Sentences with phrase «used observational measure»

The IFIRS (Melby & Conger, 2001) is a widely used observational measure in family and developmental psychology, applicable across ethnic and racial groups for families of children aged 2 years and older.

Early Childhood Teacher Evaluation: Challenges and Opportunities Using Observational Measures — Bridget Hamre, Center for Advanced Study of Teaching and Learning, University of Virginia

Given the role of AD in the atopic march and the consistent observation of associations between maternal — infant relationships and childhood asthma, and emerging evidence of associations with AD, ascertaining the influence of qualities of the maternal — child relationship (sensitivity, responsiveness, and control) using observational measures, on AD would be useful.

They use observational measures to score guilt (in breaking a valued object situation), empathy (hurting the parent during play) and fearlessness in toddlers and preschoolers, and related these findings tolater parent - rated measures of CU traits and externalizing behaviours during scholar and pre-adolescent age.

First, because we chose to use observational measures and four measurement waves, the sample is relatively small.

The lack of association between scripted knowledge of secure base with respect to mother as reflected in MCAST and SBST (about 1 year later) is not consistent with evidence of stability in attachment security to mother assessed longitudinally using observational measures (e.g., Moss et al. 2005), representational measures (Gloger - Tippelt et al. 2002; Green et al. 2000; Seven and Ogelman 2013; Toth et al. 2000), or both (Bureau and Moss 2010).

Not exact matches

«Our plan includes coastal observations, technology development, remote sensing using satellites, an observational network with moorings to measure CO2, [and] physiological research on how various organisms respond to changes.»

Observational studies have a high risk of bias owing to problems such as self - selection of interventions (people who believe in the benefits of meditation or who have prior experience with meditation are more likely to enroll in a meditation program and report that they benefited from one) and use of outcome measures that can be easily biased by participants» beliefs in the benefits of meditation.

Using data from an observational study, we used sinusoidal regression models to evaluate seasonal variation of nutrient intake, PA, and body weight as amplitude and phase (a time while the measure was at peak).

Observational measures also may not adjust well for different teaching contexts and even when educators use these protocols, additional, less formal feedback is necessary to support teachers» development.

The authors» second assumption they imply: that the two most often used teacher evaluation indicators (i.e., the growth or value - added and observational measures) should be highly correlated, which many argue they should be IF in fact they are measuring general teacher effectiveness.

The bill cements the use of test scores to evaluate and make high - stakes decisions (e.g., tenure) about teachers, along with observational measures.

Evaluations in years one and two (1) assessed preschool quality using two observational measures, (2) measured children's gains in receptive vocabulary, literacy, math and executive functions, and (3) compared gains of SPP attendees to those of a non-equivalent comparison group to estimate SPP impacts on children's learning and development.

Teaching practices were measured by teachers» use of research - validated practices, including measures of teacher - researcher interactions, quantitative measures of implementation fidelity, observational measures of change in teacher and student behavior, and teacher satisfaction.

Regardless of the tests, however, all of the secondary measures to be used to evaluate Alabama teachers (e.g., student and parent survey scores, observational scores) are also to be «correlated with impacts on student achievement results.»

My paper in the American Journal of Education, The Stability of Observational and Student Survey Measures of Teaching Effectiveness, uses data from the Bill and Melinda Gates Foundation's Measures of Effective Teaching study to investigate this issue, looking at the year - to - year stability of several well known and widely - used observational and student survey measures (the Framework for Teaching, the Classroom Assessment Scoring System, the Protocol for Language Arts Teaching Observations, the Mathematical Quality of Instruction instrument, and the Tripod stuObservational and Student Survey Measures of Teaching Effectiveness, uses data from the Bill and Melinda Gates Foundation's Measures of Effective Teaching study to investigate this issue, looking at the year - to - year stability of several well known and widely - used observational and student survey measures (the Framework for Teaching, the Classroom Assessment Scoring System, the Protocol for Language Arts Teaching Observations, the Mathematical Quality of Instruction instrument, and the Tripod student Measures of Teaching Effectiveness, uses data from the Bill and Melinda Gates Foundation's Measures of Effective Teaching study to investigate this issue, looking at the year - to - year stability of several well known and widely - used observational and student survey measures (the Framework for Teaching, the Classroom Assessment Scoring System, the Protocol for Language Arts Teaching Observations, the Mathematical Quality of Instruction instrument, and the Tripod student Measures of Effective Teaching study to investigate this issue, looking at the year - to - year stability of several well known and widely - used observational and student survey measures (the Framework for Teaching, the Classroom Assessment Scoring System, the Protocol for Language Arts Teaching Observations, the Mathematical Quality of Instruction instrument, and the Tripod stuobservational and student survey measures (the Framework for Teaching, the Classroom Assessment Scoring System, the Protocol for Language Arts Teaching Observations, the Mathematical Quality of Instruction instrument, and the Tripod student measures (the Framework for Teaching, the Classroom Assessment Scoring System, the Protocol for Language Arts Teaching Observations, the Mathematical Quality of Instruction instrument, and the Tripod student survey).

use of ocean heat uptake — which amounts to only ~ 86 % of total heat uptake — as a measure of total heat uptake despite the observational studies Marvel et al. critique using estimates that included non-ocean heat uptake;

«In summary, given the lack of observational robustness of minimum temperatures, the fact that the shallow nocturnal boundary layer does not reflect the heat content of the deeper atmosphere, and problems global models have in replicating nocturnal boundary layers, it is suggested that measures of large - scale climate change should only use maximum temperature trends.»

