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

The importance of early intervention (services for children zero-three years) and early childhood education programs (services for those three-five years) for young children with autism spectrum disorder (ASD) has been well documented in the literature (National Research Council, 2001; Rogers, 1999, 1996). The need for effective early intervention (EI) has been highlighted as a priority in legislation as well. The National Institutes for Health Interagency Autism Coordinating Committee (IACC) developed a research roadmap and matrix that encompasses goals and activities for autism research across the next 10 years. Research exploring and confirming the successful elements of early intervention is a critical component of the plan (IACC, 2003).

Early intervention for young children on the autism spectrum: Parent’s perspective

Despite the role of working memory capacity (WMC) in decision making, there is a dearth of empirical literature concerned with working memory and how it relates to tactical decision making in sport. The temporal occlusion paradigm has often been used by sport researchers to improve tactical decision making and, thus, provides a well-established foundation for creating decision-making trainings. Therefore, the purpose of the current study was to explore the implementation of computer-based learning modules to improve the tactical decision making of four high school quarterbacks with varying levels of WMC, utilizing a single-subject, multiple baseline design. The learning modules utilized a temporal occlusion paradigm and present a novel intervention aimed at improving decision making in quarterbacks. Data were analyzed using visual analysis and improvement rate difference (IRD). Overall, results did not demonstrate a causal relationship between changes in accuracy of decision making after implementation of the learning modules but did provide moderate evidence for improvement in reaction time for decision making due to the learning modules. The learning modules were met with positive perceptions from the four participants, and the participant with the lowest WMC showed evidence of improvement in both accuracy and speed of decision making. Limitations as well as implications will be discussed.

https://www.mdpi.com/2075-4663/8/2/18/pdf

Utilizing Video-Based Trainings to Improve Decision Making in High School Quarterbacks.

Family members of students with autism in more restrictive settings reported higher levels of problem behaviors. It is unclear whether these behaviors resulted from the restrictiveness of the placement, or if students were placed in more restrictive settings because of the presence of challenging behaviors. Family members who had sons/daughters in less restrictive settings reported that they were more satisfied with staff's commitment to the education of their son/daughter, and that they were more satisfied with the academic progress of their son/daughter. Regardless of the placement, parents who were more satisfied with their son/daughter's education noted that staff had a greater ability to communicate with parents, exhibited a greater dedication to team work, and had a greater commitment to the education of their son/daughter with autism. In addition to these factors, parents noted the importance of assistance from external professional consultants as highlighted in the comments below.

Educating Students with Autism: Are There Differences in Placement?

PURPOSE: Adults with autism spectrum disorder (ASD) are purportedly inactive, but this conclusion is inferred from data on children and youth, and parent proxy reports. Objective assessment using activity monitors is needed to better understand physical activity (PA) and sedentary behavior in this population segment. The purpose of this study was to examine the general levels of PA and sedentary time in adults with ASD using accelerometry. METHODS: Eleven adults aged 18-55 (6 females; mean = 31.9, SD = 12.5) and diagnosed with ASD were included in the study. Participants wore a GT3X+ accelerometer on their right hip for 7 days during waking hours except water-based activities, and accelerometers were programmed to collect data in 60-second epochs. ≥ 10 hours of device wear was defined as a valid day and ≥ 3 valid days was required for each participant to be included in the analyses. Activity intensities were determined using the following cutoffs (counts/min): sedentary <100, low 100-499, light 500-2019, moderate 2020-5999, and vigorous >5999 (Tudor-Locke et al., 2010), and non-wear period was determined by a minimum length of 90 min of consecutive 0-counts by Choi algorithm (Choi et al., 2011). Descriptive statistics were calculated for moderate to vigorous PA, lightand low-intensity PA, sedentary time, and walking steps. RESULTS: The average total monitored length was 761.5 min/day (SD = 76.4). Results of the PA measures are as follows: moderate to vigorous PA 42.8 min/day (SD = 30.5); light PA 109.9 min/day (SD = 32.4); low PA 97.9 min/day (SD = 33.9); and sedentary time 511 min/day (SD = 84.6). The daily average percentage of time spent in moderate to vigorous PA was 5.8% (SD = 4.4), and the average step counts were 3799.7 steps/day (SD = 2953.9). 81.8% of the participants met the recommended PA guidelines of 150 min of moderate to vigorous PA per week. CONCLUSION: Although the majority of adults with ASD in this study met the PA guidelines, they were also extremely sedentary. More research is needed to determine if sedentary time, rather than PA, should be targeted to improve preventive health in adults with ASD.

Objectively Measured Physical Activity And Sedentary Time In Adults With Autism Spectrum Disorder: 1117 Board #243 May 27 2:30 PM - 4:00 PM

/pdf/promoting-the-educational-success-of-students-with-autism-1n94wly7mp.pdf

Scott Bellini

Papers

Early intervention for young children on the autism spectrum: Parent’s perspective

Utilizing Video-Based Trainings to Improve Decision Making in High School Quarterbacks.

Educating Students with Autism: Are There Differences in Placement?

Objectively Measured Physical Activity And Sedentary Time In Adults With Autism Spectrum Disorder: 1117 Board #243 May 27 2:30 PM - 4:00 PM

Promoting the Educational Success of Students with Autism: The Role of the Parent-Staff Relationship