Attachment--and loss.

The power of feedback.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Multiple Imputation for Nonresponse in Surveys

This article suggests that while mental health problems affect 10—20% of children and adolescents worldwide, the mental health needs of children and adolescents are neglected, especially in low-income and middle-income countries. The authors review the evidence and the gaps in the published work in terms of prevalence, risk and protective factors, and interventions to prevent and treat childhood and adolescent mental health problems.

Child and adolescent mental health worldwide: evidence for action

Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior Within a Tiered Intervention System

Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention. Second Edition. The Guilford Practical Intervention in the Schools Series.

Direct Behavior Rating (DBR) is a method of social—emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future directions of social— emotional and behavior assessment methods in schools; (b) the defining features of DBR; (c) the guiding principles for DBR development and evaluation; and (d) DBR research to date. Special emphasis is placed on single-item scale DBR (SIS-DBR) and three general outcome behaviors that are most relevant for use in schools. Research and recommendations for standard SIS-DBR instrumentation and procedures are reviewed, along with future directions for research and practice.

Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior

Prevention and intervention research studies often fail to include an assessment of program integrity, and when they do, it is often examined in a limited way. Further, despite efforts to reform the intervention research process to include community stakeholders more actively in every phase of investigation, current practice generally employs a hierarchical model of integrity that fails to be responsive to community needs and priorities. In this article, we describe the traditional, hierarchical model of integrity and contrast this framework with a partnership model of treatment integrity. The limitations of the hierarchical model are illustrated through the description of two school-based prevention programs. Core features of the partnership model and steps for implementing this framework in research and practice are described. Although the partnership model has limitations when conducting efficacy research in clinical trials, it has clear advantages over the hierarchical model in conducting effectiveness research and research that is directly linked with practice. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 495–507, 2005.

Reconceptualizing intervention integrity: A partnership‐based framework for linking research with practice

The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic d...

T. Chris Riley-Tillman

Papers

Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior Within a Tiered Intervention System

Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention. Second Edition. The Guilford Practical Intervention in the Schools Series.

Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior

Reconceptualizing intervention integrity: A partnership‐based framework for linking research with practice

Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior.