There is overwhelming evidence that the presence of secondary gain is an independent predictor of both performance validity and neuropsychological test outcomes. In addition, studies have demonstrated that genuine cognitive and/or psychological conditions can influence performance validity testing, both in the presence and absence of secondary gain. However, few studies have examined these factors in a large sample of academic accommodation seeking college students. The current study examined base rates of symptom validity test failure, the possibility of a “Near-Pass” intermediate group on symptom validity tests, the influence of diagnoses on performance indicators, and whether performance validity differed for “Near-Pass” patients relative to those who pass and those who fail performance validity indicators.

The identification of potential underreporting in employment evaluations is important to consider when examining a measure’s validity. This importance increases in personnel selection involving high-virtue positions (e.g., police officers and firefighters). The current study aimed to utilize an archival firefighter applicant sample to examine the construct validity of the Minnesota Multiphasic Personality Inventory-2-Restructured Form’s (MMPI-2-RF) underreporting scales (L-r and K-r). Results were analyzed using a correlation matrix comprised of a modified version of the Multi-Trait Multi-Method Matrix (MTMM), as well as multiple regression and partial correlation. The present study provides additional support for the construct validity of the MMPI-2-RF’s underreporting validity scales. Further research using outcome measures and alternate assessment methods would be able to provide further information on the efficacy of these scales.

This qualitative focus groups analysis examines the harmful effects of violent video games on emotions and behavior by comparing violent video game player's responses to that of non-violent video game players of the same age group. Research on the effects of video games has been done since the 70s, yet more research is needed to better understand the potentially harmful emotional and behavioral effects of playing violent games, especially from the gamers' perspectives. This thesis presents a qualitative analysis of data obtained from focus group sessions among undergraduate college students. Results of the analysis supports the presence as well as absence of violent video game effects, according to violent and non-violent video gamers' personal experiences and in their own words.

The dissertation describes a study of the instructional validity of the Arizona Instrument to Measure Standards (AIMS), a standards-based assessment. The study addresses the third- and fifth-grade mathematics portion of the 2005 AIMS test, focusing on two performance objectives per grade level. The study centers on the following questions: Can variation in students' mathematics achievement on AIMS be explained by instructional validity measures, namely: (1) alignment between test items and instructional characteristics and (2) by the degree of teacher emphasis on the two skills of interest to the study? Does the relationship between these measures and AIMS performance differ across grade levels? What possible explanations exist to account for grade level differences? Is there a relationship between the instructional validity measures and performance on the objectives of interest to this study?The dissertation discusses the evolution of thinking about instructional validity as standardized testing has changed. The study methods, including developing alignment measures from interview transcripts and classroom assessment examples collected from 16 third-grade teachers and 20 fifth-grade teachers in one school district are also described. Findings include that, although the method of using qualitative data to gauge instructional validity yields rich information about instructional practice, there was little instructional variation between classrooms in the district studied. This may have occurred because the district requires teachers to provide instruction exactly as specified in the district-adopted mathematics text. Some between-grade level differences do exist in the curricular alignment with AIMS. Teachers attempted to overcome this in their instruction despite district mandates to the contrary. Results support the instructional sensitivity of AIMS at third grade, but not at fifth grade. Differences in instructional sensitivity across grade levels might be linked to curricular differences; some third-grade teachers reported supplementing the curriculum to address the state standards while fifth-grade teachers largely reported that this was not necessary. Interestingly, the degree of alignment at third- and fifth-grade did not vary, although fifth-grade teachers placed more emphasis the study objectives. This speaks to third-grade teacher commitment to address the standards, and the challenges in emphasizing them when district-adopted curricula are not well-aligned with state standards.

