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1.
Check In–Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem behaviour and appropriate behaviour of three general education primary school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts. 相似文献
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Michael R. Mayton Anthony L. Menendez John J. Wheeler Stacy L. Carter Morgan Chitiyo 《Journal of Research in Special Educational Needs》2013,13(3):208-217
The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence‐based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single‐subject studies across 13 peer‐reviewed journals, a 12‐year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single‐subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on‐ or above‐standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below‐standard acceptability in indicators related to both internal and external validity of studies. 相似文献
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Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
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《Early education and development》2013,24(3):253-264
Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor. 相似文献
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Kenneth W. Merrell 《Early education and development》1995,6(3):253-264
Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3-6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor. 相似文献
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The current study examined the assessment strategies school psychologists used in their everyday assessment routine in the evaluation of students referred for social/behavioral/emotional problems. A stratified, random, national sample of 1,000 members of the National Association of School Psychologists were sent surveys; 667 completed surveys were returned, and 648 were included in the current study (64.8%). Findings indicated that, although measures of intelligence, achievement, and perceptual‐motor skills continue to remain a part of the assessment process, structured interviews, direct observation, and behavior rating scales and checklists also are frequently used methods of assessment. In addition, the majority of experienced practitioners indicated that their use of behavioral assessment had increased and that it was valuable in linking assessment to intervention. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 551–561, 2004. 相似文献
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C.A. Dearnley J.D. Taylor J.C. Laxton S. Rinomhota I. Nkosana-Nyawata 《Assessment & Evaluation in Higher Education》2013,38(4):436-450
The aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process. 相似文献
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Jennifer R. Ottley Christan Grygas Coogle Naomi L. Rahn 《Journal of Early Childhood Teacher Education》2013,34(4):342-361
Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators’ perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development. 相似文献
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Emmanuel Etta Ekuri Julius Michael Egbai Caroline Iserome Ita 《Educational Assessment, Evaluation and Accountability》2011,23(4):307-319
This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in
relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification).
Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools
in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies
Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate
of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire
and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated
that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers.
Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs;
and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching
experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers
perceive priority needs in assessment practices. 相似文献
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ABSTRACT A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining. 相似文献
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BackgroundExposure to adverse childhood experiences (ACEs; e.g., maltreatment, household dysfunction) is associated with a multiplicity of negative outcomes throughout the life course. Consequently, increasing interest is being paid to the application of routine enquiry for ACEs to enable identification and direct interventions to mitigate their harms.ObjectiveTo explore the evidence base for retrospective routine enquiry in adults for ACEs, including feasibility and acceptability amongst practitioners, service user acceptability and outcomes from implementation.MethodsA scoping review of the literature was conducted, drawing upon three databases (CINAHL, MEDLINE, PsycINFO) and manual searching and citation tracking. Searches included studies published from 1997 until end of April 2018 examining enquiry into ACEs, or the feasibility/acceptability of such enquiry across any setting. All included studies presented empirical findings, with studies focusing on screening for current adversities excluded.ResultsSearches retrieved 380 articles, of which 15 met the eligibility criteria. A narrative approach to synthesize the data was utilized. Four studies examined practitioner feasibility and/or acceptability of enquiry, three reported service user acceptability and six studies implemented routine ACE enquiry (not mutually exclusive categories). Further, eight studies explored current practice and practitioner attitudes towards ACE enquiry.ConclusionsLimited literature was found providing evidence for outcomes from enquiry. No studies examined impacts on service user health or service utilization. Few studies explored feasibility or acceptability to inform the application of routine ACE enquiry. The implementation of routine ACE enquiry therefore needs careful consideration. Focus should remain on evaluating developing models of ACE enquiry to advance understanding of its impact. 相似文献
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Kimberly A. McBain Rami Habib George Laggis Andrea Quaiattini Nicole M. Ventura Geoffroy P. J. C. Noel 《Anatomical sciences education》2022,15(4):765-796
The purpose of this review was to identify the different augmented reality (AR) modalities used to teach anatomy to students, health professional trainees, and surgeons, and to examine the assessment tools used to evaluate the performance of various AR modalities. A scoping review of four databases was performed using variations of: (1) AR, (2) medical or anatomical teaching/education/training, and (3) anatomy or radiology or cadaver. Scientific articles were identified and screened for the inclusion and exclusion criteria as per Preferred Reporting Items for Systematic Reviews and Meta-Analyses with extension for scoping reviews guidelines. Virtual reality was an exclusion criterion. From this scoping review, data were extracted from a total of 54 articles and the following four AR modalities were identified: head-mounted display, projection, instrument and screen, and mobile device. The usability, feasibility, and acceptability of these AR modalities were evaluated using a variety of quantitative and qualitative assessment tools. Within more recent years of AR integration into anatomy education, the assessment of visuospatial ability, cognitive load, time on task, and increasing academic achievement outcomes are variables of interest, which continue to warrant more exploration. Sufficiently powered studies using validated assessment tools must be conducted to better understand the role of AR in anatomical education. 相似文献
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评估是开展科学有效的言语、语言训练的前提和基础,对语言能力作出准确的诊断评估则需要一定工具。目前,语言评估可以通过标准化测验和非标准化的评估方法进行评估。本文采用文献综述的方法,对现今国外、境外、大陆地区使用范围较广、评价较高的标准化语言评估工具进行介绍,以了解这些工具的主要内容、施测过程、信效度及优缺点,供评估者选择使用。 相似文献
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OBJECTIVE: To develop a scale to measure emotional abuse among school children aged 13-15 years in Sri Lanka that can be used in field settings. METHOD: Emotional abuse was defined based on available literature. Review of literature and discussions with a panel identified 85 items indicating abusive behaviors. Content validity and social acceptability were achieved by getting the views of this same panel and parents, respectively. Item analysis and assessment of validity were carried out based on the responses to the draft instrument by 105 children aged 13-15 years attending a school in an urban slum area. The test-retest reliability of the scale was assessed using the responses from 144 students from a different school. Criterion validity was established by comparing the independent assessments of a psychiatrist for the presence or absence of emotional abuse with the respective scores of the children on the scale. RESULTS: The scale developed to assess emotional abuse included 46 items having a Cronbach alpha of .89. The test-retest reliability was .73. A cutoff score of 95 was identified at a sensitivity of 76.9% and a specificity of 51.4%. CONCLUSIONS: A scale that had a satisfactory level of reliability and validity was socially acceptable, which could be used in school settings in Sri Lanka was developed to enable identification of emotional abuse among school children aged 13-15. 相似文献
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The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students’ knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (<10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE. 相似文献
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Melissa A. Collier-Meek Lisa M. H. Sanetti 《Journal of educational and psychological consultation》2014,24(1):55-73
Reviews of treatment outcome literature indicate treatment integrity is not regularly assessed. In consultation, two levels of treatment integrity (i.e., consultant procedural integrity [CPI] and intervention treatment integrity [ITI]) provide relevant implementation data. Specifically, assessment of CPI and ITI are necessary to conclude (a) consultation is functionally related to consultee implementation behavior and (b) intervention implementation is functionally related to student outcomes. In this article, study characteristics and the presence of treatment integrity at both levels are examined in 21 studies utilizing Conjoint Behavioral Consultation, a model of consultation that includes multiple consultees. Results indicate that in approximately half of studies, CPI, ITI, or both are assessed and, when reported, treatment integrity is moderately high across both levels. However, there are distinct differences in the assessment and reporting of these levels of treatment integrity. Limitations and implications for consultation research and treatment integrity reporting are discussed. 相似文献
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Kenneth W. Merrell 《Exceptionality》2013,21(1-2):3-18
This article provides an overview of some of the recent developments in assessing social skills of children and youth, as well as a discussion of "best practices" in conducting assessment and linking assessment to effective intervention. Naturalistic behavioral observation and behavior rating scales are proposed as the 2 assessment methods that should be considered primary or "first-line" choices for social skills assessment. A review of some specific tools that have been developed within these 2 assessment methods is provided. Interviewing and sociometric techniques, although not necessarily primary methods of assessment for children's social skills, sometimes may be an important part of an assessment design, or "second-line" choices. Projective-expressive techniques or objective self-report instruments for assessing children's social skills sometimes may help illuminate the overall assessment results but should never be used as primary assessment methods for social skills; thus, these methods are considered "third-line" methods for this purpose. Six best-practices recommendations, all of which are supported by previous empirical research, are offered for improving social skills assessment efforts. Finally, conclusions are drawn regarding the current state of the art in social skills assessment, as well as implications for future directions in this area. Clearly, the challenge facing researchers and practitioners who are concerned with this area will be to make assessment "functional" and link it to intervention more effectively. 相似文献
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This experimental project investigated the reliability and validity of rubrics in assessment of students’ written responses to a social science “writing prompt”. The participants were asked to grade one of the two samples of writing assuming it was written by a graduate student. In fact both samples were prepared by the authors. The first sample was well written in terms of sentence structure, spelling, grammar, and punctuation; however, the author did not fully answer the question. The second sample fully answered each part of the question, but included multiple errors in structure, spelling, grammar and punctuation. In the first experiment, the first sample was assessed by participants once without a rubric and once with a rubric. In the second experiment, the second sample was assessed by participants once without a rubric and once with a rubric. The results showed that raters were significantly influenced by mechanical characteristics of students’ writing rather than the content even when they used a rubric. Study results also indicated that using rubrics may not improve the reliability or validity of assessment if raters are not well trained on how to design and employ them effectively. 相似文献