / Master of Science

Försäkringskassan (FK) har i uppdrag av Sveriges regering att ge ekonomisk ersättning vid funktionsnedsättning och att utreda medicinska förutsättningar för arbete med tillförlitliga bedömningsverktyg. Vid kompletterande bedömning av medicinska förutsättningar för arbete har Försäkringskassan valt det arbetsterapeutiska bedömningsinstrumentet Assessment of Work Performance som en del av aktivitetsförmågeutredningen. En specifik tillämpning med namnet Assessment of Work Performance – Försäkringskassan (AWP-FK) har utvecklats. I tillämpningen ingår tre arbetsuppgifter; namnskyltsbeställning, sortering av post samt montering av hyllor. Syftet med examensarbetet var att undersöka hur yrkesverksamma arbetsterapeuter uppfattar och använder bedömningsinstrumentet AWP-FK. Metoden som valdes var en e-Delphistudie. Urvalet bestod av 11 yrkesverksamma arbetsterapeuter i Sverige som har arbetat med AWP-FK. Resultatet visar att arbetsterapeuterna tyckte att manualen var tydlig. Färdighetsområdet kommunikations- och interaktionsfärdigheter ansåg arbetsterapeuterna var svårt att bedöma med dagens arbetsuppgifter. Slutsatsen blev att det finns utvecklingsmöjligheter för AWP-FK vad gäller manualen, kommunikations- och interaktionsfärdigheter samt utveckling av nya arbetsuppgifter. I diskussionen diskuteras metodens tillförlitlighet och dess begränsningar. Metoden var fördelaktig eftersom svaren från runda ett gick att följa upp genom en konsensusberäkning. Slutsatsen blir att det är svårt att bedöma kommunikations- och interaktionsfärdigheter. Vidare diskuteras att det behövs fler arbetsuppgifter som bedömer kommunikations- och interaktionsfärdigheter samt att detta färdighetsområde bör utvecklas.

Background and aims: Many adults with congenitally malformed hearts are at risk for complications such as decreased function and capacity of the heart due to the heart defect and previously surgery. This advocates self-management behaviours related to medical treatments, physical activity, preventions of endocarditis, some restrictions regarding suitable employment and spare time activities, birth control and pregnancy, but also lifestyle concerns such as refraining from smoking and healthy eating. Sufficient knowledge and support are requirements for successful self-management. The overall aim of this thesis was to describe educational needs, develop a tool for assessing knowledge and to evaluate the effects of a follow-up model providing education and psychosocial support to adults with congenitally malformed hearts. Subjects and methods: Adults (≥18 years of age) with the ten most common heart defects namely ventricular septal defect, atrial septal defect, coarctation of the aortae, aortic valve stenosis (defined as uncomplicated heart defects) and tetralogy of Fallot, complete transposition of the great arteries, congenitally corrected transposition of the great arteries, Ebstein anomaly and Eisenmenger syndrome (defined as complicated heart defects) were included in the studies. To apprehend the educational needs (I), sixteen adults with heart malformations, ranging from 19-55 years of age, were interviewed and data were analysed qualitatively using phenomenographic method. As a tool to evaluate knowledge, an instrument named Knowledge scale for adults with Congenital Malformed Hearts (KnoCoMH) was developed and psychometrically evaluated (II) in 19 + 114 adults with the ten most common heart defects average age 34 ± 13.5. A model for follow-up was described and initially evaluated (III) by 55 adults with the most common heart defects and finally tested in a randomised controlled trial (IV) with a total of 114 adults with congenitally malformed hearts (56 participants in intervention group and 58 in control group with average age 34 ± 13.5). The intervention group recived a model for follow-up with individualise and computer-based eduction and psychosocial support by a multidisciplinary team. Results: Two-way communication when given information was found to be crucial in order to enhance knowledge (I). Knowledge was seen as a tool for managing important areas in life. The KnoCoMH (II) was found to be a valid and reliable scale and can now be used to estimate knowledge in adults with congenitally malformed hearts. The model for follow-up (III) was effective in improving and maintaining knowledge (IV) about self-management in adults with heart malformation.

