A journey to improve Arabic‐speaking young peoples’ access to psychological assessment tools: It’s not just Google translate!

2021 ◽  
Author(s):  
Sulafa Yassin ◽  
Chris Evans
Keyword(s):  
Psychological Assessment ◽  
Assessment Tools ◽  
Arabic Speaking

Psychological Assessment Tools: A Handbook

1998 ◽  
Vol 43 (12) ◽  
pp. 879-880
Author(s):  
Darwin Dorr
Keyword(s):  
Psychological Assessment ◽  
Assessment Tools

Minimizing risk of infection when using developmental and psychological assessment tools

2021 ◽  
Vol 46 (6) ◽  
pp. 12-16
Author(s):  
Alison S. Cheng ◽  
Ying Qi Kang ◽  
Tammy S.H. Lim ◽  
Elizabeth S. Ragen
Keyword(s):  
Psychological Assessment ◽  
Assessment Tools ◽  
Risk Of Infection

scholarly journals Language assessment tools for Arabic-speaking heritage and refugee children in Germany

2020 ◽  
Vol 41 (6) ◽  
pp. 1375-1414
Author(s):  
Cornelia Hamann ◽  
Solveig Chilla ◽  
Lina Abed Ibrahim ◽  
István Fekete
Keyword(s):  
Language Impairment ◽  
First Language ◽  
Diagnostic Procedures ◽  
Assessment Tools ◽  
Refugee Children ◽  
Heritage Speakers ◽  
Complex Syntax ◽  
Reliable Assessment ◽  
L1 And L2 ◽  
Arabic Speaking

AbstractThough Germany has long provided education for children speaking a heritage language and received two recent waves of refugees, reliable assessment tools for diagnosis of language impairment or the progress in the acquisition of German as a second language (L2) by refugee children are still lacking. The few tools expressly targeting bilingual populations are normed for younger, early successive bilingual children. This study investigates 27 typically developing children with Arabic as first language (L1), comparing 15 school-age Syrian refugees (6;6–12;8), with 12 heritage speakers (6;0–12;9). We assess the L1 and L2 skills of these two groups with standardized tests, but crucially with an Arabic and a German sentence repetition (SRT) as well as a nonword (NWRT) repetition task (Grimm & Hübner, in press; Marinis & Armon-Lotem, 2015). Comparable scores emerged only for German LITMUS-NWRT and Arabic LITMUS-SRT. Refugee children had an advantage in L1 measures, for example, vocabulary and morphosyntactic production, whereas they performed poorly in the German LITMUS-SRT and other L2 tests involving morphosyntax and vocabulary even with 24 months of systematic exposure. This indicates that the acquisition of adequate vocabulary and complex syntax takes time. The paper explores factors influencing performance on the repetition tasks and relates the results to established diagnostic procedures and educational policies.

scholarly journals Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT

2021 ◽  
Author(s):  
Sarah Schneider ◽  
Daniel Wolf ◽  
Astrid Schütz
Keyword(s):  
Psychological Assessment ◽  
Rating Scale ◽  
Emotional Competence ◽  
Training Programme ◽  
Assessment Tools ◽  
Social Emotional ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Social Emotional Competence ◽  
Psychological Impairment

The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

Linguistic Translation of Psychological Assessment Tools

2008 ◽  
Vol 31 (3) ◽  
pp. 313-317 ◽  
Author(s):  
Elahe Nezami ◽  
Reza Zamani ◽  
Ginny DeFrank
Keyword(s):  
Psychological Assessment ◽  
Assessment Tools

scholarly journals Validation of a translated version of the modified Japanese Orthopedic Association (mJOA) cervical myelopathy score in an Arabic speaking population

SICOT-J ◽  
2021 ◽  
Vol 7 ◽  
pp. 50
Author(s):  
Belal Elnady ◽  
Ahmed Abdelazim A. Hassan ◽  
Khaled Mohamed Hassan ◽  
Hassan Mohamed Ali
Keyword(s):  
Psychometric Properties ◽  
Internal Consistency ◽  
Cervical Myelopathy ◽  
Neck Disability Index ◽  
Assessment Tools ◽  
Functional Score ◽  
Floor Effect ◽  
Japanese Orthopedic Association ◽  
Neck Disability ◽  
Arabic Speaking

Introduction: Degenerative Cervical Myelopathy (DCM) is a growing disorder. Standardization of its assessment tools is an integral part of its management. The modified Japanese orthopedic association (mJOA) score is one of the most commonly used tools. Currently, there is no available Arabic translated version of any cervical myelopathy functional score. This study aimed to translate, culturally adapt, and measure the psychometric properties of an Arabic translated version of the mJOA. Methods: After translation of the score using the standard forward-backward translation procedure, a validation study including 100 patients was carried out from June 2019 to June 2020. The following psychometric properties were measured: feasibility, reliability, internal consistency, validity, minimal clinically important difference (MCID), ceiling, and floor effect. Results: No problems were encountered during the process of translation and cross-cultural adaptation of the score. The mJOA-AR was found to be a feasible score. It showed high inter-observer reliability (r = 0.833, P < 0.001), test-retest reliability (r = 0.987, P < 0.001) and good internal consistency using Cronbach’s alpha (0.777) and Pearson interclass correlation coefficient (r = 0.717). The score showed good convergent and divergent construct validity correlating it to the Arabic validated version of the neck disability index (NDI). The mJOA-AR had an MCID of 1.506. Both the ceiling and floor effects of the total score and the first and second domains were within the acceptable range, while the third and fourth domains had a high ceiling effect (30% and 39%, respectively). Discussion: Our translated version of the mJOA score was found to be a feasible score with acceptable psychometric properties. This score can be utilized as a good outcome measure tool in Arabic-speaking countries.

scholarly journals Conceptual Frameworks and Theoretical Models for the Psychological Selection of Future Officers

2021 ◽  
Vol 26 (2) ◽  
pp. 180-187
Author(s):  
Adrian Prisăcaru
Keyword(s):  
Theoretical Model ◽  
Psychological Assessment ◽  
Empirical Studies ◽  
Theoretical Models ◽  
Scientific Data ◽  
Assessment Tools ◽  
Psychological Characteristics ◽  
Assessment Activity ◽  
The Military ◽  
Selection Of

Abstract The objective of this paper is to present the approaches to the elaboration of psychological profiles of military forces and specialties and the choice of the theoretical model that underlies the elaboration/selection of psychological assessment tools. The theoretical models underpinning the psychological assessment activity have been extensively studied and conclusive scientific data and evidence have been obtained in empirical studies conducted over several years. For example, the multiple intelligences model, which accepts that people have different and distinct cognitive strengths and styles, highlights and takes into account the most representative psychological characteristics of the person being assessed in order to propose the most optimal match with the requirements of the military branch/specialty in which he/she can develop.

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