October is National Domestic Violence Awareness Month. It serves as a reminder of this pervasive issue that affects countless individuals and families worldwide. Learn more about the background behind this month, the impact of domestic violence, and the resources available.
The origin of National Domestic Violence Awareness Month
National Domestic Violence Awareness Month was first observed in October 1989 as an effort to raise awareness about intimate partner violence and to promote advocacy, support, and education on this critical issue. Since its inception, organizations, individuals, and communities across the United States have joined forces to support survivors and raise awareness about domestic violence. During October, numerous events, campaigns, and educational programs are organized to shed light on the issue and provide information and resources to help individuals and communities confront domestic or intimate partner violence.
The impact of domestic violence
Domestic violence exists in every community and has an impact on individuals across the life span—and cuts across all boundaries, with no exceptions for age, race, socioeconomic status, sexual orientation, gender, or religion. Domestic violence includes both physical and emotional abuse. The devastating consequences of intimate partner violence can result in physical injury, psychological trauma, and even death.
According to the National Coalition Against Domestic Violence, nearly 20 people in the U.S. are physically abused by intimate partners each minute—with more than 10 million abuse victims annually. One in every 3 women and 1 in every 4 men have been physically abused by an intimate partner.
Domestic violence isn’t just something that happens between intimate partners—more than 1 in 15 children are exposed to intimate partner violence each year, with 90% of these children witnessing these acts of violence. Domestic violence can have long-lasting negative effects on children's emotional well-being and social and academic functioning.
Furthermore, new research investigates violence in teen relationships. Up to 19% of teens report that they have experienced sexual or physical dating violence, with half reporting experiences of stalking or harassment. Violence in teen relationships is associated with long-term adverse outcomes, including becoming involved in intimate partner violence in adulthood, drug and alcohol use, and an increase in other high-risk behaviors.
Increase in domestic violence since 2020
According to the American Journal of Emergency Medicine, the lockdowns that occurred in response to the COVID-19 pandemic brought about a global increase in domestic violence cases of 25–30% globally. The World Health Organization believes that number may have been as high as an increase of 50–60% due to hotline call volume. This underscores how widespread the issue of domestic violence is, and the importance of awareness, support, and resources to help survivors.
Resources for individuals experiencing domestic violence
There are a number of places to turn for support and education on domestic violence. Some of these resources include:
Adjusting to college can be difficult for even the most prepared students. But for students who may be struggling with an undiagnosed learning difficulty, the transition can be overwhelming. They may have poor coping skills, increased levels of stress, executive functioning or working memory deficits, low self-esteem, and even significant academic, interpersonal, and psychological difficulties.
The worst part is that many of them don’t know why. According to a National Council on Disability report, as many as 44% of individuals with ADHD were first identified at the postsecondary level.
The Kane Learning Difficulties Assessment (KLDA) is a tool that screens college students for learning difficulties and ADHD in order to give them the answers they need. By screening for learning difficulties and ADHD as well as other issues that affect learning, such as anxiety, memory, and functional problems like organization and procrastination, the KLDA helps to identify those individuals who should seek further assessment so they can get the help they need to succeed in college.
Steven T. Kane, PhD, author of the KLDA took a few minutes to answer some common questions about the product, its development, and the feedback he has received on its impact.
What inspired you to develop the KLDA initially?
Before becoming a professor and researcher, I was employed in a university disability resource center as a psychologist who specialized in learning disabilities and ADHD. I was also previously employed at three of the most diverse community colleges in California. In each of these settings, I saw literally hundreds of students who should have been screened for learning and attentional challenges but never were. I was also shocked, quite frankly, by the number of individuals I saw who clearly suffered from some form of learning or attentional difficulties as adults yet were never screened or tested in the K–12 system.
As most of us are aware, being tested for a learning disability and/or ADHD is very expensive and simply out of reach for the majority of our most at-risk college students. I also found it troubling that almost none of these same students were ever screened for anxiety disorders or memory challenges. Thus, my goal was to develop a screening assessment that was very affordable and easy to take, preferably via the internet.
How does the KLDA differ from competitive measures?
There are actually not a lot of similar measures, which is, again, one of the main reasons why we developed the KLDA. There are two or three other measures that assess study skills, motivation, etc., but not the key academic skills and executive functioning skills the KLDA assesses.
What are some important things clinicians should know about the KLDA?
