Psychological testing and measurement Books

Book SynopsisAt last, a comprehensive guide that meets psychologists and other social scientists'' growing need to master the tools of statistical prediction.Prediction Statistics for Psychological Assessment, by R. Karl Hanson, is the first book to teach students and practitioners the nuts and bolts of prediction statistics, while illustrating the utility of prediction and prediction tools in applied psychological practice. This valuable resource uses real-world examples, helpful explanations and practice exercises to support the use of prediction tools in psychological assessment. Actuarial risk assessment evaluators need to know how prediction tools work, how to evaluate them, and how to interpret their results in applied assessments. Written in a clear and accessible manner, this user-friendly book helps readers understand how to evaluate and interpret different kinds of prediction tools, appreciate the numeric information used in risk communication, and utilize prediction tools to inform evidence-based decision making. Trade ReviewKarl Hanson, one of the preeminent experts on criminal risk prediction, has produced an informative text that should be required reading for any professional involved in mental health assessment. Dr. Hanson skillfully presents complex concepts in a simple to read and understand text that will inform the future of psychological (and other mental health) assessment. A must-have on the bookshelf of practitioners and researchers alike. -- Robert D. Morgan, PhD, Dean, College of Health and Human Sciences, Southern Illinois University, Carbondale, IL, United StatesKarl Hanson—an international luminary in the field of psychological assessment—has written a cogent, meticulous, and comprehensive guide to the statistics used to predict human behavior. This lucidly written work will have an immense and long-lasting impact on the field. It needs to be within arm’s reach on the bookshelf of every clinical researcher and every evidence-based clinician. -- John Monahan, PhD, Shannon Distinguished Professor of Law, University of Virginia, Charlottesville, VA, United StatesAdvances in the field of risk assessment have been facilitated by improvements in prediction statistics. Until now there has been no comprehensive guide for those in the field. As a research and practice leader, Hanson delivers a learned volume that is readily accessible. It teaches specific statistics along with the role of prediction statistics in forensic assessment. It is a must-read for forensic researchers and practitioners intending to put research into practice. -- Distinguished Professor James Ogloff, AM, Director, Centre for Forensic Behavioural Science, Swinburne University of Technology, and Executive Director, Psychological Services & Research, Forensicare, Victoria, AustraliaTable of ContentsPrefacePart I: Background and OverviewChapter 1: Introduction to Prediction Statistics in PsychologyChapter 2: The Nature of ProbabilityChapter 3: Overview of the Statistics ChaptersPart II: Statistics for Describing LikelihoodsChapter 4: ProportionsChapter 5: Discrete-Time Survival AnalysisChapter 6: Kaplan-Meier Survival AnalysisPart III: Discrimination and Relative RiskChapter 7: Dichotomous PredictorsChapter 8: Area Under the CurveChapter 9: Cohen's dChapter 10: Cox RegressionChapter 11: Logistic RegressionPart IV: CalibrationChapter 12: Chi-Square Goodness-of-FitChapter 13: The E/O IndexChapter 14: Meta-AnalysisChapter 15: Calibration PlotsPart V: Percentile RanksChapter 16: PercentilesPart VI: Practice ConsiderationsChapter 17: Estimating the Quality of Prediction ToolsChapter 18: Standardizing Risk CommunicationChapter 19: Going Even FurtherAppendix: Useful Algebra and NotationGlossaryReferencesIndexAbout the Authors

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Book SynopsisThis book will help career assessors offer practical guidance that can make a real difference in people''s lives. Key assessment factors include occupational interests, abilities, and personality characteristics. Career and work contribute significantly to personal and life satisfaction—and, when they are problematic, to personal unhappiness and stress. In this comprehensive career assessment book, Rodney L. Lowman addresses the three major areas that matter the most for understanding and helping people with their career choices: occupational interests, abilities (broadly defined), and personality characteristics. Chapters examine how these factorsrelate to career satisfaction, how to assess them using psychometric measures, and how to integrate the results of these assessments with the clients’ specific needs and goals. Detailed case examples are included, as well as a nuanced discussion of ethics and technology. Lowman’s career assessmTrade ReviewThis very practical and useful book presents a strategy for assessing and integrating the domains of interests, personality, and ability aimed at facilitating career counseling and the career choice process. In a meaningful and informative style, the author integrates theory, research, and practice across these three relevant domains. -- W. Bruce Walsh, PhD, Emeritus Professor, Psychology, The Ohio State University, Columbus; Fellow, American Psychological AssociationIt is rare to find a book on career assessment or, for that matter, on individual differences that presents an integrative literature review and models of abilities, personality traits, and interests. Rodney Lowman has crafted such a book, one that advances assessment and interpretation for practitioners and researchers in vocational and organizational psychology. -- James Rounds, PhD, Professor, Educational Psychology and Psychology, University of Illinois at Urbana-ChampaignDr. Lowman had done it again! This is the best, most complete, and yet one of the most practical books for career assessment available. If you conduct career or work assessments, or plan to, this volume will be invaluable. The book covers the three main areas of career assessment, including interests, abilities, and personality, and includes an excellent summary of the theory and research of these domains. It is also a practical guide with numerous helpful case examples. Assessments are a critical part of career assessment and coaching, and Lowman provides an excellent review of the key assessments necessary to do this work. -- Jeffrey E. Auerbach, PhD, President, College of Executive Coaching; author of Personal and Executive Coaching: The Complete Guide for Mental Health ProfessionalsWhat makes Lowman’s book special is that he understands the essence and purpose of career assessment, as well as the research integrated from the many disciplines that regularly provide these data. Lowman lays out a process and examines the evidence, even identifying unresolved or still-emerging issues. This book is a comprehensive treatment of the core issues in career assessment that also addresses human diversity, technology, and ethics. -- Mark Pope, EdD, Curators’ Distinguished Professor Emeritus, University of Missouri–St. Louis; Recipient, Eminent Career Award, National Career Development Association (2008); President, National Career Development Association (1998–1999); President, American Counseling Association (2003–2004Table of ContentsPreface Introduction: The Interdomain Model of Career Assessment Chapter 1. Scope of Career Assessment Work I. Assessing Vocational Interests Chapter 2. Defining and Contextualizing Vocational Interests Chapter 3. The “Big Six” RIASEC Interest Types Chapter 4. Applications: Choosing Interest Measures, Interpreting Individual-Level Interest Results, and Case IllustrationsII. Assessing Career-Related Abilities Chapter 5. Career-Related Abilities: Conceptual Issues and General Intelligence Chapter 6. Mechanical and Physical Abilities Chapter 7. Spatial Abilities Chapter 8. Artistic and Creative Abilities Chapter 9. Social Abilities: Social and Emotional Intelligence Chapter 10. Managerial and Leadership Abilities Chapter 11. Perceptual, Computational, and Other Abilities Chapter 12. Case Illustrations of Ability ProfilesIII. Assessing Career-Related Personality Characteristics Chapter 13. Conceptual and Measurement Issues of Career-Related Personality Chapter 14. The Five-Factor Model of Personality Chapter 15. Other Career-Relevant Personality Characteristic Chapter 16. Applications: Case Illustrations of Personality ProfilesIV. Applying the Interdimensional Model Chapter 17. Relationships Across Interest, Ability, and Personality Domains Chapter 18. Applying the Interdomain Model: A Step-by-Step Process for Integrating Career Assessment Data Chapter 19. Client Feedback and Report Preparation Chapter 20. Ethical/Legal and Technological Issues References

