Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

http://platform.almanhal.com/Files/?ID=T2-41793-MLA0011322.pdf

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

Educating Children with Autism

Anxiety in children and adolescents with autism spectrum disorders

There is considerable evidence that children and adolescents with autistic spectrum disorders (ASD) are at increased risk of anxiety and anxiety disorders. However, it is less clear which of the specific DSM-IV anxiety disorders occur most in this population. The present study used meta-analytic techniques to help clarify this issue. A systematic review of the literature identified 31 studies involving 2,121 young people (aged <18 years) with ASD, and where the presence of anxiety disorder was assessed using standardized questionnaires or diagnostic interviews. Across studies, 39.6% of young people with ASD had at least one comorbid DSM-IV anxiety disorder, the most frequent being specific phobia (29.8%) followed by OCD (17.4%) and social anxiety disorder (16.6%). Associations were found between the specific anxiety disorders and ASD subtype, age, IQ, and assessment method (questionnaire versus interview). Implications for the identification and treatment of anxiety in young people with ASD are discussed.

/pdf/anxiety-disorders-in-children-and-adolescents-with-autistic-1x21lq410c.pdf

Anxiety disorders in children and adolescents with autistic spectrum disorders: a meta-analysis

This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Twenty-three single-subject design studies were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that these procedures promote skill acquisition and that skills acquired via video modeling and VSM are maintained over time and transferred across persons and settings. The results suggest that video modeling and VSM intervention strategies meet criteria for designation as an evidence-based practice.

A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders

Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children.

/pdf/a-meta-analysis-of-school-based-social-skills-interventions-26ojnpmu6z.pdf

A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders:

The present study examined the prevalence and types of anxiety exhibited by high-functioning adolescents With autism spectrum disorders and factors related to this anxiety. Results suggest that ado...

Social Skill Deficits and Anxiety in High-Functioning Adolescents With Autism Spectrum Disorders:

The present study examined factors contributing to the development of social anxiety in adolescents with autism spectrum disorders (ASD). In particular, the study examined the contribution of socia...

The Development of Social Anxiety in Adolescents With Autism Spectrum Disorders

. An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism spectrum disorders. The study expands previous research on VSM by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the VSM procedure. The results of the VSM intervention are provided, and implications for practice and future research are discussed. ********** Autism is a complex neurological disorder that leads to significant impairment in three broad areas of functioning: social interactions; communication; and restricted, repetitive behavior (American Psychiatric Association, 2000). The significant deficits in functioning can be taxing for school psychologists and other school personnel, who often are presented with limited time, resources, and training. Compounding matters, the number of students identified with autism and its related disorders (i.e., Asperger Syndrome and pervasive developmental disorder--not otherwise specified [PDD-NOS]) in educational settings has been steadily increasing over the last decade (Shattuck, 2006). The complexity of autism spectrum disorder (ASD), combined with the apparent increase in students receiving services for ASD, has intensified the need for school psychologists and other school personnel to develop and deliver quality, evidenced-based early intervention programming for young children with ASD. The purpose of the present study was to examine the effects of a video self-modeling intervention on the social engagement of preschool aged children with ASD. The Need for Early Social Programming The importance of early intervention services for young children with ASD has been well documented in the literature (National Research Council, 2001). Reviews of early intervention research for young children with ASD have demonstrated that substantial gains in social, communication, and behavioral functioning can be achieved through early intervention services (National Research Council, 2001). The National Research Council recommended that young children with ASD be given ample opportunities to interact with typically developing peers in natural environments to foster the development of social skills. Social skills are pivotal components to successful social, emotional, communication, and cognitive development. Social skills deficits are a fundamental feature of ASD and are well documented in the literature (Rogers, 2000). Individuals with ASD exhibit significant deficits in the ability to initiate and maintain effective social interactions, often leading to social withdrawal (Hauck, Fein, Waterhouse, & Feinstein, 1995). Though social skills deficits are a central feature of ASD, few young children receive adequate social skills programming (Hume, Bellini, & Pratt, 2005). Hume et al. found that fewer than 16% of young children with ASD receive social programming as part of their early intervention services. According to Rubin and Burgess (2001), the development of social-cognitive skills is heavily dependent upon peer interactions. The high degree of social withdrawal experienced by many young children with ASD may preclude them from developing effective social skills, such as initiating and reciprocating interactions, and having the ability to take another person's perspective. Perhaps most detrimental to children with ASD, severe deficits in social functioning can significantly affect social interactions and interfere with the ability to establish lasting and meaningful friendships, leading to rejection and isolation, which, in turn, may contribute to the emergence of anxiety and depression (Bellini, 2004; Tantam, 2000). …

Scott Bellini

Papers

A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders

A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders:

Social Skill Deficits and Anxiety in High-Functioning Adolescents With Autism Spectrum Disorders:

The Development of Social Anxiety in Adolescents With Autism Spectrum Disorders

Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling.