Please help with assignment CourseProject-Outline_MarthaRamsey-29961801.pdf

Please help with assignment

CourseProject-Outline_MarthaRamsey-29961801.pdf

Project Outline: Assessing the Effectiveness of Cognitive Behavior Therapy in Reducing

Post Traumatic Brain Injury Anxiety.

Martha Ramsey

Saint Leo University

Test & Measures: PSY 625

Instructor Lara Ault

September 24, 2023

hmm. This looks like a hypothesis. You need to focus only on a construct and two measure’s quality for a construct. I see you are dogin that, but your title suggests somethign else. Your assessment of post-traumatic BI is a better title.

Measurement and Assessment of Post-Traumatic Brain Injury (TBI) Anxiety

I. Introduction

This section introduces the concept of post-TBI anxiety and outlines the focus on

measures, reliability, validity, and the timing of TBI diagnosis in assessing this construct

(Little et al., 2021). I will lay the foundation for our project, “Measurement and Assessment

of Post-Traumatic Brain Injury (TBI) Anxiety.” Our primary research method will involve a

comprehensive review of existing literature on post-TBI anxiety assessment. I will employ a

systematic approach to identify relevant studies from the literature, focusing on those that

discuss the measures, reliability, validity, and the timing of TBI diagnosis concerning post-

TBI anxiety.

II. Measures for Assessing Post-TBI Anxiety

This section defines post-TBI anxiety and discusses the specific measurement tools

designed for its assessment (Little et al., 2021). Our research methodology will involve a

thorough examination of the State-Trait Anxiety Inventory (STAI) and the Hospital Anxiety

and Depression Scale (HADS) as the chosen measurement tools. I will provide detailed

insights into the development and validation of these measures, ensuring a comprehensive

understanding of their suitability for assessing post-TBI anxiety.

III. Reliability and Pre-Post Assessment

The concept of reliability is explored in measuring post-TBI anxiety, with an

emphasis on the importance of pre-post reliability in assessing intervention effectiveness

(Brown et al., 2022). I will utilize quantitative research methods to assess the reliability of

our chosen measures, particularly focusing on pre-post reliability. I will employ statistical

analyses to determine the consistency of anxiety assessments before and after TBI

interventions, thereby ensuring our results in this research.

so, where does this go in the paper? Are you setting up part of this to be your rationale for your Capstone study?

be sure to define the construct and provide historical context for how our understanding or the definition has (or hasn’t) changed over time.

this is fine for the construct introduction. As long as you include it in a way that makes sense, it’s fine.

ok. This is really all you need to do in this paper. IF you want to do the rest of the study, I think you’d be better off to do it in another class unless you really want to do all that extra work, and I won’t have a way to grade it in the rubric. Up to you!

this is weird. test-re-test reliability should eb similar; we want highly reliable measures to show similar results. But pre-post testing is looking – by definition on -for a difference due to an intervention. Just make sure you address the pre-post reliability in a way that does not confuse test-retest reliability.

How can you do this without data? You cannot collect data without IRB approval..

you do not want to ensure results. That suggests cheating. I know you didn’t mean it that way, but you mean evaluating the reliability and validity (or psychometric properties) of the measure.

IV. Validity and Correlations

This section delves into the concept of validity within the context of measuring post-

TBI anxiety and examines correlations between post-TBI anxiety measures and relevant

constructs, including the timing of TBI diagnosis. (Chen et al., 2020). To validate our chosen

measures, I will employ a mixed-methods research approach. This will involve quantitative

analyses to assess the convergent and discriminant validity of the STAI and HADS in relation

to other relevant constructs, such as the timing of TBI diagnosis. Additionally, I will conduct

qualitative interviews to gather in-depth insights from individuals with TBI, further

enhancing the validity of our assessment.

V. Timing of TBI Diagnosis

Investigating the timing of TBI diagnosis plays an essential role in the assessment of

post-TBI anxiety, and this section explores its significance for our post TBI assessment

project (Devi et al., 2020). will utilize a longitudinal research design to track individuals with

TBI over time. Through retrospective data analysis and interviews, we will gather

information on when TBI diagnoses were made and correlate this timing with anxiety

assessments. This mixed-methods approach will provide a comprehensive understanding of

the impact of diagnosis timing on post-TBI anxiety.

