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BACKGROUND: The predictive validity of the Low Back Pain Perception Scale is determined in two studies in general practice and showed sufficient discriminative ability, although the psychometric properties of the scale have never been established until now.OBJECTIVE: To determine the reliability and validity of the Low Back Pain Perception Scale in acute nonspecific low back pain patients.METHODS: The Low Back Pain Perception Scale has been authorized translated into Dutch by two bilingual content experts. A sample of 84 acute low back pain patients in physiotherapy primary care, mean age (SD) age 42 (12) years participated in this study. Internal reliability and a test-retest procedure within one-week interval were evaluated.RESULTS: The internal consistency Cronbach α=0.38 (95% CI 0.09 to 0.56) and test - retest reliability within one week Intra Class Correlation coefficient=0.50 (95% CI 0.31 to 0.64). Minimal Detectable Change was measured 1.95. The concurrent validity demonstrates Pearson's r=0.35 (95% CI 0.14 to 0.53).CONCLUSIONS:The Low Back Pain Perception Scale demonstrates poor internal consistency and reliability and moderate concurrent validity. Extreme high or low scores may be clinical relevant therefore the scale can be used as a first screening instrument.
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Motivational Interviewing (MI) can effectively stimulate motivation for health behavior change, but the active ingredients of MI are not well known. To help clinicians further stimulate motivation, they need to know the active ingredients of MI. A psychometrically sound instrument is required to identify those ingredients. The purpose of this study is to describe and evaluate the capability of existing instruments to reliably measure one or more potential active ingredients in the MI process between clients and MI-therapists.
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BackgroundWe report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.MethodsSeveral iterative steps were undertaken. An international panel of experts reviewed content validity. A 66-item pilot questionnaire was administered in schools. Mokken and Rasch model analysis were applied. Internal consistency was assessed using Cronbach’s alpha. Analyses were conducted on associations with teacher and child demographic variables. Feedback was sourced from users. Participants were teachers of 101 children (5−12 years old) with a range of disabilities, including intellectual disability, autism spectrum disorder and learning difficulties.ResultsFour participation-related dimensions of the SPQ were confirmed. Rasch person and item reliability were good, and 2–4 strata were confirmed per scale. Internal consistency was good (all scales, Cronbach α > 0.8). Mean administration time was 11.7 min. Mean SPQ scores were independent of teacher characteristics. A significant effect of school support level, eligibility for free school meals and gender was found. Through synthesising analytic results and feedback, a new 46-item tool was obtained.ConclusionThe results of this study provide evidence of acceptability, practicality and validity. The SPQ is the first tool developed to assess participation related constructs in schools, and it contains novel information not given by other assessments. The SPQ may be used by practitioners and researchers to understand and improve the participation of children with a range of disabilities in schools.
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