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This study tested the construct validity of a preschool measure of executive function (Behavior Rating Inventory of Executive Function; BRIEF-P) through support of convergent and discriminant validity using the multitrait-multimethod validation process. Convergent validity was examined through teacher ratings of executive function and Attention-Deficit/Hyperactivity Disorder (ADHD) and through the measurement of executive function on a performance measure. Determination of discriminant validity was attempted through teacher ratings of executive function and anxious/shy behaviors and through performance measures of visuospatial processing. Participants were placed in one of two groups: a control group/no diagnosis (n = 21) or an ADHD Group (n = 14). Group comparisons were conducted using t-tests and chi-square analysis and determined group differences related to gender, ethnic background, IQ, and age. An Analysis of covariance, controlling for gender, indicated significantly higher teacher ratings of preschool-age children with ADHD than without ADHD on the BRIEF-P. Pearson correlations suggest a strong relationship between similar constructs utilizing same method procedures and a moderate relationship measuring the same construct between measures. Discriminant validity was unable to be established due to non significant relationships between the same trait/between methods and different trait/between methods correlations. However, the small number of participants (n = 35) and poor teacher return rate of questionnaires (control n = 7; ADHD n = 14) may have affected the results of this study. There were several other limitations of this study, including the design of the study and the extended length of time to complete the study. / School Psychology

Research has shown that early signs of behaviour problems can be identified in infancy and toddlerhood and, while some of these challenges may resolve over time, often they continue and place children at risk for later mental health problems. To identify infants with early signs of emotional-behavioural problems who may benefit from intervention, psychometrically strong infant mental health measures could be helpful. Unfortunately, measures for assessing infant mental health often cannot be used to assess children under 12 months old or do not comprehensively address clinically-relevant mental health domains in infants. The Brief Child and Family Outcome System for Infants (BCFOSI) is a questionnaire for parents of infants 8 to 17 months old with evidence on its reliability and factor structure and promising preliminary evidence on validity (Niccols et al., 2018). Stability and validity of the BCFIOSI were examined in a community sample of 50 infants at 8-, 14-, and 18-months. Total scale scores demonstrated moderate stability over 4, 6, and 10 months, rs = 0.48, 0.31, and 0.39, respectively, ps < 0.05. Criterion validity correlations with other measures of emotional-behavioural functioning (ASQ:SE, BITSEA, CBCL) were significant at 8, 14, and 18 months, rs = 0.36 to 0.61, ps < 0.05. There were two significant concurrent validity correlations with measures of infant and maternal physiological regulation: 8-month BCFIOSI Total scores and infant vagal withdrawal, r = -0.35, and 8-month BCFIOSI Sleeping and maternal baseline RSA, r = 0.32, ps < 0.05. With regard to maternal behaviour, 8-month BCFIOSI Eating was correlated with observational measures of maternal sensitivity, non-hostility, and structuring, rs = -0.35, -0.44, and -0.28, respectively, ps < 0.05. Measures of parental stress and parenting attitudes also were correlated with 8-month BCFIOSI Total scores, rs = .029 to 0.48, ps < 0.05. Predictive validity was supported by significant longitudinal associations with the CBCL 4 and 10 months later, rs = 0.33 and 0.31, respectively, ps < 0.05. Findings provide additional evidence to support the use of the BCFIOSI with infants at potential risk for later mental health problems who may benefit from intervention. / Thesis / Master of Science (MSc)

No / Reactivity to assessment has attracted recent attention in the brief alcohol intervention literature. This systematic review sought to examine the nature of change in alcohol consumption over time in control groups in brief intervention studies. Primary studies were identified from existing reviews published in English language, peer-reviewed journals between 1995 and 2005. Change in alcohol consumption and selected study-level characteristics for each primary study were extracted. Consumption change data were pooled in random effects models and meta-regression was used to explore predictors of change. Eleven review papers reported the results of 44 individual studies. Twenty-six of these studies provided data suitable for quantitative study. Extreme heterogeneity was identified and the extent of observed reduction in consumption over time was greater in studies undertaken in Anglophone countries, with single gender study participants, and without special targeting by age. Heterogeneity was reduced but was still substantial in a sub-set of 15 general population studies undertaken in English language countries. The actual content of the control group procedure itself was not predictive of reduction in drinking, nor were a range of other candidate variables including setting, the exclusion of dependent drinkers, the collection of a biological sample at follow-up, and duration of study. Further investigations may yield novel insights into the nature of behaviour change with potential to inform brief interventions design.