First, the KLDA was normed on a very large and diverse population from across the U.S. and Canada. Second, the KLDA was completed by more than 5,000 people via the internet for free as we performed factor analyses, perfected item development, etc. Third, the KLDA is very affordable, essentially self-interpreting, and can be administered quickly administered via PARiConnect. Most respondents finish the assessment in about 10 minutes as the items are written at about the fourth through sixth grade reading level. The KLDA can also guide the assessment process and inform which lengthier diagnostic assessments should be administered. Finally, the KLDA is a great discussion prompt to encourage clients to talk about their difficulties across different environments.
What feedback have you received from users on the KLDA and the insight it provides to students?
Thus far, both practitioners and test takers have found the assessment very useful, easy to take, and comment that it leads to very interesting discussions that the respondent has often never had with anyone before.
Anything else you think is important for people to know about the KLDA?
The KLDA is a very flexible product. The assessment can be used by individual clinicians to screen a client before they even meet for the first time. It’s been used by community colleges and universities as part of their orientation process to screen at-risk students before they fail, and study skills and student success instructors have found it extremely useful to administer to a classroom as part of a group assignment. Thanks to PAR’s PARiConnect assessment platform, the assessment can be easily administered to large groups of individuals and at a very low cost.
Learn more about the KLDA
The KLDA is a self-report form that measures academic strengths and weaknesses in key areas, including reading, listening, time management, writing, math, concentration and memory, organization and self-control, oral presentation, and anxiety and pressure. It is useful for all levels of postsecondary education, including vocational schools, technical colleges, community colleges, 4-year colleges and universities, and graduate schools.
Visit the KLDA page to learn more!
PAR recently lost a cherished member of our staff, Marie Mitchell. Marie was an enormous part of PAR’s success during her 33-year tenure with the company. As our order entry coordinator, Marie worked with many customers and distributors, always with a deep desire to help and a kind and positive attitude. Her loss will be felt deeply. The following are some thoughts from our staff in remembrance of Marie.
To lose someone who has been part of PAR for so long (an amazing 33 years) is like losing a family member. Marie was a constant—quiet, determined, strong, witty, incredibly thoughtful, caring are all words that come to mind. She was a wonderful and foundational part of our company and is greatly missed by so many.
–Kristin Greco, Chief Executive Officer
It is difficult for me to think of PAR without Marie’s presence. It feels like she was always here as part of the Customer Service team, and she was for much of PAR’s existence. When I changed offices and moved to the South Building, I saw Marie more frequently. She would be outside my office making copies or walking by to go out to the Distribution Center. Occasionally we would chat for a few moments and catch up a little. I always enjoyed her laugh. I have very fond memories of Marie and she is greatly missed at PAR.
–Bob Smith, Executive Chairman and Founder
In memory and appreciation of Marie, who worked tirelessly and efficiently processing orders for our customers. She took great pride in taking great care of our customers. We miss you, Marie!
–Cathy Smith, Vice President of Community Relations Emeritus
I have had the pleasure of knowing and working with Marie my entire career at PAR. She was always someone to look up to as she was a great source of knowledge about all things PAR. I asked her so many questions over the years and not once did she show any sign of impatience or frustration. That was Marie, just happy to help and do her part. Usually, she did way more than her part, in fact. She was hard-working and had a can-do attitude. She cared deeply about her family, both her real family and her PAR family. But my favorite thing about Marie was her stealthy sense of humor. She didn’t tell a lot of jokes, but when she landed one, it was always gold. And while she certainly took her job seriously, she loved to laugh. She was as sincere a person as I’ve ever met and I consider myself extremely fortunate to have had her as part of my life every day for the last 23 years. Although she will be missed so much by myself and the CS team, she will never be forgotten. Thank you for everything, Marie.
–Daniel McFadden, Vice President of Customer Support
Marie and I both arrived early each morning to the PAR office, so it was always fun to call out good morning to her each day. Marie had an unparalleled work ethic. She was so loyal and committed to PAR and to her work; it was inspiring. She and her husband Mitch had such a sweet and supportive marriage, and it was always nice to connect with him when he picked Marie up each day. She will be missed.
–Karen Falconer, Vice President of Human Resources
It's hard to imagine my days at PAR without Marie. Aside from being the only member of our Customer Support team that I have had the pleasure of working with for my entire tenure at PAR (more than 30 years), Marie was not only a trusted coworker and friend but also an inspiration to me.
I've never met anyone more dedicated to PAR, our customers, and her teammates more than Marie. Always working our early shift, she was just always there for all of us and our customers. Even during the pandemic and through her health issues, she did everything she could do to be at work. She rarely took days off, and when she did, she is and was always missed because she handled so much—especially our distributors and lots and lots of orders—with speed and efficiency.