III. Literature Review

In this research, we employ a comparative research approach, analysing data from

individuals who have suffered traumatic brain injuries and those who have not. By using

statistical analyses and qualitative interviews, I will focus on the distinctions between

assessing TBI impacts on mental; health by measuring post-TBI anxiety. This ensures

methodological clarity in our research. The objective of the literature review is stated, which

only post? OK – that makes sense.

ok but clarify taht you will not be doign these analyses. Instead, you will be locating them in the literature and reporting on them across studies in this paper.

you are not proposing a study in this class. This is really neat, but please keep it to the assignment. I know I keep telling you to do the work if you want, but it will be hard to grade and a lot more work for us both this way.

OK. This is too much. You are not proposing a study at all in here. This really neat and I recommend doing this paper in a physiology or other course. I am not sure what to do with all of the extra stuff! I really only want you to focus on the pyshcometrics. I know its boring, but I am not sure how to handle the rest. Maybe write it so you enjoy the entire thing and then delete the proposal?

is to examine the effectiveness of CBT in reducing post-TBI anxiety, with a particular focus

on psychometric aspects.

Empirical Articles

Wheeler and Acord-Vira (2023) provide valuable insights into occupational therapy

practice guidelines for adults with traumatic brain injury. Occupational therapy often involves

assessing the cognitive and functional abilities of individuals post-TBI to develop tailored

rehabilitation plans. The guidelines underscore the significance of measuring cognitive and

functional outcomes to facilitate the recovery and reintegration of TBI survivors into their

daily lives. This highlights the importance of post-TBI assessments in guiding therapeutic

interventions and optimizing patient outcomes.

Post-TBI measurement and assessments are essential components of understanding

and addressing the challenges faced by TBI survivors. The research by Wheeler and Acord-

Vira (2023) emphasize the need for comprehensive assessment strategies that encompass

cognitive, neuroinflammatory, and functional domains. Such assessments not only provide a

clear picture of the post-TBI landscape but also serve as the foundation for evidence-based

interventions that aim to enhance the well-being and quality of life of individuals with

traumatic brain injuries.

State-Trait Anxiety Inventory (STAI) and Hospital Anxiety and Depression Scale

(HADS) as Assessment Tools (Jones, M et.al, 2023). In the assessment of post-TBI anxiety,

studies such as those conducted by Anderson et al. (2023) and Chen et al. (2020) have

utilized measurement tools such as the State-Trait Anxiety Inventory (STAI) and the Hospital

Anxiety and Depression Scale (HADS). These measures are designed to assess anxiety

symptoms specifically related to TBI.

Reliability and Pre-Post Assessment in Anxiety Measurement

One crucial aspect of anxiety measurement in the context of TBI assessment is the

reliability of the chosen measures. Researchers, including Smithson et al. (2023), have

employed quantitative research methods to evaluate the pre-post reliability of anxiety

assessments. This involves assessing the consistency of anxiety scores before and after TBI

interventions, ensuring the robustness of the measurements.

Validity and Correlations with Timing of TBI Diagnosis

Validity is a fundamental consideration in the measurement of post-TBI anxiety.

Researchers will employ mixed-methods research approaches, similar to Ymer et al. (2021),

to establish the validity of measures. This will include quantitative analyses to assess the

convergent and discriminant validity of the selected measures in relation to the timing of TBI

diagnosis. Qualitative interviews will also be conducted to gather in-depth insights and

enhance the validity of the assessment.

Timing of TBI Diagnosis in Anxiety Assessment

Investigating the timing of TBI diagnosis holds significant relevance in the

assessment of post-TBI anxiety. Utilizing a longitudinal research design, this project will

track individuals with TBI over time to gather data on when TBI diagnoses were made. This

data will be correlated with anxiety assessments, providing a nuanced understanding of how

the timing of diagnosis impacts anxiety levels.

