Behandeling van ernstige leesproblemen: een vergelijkend onderzoek naar de effectiviteit van zelfinstructie en training in decoderen en contextgebruik

Contains fulltext : mmubn000001_06154180x.pdf (publisher's version ) (Open Access)Promotor : J. DumontX, 261 p

Is a Confirmatory Tendency to Blame for Poor Diagnostic Decisions?

Contains fulltext : 55625.pdf (publisher's version ) (Closed access)In diagnostic reasoning, especially in a clinical setting, practitioners often widely disagree about the causal explanation for a given case. Most studies have assumed that such disagreements result from judgmental mistakes due to biased reasoning, especially the tendency to seek confirmation for a theory or hypothesis they already entertain. Alternative explanations for these mistakes are: confusion about the type of requested diagnosis and a difference in knowledge available to the practitioner. The present paper introduces a method to control the latter two factors, for the first time enabling a study of the influence of the first factor in isolation. In the experiment, eighteen advanced postgraduate practitioners made a diagnosis in interaction with a computer program simulating various reading impairments. We found two surprising results: First, the confirmatory tendency was not as prevalent as commonly assumed and second, more important, that where it was employed it was conducive to sound diagnostic decisions

The development of a knowledge-based system supporting the diagnosis of reading and spelling problems (II)

In an earlier paper [Van Aarle & Van den Bercken (1992). The development of a knowledge-based system for supporting the diagnosis of reading and spelling problems. Computers in Human Behavior, 8, 183–201] a decision-support system for diagnosing elementary reading and spelling problems (CONDALS) was introduced. The system is meant to assist diagnosticians in processing diagnostic information in a methodical way. It is designed to embody a number of guidelines incorporated in a prescriptive framework for diagnostic decision making, the so-called Diagnostic Cycle. The construction of the interface, which entailed our first knowledge aquisition study, was described in the previous paper. The present paper reports on further research activities needed to construct the system. It primarily reports the results of a knowledge acquisition study in which almost all Dutch experts familiar with the current scientific literature and clinical practice participated. The study resulted in a reliable knowledge base of highly agreed upon diagnostic hypotheses, all relating one or more symptoms of reading and spelling problems to one or more factors currently considered to embody the best explanatory power for these symptoms

De diagnostische cyclus: een praktijkleer

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Computerized screening for DSM Classifications using CBCL/YSR Extended Checklists: A clinical try-out

In this paper, we present two studies on the development and evaluation of a computerized aid to screen for DSM classifications with the use of CBCL/YSR/TRF input data. In the first study we examined the screening capacity of the computerized aid by administering the Achenbach extended questionnaires CBCL and YSR in a clinical sample and undertaking a DSM-III-R based interview (the ADIKA, the Dutch version of the DICA). Computer generated and checklist based classifications were compared to a criterion diagnosis based on the structured interview. Analysis of the agreement (sensitivity and specificity) between the classifications showed that the computer generated diagnoses did not always agree with classifications generated by the standard DSM-III-R interview. A detailed analysis of the symptom patterns revealed at least five extraneous factors that appear to restrict the screening capacity of the computerized aid. Corrective measures were undertaken to adjust for the influence of some of these additional factors. Next, we ported the program to Windows and adapted the content to DSM IV. In the second study the usefulness of the program for clinical psychodiagnostic practice was examined in eight clinical settings and results showed a positive evaluation. It was reported that the program served a supportive function during the diagnostic process

Is a Confirmatory Tendency to Blame for Poor Diagnostic Decisions?

In diagnostic reasoning, especially in a clinical setting, practitioners often widely disagree about the causal explanation for a given case. Most studies have assumed that such disagreements result from judgmental mistakes due to biased reasoning, especially the tendency to seek confirmation for a theory or hypothesis they already entertain. Alternative explanations for these mistakes are: confusion about the type of requested diagnosis and a difference in knowledge available to the practitioner. The present paper introduces a method to control the latter two factors, for the first time enabling a study of the influence of the first factor in isolation. In the experiment, eighteen advanced postgraduate practitioners made a diagnosis in interaction with a computer program simulating various reading impairments. We found two surprising results: First, the confirmatory tendency was not as prevalent as commonly assumed and second, more important, that where it was employed it was conducive to sound diagnostic decisions