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‎usecasenew.md‎

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@@ -16,125 +16,123 @@ The following document outlines questions that the usage of POEM should enable t
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Below are example ontology use cases. Click each item to expand a short placeholder description.
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<details>
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<summary><strong>Clinical Service: Assessment</strong></summary>
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</p>
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<p>Placeholder: describes how the ontology supports initial clinical assessment workflows and instruments.</p>
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<!-- Competency questions for Assessment -->
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<details>
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<summary><em>What does the RCADS measure?</em></summary>
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<p>Placeholder: brief answer describing the constructs assessed by RCADS.</p>
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</details>
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<details>
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<summary><em>How do I score it?</em></summary>
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<p>Placeholder: brief answer describing scoring procedures and references.</p>
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</details>
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<details>
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<summary><em>How many scales does it have?</em></summary>
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<p>Placeholder: brief answer listing scales/subscales.</p>
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</details>
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<details>
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<summary><em>What languages are available?</em></summary>
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<p>Placeholder: brief answer listing available translations or where to find them.</p>
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</details>
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<details>
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<summary><em>Does it require norms?</em></summary>
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<p>Placeholder: brief answer about the need for normative data.</p>
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</details>
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<details>
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<summary><em>Are there relevant norms available (what is the origin of those data)?</em></summary>
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<p>Placeholder: brief answer with origin/source of norms.</p>
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</details>
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<details>
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<summary><em>What do the scores actually mean?</em></summary>
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<p>Placeholder: brief interpretation guidance for scores.</p>
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</details>
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<details>
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<summary><em>Where did the items come from?</em></summary>
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<p>Placeholder: brief provenance information about item development.</p>
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</details>
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<details>
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<summary><em>Who can fill it out (e.g. informants, age range constraints)?</em></summary>
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<p>Placeholder: brief answer about respondent types and age ranges.</p>
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</details>
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<summary><strong>UC01: Clinical Service: Assessment</strong></summary>
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<p>Finding the most appropriate assessment for a specific patient and context based on conditions measured, available languages and norms, provenance, and metrics showing primary utility and exposing strength of evidence; elucidating instrument usage instructions, target subject and respondent, and what an instrument measures.</p>
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</details>
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<details>
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<summary><strong>Clinical Service: Monitoring</strong></summary>
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<p>Placeholder: describes how the ontology supports ongoing monitoring and repeated-measure assessments.</p>
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<!-- Competency questions for Monitoring -->
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<details>
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<summary><em>What does the RCADS measure?</em></summary>
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<p>Placeholder: brief answer describing the constructs assessed by RCADS in monitoring contexts.</p>
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</details>
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<details>
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<summary><em>How do I score it?</em></summary>
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<p>Placeholder: brief answer describing scoring procedures for repeated measures.</p>
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</details>
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<details>
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<summary><em>How many scales does it have?</em></summary>
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<p>Placeholder: brief answer listing scales/subscales relevant to monitoring.</p>
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</details>
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<details>
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<summary><em>What languages are available?</em></summary>
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<p>Placeholder: brief answer listing available translations or where to find them.</p>
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</details>
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<details>
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<summary><em>Does it require norms?</em></summary>
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<p>Placeholder: brief answer about normative comparisons for monitoring.</p>
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</details>
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<details>
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<summary><em>Are there relevant norms available (what is the origin of those data)?</em></summary>
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<p>Placeholder: brief answer with origin/source of norms for monitoring use.</p>
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</details>
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<details>
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<summary><em>What do the scores actually mean?</em></summary>
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<p>Placeholder: brief guidance on interpreting change over time.</p>
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</details>
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<details>
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<summary><em>Where did the items come from?</em></summary>
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<p>Placeholder: brief provenance information about item development.</p>
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</details>
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<details>
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<summary><em>Who can fill it out (e.g. informants, age range constraints)?</em></summary>
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<p>Placeholder: brief answer about respondent types and age ranges for monitoring.</p>
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</details>
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<summary><strong>UC02: Clinical Service: Monitoring</strong></summary>
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<p>Finding the most appropriate assessment for a specific patient and context, which may include reuse of initial questionnaires and scales, or establishing confidence in a shorter assessment for ease of repeated use; elucidating instrument usage instructions, target subject and respondent, and what an instrument measures.</p>
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</details>
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<details>
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<summary><strong>Research: Production</strong></summary>
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<p>Placeholder: describes how the ontology helps produce and document new questionnaires and instruments.</p>
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<summary><strong>UC03: Research: Production</strong></summary>
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<p>Determining whether appropriate measures already exist, identifying where reliability and validity may be improved by iterating on an assessment or creating a new one, and supporting the semantic representation of new measures.</p>
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</details>
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<summary><strong>Research: Synthesis</strong></summary>
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<p>Placeholder: describes how the ontology enables synthesis, meta-analysis, and mapping across instruments.</p>
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<summary><strong>UC04: Research: Synthesis</strong></summary>
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<p>Supporting the process of combining the results of multiple studies by providing standardized representation of both external and internal questionnaire structure, metadata, and variables.</p>
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</details>
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<summary><strong>Developer: Translation</strong></summary>
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<p>Placeholder: describes how the ontology assists developers translating instruments, formats, and data models.</p>
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<summary><strong>UC05: Developer: Translation</strong></summary>
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<p>Determining whether specific language translations of questionnaires exist, as well as their reliability and validity (which may be very different from the original language iteration), determining the minimum design elements needed to create a valid derivative measure, and directing developers towards the provenance and meanings of constructs measured, which should support the accurate translation or adaptation of questionnaires in both linguistic and cultural contexts.</p>
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</details>
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<summary><strong>Symptoms</strong></summary>
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<p>Placeholder: describes how the ontology models symptoms, their relationships to items, and clinical concepts.</p>
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### Competency Questions
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Below is a matrix indicating which competency questions apply to each use case. Check the boxes as appropriate.