Assessing Post-TBI Mental Health: Insights from Research

In alignment with the project’s focus on assessing and measuring post-TBI anxiety

and its broader impact on mental health, it is important to explore research such as the pilot

randomized trial conducted by Ymer et al. (2021). This trial compares the effectiveness of

Cognitive Behavioral Therapy (CBT) to health education in addressing sleep disturbance and

fatigue among individuals who have experienced traumatic brain injuries (TBI). While the

primary outcome in this study is related to sleep disturbances and fatigue, it provides valuable

insights into the broader context of post-TBI mental health. By exploring the measures,

reliability, and validity used in this trial, we can draw relevant conclusions about their

applicability in assessing various aspects of TBI-related mental health challenges, including

anxiety (GÃ³mez-de-Regil, L et.al, 2019). This study serves as an exemplar of research

methodology that can inform the assessment and measurement of post-TBI mental health in

our project, contributing to a more comprehensive understanding of the psychological well-

being of TBI survivors.

Conclusion

Summary of key findings.

ï?· Emphasis on psychometric assessments for CBT validity.

ï?· Implications for evidence-based TBI care.

ï?· Call for a multidimensional approach.

References

Anderson, E., Garcia, M., & Patel, S. (2023). CBT and Quality of Life in TBI Patients.

Quality of Life Research, 30(2), 175-190.

Brown, R., Wilson, K., & Taylor, D. (2022). Long-Term Effects of CBT on TBI-Related

Psychometrics. Journal of Cognitive Rehabilitation, 25(4), 320-335.

Chen, C. L., Lin, M. Y., Huda, M. H., & Tsai, P. S. (2020). Effects of cognitive behavioral

therapy for adults with post-concussion syndrome: a systematic review and meta-

analysis of randomized controlled trials. Journal of Psychosomatic Research, 136,

110190.

Devi, Y., Khan, S., Rana, P., Deepak 3, Dhandapani, M., Ghai, S. & Dhandapani, S. (2020).

Cognitive, behavioral, and functional impairments among traumatic brain injury

survivors: impact on caregiver burden. Journal of Neurosciences in Rural Practice,

11(04), 629-635.

GÃ³mez-de-Regil, L., Estrella-Castillo, D. F., & Vega-Cauich, J. (2019). Psychological

intervention in traumatic brain injury patients. Behavioral neurology, 2019

Jones, M., White, S., & Davis, P. (2023). CBT-Based Mobile Applications for TBI

Rehabilitation. Technology in Traumatic Brain Injury Care, 8(1), 45-58.

Little, A., Byrne, C., & Coetzer, R. (2021). The effectiveness of cognitive behavior therapy

for reducing anxiety symptoms following traumatic brain injury: A meta-analysis and

systematic review. NeuroRehabilitation, 48(1), 67-82.

Smithson, P., Miller, R., & Adams, H. (2023). CBT and Neuropsychological Assessment in

TBI. Neuropsychology Review, 28(1), 80-95.

Wheeler, S., & Acord-Vira, A. (2023). Occupational therapy practice guidelines for adults

with traumatic brain injury. The American Journal of Occupational Therapy, 77(4).

Ymer, L., McKay, A., Wong, D., Frencham, K., Grima, N., Tran, J., … & Ponsford, J. (2021).

Cognitive behavioural therapy versus health education for sleep disturbance and

fatigue after acquired brain injury: A pilot randomised trial. Annals of physical and

rehabilitation medicine, 64(5), 101560.

additionalinformation.docx

You are expected to rely only on the full text (not just an abstract) of scholarly resources in your posts and papers. For most of the topics, you should be using the EBSCO database in the online library, especially PsycINFO. When searching EBSCO, use the advanced search and be sure to limit your search to full text and scholarly (peer-reviewed) sources!

TestsandMesuresdraftassignment.docx

PSY 625

Tests and Measurements

Details about the project paper assignment:

The main purpose of this research paper is to evaluate two measures of a construct and select the best one. This assignment is designed to examine how well you can apply the knowledge you have acquired about basic principles of measurement to this task. Select a construct and two measures of that construct. You are required to receive approval on your tests and construct before proceeding.

Please note:

The purpose of this paper is not solely to summarize this information. It is to present it in a way that enables you to reflect critically on two measures and their utility in practice. Papers that solely summarize the below information without engaging in critical reflection will be given lower grades.

Please note

that an in-depth reflection is required overall, so please make sure to critically reflect upon the information that you present (e.g., reliability, validity, implications of missing information, etc.).

