Peace is the light that shines from the eyes of the peacemaker - Hari Srinivasan 

Attention Check Questions

In my grad school journey or learning to do research, I come across many interesting concepts. Here's one.

Attention check questions, sometimes called validity checks or instructional manipulation checks, are typically included in a survey or questionnaire to ensure that respondents are reading and fully understanding the questions. They serve as a way to assess whether participants are paying attention and not just rushing through or randomly answering questions in order to collect payment. They help improve the reliability and validity of the data collected in a survey.

An example of a simple attention check question could be "Please select 'Somewhat agree' for this question." If a respondent doesn't select 'Somewhat agree,' it can be inferred that they aren't reading the questions carefully, which could invalidate their other responses.

More complex attention check questions might be embedded within the content of the questionnaire. For instance, you might ask a question where the correct answer is obvious or already stated in the questionnaire, or where the answer should be logically consistent with previous responses.

Such checks are important when you're conducting research that relies on self-reported data, as they can help you filter out unreliable responses. However, they should be used judiciously. If used excessively or inappropriately, they can frustrate participants or create bias in your results. They should not be designed to trick respondents or make them feel foolish, and respondents should be informed at the start of the survey that their responses will be checked for consistency and attentiveness

There's no hard and fast rule about where attention check questions should be placed in a questionnaire, as it often depends on the specifics of the questionnaire and the goals of the researcher. 

Some general guidelines

• Spacing: For a lengthy survey, it may be good to sprinkle several attention checks throughout the survey. They shouldn't be too close together, as that might be annoying or confusing for the respondents. The goal is to check for consistent attention throughout the survey, so they might be placed at regular intervals. For example, if you have a 50-question survey, you could place an attention check question after every 10 or 15 questions.
• Variety: of attention check question types means participants can't easily identify them and respond correctly without paying attention to the rest of the survey.
• Placement in Context: The questions can sometimes be related to the subject matter of the survey. In this case, they should be placed where they make the most sense in the context of the other questions.
• Randomization: If possible, randomizing the order of questions, including attention checks, can help avoid bias that might result from their position in the survey.
• Placement in Important Sections: If there are certain sections of the survey where it is particularly important that respondents are paying attention (e.g., complex questions or key measures), it might make sense to include an attention check question immediately before or after that section.
• Avoiding End or Start: At the start, respondents are usually more attentive, and at the end, they may be rushing to finish. Hence, these locations may not accurately capture the participant's overall level of attention.

 Peace is the language of love that all can understand - Hari Srinivasan 

Kindness is contagious lets spread it like wildfire

 Peace is the whisper of hope that echoes through the ages. - Hari Srinivasan 

Peace is the power that transforms hate into love - Hari Srinivasan 

Joy is the energy that fuels our passion and purpose

 Contemplation, one line a Day. 

 

Peace is the voice of reason that rises above the noise.

 Peace is the voice of reason that rises above the noise.

Optimism is the force that keeps us moving forward, even when the path is unclear. 

 

A Simple Guide to the DSM and Autism

Lexicon [Measures] - DSM

PlainSpeak. In Plain Language for the Lay Reader

The Diagnostic and Statistical Manual of Mental Disorders (DSM) is a big book that doctors and mental health professionals use to diagnose and understand mental health conditions. 

Here’s a quick history of the DSM, focusing on how it has changed its understanding of autism over the years.

The Early Years: DSM-I and DSM-II

• DSM-I (1952): The first edition of the DSM didn’t include autism. Back then, people didn’t really know about autism.
• DSM-II (1968): The second edition mentioned “schizophrenic reaction, childhood type,” because people thought autism was related to childhood schizophrenia.

Autism Emerges: DSM-III and DSM-III-R

• DSM-III (1980): This edition was a big deal because it introduced "Infantile Autism" as its own category. This was the first time autism was seen as different from schizophrenia.
• DSM-III-R (1987): The revised edition changed the name to "Autistic Disorder" and provided more detailed criteria for diagnosing it, recognizing a wider range of symptoms.

