1. Describe, briefly (one paragraph) a situation in which and organization would use a test (for example, selection, executive coaching, a training situation)

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Test item reliability indicates how consistent the results produced from items on a test are. Consistency can refer to the items’ stability over time or the consistency of the items with each other. If an item is unreliable, statistical relationships will be weaker than they really are, and inappropriate conclusions may be drawn regarding the relationships between variables.

A measurement of reliability consists of the extent to which an observed score (which is the true score plus or minus error) accurately reflects the true score. Returning to the example in this week’s Introduction, if your true weight were 150 pounds and you stepped on the scale hundreds of times, it would sometimes show 149, sometimes 152, and sometimes 151. If you averaged all of those weights, you would come close to your true score. If you looked at how much the weights varied, you would have a good measure of the scale’s error. The situation is similar with a psychological test—a score on an IQ test represents an estimate of the theoretical “true” IQ; however, that observed score also includes error.

Researchers or test developers measure a test’s reliability with a reliability coefficient, generally a positive correlation coefficient that is somewhat less than 1.00. (A correlation of 1.00 would indicate perfect correlation, which is theoretically impossible due to inherent error in measurement.) Acceptable reliability coefficients for psychological tests or test items are generally at least .70. If you know a test’s reliability, you can calculate its margin of error, a “plus or minus” band that indicates an interval likely to contain the true score.

For this week’s Discussion, think of a specific testing scenario in an organization. Then consider a reliable test item for that testing scenario and an unreliable item for that same testing scenario. Consider how you might know if these items are reliable or unreliable.

With these thoughts in mind:

Post by Day 4

1. Describe, briefly (one paragraph) a situation in which and organization would use a test (for example, selection, executive coaching, a training situation)

2. Then, describe:

  1. A reliable test item
  2. An unreliable test item

3. Have at least four (4) academic citations (see expectations announcement) drawing from the course readings.

NOTE – Part 2 of the discussion post is NOT easy. An understanding of what makes and item reliable is needed, in order to write a good and a bad item. The readings do not provide easy examples, but instead convey information that will, hopefully, help you understand such items.

An alternative source that might help you understand bad (unreliable) items is:

http://www.qualtrics.com/blog/writing-survey-questions/

But use what is gleaned from this (or other sites) to help understand the readings, not as a source cited in the discussion post.

Reply to two classmates’ posting in a paragraph of at least five sentences by asking questions, reflecting on your own experience, challenging assumptions, pointing out something new you learned, offering suggestions.

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Actual work where 2 students given their post on this:

Work #1:

In 500 words or more, discuss the risk and costs of compromised data integrity breaches. Focus on integrity not confidentiality. Look at military, education, science, medicine, finance, utilities, municipalities, etc.

Use at least three sources.  Use the Research Databases available from the Danforth Library, not Google.   Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list.  Example: “words you copied” (citation) These quotes should be one full sentence not altered or paraphrased. Cite your sources using APA format. Use the quotes in your paragaphs.

Write in essay format not in bulleted, numbered or other list format.

Reply to two classmates’ posting in a paragraph of at least five sentences by asking questions, reflecting on your own experience, challenging assumptions, pointing out something new you learned, offering suggestions. These peer responses are not ‘attaboys’.

It is important that you use your own words, that you cite your sources, that you comply with the instructions regarding length of your post and that you reply to two classmates in a substantive way (not ‘nice post’ or the like).  Your goal is to help your colleagues write better. Do not use spinbot or other word replacement software. Proof read your work or have it edited. Find something interesting and/or relevant to your work to write about.

Work #2:

Discussion Board – Substitution Effect

When the price of a good changes (decreases), it becomes less expensive which allows consumers to increase their satisfaction (purchase) for that good. Just the opposite happens when the price of a good changes increases. When the price of a good changes (increases), it become more expensive which changes the consumer satisfaction for that good causing the consumer to seek a substitution. This concept is the substitution effect of the price change. In this discussion forum, identify a consumer product that has decreased in price and discuss the increase in consumer demand for this product. What have consumer substituted because of this decrease in price.

Please find the attachments.

Describe an evidence-based intervention for the stress or adjustment issue you selected in the Discussion and explain why this intervention is appropriate.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). APA format also requires headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my assignment rubric so you can see how to make full points. Please follow the instructions to get full credit for the assignment. I need this completed by 12/29/18 at 8pm.

Assignment – Week 5

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Application: Interventions

Selecting the appropriate intervention for children or adolescents with a stress or adjustment issue greatly depends upon their needs. Reflect back to this week’s introduction. Consider what type of intervention or setting would be most appropriate for Tanya. Is she likely to benefit from individual counseling or from a group setting with other children with similar issues? No matter what intervention you deem appropriate, as a counselor you must confidently convey to children or adolescents that with support and guidance, they can resolve their stress or adjustment issues.

For this Application Assignment, consider an intervention you might use for the stress or adjustment issue you selected in the Discussion.

The assignment (2–3 pages):

· Describe an evidence-based intervention for the stress or adjustment issue you selected in the Discussion and explain why this intervention is appropriate.

· Explain one way you might address one culture, family, or social factor in your intervention and how.

· Explain two ways you might educate and/or support the parents/guardians as they try to help their child or adolescent through the stress or adjustment issue. Be specific.

· Use the Learning Resources and the current literature to support your response.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

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Required Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

  • Chapter 12 “Trauma-and        Stressor-Related Disorders”

· Keller, P. S., Cummings, E. M., Peterson, K. M., & Davies, P. T. (2009). Marital conflict in the context of parental depressive symptoms: Implications for the development of children’s adjustment problems Click for more options . Social Development, 18(3), 536–555.
Retrieved from Walden Library databases.
© 2009 by BLACKWELL PUBLISHING. Reprinted by permission of BLACKWELL PUBLISHING via the Copyright Clearance Center.

· DSM-5 BridgeDocument: Trauma, Stress, and Adjustment Click for more options

Optional Resources

· Miller, L. D., Short, C., Garland, E. J., & Clark, S. (2010). The ABCs of CBT (cognitive behavior therapy): Evidence-based approaches to child anxiety in public school settings. Journal of Counseling & Development, 88(4), 432–439.
Retrieved from the Walden Library using the Academic Search Complete database.

· Cook, E. C., Chaplin, T. M., Sinha, R., Tebes, J. K., & Mayes, L. C. (2012). The stress response and adolescents’ adjustment: The impact of child maltreatment. Journal of Youth and Adolescence, 41(8), 1067–1077.

· Rew, L., Principe, C., & Hannah, D. (2012). Changes in stress and coping during late childhood and preadolescence. Journal of Child and Adolescent Psychiatric Nursing, 25(3), 130–140.

Describe how the researchers applied ethical principles in the research study.

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Week 4 – Assignment

Research and Critique a Qualitative Study

Prior to beginning work on this assignment, be sure to have read all the required resources for the week.

Locate a peer-reviewed qualitative research study in the Ashford University Library on the topic you chose in Week One for your Final Research Proposal. You may choose to use a qualitative study that was included in the literature review you used in the Week One assignment by searching the reference list for qualitative research studies on the topic. It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.

Once you have located an appropriate qualitative study, identify the specific qualitative research design used. Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s). Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report. Explain whether or not potential biases were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.

The Research and Critique a Qualitative Study

  • Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least one peer-reviewed source from the Ashford University Library in addition to those required for this week.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.