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Book SynopsisAn illustrative guide for using the MMPI-2-RF in forensic assessment A primary aim of this text is to inform readers of the most common forensic applications of the instrument and, in doing so, provide a brief overview of the various psycho-legal issues addressed. Each type of forensic psychological evaluation considers challenges both general (e.g., the potential for response bias) and unique (e.g., retrospective assessment in criminal responsibility evaluations), including the impact such challenges have on the use of the MMPI-2-RF in these contexts. The major focus of the book is on MMPI-2-RF interpretation developed through specific case analyses involving the most common psycho-legal questions. Each chapter includes a case study with a full MMPI-2-RF profile illustrating the interpretation and integration of test data into clinical and diagnostic impressions and generating forensic opinions. A book-based exam offering Continuing Education (CE) credit is available for this publication. Visit upress.umn.edu/test-division for more information.Trade Review"The MMPI-2-RF brings many important advancements for use in the forensic specialty of psychology. To date, however, what has been lacking is how to apply these advances in a way that is responsive to the legal questions posed to the forensic psychologist. This book fills that gap. It has been carefully structured to provide both a general model of data interpretation and specific examples of how to use these data to answer specific forensic cases. It is a significant advancement in the literature of forensic psychological assessment."—Daniel L. Davis, Ph.D., ABPP, Board Certified Forensic PsychologistTable of ContentsContentsList of TablesList of FiguresForewordPrefaceAcknowledgmentsPART I:Introduction and Broader Considerations for Use of the MMPI-2-RF in Forensic ContextsChapter 1Introduction to the MMPI-2-RFChapter 2General Considerations for Using the MMPI-2-RF in Forensic EvaluationsChapter 3Assessment of Malingering and Defensiveness with the MMPI-2-RFPART II:Criminal Forensic Applications of the MMPI-2-RFChapter 4Competency to Stand TrialChapter 5Criminal ResponsibilityChapter 6Violence Risk AssessmentChapter 7Sex Offender Risk AssessmentChapter 8Mitigation in Sentencing PART III:Civil Forensic Applications of the MMPI-2-RFChapter 9Child Custody Chapter 10Parental FitnessChapter 11Personal Injury and Disability DeterminationChapter 12Closing Remarks about the Forensic Use of the MMPI-2-RFReferencesIndex

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Book SynopsisA collection of illustrative adolescent case studies to aid clinicians in problem identification, diagnosis, and treatment planning—the only casebook for the MMPI-A-RF The MMPI-A-RF is linked to current models of psychopathology and personality, and features scales relevant for use with adolescents in a variety of clinical, forensic, and school settings. It mirrors the structure of the MMPI-2-RF, resulting in the most up-to-date, empirically based personality assessment for use with adolescents. Written by the authors of the earlier Case Studies for Interpreting the MMPI-A, this book continues the goal of serving as an authentic and illustrative guide for clinicians in understanding and using the MMPI-A-RF. Since the publication of the original Case Studies, much has changed for clinicians who assess and treat adolescents. The interpretive model described in this book demonstrates how the MMPI-A-RF can assist clinicians in assessing youth today by highlighting sixteen cases that broadly represent adolescents evaluated in clinical and forensic practice. In addition, one of the most common uses for the MMPI-A-RF is in the juvenile court setting—a landscape that has also dramatically changed since the publication of the original MMPI-A. Case Studies for Interpreting the MMPI-A-RF focuses on detailed forensic issues, including legal backgrounds, case law, and assessment methods specific to use of the MMPI-A-RF in juvenile court and related settings. Case Studies for Interpreting the MMPI-A-RF will assist clinicians in understanding MMPI-A-RF interpretation, while also being a valuable teaching tool for courses in assessment.Trade Review"This text by Daniel L. Davis and Yossef S. Ben-Porath masterfully illustrates the use of the MMPI-A-RF through presentations of an outstanding selection of evaluations. Clinical cases include abuse victims and an adolescent with medical noncompliance issues. Forensic cases include cogent examples of legal issues such as competency to stand trial and to waive Miranda rights. Cases are well-documented, and interpretation of test results are clearly illustrated. This book is an essential resource for all psychologists who use the MMPI-A-RF."—Robert P. Archer, PhD, ABPP, Eastern Virginia Medical School"Daniel L. Davis and Yossef S. Ben-Porath have crafted an essential resource for users of the MMPI-A-RF. Both newcomers and seasoned users will find much value in studying the wide array of cases as examples of how to expertly interpret the MMPI-A-RF."—Richard W. Handel, PhD, Eastern Virginia Medical SchoolTable of ContentsContentsList of TablesList of FiguresAcknowledgmentsPart I. Introduction to the MMPI-A-RFDevelopment of the MMPI-A-RFThe MMPI-A-RF ScalesAdministering the MMPI-A-RFScoring the MMPI-A-RFInterpreting the MMPI-A-RFPart II. The MMPI-A-RF CasesThe Clinical CasesBetty: A Victim of Human TraffickingJim: An Adolescent with AutismMary: A Female with a Family History of Schizophrenia and Bipolar DisorderRobert: A Male with Anxiety, ADHD, and Obsessive-Compulsive SymptomsSally: A Youth with Opioid Use DisorderSam: A Youth with Attention Deficit Hyperactivity Disorder and DepressionSarah: A Sexually Victimized YouthSteve: A Male with a History of Non-compliance with Diabetes MedicationTerry: A Male Referred for Self-Injurious BehaviorsThe Forensic CasesCarl: A Male Referred for a Juvenile Sex Offender Risk AssessmentDavid: A Youth Evaluated for Competency to Waive His Miranda RightsSusan: A Female Arrested After Plotting to Commit a School ShootingSadie: Susan’s Co-defendant in a School Shooting PlotJordan: A Male Sexual Abuse Victim in a Civil Damages CaseLennie:A Youth Referred for Competency to Stand TrialRalph: An Adolescent Evaluated for Bindover/Waiver to the Adult Criminal Justice SystemNotesReferencesIndex

