Wikipedia

User:Ongmianli/Assessment Template

< User:Ongmianli
Part of a series on
Psychology
Basic psychology
Applied psychology
Concepts
Lists

This is an assessment template that can be used to create Wikipedia articles on noted psychological assessments.

In general, according to WP:MEDRS, medical articles should be written in the following format:

Template for writing medical-test articles

edit

This section is NOT included in the actual page. It is an overview of what is generally included in a page.

  • Versions, if more than one kind or variant of the test or procedure exists
  • Psychometrics, including validity and reliability of test results
  • History of the test
  • Use in other populations, such as other cultures and countries
  • Research
  • Limitations

Lead section

edit

This will be the lead section. This section should give a quick summary of what the assessment is. Here are some pointers (please do not use bullet points when writing article):

  • What are its acronyms?
  • What is its purpose?
  • What population is it intended for? What do the items measure?
  • How long does it take to administer?
  • Who (individual or groups) was it created by?
  • How many questions are inside? Is it multiple choice?
  • What has been its impact on the clinical world in general?
  • Who uses it? Clinicians? Researchers? What settings?

Versions

edit
  • What are the versions of this test that exists, if any? For each section, there should be a description of the test.
  • If there are multiple versions, why was the most recent one created? (Usually DSM update or norm update, among other reasons)
  • What is its intended population, number of questions and acronyms?

Reliability

edit

The rubrics for evaluating reliability and validity are now on published pages in Wikiversity. You will evaluate the instrument based on these rubrics. Then, you will delete the code for the rubric and complete the table (located after the rubrics). Don't forget to adjust the headings once you copy/paste the table in!

An example using the table from the General Behavior Inventory is attached below.

Rubric tables

edit

Reliability

edit

Reliability refers to whether the scores are reproducible. Unless otherwise specified, the reliability scores and values come from studies done with a United States population sample. Here is the rubric for evaluating the reliability of scores on a measure for the purpose of evidence based assessment.

Rubric for evaluating norms and reliability for the General Behavior Inventory (table from Youngstrom et al., extending Hunsley & Mash, 2008; *indicates new construct or category)
Criterion Rating (adequate, good, excellent, too good*) Explanation with references
Norms Adequate Multiple convenience samples and research studies, including both clinical and nonclinical samples[citation needed]
Internal consistency (Cronbach’s alpha, split half, etc.) Excellent; too good for some contexts Alphas routinely over .94 for both scales, suggesting that scales could be shortened for many uses[citation needed]
Inter-rater reliability Not applicable Designed originally as a self-report scale; parent and youth report correlate about the same as cross-informant scores correlate in general[1]
Test-retest reliability (stability Good r = .73 over 15 weeks. Evaluated in initial studies,[2] with data also show high stability in clinical trials[citation needed]
Repeatability Not published No published studies formally checking repeatability

Validity describes the evidence that an assessment tool measures what it was supposed to measure. There are many different ways of checking validity. For screening measures such as the CAGE, diagnostic accuracy and discriminative validity are probably the most useful ways of looking at validity.

Validity

edit

Validity describes the evidence that an assessment tool measures what it was supposed to measure. There are many different ways of checking validity. For screening measures, diagnostic accuracy and discriminative validity are probably the most useful ways of looking at validity. Unless otherwise specified, the validity scores and values come from studies done with a United States population sample. Here is a rubric for describing validity of test scores in the context of evidence-based assessment.

Evaluation of validity and utility for the General Behavior Inventory (table from Youngstrom et al., unpublished, extended from Hunsley & Mash, 2008; *indicates new construct or category)
Criterion Rating (adequate, good, excellent, too good*) Explanation with references
Content validity Excellent Covers both DSM diagnostic symptoms and a range of associated features[2]
Construct validity (e.g., predictive, concurrent, convergent, and discriminant validity) Excellent Shows convergent validity with other symptom scales, longitudinal prediction of development of mood disorders,[3][4][5] criterion validity via metabolic markers[2][6] and associations with family history of mood disorder.[7] Factor structure complicated;[2][8] the inclusion of “biphasic” or “mixed” mood items creates a lot of cross-loading
Discriminative validity Excellent Multiple studies show that GBI scores discriminate cases with unipolar and bipolar mood disorders from other clinical disorders[2][9][10] effect sizes are among the largest of existing scales[11]
Validity generalization Good Used both as self-report and caregiver report; used in college student[8][12] as well as outpatient[9][13][14] and inpatient clinical samples; translated into multiple languages with good reliability
Treatment sensitivity Good Multiple studies show sensitivity to treatment effects comparable to using interviews by trained raters, including placebo-controlled, masked assignment trials[15][16] Short forms appear to retain sensitivity to treatment effects while substantially reducing burden[16][17]
Clinical utility Good Free (public domain), strong psychometrics, extensive research base. Biggest concerns are length and reading level. Short forms have less research, but are appealing based on reduced burden and promising data