Most counselors agree that the therapeutic relationship is essential in counseling. However, the current evidence-based treatment movement has resulted in a focus on treatment protocols and techniques in outcome research. Researchers have called for the inclusion of relationship variables in future outcome research. Child-centered play therapy (CCPT) is an empirically-supported, developmentally responsive intervention for children that emphasizes building a therapeutic relationship based on the philosophy of person-centered theory. Exploring the impact of the relationship on CCPT outcomes would be beneficial, but no current quantitative measure exists for obtaining the child’s view of the therapeutic relationship. The purpose of this study was to create a developmentally appropriate instrument to measure children’s perceptions of the therapeutic relationship. Established instrument development procedures were followed to create the Relationship Inventory for Children (RIC), a 15-item instrument for use in outcome research that measures the child’s perspective of the therapeutic relationship. Participants were 33 child experts who participated in interviews and preliminary testing of the instrument as well as 100 children whose scores on the 31-item pilot instrument were submitted to exploratory factor analysis (EFA). Children (62% male) ranged in age from 6 to 9 years (M = 6.92) and 53% identified as Caucasian, 14% as Hispanic, 14% as African American, 2% as Asian American, 0.8% as Native American, 8% as Multiracial, and 9% unreported. The EFA resulted in three factors: Positive Regard, Unconditional Acceptance, and Empathy. Implications for further development of the RIC, for use of the RIC in research, and for application of the RIC to person-centered theory are discussed.

Background: Disparities exist in mortality rates in African American breast cancer survivors (AABCS), partly due to modifiable lifestyle behaviors. Gaps remain in developing effective tools to assess AABCS' motivations to prevent weight gain. Conceptual Framework: This research study used the Theory of Planned Behavior (TPB) to guide development of the elicitation study and the AABCS-Weight Gain Prevention Intention Questionnaire (AABCS-WGPIQ). Purpose: Aim One was to use the elicitation approach of the TPB to identify, define and describe AABCS' salient behavioral (advantages/disadvantages), normative (social influence) and control (facilitators/barriers) beliefs related to the prevention of post diagnosis weight gain. Aim Two was to develop and pilot test a questionnaire based on qualitative data to quantify the magnitude of influences of attitudes, subjective norms and perceived behavioral controls related to intentions to prevent weight gain in AABCS. Methods: Guided by the TPB, this cross-sectional, descriptive study used an internet based qualitative elicitation questionnaire to identify salient beliefs of 27 AABCS regarding their motivations to prevent weight gain and inform development of the quantitative AABCS-WGPIQ. Initial psychometric testing of the questionnaire included content and face validity and temporal stability assessment of belief constructs, using the test-retest approach. Findings: Aim One: Motivators to preventing weight gain among AABCS included improving health and well-being (advantages), social support from family and friends (approvals), external support systems, and personal accountability (facilitators). Time and effort required preventing weight gain (disadvantages), lack of social support (disapprovals), and time constraints, lack of accountability, unhealthy eating and health issues (barriers) negatively influenced AABCS' decisions to prevent weight gain. Future interventions aiming to increase motivation to prevent weight gain in AABCS should emphasize positive benefits of preventing weight gain, include social support systems, focus on skill building for time management, planning and goal setting, managing health issues and incorporate weight loss management strategies. Aim Two: The AABCS-WGPIQ has acceptable content validity, face validity and temporal stability of belief constructs. The AABCS-WGPIQ has the potential to be a valid instrument for assessing correlates of weight gain prevention in AABCS. Future research with larger groups of AABCS should include assessing internal consistency and construct validity.

