Sentences with phrase «standardized outcome measures»

At minimum the report should include the assessment (from patient or independent rater perspective, not therapist) of at least two standardized outcome measures, global functioning and target symptom (i.e. depression, anxiety, etc), as well as one process measure (i.e. therapeutic alliance, session depth, emotional experiencing, etc) evaluated on at least three separate occasions.

Few of these studies, however, used the contemporary diagnostic criteria for depression or standardized outcome measures.

Through regional networks in the U.S. like the Pediatric Neuromuscular Clinical Research (PNCR) Network and Project Cure, and international organizations such as the International Coordinating Committee (ICC) and TREAT - NMD, the SMA community has collaborated effectively on recruiting patients, establishing standards of care, standardizing outcome measures, and supporting multi-site clinical efforts, such as the Biomarkers for SMA (BforSMA) and the PNCR Network Natural History studies.

Not exact matches

Six models showed favourable effects on primary outcome measures (e.g., standardized measures of child development outcomes and reduction in behaviour problems).13 Only studies with outcomes using direct observation, direct assessment, or administrative records were included.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

These effects are 1) pervasive, being reflected in a range of measures including standardized tests, teacher ratings, and academic outcomes in high school; and 2) relatively long - lived, extending throughout childhood into young adulthood.»

Using validated, standardized tests for measuring the outcomes of patients with facial paralysis, experts who were naïve to the treatment patients received studied video documentation of a standardized sequence of facial expressions for each patient.

They measured educational outcomes using standardized tests and looked at demographic data, including attendance and suspension; race and ethnicity; free and reduced price lunch status; and participation in gifted education, special education, or programs for English learners.

MAIN OUTCOME MEASURES: Neuropathological and biochemical examination of the brain using standardized evaluation for tau, beta - amyloid, and synuclein deposits.

Administration of standardized questionnaires to measure the 3 domains of the 1994 CFS case definition [23]: the Multidimensional Fatigue Inventory (MFI) to measure 5 dimensions of fatigue [28] the Medical Outcomes Survey Short Form 36 (SF - 36) to evaluate 8 dimensions of functional impairment [29]; and the CDC Symptom Inventory to evaluate occurrence / frequency / severity of the 8 CFS - accompanying symptoms [30]; 2.

Quiz Ref IDLiterature has shown that female physicians may be more likely to adhere to clinical guidelines,1 - 3 provide preventive care more often,4 - 11 use more patient - centered communication,12 - 15 perform as well or better on standardized examinations, 16 and provide more psychosocial counseling to their patients than do their male peers.14 Although studies suggest differences in practice patterns and process measures of quality between male and female physicians, these studies have not examined patient outcomes, what we arguably care about the most.

Main outcomes and measures: Annual incidences, standardized incidence ratios, and cumulative risks of breast, ovarian, and contralateral breast cancer.

The standardized summary scores for physical and mental components were calculated and used separately as outcome measures.

Our primary outcome variable is student achievement as measured by performance on standardized tests.

Instructors» effects are even larger when standardized test scores are the measure of student outcomes.

Research tells us that social and emotional skills trump the more traditional cognitive measures — like IQ, standardized test scores, and GPAs — in predicting major life outcomes when the individuals are in their early adult years.

Dr. Kurt Beron, a UT Dallas professor of economics and public policy, and Dan O'Brien, UT Dallas economics lecturer, worked with comptroller staff to develop new academic outcome measures based on scores from standardized tests.

Tests are but one measure of student learning, and evidence demonstrates an inconsistent relationship between standardized tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized test.

The current American educational landscape, with its increasing pressure to measure students» learning outcomes through standardized assessments, does not always leave room (or time!)

If you were to design a comparative study of differences in student achievement between school environments that use annual standardized tests and those that do not, what measures of achievement or other outcomes would you examine to reveal differences, and why?

The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts - integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.

While ESSA required states to add in a couple of additional outcome measures of students and schools, the overwhelming weight of accountability is still upon a single standardized test by which to make important and often high - stakes judgments about students, schools, and districts.

