According to the APA, there are particular categories of evidence to question or support the validity of an interpretation. Evidence based on: Test content Response processes Relations to other variables Internal structure Consequences of testing Reliability in statistics and psychological testing is the measurement of the consistency of the set of measurements or of that measuring instrument (Meeker & Escobar, 1998)
There has been much debate amongst scholars and practitioners regarding the use of projective tests as there have been questions historically raised regarding the validity of these kinds of examination (Pearson Assessments, 2009). Reliability, Validity, and the Impact on Psychological Testing In order for a psychological test to be useful, it must be valid and reliable (Messick, 1995)
Validity of psychological tests refers to the extent to which they measure what they posit to measure. It is the degree to which theory and evidence support the interpretations of the scores derived from use of the test (Popham, 2008)
Such people certainly need treatment and help, and not free aid to continue supporting their habits. In this respect, then, terminating welfare benefits for those who fail drug tests may actually serve as an incentive to get them the proper medical assistance they need (Berggoetz and Cook, 2014), instead of facilitating the resources for them to continue abusing drugs
Of the many reasons why it is vital to implement drug testing for welfare recipients, the most eminent is due to the fact that mandating this requisite will greatly reduce the incidence of individuals squandering their welfare benefits on drugs. One of the foremost concerns of welfare dissidents is that hardworking Americans should not see their money go to people who would rather buy drugs than simply get a job (Grovum, 2014)
The point of creating these programs was not to permit individuals to merely utilize these benefits for all of their lives -- to have entire families that use them and create more families who are all on welfare. Such a situation is detrimental to children, whom some in favor of drug testing for welfare recipients are trying to protect (Robles, 2013)
There are a number of reasons why this statement is true, primarily because there are several places of employment that issue drug testing for its employees. Florida's governor is attempting to effect drug testing for state employees (Saunders, 2014)
Often, the functional assessment term is used in a synonymous way with 'functional analysis' although Cone (1997) does not feel that this is accurate, and that functional assessment should be used when discussing the formulation of hypotheses, whereas functional analysis should be used when discussing the ways that these hypotheses are tested and validated. For many years, functional assessment has been used by those that analyze behavior (Bijou, Peterson, & Ault, 1968; Carr & Durand, 1985; Iwata et al
It is important to study both research that has been done and also whether functional assessment seems to work well in the field. There have been several reviews of functional assessments that have been conducted in school settings (Blakeslee, Sugai, & Gruba, 1994; Dunlap & Childs, 1996; Lane, Umbreit, & Beebe-Frankenburger, 1999; Nelson, Roberts, Mathur, & Rutherford, 1999)
The interventions that are used help that child to learn more easily and appropriately. Despite the importance of and focus on functional assessment, however, there is some concern that the term itself may be rather ambiguous, and therefore that it is not something that can be explained with enough clarity to give it a specific definition (Cone, 1997)
Functional assessment is the term that is generally used for the testing that is designed for school-aged children, especially where disabilities are concerned. There have been a number of articles written on the issue for school psychologists (Daly, Witt, Martens, & Dool, 1997; Kratochwill, Sheridan, Carlson, & Lasecki, 1999)
Studies into the issue also show that many school problems, even mental disabilities that are considered severe, can be treated effectively by utilizing functional assessment (Lalli, Browder, Mace, & Brown, 1993; Mace, Lalli, & Lalli, 1991; Repp & Karsh, 1994). Functional assessment can also be used to treat problems with emotions, communication, and learning (Dunlap, et al
Studies into the issue also show that many school problems, even mental disabilities that are considered severe, can be treated effectively by utilizing functional assessment (Lalli, Browder, Mace, & Brown, 1993; Mace, Lalli, & Lalli, 1991; Repp & Karsh, 1994). Functional assessment can also be used to treat problems with emotions, communication, and learning (Dunlap, et al
, 1995). Because of the results that have been seen in many of these studies, various researchers and others have agreed that functional assessment may actually be much more valuable than many traditional school-based or psychiatric diagnostic procedures (Kratochwill & McGivern, 1996; Zentall & Javorsky, 1995)
Often, the functional assessment term is used in a synonymous way with 'functional analysis' although Cone (1997) does not feel that this is accurate, and that functional assessment should be used when discussing the formulation of hypotheses, whereas functional analysis should be used when discussing the ways that these hypotheses are tested and validated. For many years, functional assessment has been used by those that analyze behavior (Bijou, Peterson, & Ault, 1968; Carr & Durand, 1985; Iwata et al
It is important to study both research that has been done and also whether functional assessment seems to work well in the field. There have been several reviews of functional assessments that have been conducted in school settings (Blakeslee, Sugai, & Gruba, 1994; Dunlap & Childs, 1996; Lane, Umbreit, & Beebe-Frankenburger, 1999; Nelson, Roberts, Mathur, & Rutherford, 1999)
The interventions that are used help that child to learn more easily and appropriately. Despite the importance of and focus on functional assessment, however, there is some concern that the term itself may be rather ambiguous, and therefore that it is not something that can be explained with enough clarity to give it a specific definition (Cone, 1997)
Functional assessment is the term that is generally used for the testing that is designed for school-aged children, especially where disabilities are concerned. There have been a number of articles written on the issue for school psychologists (Daly, Witt, Martens, & Dool, 1997; Kratochwill, Sheridan, Carlson, & Lasecki, 1999)
Studies into the issue also show that many school problems, even mental disabilities that are considered severe, can be treated effectively by utilizing functional assessment (Lalli, Browder, Mace, & Brown, 1993; Mace, Lalli, & Lalli, 1991; Repp & Karsh, 1994). Functional assessment can also be used to treat problems with emotions, communication, and learning (Dunlap, et al
Studies into the issue also show that many school problems, even mental disabilities that are considered severe, can be treated effectively by utilizing functional assessment (Lalli, Browder, Mace, & Brown, 1993; Mace, Lalli, & Lalli, 1991; Repp & Karsh, 1994). Functional assessment can also be used to treat problems with emotions, communication, and learning (Dunlap, et al