title: The Behavioural Dyscontrol Scale-Validation of a computerised version in a non-clinical New Zealand population

authors: Kendall, Virginia Ruth

subjects: computerised neuropsychological testing

abstract: The objective of this study was to evaluate the validity of a new computerised version of the Behavioural Dyscontrol Scale (BDS) in comparison to the original manual version which research has shown to be a sensitive, reliable and valid measure of executive function (EF), and in particular of control over voluntary behaviour. A.J Luria deconstructed the complex construct of EF into Three Functional Units of working memory (Fluid Intelligence Factor), motor programming (Motor Programming Factor), and inappropriate response inhibition (Environmental Independence Factor) which he regarded to be predictive of a person’s capacity to function independently and autonomously in their environment. This theoretical framework and demonstrated ecological utility is what differentiates the BDS from other traditional clinical measures of EF. The subjective scoring system has restricted the use of the BDS; the development of a valid and reliable computerised version would address this limitation generating a much greater depth and range of finite objective data. Participants were 38 tertiary students who completed a demographic questionnaire, the Hamilton Anxiety and Depression self-report Scale (HADS), the Integrated Visual and Auditory Continuous Performance Test (IVACPT), Trail Making Test A and B, the manual and computerised versions of the Behavioural Dyscontrol Scale. Findings showed good levels of internal reliability and construct validity for the CBDS which yielded high sensitivity and specificity across all Three Functional Units, together with a high level of correspondence to scores generated by the manual version and by the Trails and IVACPT measures. Potential clinical applications, limitations and future directions are discussed.

text: The Behavioural Dyscontrol Scale-Validation of a computerised version in a non-clinical New Zealand population The objective of this study was to evaluate the validity of a new computerised version of the Behavioural Dyscontrol Scale (BDS) in comparison to the original manual version which research has shown to be a sensitive, reliable and valid measure of executive function (EF), and in particular of control over voluntary behaviour. A.J Luria deconstructed the complex construct of EF into Three Functional Units of working memory (Fluid Intelligence Factor), motor programming (Motor Programming Factor), and inappropriate response inhibition (Environmental Independence Factor) which he regarded to be predictive of a person’s capacity to function independently and autonomously in their environment. This theoretical framework and demonstrated ecological utility is what differentiates the BDS from other traditional clinical measures of EF. The subjective scoring system has restricted the use of the BDS; the development of a valid and reliable computerised version would address this limitation generating a much greater depth and range of finite objective data. Participants were 38 tertiary students who completed a demographic questionnaire, the Hamilton Anxiety and Depression self-report Scale (HADS), the Integrated Visual and Auditory Continuous Performance Test (IVACPT), Trail Making Test A and B, the manual and computerised versions of the Behavioural Dyscontrol Scale. Findings showed good levels of internal reliability and construct validity for the CBDS which yielded high sensitivity and specificity across all Three Functional Units, together with a high level of correspondence to scores generated by the manual version and by the Trails and IVACPT measures. Potential clinical applications, limitations and future directions are discussed.

year: 2013

title: The effects of heavy-sled sprint training on acceleration capabilities in female rugby sevens athletes: A pilot study

authors: Sella, Francesco Stefano

abstract: INTRODUCTION: Well-developed acceleration abilities are critical for performance in rugby sevens. In this pilot study, we investigated the effects of heavy-sled sprint training on acceleration in female rugby sevens athletes. METHODS: Eleven junior female rugby sevens athletes completed 3-weeks of resisted sprint training (5-30 m) with heavy sleds (30 to 85% of body mass). Acceleration performance and biomechanical outputs were computed pre- and post-intervention using the methods described by Samozino et al. (2016). Training-induced changes were calculated using effect size (ES) and magnitude-based inferences. Correlations (r) between changes in sprint performance and biomechanical outputs (pre-post changes, and at baseline) were calculated. RESULTS: Small improvements in 5 m and 10 m times, and changes in mechanical effectiveness of force application (RFmax), maximum power output (Pmax), and force-velocity slope (SFV) were observed (ES = 0.36-0.40). Very large to almost perfect correlations were found between changes in 5 m and 10 m times with changes in Pmax, theoretical maximal (horizontal) force (F0), RFmax, rate of decrease in mechanical effectiveness (DRF), and SFV (r = 0.85-0.96). Changes in 5 m and 10m times were also very largely to almost perfectly correlated with initial individual profiles (SFV, DRF, F0, and Pmax) (r = 0.73-0.91). DISCUSSION: Heavy-sled sprint training was likely to improve 5 m and 10 m times, maximum power, and sprint biomechanics. Changes in Pmax, F0, DRF, RFmax, and SFV explained over 72% of the variance associated with improvements in 5 m and 10 m times. Furthermore, retrospective analysis showed that the initial individual force-velocity profiles were associated with the magnitude of improvements in sprint characteristics. TAKE HOME MESSAGE: Heavy-sled sprint training is likely to increase acceleration capabilities over short distances in female rugby sevens athletes. Changes in defined biomechanical outputs, and individual force-velocity profiles appear to be associated with these improvements.