Refining the Diagnosis: DSM-IV and DSM-IV-TR

• DSM-IV (1994): This edition added more details. Autism was now part of a group called Pervasive Developmental Disorders (PDD), which included:

  • Autistic Disorder
  • Asperger’s Disorder
  • Rett’s Disorder
  • Childhood Disintegrative Disorder
  • Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)

  This allowed doctors to better identify different types of autism.

• DSM-IV-TR (2000): This version didn’t change much but updated and clarified the existing information.

The Modern Era: DSM-5

• DSM-5 (2013): The most recent edition made major changes to how autism is diagnosed:
  • Autism Spectrum Disorder (ASD): The DSM-5 combined all the previous types of autism into one diagnosis called Autism Spectrum Disorder (ASD). This reflects the idea that autism is a single condition with different levels of severity.
  • Two Domains: The criteria for diagnosing ASD are now based on two main areas:
    1. Social Communication and Interaction: Problems with social communication and interaction in different situations.
    2. Restricted, Repetitive Behaviors: Repetitive movements, strict routines, very focused interests, and unusual reactions to sensory experiences.
  • Severity Levels: The DSM-5 includes levels to show how much support someone with ASD might need:
    • Level 1: Requires support
    • Level 2: Requires substantial support
    • Level 3: Requires very substantial support
  • Specifiers and Comorbidities: Doctors can add more details about a person’s ASD, like if they have intellectual or language difficulties. The DSM-5 also recognizes that people with ASD often have other conditions like anxiety, depression, or ADHD.

Summary

The DSM has changed a lot over the years to better understand and diagnose autism. From not recognizing autism at all to seeing it as a broad spectrum of conditions, these updates help doctors and families understand and support people with autism better.

Related Posts: [DSM], [Diagnosis],[Measures]

Equanimity is the surrender to what is and what we cannot change

Towards a more humane society. #MentalHealth. Contemplation, one line a day.

 

Sins Invalid

Limitations of Traditional Disability Justice/ Disability Rights Movement

• Ignores Intersectionality
• Race, Religion, Gender, SES, Immigration Status, Cultural Values
• White-male-hetrosexual-Centric. White-privilege centric
• (eg: Parallels in Psychology Research which is WEIRD-centric: Western Educated, Industrial, Rich, Democratic Countries)
• Power/Status-Centric
• Centered around people who have achieved status through legal framework,
• Why: Rights have to be won by litigation. So unequal access to rights across the board. You don’t sue, you lose

• Mobility-Impairment Centric
• Access needs as beyond architectural barriers. 

What are we looking for in a Disability Justice Framework

• All mind-bodies unique and essential
• All mind-bodies have strengths + needs that must be met
• All mind-bodies are Powerful, despite complexities
• Mind-Bodies are confined by & cannot be separated from our intersectionalities.

Key concepts

• Connectedness
• Interdependence
• Relational & transformative framework.

Sins Invalid. 10 Principles of Disability Justice

1. Intersectionality
2. Leadership of the Most Impacted
3. Anti-capitalist Politic
4. Commitment to Cross-movement organizing
5. Reorganizing wholeness
6. Sustainability
7. Commitment to Cross-Disability Solidarity
8. Interdependence
9. Collective Access
10. Collective Liberation

1. Intersectionality

Disability is another layer of intersectionality we experience
Impacted by White Privilege,/ Colonial legacy

Intersectionality is not about who is suffering the most but about who is impacted in which areas. 

• Within our own intersectionality we experience privilege in some areas and oppression in others; varying across context.

Intersectionality impacts access to spaces/ community/ resources /inclusion and funding.

Me -->  Autistic + ADHD + other medical/sensory/mood/communication issues + South-Indian descent + Tamil Hindu Iyengar Brahmin + vegetarian + multilingual etc.

What Can be Done

• Recognize Disability is not a vacuum.
• Collaborate on overlapping issues
• What else?

2. Leadership of the Most Impacted

• System impacts are not equal.
• People most hurt by the system often have a better understanding of what all is wrong with that system.