Development and history

edit
  • Why was this instrument developed? Why was there a need to do so? What need did it meet?
  • What was the theoretical background behind this assessment? (e.g. addresses importance of 'negative cognitions', such as intrusions, inaccurate, sustained thoughts)
  • How was the scale developed? What was the theoretical background behind it?
  • How are these questions reflected in applications to theories, such as cognitive behavioral therapy (CBT)?
  • If there were previous versions, when were they published?
  • Discuss the theoretical ideas behind the changes

Impact

edit
  • What was the impact of this assessment? How did it affect assessment in psychiatry, psychology and health care professionals?
  • What can the assessment be used for in clinical settings? Can it be used to measure symptoms longitudinally? Developmentally?

Use in other populations

edit
  • How widely has it been used? Has it been translated into different languages? Which languages?

Research

edit
  • Any recent research done that is pertinent?

Limitations

edit
  • If self report, what are usual limitations of self-report?
  • State the status of this assessment (is it copyrighted? If free, link to it).

See also

edit

Here, it would be good to link to any related articles on Wikipedia. As we create more assessment pages, this should grow.

For instance:

edit

Example page

edit

References

edit
  1. ^ Achenbach, TM; McConaughy, SH; Howell, CT (March 1987). "Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity". Psychological Bulletin. 101 (2): 213–32. PMID 3562706.
  2. ^ a b c d e Depue, Richard A.; Slater, Judith F.; Wolfstetter-Kausch, Heidi; Klein, Daniel; Goplerud, Eric; Farr, David (1981). "A behavioral paradigm for identifying persons at risk for bipolar depressive disorder: A conceptual framework and five validation studies". Journal of Abnormal Psychology. 90 (5): 381–437. doi:10.1037/0021-843X.90.5.381. {{cite journal}}: |access-date= requires |url= (help)
  3. ^ Klein, DN; Dickstein, S; Taylor, EB; Harding, K (February 1989). "Identifying chronic affective disorders in outpatients: validation of the General Behavior Inventory". Journal of consulting and clinical psychology. 57 (1): 106–11. PMID 2925959. {{cite journal}}: |access-date= requires |url= (help)
  4. ^ Mesman, Esther; Nolen, Willem A.; Reichart, Catrien G.; Wals, Marjolein; Hillegers, Manon H.J. (May 2013). "The Dutch Bipolar Offspring Study: 12-Year Follow-Up". American Journal of Psychiatry. 170 (5): 542–549. doi:10.1176/appi.ajp.2012.12030401. {{cite journal}}: |access-date= requires |url= (help)
  5. ^ Reichart, CG; van der Ende, J; Wals, M; Hillegers, MH; Nolen, WA; Ormel, J; Verhulst, FC (December 2005). "The use of the GBI as predictor of bipolar disorder in a population of adolescent offspring of parents with a bipolar disorder". Journal of affective disorders. 89 (1–3): 147–55. PMID 16260043. {{cite journal}}: |access-date= requires |url= (help)
  6. ^ Depue, RA; Kleiman, RM; Davis, P; Hutchinson, M; Krauss, SP (February 1985). "The behavioral high-risk paradigm and bipolar affective disorder, VIII: Serum free cortisol in nonpatient cyclothymic subjects selected by the General Behavior Inventory". The American journal of psychiatry. 142 (2): 175–81. PMID 3970242. {{cite journal}}: |access-date= requires |url= (help)
  7. ^ Klein, DN; Depue, RA (August 1984). "Continued impairment in persons at risk for bipolar affective disorder: results of a 19-month follow-up study". Journal of abnormal psychology. 93 (3): 345–7. PMID 6470321. {{cite journal}}: |access-date= requires |url= (help)
