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 study investigated families of children with autism spectrum disorders using early intervention and early childhood services, as well as the perceived efficacy and developmental outcomes relat...

The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder

There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents With autism spectrum disorders (ASD). The Autism Social Skills Profile (...

The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties

This title is winner of the award 2007 ASA Literary Work of the Year. Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as where do we start and what strategies do we use? This book addresses the need for social programming for children and adolescents with ASD by providing a comprehensive five-step model. The model incorporates the following five steps. It assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. This model will also show you how to organize and make sense of the myriad of social skills strategies and resources currently available to parents and professionals it is not meant to replace other resources or strategies, but synthesize them into one comprehensive program.

Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents With Autism Spectrum Disorders and Other Social Difficulties

http://msjohnsonspedresourcebinder.weebly.com/uploads/9/6/9/6/9696364/social_skills_overview.pdf

Social skills training for youth with autism spectrum disorders.

Video-self modeling (VSM) is an effective but underused instructional strategy for youth on the autism spectrum. The authors present VSM in the context of strength-based educational programming for youth on the autism spectrum. The authors summarize research studies investigating VSM with youth on the autism spectrum in school settings and discuss common obstacles to the implementation of video-based interventions in schools. The authors conclude by providing applied examples detailing how to conduct VSM interventions in schools. These applied examples include interventions that require minimal time and editing proficiency on the part of educators.

Scott Bellini

Papers

The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder

The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties

Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents With Autism Spectrum Disorders and Other Social Difficulties

Social skills training for youth with autism spectrum disorders.

Strength-Based Educational Programming for Students with Autism Spectrum Disorders: A Case for Video Self-Modeling.