What Can be Done

• Prioritize the more marginalized voices
• Be aware of hierarchies within disability
• Eg: an unspoken hierarchy means unequal access
• What else?

3. Anti-capitalist Politic

• Disabled Mind-Body is anti-capitalist
• Why:
• Capitalism = Survival of Fittest
• Competition towards wealth accumulation, land acquisition for the ruling class.
• Therefore:
• By definition the “non-normative” mind-body of disabled people are invalidated.

What can be done

• Rethink Worth of an individual beyond as beyond productivity. Eg: some may not be able to “contribute” in the traditional sense due the more significant disability and THAT’s OK!!
• Work on issues that are exacerbated by capitalism Eg: homeless disabled, health care, poverty
• Access at times has a “price tag” in capitalist society- so either need to be creative with solutions or organize funding sources.
• What else?

4. Commitment to Cross-movement organizing

• A relational and transformation framework of Disability Justice means we need to think about disability and ableism in many different ways
• Learn from other movements
• Paraphrasing what Stuart James, Director of CIL said during class visit to Ed Roberts Campus, Spring 2018 Sem.
• “We need to learn from the Gay Rights movement which in just 30 years has become mainstream. “

What can be done?

• Disability does not exist in vacuum
• You can reach out for allies in unlikely places.
• Eg: Reproductive justice is Disability justice. , Climate Justice is Disability Justice
• Mixed movement organizing (“nurturing old ways & inventing new ways)
• What else?

5. Reorganizing wholeness

• Disabled people are whole people
• Everyone is a living breathing thinking individual with emotions, sensations, perceptions and quirks.

What can we do

• Reject capitalist notion of worth of an individual as tied to his perceived “productivity”
• Recognize & support: “We all struggle together” imperfectly
• What else?

6. Sustainability

• Transformation needs to be deep, longlasting and sustained.
• But Transformation does not happen overnight.
• Disabled mind-body needs to be paced according to the “spoons” available to us.
• “Rest is resistance, Survival is resistance, Anything else is extra”

What can we do?

• Group effort, flexible schedules/ deadlines
• Avoid Burnout
• What else?

7. Commitment to Cross-Disability Solidarity

• There can be NO Disability Justice, unless there is Disability Justice for all.
• “Honor insights of all community members”
• “We are trying to break down barriers”

What Can be Done

• Means working together. Collaboration
• Connections that cross living, advocacy and education.
• Eg: autism + deaf have communication access as a common issue.
• What else?

8. Interdependence

• State Solutions → they control our lives
• Interdependence → we control our lives & help each other. (Our interdependence with other humans & nature was already part of our unconscious before western colonization.)

What Can be Done

• Check ins
• How to ask for help & communicate needs
• Share spoons
• What else?

9. Collective Access

• Access Needs are not shameful / not a favor
• Access Needs are not fixed - depend on context and environment.
• We can share responsibility for our access needs.
• Needs community, shared responsibility and creative out-of-the-box nuances.

What Can be Done

• Pool resources
• What else?

10. Collective Liberation

• Disability justice is a vision.
• Moving together is what gets us to liberation
• We are all survivors. “Listen to the Canaries”
• “We honor the longstanding legacies of resilience & resistance” for all non-conforming mind-bodies.

What can we do

• Recognize: “moving together does not mean we move in the same way;” we are still valued in any way we move.
• What else?

Predictive Homeostasis Theory

 

While no single theory fully explains all aspects of autism, each attempts to provide insights into different cognitive and behavioral characteristics.

Predictive Homeostasis Theory

• This theory proposes that the predictive coding system in autism might be tuned to maintain a state of homeostasis, leading to atypical responses to changes and novelty.
• Implications: A preference for routine and predictability, challenges in adapting to new or unexpected situations, and a tendency to engage in repetitive behaviors to maintain predictability.

Read more on [Predictive Homeostatis Theory][Predictive Coding Theory]

Posts on other [Theories of Autism]