Marie was always the picture of calm, patience, and while quiet, she had a wonderful quick wit and sincere honesty, especially when you least expected it. My treasured memories of Marie include saving cookies for her where possible and the smile on her face when she got them, laughing together when customer issues did not quite go as planned, her being completely honest with me when I really needed it and even sometimes when I didn't, and certainly the hard moments when we both needed each other's help to make customer service magic happen—Marie she would accept nothing less. Marie was truly a force and I feel so blessed to have known her. We will miss her very much.
–Tamara Dwoskin, Customer Relationship Manager
Marie always had a smile on her face and would brighten up the room whenever I would see her.
–Katie Garside, InVista Account Executive
Marie has been the foundation of our department the entire time she has worked here. Her bottomless knowledge of our processes and our customers was an inspiration to all of us. Her dry wit would come out of nowhere and make us all laugh at the perfect moments. She always had a smile for you, and you always felt that everything would be alright when Marie was around. We will miss her, but she will certainly live on in our department and in our hearts.
–Teri Lyon, Senior Technical Support Specialist
When I started at PAR 19 years ago, Marie and I literally shared desk space on one side. Her stacks of paper would fall over into my space on a constant basis and we would both laugh about it (she was famous for printing out everything). She was always happy to answer my questions, no matter how small or silly. She was a big help to me when I was in Customer Support and continued to help me after I moved into Administration. I always knew that I could count on her. She always came through. I am going to miss her immensely.
–Vicki McFadden, Senior Permissions Specialist
I was attending my first anniversary luncheon, and I sat next to Marie. I was proud of myself for accomplishing one year, and at that time, she was celebrating 25+ years at PAR. She shared all about what PAR was like when she started and how it had changed. She was a great example of loyalty and commitment.
–Rachel Kennell, InVista Business Solutions Consultant
I just wanted to share the love Marie had for cookies. She was like a child when it came to cookies and would have them for breakfast in a heartbeat. Every year she would take a week off around the holidays to bake cookies.
I love to see the devotion Mitch had for her. He faithfully dropped and picked her up from work every day and prepared her lunch every day.
Marie was that reliable motor in the department that worked so well you took her for granted. At the end of the month, she easily processed 2.5 to 3 times more faxed/emailed orders than anyone else in the department and you were just left asking yourself how she does it. One month she processed more than 900 faxed/emailed orders while the next person processed about 350! It was incredible.
Fun fact… for years she had every PAR-released catalog at her desk. She absolutely loooovved working here (she was in office every day during COVID!). Marie really was a gem and we will miss her dearly.
–Ketsia LeFranc, Product Support Supervisor
This Thursday, October 5, is National Depression Screening Day. This day is dedicated to raising awareness about depression, its prevalence, and the importance of early screening and intervention.
Major depression is one of the most common mental illnesses, affecting more than 21 million American adults each year. National Depression Screening Day is dedicated to helping the 8.4% of adults who experience a major depressive episode each year.
The prevalence of depression
Depression is a widespread mental health condition that affects millions of people worldwide. According to the World Health Organization, depression is the leading cause of disability globally. Depression can occur throughout the life span and can touch individuals of all genders and of all races. Yet only about one-third of people experiencing depression will seek mental health help.
Why National Depression Screening Day?
National Depression Screening Day was established to combat the stigma associated with mental health issues and to encourage individuals to seek help when they are struggling.
It is just as important to screen for depression as it is to screen for other physical health concerns. Though a depression screening is not a professional evaluation, it can help people spot early signs and help them seek treatment sooner.
Here are some key reasons why this day is crucial:
Resources for individuals and professionals
Anonymous online screenings for depression are offered by Mental Health America and MindWise Innovations. These assessments can help individuals gauge their risk and provide guidance on seeking professional help. The Substance Abuse and Mental Health Services Administration’s National Helpline can help guide individuals to find treatment.
For professionals, PAR offers a variety of products to help assess individuals for depression. Learn more about our assessment tools.
A focus on mental health
National Depression Screening Day serves as a reminder that mental health is an integral part of our overall wellbeing. Depression is a common and treatable condition, but it often goes unrecognized or untreated. By dedicating a day to depression awareness and screening, we can reduce stigma, encourage early detection, and provide vital resources to those in need. On October 5, take a moment to spread the message of hope, support, and understanding in the fight against depression. Together, we can make a positive impact on the mental health of individuals and our communities.
