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

Social Skills Training for Youth with Autism Spectrum Disorders: A Follow-Up

The current study investigated the effects of a Video Self-Modeling (VSM) intervention on the compliance and aggressive behavior of three children placed in a psychiatric hospital. Each participant viewed brief video clips of himself following simple adult instructions just prior to the school's morning session and the unit's afternoon free period. A multiple baseline design across settings was used to evaluate the effects of the VSM intervention on compliance with staff instructions and aggressive behavior on the hospital unit and in the hospital-based classroom. All three participants exhibited higher levels of compliance and fewer aggressive episodes during the intervention condition, and the effects were generally maintained when the intervention was withdrawn. Hospital staff reported at the conclusion of the study that the VSM intervention was easy to implement and beneficial for all participants. Taken altogether, the results suggest VSM is a promising, socially acceptable, and proactive intervention approach for improving the behavior of noncompliant children.

Video Self-Modeling: A Promising Strategy for Noncompliant Children.

Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other sup...

https://journals.sagepub.com/doi/pdf/10.1177/0888406410384153

From Intuition to Data: Using Logic Models to Measure Professional Development Outcomes for Educators Working With Students on the Autism Spectrum

In the present study, the researchers implemented a video self-modeling intervention for increasing on-task classroom behavior for three elementary school students diagnosed with an autism spectrum disorder. The researchers observed the students' on-task engagement three times a week during their respective math classes. A multiple baseline design across participants was utilized. Throughout the intervention phase, the students' teachers showed each student a video in which each student was successfully engaged in on-task classroom behavior. All videos were viewed prior to the start of math class. After watching the videos, the students resumed participating in their independent math classwork and the researchers observed their subsequent on-task engagement. All three students showed an increase in on-task engagement from baseline to intervention phases. Two of the three students maintained or improved their on-task engagement post-intervention. Implications for practice and future research are di...

The Use of Video Self-Modeling to Increase On-Task Behavior in Children With High-Functioning Autism

Social skill intervention strategies have been created from a number of conceptual frameworks, including applied behavior analysis, cognitive behavioral, and social learning theory. Research on social skill interventions have demonstrated that there is strong evidence for the efficacy of specific social skill interventions for youth on the autism spectrum. Social skill interventions are important to the successful outcomes of youth on the autism spectrum, who are inundated with increased social demands throughout their development, and the need for such interventions is amplified by few children receiving social skill interventions as part of their early intervention programming.


Keywords:

autism spectrum disorders;
early intervention;
social cognition perspective taking;
social competence;
social skill interventions

Scott Bellini

Papers

Social Skills Training for Youth with Autism Spectrum Disorders: A Follow-Up

Video Self-Modeling: A Promising Strategy for Noncompliant Children.

From Intuition to Data: Using Logic Models to Measure Professional Development Outcomes for Educators Working With Students on the Autism Spectrum

The Use of Video Self-Modeling to Increase On-Task Behavior in Children With High-Functioning Autism

Social Skill Interventions