The purpose of this study was to investigate the construct validity of the eight subscales of the Cambridge Cognitive Examination (CAMCOG). A confirmatory factor analysis was conducted to determine if the subscales of the CAMCOG, as proposed by its authors (Roth et al., 1986), were able to adequately describe the total set of relations among the set of individual scale items.The subjects consisted of 224 male and female individuals obtained through a study to examine the validity of the CAMCOG on a United States population. The subjects were divided into two separate groups: those diagnosed as having a dementing illness and a normal comparison group. The CAMCOG was administered to each subject as a measure of neuropsychological functioning by a trained professional or paraprofessional.Two models were established a priori for the confirmatory factor analysis. The first model was based on the theory of Roth et al. (1986) which suggested there are eight factors within the CAMCOG. The second model was developed as a one-factor solution and was based on the present author's theory that the CAMCOG is a general measure of brain impairment and that all data would be best explained by one common factor. Maximum likelihood estimates were calculated using LISREL VII (Joreskog & Sorbom, 1989).The results of the study suggest that the eight-factor model of the CAMCOG proposed by its authors (Roth et al., 1986) provided a significantly better explanation of the data than did the one factor model proposed by the author of this study. However, neither one of the models postulated was found to adequately describe the covariance of the obtained data. Accordingly, the validity of the constructs of the CAMCOG as proposed by Roth et al. (1986) is considered to be questionable. Suggestions for further research are presented. / Department of Counseling Psychology and Guidance Services

Background: Construct validity refers to the degree to which tests that claim to measure a “construct” (i.e., an inferred concept that is intangible regarding an individual’s health or internal state such as a disease, or postulated attribute) are truly reflective of that specific construct. It is suggested that construct validity is an important concept in preclinical research, as it may help reduce misinterpretations of study results allowing for better ability to predict the success of clinical translation of preclinical studies. However, there is a lack of empirical evidence to confirm its impact on preclinical research efficacy. Objectives: (I) Conduct a scoping review of the construct validity literature as it relates to the design of in vivo animal studies. (II) Conduct an overview of systematics reviews evaluating the application and reporting of construct validity within systematic reviews of in vivo animal studies. Methods: For the scoping review, we searched Embase, MEDLINE, and Google Scholar. Eligibility criteria was intentionally broad as we included any article that mentioned construct validity in preclinical in vivo research. Further review of citations was performed on eligible studies that provided substantial discussion on construct validity. For the overview, we searched MEDLINE, Embase, and TOXLINE for systematic reviews of preclinical in vivo interventions. The outcomes of interest were the prevalence of systematic reviews that mentioned construct validity and the prevalence of reviews that assessed construct validity. Results: The literature searches for the scoping and overview yielded 3657 and 2356 articles, respectively. After screening 372 and 444 met inclusion criteria for the scoping and overview. Six codes were generated (theory; mechanism; matches the human condition; measures what it reports to; experimental conditions; and outcomes) from the content analysis for the definition of construct validity. Of the 444 systematic reviews, seven mentioned construct validity, but only three used the term construct validity directly. None of the systematic reviews assessed construct validity. Discussion/Conclusion: Construct validity was not defined uniformly among studies suggesting it is not clearly understood. There was limited reporting on construct validity in systematic reviews and entirely no assessment of it; this may reflect a lack of awareness of this concept. Future research should aim to find a consensus on the definition of construct validity in order to develop tools and frameworks to help researchers assess construct validity.

This study investigated the validity of the Reading Level Achievement Test of the English Language Center (ELC) of Brigham Young University. Test validation is a complicated process that involves evaluation of various types of validity. It was beyond the scope of this study to investigate different types of validity of the Reading LAT. The present study was only focused on the exam's construct validity. In an effort to validate the LAT, various models of reading comprehension were examined with the purpose of defining the construct of academic reading comprehension. The TOEFL academic reading framework was chosen to be the construct of academic reading comprehension for the present study. The ELC's reading objectives and the Reading LAT items were compared to the construct of academic reading comprehension as defined in the TOEFL framework. The results of this comparison suggest that neither the current ELC reading objectives, nor the current ELC Reading LAT adequately measures students' academic reading comprehension as defined in the construct.

Yes / The content validity ratio originally proposed by Lawshe is widely used to quantify content validity and yet methods used to calculate the original critical values were never reported. Methods for original calculation of critical values are suggested along with tables of exact binomial probabilities.