text: The effects of heavy-sled sprint training on acceleration capabilities in female rugby sevens athletes: A pilot study INTRODUCTION: Well-developed acceleration abilities are critical for performance in rugby sevens. In this pilot study, we investigated the effects of heavy-sled sprint training on acceleration in female rugby sevens athletes. METHODS: Eleven junior female rugby sevens athletes completed 3-weeks of resisted sprint training (5-30 m) with heavy sleds (30 to 85% of body mass). Acceleration performance and biomechanical outputs were computed pre- and post-intervention using the methods described by Samozino et al. (2016). Training-induced changes were calculated using effect size (ES) and magnitude-based inferences. Correlations (r) between changes in sprint performance and biomechanical outputs (pre-post changes, and at baseline) were calculated. RESULTS: Small improvements in 5 m and 10 m times, and changes in mechanical effectiveness of force application (RFmax), maximum power output (Pmax), and force-velocity slope (SFV) were observed (ES = 0.36-0.40). Very large to almost perfect correlations were found between changes in 5 m and 10 m times with changes in Pmax, theoretical maximal (horizontal) force (F0), RFmax, rate of decrease in mechanical effectiveness (DRF), and SFV (r = 0.85-0.96). Changes in 5 m and 10m times were also very largely to almost perfectly correlated with initial individual profiles (SFV, DRF, F0, and Pmax) (r = 0.73-0.91). DISCUSSION: Heavy-sled sprint training was likely to improve 5 m and 10 m times, maximum power, and sprint biomechanics. Changes in Pmax, F0, DRF, RFmax, and SFV explained over 72% of the variance associated with improvements in 5 m and 10 m times. Furthermore, retrospective analysis showed that the initial individual force-velocity profiles were associated with the magnitude of improvements in sprint characteristics. TAKE HOME MESSAGE: Heavy-sled sprint training is likely to increase acceleration capabilities over short distances in female rugby sevens athletes. Changes in defined biomechanical outputs, and individual force-velocity profiles appear to be associated with these improvements.

year: 2018

title: Whanau Whakapakari: a Māori-centred approach to child rearing and Parent-training programmes

