Ce travail exploratoire porte sur l'élaboration d'une échelle de repérage du Trouble de l'Acquisition des Coordinations (TAC) à destination des enseignants d'école maternelle pour des élèves de 5 ans en classe de Grande Section (GS).Les enfants TAC font l'objet de repérage et de dépistage tardifs ce qui a des conséquences lourdes dans les domaines émotionnel, social et scolaire pour eux-mêmes et leur famille. Un repérage précoce doit permettre la pose d'un diagnostic dès l'entrée à l'école élémentaire afin que des prises en charge s'organisent rapidement. Le modèle théorique de réponse à l'item, le modèle de Rasch employé, a permis d'élaborer une échelle d'intensité à 22 items, ajustée aux critères diagnostics de la dyspraxie développementale et des activités menées en maternelle : L'échelle d'adaptation à la viescolaire. Dans une première étude, cette échelle administrée à 144 sujets de 3 ans 2 mois à 9 ans 2 mois (répartis en 4 groupes à profil spécifique : en difficulté scolaire, en situation de handicap, avec TAC, avec TED) montre qu'elle est sensible aux effets de développement et qu'elle discrimine sur un unique trait latent le groupe des enfants TAC.L'échelle administrée à un second groupe de 185 enfants ordinaires de 3 ans 5 mois à 6 ans, montre un effet des variables " sexe " et " classe " pour les garçons. Cette seconde étude permet d'avancer un score seuil pour le dépistage et un autre pour l'aide en classe. Les tests statistiques mettent en évidence la fidélité et la validité de l'échelle. Des travaux complémentaires sont envisagés et des pistes d'évolution de l'échelle sont proposées. Deux DVD d'informations portant sur les BEP et sur les TAC, incluant l'échelle de repérage à destination des enseignants (utilisateurs de l'échelle) sont également élaborés.

Occupational engagement among older people is important to investigate as older people are the fastest growing segment in our society, and because occupational engagement is viewed within occupational therapy as one of the basic premises for health. Three perspectives of engagement are highlighted in this thesis: evaluation of occupational engagement, the repertoire of occupational engagement, and finally, the relation between occupational engagement and life satisfaction. The overall aim of this thesis was to study aspects of occupational engagement among older people, with a special focus on evaluation of the experiences of an occupation-based group programme, evaluation of leisure, the leisure repertoire, and the relation between occupational engagement and life satisfaction. The thesis is comprised of four studies which all contribute in different ways to an increasing understanding of occupational engagement among older people. In the first study (Study I), three older persons participated in a group activity programme and were interviewed about their experiences of occupational engagement. The qualitative interviews were done with each participant after each group session, in total 15 interviews. The other three studies (Studies II-IV) were based on a subgroup of a population studied in a cross-sectional population-based study, the Umeå 85+ study. Very old people with an MMSE score of 20 or more were included in Studies II, III, and IV (n=156). During home visits, they were interviewed about their occupational engagement (ADL and leisure) and their life satisfaction. The qualitative interviews analysed using a Grounded theory approach, revealed two different dimensions of experiences while engaged in a group programme. The participants described experiences of activation, with a creative force and a place for learning, but also experiences of transformation with reflection, adaptation, and finally, a personal synthesis. Evaluation of occupational engagement through measurement using the modified NPS Interest Checklist (MNPS) was made possible using Rasch analysis. The results revealed preliminary evidence for internal scale validity and person response validity. Scale and person reliability were Rasch equivalents of Cronbach alpha of .98 for items and .66 to .75 for persons, respectively. In their leisure repertoire, very old people were more likely to endorse Social and Cultural activities and least likely to endorse Ballgames and Equipment sport. Traditional gender differences and some differences between older persons in rural versus urban areas and between persons with different cognitive levels were also found. Finally, significant correlations were found between life satisfaction and both engagement in ADL (r =.31) and engagement in leisure (r =.34) among very old people. A forced entry regression revealed that both variables together explained slightly more (12.4%) than leisure alone (11.2%). As a conclusion and in relation to evaluation of occupational engagement during therapy, the experiences of engagement are described by the respondents from both a perspective of action and a perspective of inner reflection, and together they might support the developmental process among older people. Through using Rasch analysis, it was possible to convert ordinal data into linear measures and also to organize leisure occupations into a hierarchical repertoire of engagement. This repertoire gives further understanding for specific tasks and about the general relation between leisure dimensions. Finally, the contribution of occupational engagement to life satisfaction is likely essential, but explains only about 12% of total life satisfaction among very old people.

Functional vision refers to the use of vision to perform day-day tasks and is assessed by the ability to perform these tasks. Assessment of functional vision is an integral component of the management of children with visual impairment. The results of the assessment help in designing appropriate educational and rehabilitation intervention strategies. The L V Prasad-Functional Vision Questionnaire (LVP-FVQ) is a reliable and valid tool for assessing self-reported functional vision performance (FVP) in children. Self-reports are obviously the child's perception of his or her ability to perform certain tasks but they may not reflect actual performance. Various studies of FVP in adults have used actual performance measures of everyday tasks, but very few studies, even in adults with visual impairment, have compared self-reports and performance measures and none have included identical tasks on the 2 methods of assessment. To date, no study has assessed FVP using performance measures of daily tasks in the paediatric population. Therefore, the aims of the current study were: (1) To develop performance measures of FVP and compare them with self-reports of FVP from the LVP-FVQ in a prospective cohort of Indian school-going children with visual impairment. (2) To investigate the effect of a psychological attribute, self-concept, on self-reports, performance measures and the relationships between the 2 measures. (3) To investigate the relationship between clinical measures of vision and FVP. Performance measures of FVP for children with visual impairment were developed for 17 day to day tasks for comparison with self-reports of the same tasks for the LVP-FVQ. The LVP-FVQ was verbally administered by the researcher to 178 Indian school-going children aged between 8 and 17 years with visual impairment. Similarly, the performance of each of the tasks by these children was measured by the researcher. The performance measures for most of these tasks were recorded on continuous scales and later categorized to match the ordinal ratings from the LVP-FVQ. The self-report and performance measure ratings for the 17 tasks were then converted into the same metric using a Rasch model allowing an accurate picture of whether and how these two measures of FVP compared with each other. Rasch analysis was used to estimate the person ability and item difficulty for FVP from the 2 methods of assessment. Self-reports showed stronger correlations with performance measures of FVP than were hypothesized. Similar to some studies in adults, binocular high-contrast visual acuity was found to be the single most significant predictor of a child's functional vision performance. Contrary to expectations, self-concept did not have a significant effect on the relationship between the 2 measures. A few reasons for the stronger than expected relationship between the 2 methods of assessment of FVP in children with visual impairment are suggested. Firstly, the use of identical tasks for self-reports and performance measures of FVP is likely to improve the relationship. Secondly, the LVP-FVQ was developed using focus groups of children with visual impairment, their parents, low vision specialists and rehabilitation professionals leading to good content validity. Since children were included in the development of the LVP-FVQ, the tasks were representative of a child's typical daily life. Thus, the performance measures were also suited to the day-day tasks of school-going children but were not tapping any social and psychological issues relating to visual impairment. Thirdly, the use of Rasch analysis which addresses many of the issues of unequal measurement and defines a hierarchy of items for self-reports and performance measures could have led to higher correlations in the present study. Finally, the high reliability and validity of self-reports and performance measures of FVP in the present study may have contributed to the higher than expected correlations. None of the demographic variables or self-concept affected the relationship between self-reports and performance measures of FVP, but self-concept had a weak significant association with self-reports. This result is unique to this study and warrants further investigation. Binocular high-contrast visual acuity alone, the most common visual function measured in ophthalmic clinics, explained between one-third and two-thirds of the variance in functional vision performance. This confirms the expected trend that with worse visual impairment, FVP is lower. The addition of the variable, self-concept, resulted in a very small increase in the variability explained for self-reported FVP. Similarly, the addition of other clinical measures of vision such as binocular low contrast visual acuity and colour vision resulted in a small increase in the variability explained for performance measures of FVP. The correlation between binocular high-contrast visual acuity and performance measures of FVP was statistically significantly higher than that between binocular high-contrast visual acuity and self-reports of FVP. There are a few possible reasons for this higher correlation. Firstly, performance measures are considered to be a more "objective" form of assessment, while self-reports are a child's perception of his or her ability and therefore lack a context, which may result in either over-estimation or under-estimation of actual ability. Furthermore, performance measures include dimensions such as the time taken to perform a task or other criteria specific to a task, while self-reports do not use such qualifiers. Secondly, the higher correlation may be the result of the visual complexity of some of the tasks. While self-concepts of children with visual impairment played a small but significant role in the self-reported FVP, studies in adults with visual impairment have suggested that other psychological factors such as mood, anxiety, motivation