Sentences with phrase «including diagnostic measures»
This can take a wide range of forms, including diagnostic measures, curriculum - based measures, class quizzes and tests, or more formal benchmarks.
http://blog.edmentum.com/ Not exact matches
The University of Michigan Composite International Diagnostic Interview (UM - CIDI), a revised version of the CIDI, 23 was used to measure the prevalence of the following 4 psychiatric disorders, as described in the Diagnostic and Statistical Manual of Mental Disorders, third edition, revised: 24 anxiety disorder (including one or more of social phobia, simple phobia, agoraphobia, panic disorder and generalized anxiety disorder); major depressive disorder; alcohol abuse or dependence; and externalizing problems that included one or more of illicit drug abuse or dependence and antisocial behaviour.
Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7
Studies were included if: (a) they were RCTs, (b) the population comprised parents / carers of children up to the age of 18 where at least 50 % had a conduct problem (defined using objective clinical criteria, the clinical cut - off point on a well validated behaviour scale or informal diagnostic criteria), (c) the intervention was a structured, repeatable (manualised) parenting programme (any theoretical basis, setting or mode of delivery) and (d) there was at least one standardised outcome measuring child behaviour.
His wish list includes researching how to use digital technologies to deliver care, as well as exploring new diagnostic and treatment techniques, such as wearable apps that measure activity and sleep.
Qualified investigators can obtain: (1) cleaned, quality control checked sequence data, (2) information on the composition of the study cohorts (e.g. case - control, family based, and epidemiology cohorts), (3) descriptions of the study cohorts included in the analysis, and (4) accompanying phenotypic information such as age at disease onset, gender, diagnostic status, and cognitive measures.
Important directions for future work include assessing interactions between diagnostic category, IQ, and functional connectivity measures.
A comprehensive assessment system includes diagnostic formative and evaluative summative mechanisms to measure student progress and instructional program efficacy.
This includes diagnostic tests, construction of classroom tests, observation techniques, and performance measures; norm - and criterion - referenced assessment; uses of standardized tests; and the current issues and controversies surrounding classroom assessment.
Preventive measures include: • Implementing fly and tick control to help reduce transmission • Changing needles and disinfecting instruments between cattle when working cows and bulls • onsulting your veterinarian early for diagnostics on unexplained death seen in adult cows or bulls
It is imperative for electrical technicians to be able to use tools of the trade including diagnostic and measuring devices, and possess the ability to evaluate how electrical equipment is working.
Used various complex diagnostic equipment (TMDE) to assess and establish fault and location of malfunctions, including multi-meters, signal generators, spectrum analyzers, for measuring, calibration and diagnostic testing of equipment.
Measures utilized include the Child Sexual Behavior Inventory III (CSBI - III), Child Behavior Checklist (CBCL), Parenting Stress Index — Short Form (PSI - SF), the CSBP Preschool Group Satisfaction, Social Validity Questionnaire (CSBP - PGSQ), the Diagnostic Interview Schedule for Children (DISC - IV), Abuse Dimensions Inventory, Peabody Picture Vocabulary Test — Third Edition (PPVT - III), and the Treatment History Form.
Infant and early childhood screening and assessment tools and measures (including NBO training, NCAST Parent - Child Interaction Scales training, DC: 0 - 3R training, and many other screening and diagnostic tools)
Study Selection Criteria for studies for the meta - analyses included published data on the association between 5 - HTTLPR genotype (SS, SL, or LL), number of stressful life events (0, 1, 2, ≥ 3) or equivalent, and a categorical measure of depression defined by the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) or the International Statistical Classification of Diseases, 10th Revision (ICD - 10) or use of a cut point to define depression from standardized rating scales.
Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7
Also, two types of validity data were summarized: concurrent / predictive validity (or criterion - related validity, which includes reported correlations between the measure and outcomes that the measure was expected to predict, including differentiation between diagnostic categories) and convergent validity (which includes correlations between the target measure and other measures that are purported to assess the same construct).
Secondary outcomes include clinician's diagnostic confidence and routine clinical outcome measures.
