The knowledge, attitudes, and barriers to Jewish genetic diseases (JGDs) and screening and their relative importance in reproductive decision-making were assessed in a population-based sample of Ashkenazi Jewish young adults in Florida. These adults attended educational screening fairs hosted by The Victor Center for the Prevention of Jewish Genetic Diseases at the University of Miami. Parametric and nonparametric tests were used as appropriate to analyze data from a single group pretest/posttest design. Four hundred twelve individuals (mean age = 24.9; 54.7 % female, 45.3 % male) completed the questionnaires. Participants' level of knowledge increased from pre- to post-intervention (81.4 vs. 91.0 %; p < 0.0001). Concern about the possibility of being a carrier of a JGD was significantly higher after an educational session (5-point Likert scale mean difference = 0.45; p < 0.0001), as was their level of concern regarding having an affected child (mean difference = 0.20; p < 0.0001). The number of participants who agreed or strongly agreed that the test results would not have any influence on their reproductive behavior was lower after the session (17.2 vs. 20.8 %; p < 0.0001). This study demonstrates that an educational carrier screening program increased knowledge and elucidated awareness of the attitudes and barriers toward JGDs and carrier screening.
Goal attainment scaling (GAS) has been considered to be one of the most versatile and appealing evaluation protocols available for human services. Aspects of the protocol that make the method so appealing to practitioners-that is, collaboratively working with individual clients to identify and assign weights to goals they will work to achieve-have produced critical psychometric challenges that have threatened the method's acceptance by funders and researchers. This interrater reliability study of weighted goals contributes to their psychometric validation and therefore to the continued use of a methodology so attractive to practitioners. The subjective clinical impressions of 43 students trained in using GAS has statistically significant scorer reliability. These findings suggest that use of GAS composite scores (weight times the problem level) is a reliable tool and therefore not a reason to discourage the use of GAS as a means for monitoring a client's progress over time.
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