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Wheeler, John J., Michael R. Mayton, and Stacy L. Carter. "Methods for Teaching Students with Autism Spectrum Disorders: Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/0133833666.
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Methods for Teaching Students with Autism Spectrum Disorders is the most comprehensive text available, aimed at helping pre-service and in-service teachers and related service professionals understand the importance of evidence-based practices in the education of learners with Autism Spectrum Disorders (ASD) from a family and longitudinal learning perspective. With its emphasis on the theme of family and professional partnerships and collaboration and consultation, the book includes learning aids such as suggested print and web-based resources, graphic organizers, and points for reflection; child and family vignettes, “Consider This” features, and examples of exemplary programs and practices; and the most up-to-date information and latest trends in the field.<br>https://dc.etsu.edu/etsu_books/1122/thumbnail.jpg
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Bubb-McKinnie, Esther. "Paraprofessional Implementation of Evidence-Based Practices for Special Education Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4199.
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Paraprofessionals often constitute the primary support system for special education students and are core members of special education instructional teams. Therefore, the Individuals With Disabilities Education Act requires that paraprofessionals receive adequate training, including training in evidence-based practices (EBP). However, paraprofessionals often do not obtain the training and professional development they need to become qualified. The unpreparedness of paraprofessionals may lead to discouraging student outcomes. Informed by social constructivism, the purpose of this exploratory case study was to understand the perspectives of 6 special education administrators, 5 special education teachers, and 1 special education paraprofessional on paraprofessionals' implementation of EBP and the status of EBP training for paraprofessionals. Purposely, and within the context of organizational sociocultural conditions, this study queried the perspectives of the participants in the purposeful sample on paraprofessional experience and training in EBP. During exploratory data analysis, open coding was used to analyze data thematically and identify central sociocultural themes. There was 1 overarching theme (organizational contexts of EBP implementation), 4 major subthemes (resources for EBP implementation, intrinsic attributes of professionals implementing EBP, extrinsic attributes of professionals implementing EBP, and acknowledging and valuing the role and importance of paraprofessionals tasked with implementing EBP), and several minor subthemes. This study may result in implementation of a yearlong paraprofessional professional development project, increased understanding and implementation of EBP, expansion of professional learning communities (PLC), and improvement of student outcomes.
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Vähänikkilä, H. (Hannu). "Statistical methods in dental research, with special reference to time-to-event methods." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526207933.
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Abstract Statistical methods are an essential part of the published dental research. It is important to evaluate the use of these methods to improve the quality of dental research. In the first part, the aim of this interdisciplinary study is to investigate the development of the use of statistical methods in dental journals, quality of statistical reporting and reporting of statistical techniques and results in dental research papers, with special reference to time-to-event methods. In the second part, the focus is specifically on time-to-event methods, and the aim is to demonstrate the strength of time-to-event methods in collecting detailed data about the development of oral health. The first part of this study is based on an evaluation of dental articles from five dental journals. The second part of the study is based on empirical data from 28 municipal health centres in order to study variations in the survival of tooth health. There were different profiles in the statistical content among the journals. The quality of statistical reporting was quite low in the journals. The use of time-to-event methods has increased from 1996 to 2007 in the evaluated dental journals. However, the benefits of these methods have not been fully adopted in dental research. The current study added new information regarding the status of statistical methods in dental research. Our study also showed that complex time-to-event analysis methods can be utilized even with detailed information on each tooth in large groups of study subjects. Authors of dental articles might apply the results of this study to improve the study protocol/planning as well as the statistical section of their research article<br>Tiivistelmä Tilastolliset tutkimusmenetelmät ovat olennainen osa hammaslääketieteellistä tutkimusta. Menetelmien käyttöä on tärkeä tutkia, jotta hammaslääketieteen tutkimuksen laatua voitaisiin parantaa. Tämän poikkitieteellisen tutkimuksen ensimmäisessä osassa tavoite on tutkia erilaisten tilastomenetelmien ja tutkimusasetelmien käyttöä, raportoinnin laatua ja tapahtumaan kuluvan ajan analysointimenetelmien käyttöä hammaslääketieteellisissä artikkeleissa. Toisessa osassa osoitetaan analysointimenetelmien vahvuus isojen tutkimusjoukkojen analysoinnissa. Ensimmäisen osan tutkimusaineiston muodostavat viiden hammaslääketieteellisen aikakauslehden artikkelit. Toisen osan tutkimusaineiston muodostivat 28 terveyskeskuksessa eri puolella Suomea hammashoitoa saaneet potilaat. Lehdet erosivat toisistaan tilastomenetelmien käytön ja tulosten esittämisen osalta. Tilastollisen raportoinnin laatu oli lehdissä puutteellinen. Tapahtumaan kuluvan ajan analysointimenetelmien käyttö on lisääntynyt vuosien 1996–2007 aikana. Tapahtumaan kuluvan ajan analysointimenetelmät mittaavat seuranta-ajan tietystä aloituspisteestä määriteltyyn päätepisteeseen. Tämän väitöksen tutkimukset osoittivat, että tapahtumaan kuluvan ajan analysointimenetelmät sopivat hyvin isojen tutkimusjoukkojen analysointiin. Menetelmien hyötyä ei ole kuitenkaan vielä saatu täysin esille hammaslääketieteellisissä julkaisuissa. Tämä tutkimus antoi uutta tietoa tilastollisten tutkimusmenetelmien käytöstä hammaslääketieteellisessä tutkimuksessa. Artikkelien kirjoittajat voivat hyödyntää tämän tutkimuksen tuloksia suunnitellessaan hammaslääketieteellistä tutkimusta
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Willassen, Svein Yngvar. "Methods for Enhancement of Timestamp Evidence in Digital Investigations." Doctoral thesis, Norwegian University of Science and Technology, Department of Telematics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-2145.
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<p>This work explores how the evidential value of digital timestamps can be enhanced by taking a hypothesis based approach to the investigation of digital timestamps. It defines the concepts of clock hypotheses, timestamps and causality in digital systems. These concepts are utilized to develop methods that can be used in an investigation to test a clock hypothesis for consistency with timestamps found in an actual investigation, given causality between specific events occurring in the investigated system. Common storage systems are explored for the identification of causality between the events of information storage. By using a logic programming variant of predicate calculus, a formalism for modelling the relationship between events and timestamp updating is defined. This formalism can be used to determine invariants in digital systems.</p><p>Invariants and causality relations can be used to check a clock hypothesis for consistency with timestamp evidence. These methods can be utilized in software for digital investigation. By checking the large number of timestamps typically occurring on a digital medium, the methods can assist with the justification of a clock hypothesis, and thereby increase the confidence in specific timestamps found during the investigation. Previously, the checking of timestamps has relied upon the existence of timestamps from other evidence sources. With the methods defined in this work, justification of timestamp interpretation can be achieved without having to rely on timestamps from other sources of evidence.</p><p>The methods developed in this work were implemented in a clock hypothesis consistency checker. This checker was tested in an experiment where subjects were asked to antedate a document. The checker was found to be able to produce evidence supporting a hypothesis that the document was antedated.</p>
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Raznovich, Leonardo Javier. "The relationship between evidence, fact-finding methods and outcomes." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408203.
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Warren, Fiona Claire. "An exploration of evidence synthesis methods for adverse events." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/10232.
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Adverse events following the use of medical interventions are a major source of concern for patients, healthcare professionals and pharmaceutical companies. Therefore, evidence synthesis of potential adverse events are very important in determining whether an association exists, and the strength of such an association. It is also desirable to be able to quantitatively balance potential harms against the benefits of the intervention. However, standard statistical techniques for meta-analysis are often unsuitable when applied to datasets where the primary intervention is an adverse event. A review of standard meta-analysis methods, including Bayesian methods, is conducted. The specific challenges of meta-analysis in relation to adverse events datasets are described, with some of the main areas of contention being sparsity of events, subgroup analysis, class effects with regard to drug interventions, and issues related to time factors within the individual studies. Methods used in existing meta-analyses where the primary outcome is an adverse event have also been reviewed; this demonstrates the methods already used in this field and highlights some of their limitations, and where the methods could be extended. In the light of the reviews of methods and previous meta-analyses, four case-studies are performed. The first uses data from GlaxoSmithKline to investigate a potential relationship between paroxetine and suicidality, using many of the standard methods for comparison purposes. The second uses individual patient data for a time-to-event analysis of anti-TNF drugs used for rheumatoid arthritis. This clinical example is extended by the use of Mixed Treatment Comparisons for within-class comparisons, and to assess the effect of dose. Finally, a harm-benefits model is used to assess the interplay of risk of endometrial cancer against breast cancer recurrence for tamoxifen users. These models present novel ways of analysing adverse events data and demonstrate some of the difficulties in their use.
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Gillies, Clare Louise. "Development of evidence synthesis methods for health policy decision making - A chain of evidence approach." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/7462.
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This project comprises a critical exploration and development of methods for the synthesis of evidence, using a chain of evidence approach, from diverse, yet inter-related, sources. The methodologies were explored through the development of a comprehensive decision model to assess different health policies in respect to screening for type 2 diabetes mellitus (T2DM). Four strategies were compared which were, no screening (current policy), screening for T2DM alone allowing for early diagnosis and treatment of the condition, and two strategies whereby both impaired glucose tolerance (IGT) and T2DM were screened for, allowing for early treatment of T2DM and for either lifestyle or pharmacological interventions to be applied to those with IGT in an attempt to delay the onset of T2DM. The comprehensive decision model developed here was innovative when compared to current published models in a number of ways. Firstly the entire model was encompassed within a single flexible framework, which has a number of advantages, and secondly as much of the available data as was feasible to use, was incorporated into the model inputs. A number of methodological issues and techniques were explored during the development of the comprehensive decision model. These included mixed treatment comparison analyses, assessment of baseline risk on intervention effects and the use of individual patient data. A number of sensitivity analyses and model extensions were carried out to assess the parameters with most influence on model results, and to adapt the model to different screening scenarios. The results of the model provide evidence that a screening strategy for IGT and T2DM, followed by appropriate treatment and interventions appears to be a cost-effective screening strategy. Uncertainty still surrounds the cost-effectiveness of screening for T2DM alone and further research is required. Running decision models within a Bayesian, comprehensive decision modelling framework, allows for model flexibility and has advantages over more conventional modelling techniques.
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Herron, Julia. "The Use of Evidence Based Interventions in the Classroom for Students with Disabilities." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265455.
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<p> Currently, the majority of students with disabilities are educated in a general education classroom, which led to a paradigm shift and pedagogies used to meet the needs of all students. The research problem was that general education teachers use of highly effective evidence-based interventions that improve academic achievement for students with disabilities was unknown, and it was not known why some teachers did not use these practices more frequently. The purpose of the study was to discover how frequently general education teachers implemented highly effective evidence-based interventions to improve academic achievement for students with disabilities, and why some teachers did not use these interventions. Bandura’s Social Learning Theory and Vygotsky’s Sociocultural Learning Theory were the framework for the study. A qualitative research approach using 30 videotaped lessons from the Measures of Effective Teaching Longitudinal study and 18 teacher interviews were used to answer the research questions. Videotaped lessons were scored for the use of highly effective evidence-based interventions that improve academic achievement for students with disabilities. Structured teacher interviews included the use of highly effective evidence-based practices, how frequently these practices were used weekly, and barriers that prevented them from using these best practices. Analysis of the frequency of use for highly effective evidence-based practices indicated that 90% of the teachers in the videos used explicit instruction, 27% used graphic organizers, and 10% used peer tutoring. Nonetheless, analysis of teacher interviews indicated explicit instruction and peer-tutoring were used by 100% of the teachers, 94% used reading comprehension strategies, 83% used inquiry based learning, 78% used graphic organizers, and mnemonics were used by 72% of the teachers. Barriers to implementing evidence-based practices were lack of time, money, resources, and efficacy to choose evidence-based practices for students with disabilities. Schools need to provide shared planning time, make better use of resources, and provide teacher training to build teachers’ efficacy to implement these best practices. Further research is recommended on the use of evidence-based practices in general education classrooms for students with disabilities using a larger sampling of general education teachers to increase the reliability and validity of the findings.</p>
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Friedt, Brian. "Identifying Evidence-Based Practices in Special Education through High Quality Meta-Analysis." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333494028.
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O'Hare, Daniel Patrick. "Evidence-based practice : a mixed methods approach to understanding educational psychologists' use of evidence in practice." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686817.
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Evidence-based practice is a term that continues to receive a great.deal of attention within the Educational Psychology (EP) profession. Publications within the EP field have suggested that evidence-based practice is unworkable due to its reliance on research evidence and have instead suggested practice, which is based primarily on practitioner experience. This study suggests that EP conceptualisations of evidence-based practice have been too narrow, and adopts a model of evidence-based practice from the field of organisational psychology. This model accepts a wide range of sources of evidence including research findings, practitioner experience and judgement, information from people directly affected by decision and information from the local context. A mixed methods approach is adopted to explore EPs understandings and use of evidence in practice. The study is comprised of three phases: an experiment, an attitude scale, and a focused ethnography with interviews. Findings for this study are mixed primarily at the level of interpretation. Findings suggest that EPs orientation towards evidence-based practice is complex. It is suggested that EPs may currently lack some of the skills to be effective evidencebased practitioners but that a wide range of evidence is already drawn on in daily practice. A major barrier to a more critical understanding and application of evidence-based practice is an underlying assumption that 'evidence' is synonymous with 'research'. An expanded model of evidence-based practice is presented which, it is suggested, will allow for EPs to critically and explicitly engage with many types of evidence within practice. An essential element of evidence-based practice for EPs is their connection and relationship with peers that allows for exposure to challenge, new ideas and ways of thinking.
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Haff, G. Gregory, and Michael H. Stone. "Methods of Developing Power With Special Reference to Football Players." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4631.
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Power-generating capacity should be a primary training outcome for football athletes. The ability to be explosive and use high levels of strength seems to differentiate between athletes and teams. Developing training interventions that can improve both strength- and power-generating capacity would therefore be considered a paramount endeavor when attempting to optimize the physiological and performance adaptations necessary for competitive success. Too often, strength and conditioning coaches forget that the foundation of powergenerating capacity is in fact high levels of muscular strength. When the development of strength is minimized or excluded from the training plan, the ability to express high-power outputs is compromised. In addition, a failure to use sequenced and integrated training programs decreases the possibility of successfully increasing strength- and power-generating capacity, thus decreasing the potential for competitive success. Therefore, this brief review attempts to explain how strength- and powergenerating capacity can be enhanced to increase the potential for developing the physiological and performance foundation necessary for competitive success with the football athlete.
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Tan, Sze Huey. "Statistical and graphical evidence synthesis methods in health technology assessment." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37523.
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This thesis focusses on the challenges relating to clinical- and cost-effectiveness analysis in Health Technology Assessment (HTA). It includes methodological developments, both statistical and presentational, in evidence synthesis aiming to address those challenges. In HTA, analysts often face problems with limited availability of data required to inform economic model. This thesis proposes innovative evidence synthesis approaches to address this challenge, illustrated in two examples. Bivariate random-effects meta-analysis (BRMA) and network meta-analysis (NMA) were used to synthesise all available evidence to predict progression-free survival (PFS), in metastatic prostate cancer. This enabled the specification of a three-state Markov model previously limited to two states when PFS was not recorded. In the second example, a scenario in multiple sclerosis is considered where utility data for the trials included in a HTA were not available and external utility data from a single study was used instead. This thesis illustrates how BRMA can be applied to include all available evidence to inform utility estimates for use in a cost-effectiveness analysis. NMA, allowing for a simultaneous and coherent comparison of multiple interventions, is increasingly used in HTA. However, due to the inherent complexity of presenting NMA results, it is important to ease their interpretability. A review of existing methods of presenting NMA results in HTA reports revealed that there is no standardised presentational tool for their reporting. Novel presentational approaches were developed which are presented in this thesis. The original contributions of this thesis are the innovative approaches to incorporate historical data to predict and increase the precision of parameter estimates for cost-effectiveness analysis to better inform health policy decision-making; and three novel graphical tools to aid clear presentation and facilitate interpretation of NMA results. Ultimately, the hope is that the graphical tools developed will be recommended in updated guidance setting the standards for future HTAs.
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Park, Nicole M. "Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404569/.
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The role of transition providers' knowledge of evidence-based practices (EBPs) in secondary transition can only be understood in the context of the dismal post-secondary outcomes of students with disabilities (SWD) and the need for bridging the research-to-practice gap among secondary transition practitioners. A sample of 1,163 Texas Employment Designees (TEDs) were surveyed about their knowledge of secondary transition EBPs. The study examined the psychometric properties and theoretical factor structure fit of a modified version of the Mazzotti and Plotner's Use of Secondary Transition EBPs survey and identified significant effects of TEDs' characteristics on their capacity for implementing secondary transition EBPs (F(9, 110) = 2.16, p = 0.03). Psychometric validation of the instrument indicated overall reliability and internal consistency of the modified instrument in measuring both knowledge and use of EBPs in support and direct provision of transition services (Cronbach's alpha of 0.99). Principal components analysis (PCA) and exploratory factor analysis (EFA) returned a simple one-factor structure. A composite score was developed for the single factor of "capacity", and a subsequent analysis was conducted to determine a relationship between the demographic factors and the overall capacity scores of respondents (n = 198). Study limitations and need for further research are discussed.