Rigorous inclusion criteria, included randomized controlled trials, use of treatment manuals and ensurance of treatment integrity, therapists experienced or specifically trained in STPP, treatment of patients with specific psychiatric disorders, reliable and valid diagnostic measures, and data necessary to calculate effect sizes.
Measures utilized include the Alcohol and Drug Use items from the Addiction Severity Index - Lite (ASI), the Timeline Follow Back (TLFB), C - Diagnostic Interview Schedule for Children, Substance Abuse / Dependence Module (DISC - SA), Parenting Practices Questionnaire, and the Diagnostic Interview Schedule for Children - Predictive Scales (DISC - PS).
Measures included the Center for Epidemiologic Studies Depression Scale (CES - D), Beck Depression Inventory — II (BDI - II), Diagnostic Interview Schedule for DSM - IV (DIS - IV), Revised Hamilton Rating Scale for Depression (HRSD - R), Perceived Stress Scale (PSS), Social Support Behaviors Scale (SSB), Social Adjustment Scale — Self - Report (SAS - SR), and the Childhood Trauma Questionnaire (CTQ).
Measures utilized include the Children's Global Assessment Scale (CGAS), the Expressed Emotion Adjective Checklist, the Coddington Life Events Scale for Children, the Children's Interview for Psychiatric Syndromes — Child Form (ChIPS) and Parent Form (P - ChIPS), the Psychiatric Diagnostic Interview — Revised, the Structured Clinical Interview for DSM — IV Axis II Personality Disorders — Patient Questionnaire (SCID - IIPQ), and the Hamilton Rating Scale for Depression.
Measures utilized include the Short Acculturation Scale for Hispanics (SASH), the Early Childhood Behavior Screen (ECBS), the Parent Behavior Checklist (PBC), Diagnostic and Statistical Manual of Mental Disorders (DSM), Parent - Child Relationship Scale (PCRS), Family Satisfaction Survey (FSS), and the Parent - Child Play Assessment (PCPA).
Main outcome measures included the Adolescent Diagnostic Interview (ADI - Light), the Diagnostic Interview Schedule for Children Version IV (NIMH DISC - IV), as well as measures of cannabis use, delinquent behavior, treatment response and recovery at one - year follow - up, and treatment intensity and retention.
Summary: (To include comparison groups, outcomes, measures, notable limitations) This study examines the effect of Interpersonal Psychotherapy (IPT) on postpartum women meeting Diagnostic and Statistical Manual of Mental Disorders (DSM - IV) criteria for major depression.
Measures utilized include the Expectancy Rating Form (ERF), the Trauma Symptom Checklist for Young Children (TSCYC), the Child Behavior Checklist (CBCL), the Diagnostic Infant and Preschool Assessment (DIPA), the Clinical Global Impression - Improvement Client Satisfaction Questionnaire (CSQ), the Therapist / Patient Time Tracking System (TTTS), and the Clinical Global Impression — Severity (CGI - Severity).
Measures utilized include the Diagnostic Interview Schedule for Children, Second Edition (DISC - 2) and the National Youth Survey (NYS), Self - Report Delinquency Scale (SRD).
Measures utilized include the Diagnostic Infant and Preschool Assessment (DIPA), the Trauma Symptom Checklist for Young Children, the Clinical Global Impression — Severity (CGI), the Clinical Global Impression — Improvement (CGI — Improvement), the Structured Clinical Interview for DSM - IV - TR Axis I Disorders, Research Version, Patient Edition With Psychotic Screen (SCID - RV), the Expectancy Rating Form, and the Client Satisfaction Questionnaire.
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).
To be included, the child had to measure in the clinical range on Eyberg Child Behavior Inventory (ECBI), meet criteria for oppositional defiant disorder (ODD) according to the Diagnostic and Statistical Manual of Mental Disorders (DSM - IV) and have displayed disruptive behaviors for 6 months.