authors: Herbert, Averil May Lloyd

subjects: Whanau Whakapakari

abstract: The goal of this Whanau Whakapakari (Strengthening Families) research was to define critical aspects of Māori experiences and views on child-rearing practices, and to describe whanau (extended family) values and expectations for tamariki (children) and mokopuna (grandchildren).  Furthermore, these Māori views were included in culturally adapted parent-training programmes.  The overall aim was to devise an approach to emphasise client strengths and provide best outcomes for research participants.  Qualitative aspects included discussing the research processes in the Māori community by acknowledging the roles of whanau, hapu (sub-tribal), and iwi (tribal) structures.  I also identified the importance of pan-tribal and urban Māori groups in the current research.  As the project developed, an ongoing consultation and feedback protocol was established to ensure that Māori views on the research and the written outcomes were recognised.  In-depth interviews with kaumatua (elders), and focus groups with Māori service providers and Māori parents were analysed qualitatively to establish Māori values in child rearing and parenting, and the knowledge and skills that contribute to effective parenting and family functioning.  Values identified from these participants confirmed the central role of whanaungatanga (family connections), whakapapa (genealogy), and awhinatanga (support) for Māori. Two culturally adapted parent-training programmes, the Matuatanga (Parenting) Relationships Model and the Matuatanga Values Model programmes, were developed and compared with a Standard Parent Training programme.  The Matuatanga Relationships Model programme emphasised the importance of child, parent and whanau relationships and interactions.  The Matuatanga Values Model programme emphasised Māori values derived from the qualitative data - whanaungatanga, whakapapa and awhinatanga.  A range of pre- and post-training measures were undertaken to identify acceptable and appropriate measures for quantifying parent-training outcomes.  These included questions on support networks, parent expectations of children, parental self-efficacy, parental self-rating, critical-incident scenarios, and programme evaluation.  While 78 participants attended at least one of the research sessions 22 participants provided pre- and post-training measures for the Whanau Whakapakari programmes.  Results showed that there was a medium effect size improvement across all Standard Parent Training and Matuatanga Model programmes and a statistically significant improvement in the Standard Parent Training and Matuatanga Relationship Model programmes.  There were no statistically significant differences between the outcomes of the different programmes but qualitative differences from evaluation and feedback data were considered in identifying specific skills acquisition, general understanding and enjoyment components in the programmes.  Results from the different measures indicated that parent expectations and critical-incident scenario measures provided the most information on post-training changes.  Analysis of the outcome data with the attendance patterns confirmed the value of parent-training programmes per se and indicated that at least in the short term, parent effectiveness scores continued to improve for participants who continued to attend for more than one programme.  Programme follow-ups considered natural whanau supports in the Māori community and issues of social and cultural validity.  Integration of standard parent-training concepts and cultural concepts suggest a multi-dimensional approach which recognises parenting skills acquisition and cultural validation of whanau concepts relevant to parenting for Māori.

text: Whanau Whakapakari: a Māori-centred approach to child rearing and Parent-training programmes The goal of this Whanau Whakapakari (Strengthening Families) research was to define critical aspects of Māori experiences and views on child-rearing practices, and to describe whanau (extended family) values and expectations for tamariki (children) and mokopuna (grandchildren).  Furthermore, these Māori views were included in culturally adapted parent-training programmes.  The overall aim was to devise an approach to emphasise client strengths and provide best outcomes for research participants.  Qualitative aspects included discussing the research processes in the Māori community by acknowledging the roles of whanau, hapu (sub-tribal), and iwi (tribal) structures.  I also identified the importance of pan-tribal and urban Māori groups in the current research.  As the project developed, an ongoing consultation and feedback protocol was established to ensure that Māori views on the research and the written outcomes were recognised.  In-depth interviews with kaumatua (elders), and focus groups with Māori service providers and Māori parents were analysed qualitatively to establish Māori values in child rearing and parenting, and the knowledge and skills that contribute to effective parenting and family functioning.  Values identified from these participants confirmed the central role of whanaungatanga (family connections), whakapapa (genealogy), and awhinatanga (support) for Māori. Two culturally adapted parent-training programmes, the Matuatanga (Parenting) Relationships Model and the Matuatanga Values Model programmes, were developed and compared with a Standard Parent Training programme.  The Matuatanga Relationships Model programme emphasised the importance of child, parent and whanau relationships and interactions.  The Matuatanga Values Model programme emphasised Māori values derived from the qualitative data - whanaungatanga, whakapapa and awhinatanga.  A range of pre- and post-training measures were undertaken to identify acceptable and appropriate measures for quantifying parent-training outcomes.  These included questions on support networks, parent expectations of children, parental self-efficacy, parental self-rating, critical-incident scenarios, and programme evaluation.  While 78 participants attended at least one of the research sessions 22 participants provided pre- and post-training measures for the Whanau Whakapakari programmes.  Results showed that there was a medium effect size improvement across all Standard Parent Training and Matuatanga Model programmes and a statistically significant improvement in the Standard Parent Training and Matuatanga Relationship Model programmes.  There were no statistically significant differences between the outcomes of the different programmes but qualitative differences from evaluation and feedback data were considered in identifying specific skills acquisition, general understanding and enjoyment components in the programmes.  Results from the different measures indicated that parent expectations and critical-incident scenario measures provided the most information on post-training changes.  Analysis of the outcome data with the attendance patterns confirmed the value of parent-training programmes per se and indicated that at least in the short term, parent effectiveness scores continued to improve for participants who continued to attend for more than one programme.  Programme follow-ups considered natural whanau supports in the Māori community and issues of social and cultural validity.  Integration of standard parent-training concepts and cultural concepts suggest a multi-dimensional approach which recognises parenting skills acquisition and cultural validation of whanau concepts relevant to parenting for Māori.

year: 2001