Usefulness of Assessment Techniques in Assessing Classification for Emotional Disturbance and Generating Classroom Recommendations

2000 ◽  
Vol 90 (1) ◽  
pp. 250-252 ◽  
Author(s):  
Gail M. Cheramie ◽  
Krystina M. Griffin ◽  
Tina Morgan
Keyword(s):  
Best Practices ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Rating Scales ◽  
Perceived Usefulness ◽  
Direct Link ◽  
Projective Techniques ◽  
Assessment Techniques ◽  
Specialist School

A national survey of specialist school psychologists examined the perceived usefulness of assessment techniques in making decisions regarding eligibility for the educational classification of emotional disturbance and in generating classroom recommendations. Analysis showed measures rated as most useful were interviews with the parent, teacher, and student, observations of the student, and norm-referenced rating scales. Projective techniques were least useful. These findings are important in the context of “best practices” for the multidimensional assessment of emotional disturbance which promotes a more direct link between assessment and intervention.

PENYUSUNAN BUKU PANDUAN PRAKTIK WISATA YANG BERTANGGUNG JAWAB DALAM PENDAKIAN GUNUNG

2017 ◽  
Vol 11 (03) ◽  
pp. 53-64
Author(s):  
Jussac Maulana Masjhoer ◽  
Dwi Wibowo ◽  
Bijak Qoulan Sadida ◽  
Inosensius Tito Ogista
Keyword(s):  
Best Practices ◽  
Survey Research ◽  
Research Method ◽  
Mountain Climbing ◽  
Tourist Behavior ◽  
The Public ◽  
Lack Of Information ◽  
Strongly Agree ◽  
Responsible Tourism

The lack of information related to the best practices in responsible tourism is one of the causes to tourist behavior problems. This study aims to determine the behavior of tourists in hiking, the adoption of responsible tourism practices, and to compile a responsible tourism practices guidebook. The research method used is survey research by spreading the questionnaire. Based on Likert analysis, at the pre-ascending stage, the classification of attitudes indicated by the respondents for cost and transportation is quite agreeable, while for equipment, guide, and simaksi is agreed. The ascent stage, the indicator when going up the mountain is quite agree, camping is not agree, the cook is agree, and when down the mountain is strongly agree. The post-ascent stage shows quite agreeable attitude. The public test of the guidebook, for the aspect of size and language of submission shows an agreeable attitude, while for the design, thickness, and content of the book shows an agreeable attitude. The conclusion is that (1) Still found the behavior of tourists in mountain climbing that is not environmentally friendly, (2) The responsible tourism practices of mountaineering that includes pre-ascending, ascent, and post-ascent, not well implemented by tourists, and (3) The responsible tourism practices guidebook still lack both technical and substance. Keywords: responsible tourism, mountain hiking, guidebook, tourist behavior

Emotional Disturbance/Behavioral Disorders and a Delphic Approach to the Future

1985 ◽  
Vol 10 (3) ◽  
pp. 198-210 ◽  
Author(s):  
Robert L. Carpenter
Keyword(s):  
Educational Attainment ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Random Sample ◽  
Behavioral Disorders ◽  
Delphi Technique ◽  
Special Education Administrators ◽  
The Future ◽  
Education Administrators ◽  
Year 2000

This study uses a Delphi technique to estimate the likelihood of a set of change statements concerning emotional disturbance/behavioral disorders. Using a national random sample of 900 teachers, special education administrators, and school psychologists through two rounds of responses, estimates are made regarding the likelihood and the desirability of the condition represented by each statement occurring by the year 2000. Results are compared by variables of experience in the field, occupation, and level of educational attainment. Despite certain significant differences between groups the preponderant conclusion is that there is general agreement among the population surveyed regarding their expectations and sentiments about the future of the field.

Supply chain resilience: a systematic literature review and typological framework

2018 ◽  
Vol 48 (8) ◽  
pp. 842-865 ◽  
Author(s):  
Cigdem Gonul Kochan ◽  
David R. Nowicki
Keyword(s):  
Supply Chain ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Future Research ◽  
Exploratory Research ◽  
Content Type ◽  
Supply Chain Resilience ◽  
Assessment Techniques ◽  
Practical Implications

PurposeThe study of supply chain resilience (SCRES) continues to gain interest in the academic and practitioner communities. The purpose of this paper is to present a focused review of the SCRES literature by investigating supply chain (SC) capabilities, their relationship to SCRES outcomes and the underpinning theoretical mechanisms of this relationship.Design/methodology/approachThe paper uses the systematic literature review approach to examine 383 articles published between 2000 and 2017, ultimately down selecting to the most relevant 228 peer-reviewed studies. Context-interventions-mechanisms-outcomes (CIMO) logic is applied to organize and synthesize these peer-reviewed studies. A typological framework is developed from the CIMO-based classification of the SCRES literature.FindingsThe findings of this study outline the gaps in the SCRES literature and present an agenda for future research.Research limitations/implicationsThis paper presents an exploratory research; therefore, the typological model presented is just one of the possible perspectives.Practical implicationsThe typology of SCRES literature can help practitioners to understand SCRES and to measure and assess the resilience of SCs.Originality/valueThe paper provides clear definitions of SCRES constructs, develops a typological framework to further understand SCRES and identifies SCRES measures and assessment techniques.

