1. ICC比較(bootstrap)：8/23星期五下午二點跟數學老師確認公式和可寫進去Matlab和R之語法。
2. ADL CAT信度及反應性論文(Methods和Results)：已大致完成，剩下人口學結果之描述和表格製作，以及參考文獻之插入，目前已先請Lynn看過。
接著將一邊整理人口學資料一邊撰寫討論。
3. 注意力研究（北部收案）：
台大：跟各個臨床老師詢問後，可收的個案數共有
28位。
亞東IRB：已與亞東陳組長聯繫，8/23星期五將通知我們負責的主持人，目前已著手修改之前的計畫書，將題目及內容改為：改良三注意力測驗（SDMT/DVT/褚氏注意力測驗）以降低應用於中風病患之隨機測量誤差及練習效應。
另已跟陳組長確認可於夜診時收案。
署北IRB：8/23星期五與張婉嫈老師確認申請IRB之表格及主持人，
9月中旬換新表格時再申請。
問題：申請的計畫名稱是否可與亞東相同? (Yes)
* 目前聯合醫院仁愛以外院區沒有符合資格的主持人（碩士級），且較適合收案的院區只有陽明而已，故先不考慮到聯合醫院收案。
4. Rasch/IRT論文閱讀：
Rasch:
Hobart,
J., Cano, S., Posner, H., Selnes, O., Stern, Y., Thomas, R., & Zajicek, J.
(2013). Putting the Alzheimer's cognitive test to the test II: Rasch
Measurement Theory. Alzheimer's &
dementia : the journal of the Alzheimer's Association, 9, S10-20.
*Woodbury,
M. L., Velozo, C. A., Richards, L. G., & Duncan, P. W. (2013). Rasch
analysis staging
methodology to classify upper extremity movement impairment
after stroke. Archives of physical
medicine and rehabilitation, 94, 1527-1533.
Many-faceted Rasch：
Fisher,
A. G. (1993). The assessment of IADL motor skills: an application of
many-faceted Rasch
analysis. The American
journal of occupational therapy : official publication of the American
Occupational Therapy Association, 47, 319-329.
Rasch+cluster analysis:
McTaggart-Cowan,
H. M., Brazier, J. E., & Tsuchiya, A. (2010). Clustering Rasch results: A
novel
method for developing rheumatoid arthritis states for use in valuation
studies. Value in Health, 13,
787-795.
IRT:
Yang,
F. M., Jones, R. N., Inouye, S. K., Tommet, D., Crane, P. K., Rudolph, J. L., .
. . Marcantonio,
E. R. (2013). Selecting optimal screening items for delirium:
an application of item response theory.
BMC
medical research methodology, 13, 8.
*Tao,
W., Haley, S. M., Coster, W. J., Ni, P., & Jette, A. M. (2008). An
exploratory analysis of
functional staging using an item response theory approach.
Archives of physical medicine and
rehabilitation, 89, 1046-1053.
*Jette,
A. M., Tao, W., Norweg, A., & Haley, S. (2007). Interpreting rehabilitation
outcome
measurements. Journal of
rehabilitation medicine : official journal of the UEMS European Board of
Physical and Rehabilitation Medicine, 39, 585-590.
* Related to functional staging
思考：cognitive screening+staging，認知篩選評估是否也可像Brunnstrom stage一樣將嚴重程度分級?另外還有特定出現甚麼樣的狀況就是更差一級或進步一級?
Interval scores轉為Ordinal scores較為容易，但是上述的研究可能需要大樣本及長期追蹤，現階段可能較能達成。
5. 下學期可選擇之Rasch及測驗理論學習課程：
(1) 師大林世華老師：Rasch的基本原理與應用, 採用eRm(R軟體中可用來做Rasch分析的一個
package)來運算。
時間：星期四10:10~12:00
課程大綱：
Week 01 Topic 1: The Concept of Measurement
Week 02 Topic 2: Classical Test Theory and Its Reliability
Week 03 CTT in R Practice for Dichotomous Responses
Week 04 CTT in R Practice for Polytomous Responses
Week 05 Topic 3: Measurement in the Rasch Model for Dichotomous Responses
Week 06 eRm in R Practice for Dichotomous Responses
Week 07 Topic 4: Measurement in the Rasch Model for Polytomous Responses
Week 08 eRm in R Practice for Polytomous Responses
Week 09 Open discussion and midterm
Week 10 Topic 5: Fit Statistics
Week 11 Topic 6: Information & Reliability
Week 12 eRm in R Practice for fit statistics and information
Week 13 LLTM(linear logistic test model) (oral presentation)
Week 14 LRSM(linear rating scale model) (oral presentation)
Week 15 LPCM(linear partial credit model) (oral presentation)
Week 16 LLRA(linear logistic models with relaxed assumption) (oral presentation)
Week 17 Open Discussion of LLTM, LRSM, LPCM and LLRA
Week 18 Final Conclusion
(2)師大陳柏熹老師：測驗理論與評量科技專題研究，禮拜四16:10~19:00
課程內容或大綱：待確認。
（目前會先以「請教施慶麟老師Rasch/IRT論文上不清楚部分」的方式學習)
6. 下週一至四在台中澄清收案（再測）。
