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M.A. (Counseling Psychology) / Please refer to full text to view abstract

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A research report submitted to the Faculty of Health Sciences, University of Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Child Health-Neurodevelopment. January 2017 / Aim and objectives: The aim of this study was to describe the hearing screening profile of children between 0-6 years living with HIV/AIDS currently on HAART at a virology clinic within a tertiary hospital in Gauteng using an audiological screening protocol. The objectives were to describe the demographic profile of children on HAART undergoing hearing screening, to determine the relationship between CD4 percent and the duration on HAART, to document and describe the occurrence of possible outer ear abnormalities, to document and describe the occurrence of possible middle ear pathologies and to document and describe the occurrence of possible inner ear pathologies. Methodology: This was a cross-sectional, prospective descriptive study; using purposive criterion sampling. It was conducted at a tertiary provincial hospital in Gauteng. A questionnaire and a hearing screening protocol was used to obtain data. Consent was obtained from the parent/caregiver of all participants. Ethical approval was obtained from the hospital and the University of Witwatersrand Medical Ethical Committee prior to the study. Results: There was the presence of possible ear pathologies detected by the hearing screening. The possible outer ear abnormalities existed in 26% of ears, possible middle ear pathologies existed in 29% of ears and possible inner ear pathologies existed in 1% of ears. However as the frequency increased the number of refers obtained in DPOAE screening also increased, which could be indicative of early cochlear pathology (inner ear pathology) in the high frequencies. Conclusions: Audiological screening in infants and children living with HIV/AIDS may be essential, as there may be a wide range of possible hearing deficits. If undiagnosed or not identified and managed early these deficits may result in language and cognitive delays. / MT2017

Thesis (Ed.D.)--Boston University.

The purpose of this study was to compare alternative models for analyzing student learning outcomes. The models were: (a) single equation approach, (b) separate equation approach using actual within-group intercept (actual b(,oj)) and (c) separate equation approach using adjusted within-group intercept (adjusted b(,oj)). The models were compared first under an additive model assumption and then under an interactive model assumption. Basic models, assumptions and procedures were discussed. Data were generated using computer simulation. / The simulation model assumed that the within-group process is represented by the within-group slope and intercept. Those parameters were assumed to be a linear function of the group mean. / One hundred, 500 and 1,000 replications were generated for the additive model, the interactive model assuming an intraclass correlation of 0.2 and the interactive model assuming an intraclass correlation of 0.4, respectively. Each set of replications was analyzed using the three approaches. Sampling distributions for the additive constant (b(,o)), the individual (b(,s)), group (b(,c)) and interaction (b(,sc)) effects were compared. / The results suggested that, for the additive model, the single equation approach and the separate equation approach using adjusted b(,oj) provided unbiased estimates of b(,o), b(,s), and b(,c) with approximately equal sizes for the actual standard errors of the estimates. However, only the separate equation approach using adjusted b(,oj) provided an accurate picture of the actual precision of the estimates. / Results for the interactive model suggested that the separate equation approaches are superior to the single equation approach, in terms of providing equal and unbiased, estimates. However, only the separate equation approach using actual b(,oj) is recommended because it is less costly, both in computer time and personnel time. / Source: Dissertation Abstracts International, Volume: 43-01, Section: A, page: 0147. / Thesis (Ph.D.)--The Florida State University, 1982.