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Book SynopsisThis is a reprint of the orginal book released in 1968. Our primary goal in this book is to sharpen the skill, sophistication, and in- tuition of the reader in the interpretation of mental test data, and in the construction and use of mental tests both as instruments of psychological theory and as tools in the practical problems of selection, evaluation, and guidance. We seek to do this by exposing the reader to some psychologically meaningful statistical theories of mental test scores. Although this book is organized in terms of test-score theories and models, the practical applications and limitations of each model studied receive substantial emphasis, and these discussions are presented in as nontechnical a manner as we have found possible. Since this book catalogues a host of test theory models and formulas, it may serve as a reference handbook. Also, for a limited group of specialists, this book aims to provide a more rigorous foundation for further theoretical research than has heretofore been available.One aim of this book is to present statements of the assumptions, together with derivations of the implications, of a selected group of statistical models that the authors believe to be useful as guides in the practices of test construction and utilization. With few exceptions we have given a complete proof for each major result presented in the book. In many cases these proofs are simpler, more complete, and more illuminating than those originally offered. When we have omitted proofs or parts of proofs, we have generally provided a reference containing the omitted argument. We have left some proofs as exercises for the reader, but only when the general method of proof has already been demonstrated. At times we have proved only special cases of more generally stated theorems, when the general proof affords no additional insight into the problem and yet is substantially more complex mathematically.Trade ReviewThis comprehensive and authoritative work is a major contribution to the literature of test theory. Without doubt it is destined to become a classic in the field. Maurice Tatsuoka (1971)

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Book SynopsisThe book is designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice. We would assume that users have some basic knowledge of using SAS to read data and conduct basic analyses (e.g., descriptive statistics, frequency distributions). In addition, the reader should be familiar with basic statistical concepts such as descriptive statistics (e.g., mean, median, variance, standard deviation), percentiles and the rudiments of hypothesis testing. They should also have a passing familiarity with issues in psychometrics such as reliability, validity and test/survey scoring. The authors do not assume any more than basic familiarity with these issues, and devote a portion of each chapter (as well as the entire first chapter) to reviewing many of these basic ideas for those not familiar with them.This book will be useful either as a primary text for a course on applied measurement where SAS is the main platform for instruction, or as a supplement to a more theoretical text. The readership will include graduate students, faculty members, data analysts and psychometricians responsible for analysis of survey response data, as well as educational and psychological assessments.This book aims to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter covers an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics are briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that is presented subsequently. Readers are then presented with examples illustrating a particular concept (e.g., reliability). These examples include a discussion of the particular analysis, along with the SAS code necessary to conduct them. The resulting output is then discussed in detail, focusing on the interpretation of the results. Finally, examples of how these results might be written up is also included in the text. This mixture of theory with examples of actual practice will serve the reader both as a pedagogical tool and as a reference work.

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Book SynopsisThe book is designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice. We would assume that users have some basic knowledge of using SAS to read data and conduct basic analyses (e.g., descriptive statistics, frequency distributions). In addition, the reader should be familiar with basic statistical concepts such as descriptive statistics (e.g., mean, median, variance, standard deviation), percentiles and the rudiments of hypothesis testing. They should also have a passing familiarity with issues in psychometrics such as reliability, validity and test/survey scoring. The authors do not assume any more than basic familiarity with these issues, and devote a portion of each chapter (as well as the entire first chapter) to reviewing many of these basic ideas for those not familiar with them.This book will be useful either as a primary text for a course on applied measurement where SAS is the main platform for instruction, or as a supplement to a more theoretical text. The readership will include graduate students, faculty members, data analysts and psychometricians responsible for analysis of survey response data, as well as educational and psychological assessments.This book aims to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter covers an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics are briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that is presented subsequently. Readers are then presented with examples illustrating a particular concept (e.g., reliability). These examples include a discussion of the particular analysis, along with the SAS code necessary to conduct them. The resulting output is then discussed in detail, focusing on the interpretation of the results. Finally, examples of how these results might be written up is also included in the text. This mixture of theory with examples of actual practice will serve the reader both as a pedagogical tool and as a reference work.

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Book SynopsisThe general theme of this book is to present innovative psychometric modeling and methods. In particular, this book includes research and successful examples of modeling techniques for new data sources from digital assessments, such as eye-tracking data, hint uses, and process data from game-based assessments. In addition, innovative psychometric modeling approaches, such as graphical models, item tree models, network analysis, and cognitive diagnostic models, are included. Chapters 1, 2, 4 and 6 are about psychometric models and methods for learning analytics. The first two chapters focus on advanced cognitive diagnostic models for tracking learning and the improvement of attribute classification accuracy. Chapter 4 demonstrates the use of network analysis for learning analytics. Chapter 6 introduces the conjunctive root causes model for the understanding of prerequisite skills in learning. Chapters 3, 5, 8, 9 are about innovative psychometric techniques to model process data. Specifically, Chapters 3 and 5 illustrate the usage of generalized linear mixed effect models and item tree models to analyze eye-tracking data. Chapter 8 discusses the modeling approach of hint uses and response accuracy in learning environment. Chapter 9 demonstrates the identification of observable outcomes in the game-based assessments. Chapters 7 and 10 introduce innovative latent variable modeling approaches, including the graphical and generalized linear model approach and the dynamic modeling approach. In summary, the book includes theoretical, methodological, and applied research and practices that serve as the foundation for future development. These chapters provide illustrations of efforts to model and analyze multiple data sources from digital assessments. When computer-based assessments are emerging and evolving, it is important that researchers can expand and improve the methods for modeling and analyzing new data sources. This book provides a useful resource to researchers who are interested in the development of psychometric methods to solve issues in this digital assessment age.Table of Contents Advances in Psychometric Methods for Uncovering Latent Structure and Cognitive Processes Improving Attribute Classification Accuracy in High Dimensional Data: A Four-Step Latent Regression Approach A Dynamic Generalized Mixed Effect Model for Intensive Binary Temporal-Spatio Data From an Eye-Tracking Technique Application of Network Analysis in Understanding Collaborative Problem Solving Processes and Skills IRTree Modeling of Cognitive Processes Based on Outcome and Intermediate Data Prerequisite Structure Finding Using the Conjunctive Root Causes Model A Graphical and Generalized Linear Model Approach to Latent Variable Modeling Modeling Hint Requests, Response Times, and Response Accuracy in Adaptive Learning Systems Identifying Observable Outcomes in Game-Based Assessments A Regime-Switching (RS) Framework for Formulating Multi-Phase Linear and Nonlinear Growth Curve Models About the Editors.