The Learning Disabilities Association of America (LDA) recently published Specific Learning Disabilities Evaluation Principles and Standards, introducing a comprehensive framework for the assessment and identification of students with specific learning disabilities (SLD). These standards are a valuable resource for educators, psychologists, policymakers, and anyone interested in and involved with enhancing the quality of education and support for individuals with specific learning disabilities.
The primary goal of this new framework is to encourage a transition from a one-size-fits-all approach to a more individualized and research-informed evaluation process that promotes better understanding, increased collaboration, and tailored interventions for students with SLD.
These new principles and standards expand upon the existing mandates of the Individuals with Disabilities Education Act (IDEA) by providing a more comprehensive and interdisciplinary approach to evaluating and supporting students with SLDs.
These guidelines emphasize collaborative evaluation teams involving professionals from various fields, including psychology, education, and medicine. They extend beyond the previous focus on identification and delve into personalized interventions that cater to each student's unique academic, linguistic, social, emotional, and behavioral needs. Additionally, these updated principles highlight the importance of cultural and linguistic diversity that have not been explicitly addressed in prior IDEA mandates.
The SLD landscape
LDA research sheds light on the educational landscape for students with specific learning disabilities, revealing that they constitute 32% of the student disability population (National Center for Education Statistics, 2023). The research also reveals the persistent challenge of low student achievement; specifically, the latest National Assessment of Educational Progress (NAEP) data indicates a substantial disparity between students with disabilities and their peers without disabilities. According to 2022 NAEP data:
Additionally, this research underscores significant inequity for students with SLD, especially those from Black/African American, Latinx, or Indigenous backgrounds. These students are disproportionately marginalized in the areas of identification, intervention, and instructional processes compared to White students.
Given this data, the team from LDA determined it was necessary to develop new principles and standards that not only identify the cause of learning differences but potential interventions.
The seven principles of SLD evaluation
LDA created the new standards using seven foundational principles to create a common set of values among stakeholders with respect to SLD evaluation. These principles are:
Eight standards for SLD evaluation
Using these principles, the LDA team established the following standards for SLD evaluation.
About this research
The researchers involved in creating the principles and standards pursued a comprehensive strategy that interwove historical context, global viewpoints, and scholarly research. Their approach involved dissecting the progression of terms and definitions connected to SLD, delving into historical shifts in perspectives, and emphasizing the pivotal role of cognitive assessments in SLD evaluations.
By integrating these insights, the LDA constructed a holistic model for the SLD evaluation process. This model encompasses guiding principles, assessment components, and avenues for future enhancements—the methodology aimed to establish a dynamic framework accommodating the evolving landscape of SLD evaluation practices and insights.
LDA’s research highlights pivotal aspects of the evolution in identifying SLDs. These findings illuminate the shift toward a more inclusive, adaptable, and personalized approach to assessing and addressing learning challenges. This includes transforming SLD terminology globally in response to the growing importance of interdisciplinary teamwork and adopting innovative response-to-intervention (RTI) methods.
Summary of research findings
The Specific Learning Disabilities Evaluation Principles and Standards is a comprehensive guide aligned with well-established research and practices in SLD evaluation.
This research underscores the critical importance of incorporating qualitative and quantitative research methodologies while accounting for individuals' cultural and linguistic contexts. The outcomes of this research have the potential to significantly enhance the understanding and refinement of SLD evaluations, ultimately leading to more equitable and efficient interventions and support mechanisms for those grappling with specific learning disabilities.
The outlined principles and standards offer evaluators a structured framework for conducting thorough and valid assessments of individuals with suspected SLD. An integral aspect of this approach involves employing diverse assessment methods from various data sources.
Notably, the research advocates utilizing multiple assessment approaches, encompassing standardized tests, observations, interviews, and questionnaires. As a result of this multifaceted methodology, an individual's strengths, weaknesses, and distinct learning requirements can be comprehensively identified.
Further elevating the significance of this work is its emphasis on the need to incorporate an individual's cultural and linguistic background during SLD evaluations. This inclusion fosters culturally responsive assessment practices that consider the influence of one's cultural heritage and linguistic proficiency on one's learning and academic accomplishments.
The implications of these research findings extend to practitioners, policymakers, and researchers entrenched in the domain of SLD evaluation. This study provides important guidance to improve evaluations for people with learning disabilities, ensuring a fair and effective assessment process.
Assessing specific learning disabilities? Learn more about the Feifer family of products.