etc. are associated with an individual's perception of visual performance. Future studies are required to explore the possible role of these and other factors in FVP in Indian school-going children with visual impairment. This thesis makes a significant contribution to the field of paediatric low vision rehabilitation by providing performance measures of FVP and relating them to self-reports in children with visual impairment and their relationship with common measures of visual function. With self-reports, the child is reporting his or her perception of ability to complete a task, where performance measures examine the child's ability to complete a task by observing his or her performance. Thus, although the two methods are comparable, it is because of the different yields from each of these measures that they are not considered interchangeable. A combination of the 2 measures where practical would perhaps provide a richer depiction of the FVP of children with visual impairment. As developing countries such as India have limited resources allocated for eye care services where less than seven percent of the gross national product is spent on health care, self-reports can be utilized together with clinical measures of vision (mainly visual acuity) to assess the FVP in children with visual impairment in a community setting. However, both methods of assessment of FVP together with clinical measures of vision are essential if a comprehensive assessment of FVP is to be carried out in children with visual impairment. Information from these assessments can help clinicians better understand the functioning of children with visual impairment and incorporate them in the management of low vision in school-going children with visual impairment in India.

A prevalência de crianças com atrasos no desenvolvimento em um ou mais domínios varia entre 16 e 18% na literatura, mas estima-se que apenas 30% dos casos são detectados pelos profissionais de saúde. Em parte, este déficit na detecção se deve à falta de utilização de instrumentos de avaliação ou rastreio. No contexto brasileiro são poucos os instrumentos disponíveis para avaliar desenvolvimento infantil e, além disso, os que existem apresentam limitações. A presente tese teve como objetivo construir o Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI) para avaliação de crianças de zero a 72 meses com base no relato parental. Para a construção do IDADI, foram realizados três estudos. O Estudo I consistiu em uma revisão sistemática da literatura para identificar os instrumentos mais utilizados na avaliação dos marcos do desenvolvimento infantil e suas propriedades psicométricas. Ele forneceu as bases para a seleção dos domínios que integram o IDADI e para a construção de itens. O Estudo II realizou os procedimentos teóricos e metodológicos de construção do IDADI e a análise de evidências de validade de conteúdo. O Estudo III analisou as evidências de validade da estrutura interna do IDADI, a fidedignidade e as evidências de validade baseadas na relação com variáveis critério. Foram utilizados pressupostos da Teoria Clássica dos Testes e da psicometria moderna com a aplicação do modelo de Rasch. O processo de construção foi guiado com o rigor teórico e metodológico indicado pela literatura e apresentou evidências favoráveis de validade de conteúdo. Também foram comprovadas evidências de validade baseadas na estrutura interna, na relação com variáveis critério e de fidedignidade. Estes resultados fortalecem o potencial do IDADI para avaliação multidimensional do desenvolvimento infantil no contexto brasileiro, tanto na clínica como na pesquisa. Estudos futuros serão realizados para elaboração de normas de interpretação, de um inventário breve para utilização em programas de atenção infantil e de uma versão de tarefas para avaliação direta da criança. / The prevalence of children with developmental delays in one or more domains varies between 16 and 18% according to the literature, but it is estimated that only 30% of cases are detected by health professionals. In part, this deficit in detection is due to the lack of use of assessment or screening instruments. In the Brazilian context, there are few instruments available to evaluate child development, and, in addition, those that exist have some limitations. The purpose of this dissertation was to construct the Dimensional Inventory of Child Development Assessment (IDADI) to evaluate children from zero to 72 months based on parental report. For the construction of IDADI, three studies were carried out. Study I consisted of a systematic review of the literature to identify the most used instruments in assessing child developmental milestones and their psychometric properties. It has provided the basis for the selection of the domains that integrate IDADI and for the items construction. Study II have performed the theoretical and methodological procedures for the construction of IDADI and the analysis of content validity evidences. Study III have analyzed the evidences of validity for the internal structure of IDADI, reliability and validity evidences based on the relation with criterion variables. We used the assumptions of the Classical Test Theory and modern psychometric methods with the application of the Rasch model. The construction process was guided with theoretical and methodological rigor indicated by the literature and has demonstrated favorable evidences of content validity. Evidences of validity based on internal structure, criterion-related validity and reliability were established. These results reinforce the potential of IDADI for multidimensional assessment of child development in the Brazilian context, both in clinical and research contexts. Future studies will be conducted to stablish norms for interpretation, to create a short version for use in child care programs and a child direct assessment version including developmental tasks.