The Object-Oriented Design Knowledge

2011 ◽  
pp. 1-7
Author(s):  
Javier Garzas ◽  
Mario Piattini
Keyword(s):  
Software Engineering ◽  
Best Practices ◽  
Design Patterns ◽  
Architectural Design ◽  
Large Body ◽  
Object Oriented ◽  
Design Knowledge ◽  
Object Oriented Design ◽  
Body Of Knowledge

In order to establish itself as a branch of engineering, a profession must understand its accumulated knowledge. In this regard, software engineering has advanced greatly in recent years, but it still suffers from the lack of a structured classification of its knowledge. In this sense, in the field of object-oriented micro-architectural design designers have accumulated a large body of knowledge and it is still have not organized or unified. Therefore, items such as design patterns are the most popular example of accumulated knowledge, but other elements of knowledge exist such as principles, heuristics, best practices, bad smells, refactorings, and so on, which are not clearly differentiated; indeed, many are synonymous and others are just vague concepts.

Multi-Diversity for FPGA Platform Based NPP I&C Systems: New Possibilities and Assessment Technique

2018 ◽  
Author(s):  
Vyacheslav Kharchenko ◽  
Andriy Kovalenko ◽  
Kostiantyn Leontiiev ◽  
Artem Panarin ◽  
Vyacheslav Duzhy
Keyword(s):  
Nuclear Power ◽  
Optimal Solution ◽  
Modified Technique ◽  
Processing Equipment ◽  
Diversity Assessment ◽  
Assessment Techniques ◽  
Detailed Specification ◽  
And Control

Diversity approach is used to decrease risk of common cause failure (CCF) of Nuclear Power Plant (NPP) Instrumentation and Control systems (I&Cs). Application of a multi-diversity, i.e. a few different types of version redundancy allows minimizing CCF risk. On the other side, implementation of diversity increases cost and complicates maintenance of multi-version I&Cs. Hence, it is important to find optimal solution according with criteria “required level of diversity (safety) / minimal cost and maintenance complexity. Modern FPGA technology creates additional possibilities to meet requirements of the standards (such as NUREG/CR-7007, IEEE Std 7-4.3.2-2016, IAEA SSR-2/1:2016, IAEA NP-T-3.17:2016 and others) by developing main and diverse subsystems on the basis of the same FPGA platform. Existing diversity normative base should be enhanced in three directions — scope, depth and rigor to provide more detailed description of possible applied techniques and tools for quantitative assessment. The goals of the paper which overviews practical issues of diversity application are the following: - present extended classification of diversity considering additional types of version redundancy for FPGA platform based I&Cs (logical processing equipment, life cycle, logic/algorithm etc.) in comparing to NUREG7007; - describe the modified technique of diversity assessment taking into account three and more levels of diversity classification; - illustrate and discuss variants of assurance of the required degree of diversity by use of the RadICS FPGA platform to develop main and diverse subsystems. The classification is specified considering diversity of hardware and FPGA designs. In particular, diversity of hard logic and soft processors, interfaces and buses, self-diagnostics means and others are described and embedded into NUREG/CR-7007 classification. The NUREG7007-based diversity assessment techniques supporting all stage of analyzing options are discussed, and algorithms for versions choice are described. This technique takes into account more detailed specification of diversity classification (for types, subtypes and sub-subtypes of diversity for logic diversity, logic processing equipment diversity and others) and options to evaluate weight coefficients. Case study is based on description of two options of RadICS FPGA platform application to develop two-version NPP I&C, which meets standard requirements to diversity.

Long-term forest mapping from classification of MODIS time series: best practices

2019 ◽  
Vol 14 (02) ◽  
pp. 1
Author(s):  
Jean-Philippe Denux ◽  
Emmanuelle Cano ◽  
Laurence Hubert-Moy ◽  
Marie Parrens ◽  
Véronique Chéret
Keyword(s):  
Time Series ◽  
Best Practices ◽  
Forest Mapping

Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists

2018 ◽  
Vol 37 (6) ◽  
pp. 679-691 ◽  
Author(s):  
Erika Oak ◽  
Kathleen D. Viezel ◽  
Ron Dumont ◽  
John Willis
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Continuing Education ◽  
School Psychologists ◽  
Cognitive Tests ◽  
Cognitive Assessments ◽  
Wechsler Scales ◽  
Scoring Errors ◽  
Specific Error

Individuals trained in the use of cognitive tests should be able to complete an assessment without making administrative, scoring, or recording errors. However, an examination of 295 Wechsler protocols completed by graduate students and practicing school psychologists revealed that errors are the norm, not the exception. The most common errors included failure to administer sample items, incorrect calculation of raw scores, failure to record responses verbatim, and failure to query. Significant differences were found between specific error frequencies of students and practitioners. Adequate training in administering the Wechsler scales is clearly essential. Based on the outcome of this study, it is recommended that programs training students to administer cognitive assessments provide ample feedback, and that practicing psychologists maintain best practices and take part in continuing education regarding cognitive assessments.

Assessing the Visually Impaired Child: A School Psychology View

1980 ◽  
Vol 74 (9) ◽  
pp. 344-350 ◽  
Author(s):  
Judy L. Genshaft ◽  
Nancy L. Dare ◽  
Patricia L. O'malley
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Clinical Judgment ◽  
Cognitive Abilities ◽  
Visually Impaired ◽  
Assessment Instruments ◽  
The Public ◽  
Assessment Techniques ◽  
Visually Handicapped ◽  
Impaired Children

Because Public Law 94-142 mandates the public schools to educate handicapped children, school psychologists will increasingly be called on to assess visually impaired children. This article reviews a variety of assessment instruments that psychologists can use to evaluate the visually handicapped child's residual vision; cognitive abilities; academic achievement; social, developmental, and language skills; and vocational potential. The authors emphasize the importance of the school psychologist's clinical judgment in selecting assessment techniques and interpreting results.

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