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Mobile toolbox (MTB) remote measures of executive function and processing speed: development and validation
- Miriam A. Novack, Stephanie Ruth Young, Elizabeth M. Dworak, Aaron J. Kaat, Jerry Slotkin, Cindy Nowinski, Lihua Yao, Hubert Adam, Jordan Stoeger, Zahra Hosseinian, Saki Amagai, Sarah Pila, Maria Varela Diaz, Anyelo Almonte Correa, Keith Alperin, Sonia Carlson, Michael Kellen, Larsson Omberg, Monica R. Camacho, Bernard Landavazo, Rachel L. Nosheny, Michael W. Weiner, Richard C. Gershon
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- Journal:
- Journal of the International Neuropsychological Society , First View
- Published online by Cambridge University Press:
- 11 July 2024, pp. 1-9
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- Article
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Objective:
The ability to remotely monitor cognitive skills is increasing with the ubiquity of smartphones. The Mobile Toolbox (MTB) is a new measurement system that includes measures assessing Executive Functioning (EF) and Processing Speed (PS): Arrow Matching, Shape-Color Sorting, and Number-Symbol Match. The purpose of this study was to assess their psychometric properties.
Method:MTB measures were developed for smartphone administration based on constructs measured in the NIH Toolbox® (NIHTB). Psychometric properties of the resulting measures were evaluated in three studies with participants ages 18 to 90. In Study 1 (N = 92), participants completed MTB measures in the lab and were administered both equivalent NIH TB measures and other external measures of similar cognitive constructs. In Study 2 (N = 1,021), participants completed the equivalent NIHTB measures in the lab and then took the MTB measures on their own, remotely. In Study 3 (N = 168), participants completed MTB measures twice remotely, two weeks apart.
Results:All three measures exhibited very high internal consistency and strong test-retest reliability, as well as moderately high correlations with comparable NIHTB tests and moderate correlations with external measures of similar constructs. Phone operating system (iOS vs. Android) had a significant impact on performance for Arrow Matching and Shape-Color Sorting, but no impact on either validity or reliability.
Conclusions:Results support the reliability and convergent validity of MTB EF and PS measures for use across the adult lifespan in remote, self-administered designs.
15 - The contribution of evidence-based practice to educational activities
- from Part 3 - Using the evidence base in practice
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- By Anne Brice, Head of Knowledge and Information Sciences, in the Public Health Resource Unit, Oxford, Cindy Carlson, Learning and Development Team at the Public Health Resource Unit in Oxford in September 2002
- Edited by Andrew Booth, Anne Brice
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- Book:
- Evidence-based Practice for Information Professionals
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 15 March 2004, pp 164-177
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- Chapter
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Summary
Introduction
This chapter examines issues relating to evaluation of educational interventions. It considers the types of questions that might be framed from an educational perspective, the sources that might supply answers to such questions, and the quality of the evidence base. Whether evidence from education research is put into practice, and barriers to acting on the evidence are also considered. Key studies from within the domain are used to illustrate issues and methods. Educational approaches within an information setting encompass everything from user education to staff development and training. A subsequent special topic examines the evidence base for the training of users in information skills.
What is evidence-based education?
What do we mean by evidence-based education, and what kinds of research might those involved in teaching and learning do? Much existing published research centres on education policy, and very little is actually evidence-based. In addition, much research has been carried out in the context of primary and secondary education, where much of the controversy and public interest lies. In fact, even here Davies et al. (2000) suggest that the evidence base is weak and that ‘there is often not a culture of teachers using research to inform their everyday school practice’. In this chapter we focus on research undertaken with regard to adult and lifelong learning. However we should acknowledge, albeit in passing, the considerable work that exists looking at evidence-based practice in relation to the contribution of the school librarian (Todd, 2001; Todd, 2002a; Todd, 2002b; Todd, 2003).
Evidence-based education is ‘(t)he integration of professional wisdom with the best empirical evidence in making decisions about how to deliver instruction’. The authors of this definition argue that professional wisdom is important for helping to adapt empirical evidence to local situations, and that randomized control trials are the best way to establish empirical evidence.
Fierce debate surrounds the relevance and appropriateness of research methodologies for educational interventions. Some see the gold standard of evidence in this context as multiple replications of small scale, randomized controlled trials of feasible interventions in real-life settings (Fitz-Gibbon, Tymms and Coe, 2000) while others strongly challenge this view (Morrison 2001; Hammersley 2001).