The primary purpose of this research was to investigate, using Monte Carlo procedures, the stability and bias of canonical results as a function of sample size, average within-set correlations, average between-set correlations, and number of variables and to determine the feasibility of using matrix sampling in the context of canonical correlational analysis. The major findings from this research indicated that: / Under the conditions examined, the standard errors associated with the canonical correlations and the redundancy index were small and the standard errors of canonical weights and variate-variable correlations were large. The effect of sample size was moderate for canonical correlations and the redundancy index and large for canonical weights and variate-variable correlations. The effect of within-set correlations was small for the first and second canonical correlations and the redundancy index, large for canonical variate-variable correlations, and extremely large for canonical weights. The effect of between-set correlations was small for the second canonical correlation, moderate for the first canonical correlation and the redundancy index, large for canonical variate-variable correlations, and extremely large for canonical weights. The effect of number of variables was moderate for the first and second canonical correlations and the redundancy index, extremely large for canonical weights, and inconsistent for canonical variate-variable correlations. / It was recommended that the sample size for conducting a canonical correlational analysis should be determined in view of the primary purpose of investigation. If stability of the canonical correlations or the redundancy index is desired, from 45 to 60 subjects are necessary to obtain reliable results. If the stability of canonical weights is desired, from 500 to 6000 subjects are necessary to obtain reliable results. It was also pointed out that the subjects per variable index was misleading for the purpose of determining the sample size. / Source: Dissertation Abstracts International, Volume: 43-04, Section: A, page: 1121. / Thesis (Ph.D.)--The Florida State University, 1982.

Value-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons, including year-to-year changes in student populations. This study explores the implications of yearly population changes on teacher VAM scores. I used the North Carolina End of Grade student data sets, created artificial sub-samples, and run separate VAMs for each sub-sample. Results of this study indicate that changes in student population could affect teacher VAM scores. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / November 12, 2015. / hierarchical linear modeling, Value-added models / Includes bibliographical references. / Russell Almond, Professor Directing Dissertation; Elizabeth Jakubowski, University Representative; Betsy Jane Becker, Committee Member; Insu Paek, Committee Member.

The study investigated the relative precision of ability estimates and mastery classifications resulting from fixed-form mastery achievement tests constructed using item response theory (IRT) optimal item selection and conventional item selection strategies. Two optimal item selection strategies, optimal and content optimal, and two conventional strategies, content representative and random, were used. The four item selection strategies were applied to four simulated data sets that differed in underlying dimensionality in order to investigate the effects of violations of the IRT unidimensionality assumption on ability estimation. Each data set represented simulated student responses to item banks consisting of 200 items, with 10 items measuring each of 20 objectives. / The results of the study indicated that optimal and content optimal item selection strategies provided higher levels of measurement precision at the mastery criterion than the conventional strategies, but the differences diminished sharply as data decreased in unidimensionality. Mastery classification error was lower for the optimal strategies for data that was unidimensional or generally unidimensional. Optimal and content optimal strategies demonstrated comparable measurement and classification precision. A small practical effect from the application of IRT optimal item selection to generally unidimensional data was implied by the results of the study. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0494. / Major Professor: Jacob G. Beard. / Thesis (Ph.D.)--The Florida State University, 1993.

This study was designed to measure the relative effectiveness of two models of equating test difficulty; the Linear Model, Design IV, and the Rasch Model. The context of the comparison was that of increased mean and decreased standard deviation for the second administration of a test. It was expected that the Linear Model would be less effective than the Rasch Model since it includes the mean and the standard deviation in its formulation and the Rasch Model does not. It was expected that the relative effectiveness of the Rasch Model would increase as the difference between test means increased. / Two types of anchor tests were evaluated. One consisted of items of moderate difficulty and the other of items with extreme difficulties. The anchor test with extreme difficulties was viewed as representing 'worst case' specification and it was therefore expected that the moderate set would perform better than the extreme set. / The results indicated that when the entire score scale is of concern the Rasch Model is superior to the Linear Model with both the moderate and extreme anchor tests. At the section of the score scale typically used for cut-off scores for minimal competency tests, the Rasch Model is superior in producing small levels of bias, but the Linear Model produces lower levels of error. The equating discrepancies produced by the Rasch Model average near zero but fluctuate relatively widely around that point. Linear Model equating discrepancies show a negative bias but fluctuate less than for the Rasch Model. The Linear Model was more affected by changes in mean and standard deviation than was the Rasch Model. In the area of the score scale typically used for cut-off scores the difference in results for the anchor tests is small enough so that latitude in selecting common items is warranted. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2847. / Thesis (Ph.D.)--The Florida State University, 1984.