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Book SynopsisThe general theme of this book is to present innovative psychometric modeling and methods. In particular, this book includes research and successful examples of modeling techniques for new data sources from digital assessments, such as eye-tracking data, hint uses, and process data from game-based assessments. In addition, innovative psychometric modeling approaches, such as graphical models, item tree models, network analysis, and cognitive diagnostic models, are included. Chapters 1, 2, 4 and 6 are about psychometric models and methods for learning analytics. The first two chapters focus on advanced cognitive diagnostic models for tracking learning and the improvement of attribute classification accuracy. Chapter 4 demonstrates the use of network analysis for learning analytics. Chapter 6 introduces the conjunctive root causes model for the understanding of prerequisite skills in learning. Chapters 3, 5, 8, 9 are about innovative psychometric techniques to model process data. Specifically, Chapters 3 and 5 illustrate the usage of generalized linear mixed effect models and item tree models to analyze eye-tracking data. Chapter 8 discusses the modeling approach of hint uses and response accuracy in learning environment. Chapter 9 demonstrates the identification of observable outcomes in the game-based assessments. Chapters 7 and 10 introduce innovative latent variable modeling approaches, including the graphical and generalized linear model approach and the dynamic modeling approach. In summary, the book includes theoretical, methodological, and applied research and practices that serve as the foundation for future development. These chapters provide illustrations of efforts to model and analyze multiple data sources from digital assessments. When computer-based assessments are emerging and evolving, it is important that researchers can expand and improve the methods for modeling and analyzing new data sources. This book provides a useful resource to researchers who are interested in the development of psychometric methods to solve issues in this digital assessment age.Table of Contents Advances in Psychometric Methods for Uncovering Latent Structure and Cognitive Processes Improving Attribute Classification Accuracy in High Dimensional Data: A Four-Step Latent Regression Approach A Dynamic Generalized Mixed Effect Model for Intensive Binary Temporal-Spatio Data From an Eye-Tracking Technique Application of Network Analysis in Understanding Collaborative Problem Solving Processes and Skills IRTree Modeling of Cognitive Processes Based on Outcome and Intermediate Data Prerequisite Structure Finding Using the Conjunctive Root Causes Model A Graphical and Generalized Linear Model Approach to Latent Variable Modeling Modeling Hint Requests, Response Times, and Response Accuracy in Adaptive Learning Systems Identifying Observable Outcomes in Game-Based Assessments A Regime-Switching (RS) Framework for Formulating Multi-Phase Linear and Nonlinear Growth Curve Models About the Editors.

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Book SynopsisThis book will be written primarily for graduate students, advanced undergraduates, and professionals in the fields of school psychology, special education, and other areas of education, as well as the health professions. We see the book as being a viable textbook for courses in research design, applied statistics, applied behavioral analysis, and practicum, among others. We would not assume of the readers any prior knowledge about single subjects designs, nor any prior statistical experience. We will provide an introductory chapter devoted to basic statistical concepts, including measures of central tendency (e.g., mean, median, mode), measures of variation (e.g., variance, standard deviation, range, inter-quartile range), correlation, frequency distributions, and effect sizes. In addition, given that the book will rely heavily on R software, the introductory chapter will also devote attention to the basics of using the software for organizing data, conducting basic statistical analyses, and for graphics. The R commands used to carry out these analyses will be largely automated so that users will only need to define the range for their data, and then enter it into the R spreadsheet. We envision these tools being available on the book website, with instructions for using them available in the book itself.We envision the book as being useful either as a primary text for a course in educational research designs, school psychology practicum, applied behavioral analysis, special education, or applied statistics. We also anticipate that individuals working in schools, school districts, mental health facilities, hospitals, applied behavioral analysis clinics, and evaluation organizations, as well as faculty members needing a practical resource for single subject design research, will all serve as a market for the book. In short, the readership would include graduate students, faculty members, teachers, psychologists, social workers, counselors, medical professionals, applied behavioral analysis professionals, program evaluators, and others whose work focuses on monitoring changes in individuals, particularly as the result of specific treatment conditions.We believe that this book could be marketed through professional organizations such as the American Educational Research Association (AERA), the National Association of School Psychologists, the National Association of Special Education Teachers, the Association for Professional Behavior Analysis, the American Psychological Association (APA), the Association for Psychological Science, and the American Evaluation Association. Within AERA, the following special interest groups would have particular interest in this book: Action Research, Classroom Observation, Disability Studies in Education, Mixed Methods Research, Qualitative Research, and Special Education Research. The book could also be marketed to state departments of education and their special education and school psychology divisions. Currently, many state departments of education require documentation for Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) procedures for individual students. The method taught in this proposed book would allow educators and student support personnel to document the effectiveness of interventions systematically and accurately.Table of Contents Chapter 1: Introduction to Single Subjects Research Designs Chapter 2: Basic Statistical and Computational Concepts Chapter 3: Designing Single Subject Studies Chapter 4: Graphical Exploration of Single Subjects Design Data Chapter 5: Descriptive Measures Used in Single Subject Research Chapter 6: Hypothesis Tests and Regression Based Models for Single Subject Research Chapter 7: Small-N designs Chapter 8: Full Example of Single Subject Design and Analysis References