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Conroy, M., Cynthia R. Chambers, and M. J. Coutinho. "Evidence-Based Strategies for Young Children with Autism Spectrum Disorders." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3884.
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Xu, Shujing, and 徐淑婧. "Do financial firms exhibit any special acumen? : evidence from accelerated seasonsed equity offerings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/202254.
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Accelerated bookbuilding method, a streamlined equity offering process, shortens the period for underwriters to exert marketing effort and perform due diligence in seasoned equity offerings. This leads to reduced efforts in minimizing information asymmetry between the issuer, underwriter and investors. My results show that financial issuers have a higher tendency to accelerate the SEO process after controlling for other firm-level offering characteristics. I hypothesize that financial issuers by their nature enjoy less information asymmetry and greater financial expertise, thus they derive only smaller benefit from costly bookbuilding process. Using a sample of financial and non-financial SEOs, I test the equity offering agency model by examining issuers’ decision to accelerate and the accompanying floatation costs. My tests show that only financial issuers can save costs in accelerated SEOs, while non-financial issuers incur higher flotation costs when shortening the bookbuilding process. Further evidence on accelerated SEO post-issue long-run performance shows that financial issuers are better at timing their equity issuance compared with their size and book-to-market matched non-financial counterparts. My results are consistent with Baron’s (1982) agency model in equity offering and Myers and Majluf’s (1984) information asymmetry model of the decision to issue security.<br>published_or_final_version<br>Economics and Finance<br>Doctoral<br>Doctor of Philosophy
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Pilkington, Karen Elizabeth. "Reviewing the evidence on complementary therapies : with special reference to anxiety and depression." Thesis, University of Westminster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441077.
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Duan, Xiuwen. "Revisiting Empirical Bayes Methods and Applications to Special Types of Data." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42340.
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Empirical Bayes methods have been around for a long time and have a wide range of
applications. These methods provide a way in which historical data can be aggregated
to provide estimates of the posterior mean. This thesis revisits some of the empirical
Bayesian methods and develops new applications. We first look at a linear empirical Bayes estimator and apply it on ranking and symbolic data. Next, we consider
Tweedie’s formula and show how it can be applied to analyze a microarray dataset.
The application of the formula is simplified with the Pearson system of distributions.
Saddlepoint approximations enable us to generalize several results in this direction.
The results show that the proposed methods perform well in applications to real data
sets.
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Fidishin, Marianne J. "Special Education Disproportionality Through a Social Lens| A Mixed Methods Approach." Thesis, Loyola University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195423.
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<p>The disproportionate nature of special education, notably with African American students, is longstanding and most pronounced in judgmental eligibility categories such as intellectual disability and emotional disturbance. Numerous studies on disproportionality conclude there is not a single causative factor, but point to the multifactorial nature of the issue and the complex interplay among different factors. Research related to the role social factors exhibited in an institution have on special education referral and eligibility determination is more limited. This is important since practices employed during the eligibility process take place within the institution?s social environment and are underpinned by the beliefs and values of those that administer the process. By employing a mixed methods study design, the author examined the following questions: 1) are minority students, particularly African American elementary school students, more likely to be disproportionately represented in special education eligibilities across school districts in the county, and if so which ones; 2) within the referral and eligibility process employed, what criteria are used to determine the eligibility emotional disturbance; and 3) do the commonly held perceptions and practices present within the school district?s culture influence the process and decision-making for eligibility?
Quantitative data were obtained from appropriate Illinois State Board of Educations (ISBE) websites and through a Freedom of Information Act request to the
State Board of Education for specific data and statistics related to the special education population for 116 elementary school districts in a suburban midwestern county. Data showed 11 school districts demonstrated disproportionality, a risk ratio >3.0, for years 2011-2013. Of these, eight involved the African American student, with six school districts disproportionality centered on emotional disturbance thereby qualifying as potential candidates for Phase 2. Important to note, unlike previous research on disproportionality that examined school districts with predominantly Caucasian or even more diverse student populations, this study?s school district was primarily Hispanic, 94%, with African Americans making up 2% of students. This provided a unique opportunity to study two minority populations.
The second phase of the study employed a qualitative approach of in-depth, semi-structured face-to-face interviews of key professionals involved in special education eligibility determination from the selected school district. Findings revealed two broad points related to the social environment of the school district that appeared to impact the referral and eligibility process. First is the strength of administrative leadership vis-a-vis process implementation and second is the sociocultural environment of the district.
In this case, leadership was passive when it came to ensuring fidelity to tiered intervention plans, a critical component of the referral process. Basically leadership allowed fidelity and accountability to the intervention process by teachers to be lackluster
at best or worst case absent. Consequently, teachers more resistant to engaging in the intervention process tended have higher student referrals.
The sociocultural environment of the school district studied is comprised basically of two divergent economic classes, the middle class predominately Caucasian educators/administrators and the student population who are of low to very low economic status and predominately of two racial/ethnic minorities. Comments consistently emerged from interviewees regarding differences seen between the Hispanic and African American students culturally, their perceived value structures, and observable behaviors.
A key insight from this research was being a racial/ethnic minority does not per se lead to disproportionate representation in the emotional disturbance eligibility, the dominant culture of the social composition of the student population influences the perceptions and understanding of the educators and professionals who, for the most part, are Caucasian, middle class and more often than not female. Basically, there is an acclimatization of the educators to the culture, behaviors and values of the dominant group against which other racial/ethnic behaviors and values are positioned and judged. The culture, values and behaviors of, in this case, Hispanics students were perceived to be different than that of the African American student and less tolerated.