A prevalência de crianças com atrasos no desenvolvimento em um ou mais domínios varia entre 16 e 18% na literatura, mas estima-se que apenas 30% dos casos são detectados pelos profissionais de saúde. Em parte, este déficit na detecção se deve à falta de utilização de instrumentos de avaliação ou rastreio. No contexto brasileiro são poucos os instrumentos disponíveis para avaliar desenvolvimento infantil e, além disso, os que existem apresentam limitações. A presente tese teve como objetivo construir o Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI) para avaliação de crianças de zero a 72 meses com base no relato parental. Para a construção do IDADI, foram realizados três estudos. O Estudo I consistiu em uma revisão sistemática da literatura para identificar os instrumentos mais utilizados na avaliação dos marcos do desenvolvimento infantil e suas propriedades psicométricas. Ele forneceu as bases para a seleção dos domínios que integram o IDADI e para a construção de itens. O Estudo II realizou os procedimentos teóricos e metodológicos de construção do IDADI e a análise de evidências de validade de conteúdo. O Estudo III analisou as evidências de validade da estrutura interna do IDADI, a fidedignidade e as evidências de validade baseadas na relação com variáveis critério. Foram utilizados pressupostos da Teoria Clássica dos Testes e da psicometria moderna com a aplicação do modelo de Rasch. O processo de construção foi guiado com o rigor teórico e metodológico indicado pela literatura e apresentou evidências favoráveis de validade de conteúdo. Também foram comprovadas evidências de validade baseadas na estrutura interna, na relação com variáveis critério e de fidedignidade. Estes resultados fortalecem o potencial do IDADI para avaliação multidimensional do desenvolvimento infantil no contexto brasileiro, tanto na clínica como na pesquisa. Estudos futuros serão realizados para elaboração de normas de interpretação, de um inventário breve para utilização em programas de atenção infantil e de uma versão de tarefas para avaliação direta da criança. / The prevalence of children with developmental delays in one or more domains varies between 16 and 18% according to the literature, but it is estimated that only 30% of cases are detected by health professionals. In part, this deficit in detection is due to the lack of use of assessment or screening instruments. In the Brazilian context, there are few instruments available to evaluate child development, and, in addition, those that exist have some limitations. The purpose of this dissertation was to construct the Dimensional Inventory of Child Development Assessment (IDADI) to evaluate children from zero to 72 months based on parental report. For the construction of IDADI, three studies were carried out. Study I consisted of a systematic review of the literature to identify the most used instruments in assessing child developmental milestones and their psychometric properties. It has provided the basis for the selection of the domains that integrate IDADI and for the items construction. Study II have performed the theoretical and methodological procedures for the construction of IDADI and the analysis of content validity evidences. Study III have analyzed the evidences of validity for the internal structure of IDADI, reliability and validity evidences based on the relation with criterion variables. We used the assumptions of the Classical Test Theory and modern psychometric methods with the application of the Rasch model. The construction process was guided with theoretical and methodological rigor indicated by the literature and has demonstrated favorable evidences of content validity. Evidences of validity based on internal structure, criterion-related validity and reliability were established. These results reinforce the potential of IDADI for multidimensional assessment of child development in the Brazilian context, both in clinical and research contexts. Future studies will be conducted to stablish norms for interpretation, to create a short version for use in child care programs and a child direct assessment version including developmental tasks.

Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less. Marie Curie Debates about how best to test people from different contexts and backgrounds continue to hold the spotlight of testing and assessment. In an effort to contribute to the debates, the purpose of the study was to develop and evaluate the viability and utility of nonverbal figural reasoning ability items that were developed based on inspirations from African cultural artefacts such as African material prints, art, decorations, beadwork, paintings, et cetera. The research was conducted in two phases, with phase 1 focused on the development of the new items, while phase 2 was used to evaluate the new items. The aims of the study were to develop items inspired by African art and cultural artefacts in order to measure general nonverbal figural reasoning ability; to evaluate the viability of the items in terms of their appropriateness in representing the African art and cultural artefacts, specifically to determine the face and content validity of the items from a cultural perspective; and to evaluate the utility of the items in terms of their psychometric properties. These elements were investigated using the exploratory sequential mixed method research design with quantitative embedded in phase 2. For sampling purposes, the sequential mixed method sampling design and non-probability sampling strategies were used, specifically the purposive and convenience sampling methods. The data collection methods that were used included interviews with a cultural expert and colour-blind person, open-ended questionnaires completed by school learners and test administration to a group of 946 participants undergoing a sponsored basic career-related training and guidance programme. Content analysis was used for the qualitative data while statistical analysis mainly based on the Rasch model was utilised for quantitative data. The results of phase 1 were positive and provided support for further development of the new items, and based on this feedback, 200 new items were developed. This final pool of items was then used for phase 2 – the evaluation of the new items. The v statistical analysis of the new items indicated acceptable psychometric properties of the general reasoning (“g” or fluid ability) construct. The item difficulty values (pvalues) for the new items were determined using classical test theory (CTT) analysis and ranged from 0.06 (most difficult item) to 0.91 (easiest item). Rasch analysis showed that the new items were unidimensional and that they were adequately targeted to the level of ability of the participants, although there were elements that would need to be improved. The reliability of the new items was determined using the Cronbach alpha reliability coefficient (α) and the person separation index (PSI), and both methods indicated similar indices of internal consistency (α = 0.97; PSI = 0.96). Gender-related differential item functioning (DIF) was investigated, and the majority of the new items did not indicate any significant differences between the gender groups. Construct validity was determined from the relationship between the new items and the Learning Potential Computerised Adaptive Test (LPCAT), which uses traditional item formats to measure fluid ability. The correlation results for the total score of the new items and the pre- and post-tests were 0.616 and 0.712 respectively. The new items were thus confirmed to be measuring fluid ability using nonverbal figural reasoning ability items. Overall, the results were satisfactory in indicating the viability and utility of the new items. The main limitation of the research was that because the sample was not representative of the South African population, there were limited for generalisation. This led to a further limitation, namely that it was not possible to conduct important analysis on DIF for various other subgroups. Further research has been recommended to build on this initiative. / Industrial and Organisational Psychology

Mobility and Pathways to Autonomy of Women: A study of informal workers in fisheries sector in Kerala, India Mobility defined as the freedom and ability to move has intrinsic and instrumental values in promoting human development. Paid work which involves mobility associated with work can be a ‘capability-enhancing’ experience when such mobility improves opportunities and enhances freedoms. However, the existing studies have neither examined nor measured mobility with its multiple domains for women. My thesis fills this gap in research by exploring the multiple domains of gendered mobility by measuring mobility as a single construct and analysing whether mobility is a ‘capability’ for women workers which improves autonomy and agency. It is inter-disciplinary as it is situated at the confluence of development studies, human geography and sociological disciplines. The following features of the thesis make it unique in the development studies discipline. First, the contextual setting is unique as it is based in Kerala, which is a socially progressive state in India. The thesis unearths the underlying structural constraints in the Kerala model of social development for transformation of women workers under patriarchy. It is a comparative study which examines the household autonomy and agency of two types of informal women workers in the post-harvest fisheries, namely ‘peeling workers’ linked to production chains and ‘fish vendors’ who are self-employed. Second, the capability approach provides the theoretical framework for the analysis of mobility of women as capability and it introduces a new concept of ‘transformational mobility’. By examining mobility using the Rasch Rating Scale Model (RSM) for the first time in development studies, the thesis operationalises capability measurement by introducing the measurement scale of mobility of women workers which empirically delineates the multiple domains of mobility based on the constraints faced by women. Third, the mixed methods research design using survey data and qualitative interviews of women workers provide better insight and contextual understanding of women’s work. An innovative method, namely, the Crisp set Qualitative Comparative Analysis (CsQCA), explores the causal mechanisms that bring about ‘transformational mobility’ in women workers. The thesis empirically proves the significance of social and human capital factors like caste, low education of spouse and marital status along with the underlying patriarchal structures that determine pathways to transformational mobility and decision making of women. Lastly, the qualitative analysis using classic grounded theory contributes to the emergence of substantive theories for women workers which reflect contrasting agentic behaviour of peeling workers and fish vendors in the context of Kerala. The lack of collective agency among peeling workers questions the claims of Kerala model of development in improving the agency of women. The findings confirm that work mobility associated with informal low paid work is not necessarily a capability for women in fisheries.

