Chapter 3: Research Terms

Question 1

Characteristics of a standardized test

Answer 1

-description of its purpose-administration and scoring protocol-established norms and validity

Question 2

Normative data

Answer 2

-age-gender-diagnostic groupings

Question 3

Validity

Answer 3

Measures the assessments accuracy to determine if the tool measured what it was intended to measure.

Question 4

Face Validity

Answer 4

How well the assessment appears “on the face of it” to meet its stated purpose. i.e. From appearance without statistical proof, appears to address purpose of test and variables to be measured (you can look at a fine motor test and see that it tests the ability to manipulate small parts)

Question 5

Content Validity

Answer 5

The content of the evaluation should represent the content that is being measured (does the content of a role checklist provide an adequate listing of roles?)

Question 6

Criterion Validity

Answer 6

Compares the assessment tool to another one with already established validity. Reported as a correlation, the higher the correlation, the better the criterion validity.

Question 7

Concurrent Validity

Answer 7

Type of criterion validity. Compares the results of two instruments given at about the same time. i.e. extent of agreement between two measures of the same behaviors; comparing an assessment to a “gold standard”

Question 8

Predictive Validity

Answer 8

Type of criterion validity. Compares the degree to which an instrument can predict performance on a future criterion.

Question 9

Reliability

Answer 9

The consistency and stability of the evaluation. Scores should be the same from time to time, place to place, and eval to eval. Scored as either a correlation or a percentage to identify the degree to which the two items relate.

Question 10

Inter-rater/inter-observer Reliability

Answer 10

Different raters using the same assessment tool with achieve the same results.

Question 11

Test-retest Reliability

Answer 11

Establishes that the same results should be obtained when administered twice by the same person.

Question 12

Norm-referenced Assessments

Answer 12

Scores that compare the individual’s performance to a set population’s performance. (e.g. how does a kid compare with reading norms for his grade level)

Question 13

Criterion-referenced Assessments

Answer 13

Scores that compare the individual’s performance to a pre-established criterion.

Question 14

Primary Prevention

Answer 14

Reduction of occurrence of disease with a population that is currently well OR considered to potentially be at risk (Parenting class for teen parents). In OTPF this is “create/promote”.

Question 15

Secondary Prevention

Answer 15

Early detection of problems in at-risk populations to reduce/minimize disorder/disease. (screening of premature infants for developmental delays)

Question 16

Tertiary Prevention

Answer 16

Elimination/reduction of the impact of dysfunction. (rehab services to maximize community participation)

Question 17

Types of Interventions

Answer 17

-Prevention (create/promote)-Meeting health needs (interventions designed to satisfy universal human needs)-The change process (most common, Establish/restore, remediate) -Management (reduce disruptive behaviors that are barriers to the main focus of the intervention) Maintenance (support current level of function)

Question 18

Transmission-based Precautions

Answer 18

For people with known infections of transmissible pathogens-airborne precautions-droplet precautions-contact precautions

Question 19

Typical Group Development Stages

Answer 19

Forming (origin, orientation, intermediate)Storming (conflict)Norming (cohesion)Performing (maturation)

Question 20

Thematic Group

Answer 20

Acquiring the knowledge, skills, and attitude to perform a specific activity

Question 21

Topical Group

Answer 21

Discusses specific activities that members engage in outside the group.