Examples of outcome data that are also appropriate and necessary to assess teacher effectiveness are students» individual growth and progress as measured on valid and reliable standardized instruments, teacher made tests that aligned with the curriculum, student performance demonstrations in a variety of media, and portfolios of student work.

* VAMs are generally based on standardized test scores and do not directly measure potential teacher contributions toward other student outcomes.

Examples of outcome criteria that are also appropriate and necessary are students» individual growth and progress as measured on valid and reliable standardized instruments, teacher - made tests that are aligned with the curriculum, student performance demonstrations in a variety of media, and portfolios of student work.

Through coaching provided by TSCCI partners Eskolta and reDesign, Bronx Haven's principal at the time, Lucinda Mendez, and a team of teachers launched a multiyear effort to shift the school's focus from traditional outcome measures — like standardized test scores — toward the learning process itself.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

The outcome measure of interest was student learning gains, as measured by standardized tests.

Traditionally, the Distinguished Schools Program honored public schools that showed improved student outcomes as measured through Standardized Testing and Reporting scores and additional measures.

More than half of districts use a number of outcome measures, including student end - of - year math grades, the percent of students advancing to the next level of math courses, student performance in state standardized tests, and teacher feedback on student outcomes (Figure 8).

Putting aside the broader problems associated with using standardized mastery tests to measure educational outcomes; there is overwhelming evidence that test scores are impacted by a number of factors beyond simply what is going on in the classroom.

The plan aims to reform redundant standardized tests that are administered too frequently and fail to effectively measure student outcomes.

Arum used statistical analysis to study the relationships between the size of the private school sector in a given state and the scope of public school resources measured as student / teacher ratio, and the relationship between student / teacher ratio in a given state and student outcomes as measured by performance on standardized tests.

After taking a step forward by incorporating student outcomes into the accountability index for students with disabilities, the Office of Special Education Programs promptly took a gigantic leap backward by relying solely on standardized testing as the only measure of program performance.

At present, there are no standardized measures for assessing pre - kindergarten / early elementary classrooms» contributions to child outcome that could be appropriately used in a system of accountability or professional development focused on classroom quality.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

This paper uses data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students» standardized exam scores and other outcomes.

Third, in one of the best and most well - respected studies we have on this to date, Papay (2010)[in his Different tests, different answers: The stability of teacher value - added estimates across outcome measures study] found that value - added estimates WIDELY range across different standardized tests given to the same students at the same time.

Standardized tests play a critical role in validating local assessments and giving a broad view of the limited range of student outcomes they intend to measure.

The accountability movement in schools has brought a needed focus to issues of equity and achievement in schools, and this has required schools to develop standardized measures for the comparison of school outcomes across contexts.

Academic achievement, as measured by standardized test scores, is not the only education outcome for which disparities between high - income and low - income students have been growing.

Under No Child Left Behind (NCLB) and Race To The Top (RTTT), raising student achievement (as measured by standardized assessments) and attainment (as gauged by outcomes such as graduation and postsecondary success) have become national priority.

Despite calls for creating an overall rating, the California State Board of Education on Thursday approved a new evaluation system for schools that will display outcomes on a number of measures moving away from a system that relies on standardized test scores.

Eight studies used 15 standardized psychiatric or behavioral symptom scales as their measure of outcome and in six studies, the intervention had a significant positive effect.

The use of a standardized and validated assessment instrument for the outcome measure minimized some measurement biases.

Main Outcome Measures Adolescent assessment of school grades, standardized test scores, absences, suspensions, aggression, anxiety / depression, other psychological problems, drug use, trouble with police, pregnancy, running away, gang membership, and educational aspirations.

The collaborative tracked individual agency and overall progress of the HV CoIIN using standardized outcomes and process measures for each target area.

(PDF - 314 KB) Baker Focal Point, 17 (1), 2003 Review of why race / ethnicity is associated with varying rates of service utilization and with differences in outcomes on standardized measures.

Research tells us that social and emotional skills trump the more traditional cognitive measures — like IQ, standardized test scores, and GPAs — in predicting major life outcomes when the individuals are in their early adult years.

Key Questions # 2 (effects of treatment) and # 3 (effects of screening): The primary outcome will be standardized mean difference effect size based on a continuous measure of depressive symptoms.