References
McHale-Small, M., Tridas, E., S., Cárdenas-Hagan, E., Allsopp, D.H., van Ingen Lauer, S., Scott, K.,& Elbeheri, G. (2023). Specific Learning Disabilities Principles and Standards. Learning Disabilities Association of America. ldaamerica.org
National Assessment of Educational Progress (NAEP). 2023 National Report Card. https://www.nationsreportcard.gov/
For more than 20 years, PAR has taken part in a week-long campaign to raise funds for United Way Suncoast.
Last week was our 2023 fundraising drive; PAR staff spent the week learning more about the impact United Way has on the Tampa Bay community while taking part in team challenges and interdepartmental games. We are thrilled that we had 100% staff participation and exceeded our fundraising goal—raising $120,969 in staff contributions to benefit those in need.
In the Tampa area, United Way aims to break the cycle of generational poverty through initiatives targeted at education, literacy, financial education, disaster services, neighborhood programs, and strategic community partnerships.
We were fortunate to have leaders of our local United Way as well as representatives from partner agencies visit our offices this week to share the impact our donations have had on our community.
Want to learn more about how you can help United Way where you live? Visit unitedway.org.
One of PAR’s core values is to give back to our community. Learn more about some of the ways we do that throughout the year.
Suicide is a major mental health concern that devastates lives and causes unimaginable pain. Its impact devastates individuals, families, and communities. Suicide rates have been rising globally, yet it is a complex and multifaceted issue. Suicide Prevention Awareness Month, honored each September, holds significant importance in bringing attention to this public health concern.
The current state of suicide
According to the World Health Organization, more than 700,000 people die by suicide every year, making it the second leading cause of death among young people ages 15 to 29 years old. According to the most recent numbers from the Centers for Disease Control and Prevention, there has been a 37% increase in suicide rates over the past two decades in the United States. And certain populations are at a higher risk—according to the National Alliance on Mental Illness, the annual prevalence of serious thoughts of suicide are evident in 45% of LGBTQ youth. Individuals in the LGBTQ community, as well as veterans and members of Indigenous communities face unique challenges that contribute to their increased vulnerability to suicide.
Some key facts on suicide from the National Alliance of Mental Illness (NAMI) include:
The importance of suicide prevention awareness
Suicide Prevention Awareness Month plays a vital role in challenging the stigma surrounding suicide and mental health. By fostering open conversations and promoting awareness, mental health professionals can create a supportive environment where individuals feel comfortable seeking help. Awareness initiatives also aim to educate the public to more easily recognize warning signs and encourage intervention.
Promoting awareness and involvement
In the realm of mental and public health, suicide stands as a formidable adversary that demands our immediate attention. Suicide is a topic that many people do not feel comfortable addressing, even if they sense someone may be struggling. Here are five ways you can promote awareness and engage in honest and public conversations about suicide:
Conclusion
Suicide Prevention Awareness Month serves as a crucial reminder of the importance of addressing suicide as a public health issue. It is essential to raise awareness, promote understanding, and facilitate early intervention. By collaborating with communities, schools, and other organizations, we can collectively work toward reducing the stigma surrounding mental health and providing support to those in need.
More resources
American Foundation for Suicide Prevention
The Jason Foundation
The 988 Suicide & Crisis Hotline
National Alliance on Mental Illness (NAMI)
One of PAR’s core values is to give back to the community. Throughout the year, our staff members volunteer their time to benefit many charitable organizations in the Tampa Bay area. Here’s a look at some of the activities and events PAR staff have participated in recently.
PAR staff partnered with Feeding Tampa Bay to support their Mega-Pantry program in both April and July. The Mega-Pantry distributes fresh fruits and vegetables, bread, dry goods, and more in a drive-through-style event to those in our community who are experiencing food insecurity. This program is held several times per week in various locations around Tampa. PAR staff members spend an afternoon sorting food, directing traffic, and loading hundreds of cars with enough food to feed each family for a week.
PAR staff continued our yearly tradition of participating in United Way’s Week of Caring. PAR volunteers donated their entire day to helping a local family’s housing dreams come true as they helped Habitat for Humanity to build a home in one of its new neighborhoods in the Tampa area.
Throughout the spring, volunteers from PAR gathered donations to benefit mandatory reporter training through Mary Lee’s House. Mary Lee’s House is Hillsborough County’s first and only Child Advocacy and Protection Center. Mandatory reporter training is an important way that Mary Lee's House helps advocate to prevent child abuse. The donations provided during the training are meant to be small tokens of appreciation for the critical role mandatory reporters play in keeping our community's children safe.
