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Full-Text Articles in Social and Behavioral Sciences
Providing Effective Assessment Feedback To Patients: Lessons Learned From Feedback After A Severe Injury, Kelsie Mcquinn
Providing Effective Assessment Feedback To Patients: Lessons Learned From Feedback After A Severe Injury, Kelsie Mcquinn
Graduate School of Professional Psychology: Doctoral Papers and Masters Projects
This paper seeks to articulate lessons learned from feedback received after a severe injury in order to help guide neuropsychologists provide effective feedback to patients. Given that there is no agreed upon conceptual framework for providing neuropsychological assessment feedback, parallels are drawn from what works in clinical psychology – the working alliance. I use personal examples to highlight how the working alliance, as well as other psychological principles, can help inform neuropsychologists provide the most effective feedback to patients.
Criterion Validity Of The Ohio State University Traumatic Brain Injury Identification Method In A Criminal Justice Sample, Sarah M. Monaghan
Criterion Validity Of The Ohio State University Traumatic Brain Injury Identification Method In A Criminal Justice Sample, Sarah M. Monaghan
Student Theses
The purpose of the current study was to determine the clinical utility of the Ohio State University Traumatic Brain Injury Identification Method (OSU-TBI-ID) in a criminal justice sample, by evaluating the criterion-related validity of this instrument. It was hypothesized that this tool could differentiate between incarcerated individuals with or without a history of Traumatic Brain Injury (TBI) on measures evaluating important TBI-related sequalae. The sample consisted of 95 incarcerated men detained at a private correctional facility in a Mid-Atlantic state. Measures used in this study to evaluate executive functioning difficulties, psychiatric difficulties, substance use problems, institutional misconduct and recidivism were …
Adhd Malingering In A College Setting, Peerasin Chatchawarat
Adhd Malingering In A College Setting, Peerasin Chatchawarat
Electronic Theses and Dissertations
An increase in the number of adults seeking ADHD evaluations as college students in recent years raises concerns of malingered or exaggerated attentional impairments. Some students may falsely report ADHD symptoms in an attempt to obtain academic accommodations as well as prescriptions for stimulant medications. Meanwhile, little attention has been given to the development of either self-reported measures or performance-based tests that can ensure the validity of reported or exhibited attentional symptoms. In 2015, Multi-Health Systems Inc. (MHS) released an improved version of a continuous performance test, the Conners Continuous Performance 3rd Edition (Conners CPT 3), which may have improved …