Evaluating the “success” of an information visualization (InfoVis) where its main purpose is communication or presentation is challenging. Within metrics that go beyond traditional analysis- and performance-oriented approaches, one construct that has received attention in recent years is “user engagement”. In this research, I propose Affective Engagement (AE)-- user's engagement in emotional aspects as a metric for InfoVis evaluation. I developed and evaluated a self-report measurement tool named AEVis that can quantify a user's level of AE while using an InfoVis. Following a systematic process of evidence-centered design, each activity during instrument development contributed specific evidence to support the validity of interpretations of scores from the instrument. Four stages were established for the development: In stage 1, I examined the role and characteristics of AE in evaluating information visualization through an exploratory qualitative study, from which 11 indicators of AE were proposed: Fluidity, Enthusiasm, Curiosity, Discovery, Clarity, Storytelling, Creativity, Entertainment, Untroubling, Captivation, and Pleasing; In stage 2, I developed an item bank comprising various candidate items for assessing a user's level of AE, and assembled the first version of survey instrument through target population and domain experts' feedback; In stage 3, I conducted three field tests for instrument revisions. Three analytical methods were applied during this process: Item Analysis, Factor Analysis (FA), and Item Response Theory (IRT); In stage 4, a follow-up field test study was conducted to investigate the external relations between constructs in AEVis and other existing instruments. The results of the four stages support the validity and reliability of the developed instrument, including: In stage 1, user's AE characteristics elicited from the observations support the theoretical background of the test content; In stage 2, the feedback and review from target users and domain experts provides validity evidence for the test content of the instrument in the context of InfoVis; In stage 3, results from Exploratory and Confirmatory FA, as well as IRT methods reveal evidence for the internal structure of the instrument; In stage 4, the correlations between total scores and sub-scores of AEVis and other existing instruments provide external relation evidence of score interpretations. Using this instrument, visualization researchers and designers can evaluate non-performance-related aspects of their work efficiently and without specific domain knowledge. The utilities and implications of AE can be investigated as well. In the future, this research may provide foundation for expanding the theoretical basis of engagement in the fields of human-computer interaction and information visualization.

Evaluation capacity development (ECD) has been acknowledged as a system of processes to help organizations achieve sustainable evaluation practice. Examining the existing evaluation capacity of an organization before starting an ECD process is necessary and will increase the possibilities of success, determined by the establishment or strengthening of an evaluation system into the organization. In response to this need, this study involved the designing of the Organizational Readiness for Evaluation Capacity Development (ORECD) checklist and its initial validation, using a mixed method research design. The study was conducted in four phases, including: (a) the design of the ORECD checklist based on a review of the literature; (b) a review of the ORECD checklist by five experts to obtain face and content validity evidences, with emphasis on relevance and clarity of the items and how well the items fit the corresponding component; (c) a pretesting about the appropriateness of the wording of the items and format of the ORECD checklist by a sample of doctoral graduate students with formal training in evaluation and professional evaluators; and (d) a field study with 32 nonprofit organizations to determine the utility and benefits of using the ORECD checklist and potential improvements to the instrument. This phase generated information about the psychometric properties as well as consequential validity evidence. Findings indicated that the ORECD checklist has great potential to determine the readiness of an organization to develop evaluation capacity, as demonstrated by the feedback received from various groups of participants, establishing face, content, and consequential validity. Results from the psychometric analysis showed correlations that, for the most part, suggested that the components are measuring aspects of the same construct. In addition, the alpha for most of the components supported the reliability of the ORECD checklist. The two components with alphas close to but below .70 required modifications in order to improve their reliability. Also, it was necessary to modify or reword some of the items. Ongoing efforts should provide information about how the changes made to the ORECD checklist are working and additional validity evidences as the one that can be obtained through factor analysis. This will allow the exploration of the underlying structure of the ORECD checklist and its components. It is expected that the ORECD checklist can be a contribution to the body of literature about ECD helping to address organizational readiness in order to support and sustain the development of evaluation capacity within organizations.