PAR staff participated in the Camp Circle of Love send-off event for Lifepath Hospice in mid-April. Each of the children and teens being sent to camp have lost a loved one. The 70 campers returned on Sunday after a weekend filled with laughter, games, and new friendships.
In June, PAR employees and their families raised money for the American Heart Association (AHA) during our annual Bowling for Hearts event. The AHA focuses on helping people lead healthier lives and addressing the risks of cardiovascular diseases and stroke. The AHA is the nation’s leader in providing lifesaving CPR education and funds research in a variety of areas focused on cardiovascular health. PAR was proud to raise funds again this year for the AHA.
We are so grateful to be able to give back to our community with our time, energy, and resources. To learn more about what we are doing to make a difference in the Tampa Bay area, visit our Community PARtners page.
When staff members at PAR are developing a new test, several rounds of data are collected in order to be sure that the test is measuring what it has intended to measure and that it represents the appropriate populations accurately. Data collection occurs all across the U.S. to help us gather that information. Multiple stages of data collection are crucial to test development. Learn more about the different stages of data collection and what is entailed in each step.
Pilot
The pilot stage of data collection is when preliminary data is gathered on a proposed measure with a small sample. The goal of pilot data collection is often to make decisions about item selection, and to determine any aspects of the test that may need alteration prior to standardization. Data collectors provide valuable feedback to PAR staff during this stage regarding the administration of the test and ways it can be improved.
Standardization
Standardization involves gathering data using the proposed measure with a larger, representative sample to create norms used by clinicians to score and interpret results upon the test’s publication. PAR uses Census-based norming to ensure our samples are proportionally representative of the demographics of the United States. Each examinee is evaluated for age/grade, sex, race/ethnic group, and participant’s or parent’s educational attainment in addition to their responses to the assessment. PAR’s data collection staff monitor the data closely to ensure each geographic region of the United States is represented. The standardization stage of a project provides additional data collection opportunities to gather reliability data through interrater and test–retest cases, as well as validity data using concurrent measures.
Clinical groups
Specific clinical groups may be recruited to serve as clinical comparison samples in data collection.. These clinical cases may require additional documentation from the data collector. The clinical populations recruited vary depending on the construct the test intends to measure.
Get involved!
Interested in becoming a data collector for an upcoming project? Have access to a specific clinical group that needs more research? Learn more about how you can PARtner with PAR.
Want to learn more about data collection and standardization? PAR staff members recently addressed this topic on The Testing Psychologist podcast. Tune in here.
Ever wonder how PAR gets the information needed to standardize our tests? We rely on data collectors all across the U.S. to help us gather that information. Data collectors are crucial to test development because they help us find the clinical, standardization, and reliability samples needed to create our assessment products. If you have an interest in contributing to the field in a meaningful way, you might be just the person to help us create our next instrument!
Who can be a data collector?
Most of our data collectors are clinical psychologists, school psychologists, psychometrists, speech and language pathologists, and other clinicians. PAR follows the American Psychological Association’s (APA) Guidelines for Psychological Assessment and Evaluation, a system of qualification levels that guides decision-making about who can purchase, administer, and interpret tests (APA, 2020). Anyone administering assessments must be well trained in standardized administration protocols, ethics, and demonstrate competency in practice. For data collection, requirements differ by test. Most projects require a PAR qualification level of B or C.
What is involved in data collection?
Data collectors are responsible for finding participants and are compensated on a per-case basis that varies by project. PAR does not pay participants directly, although we can provide gift cards for your participants at your request, deducted from the total amount per case. For most projects, there is no minimum number of reservations required. However, we do set a maximum number of cases that can be accepted from any one examiner/site so that we can ensure geographic diversity in our samples.
Data collectors submit required demographic information for the participants they intend to test. It is necessary for data collectors to provide accurate demographic information. PAR uses Census-based norming, and we must ensure all demographic groups are appropriately represented. The data collection team at PAR will make a reservation for each participant based on demographics provided. Once a reservation has been made, materials will be provided to data collectors to begin testing.
Each project is slightly different, ranging from completing rating scales online to administering performance-based tests in person. The general process involves obtaining informed consent from the participant, administering the test, and submitting the data and materials to PAR.
Do data collectors receive compensation?
Yes, they do! We are incredibly grateful for our data collectors and try to demonstrate this via prompt payment. PAR offers data collectors an option for either cash payments or credit toward PAR products and have provisions for compensating examinees.
How do I get involved?
It’s easy! Simply visit our Partner with PAR page and follow the directions listed under, “How do I become a data collector for PAR?”