Development and validation of a modified falls-efficacy scale
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
PURPOSE: This study examined the psychometric properties of a modified falls-efficacy scale (FES) that included more challenging activities of daily living items and made reference to the presence or absence of enabling assistive devices that are part of the built environment. METHOD: Baseline data from a longitudinal study among a cohort of 551 community-living seniors was used to generate data to inform the current report. Data for this study was collected in seniors' homes and apartments in two neighbouring cities in Canada, Ottawa and Gatineau. Measurements included a modified falls self-efficacy scale, various health and demographic measures. RESULTS: Factor analysis of the instrument revealed a two-factor solution, explaining 60.3% of the variance. The two emerging subscales were: Subscale 1--basic activities of daily living (ADLs), and subscale 2--challenging ADLs. The modified FES demonstrated greater internal consistency and better response variability than Tinetti's original FES. CONCLUSIONS: Adding more challenging ADL items and specifying use of assistive devices while undertaking the ADL may increase the FES' ability to distinguish between participants with varying degrees of mobility or health impairment. Recommendations for future research are offered and implications for use are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it