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Book SynopsisThis book will be written primarily for graduate students, advanced undergraduates, and professionals in the fields of school psychology, special education, and other areas of education, as well as the health professions. We see the book as being a viable textbook for courses in research design, applied statistics, applied behavioral analysis, and practicum, among others. We would not assume of the readers any prior knowledge about single subjects designs, nor any prior statistical experience. We will provide an introductory chapter devoted to basic statistical concepts, including measures of central tendency (e.g., mean, median, mode), measures of variation (e.g., variance, standard deviation, range, inter-quartile range), correlation, frequency distributions, and effect sizes. In addition, given that the book will rely heavily on R software, the introductory chapter will also devote attention to the basics of using the software for organizing data, conducting basic statistical analyses, and for graphics. The R commands used to carry out these analyses will be largely automated so that users will only need to define the range for their data, and then enter it into the R spreadsheet. We envision these tools being available on the book website, with instructions for using them available in the book itself.We envision the book as being useful either as a primary text for a course in educational research designs, school psychology practicum, applied behavioral analysis, special education, or applied statistics. We also anticipate that individuals working in schools, school districts, mental health facilities, hospitals, applied behavioral analysis clinics, and evaluation organizations, as well as faculty members needing a practical resource for single subject design research, will all serve as a market for the book. In short, the readership would include graduate students, faculty members, teachers, psychologists, social workers, counselors, medical professionals, applied behavioral analysis professionals, program evaluators, and others whose work focuses on monitoring changes in individuals, particularly as the result of specific treatment conditions.We believe that this book could be marketed through professional organizations such as the American Educational Research Association (AERA), the National Association of School Psychologists, the National Association of Special Education Teachers, the Association for Professional Behavior Analysis, the American Psychological Association (APA), the Association for Psychological Science, and the American Evaluation Association. Within AERA, the following special interest groups would have particular interest in this book: Action Research, Classroom Observation, Disability Studies in Education, Mixed Methods Research, Qualitative Research, and Special Education Research. The book could also be marketed to state departments of education and their special education and school psychology divisions. Currently, many state departments of education require documentation for Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) procedures for individual students. The method taught in this proposed book would allow educators and student support personnel to document the effectiveness of interventions systematically and accurately.Table of Contents Chapter 1: Introduction to Single Subjects Research Designs Chapter 2: Basic Statistical and Computational Concepts Chapter 3: Designing Single Subject Studies Chapter 4: Graphical Exploration of Single Subjects Design Data Chapter 5: Descriptive Measures Used in Single Subject Research Chapter 6: Hypothesis Tests and Regression Based Models for Single Subject Research Chapter 7: Small-N designs Chapter 8: Full Example of Single Subject Design and Analysis References

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Book SynopsisEl objetivo del libro es proporcionar a los lectores las herramientas necesarias para evaluar la calidad psicome trica de las medidas educativas y psicolo gicas, así como de encuestas y cuestionarios. Cada capí tulo aborda un tema relativo a la pra ctica psicome trica y de la medida, con e nfasis en la aplicacio n. Los temas sera n tratados brevemente desde una perspectiva teo rica/te cnica con el fin de proporcionar al lector los antecedentes necesarios para utilizar e interpretar correctamente los ana lisis estadí sticos que se presentara n con posteriormente.Este libro esta dirigido a investigadores, profesionales y estudiantes de posgrado (Ma ster y Doctorado) que buscan una guí a para realizar ana lisis psicome tricos de diferentes instrumentos de evaluacio n. Asumimos un nivel ba sico de conocimientos estadí sticos, pero estos conceptos se ira n repasando a lo largo de los diferentes capí tulos. Nos imaginamos que este texto (a) esperara pacientemente en algunos despachos implorando ser entregado, como recurso, a un estudiante, (b) tendra un lugar fijo en las mesas de los despachos donde continuamente, y debido a su uso diario, sera el primero del monto n, (c) estara en las mochilas de los estudiantes de postgrado, y los acompan ara felizmente desde casa al trabajo o a las clases y vuelta, (d) aparecera orgullosamente como un texto de referencia en los programas y guía s de estudio, y finalmente (e) como ocasional posavasos mientras se reflexiona profundamente acerca de co mo resolver los problemas de medida. Esperamos que a trave s de estos usos, sobre todo el u ltimo, aportar algu n conocimiento y ayuda que permita a los lectores aplicar adecuadamente las te cnicas y los conceptos abordados en este manual.The goal of the book is to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter will cover an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics will be briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that will be presented subsequently.The anticipated audience for this book includes researchers, practitioners, and graduate students searching for a guide to perform common psychometric analyses on various assessments, as discussed in many psychometric texts. We envision that this text will (a) patiently wait on some office shelves begging to be handed to a student as a resource, (b) have a permanent home on desks where it continually rises to the top of the stacks for daily use of the applied researcher, (c) be happily carried in bags to and from work and class by the graduate student learning techniques, (d) be listed proudly as a reference text on syllabi, and finally (e) as an occasional drink coaster while deep thoughts are pondered about how to solve measurement problems. We hope that through such uses, particularly the latter, that we have provided some insight and assistance to the user in appropriately applying the techniques and concepts discussed.

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Book SynopsisEl objetivo del libro es proporcionar a los lectores las herramientas necesarias para evaluar la calidad psicome trica de las medidas educativas y psicolo gicas, así como de encuestas y cuestionarios. Cada capí tulo aborda un tema relativo a la pra ctica psicome trica y de la medida, con e nfasis en la aplicacio n. Los temas sera n tratados brevemente desde una perspectiva teo rica/te cnica con el fin de proporcionar al lector los antecedentes necesarios para utilizar e interpretar correctamente los ana lisis estadí sticos que se presentara n con posteriormente.Este libro esta dirigido a investigadores, profesionales y estudiantes de posgrado (Ma ster y Doctorado) que buscan una guí a para realizar ana lisis psicome tricos de diferentes instrumentos de evaluacio n. Asumimos un nivel ba sico de conocimientos estadí sticos, pero estos conceptos se ira n repasando a lo largo de los diferentes capí tulos. Nos imaginamos que este texto (a) esperara pacientemente en algunos despachos implorando ser entregado, como recurso, a un estudiante, (b) tendra un lugar fijo en las mesas de los despachos donde continuamente, y debido a su uso diario, sera el primero del monto n, (c) estara en las mochilas de los estudiantes de postgrado, y los acompan ara felizmente desde casa al trabajo o a las clases y vuelta, (d) aparecera orgullosamente como un texto de referencia en los programas y guía s de estudio, y finalmente (e) como ocasional posavasos mientras se reflexiona profundamente acerca de co mo resolver los problemas de medida. Esperamos que a trave s de estos usos, sobre todo el u ltimo, aportar algu n conocimiento y ayuda que permita a los lectores aplicar adecuadamente las te cnicas y los conceptos abordados en este manual.The goal of the book is to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter will cover an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics will be briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that will be presented subsequently.The anticipated audience for this book includes researchers, practitioners, and graduate students searching for a guide to perform common psychometric analyses on various assessments, as discussed in many psychometric texts. We envision that this text will (a) patiently wait on some office shelves begging to be handed to a student as a resource, (b) have a permanent home on desks where it continually rises to the top of the stacks for daily use of the applied researcher, (c) be happily carried in bags to and from work and class by the graduate student learning techniques, (d) be listed proudly as a reference text on syllabi, and finally (e) as an occasional drink coaster while deep thoughts are pondered about how to solve measurement problems. We hope that through such uses, particularly the latter, that we have provided some insight and assistance to the user in appropriately applying the techniques and concepts discussed.

