Writing Homework Help

no outline or title page needed just include ciatations and refrences

Student one – The Substance Abuse Subtle Screening Inventory (SASSI) was designed to be easily adminsistered and objective (Lazowski & Geary, 2019). This test identifies people who have a high probability of substance use disorder (SUD). The SASSI identifies people with a SUD and implies that additional treatment can be given when it is deemed appropriate (Lazowski & Geary, 2019). This test has a significant focus on subtle items that make no obvious comparison regarding substance abuse but nevertheless are effective in identifying individuals who are more likely to have a SUD. Modifications have been made over time since its implementation. A limitation of the SASSI is that it does not provide a diagnosis, but provides a measure for the potential need of treatment (Lazowski & Geary, 2019). This can be a problem for people in remission, as they can screen positive when being assessed using SASSI (Lazowski & Geary, 2019).

Compare the test you chose to your peers and point out areas of similarities and differences. Include examples from the course readings, scholarly literature, and practical experiences to support your perspective; raise questions to continue the discussion.

Student two-The SASSI test (Substance Abuse Subtle Screening Instrument), is an instrument that consist of questions related to drugs and alcohol usage and normally consist of 10-15 minutes to complete the test. The scale items within the test contain risk prediction and subtle items in which the 52 subtle items are related to different behaviors consist of alcohol and nondrug in relation to the clients’ preferences, health, interest, values, social interactions, and values (Sprong & Davis, 2018). This tool allows for professionals to identify individuals that have a higher rate of having a substance abuse disorder and was shown to be an assessment with good validity and reliability based on a study conducted in an article written by (Lazowski & Geary, 2019). One of the populations that The SASSI assessment has been shown to be effective in is in the treatment planning and evaluation of incarcerated juvenile clients. The use of this assessment tool on adolescent juveniles can identify the needs in treatment in clients with substance abuse disorders as well as help figure out what resources the clients need. The SASSI A assessment which was designed to classify substance dependence in adolescents and was shown to be very accurate in detecting clients who openly admitted to having a substance abuse issue. However, in other studies within the article written by (Stein et al, 2005), it concludes the SASSI A test was not valid when applied to Hispanic adolescent population and was shown to under detect dependance and drug usage (Stein et al, 2005). The front part of the SASSI consist of two different sides of a sheet with totaling 67 out of the 93 questions giving to detect behaviors in substance use. Some of the questions consist of “I have use pot and alcohol to often and too much”, as well as “I’m never know what to say.” These are both indirect and direct content regarding the assessment instrument and it is recommended that professionals administer the subtle side (the front), first so that there is no bias regarding the assessments other side which has questions that are obvious regarding substance use. On the adolescent SASSI there are two factors that are focused on reporting drug use and alcohol as well as three other factors that reflect the clients answering at random, social non-conformity as well as if a client has any emotional distress (Feldstein & Miller, 2007). I don’t have any personal or professional experience in using assessments with clients in the field of addiction however I have seen different assessments used to screen clients in the healthcare field prior to appointment with a physician. Healthcare facilities use several assessments prior to seeing the clients and implementing a treatment plan.

Compare the test you chose to your peers and point out areas of similarities and differences. Include examples from the course readings, scholarly literature, and practical experiences to support your perspective; raise questions to continue the discussion.

student 3- According to Balkin and Juhnke (2017), the 1999 Standards for Educational and Psychological Testing described validity as the implementation of evidence and theory that supports interpretation and use of test scores. Validity is not only suppose to incorporate the collection of data to support interpretation, but is also expected to be evaluated regarding how scores are used (Balkin & Juhnke, 2017). there are various evidence-based aspects involving validity. Evidence can be based on test content, response processes, internal structure, and relations to other variables (Balkin & Juhnke, 2017). Lastly, it is important for validity to be useful and beneficial when tested to the individual and to society as a whole.

According to Balkin and Juhnke (2017), reliability is the consistency of scores on a measure. Consistency is in reference to the stability over time and across various populations (Balkin & Juhnke, 2017). Per Balkin and Juhnke (2017), Classical Test Theory (CTT) contains two assumptions regarding reliability. These two assumptions are as follows;

1. The measurement of attributes of an individual that contributes to a consistent response set
2. The measurement of attributes unrelated to the construct being measured but that affect the test scores

The first assumption is in relation to construct attributes. The second assumption represents a reflection of extraneous factors that are related to measurement error (Balkin & Juhnke, 2017)

Discuss at least two learning points from the peer-reviewed journal articles that were provided by these two learners? Support your statements and ideas with citations from your readings or research.

Student 4A test’s reliability and validity are essential to its credibility. A reliable test is one in which the outcomes of the test are consistent over time (Evaluating Assessments, n.d.). Without this reliability, a test’s results would not be consistent and therefore not useful (Reliability, n.d.). A valid test is one in which the test accurately measures what it says it measures (Evaluating Assessments, n.d.). Without validity, a test may be measuring something other than what it is intended to measure and therefore not useful (Reliability, n.d.).

There are four classes of reliability ratings: inter-rater (the degree to which different raters agree in their assessment after using the test); test-retest (the same test given to the same individual at different times); parallel forms (a correlation is formed between scores on different versions of a test that both address the same issue or construct); internal consistency (the degree to which items on a scale or test are measuring the same construct (Reliability, n.d.). Similarly, there are multiple ways to assess a test’s validity: content (comparing whether the test items match the test’s goals and objectives); concurrent (determining whether there is a relationship between a test and an immediate criterion measure); predictive (determining whether there is a relationship between a test and a criterion to be measured in the future); construct (does the test measure the construct it is meant to measure); convergent validity (the degree to which two measures of constructs are expected to be related are actually related); and face validity (the degree to which the assessment looks valid) (Reliability, n.d.; Evaluating Assessments, n.d.).

Stinchfield et al. (2016) analyzed eight datasets of individuals across three countries in order to study the reliability, validity, and classification accuracy of the DSM-5 criteria for gambling disorder, and determine if the DSM-5 in those same measures is an improvement over the DSM-4. The reliability measures used by the authors were internal consistency and temporal stability, and the validity measures used were convergent and discriminant validity (Stinchfield et al., 2016). The results showed that for gambling disorder, the DSM-5 had satisfactory reliability and validity, and in comparison to the DSM-4, the DSM-5 was at least similar to, and in some analyses better than, the DSM-4 (Stinchfield et al., 2016). In a counseling setting, if a patient is exhibiting symptoms suggestive of a gambling disorder, use of the DSM-5 criteria is warranted as it has demonstrated sufficient validity and reliability as an assessment instrument. Differences in the types and significances of validity and reliability tests speak to the complexity of designing an assessment instrument that is accurate, consistent, and useful. Test results, along with information collected through interviews and observation, form the foundation of assessment, and as such have broad implications for diagnosis and comprehensive treatment plans.

Discuss at least two learning points from the peer-reviewed journal articles that were provided by these two learners? Support your statements and ideas with citations from your readings or research.