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

Primary symptoms of adults with autism spectrum disorder (ASD), such as pervasive social deficits in social interaction and communication, cause adults with ASD to adopt a sedentary lifestyle. Meanwhile, gamified and behavioral theory-based interventions have been shown to improve physical activity in a fun and unobtrusive way. In this paper, we describe the iterative design inquiry process of PuzzleWalk, a gamified, physical activity-promoting mobile app designed for adults with ASD. We report the design rationales and lessons learned across four user-centered design phases with ASD experts and adults with ASD, including user requirement gathering, iterative participatory design, usability evaluation, and field deployment. The design insights generated from this work could inform future research focusing on designing sociotechnical systems, games, and interventions for people with ASD.

/pdf/puzzlewalk-a-theory-driven-iterative-design-inquiry-of-a-1cc42ork83.pdf

PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder.

The purpose of this study was to conduct the first usability inquiry of a gamified, behavior change theory-guided mobile app PuzzleWalk for increasing physical activity and reducing sedentary behavior in adults with and without autism spectrum disorder (ASD). Eighteen adults with and without ASD participated in a mixed-methods study that consisted of cognitive walkthrough, system usability assessment, and qualitative interviews. The results of the system usability testing indicated satisfactory quality of the PuzzleWalk system that can be readily applicable to both adults with and without ASD. Several notable issues were identified from the qualitative interviews that address critical insights into unique health and social needs in adults with ASD. Future work is warranted to examine the long-term effects of the PuzzleWalk system on increasing physical activity and reducing sedentary behavior in adults with and without ASD in real-world settings.

https://journals.sagepub.com/doi/pdf/10.1177/1460458220952909

Usability inquiry of a gamified behavior change app for increasing physical activity and reducing sedentary behavior in adults with and without autism spectrum disorder.

Self-Management and Parents as Interventionists: Improving Homework Performance in Middle School Students with Disabilities

S ocial skills training (SST) is a topic of great importance in the field of autism as social skill deficits are a prominent feature of autism spectrum disorders (ASD). Common social deficits include (a) difficulty with receptive and expressive use of nonverbal cues such as facial expressions, gestures, and body language; (b) difficulty establishing peer relationships and friendships; (c) lack of shared enjoyment and failure to consider the interests of others; and (d) lack of social and emotional reciprocity (American Psychiatric Association, 2000). Deficits in social cognition are also common, including difficulties taking another person’s perspective, difficulties with social problem solving, and lack of self-awareness (Bellini, 2006). Thus, improving and/ or facilitating the acquisition and performance of social skills across multiple settings should be the primary purpose of SST. Unfortunately, few children receive SST as an integral part of their treatment and educational programming (Hume, Bellini, & Pratt, 2005). To make matters worse, those youth who are receiving SST may not be benefitting from the programming. Although SST can be viewed as an essential component of any treatment or educational plan for children with ASD, the results of numerous meta-analytical studies have questioned the effectiveness of this modality. In general, these studies have demonstrated that traditional SST programs are only minimally effective in teaching social skills to youth with learning disabilities, emotional and behavioral disorders, and ASD (Bellini, Peters, Benner, & Hopf, 2007; Forness & Kavale, 1996; Gresham, Sugai, & Horner, 2001; Mathur, Kavale, Quinn, Forness, & Rutherford, 1998; Quinn, Kavale, Mathur, Rutherford, & Forness, 1999). Results of these studies indicate that traditional SST is particularly ineffective in promoting the transfer of skills across settings and persons. In addition, when compared with 12 other intervention modalities, SST training ranked as the ninth most effective strategy, well behind behavioral, language, academic, and psychopharmacological interventions (Forness & Kavale, 1996). Bellini et al. (2007) conducted the only meta-analysis of SST for youth with ASD. The meta-analysis included 55 published research studies investigating school-based SST for youth with ASD. Nearly half of the reviewed studies produced low treatment effects, and a majority of the studies produced low generalization effects across persons, settings, and play stimuli. Although the collective outcomes of schoolbased SST for youth with ASD were disappointing, the results do help to elucidate factors that lead to more beneficial social outcomes for youth with ASD. A synthesis of the Bellini et al. (2007) meta-analysis with other meta-analytical reviews reveals the following eight recommendations for effective social skills programming (Bellini, 2009): (a) Increase the dosage of social skill interventions, (b) provide instruction within the child’s natural setting, (c) match the intervention strategy with the type of skill deficit, (d) conduct a reliable and valid social skill assessment, (e) develop clear and measureable treatment objectives, (f) facilitate the generalization of skills across settings and persons, (g) ensure intervention fidelity, and (h) implement systematic social skills programming. The final recommendation (i.e., implement systematic social skills programming) is critical as it incorporates many of the other recommendations for programming. That is, SST cannot be systematically delivered without the inclusion of reliable and valid social skills assessment. The present article will focus on the eighth and final recommendation by outlining a program to systematically deliver social skills instruction to children with ASD. The article will discuss the structure, format, procedures, and methods used at the Social Skills Research Center (SSRC) to teach social skills and measure the social outcomes of youth with ASD. The primary purpose of the article is to provide a model for practitioners seeking to deliver systematic social skills programming to children with ASD. The collective outcomes of children participating in the SSRC program over the course of a 15-month period will be presented. The purpose of presenting these data is to provide an example of how to use data to evaluate overall program effectiveness and to make programming modifications. The article will conclude with a discussion of clinical observations gleaned from the analysis of these data.

A Systematic Approach to Teaching Social Skills to Children with Autism Spectrum Disorders: A Guide for Practitioners.

Homework challenges are particularly relevant for students with autism spectrum disorders who demonstrate difficulty maintaining attention, motivation, and developing effective study skills These challenges are often exacerbated for adolescents with disabilities who face a number of challenges during the middle school years A multiple baseline design across participants was used to test the effectiveness of an intervention package that included both parent training and self-management strategies The following study included five middle school students who were currently receiving special education services under the classification of autism spectrum disorder Results of this study indicate an increase in task independence following the implementation of the intervention package Implications for practice and suggestions for future research are described

Scott Bellini

Papers

PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder.

Usability inquiry of a gamified behavior change app for increasing physical activity and reducing sedentary behavior in adults with and without autism spectrum disorder.

Self-Management and Parents as Interventionists: Improving Homework Performance in Middle School Students with Disabilities

A Systematic Approach to Teaching Social Skills to Children with Autism Spectrum Disorders: A Guide for Practitioners.

Self-Management and Parents as Interventionists to Improve Homework Independence in Students With Autism Spectrum Disorders