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Book SynopsisIvan P. Pavlov was a pioneering Russian physiologist whose influence on Russian psychology was politically emphasized in 1930s to 1950s. He was a brilliant experimenter who received 1904 Nobel Prize in Physiology or Medicine for his work on the digestive system. Less is known about his epistemology of generalization that made it possible to study one individual for the sake of obtaining generalized knowledge. In this volume we analyze the major contributions of Pavlov from the standpoint of idiographic science, and demonstrate how generalizations in science are possible from single specimens.

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Book SynopsisIvan P. Pavlov was a pioneering Russian physiologist whose influence on Russian psychology was politically emphasized in 1930s to 1950s. He was a brilliant experimenter who received 1904 Nobel Prize in Physiology or Medicine for his work on the digestive system. Less is known about his epistemology of generalization that made it possible to study one individual for the sake of obtaining generalized knowledge. In this volume we analyze the major contributions of Pavlov from the standpoint of idiographic science, and demonstrate how generalizations in science are possible from single specimens.

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Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Growing curriculum volume covers skills that typically appear during the toddler years (from 18 months to 3 years of age). Two additional levels, Beginning (for skills typically developing in the first year to 18 months of life) and Ready (covering more complex developmental and early academic skills), are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, toileting, blocks, and artABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG I. AEPS®-3 CURRICULUM ORGANIZATION AND USE 1   Curriculum Foundations and Framework 2   Curriculum Content and Organization 3   Deciding What to Teach 4   Deciding How to Teach 5   Progress Monitoring II. AEPS-3 CURRICULUM GROWING ROUTINES AND ACTIVITIES 6   Active & Outdoor Play 7   Arrival & Departure 8   Art 9   Bath Time 10 Block Play 11 Circle Time 12 Diapering, Toileting, & Handwashing 13 Dramatic Play 14 Dressing 15 Field Trips 16 Math 17 Meals & Snacks 18 Music & Movement 19 Nap & Sleep 20 Science 21 Sensory 22 Technology 23 Writing References Appendix A   Resources for AEPS-3 Curriculum Routines & Activities Appendix B   AEPS-3 Skills Matrix Index  

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Book SynopsisThe AEPS®?3 Child Observation Data Form helps professionals gather child assessment data in all 8 AEPS-3 developmental areas across 3 time periods through observation, direct test, and/or report. It is available in a pack of 5 36-page forms.AEPS?3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families. Track and support emerging skills, where real growth and development happens. Link assessment data to a tiered curriculum for designing teaching and intervention strategies that get results. Pick up small increments of progress—important when demonstrating growth for children with disabilities. Actively involve families, with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress. Strengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre?academic and social?emotional skills. There's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.

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Book SynopsisThis book provides guidance on how to evaluate staff and procedures and includes a step-by-step guide to designing evaluations. Questions of cost, benefits, types of methods and ethics are all discussed. The book also equips the reader with the skills to assess evaluations provided by external consultants.Table of Contents1. Introducing evaluation. 2. When to evaluate. 3. Mapping the strategy. 4. Collecting data and measurement. 5. Analysis of data. 6. Presenting the findings. 7. Putting the findings into practice.

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Book SynopsisThis book explains all aspects of psychological tests including how they are constructed and standardized. The advantages and pitfalls of tests are described and attention is given to reliability and validity. Information on becoming a test user and a guide for test takers are also included.Trade Review'The 174-page book introduces the different types of test, their potential uses and how test scores are produced and analysed. Two of the longest chapters focus on ways that a prospective user can judge a test and how tests should be used properly. There is a glossary and a short guide to calculating scores.' Employee Development Bulletin. Table of Contents1. Why use tests?. 2. What is a psychological test?. 3. Where tests are used. 4. Understanding test scores. 5. How to judge tests. 6. How to use tests properly. 7. How to find out about tests. 8. Becoming a test user. 9. Guide for test takers.

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Book SynopsisThis book describes an approach to teaching which is designed to take account not only of the problems encountered by children with dyslexia when learning to read, spell and write, but also of the nature of the task that the dyslexic child is trying to master. This second edition has been revised and expanded to include new approaches to the teaching of phonics, recent ideas about developing reading skills, the revised National Curriculum and the Code of Practice, and new developments in IT and software for teaching. There are completely new chapters covering early recognition, helping younger children, and difficulties with mathematics; and the sections on testing and monitoring work and on materials and games for teaching have also been expanded to form individual chapters.Table of ContentsPreface. 1 The Dyslexia Difficulty and The Literacy Task. 2 The phonological Approach. 3 Testing and Monitoring Work. 4 Approaches and Procedures for Teaching. 5 Teaching The Dyslexic Pupil in Key Stage 1. 6 Teaching Phonic work at Different Stages. 7 What Goes Into a Lesson?. 8 Reading. 9 Numeracy and mathematics. 10 Into The Classroom. 11 Handwriting. 12 Special Topics. 13 Computer technology in Lessons With Dyslexic Children. 14 Using Visual and Multisensory aids, Games and Other Materials. Appendix I Talking to Parents. Appendix II programmes, Resources and Books for Teaching. Appendix III Estimating The readability of Books. Appendix IV Further Reading and Reference Addresses. Appendix V Checklists. Appendix VI The National Literacy Strategy and The ' literacy Hour'. Appendix VII Notes and References. Index.

