Sentences with phrase «systems behavior scale»

Their finding suggest that adding the Frontal Systems Behavior Scale to neuropsychological assessment may yield useful information about the behavioral sequelae of TBI.

The Frontal Systems Behavior Scale revealed evidence for negative effects of TBI on behavior that were not apparent on neuropsychological assessment alone.

The Frontal Systems Behavior Scale was also completed by a close family member of each participant.

Researchers administered the Frontal Systems Behavior Scale and neuropsychological tests to 33 participants (age 18 - 60 y) one - year post TBI and 19 healthy controls.

Not exact matches

You don't change a culture without changing behavior, and you only change behavior at scale through the systems and processes that guide the company's daily execution.

In the current tests of the two - story, 22 - foot - tall structure, the researchers are studying the behavior of full - scale seismic safety systems made from advanced wood materials — including rocking walls, which can rock during a temblor and then re-center back by itself, and a mass timber floor designed to withstand strong earthquakes.

A strategic focus is to continue to develop computational tools (such as KinomeXplorer, NetworKIN, and NetPhorest) and to deploy these on genome - scale quantitative data obtained by, for example, mass spectrometry, genomic, and phenotypic screens to understand the principles of how spatio and temporal assembly of mammalian signaling networks transmit and process information at a systems level in order to alter cell behavior.

«We came up with a way to derive a model of cell behavior, but the approach is complicated and slow, and it is limited in the number of variables that it can track — it can't be scaled to more complicated systems,» Wikswo says.

Research will examine phenomena at multiple scales to address the emergence of collective behaviors that arise from individual elements or parts of a system working together.

The Schrödinger Equation is the foundation of quantum mechanics: It describes the non-intuitive behavior of systems at atomic and subatomic scales.

MDRC invites providers of training in multi-tiered systems of supports for behavior (MTSS - B) to submit proposals to participate in a large - scale, random assignment evaluation.

These systems generally include categorical or sign systems, as well as behavior checklists and performance rating scales.

They also learn how to establish tier 2 behavior systems, how to use the Student Risk Screening Scale to identify students for intervention, and how to effectively select and manage interventions within their school.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Observations show chaotic behavior of the climate system on all time scales, including sudden regime transitions, as we documented in Rial, J., R.A. Pielke Sr., M. Beniston, M. Claussen, J. Canadell, P. Cox, H. Held, N. de Noblet - Ducoudre, R. Prinn, J. Reynolds, and J.D. Salas, 2004: Nonlinearities, feedbacks and critical thresholds within the Earth's climate system.

I think some further explanation of the statement, «Observations show chaotic behavior of the climate system on all time scales, including sudden regime transitions» is warranted.

The actual chaotic behavior of Earth's climate system is much closer to the behavior of a Rayleigh - Beynard cell, which can be seen in the rather highly structured Hadley, Ferrel, and Polar cells that usually govern the large - scale circulation in the troposphere.

In this paper, af - ter a brief tutorial on the basics of climate nonlinearity, we provide a number of illustrative examples and highlight key mechanisms that give rise to nonlinear behavior, address scale and methodological issues, suggest a robust alternative to prediction that is based on using integrated assessments within the framework of vulnerability studies and, lastly, recommend a number of research priorities and the establishment of education programs in Earth Systems Science.

In a system such as the climate, we can never include enough variables to describe the actual system on all relevant length scales (e.g. the butterfly effect — MICROSCOPIC perturbations grow exponentially in time to drive the system to completely different states over macroscopic time) so the best that we can often do is model it as a complex nonlinear set of ordinary differential equations with stochastic noise terms — a generalized Langevin equation or generalized Master equation, as it were — and average behaviors over what one hopes is a spanning set of butterfly - wing perturbations to assess whether or not the resulting system trajectories fill the available phase space uniformly or perhaps are restricted or constrained in some way.

So if you want to understand the average behavior of that system you need to sample at a much larger spatial scale over larger time intervals than was previously appreciated.

We could, of course, hit some bifurcation in the system where we lose all the summer Arctic sea ice or the Amazon forest, which is bad enough, and could possibly transition the climate to a different «solution» on a hysteresis diagram... this to me would represent more of a step-wise jump (akin to a larger bifurcation that you get in a snowball Earth as you gradually reduce CO2 or the solar constant); but ultimately these represent different behavior than «the interannual variability of the large scale dynamics will increase» or that for some reason the climate should be susceptible to more «flip flops» (as in the glacial Heinrich / D - O events), of which I am aware of no observational or theoretical support.

No falsifications of earth - shaking news - worthy large scale physical theories, but of at - the - time guiding theories for the behavior of certain systems within Inorganic Biochemistry.

To meet condition 1, there needed to be some theoretical basis (> 1 model study) for expecting a system to exhibit a critical threshold (ρcrit) at a subcontinental scale, and / or past evidence of threshold behavior.

neither do those uncertainties allow scientific closure — as long as models of the climate system's behavior decay into chaos on shorter time scales than human history, climate modeling will remain prey to misrepresentation by those well enough paid, or ideologically bloody minded enough to do so: the trouble with the climate wars is that neither political side, activist or obscurantist, really gives a damn about the science, and those presuming to speak for it invite damnation by both.

This system comprises many physical, chemical and biological processes that need to be dynamically integrated to better predict their behavior over scales from local to global and periods of minutes to millennia.

More per - app settings to override system DPI scaling behavior for an individual program are also available by right - clicking an.

School systems are increasingly interested in reducing negative school behaviors, however, they have had difficulty identifying programs that are effective and easy to implement on a broad scale [14].

The Oregon Model of Behavior Family Therapy: From Intervention Design to Promoting Large - Scale System Change.

The Oregon model of behavior family therapy: From intervention design to promoting large - scale system change.

Some of the global rating scales included the Child Behavior Checklist, the Behavior Assessment System for Children, and the Eyeberg Child Behavior Inventory.

Measures utilized were the Behavior Assessment System for Children — Teacher Rating Scale (BASC - TRS), the teacher Report of Reactive and Proactive Aggression, and the Antisocial Process Screening Device — Teacher Form (APSD - T).

Measures utilized include the Parenting Stress Index - Short Form (PSI - SF), the Index of Teacher Stress (ITS), the Social Skills Improvement System Rating Scales (SSIS), and the Behavior Rating Inventory of Executive Function (BRIEF).

Measures utilized were the Behavior Assessment System for Children — Teacher Rating Scale (BASC - TRS), the Teacher Report of Reactive and Proactive Aggression, and the Antisocial Process Screening Device — Teacher Form (APSD - T).

Measures utilized include the Behavior Assessment Scale for Children (BASC), the Behavior Assessment System for Children - Parent Rating Scale (BASC - PRS), the Teacher Rating Scale (BASC - TRS), the Peabody Picture Vocabulary Test - Revised (PPVT - R) and the Clinical Evaluation of Language Fundamentals Third Edition (CELF - 3).

Measures used included the Children's Depression Inventory (CDI)(child & parent report), Diagnostic Interview Schedule for Children (DISC)(child & parent report), Child Behavior Checklist (CBCL), Expectations of Therapy Outcome Scale (ETOS), Therapeutic Alliance Scale for Children (TASC)(youth & parent report), Service Assessment for Children and Adolescents (SACA), PASCET Brief Adherence Scale (PBA), and Therapy Process Observational Coding System for Child Psychotherapy — Strategies Scale (TPOCS - S).

Measures utilized include the Peabody Picture Vocabulary Test, 4th Edition, the Expressive Vocabulary Test, 2nd Edition, the Anxiety Disorders Interview Schedule for DSM — IV, child and parent versions (ADIS - C / P), the Clinical Global Impression — Severity (CGI - S), the Disruptive Behavior Disorders Rating Scale (DBDRS), the Behavior Assessment System for Children — Second Edition (BASC), the Parent Consumer Satisfaction Questionnaire, and the Clinical Global Impression — Improvement (CGI - I).

Measures utilized include the Child Behavior Checklist (CBCL), the Teacher Report Form (TRF), the Social Skills Rating System (SSRS), the Parent Daily Report (PDR), the Family Adaptability and Cohesion Evaluation Scale, the Interpersonal Support Evaluation List, and the Working Alliance Inventory 12 - item Short Form (WAI - S).

Since Triple P - Positive Parenting Program ® System (System Triple P)[Parent Training Programs that Address Behavior Problems in Children and Adolescents](System Triple P) is rated on the Scientific Rating Scale, information was requested from the program representative on available pre-implementation assessments, implementation tools, and / or fidelity measures.

Measures utilized include the Child Behavior Checklist for Ages 6 - 18 (CBCL), Teacher Report Form (TRF), the Social Skills Rating System (SSRS), the Family Adaptability and Cohesion Evaluation Scales (FACES), and the Family Support Scale (FSS).

The primary adaptation to the coding system included coding behaviors on a 1 - 9 scale, based on the Couples» Interaction Global Coding System, rather than the original 0 - 2 scale on the MDR (Julien, Markman, Lindahl, Johnson, & Van Widenfelt, system included coding behaviors on a 1 - 9 scale, based on the Couples» Interaction Global Coding System, rather than the original 0 - 2 scale on the MDR (Julien, Markman, Lindahl, Johnson, & Van Widenfelt, System, rather than the original 0 - 2 scale on the MDR (Julien, Markman, Lindahl, Johnson, & Van Widenfelt, 1987).

DPICS Dyadic Parent Interaction Coding System, PS Parenting Scale, PSI Parenting Stress Index Short - Form, ECBI Eyberg Child Behavior Inventory, O observational measure, P Parent report measure

Externalizing and internalizing problems were measured via parent report on the Externalizing and Internalizing subscales of the Behavior Assessment System for Children, Second Edition — Parent Rating Scales (BASC - 2; Reynolds and Kamphaus 2004), used previously to study emotional and behavioral problems in youth with ASD (Volker et al. 2010), and found to have high internal consistency (α = 0.81 — 0.94), test re-test reliability (r =.88 — .91), and moderate to high concurrent validity (r =.53 to.83; Reynolds and Kamphaus 2004).

The coding system contained 27 items on a 9 - point scale ranging from 1 (not at all) to 9 (very much), indicating the extent to which the behavior was present during the discussion task.