Figures & data
Table 1. Overview of Common TBI Misconception Measures, Their Development Process and Psychometric Properties in Chronological Order.
Table 2. Summary of the item development process showing use of the literature and expert feedback to form and refine new CM-TBI-II items.
Figure 1. The selection of community participants across two data collection periods. Notes: T1 = time 1; T2 = time 2. All duplicate attempts were removed from the dataset. § Duplicate attempts screened first, with removal f all attempts by a duplicate responder.** Evaluated via Instructional Manipulation Checks (IMC)s. At T1, participants excluded for fail ure on two or more out of three IMCs. At T2, participants were excluded if the on e IMC was failed. † Unlinked codes included 12 novel T2 codes, and 6 codes that could not be linked after T1 screening.
![Figure 1. The selection of community participants across two data collection periods. Notes: T1 = time 1; T2 = time 2. All duplicate attempts were removed from the dataset. § Duplicate attempts screened first, with removal f all attempts by a duplicate responder.** Evaluated via Instructional Manipulation Checks (IMC)s. At T1, participants excluded for fail ure on two or more out of three IMCs. At T2, participants were excluded if the on e IMC was failed. † Unlinked codes included 12 novel T2 codes, and 6 codes that could not be linked after T1 screening.](/cms/asset/9d8799c9-b21c-4fb5-800e-3661683c6e56/ibij_a_2237891_f0001_b.gif)
Table 3. Characteristics of the main study sample.
Table 4. Intercorrelations (Pearson’s R) for CM-TBI-II Block 1 (new) items, 10-item social subscale (lower diagonal), and between the CM-TBI-II social subscale and CAMI-TBI subscales (upper diagonal).
Table 5. Descriptive Statistics, Reliability (Internal Consistency), and Group Differences (School versus Post-School) for CM-TBI-II and CAMI-TBI Summary Scores.