Reliability of self-report outcome assessment is often called into question with the severely mentally ill population. In the context of inpatient care, demand characteristics may further complicate self-report measures. Although clinician-completed outcome measures, such as the Brief Psychiatric Rating Scale-Expanded Version (BPRS-E), have become industry standard with this population, self-report assessment may be useful under certain conditions. This study sought to explore the relationship between a clinician-completed, the BPRS-E, and a self-completed measure, the SOQ, within the SMI inpatient population. A total of 357 adult participants with a minimum of three assessment iterations were analyzed. The results of the analysis indicated both measures correlated at all assessment iterations (admission, 90-, 180-, 270-, 360+ days), but when divided into SOQ admission clinical and subclinical groups only the clinical group maintained the correlation at all points. A logistical regression analysis indicated that membership in the subclinical group can be predicted by one subscale (Mood Disturbance) and three items (Hallucinations, Uncooperativeness, and Conceptual Disorganization) from the BPRS-E. The change trajectories of both measures were essentially identical; however, when divided into SOQ admission clinical and subclinical scores the SOQ and BPRS-E change trajectories were significantly different from each other and clinical versus subclinical on the same measure were significantly different. Further examination of the subclinical SOQ group revealed two distinct groups, scores that eventually had reliable change and exceeded the cutoff score and those that never did. A logistical regression analyses revealed that membership in these two groups can be reliably predicted by two BPRS-E items (Somatic Concerns and Suspiciousness), in that as each item increases the likelihood of membership in the group that never exceeds the cutoff score also increases. These results suggest that although the SMI inpatient population present with profound limitations, it may be possible to predict those who will eventually provide reliable self-report outcome assessments and those who will not. Although further research is necessary, these results are promising and may provide decision points for clinicians on when and when not to trust self-report outcome assessment with the SMI inpatient population.

Managed Mental Health Care (MMHC) began blanketing the United States when cost of care rose exponentially. MMHC is one avenue many employers and insurance companies have chosen to provide employees with mental health treatment at controlled costs. However, not all employers view supplying their employees with mental health treatment beneficial, as they do not know mental health problems can significantly decrease work productivity. Brown and Jones (2005) used the Social Role Scale (SR) of the Severe Outcome Questionnaire (SOQ) to estimate work productivity in employees under the assumption that the scale measures work productivity. The purpose of this study was to move closer to an estimation of the relationship between improved mental health and improved workplace functioning by examining the relationships among a self-report measure of mental health (i.e., the SR), a self-report measure of work productivity (i.e., the Work Productivity and Activity Impairment Scale [WPAI]), and objective measures of work productivity (i.e., the quality and timeliness of institutional records, supervisor ratings, and sick hours used). It was thought that understanding the relationships among these measures might assist in estimating the cost/benefit of investing in psychotherapy. Participants in this study were employees and inpatients at the Utah State Hospital. Statistical analyses indicated the SR did predict two WPAI scales (i.e., Presenteeism and Activity Impairment) for employees. Specific relationships among measures, and suggestions for future research, are discussed.

The purpose of this research was to examine the role of instructional technology resource teachers (ITRTs) within Virginia's public school divisions focusing on how ITRTs used their time throughout the school year to integrate technology into the curriculum. Based on data from surveys of current ITRTs, the researcher investigated further to find relationships, if any, among the professional and educational backgrounds and work calendar of these teachers and their responses to their actual role. The study also addressed training that the ITRTs have received to assist them in their job duties and explored the participants' perceptions of their roles as ITRTs. Data were collected through the administration of an online survey sent to 1,199 ITRTs in 133 school divisions (districts) in Virginia. The response rate was 82% or 983 returns. The data were analyzed and presented using a tabular format along with a brief description. Based on the findings, 40.9% of the respondents listed Instructional Technology Resource Teacher as their official job title. The majority of respondents held master's degrees and teacher's licenses. Respondents reported that 95% were full-time ITRTs. Most worked on a 10- or 11-month work calendar. The findings showed that instructional technology resource teachers were assisting teachers somewhat with technology integration, but the time spent on solving software (64.8%) and hardware (53.3%) problems remains a concern. The majority stated that they had received training from their school divisions. The analysis showed that only 1.6% of the respondents had no training. Respondents overwhelmingly agreed that the most effective way to meet each school's instructional technology needs is to have one full-time instructional technology resource teacher in each school. Respondents stated there was not enough time allotted for teachers to plan for technology in the classroom and that there were insufficient funds for hardware and software needed for implementing technology into the classroom. Most agreed that support from school division administrators are assisting teachers in successfully integrating technology into the classroom and the majority of respondents disagreed that Standards of Learning (SOL) prompt teachers to use technology as a daily instructional tool.

No description available.