The intent of this researcher was to provide data that advanced the knowledge of how the social environment of a district interplays with its? professionals? belief to shape decision-making and how, in turn, this impacted the issue of overrepresentation of African American students in special education, specifically emotionally disturbed. This study has shown primary contributors to referral and eligibility was poor school
leadership over intervention implementation and differences between the social norms and cultural perspectives of the school environment stakeholders and those of African American students. It is critical from both scholarly and applied practice perspectives that an ongoing effort to implement culturally responsive pedagogy within the school environment. Similarly, research focusing on interventions designed to shape teachers? perceptions of student behavior is essential to ensure not only equitable educational opportunities, but also eradicate disproportionality.
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Miettunen, J. (Jouko). "Statistical methods in psychiatric research, with special reference on factor analysis." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514273672.
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Abstract This interdisciplinary study describes in the first part the frequency with which various statistical research designs and methods are reported in psychiatric journals, and investigates how the use of these methods affect the visibility of the article in the form of received citations. In the second part focus is specifically on factor analysis, and the study presents two applications of this method. Original research articles (N = 448) from four general psychiatric journals in 1996 were reviewed. The journals were the American Journal of Psychiatry, the Archives of General Psychiatry, the British Journal of Psychiatry and the Nordic Journal of Psychiatry. There were differences in the utilisation of statistical procedures among the journals. The use of statistical methods was not strongly associated with the further utilisation of an article. However, extended description of statistical procedures had a positive effect on the received citations. Factor analysis is a statistical method based on correlations of the variables, which is often used when validity and structure of psychiatric instruments are studied. Exploratory factor analysis is designed to explore underlying latent factors, and in confirmatory factor analysis the aim is to verify the factor structure based on earlier findings in other data sets. Using data from the 31-year follow-up of the Northern Finland 1966 Birth Cohort Study this study aimed to demonstrate the validity and factor structure of scales measuring temperament (Tridimensional Personality Questionnaire, TPQ, and Temperament and Character Inventory, TCI) and alexithymia (20-item Toronto Alexithymia Scale, TAS-20). The results of exploratory factor analysis indicated good performance of the TCI and TPQ, though the results suggested that some developmental work is still needed. Of the two scales, the TCI worked psychometrically better than the TPQ. A confirmatory factor analysis showed that the three-factor model of TAS-20 was in agreement with the Finnish version of the scale. To conclude, future authors of psychiatric journals might apply these results in designing their research to present intelligible and compact analysis combined with a high quality presentation technique. Results of the factor analyses showed that the TPQ, TCI and TAS-20 can be used also in their Finnish versions<br>Tiivistelmä Tämä poikkitieteellinen tutkimus kuvaa erilaisten tilastotieteellisten menetelmien yleisyyttä ja merkitystä psykiatriassa. Tutkimuksen ensimmäisessä osassa tutkitaan erilaisten tilastomenetelmien ja tutkimusasetelmien osuutta psykiatrisissa artikkeleissa ja lisäksi käytettyjen menetelmien vaikutusta artikkelien saamien viittausten lukumäärään. Tutkimuksen toisessa osassa keskitytään faktorianalyysiin ja esitetään kaksi siihen liittyvää sovellusta. Aineiston muodostavat alkuperäistuloksia esittelevät artikkelit (N = 448) neljästä eri psykiatrian tieteellisestä yleislehdestä vuodelta 1996. Kyseiset lehdet ovat American Journal of Psychiatry, Archives of General Psychiatry, British Journal of Psychiatry ja Nordic Journal of Psychiatry. Lehdet erosivat toisistaan tilastotieteellisten menetelmien käytössä ja tulosten esittämisessä. Tilastotieteellisten menetelmien käytöllä ei ollut suurta vaikutusta artikkelien saamien viittausten lukumäärään, mutta laajalla menetelmien kuvauksella oli positiivinen vaikutus viittausten lukumäärään. Faktorianalyysi on tilastotieteellinen tutkimusmenetelmä, jota käytetään tutkittaessa millaisista osatekijöistä erilaiset monimutkaiset ilmiöt koostuvat. Erityisesti tutkittaessa psykiatristen mittareiden validiteettia ja rakennetta faktorianalyysi on osoittautunut hyödylliseksi. Eksploratiivisessa faktorianalyysissa tarkoituksena on etsiä taustalla olevia piileviä muuttujia ja konfirmatorisessa faktorianalyysissa tarkoitus on vahvistaa aiemmissa tutkimuksissa todettu mittarin faktorirakenne. Tässä tutkimuksessa hyödynnetään aineistoa Pohjois-Suomen vuoden 1966 syntymäkohortin 31 vuoden seurannasta. Aineiston avulla tutkitaan temperamenttia (Tridimensional Personality Questionnaire, TPQ, ja Temperament and Character Inventory, TCI) ja aleksitymiaa (20-item Toronto Alexithymia Scale, TAS-20) tutkivien mittareiden suomenkielisten käännöksien validiteettia ja faktorirakennetta. Eksploratiivisen faktorianalyysin tulokset kertoivat, että TPQ ja TCI toimivat hyvin myös suomenkielellä. Kuitenkin mittareissa on vielä kehittämisen varaa. TCI:n psykometriset ominaisuudet olivat paremmat kuin TPQ:n. Aleksitymiamittarin TAS-20 konfirmatorinen faktorianalyysi osoitti että aiemmin julkaistu kolmen faktorin malli toimi hyvin myös suomalaisella versiolla. Psykiatristen artikkelien kirjoittajat voivat hyödyntää tämän tutkimuksen tuloksia suunnitellessaan psykiatrista tutkimusta suuntaan, jossa selkeä ja tiivis tulosten analysointitapa ja korkealaatuinen tulosten esitystapa korostuu. Faktorianalyysi soveltuu hyvin mittarin validiteetin tutkimiseen. Tutkimus osoitti TPQ-, TCI- ja TAS-20-mittareiden suomenkielisten versioiden validiteetin
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Okcu, Selen. "Developing evidence based design metrics and methods for improving healthcare soundscapes." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/43695.