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| Competency Question | UC01 | UC02 | UC03 | UC04 | UC05 |
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|---|---|---|---|---|---|
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| [What conditions does (questionnaire) measure?](#cq-01) | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ |
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| [How do I score (questionnaire)?](#cq-02) | ✔️ | ✔️ | ✔️ | - | - |
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| [How many/what scales does (questionnaire) have?](#cq-03) | ✔️ | ✔️ | ✔️ | - | - |
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| [What languages are available?](#cq-04) | ✔️ | ✔️ | ✔️ | - | ✔️ |
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| [Does (questionnaire) require norms?](#cq-05) | ✔️ | ✔️ | ✔️ | ✔️ | - |
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| [Does (questionnaire) have relevant norms?](#cq-06) | ✔️ | ✔️ | - | ✔️ | - |
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| [What do the scores actually mean?](#cq-07) | ✔️ | ✔️ | ✔️ | - | - |
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| [Where did the items in (questionnaire) come from?](#cq-08) | ✔️ | - | - | ✔️ | - |
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| [Who can fill out (questionnaire)?](#cq-09) | ✔️ | ✔️ | ✔️ | ✔️ | - |
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| [Are there shorter versions of (questionnaire) available?](#cq-10) | - | ✔️ | - | - | - |
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| [Does the short version of (questionnaire) relate to the long version?](#cq-11) | - | ✔️ | - | - | - |
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| [How does (questionnaire) relate to other measures in research?](#cq-12) | - | - | ✔️ | - | - |
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| [What measures of reliability and validity exist for the RCADS47?](#cq-13) | - | - | ✔️ | - | - |
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| [Where can I find out more about the scale and item meanings?](#cq-14) | - | - | - | - | ✔️ |
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### Competency Question Details
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Below are the competency questions with brief placeholder descriptions. Click each question to expand the placeholder answer.
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<details id="cq-01">
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<summary><strong>What conditions does (questionnaire) measure?</strong></summary>
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<p>Placeholder: describes the target conditions, domains, or constructs the questionnaire is designed to assess.</p>
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</details>
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<details id="cq-02">
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<summary><strong>How do I score (questionnaire)?</strong></summary>
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<p>Placeholder: summarizes scoring rules, raw and scaled score calculations, and references.</p>
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</details>
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<details id="cq-03">
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<summary><strong>How many/what scales does (questionnaire) have?</strong></summary>
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<p>Placeholder: lists primary scales, subscales, and intended aggregations.</p>
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</details>
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<details id="cq-04">
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<summary><strong>What languages are available?</strong></summary>
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<p>Placeholder: enumerates known translations and where to obtain them.</p>
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</details>
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<details id="cq-05">
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<summary><strong>Does (questionnaire) require norms?</strong></summary>
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<p>Placeholder: explains whether normative data are necessary for interpretation and use-cases where they matter.</p>
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</details>
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<details id="cq-06">
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<summary><strong>Does (questionnaire) have relevant norms?</strong></summary>
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<p>Placeholder: describes existing normative datasets and their provenance.</p>
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</details>
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<details id="cq-07">
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<summary><strong>What do the scores actually mean?</strong></summary>
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<p>Placeholder: guidance for score interpretation, thresholds, and clinical meaning.</p>
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</details>
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<details id="cq-08">
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<summary><strong>Where did the items in (questionnaire) come from?</strong></summary>
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<p>Placeholder: provenance information about item development, source literature, and derivation.</p>
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</details>
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<details id="cq-09">
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<summary><strong>Who can fill out (questionnaire)?</strong></summary>
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<p>Placeholder: respondent types (self-report, informant), age ranges, and any special instructions.</p>
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</details>
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<details id="cq-10">
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<summary><strong>Are there shorter versions of (questionnaire) available?</strong></summary>
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<p>Placeholder: information about brief forms, screening versions, and trade-offs.</p>
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</details>
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<details id="cq-11">
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<summary><strong>Does the short version of (questionnaire) relate to the long version?</strong></summary>
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<p>Placeholder: explanation of equivalence, linking, or mapping between long and short forms.</p>
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</details>
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<details id="cq-12">
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<summary><strong>How does (questionnaire) relate to other measures in research?</strong></summary>
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<p>Placeholder: mapping to related instruments, construct overlap, and known convergent/divergent relationships.</p>
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</details>
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<details id="cq-13">
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<summary><strong>What measures of reliability and validity exist for the RCADS47?</strong></summary>
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<p>Placeholder: summary of psychometric evidence—internal consistency, test-retest, factor structure, validity studies.</p>
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</details>
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<details id="cq-14">
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<summary><strong>Where can I find out more about the scale and item meanings?</strong></summary>
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<p>Placeholder: pointers to manuals, original publications, websites, and resources explaining item-level meaning.</p>
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</details>
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