The very high significance levels of model — observation discrepancies in LT and MT trends that were obtained in some studies (e.g., Douglass et al., 2008; McKitrick et al., 2010) thus arose to a substantial degree from using the standard error of the model ensemble mean as a measure of uncertainty, instead of the ensemble standard deviation or some other appropriate measure for uncertainty arising from internal climate variability... Nevertheless, almost all model ensemble members show a warming trend in both LT and MT larger than observational estimates (McKitrick et al., 2010; Po - Chedley and Fu, 2012; Santer et al., 2013).

[15] All three observational studies examined in Marvel et al. used ERF as a measure of aerosol forcing.

However, this is not true when the effective radiative forcing (ERF) measure of aerosol forcing — preferred by IPCC AR5 and used in the observational studies Marvel et al. criticises — is employed.

[8] Brient and Schneider justify using a divergence measure based on the similarity of the model and observational estimate PDFs on the basis that «they are estimated from time series of the same length L so that their sampling variability can be expected to be equal if a [statistical] model is adequate».

Children's self - control during their first decade of life was measured using nine measures of self - control: observational ratings of children's lack of control (3 and 5 y of age) and parent, teacher, and self - reports of impulsive aggression, hyperactivity, lack of persistence, inattention, and impulsivity (5, 7, 9, and 11 y of age).

While the use of an observational design to measure parent - child interactions has several advantages (e.g. ecological validity, qualitative data collection), it also bears some limitations.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

These longitudinal studies have used interview and maternal report measures to track the course of maternal depression, observational measures of parenting and mother - child interaction to assess specific aspects of parenting and the mother - child relationship, and outcome measures focused on children's social - emotional and cognitive development, school readiness and overall adjustment.4

SS initiated the research, was the principal investigator, was responsible for the design and execution of the study, coordinated with clinicians, managed the St George's site, trained the researchers to use the measures, developed the observational coding scheme, participated in data interpretation, and wrote the paper.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study examined the reliability and validity of an observational adherence measure and the relationship between adherence and outcome in a sample of drug - using adolescents who received brief strategic family therapy within a multisite study.

This parenting index was similar to one devised for the evaluation of Sure Start (National Evaluation of Sure Start 2008), although GUS does not contain the observational measures used in the Sure Start evaluation.

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).

The third and most rigorous RCT enrolled 322 expectant American Indian teens from four southwestern tribal communities who were randomized (1:1) to the Family Spirit intervention plus Optimized Standard Care, or Optimized Standard Care alone, and evaluated at nine intervals through 3 years postpartum using self - reports, interviews and observational measures.

Parenting was measured using observational methods within the context of a randomized control trial of the Family Check - Up with a sample of 731 ethnically diverse boys and girls (followed from ages 2 to 4) at high risk for later conduct problems.

Findings from the observational measure indicated that parents in the Incredible Years group used less harsh / negative parenting practices and more positive parenting practices following the intervention compared to parents in the telephone support and medication groups.

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.

Observational measures of classroom environment and the quality of teacher - child interactions are increasingly used in Head Start / Early Head Start programs:

Increasingly, in complex public health evaluation research, there are questions about whether all relevant benefits can be captured in a single summary outcome measure such as QALY or unit of «effectiveness» or net benefit approach17 which is why the use of a cost - consequence analysis (CCA) framework is being recommended for such economic evaluations.18 Other outcomes from the trial such as the Parent — Infant Relationship Global Assessment Scale (an observational measure that is independently rated blind to group allocation) will be included in the CCA so that all costs and outcomes from the trial can be displayed transparently for decision - makers to consider trade - offs themselves.

The CII (Webster - Stratton 1998) was used as a second observational measure of child behavior.

Contemporary principles of measure development for the assessment of parenting [36, 37] guided the construction of the intrusiveness measure, including aggregating multiple measures of the same parenting behavior from different informants into a single composite measure; focusing on specific behaviors (e.g., «mom gave me help in putting on or taking off clothes») rather than vague concepts (e.g., «mom invades my privacy»); focusing on a short, specific time - frame; using items that are relevant to the age - group being studied; and including observational methods.

Some areas of family functioning are better suited to research using self - report measures, for example parental beliefs, while research into behavioural characteristics may better rely more on observational measures.

Both maternal self - reports and observational measures were used to create a composite score for inept discipline.

In addition, two observational measures were used.

Here, we examined the causal effects of attachment priming on self - reported condom use attitudes and an observational measure of condom acquisition behavior.

Because of our use of both self - report and observational measures we are able to help reconcile some previous inconsistencies in the literature.

Family and parent measures were collected using multiple informants and an observational task at baseline, post-intervention, and at a 6 and 12 month follow - up.

Maternal autonomy support (Time 1) was measured in two contexts (free - play and interference task) using observational coding.

Child and parent behaviour and well - being were measured using psychometric and observational measures.

Observational measures such as the Bayley Scales of Infant and Toddler Development, the Mullen Scales of Early Learning, and the Strange Situation procedure are also frequently used in infant studies.

Only Mendelson et al. (1995) and Turner et al. (2005) used similar self - report questionnaires of the parent — child relationship but studied a different age group (i.e., adolescents), while most other studies relied on parents» reports or observational measures of family factors.