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Healing and clinical work requires a complex choreography of architectural acoustic design in healthcare settings. In most healthcare settings, medical staff members conduct vital tasks that may have life-and-death implications. Patients visit the hospitals to heal. Their expectations include fast recovery, restful sleep, and privacy (i.e., speech privacy). However, sound environment qualities of the care settings often fall far from supporting the mission of hospitals. There is strong and growing evidence showing that effective soundscapes in healthcare settings potentially impact errors, healing and stress for patients, families and staff but it is still not clear what measures of the sound environment best predict key healthcare outcomes and what design strategies best impact those measures. By using a multi-method approach (i.e., objective and subjective noise level measurements, in-situ impulse response measurements, heuristic design analysis, theoretical studies, acoustic simulations and statistical analysis), this study aims to develop evidence based design strategies by statistically defining the relationships between three types of variables: (1) architectural floor-plate design metrics, (2) acoustic metrics, and (3) occupant response.
The research is conducted in three phases. The first phase of the study compared the objective and subjective qualities of the hospital sound environments with different architectural designs, assessed the effectiveness of a newer acoustic metrics in capturing caregiver perceptions, and evaluated the impact of particular noise sources on caregiver outcomes. The second phase of the study tested the validity of an acoustic simulation tool in estimating the acoustic qualities of the healthcare soundscapes. The third phase of the study systematically explored the relationship between floor-plate design and acoustics of complex inter-connected nursing unit corridors. Even though the relationship between design and acoustics of proportional spaces (a.k.a. rooms with more traditional dimensions) has been well documented, the number of studies linking design and acoustics of complex non-proportional spaces such as inter-connected corridors still remains limited.
The findings of the first phase show that critical care sound environments with different designs can vary drastically and impact caregivers` perceived wellbeing and task performance (e.g., patient auditory monitoring). Despite their extensive use, traditional noise metrics sometimes may not be effective in capturing unique characteristics of healthcare sound environments. This study validated the effectiveness of a new more detailed noise metric, "occurrence rate", in capturing the differences between acoustic characteristics of healthcare sound environments. Moreover, particular noise sources such as impulsive noises are likely to dominate the ICU sound environments and interfere with perceived caregiver health and performance. The findings of the second phase suggest the potential effectiveness of acoustic simulation tools (with hybrid prediction programs) in estimating the acoustic qualities of complex inter-connected hospital corridors. The findings of the third phase suggest the potential significant impact of design features of particular hallways (e.g., number of turns, corridor length, and number of branches) and overall floor-shape characteristics of inter-connected corridors (i.e., relative grid distance, and visual fragmentation) on reverberation time. Overall, in the units with shorter, more compact, fragmented corridors with multiple number of branching hallways, reverberation times are likely to be less. Moreover receivers located at the corridors with less number of turns from the sound source also potentially experience lower reverberation times. According to previous research, the human auditory system`s ability to monitor auditory cues is likely to be higher in the less reverberant sound environments.
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Jenner, Mareike. ""Follow the evidence"? : methods of detection in American TV detective drama." Thesis, Aberystwyth University, 2013. http://hdl.handle.net/2160/973dbcaf-5796-42c5-a044-b51252c91b66.
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This thesis deals with methods of detection i.e. the mode of investigation employed to catch a criminal in American detective dramas on television. It divides methods of detection into the categories of ‘rational-scientific’ and ‘irrational-subjective’. ‘Rational-scientific’ methods of detection are linked to the literary tradition of Golden Age fiction and suggest an analytical distance to the crime. ‘Irrational-subjective’ methods are linked to a hard-boiled tradition and suggest (often emotional) ‘closeness’ to the victim, suspects or witnesses. Drawing on the work of Michel Foucault, John Fiske and Jason Mittell, this thesis views genre as discourse. As such, television genre is viewed as always changing and intersecting with a variety of other discourses, for example, representing social and political debates, shifts within the television industry and mirroring ideologies of ‘truth-finding’. It analyses methods of detection as a discourse internal to the genre, as a genre convention, as well as external to the genre i.e. as relating to discourses regarding social, political and industrial developments. It also explores how methods of detection, as an expression of ideologies of ‘truth-finding’, reveal how a specific series may be positioned in relationship to modern post-Enlightenment and postmodern discourses. A number of texts from different historical moments (Dragnet [NBC, 1951-1959], Quincy, M.E. [NBC, 1976-1983], CSI: Crime Scene Investigation [CBS, 2000- ], Hill Street Blues [NBC, 1981-1987], Twin Peaks [ABC, 1990-1991] and The Shield [fX, 2002-2008]) are analysed as examples of how individual genre texts represent these shifts in attitudes towards ‘truth-finding’. In a final step, this thesis analyses The Wire (HBO, 2002-2008) and Dexter (Showtime, 2006- ) as dramas that represent a more recent shift in the representation of ideologies of ‘truth-finding’ that may formulate ‘alternative’ methods of detection and a possible epistemological shift in postmodern culture.
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Chung, Yuk-ka, and 鍾玉嘉. "On the evaluation and statistical analysis of forensic evidence in DNAmixtures." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45983586.
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Hudson, Tina M., Lori J. Marks, and Kimberly Hale. "Trials and Tribulations of Implementing Evidence-based Writing Practices in Rural Elementary Classrooms." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3532.
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Teachers in rural regions need access to professional development in pedagogical skills and curriculum to improve writing of students at-risk. Presenters describe research that examined effects of professional development in two evidence-based practices. Sample teaching materials for students with diverse learning needs will be shared.
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Fox, James, Annette Little, Sally Barton-Arwood, and Samantha Edwards. "Evidence-based Practices in ABA: Overview, Applications, and Implications." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4177.
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This presentation will provide behavior analysts (BCBAs) and others with information about and skills in identifying, selecting and using evidence-based practices (EBP) in ABA. The definition and criteria for EBP, its conceptual similarities to and differences from the Baer, Wolf and Risley (1968, 1987) dimensions of ABA, resources for identifying EBPs, EBP examples relevant to BCBAs, and research, practical and ethical issues in EBPs for ABA will be presented and discussed. Two sources have outlined evidence-based practices for children with ASD. Prior to receiving information about EBPs, educators from around the state were asked to indicate whether they were familiar with several practices. If they were familiar, educators were asked about their perceptions of the evidence base. Results from a survey, suggestions for how BCBAs can effectively and efficiently stay abreast of advances/changes in EBPs, implications for BCBAs working with educators and making recommendations involving evidence-based practices are included.
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Wheeler, John J., and James Fox. "Applying Evidence-Based Practices in the Education of Children with Autism Spectrum." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/266.
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Goodman, Jordan Mark. "An Evidence-based Evaluation of Behavior Management Practices Among Paraprofessionals." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8534.
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Paraprofessionals (i.e., paid school employees working under the supervision of licensed and certified personnel) are being given expanded roles and responsibilities in schools. Unfortunately, many paraprofessionals in the United States are not well trained and are asked to take on responsibilities they have not been prepared for. One of those responsibilities is managing student behavior. The purpose of this study was to evaluate paraprofessionals' self-reported behavior management practices. Using a survey, we collected information concerning paraprofessionals' feelings of confidence in managing problem behavior, techniques to manage problem behavior, feelings concerning their behavior management training, and their views on certain problem behaviors. A total of 191 paraprofessionals completed some or all of the survey. The participants reported high levels of confidence in managing problem behaviors as well as high training needs. Findings suggest that paraprofessionals encounter low-intensity behaviors (i.e., off-task, passive noncompliance, and disruptive) more frequently and high-intensity behaviors (i.e., verbal and physical aggression) less frequently. Low-intensity behaviors also tend to be less difficult to manage and less problematic in the classroom, whereas the high-intensity behaviors were rated more difficult to manage and more problematic. Paraprofessionals' preferred behavior management strategy for the majority of behaviors encountered was reported to be verbal reprimand. Additional research and training regarding effective behavior management practices for paraprofessionals is supported by the results of this study.
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Mims, Pamela J., and Bree Jimenez. "Evidence Based Practices in Action: Perspectives from Teachers in the Field." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/185.
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This presentation highlights teachers', who were chosen for an Office of Special Education Programs Teacher preparation grant, experiences in implementing evidence based practices. Specifically, the presenters share their experiences of applying evidence based practices in their classrooms with the goal to increase inclusion for students with significant disabilities. The presenters will share the strategies that they have found most successful and discuss how to implement these strategies to promote inclusion.
Learning Objectives:
1) Be able to identify 3-5 evidence based practices that address a variety of learning needs of students with significant disabilities.
2) Generate 2-3 ideas to increase inclusive practices by implementing evidence based practices for people with significant disabilities.
3) Share their own experiences in implementing evidence based practices in the classroom to improve inclusive practices for persons with significant disabilities.
To do this, the presenters, who are teachers selected as part of an OSEP funded teacher preparation grant, will discuss how they have applied their knowledge of evidenced based practices to improve the inclusive practices for persons with significant disabilities at their schools. Under the guidance of their faculty mentors, several teachers will provide information about a variety of evidence based practices, how they implemented the practices within their school setting (pre-k to 21) and any obstacles they faced as well as how they overcame each obstacle. Topics may include the following: (a) self-determination, (b) family involvement, (c) person centered planning, (d) teaching academic skills (e) positive behavioral supports, and (f) data based decision making (Browder, Wakeman, et al., 2007; Jimenez, Mims, Browder, 2012; McDonnell; Copeland, 2011; Westling & Fox, 2009; Wood, Fowler, Uphold, Test, 2005). The presenters will also share the outcomes of their implementation of strategies.
This session is unique as it encourages engagement between attendees and several practitioners with demonstrated leadership skills who are passionate about increasing evidenced based inclusive practices to promote change within their school setting for students with significant disabilities. The teachers who will be presenting work with students from culturally, linguistically and economically diverse backgrounds. Individualized attendee needs will be considered throughout the presentation to ensure full participation by all. Information will be presented through visual and auditory means.
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Beck, Mélanie. "B-methods: Special time-integrators for differential equations with blow-up solutions." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86504.