  8. ^ a b Pendergast, Laura L.; Youngstrom, Eric A.; Brown, Christopher; Jensen, Dane; Abramson, Lyn Y.; Alloy, Lauren B. (2015). "Structural invariance of General Behavior Inventory (GBI) scores in Black and White young adults". Psychological Assessment. 27 (1): 21–30. doi:10.1037/pas0000020. {{cite journal}}: |access-date= requires |url= (help)
  9. ^ a b Danielson, CK; Youngstrom, EA; Findling, RL; Calabrese, JR (February 2003). "Discriminative validity of the general behavior inventory using youth report". Journal of abnormal child psychology. 31 (1): 29–39. PMID 12597697. {{cite journal}}: |access-date= requires |url= (help)
  10. ^ Findling, RL; Youngstrom, EA; Danielson, CK; DelPorto-Bedoya, D; Papish-David, R; Townsend, L; Calabrese, JR (February 2002). "Clinical decision-making using the General Behavior Inventory in juvenile bipolarity". Bipolar disorders. 4 (1): 34–42. PMID 12047493. {{cite journal}}: |access-date= requires |url= (help)
  11. ^ Youngstrom, Eric A.; Genzlinger, Jacquelynne E.; Egerton, Gregory A.; Van Meter, Anna R. (2015). "Multivariate meta-analysis of the discriminative validity of caregiver, youth, and teacher rating scales for pediatric bipolar disorder: Mother knows best about mania". Archives of Scientific Psychology. 3 (1): 112–137. doi:10.1037/arc0000024. {{cite journal}}: |access-date= requires |url= (help)
  12. ^ Alloy, LB; Abramson, LY; Hogan, ME; Whitehouse, WG; Rose, DT; Robinson, MS; Kim, RS; Lapkin, JB (August 2000). "The Temple-Wisconsin Cognitive Vulnerability to Depression Project: lifetime history of axis I psychopathology in individuals at high and low cognitive risk for depression". Journal of abnormal psychology. 109 (3): 403–18. PMID 11016110. {{cite journal}}: |access-date= requires |url= (help)
  13. ^ Klein, Daniel N.; Dickstein, Susan; Taylor, Ellen B.; Harding, Kathryn (1989). "Identifying chronic affective disorders in outpatients: Validation of the General Behavior Inventory". Journal of Consulting and Clinical Psychology. 57 (1): 106–111. doi:10.1037/0022-006X.57.1.106. {{cite journal}}: |access-date= requires |url= (help)
  14. ^ Youngstrom, EA; Findling, RL; Danielson, CK; Calabrese, JR (June 2001). "Discriminative validity of parent report of hypomanic and depressive symptoms on the General Behavior Inventory". Psychological assessment. 13 (2): 267–76. PMID 11433802. {{cite journal}}: |access-date= requires |url= (help)
  15. ^ Findling, RL; Youngstrom, EA; McNamara, NK; Stansbrey, RJ; Wynbrandt, JL; Adegbite, C; Rowles, BM; Demeter, CA; Frazier, TW; Calabrese, JR (January 2012). "Double-blind, randomized, placebo-controlled long-term maintenance study of aripiprazole in children with bipolar disorder". The Journal of clinical psychiatry. 73 (1): 57–63. PMID 22152402. {{cite journal}}: |access-date= requires |url= (help)
  16. ^ a b Youngstrom, E; Zhao, J; Mankoski, R; Forbes, RA; Marcus, RM; Carson, W; McQuade, R; Findling, RL (March 2013). "Clinical significance of treatment effects with aripiprazole versus placebo in a study of manic or mixed episodes associated with pediatric bipolar I disorder". Journal of child and adolescent psychopharmacology. 23 (2): 72–9. PMID 23480324. {{cite journal}}: |access-date= requires |url= (help)
  17. ^ Ong, ML; Youngstrom, EA; Chua, JJ; Halverson, TF; Horwitz, SM; Storfer-Isser, A; Frazier, TW; Fristad, MA; Arnold, LE; Phillips, ML; Birmaher, B; Kowatch, RA; Findling, RL; LAMS, Group (1 July 2016). "Comparing the CASI-4R and the PGBI-10 M for Differentiating Bipolar Spectrum Disorders from Other Outpatient Diagnoses in Youth". Journal of abnormal child psychology. PMID 27364346. {{cite journal}}: |access-date= requires |url= (help); |first14= has generic name (help)


Retrieved from "https://en.wikipedia.org/w/index.php?title=User:Ongmianli/Assessment_Template&oldid=765380906"