While safety-belt use markedly reduces morbidity and mortality, many young adults in the U.S. do not buckle-up 100% of the time. Following a series of community-level interventions on a university campus, this dissertation project focused on promoting individual-level safety-belt use. More specifically, a targeted web-based assessment and brief motivational intervention for individuals with lower rates of safety-belt use was developed and tested. A Pilot Study conducted prior to the Main Study developed self-reported assessment measures for safety-belt use and motivation. Recruitment, baseline assessment, intervention, and follow-up assessment were conducted via the Internet. Student drivers who buckled-up less than 70% of the time and who met other eligibility requirements were enrolled in a within subjects, randomized, attention-controlled design. At baseline, each participant completed an assessment of: (1) demographics; (2) driving behaviors; and (3) social cognitive and motivational variables including knowledge, perceived importance, confidence (self-efficacy), and readiness to buckle-up. Participants were then randomly assigned to one of two groups: (1) an attention-control group receiving emailed general nutrition information or (2) a motivational interviewing-consistent feedback group receiving emailed personalized feedback. Dependent variables were re-assessed approximately ten days after feedback/general nutrition information were emailed via follow-up assessment. Outcomes analyses using non-parametric statistics were conducted twice. First, an analysis of “completers” was conducted using data from those who completed follow-up. Second, a more conservative intent-to-treat analysis was conducted after carrying the last observation forward for those who did not complete follow-up, assuming no change among those who did not complete follow-up. Overall, results suggest this web-based assessment and brief motivational intervention was feasible and acceptable to participants. Overall, results from both analyses found statistically significant increases in median driver and passenger belt use between baseline and follow-up among participants in both groups. Further, effect sizes suggest the magnitude of change was greater among those in the intervention group versus those in the attention-control group. Participants were then categorized according to whether or not they increased driver belt use by at least one instance between baseline and follow-up. Those who received the intervention were not significantly more likely than those who received general nutrition information (i.e., assessment only) to increase driver safety-belt use by at least one instance. No statistical differences were found in either the completer or intent-to-treat analyses. Yet, when participants were categorized according to whether or not they increased passenger belt use by at least one instance between baseline and follow-up, those who received the intervention were 1.75 times more likely than those who received general nutrition information (i.e., assessment only) to increase passenger safety-belt use by at least one instance. This difference was not found in the intent-to-treat analysis. In general, study participation was associated with increased ratings of motivation (i.e., importance, confidence, and readiness) at follow-up. Results were interpreted with caution given psychometric weaknesses including high intercorrelations found between constructs of motivation in the Pilot Study. However, median change in one construct, readiness, was investigated in post-hoc analyses. Using the intent-to-treat sample, it was found that participants who were categorized as having increased driver safety-belt use by at least one instance also reported statistically significant median changes in readiness to buckle-up as a driver. Those categorized as having increased passenger safety-belt use by at least one instance also reported statistically significant median changes in readiness to buckle-up as a passenger. Further, although there was a trend for participants in the intervention group to be more likely than those in the attention-control group to commit to buckling-up and asking others to do the same at follow-up, there were no significant differences in commitment between groups. However, regardless of group assignment, change in median readiness was associated with: (1) commitment to buckle-up as a driver; (2) commitment to buckle-up as a passenger; (3) commitment to ask others to buckle-up while acting as a driver; and (4) commitment to ask others to buckle-up while acting as a passenger. Overall, these studies found the Internet to be an acceptable and promising venue for assessment and brief motivational intervention to promote safety-belt use among university students. Further, safety-belt use and motivational constructs such as importance, confidence, and readiness may be measured via self-report methodology. Results suggest participation in the study was associated with improvement in safety-belt use and some levels of motivation. While there were trends for those in the intervention group to report greater increases, there were no statistically significant differences between the groups in the ITT analyses. In the completer analyses, it was found that those in the intervention group were significantly more likely to report increased passenger safety-belt use. Future research may elucidate more specific psychometric properties of new measures used. In particular, readiness may be a proxy motivational variable that appears to relate to change in safety-belt use among drivers and passengers as well as commitment to buckle-up and ask others to do the same. The simple process of assessment may be sufficient to produce changes in readiness related to behavior change. / Ph. D.