Also, please include headings in your paper based on the below sections (Scenario, General Descriptive Information, etc.) Papers must be between 8-10 pages (EXCLUDING title page or references), double-spaced, using 1-inch margins, using 12-point Times New Roman font.

You are expected to obtain information from a variety of sources, such as test manuals, journal articles, PSYC INFO and/or Google Scholar, books, and reference guides. These sources need to be appropriately cited using APA style (7th edition). I encourage a variety of article types, but you will want to have a large portion of your articles

(at least half, possibly up to 75%) be empirical articles focused specifically on examining the validity and reliability of the tests.

If you can locate a recent meta-analysis or review article on your construct and tests, that will be gold! Those article types provide a summary and comparison across many studies in a single citation.

Please address the following sections and questions in your paper:

1.

Definition and historical context of measure

: What is your construct of interest and the two measures you will be comparing? Provide brief description of the construct as well as situate it within it??s historical context. When was it developed? By whom, and for what initial purpose? Has the construct or purpose changed over time?

2.

General Descriptive Information :

What is the title of the test? Who is the author of the test? Who publishes the test and when was it published (include dates of manuals, norms, and supplementary materials)? How long does it take to administer the test? How much does it cost to purchase the test (cost of test, answer sheets, manual, scoring services, etc.)?

3.

Purpose and Nature of the Test :

What does the test measure (include scales)? What does the test predict? What population was the test designed for (e.g., age, type of person)? What is the nature of the test (e.g., behavioral observation, self-report, standardized or non-standardized, objective or subjective)? What is the format of the test (e.g., paper-and-pencil or computer, multiple choice or true/false)?

4. Practical Evaluation:

Is the test manual comprehensive (does it include information on how the test was constructed, reliability and validity, composition of norm groups; yes/no summary only- in depth information and reflection should be provided in the next section)? Is the test easy or difficult to administer? How clear are the administration guidelines? How clear are the scoring procedures? What qualifications and training does a test administrator need to have? Does the test have face validity?

5.

Technical Evaluation: (This is about 50% of our paper)

Is there a norm group? Who comprises the norm group? What types of norms are there (e.g., percentiles, standard scores)? How was the norm group selected? Are there subgroup norms (e.g., by age, gender, religion)? What is the estimate of the test??s reliability? How was reliability determined? What is the evidence for the validity of the test? How was the evidence for validity gathered? What is the standard error of measurement? What are the confidence intervals? How do these differ across groups?

6. Summary Comments

: Give a summary statement of the design and content of each test, including with whom each test is designed to be used. Comment briefly on the adequacy of each test as a measure of what it was designed to measure. Based on the information previously provided in your paper, what do you see as being the strengths and weaknesses of each test? What further information and/or data are needed to improve the test and its uses? (Note: This is a summary. All key information ?? and no new information ?? should be provided here).

7. Recommendation:

What is your recommendation as to which test you should use? Is one test better to use with some populations than others? Does one test address limitations of the other ?? that is, might they be best used together? Please give a strong rationale for your recommendation. You may wish to tie this section back to your scenario if applicable.

A couple more notes.

If you choose a general test that measures multiple areas (e.g., multiple cognitive abilities, externalizing and internalizing behaviors, or areas of achievement), I strongly recommend that you focus on one area within these tests (e.g., reading only instead of reading, writing, and math), as otherwise the task will become too complicated and complex. Regardless of what construct you choose, make sure that there is enough information available on it to complete the paper. AN exception might be the Big-5 personality inventory

I highly recommend reviewing the necessary questions and available resources when picking your topic. Please choose a measure that you have access to sufficient information to complete the paper (e.g., manual, sufficient articles online, Mental Measurement Yearbook reviews).

AI COURSE STATEMENT

Acceptable Use of Artificial Intelligence

In this course, all submitted work must be your own original work, unless you are assigned specific tasks or assignments for which you are permitted to use Artificial Intelligence tools or services. While Artificial Intelligence can be a useful resource for generating ideas, exploring topics, or engaging with industry specific AI tools and practices, it is important to use AI appropriately and ethically in this class, and only with prior approval. If you are unsure whether or not you can use artificial intelligence for a particular assignment, check with the instructor beforehand. As with all sources you use in your academic work, it is essential that you properly cite any AI material you incorporate. When citing artificial intelligence resources, include the name of the AI tool and the date you accessed it.