Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - MHS7742
Tracking Number - 1553

Edit function not enabled for this course.

Current Status: Approved, Permanent Archive - 2009-06-03
Submission Type:
Course Change Information (for course changes only):

Detail Information

  1. Date & Time Submitted: 2009-01-07
  2. Department: Mental Health Law and Policy
  3. College: BC
  4. Budget Account Number: 5820-000-50
  5. Contact Person: Roger A. Boothroyd
  6. Phone: 8139741915
  7. Email:
  8. Prefix: MHS
  9. Number: 7742
  10. Full Title: Measurement Issues in Behvrl Hlth Svcs Res/Eval
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Behavioral Health Measurement
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: NGR 7974
  23. Corequisites: None
  24. Course Description: This course will examine the development, selection, and use of individual, program, and systems-level process and outcome measures used in behavioral health services research. The course will examine both quantitative and qualitative measurement issues.

  25. Please briefly explain why it is necessary and/or desirable to add this course: The rationale for this course proposal is to design and offer a graduate-level course with a specific focus on the variety of measurement issues encountered in services research and evaluation. A review of existing graduate courses available at the Univer
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Although open to any student interested in individual, program, and systems-level process and outcome mental health measurement issues, the proposed course would specifically target those students enrolled in the (1) Certificate in Childrenís Mental Health, (2) the Certificate in Mental Health Planning, Evaluation, and Accountability offered by the Louis de la Parte Florida Mental Health Institute and (3) the mental health concentrations of the MPH and doctoral programs in behavioral health jointly offered by the Department of Community and Family Health at the College of Public Health and the Louis de la Parte Florida Mental Health Institute.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No the course has not been offered as a select topics or experimental topics course.
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D.-level training with a focus in quantitative measurement and/or qualitative methods and experience conducting behavioral health services research and/or program evaluation.
  29. Objectives: Upon completion of this course (with its supplemental activities and materials), students will be able to demonstrate:

    1. an understanding of the definition and meaning of commonly used terms and concepts in fields of testing, measurement, and quantitative and qualitative evaluation;

    2. an understanding of the fundamentals of quantitative and qualitative measurement issues in a behavioral health context;

    3. the ability to construct, select, and implement appropriate and effective measurement strategies for use in behavioral health services research and evaluation;

    4. an appreciation of the special measurement issues associated with mental health and substance abuse research and evaluation, such as population-specific measures (i.e., child, adult, geriatric, incarcerated);

    5. practical information and suggestions related to the identification, selection, and use of process and outcome measures in behavioral health services research and evaluation;

    6. practical information and suggestions related to the identification, selection, and use of qualitative measurement strategies in behavioral health services research and evaluation;

    7. critically review and assess health, mental health, and substance abuse quantitative and qualitative measures frequently used in behavioral health services research and evaluation.

  30. Learning Outcomes: Specifically, upon completion of this course students will be able to:

    1. identify four resources in which the psychometric information on various measures can be obtained;

    2. select a measure appropriate to important characteristics in the population of interest (e.g., age-appropriate, culturally-appropriate, appropriate reading level);

    3. critically assess the psychometric properties of existing measures;

    4. create an assessment to measure a construct of interest;

    5. design a validation study to assess a self-developed quantitative or qualitative measure;

    6. write the instrument section of a research paper following APA guidelines.

  31. Major Topics: 4 primary sections

    Fundamentals of Quantitative and Qualitative Measurement

    1. Course overview, requirements, measurement basics/terminology

    2. Ethical and legal issues in testing and measurement

    3. Levels of measurement, scaling

    4. Quantitative measurement issues: Reliability/Validity, Sensitivity/Specificity, Positive Predictive

    Value/Negative Predictive Value

    5. Quantitative measurement strategies (e.g., surveys, administrative data)

    6. Qualitative measurement issues: Confirmability, Dependability, Credibility, Authenticity, Transferability

    7. Qualitative measure strategies (e.g., observation, document review, interviews)

    Special Issues Measurement Issues in Mental Health and Substance Abuse

    8. Types of measures and their use (i.e., process [fidelity], outcome, system-level [social indicators])

    9. Population-specific measurement issues (i.e., child, adult, geriatric): age-appropriateness, cultural-appropriateness, reading and comprehension levels, cognitive functioning

    10. Multiple Measurement Perspectives and Methods (e.g., triangulation, self versus other report versus clinical, quantitative versus qualitative)

    Practical Measurement Issues

    11. Determining what and when to measure

    12. Develop oneís own measures or use existing measures: pros and cons

    13. Finding, locating, and evaluating existing measures and measurement strategies

    Review of Specific Measures

    14. Process measures (e.g., treatment fidelity)

    15. Outcome measures (e.g., mental health symptoms, Child Behavior Checklist, Colorado Symptom Index; McMaster Mealtime Family Interaction Coding System)

    16. System-level measures/social indicator and surveillance systems (e.g., HEDIS, Kids Count, Youth Risk Behavior Surveillance System, Report Cards)

  32. Textbooks: Stewart, A. L., & Ware, J. E. (Eds). (1998). Measuring functioning and well-being. Durham and London: Duke University Press.

    Webb, E. J., Sechrest, L., & Schwartz, R. D. (2000). Unobtrusive measures. Thousand Oaks, CA: Sage Publications.

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

- if you have questions about any of these fields, please contact or