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Book SynopsisThis book provides an overview of the research related to psychological assessment across South Africa. The thirty-six chapters provide a combination of psychometric theory and practical assessment applications in order to combine the currently disparate research that has been conducted locally in this field. Existing South African texts on psychological assessment are predominantly academic textbooks that explain psychometric theory and provide brief descriptions of a few testing instruments.Psychological Assessment in South Africa provides in-depth coverage of a range of areas within the broad field of psychological assessment, including research conducted with various psychological instruments. The chapters critically interrogate the current Eurocentric and Western cultural hegemonic practices that dominate the field of psychological assessment.The book therefore has the potential to function both as an academic text for graduate students, as well as a specialist resource for professionals, including psychologists, psychometrists, remedial teachers and human resource practitioners.Trade ReviewCognitive tests: Conceptual and practical applications. Personality and projective tests: conceptual and practical applications. Assessment approaches and methodologies.Table of ContentsChapter 1 Contextualising psychological assessment in South Africa - S Laher and K Cockcroft Section One: Cognitive tests: conceptual and practical applications Chapter 2 WAIS-III test performance in the South African context: extension of a prior cross-cultural normative database - AB Shuttleworth-Edwards, E Gaylard and SE Radloff Chapter 3 WISC-IV test performance in the South African context: a collation of cross-cultural norms - AB Shuttleworth-Edwards, AS van der Merwe, P van Tonder and SE Radloff Chapter 4 The Senior South African Individual Scales – Revised: a review - K Cockcroft Chapter 5 Assessing school readiness using the Junior South African Individual Scales: a pathway to resilience - LC Theron Chapter 6 School readiness assessment in South Africa - Z Amod and D Heafield Chapter 7 The Kaufman Assessment Battery in South Africa - K Greenop, J Rice and D de Sousa Chapter 8 The Das-Naglieri Cognitive Assessment System - Z Amod Chapter 9 Dynamic assessment in South Africa - Z. Amod and J Seabi Chapter 10 The Learning Potential Computerised Adaptive Test in South Africa - M de Beer Chapter 11 APIL and TRAM learning potential assessment instruments - T Taylor Chapter 12 The Griffiths Mental Development Scales: an overview and a consideration of their relevance for South Africa - L Jacklin and K Cockcroft Chapter 13 Neuropsychological assessment in South Africa - M Lucas Section Two: Personality and projective tests: conceptual and practical applications Chapter 14 The Sixteen Personality Factor Questionnaire in South Africa - R van Eeden, N Taylor and CH Prinsloo Chapter 15 Using the Fifteen Factor Questionnaire Plus in South Africa - N Tredoux Chapter 16 The Basic Traits Inventory - N Taylor and G P de Bruin Chapter 17 The Myers-Briggs Type Indicator® in South Africa - K Knott, N Taylor, Y Oosthuizen and F Bhabha Chapter 18 The NEO-PI-R in South Africa - S Laher Chapter 19 Using the Occupational Personality Profile in South Africa - N Tredoux Chapter 20 The Occupational Personality Questionnaire - T Joubert and N Venter Chapter 21 The Millon Inventories in South Africa - R Patel and S Laher Chapter 22 Assessment and monitoring of symptoms in the treatment of psychological problems - C Young and D Edwards Chapter 23 Assessment in routine clinical and counselling settings - D Edwards and C Young Chapter 24 Projective assessment of adults and children in South Africa - K Bain, Z Amod and R Gericke Chapter 25 The use of the Children’s Apperception Test and Thematic Apperception Test in South Africa - R Gericke, K Bain and Z Amod Chapter 26 Projective assessment using the Draw-A-Person Test and Kinetic Family Drawing in South Africa - Z Amod, R Gericke and K Bain Chapter 27 The Rorschach in South Africa - M Brink Section Three: Assessment approaches and methodologies Chapter 28 Ethical perspectives in assessment - N Coetzee Chapter 29 Using computerised and internet-based testing in South Africa - N Tredoux Chapter 30 The ImPACT neurocognitive screening test: a survey of South African research including current and projected applications - AB Shuttleworth-Edwards, VJ Whitefield-Alexander and SE Radloff Chapter 31 A family consultation model of child assessment - Z Amod Chapter 32 Qualitative career assessment in South Africa - M Watson and M McMahon Chapter 33 Psychological assessment and workplace transformation in South Africa: a review of the research literature - K Milner, F Donald and A Thatcher Chapter 34 Assessment of prior learning: a South African perspective - R Osman Chapter 35 Large-scale assessment studies in South Africa: trends in reporting results to schools - A Kanjee Chapter 36 Current and future trends in psychological assessment in South Africa: challenges and opportunities - S Laher and K Cockcroft

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Book SynopsisThis book provides a refreshingly rational guide to the many issues involved in psychological assessment, taking dyslexia to be a remedial cognitive deficit. The author reviews the major tests in use for children and adults, while keeping the scientific purpose for their use firmly in view. Written primarily for assessment professionals, the book will appeal to parents and specialist teachers and all those with an interest in fair and objective methods for dealing with dyslexia.Table of ContentsAcknowledgements. Chapter 1 Introduction. Chapter 2 The Concert of Abilities. Chapter 3 Describing Individual Variation. Chapter 4 Detecting Cognitive Anomaly. Chapter 5 Charting Individual Attainment. Chapter 6 Structures for Reporting. Chapter 7 Recommendations for Specialist Teaching. Chapter 8 Analysis of a Casework Sample. Chapter 9 Testing for Teachers. Chapter 10 Assessment of the Younger Child. Chapter 11 Assessment of the Dyslexic Adult. Chapter 12 Severity: The Case for Resources. Appendix 1: Key to Abbreviations for Tests Used. Appendix 2: A Select Bibliography of Literature on Direct Instruction. Appendix 3: Table of Normal Distribution Values. Some of the Rare Literature that Objectively Evaluates the Effectiveness of Teaching, Specialist of Otherwise. References. Index.

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Book SynopsisThis authoritative volume presents a detailed analysis of the replication crisis and the use of questionable research practices (QRPs) in psychology, as well as recommended practices for combatting these problems. Ultimately, the book aims to provide a comprehensive, current, and accessible account of the adverse effects of QRPs.The replication crisis in psychology and allied fields has exposed critical flaws in the standard views of research methods, which allow for extensive flexibility in data analysis by investigators and permit the widespread use of QRPs. Chapters examine the intentional use of QRPs such as data fabrication and falsification, along with subtler, unintentional practices such as p-hacking and HARKING (hypothesizing after results are known). Drawing on the growing awareness of these problems, contributors also highlight potential strategies to detect QRPs and minimize their negative impact through open data practices, preregistration of hypotheses and analyses, and adversarial collaborations, in which investigators holding opposing positions on a scientific issue agree to work together on a study in an effort to counteract their respective biases. Among the topics covered: History of controversies in statistics and replication Embracing intellectual humility while designing research Confirmatory vs. exploratory analyses Publication bias and negative results Promoting honest and transparent report writing Avoiding Questionable Research Practices in Applied Psychology provides a deeper understanding of how QRPs impede the reliability and trustworthiness of findings in psychology and the social sciences. It will be a practical, useful resource for students and instructors in graduate and advanced undergraduate level research methods classes, along with psychological researchers interested in improving their own research. Table of Contents1. What are Questionable Research Practices?.- 2. The Logic of Research and Questionable Research Methods.- 3. Heuristics and Biases, Intellectual Humility, and Research Design.- 4. History of Replication Failures in Psychology.- 5. P Hacking.- 6. Methods of Detecting QRPs, Such as p curve Analysis.- 7. Controversies Regarding Null Hypothesis Testing.- 8. HARKING and Confirmatory vs. Exploratory Analyses.- 9. History of Statistical Controversies.- 10. Publication Bias and Negative Results.- 11. Power Analysis and Underpowered Studies.- 12. Controversies in Single Subject Designs.- 13. Ignoring Problematic Psychometrics.- 14. Honest and Transparent Report Writing.- 15. Effect Size Measurement.- 16. Pre-registration Models.- 17. Adversarial Research.- 18. Open Data.- 19. Replication Project.- 20. Summary: Designing, Conducting, and Reporting Research.

