ABSTRACT
PRIMARY OBJECTIVE: To examine the convergent validity of the Test of Effort (TOE), a performance validity test (PVT) currently under development that employs a two-subtest (one verbal, one visual), forced-choice recognition memory format. RESEARCH DESIGN: A descriptive, correlational design was employed to describe performance on the TOE and examine the convergent validity between the TOE and comparison measures. METHODS AND PROCEDURES: A sample of 53 individuals with chronic acquired brain injury (ABI) were administered the TOE and three well-validated PVTs (Reliable Digit Span [RDS], Test of Memory Malingering [TOMM] and Dot Counting Test [DCT]). MAIN OUTCOMES AND RESULTS: The TOE appeared more difficult than it actually was, suggesting adequate face validity. Medium-to-large correlations were observed between the TOE and established PVTs, suggesting good convergent validity. Provisional cutoff scores are offered based on performance of a subgroup of participants with "sufficient effort." CONCLUSIONS: Overall, the TOE shows promise as a PVT measure for clinical use. Future studies with larger and more diverse samples are needed to more fully determine the psychometric characteristics of the TOE.
Subject(s)
Brain Injuries , Malingering , Adult , Brain Injuries/diagnosis , Humans , Memory and Learning Tests , Neuropsychological Tests , Reproducibility of ResultsABSTRACT
OBJECTIVE: To identify potential misconceptions that nursing students have regarding traumatic brain injury (TBI) and recovery. DESIGN: Descriptive questionnaire. SETTING: University. MAIN MEASURE: Thirty-item questionnaire addressing knowledge about TBI and recovery. PARTICIPANTS: One hundred eight undergraduate students, 65 in the prenursing program and 43 nursing majors. RESULTS: In general, nursing students had a lower frequency of misconceptions than did university students in a prior study, and the more advanced nursing majors had a lower frequency of misconceptions than did the prenursing students. Substantial misconceptions did exist, though, especially concerning unconsciousness, amnesia, and recovery. CONCLUSIONS: Nursing students possess several misconceptions pertaining to TBI and recovery that have the potential to adversely affect assessment, treatment, and education of patients and family members. Education focusing on TBI and recovery should be included in the nursing curriculum and be a part of continuing education at the professional level.
Subject(s)
Attitude of Health Personnel , Brain Injuries/rehabilitation , Students, Nursing/psychology , Cohort Studies , Data Collection , Humans , Professional CompetenceABSTRACT
Schools request consultation from neuropsychologists employed outside the school setting to enhance assessment and intervention for children with neurological, medical, and psychological conditions. The legislative and administrative parameters governing special education services for exceptional children most pertinent to the consulting neuropsychologist are examined. The role of the school-based multidisciplinary team in determining eligibility for special education is discussed. Potential roles for the clinical neuropsychologist on the school-based team and approaches to interprofessional collaboration between clinical neuropsychologists and school psychologists are presented. Reimbursement for services and ethical considerations are also discussed.
