Sentences with phrase «observational assessments of»

Connolly and Doyle (1981) documented that, during the early childhood years, teacher ratings of child peer acceptance have concurrent and predictive validity, correlating with observational assessments of peer relations and peer - nominations.

Separate HLM models were also run for each parenting behavior of interest (i.e., acceptance, behavioral control, and psychological control) and for questionnaire versus observational assessments of parenting.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Note: The study used microlevel observational assessments of mother - child interactions in a three - year follow - up of the DuMont et al. (2008) study.

A multimethod, multi-informant, short - term longitudinal study was conducted to investigate the utility of including school - based observational assessments of both form (i.e., physical and relational) and function (i.e., proactive and reactive) of aggressive behavior at school with a young sample during early childhood (132 children; M = 44.37 months; SD = 9.88).

Researchers concluded that because districts «do not have processes in place to address the possible biases in observational scores,» statistical adjustments might be made to offset said bias, as might external observers / raters be brought in to yield more «objective» observational assessments of teachers.

KIPS: An Evidence - Based Tool for Assessing Parenting Strengths and Needs in Diverse Families (PDF - 344 KB) Comfort, Gordon, & Naples (2011) Infants & Young Children: An Interdisciplinary Journal of Early Childhood Intervention, 24 (1) Describes studies on and results of the Keys to Interactive Parenting Scale (KIPS), an observational assessment of parenting quality, with 397 families.

The Keys to Interactive Parenting Scale (KIPS): A practical observational assessment of parenting behavior.

For years, early childhood teachers have used observational assessment of students» activities, including play, to generate unique insights into children's development over time, evaluate progress, and plan individualized, intentional learning experiences.

Observational assessment of family functioning at mealtime in preschool children with cystic fibrosis

Not exact matches

Observed Climate Changes The many new or improved observational data sets that became available in time for the 2007 IPCC report allowed a more comprehensive assessment of changes than was possible in earlier reports.

But the year's worth of data that has arrived from Titan has allowed him to check his studies against new observational data and to improve his assessment of the impact of data uncertainties.

This is an observational study, so no firm conclusions can be drawn about cause and effect, added to which confining the assessments to a period of four years might have underestimated the true impact of persistent distress, caution the researchers.

Limitations of the study include its observational nature and the self - reported diet assessments.

The Parkinson's Progression Markers Initiative (PPMI) is a landmark observational clinical study to comprehensively evaluate cohorts of significant interest using advanced imaging, biologic sampling and clinical and behavioral assessments to identify biomarkers of Parkinson's disease progression.

The types of data discussed include classroom and large - scale assessments, early literacy testing, RTI data, observational data, and program evaluations.

For example, many states have adopted the research - backed Teaching Strategies GOLD assessment, which prompts teachers to collect observational data ranging from children's physical and social - emotional development to their literacy and math skills.Do - Hong Kim, Richard G. Lambert, and Diane C. Burts, «Evidence of the Validity of Teaching Strategies GOLD ® Assessment Tool for English Language Learners and Children with Disabilities,» Early Education and Development 24 (2013): 574 — 595, doi: 10.1080 / 10409289.2012.701500; Teaching Strategies, Teaching Strategies GOLD Assessment System: A Technical Summary, 2013.

Constructed - Response and TE Items), Multiple Assessment Types (Benchmark, Formative, Interim / End - of - Course Exams, Pretests / Posttests, Multi-Stage Computerized Adaptive Tests [MCAT], Screening and Progress Monitoring Assessments, Observational Assessments), Test Planning, Test Construction, Bulk / Class Calendar Scheduling, Online Testing Interface, Printing Capability, Test Scoring

The mCLASS mobile classroom assessment platform (from Wireless Generation) provides a variety of tools to facilitate observational assessment, with a focus on early reading.

Our assessment also includes an observational checklist covering characteristics of effective learning such as confidence, curiosity and the ability to work with others, so important for success in the new school environment.

The teacher also conducts an observational assessment with David using intuitive icons to record observations of the student's problem - solving methods.

If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as tools for «egg - crate» schools here; see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here and Part II on «a modest solution» provided to us by Linda Darling - Hammond here.

Absent an appropriate tool for observational assessment, there is no way of gauging whether programs are actually offering quality experiences nor are there ways to improve program quality that focus on the actual experiences of children and teachers» behavior in classrooms.

If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as tools for «egg - crate» schools here; and see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here.

The reception to my comments was especially cold... not one supporter, though a couple of scientists did say I had a «lot of guts» to stand up and say what I said before 140 L.A.s. I was (and still am) calling for the AR5 to be a more open scientific assessment in which those of us who are well - credentialed and have evidence for low climate sensitivity (observational and theoretical) be given room to explain this.

There are limited observational data to start with, insufficient testing of climate model simulations of extremes, and (so far) limited assessment of model projections.

The disagreement arises from different assessments of the value and importance of particular classes of evidence as well as disagreement about the appropriate logical framework for linking and assessing the evidence — my reasoning is weighted heavily in favor of observational evidence and understanding of natural internal variability of the climate system, whereas the IPCC's reasoning is weighted heavily in favor of climate model simulations and external forcing of climate change.

The manuscript uses a simple energy budget equation (as employed e.g. by Gregory et al 2004, 2008, Otto et al 2013) to test the consistency between three recent «assessments» of radiative forcing and climate sensitivity (not really equilibrium climate sensitivity in the case of observational studies).

The skeptics tend to pick out one aspect where there is perhaps not full agreement and fail to recognize that observations as well as models have shortcomings (witness the recent MSU [Microwave Sounding Unit] report's findings of shortcomings in the observational techniques, etc.)-- and that our best understanding must be based on a coherent integration of the many, many studies into a comprehensive synthesis — and this is what the IPCC assessments (and others) do.

I agree an observation / model mix is required (e.g. such as with the reanalyses), but the absence of observational validation is what is a fundamental flaw in the use of Type 4 downscaling for multi-decadal impact assessments, as I have explained in detail in my posts.

By these measures, the CESM - LE produces a credible NAO, given the length of the observational record available for assessment.

The assessment of the best estimate and likely ranges in the grey bars includes the AOGCMs in the left part of the figure, as well as results from a hierarchy of independent models and observational constraints.

Reliable assessments of these contributing factors depend critically on reliable estimations of natural climate variability, either from the observational record or from coupled climate model simulations without anthropogenic forcings.

It should be emphasized that solving (the solvable) problems of climate prediction (or, just as important, making a realistic assessment of the ultimate limits to climate prediction set by the inherent uncertainties within the system) requires the deployment and long - term maintenance of massively expensive observational satellite and oceanographic programs.

Assessments of our relative confidence in climate projections from different models should ideally be based on a comprehensive set of observational tests that would allow us to quantify model errors in simulating a wide variety of climate statistics, including simulations of the mean climate and variability and of particular climate processes.

[14] If Brient & Schneider's assessment of consistency with the observational constraint had been substituted for Zhai et al.'s for the four models for which they differ radically, the resulting constrained ECS range would have a virtually identical median to that of their CMIP5 model - ensemble.

The Zhai methods have more shortcomings than those used by Brient & Schneider for their very similar emergent constraint, and the radical difference for four CMIP5 models in the two studies» assessment of consistency with the observational constraint from seasonal variations is a major concern.

The State of the UK Climate report is an annual publication which provides an accessible, authoritative and up - to - date assessment of UK climate trends, variations and extremes based on the latest available climate quality observational datasets.

[15] A crude revised central estimate is 3.4 °C, being the median ECS of the 7 models (CGCM3.1, HadCM3, CanESM2, IPSL - CM5A, MRI - CGCM3, NCAR - CAM5, NorESM1 - M) whose seasonal variability lies within the uncertainty range for the observational estimate, after substituting the Brient & Schneider consistency assessment for the 4 models where if differs radically.

Given the time and cost of performing in - depth interviews and observational diagnostic assessments of ASD, such as the Autism Diagnostic Interview - Revised (ADI - R) and Autism Diagnostic Observation Schedule (ADOS)(Lord et al. 1989, 1994), many studies have relied on questionnaires to measure autistic traits.

More research is needed to improve integration of data from observational systems, clinical interviews, child - report assessments and measures of child and family impairment.

On the basis of his clinical history, as well as from observational data and questionnaires (his standard score at KADI [27] was 114, indicating a high probability of Asperger Syndrome), and the results of the cognitive and social cognition (see below) assessment, SC received a diagnosis of Asperger Syndrome, according to the DSM IV - TR criteria [3](N.B..

Limitations of the study include the lack of follow - up assessments, that termination assessments were conducted only with cases that completed treatment, and that a substantial proportion of treatment completers did not have complete observational data (participants» entire families had to be present at both intake and termination assessments for the participant to have complete observational data).

Most assessment methods fall into one of three categories: observational methods, personality inventories, or projective techniques.

First, the observational assessment consisted of trained coder ratings on the SCID Positive Affect

This webinar will describe a comprehensive assessment and instruction solution that integrates The InvestiGator Club, a preschool curriculum that focuses on ten critical domains of learning, and The Work Sampling System, an authentic observational assessment that helps teachers individualize instruction.

For example, many states have adopted the research - backed Teaching Strategies GOLD assessment, which prompts teachers to collect observational data ranging from children's physical and social - emotional development to their literacy and math skills.Do - Hong Kim, Richard G. Lambert, and Diane C. Burts, «Evidence of the Validity of Teaching Strategies GOLD ® Assessment Tool for English Language Learners and Children with Disabilities,» Early Education and Development 24 (2013): 574 — 595, doi: 10.1080 / 10409289.2012.701500; Teaching Strategies, Teaching Strategies GOLD Assessment System: A Technical Summary, 2013.

Data collection methods include a mixture of direct child assessments, observational in - person interviewers, videotaped parent - child interactions and parent surveys.

The workshop includes training on observational skills for effective home visits and assessment of families in the home environment.

More specifically, in the present study we collected (1) global self - report measures of cognitive empathy (i.e., dispositional perspective taking) and affective empathy (i.e., dispositional empathic concern and personal distress); (2) spouses» interaction - based assessment of cognitive empathy (i.e., situational perspective taking) and affective empathy (i.e., situational empathic concern and personal distress); and (3) observational measures of support - seeking and support provision behavior.

A similar observational procedure to ours is found to provide reliable assessments of social behaviors in group contexts among children in this age group [28].