Measures utilized include the Dissociative Disorder Interview Schedule and Dissociative Experiences Scale, Institute of Mental Health Diagnostic Interview Schedule, Structured Clinical Interview for DSM - III - R, the Beck Depression Inventory, and the Hamilton Depression Rating Scale.
Measures included the Diagnostic Interview Schedule for Children (DISC), Trauma Symptom Checklist for Children (TSCC), the Child Behavior Checklist (CBCL), and the Lifetime Incidence of Traumatic Events (LITE) and were administered to participants and one of their parents / caregivers at three points in time: pretreatment, posttreatment, and follow - up.
Measures utilized include therapists conducted semistructured interviews using an instrument based on the Diagnostic and Statistical Manual of Mental Disorders — IV — Text Revision (DSM - IV - TR), the Reaction to Treatment Questionnaire (RTQ), the Beck Anxiety Inventory, Global Assessment of Functioning Scale (GAF), Clinical Global Impression Scale (CGI), Quality of Life Index (QOLI), Satisfaction with Life Scale (SLS), the Kentucky Inventory of Mindfulness Skills (KIMS), the Beck Depression Inventory (BDI — II), the Acceptance and Action Questionnaire (AAQ), and the Outcome Questionnaire (OQ).
Measures utilized include the Computerized Diagnostic Interview Schedule for Children (CDISC), the Form 90 Substance Use Interview, the Beck Depression Inventory - II, the Youth Self - Report (YSR) / Child Behavior Checklist (CBCL) and a demographic questionnaire.
Summary: (To include comparison groups, outcomes, measures, notable limitations) In the present study, diagnostic status as outcome and predictors of treatment response were examined in a 5 to 6 - year follow - up.
Measures utilized include the Diagnostic Interview Schedule for Children - Parent (DISC - P) version 2, the Child Behavior Checklist for Ages 6 - 18 (CBCL), the Normative Adaptive Behavior Checklist, Home Situations Questionnaire (HSQ), Parenting Stress Index - Short Form (PSI), Parenting Sense of Competence Scale, Parenting Practices Scale, the Social Skills Rating Scale (SSRS), and the Woodcock Johnson Psychoeducational Test.
Measures utilized include the Preschool Age Psychiatric Assessment (PAPA) and the NIMH - Diagnostic Interview Schedule (DIS) modules for major depression and posttraumatic stress disorder (PTSD).
Measures included the Youth Self - Report of the Child Behavior Checklist, the computerized version of the Diagnostic Interview Schedule for Children (CDISC), the Beck Depression Inventory (BDI), and the Conflict Tactics Scale (CTS).
Summary: (To include comparison groups, outcomes, measures, notable limitations) The effectiveness and transportability of Multisystemic Therapy (MST) were examined in a study that included 118 juvenile offenders meeting the Diagnostic and Statistical Manual, Third Edition, Revised (DSM - III - R) criteria for substance abuse or dependence and their families.
Measures utilized include Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disease (DSM - IV), the Clinician - Administered PTSD Scale (CAPS), the Assault Information Interview (AII), the Treatment, Legal, and Drug Update Interview (UPDATE), the Stressful Life Events Screening Questionnaire (SLESQ), the SCID Non-Patient Version, the PTSD Symptom Scale - Self - Report (PSS - SR), the Impact of Event Scale - Revised (IES - R), the Beck Depression Inventory (BDI), the Dissociative Experiences Scale - II (DES - II), and the State - Trait Anxiety Inventory (STAI).
Measures utilized include the Diagnostic Interview Schedule for Children Version 2.3 (DISC 2.3), Schedule for Affective Disorders and Schizophrenia for School - Aged Children (K - SADS - E), Hamilton Rating Scale for Depression (HRSD), Beck Depression Inventory (BDI), and Children's Global Assessment Scale (C - GAS).
Replication and extension of these findings should include complementary measures of both health status and care, potentially including parent and physician reports, self - reports from older children and adolescents, and potentially even results of laboratory or other confirmative diagnostic tests.
Measures included weekly problem assessments to measure change throughout treatment, plus diagnostic assessments before and after treatment.