Sentences with phrase «on the competence scale»

The ANCOVA models indicated that there were no statistically significant differences on the competence scales and internalizing problems between the IG and CG.

However, there was no significant difference between the groups on the competence scale.

With the exception of two items (Item 10, Looks for you (or other parent) when upset, loading on the Competence scale, and item 14, Does not react when hurt, loading on the Problem scale), all items were positively correlated to their dimension of origin, whereas correlations to the opposite dimension were low to null.

Not exact matches

If possible, hire people who have scaled a business before and rely on their expertise, but remember that a strong culture fit and competence is most important.

Compared to the «basic group,» the «augmented group» who received the stimulant drug and parent training plus risperidone showed significant improvement (on average with moderately better behavior) on the Nisonger Child Behavior Rating Form (NCBRF) Disruptive - Total Scale, the NCBRF Social Competence subscale and the Reactive Aggression part of the Antisocial Behavior Scale.

More than ever these days, teachers need to buttress students» scores on large - scale accountability tests with evidence of their own classroom competence.

(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?

For example, on a scale of 1 = Excellent and 5 = Very Poor, jurors gave defense attorneys, on average, a competence score of 1.68 when they returned a verdict that was completely in favor of the defendant, 1.95 when they returned a split verdict, and 2.23 when they returned a verdict that was all in favor of the state / plaintiff.

It is divided into subscales measuring a need for autonomy (7 items), competence (6 items) and relatedness (8 items) with each item measured on a seven - point scale from 1 (not at all) to 7 (very true).

On the other hand, there was less psychometric data available for the six «self - related» scales than for the psychopathology scales, although internal consistencies for these scales were uniformly high (with the exception of some subscales for the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children; PSPCSAYC).

Children rated themselves on a four - point scale in five domains, as well as on global self - worth (higher scores indicate greater competence).

Data on academic competence, behavioral self - regulation, and social competence was measured through several scales.

Social competence was measured by the total problems scale on the CBCL and TRF.

General Cognitive - Behavioral Therapy (CBT) facilitator competence are rated using 12 items rated on 10 - point scales that assess various general indices of a competent group therapist (e.g., leader expresses ideas clearly and at an appropriate pace, leader keeps group members on task during session).

Controlling for the unique content of the other four EBTs, the amount of AF - CBT Abuse - specific content delivered was significantly related to improvements on standardized parent rating scales (i.e., child externalizing behavior, anger, anxiety, social competence) and both parent and clinician ratings of the child's adjustment at discharge (i.e., child more safe, less scared / sad, more appropriate and respectful of privacy with peers).

Children in the treatment group showed significant improvement over waitlisted children in emotion regulation and social competence, according to both mother and father reports on the Social Competecompetence, according to both mother and father reports on the Social CompetenceCompetence Scale.

Scores on the BITSEA Problem scale were positively correlated to all CBCL and PSI - SF subscales, whereas negative correlations were found between BITSEA Competence scale and CBCL and PSI - SF subscales.

Inversely, correlations between scores on the BITSEA Competence scale and CBCL subscales were all very small, close to nil, and mostly negative.

It is scored on social competence and behaviour problem scales.14 The scales were originally constructed from analyses of parent ratings of 2300 clinically referred children and normed on 1300 non-referred children.

The competence scale was based on items of the Mindfulness - Based Interventions Teaching Assessment Criteria (MBI - TAC; Crane et al. 2013), and the Mindfulness - Based Cognitive Therapy Adherence Scale (MBCT - AS; Segal et al. 2002), but simplified to fit the clinical practice of teaching mindfulness to children with ASD and their parscale was based on items of the Mindfulness - Based Interventions Teaching Assessment Criteria (MBI - TAC; Crane et al. 2013), and the Mindfulness - Based Cognitive Therapy Adherence Scale (MBCT - AS; Segal et al. 2002), but simplified to fit the clinical practice of teaching mindfulness to children with ASD and their parScale (MBCT - AS; Segal et al. 2002), but simplified to fit the clinical practice of teaching mindfulness to children with ASD and their parents.

To fill out the SPPA, subjects have to rate the items on a 4 - point scale with higher scores reflecting greater competence.

Assessments were completed during the kindergarten year, and developmental health was measured using the Early Development Instrument (EDI), a kindergarten teacher - completed checklist for each child based on five scaled measures of development: physical well - being, social competence, emotional maturity, language and cognitive development, and communication and general knowledge (Janus and Offord 2000).

Shyness on the other hand is said to be related to poorer social competence, lower self - esteem, anxiety and peer rejection, which may be more reflective of the children who score in the abnormal range on the pro-social scale and also on the unpopularity scale.

A variety of scales aim to measure «emotional competence / intelligence», an approach that is focused on emotional abilities, e.g., the appraisal and regulation of emotions; these scales are designed to assess performance similar to IQ tests [61], [62].