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Book SynopsisThis unique collection of chapters from world experts on person-centered outcome (PCO) measures addresses the following critical questions: Can individual experiences be represented in measurements that do not reduce unique differences to meaningless uniformity? How person-centric are PCO measures? Are PCO measurements capable of delivering the kind of quality assured quantification required for high-stakes decision making? Are PCO measures likely to support improved health care delivery? Have pivotal clinical studies failed to deliver treatments for diseases because of shortcomings in the PCO measures used? Are these shortcomings primarily matters of precision and meaningfulness? Or is the lack of common languages for communicating outcomes also debilitating to quality improvement, research, and the health care economy? Three key issues form an urgent basis for further investigation. First, the numbers generated by PCO measures are increasingly used as the central dependent variables upon which high stakes decisions are made. The rising profile of PCO measures places new demands for higher quality information from scale and test construction, evaluation, selection, and interpretation. Second, PCO measurement science has well-established lessons to be learned from those who have built and established the science over many decades. Finally, the goal in making a PCO measurement is to inform outcome management. As such, it is vitally important that key stakeholders understand that, over the last half century, developments in psychometrics have refocused measurement on illuminating clinically important individual differences in the context of widely reproduced patterns of variation in health and functioning, comparable scale values for quality improvement, and practical explanatory models.This book’s audience includes anyone interested in person-centered care, including healthcare researchers and practitioners, policy makers, pharmaceutical industry representatives, clinicians, patient advocates, and metrologists.This is an open access book.Table of ContentsI. Policyi. Regulatorsiii. Patient Engagementiv. Legalv. SustainabilityII. Practicei. Bridging legacy instrumentsii. QPROMSiii. PROMiv. Visual Functioning daily activities item bankv. Neuromuscular disease clinical trialsIII. Methods/Methodologyi. Qualitative - patientsii. Qualitative - cliniciansiii. Psychometric analysis – Rasch Modeliv. Mixed methodsv. Construct Specification EquationsIV. Theory/History/Philosophyi. A history of social measurementii. A history of clinical outcomesiii. Validityiv. Rasch Measurement Theoryv. Linking social measurement to person centered outcome metrology

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Book SynopsisThis book offers mental health clinicians a comprehensive guide to assessing and managing suicide risk. Suicide has now come to be understood as a multidimensionally determined outcome, which stems from the complex interaction of biological, genetic, psychological, sociological and environmental factors. Based on recent evidence and an extensive literature review, the book provides straightforward, essential information that can easily be applied in a wide variety of disciplines. Table of ContentsPurpose and Background.- Understanding suicide and self-Harm.- The Content of Suicide Risk Assessment.- Suicide Risk Assessment Tool.- Management of Suicidal Patients.- Documentation and Communication.- Suicide Risk Assessment Quality Monitoring.- Appendix A-L.

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Book SynopsisIm Jahr 2014 nahmen Volbert und Steller eine Neuordnung der 19 Kriterien der Criteria-Based Content Analysis (CBCA) vor, welche die Kriterien anhand möglicher zugrundeliegender Prozesse in 1. Charakteristika episodischer autobiographischer Erinnerungen, 2. Schemaabweichungen und Schemairrelevanz indizierende Kriterien und 3. Mit strategischer Selbstpräsentation asssoziierte Kriterien gruppierte. Volbert und Steller formulierten hierzu die Annahme, dass Kriterien aus der 1. Gruppe grundsätzlich auch in konfabulierten Aussagen auftauchen sollten, während Kriterien der zweiten Gruppe von Falschaussagenden vermieden werden sollten. Die vorliegende Studie untersuchte anhand einer Simulationsstudie, inwiefern sich diese Annahmen bestätigen lassen und ob eine literaturbasierte Erfassung kriterienimmanenter Steigerungsformen der Aussagequalität die Validität der Kriterien aus Gruppe 1 möglicherweise verbessern kann. 248 Schüler*innen erlebten oder konfabulierten den Ablauf eines dyadischen Interaktionsspiels und wurden anschließend ausführlich dazu befragt. Die von Volbert und Steller (2014) formulierte Annahme einer überlegenen Validität von auf Schemaabweichungen basierenden Kriterien ließ sich dabei anhand einzelner Kriterien insgesamt bestätigen.Table of ContentsEinleitung.- Theorie.- Studie 1.- Studie 2.- Allgemeine Diskussion.- Fazit und Ausblick.- Literaturverzeichnis.- Anhang.

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Book SynopsisDieses Lehrbuch der Psychologischen Diagnostik bietet alles, was Studierende im Bachelor- und Masterstudium der Psychologie für die Prüfung wissen und Anwendende an diagnostischem Handwerkszeug beherrschen müssen. Ein Standardwerk für die Ausbildung psychologischer Diagnostiker/-innen!Table of ContentsEinleitung.- Grundlagen diagnostischer Verfahren.- Diagnostische Verfahren.- Durchführung einer diagnostischen Untersuchung und Gutachtenerstellung.- Diagnostische Strategien und Evaluation des Vorgehens.- Diagnostik in der Arbeits-, Organisations- und Wirtschaftspsychologie.- Diagnostik in der Pädagogischen Psychologie.- Diagnostik in der Klinischen Psychologie und Psychotherapie.- Diagnostik in weiteren Anwendungsfeldern.

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Book SynopsisThis casebook provides an overview of two increasingly related aspects of contemporary applied psychology: the exploration of computer-based psychological assessment strategies across cultures and the cross-cultural generalization of psychological constructs and procedures, particularly psychological assessment. In particular, the book is devoted to exploring the cultural generalizability in a Chinese context of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), and the use of the Minnesota Report for the MMPI-2, the most widely used computer-based MMPI-2 interpretive system. Clinical case examples highlight the cultural convergences and divergences in the use of the Chinese version of the MMPI-2 and the Minnesota Report.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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