It is recognised that mood disorder diagnostic categories are simplifications with limited validity, and while dimensional measures may be more valid than categories, their utility is uncertain. It has been argued that the criteria for bipolar disorder (BD) are too narrow, and that a ‘bipolar spectrum’ should be recognised. The validity and utility of a dimensional measure of mania, the Mood Disorder Questionnaire (MDQ), was investigated in a cohort (n = 68) of young adults being treated for an episode of major depressive disorder (MDD). MDQ score was higher in men and correlated positively with number of depressive episodes, personality measures, and negatively with reaction time. In those on antidepressants at three month follow up (n = 36), MDQ correlated moderately with restlessness (r = .39, p = .01) and suicidal thoughts (r = .34, p = .02). A genetic study of MDD, BD and categorically defined bipolar spectrum disorder (BSD) found an association with a single nucleotide polymorphism (rs1202874) in GPR50, on Xq28. When BD and BSD groups were combined, the association strengthened (p = .0014; OR 1.97, 95% CI 1.26-3.06). The MDQ was investigated in a sample (n=2942), from the population-based Generation Scotland biobank. The MDQ showed high internal reliability, and in a subset with MDD (n=620), a three component structure. MDQ was higher in men, and in those with recurrent depression, and correlated negatively with age of onset (r = -.191, p = 2 x 10-6). A trimodal distribution of age-of-onset was observed in those with chronic or highly recurrent MDD. Controlling for age, gender and current distress, MDQ correlated negatively with general intelligence (r = -.100, p = 1 x 10-8) in controls. Overall there was reasonable evidence that the MDQ had antecedent, concurrent and predictive validity. There was less evidence to support the reliability or validity of BSD. The findings suggested that in those with MDD (particularly with risk factors such as male gender, early age of onset and recurrence) the MDQ may be useful to (1) identify those who may require more intensive monitoring and (2) inform treatment decisions. Thirdly, classifying mood disorders on the basis of prior course, and including dimensional measures, may be more clinically useful.

This study was a pilot investigation of the initial validity of a newly developed behaviour-screening instrument for early intervention service providers. Group Special Education, Early Intervention (GSE/EI) (2005) adapted the Canterbury Behaviour Screening Protocol (CBSP) from a widely used behaviour-screening instrument the Early Screening Project. The CBSP consisted of 49 items in 2 checklists. GSE/EI identified 10 early childhood centres with a total roll of 712 to participate in the study. Staff were asked to categorise children's problem behaviours as either withdrawn/isolated or aggressive/oppositional, using profiles provided. Next, they were asked to nominate 2 children in each category, and an additional 2 children in either category, and to rank them from most concerning to least concerning. Centres identified 25 children in the withdrawn/isolated category, and 28 children in the aggressive/oppositional category. Staff completed checklists for children with parent/carer consent, which were scored according to preset protocols. Scores on the CBSP were assigned risk values ranging from "extreme" to "no risk". The estimated prevalence of "high" to "extreme" behaviour problems was 7.2% based on CBSP protocols and teacher nominations. The level of agreement between teacher rank and CBSP score was 79%, and this determined the initial specificity. Next, independent observations of the behaviour of the nominated children were conducted during free play periods at the centres by an observer blind to the children's nominated category, teacher ranking or checklist score. Risk levels were assigned based on the observation scores, using a cut-off value of 37% time spent in problem behaviour for girls and 40% for boys. There was agreement in terms of teacher rank and observation scores, (categorised into either "no risk" and "at/high/extreme risk) for 65% for children in the withdrawn/isolated category, and 75% for children in the aggressive/oppositional category. The level of agreement between the CBSP score and the observations (categorised into either "no risk" or "at/high/extreme" risk) was 40% for children in the withdrawn/isolated category, and 46% for children in the aggressive/oppositional category. Using the cut-off values, a prevalence estimate for high risk or extreme risk for behaviour disorders, based on independent observation of children, was 3.2%. Centre staff completing a feedback form determined the social validity of the CBSP. Although responses were generally favourable, a number of suggestions were also made to improve the procedure. Despite limitations in the design of the draft, the CBSP shows promise for a first step in a screening procedure designed to screen New Zealand early childhood centres for children who may be at risk for developing behaviour and/or social emotional problems. The independent observation may also be useful as a second step, prior to extensive eligibility assessment. A number of suggestions were made for future drafts such as addressing the limitations specified, conducting the CBSP with a greater number of children, and determining the concurrent validity, and test-retest reliability.