Scale development, normative, and parametric analyses of a preschool screening measure

1981 ◽  
Vol 9 (2) ◽  
pp. 193-208 ◽  
Author(s):  
Raymond P. Lorion ◽  
William F. Barker ◽  
Janet Cahill ◽  
Richard Gallagher ◽  
William A. Passons ◽  
...  
Keyword(s):  
Scale Development ◽  
Screening Measure ◽  
Preschool Screening ◽  
Parametric Analyses

Preschool Screening Measure

2014 ◽  
Author(s):  
Celia Hsiao ◽  
Linda M. Richter
Keyword(s):  
Screening Measure ◽  
Preschool Screening

Response Consistency and the MMPI-2: Development of a Simplified Screening Scale

Assessment ◽  
1994 ◽  
Vol 1 (3) ◽  
pp. 293-299 ◽  
Author(s):  
Kenneth W. Sewell ◽  
Richard Rogers
Keyword(s):  
Scale Development ◽  
Relative Effectiveness ◽  
Screening Measure ◽  
Development Procedure ◽  
Psychological Impairment ◽  
Two Stages ◽  
Response Consistency ◽  
Inconsistent Responding ◽  
Screening Scale

Random and inconsistent MMPI-2 profiles may be misconstrued as reflecting severe psychological impairment or feigning. To address this important issue, MMPI-2 protocols from 196 clinical outpatients were compared to 196 randomly generated protocols in a three-stage scale development procedure designed to detect inconsistent responding. A 16-item screening scale was derived on 200 protocols and cross-validated in two stages on the remaining protocols (102 and 90 protocols, respectively) with an overall accuracy of 94.4%. Performance of the new scale is discussed in relation to that of the traditional MMPI-2 measures of response consistency, particularly the VRIN and F. The new scale appears most useful as a screening measure given the ease of scoring; it reduces the need to score VRIN to a small fraction of cases. The relation between the new scale and F is strong in one of the current samples and awaits further comparisons to determine its relative effectiveness.

Preschool Screening for Predictive Articulation Errors

1989 ◽  
Vol 20 (2) ◽  
pp. 139-148 ◽  
Author(s):  
Martha J. Westman ◽  
Patricia A. Broen
Keyword(s):  
Preschool Children ◽  
The Other ◽  
Screening Procedure ◽  
Scoring Method ◽  
Screening Measure ◽  
Preschool Screening

An articulation screening procedure that took into account the phonological content of the child's error was compared to a procedure that treated all errors as equally important in an effort to determine the most effective scoring method. The articulation screening measure was administered to 333 preschool children between the ages of 3:6 and 4:11. In one scoring procedure only errors that changed the manner of production of a phoneme, deleted a phoneme or a syllable, or substituted a more anterior consonant for velar consonants were counted. In the other procedure all errors were treated as equal. Predicting eventual therapy placement was more accurate when only selected errors were used.

Three Conceptual Impediments to Developing Scale Theory for Formative Scales

Methodology ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 156-164 ◽  
Author(s):  
Keith A. Markus
Keyword(s):  
Scale Development ◽  
Item Analysis ◽  
Model Fitting ◽  
Item Bias ◽  
Validity Evidence ◽  
Scale Theory ◽  
Underlying Theory ◽  
Standard Scale ◽  
Item Scores

Abstract. Bollen and colleagues have advocated the use of formative scales despite the fact that formative scales lack an adequate underlying theory to guide development or validation such as that which underlies reflective scales. Three conceptual impediments impede the development of such theory: the redefinition of measurement restricted to the context of model fitting, the inscrutable notion of conceptual unity, and a systematic conflation of item scores with attributes. Setting aside these impediments opens the door to progress in developing the needed theory to support formative scale use. A broader perspective facilitates consideration of standard scale development concerns as applied to formative scales including scale development, item analysis, reliability, and item bias. While formative scales require a different pattern of emphasis, all five of the traditional sources of validity evidence apply to formative scales. Responsible use of formative scales requires greater attention to developing the requisite underlying theory.

Review of Scale Development: Theory and Applications.

1992 ◽  
Vol 37 (4) ◽  
pp. 385-385
Author(s):  
Terri Gullickson
Keyword(s):  
Scale Development ◽  
Development Theory
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