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Context: Medical management for head and neck cancer (HNC) often includes neck dissection surgery, a side effect of which is shoulder dysfunction. There is no consensus for which patient-reported outcome measure (PRO) is most appropriate to quantify shoulder dysfunction in this population. Objective: The aims of this research study were to: (1) use Rasch methodologies to assess construct validity and overall appropriateness of test score interpretation of Disability of the Arm, Shoulder and Hand (DASH), QuickDASH, Shoulder Pain and Disability Index (SPADI) and Neck Dissection Impairment Index (NDII) in the HNC population; (2) determine appropriateness of use of University of Washington Quality of Life (UW-QoL) shoulder subscale as a screening tool for shoulder impairment; (3) recommend a new PRO, or combination of PROs, that more accurately portrays the construct of shoulder dysfunction in the HNC population. Design: One hundred and eight-two individuals who had received a neck dissection procedure within the past 2 weeks to 18 months completed the PROs. Rasch methodologies were utilized to address the primary aim of the study through consideration of scale dimensionality [principal components analysis, item and person fit, differential item functioning (DIF)], scale hierarchy (gaps/redundancies, floor/ceiling effects, coverage of ability levels), response scale structure, and reliability (person and item reliability and separation statistics). The secondary aim was addressed through correlational analysis of the UW-QoL (shoulder subscale), DASH, QuickDASH, SPADI and NDII. Results: The DASH did not meet criteria for unidimensionality, and was deemed inappropriate for utilization in this sample. The QuickDASH, SPADI and NDII were all determined to be unidimensional. All scales had varying issues with person and item misfit, DIF, coverage of ability levels, gaps/redundancies, and optimal rating scale requirements. The NDII meets most requirements. All measures were found to meet thresholds for person and item separation and reliability statistics. The third aim of this study was not addressed because the NDII was determined to be appropriate for this population. Conclusions: Rasch analysis indicates the NDII is the most appropriate measure studied for this population. The QuickDASH and SPADI are recommended with reservation. The DASH and the UW-QoL (shoulder subscale) are not recommended.

This study investigated how 2 different rating conditions, the controlled rating condition (CRC) and the uncontrolled rating condition (URC), effected rater behavior and the reliability of a performance assessment (PA) known as the Missionary Teaching Assessment (MTA). The CRC gives raters the capability to manipulate (pause, rewind, fast-forward) video recordings of an examinee's performance as they rate while the URC does not give them this capability (i.e., the rater must watch the recording straight through without making any manipulations). Few studies have compared the effect of these two rating conditions on ratings. Ryan et al. (1995) analyzed the impact of the CRC and URC on the accuracy of ratings, but few, if any, have analyzed its impact on reliability. The Missionary Teaching Assessment is a performance assessment used to assess the teaching abilities of missionaries for the Church of Jesus Christ of Latter-day Saints at the Missionary Training Center. In this study, 32 missionaries taught a 10-minute lesson that was recorded and later rated by trained raters based on a rubric containing 5 criteria. Each teaching sample was rated by 4 of 6 raters. Two of the 4 ratings were rated using the CRC and 2 using the URC. Camtasia Studio (2010), a screen capture software, was used to record when raters used any type of manipulation. The recordings were used to analyze if raters manipulated the recordings and if so, when and how frequently. Raters also performed think-alouds following a random sample of the ratings that were performed using the CRC. These data revealed that when raters had access to the CRC they took advantage of it the majority of the time, but they differed in how frequently they manipulated the recordings. The CRC did not add an exorbitant amount of time to the rating process. The reliability of the ratings was analyzed using both generalizability theory (G theory) and many-facets Rasch measurement (MFRM). Results indicated that, in general, the reliability of the ratings obtained from the 2 rating conditions were not statistically significantly different from each other. The implications of these findings are addressed.