While the concept of situation awareness have received a lot of attention over the past 15 years and many different measures have been developed and tested, the concepts of team situation awareness and shared situation awareness have not gotten as much attention and less progress has been made in developing a meaningful and validated measure. Thus, the purpose of this study is to operationalize the concept of shared situation awareness and test its consequences and relation to other concepts. In this study a new measure for shared situation awareness was developed and its potential evaluated. The measure was a shared priorities measure where the participants of the study each wrote down and rank ordered five factors they thought were important for good team performance in the situation. The factors were then scrambled and handed over to the other participant who once again ordered them according to priority. The correspondence between the two participants’ ratings was hypothesized to correlate with shared situation awareness. The results show that the shared priorities measure in this study did not relate to shared situation awareness. Several methodological concerns was identified which could have affected the results. The measure did relate to subjective ratings of cooperation which is very interesting and it is suggested that the measure captured aspects of teamwork. The shared priorities measure was easy to employ, required little preparation, has a high face-validity and is a promising addition to team research. / Under de senaste 15 åren har konceptet situationsmedvetande uppmärksammats en hel del, och många mått har utvecklats och blivit testade. Däremot har inte konceptet delat situationsmedvetande kommit lika långt i form av metodutveckling och validering. Syftet med denna rapport är att operationalisera begreppet delat situationsmedvetande och pröva det mot andra koncept. Inom ramen för detta arbete utvecklades ett nytt mått för delat situationsmedvetande som också testades empiriskt. Måttet mäter hur väl ett team har delade prioriteringar. Varje deltagare genererar fem faktorer för vad som är viktigt för god teamprestation i situationen och rangordnar dem i prioritetsordning. Dessa faktorer blandades sen om och delas ut till den andre teammedlemmen som i sin tur rangordnar faktorerna i prioritetsordning. Hur väl faktorernas rangordning korresponderar med varandra antogs vara ett mått på teamets delade situationsmedvetande. Resultatet visar att rangordningsmåttet inte har något samband med subjektivt bedömt delat situationsmedvetande. Flera metodologiska problem identifierades som kan ha påverkat resultatet. Däremot korrelerade rangordningsmåttet med hur väl samarbetet i teamet ansågs fungera, vilket tyder på att måttet fångar aspekter av hur teamet fungerar som team. Rangordningsmåttet var enkelt att använda, krävde lite förberedelse, har hög face-validity och verkar vara en möjlig väg att fortsätta studera team.

abstract: Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic minority youth, who may need additional support to reach the academic level of their higher-income, Caucasian peers. However, the definition of ECE quality does not currently include indicators of classroom practices and center-wide policies that intentionally address issues of culture, race, and ethnicity, topics that may be particularly relevant for the most academically at-risk children. Anti-bias education (ABE) provides a strong theoretical and practical framework for understanding how to incorporate such themes into classroom practice and policy, as well as how to teach students to actively counteract bias and discrimination. However, there is currently no mechanism for researchers to utilize this framework, because there is no measure that can reliably evaluate the level of quality of ABE practices. Therefore, the present study sought to incorporate anti-bias education principles into the conceptualization of classroom quality through measurement development. The measure was developed based on the integration of the original ABE theory with interviews and observations in five ECE programs, which were nominated for their intentional practices regarding issues of culture, race, and ethnicity in the classroom. The five centers ranged in the ethnic composition and average income of their population. The resulting measure contains five domains, with a number of items within each domain. Two of the domains (Toys & Materials, Visual/Aesthetic Environment) contain observational rubrics for assessment, whereas the other three (Organizational Climate, Activities, Interactions) include self-report scales in addition to the rubrics. Future research is needed to pilot the measure and establish validity and reliability across contexts and observation times. / Dissertation/Thesis / Masters Thesis Family and Human Development 2015

<p>Intervention fidelity examines the degree to which an intervention is delivered as planned. Generic fidelity measures incorporate the active ingredients of more than one intervention and characteristics common to all interventions. Three studies were conducted to define the active ingredients of intervention for children with physical disabilities and generate a generic fidelity measure. These studies involved: (1) describing generic fidelity measures; (2) generating essential attributes of paediatric rehabilitation; and (3) differentiating between two interventions to consistently rate the behaviours of the therapist, child and parent.</p> <p>(1) In a narrative review of generic fidelity measures, five measures were identified within the psychotherapy literature. These measures presented a variety of approaches to examine fidelity, described psychometric property standards, and highlighted 37 non-specific intervention items that were relevant to paediatric rehabilitation.</p> <p>(2) A consensus process with eight experts and interviews with seventeen clinicians working with children with physical disabilities generated 35 attributes that highlighted the general observed therapist and client behaviours essential within a successful intervention session.</p> <p>(3) The Paediatric Rehabilitation Observational measure of Fidelity (PROF) was developed (30 items) to evaluate specific and non-specific behaviours within two occupational therapy and physiotherapy interventions for children with cerebral palsy. Six trained raters examined 25 intervention videos for psychometric testing. Results indicated that the PROF demonstrated good to excellent Inter-rater reliability and early construct validity.</p> <p>These studies present an important starting point to observe and measure the active ingredients within paediatric rehabilitation, incorporating its dynamic nature involving the child and parent within the therapy process.</p> / Doctor of Philosophy (PhD)

The high prevalence of substance use disorders is well-documented among criminal offenders. Drug courts are specialty judicial programs designed to: 1) improve public safety outcomes; 2) reduce criminal recidivism and substance abuse among offenders with substance use disorders; and 3) better utilize scarce criminal justice and treatment resources. Drug courts operate through partnerships between the criminal justice, behavioral health and public health systems. Offenders participate in an intensive regimen of substance abuse treatment and case management while under close judicial supervision. Drug courts' effectiveness in reducing criminal recidivism and drug use has been documented through numerous primary studies as well as meta-analytic reviews. The task remains now to determine the causal mechanisms of drug courts. The current study conducted preliminary activities to develop a measure to assess drug court structures and practices based upon the Ten Key Components of drug courts (NADCP, 1997). The creation and use of such a measure is necessary to the understanding of how drug courts work, why and how best to invest scarce judicial and treatment resources to optimize drug court participant and program outcomes. An iterative process was conducted such that results from previous activities informed subsequent steps in the measurement development process. Participants consisted of a convenience sample of drug court personnel at three local drug courts as well as academic experts in drug courts and measurement. Preliminary measurement development activities included: 1) a comprehensive review of the literature; 2) semi-structured interviews with key stakeholders to inform item development; 3) construction of a draft survey protocol; 4) expert reviews of the draft survey protocol and initial item pool to assess item construct and content validity, response format and clarity; 5) pile sort activity, wherein participants sorted items into piles, one for each measure sub-construct and one `other' pile; 6) exploratory factor analyses based on a joint-proportion matrix derived from pile sort activity data on which items best represent measure sub-constructs; 7) cognitive interviews completed by key stakeholders to review items retained from exploratory factor analyses; and 8) final revisions to the item pool based upon results from cognitive interviews. The item pool developed through the current research will be used as the basis for a future large-scale pilot test to determine the true factor structure underlying the preliminary measure developed. Results of this future research are expected to identify similarities and differences in the underlying factor structure compared to the Ten Key Components.