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Many nonlinear differential equations have solutions that cease to exist in finite time because their norm becomes infinite. We say that the solution blows up in finite time. In general, this phenomenon is especially important in the physical interpretation of the results, but unfortunately most of these differential equations can not be explicitly solved. Moreover numerically approximating blow-up phenomena is a delicate problem and most standard methods only yield poor results.<br>In this thesis we suggest ways to construct fixed-step numerical methods, specialized in the approximation of a blow-up solution, the so-called B-methods (in case of partial differential equations, we obtain semi-discretizations in time). Two approaches are presented in detail: one consists of a splitting method while the other comes from a variation of the constant. Both approaches are based on the same idea: to exploit the fact that the solution of a simplified equation (made up of the nonlinear part that is responsible for the blow-up) can be explicitly written.<br>We start by properly defining the problem and presenting an extensive literature review concerning both theoretical and numerical results. Then, after explaining the two methods of construction on an example, we apply them to different models and so we obtain numerous B-methods. All these methods are implemented and extensive numerical experiments illustrate the superiority of the performance of B-methods over standard methods. Finally a chapter is devoted to the theoretical study of some B-methods. Theorems which are proven reinforce the promising results of the numerical tests.<br>De nombreuses équations différentielles non-linéaires ont des solutions qui cessent d'exister en temps fini car leur norme devient infinie. On dit alors que la solution explose en temps fini. Ce phénomène revêt généralement une grande importance dans l'interprétation physique des résultats, malheureusement la plupart de ces équations différentielles ne peuvent pas être résolues explicitement. De plus l'approximation numérique du phénomène d'explosion est délicat et la plupart des méthodes standards ne donnent que des résultats médiocres.<br>Dans cette thèse nous proposons des façons de construire des méthodes numériques à pas de temps fixe, spécialisées dans l'approximation d'une solution qui explose, les B-méthodes (dans le cas d'équations aux dérivés partielles, nous obtenons des semi-discrétisations en temps). Deux approches sont présentées en détail : l'une consiste en une "splitting method" tandis que l'autre provient d'une variation de la constante. Toutes deux se basent sur la même idée : exploiter le fait que la solution d'une équation simplifiée (formée de la partie non-linéaire responsable de l'explosion) peut être écrite explicitement.<br>Nous commençons par bien définir le problème et présentons une revue étendue de la littérature consacrée au sujet, tant du point de vue théorique que du point de vue numérique. Puis, après avoir expliqué ces deux méthodes de construction sur un exemple, nous les appliquons à différents modèles et obtenons ainsi de nombreuses B-méthodes. Toutes ces méthodes sont ensuite programmées et des tests numériques étendus viennent illustrer la supériorité des performances des B-méthodes sur celles des méthodes standards. Un chapitre est également consacré à l'étude théorique de quelques B-méthodes. Les théorèmes qui y sont prouvés viennent supporter les résultats prometteurs des tests numériques.
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Burrell, Robert M. "Tactics, methods and techniques to improve Special Forces in-service enlisted recruiting." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/5953.
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This thesis identifies and analyzes recruiting strategies that exist outside of the military service that might be considered to increase the number of high-quality enlisted recruits for the United States Army Special Forces Command (USASFC). The thesis contains a review of the current Special Forces recruiting processes and describes how Special Operations Recruiting Command (SORC) recruits enlisted soldiers. It also analyzes goal congruency and cohesion between SORC, SWCS(A), and USASFC(A). Using recruiting process case studies obtained from five diverse civilian organizations, the thesis examines common successful tactics, methods, and techniques (TMTs) used to recruit candidates and then evaluates these TMTs to determine their applicability to the current SF recruiting model. Finally, the thesis offers three main recommendations using successful TMTs: quality control measures are needed throughout a successful organization; goal congruency is needed to reduce friction and achieve effective and efficient bottomline results; and metrics, incentives, and defined success must be aligned with the bottom-line target. These recommendations could result in fewer candidates required for recruitment by SORC, while producing a greater number of high-quality recruits for the SF training pipeline and, ultimately, for USASFC(A) units.
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Bovill, Richard Alan. "Development of novel methods for microbial identification with special reference to staphylococci." Thesis, University of Newcastle Upon Tyne, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293052.
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Swierkowski, Steven M. Burrell Robert M. "Tactics, methods and techniques to improve Special Forces in-service enlisted recruiting." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FSwierkowski.pdf.
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Milligan, Charles Drew. "The Impact of Special Education Funding Distribution Methods on Ohio's School Districts." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459446376.
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Storm, Hugo [Verfasser]. "Methods of analysis and empirical evidence of farm structural change / Hugo Storm." Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/1059476339/34.
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Hitt, Sara Beth, and A. I. Kemp-Inman. "Identifying Evidence-based Practices Online: a Review of Sources and Recommendations for Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4062.
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Librea-Carden, Mila Rosa Latina PHD. "Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274.
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Mayton, Michael R., Anthony L. Menendez, John J. Wheeler, Stacy L. Carter, and Morgan Chitiyo. "An Analysis of Social Storiestm Research Using an Evidence-Based Practice Model." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/312.
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The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence-based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single-subject studies across 13 peer-reviewed journals, a 12-year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single-subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on- or above-standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below-standard acceptability in indicators related to both internal and external validity of studies.
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Smith, R. W. "Prehistoric human ecology in the Wessex chalklands with special reference to evidence from the valleys." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332995.
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Harnik, Adi. "Quality of life among adolescents and young adults with intellectual disabilities: a report on a mixed-methods study." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97143.
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This mixed method study explores the perceived quality of life (QOL) of 16 adolescents and young adults with Intellectual Disabilities as they go through the transition from school into the community. All were either graduates or current students in a specialized transition to work program. In accordance with the WHO definition of quality of life, we examined participants' subjective assessments of their independence, social relationships, and community involvement and compared the graduates' and students' responses. Perceived independence was positively related to IQ, communication, and to socialization skills for both groups. School status influenced community involvement and friendships; graduates were more involved in the community but students reported having a larger social circle. Though participants noted a general overall satisfaction with their lives, all mentioned areas for improvement when asked an open-ended question regarding how they envision their future in term of QOL. These qualitative responses centered around themes of independence, community involvement, and social interactions. Implications for transition services are discussed.<br>Cette étude explore la méthode mixte de la qualité de vie perçue (QDV) de 16 adolescents et jeunes adultes souffrant de retards de développement durant leur transition de l'école à la société. Tous les participants étaient soit des diplômés, soit des étudiants en cours d'un programme spécialisé de transition au travail.Conformément à la définition de la qualité de la vie de l'OMS, nous avons examiné l'evaluation subjective des participants sur leur indépendance, leurs relations sociales et leur participation communautaire, et nous avons ensuite comparé les réponses des diplômés à celles des élèves. La correlation entre l'indépendance perçue et l'IQ, la communication et les compétences sociales, était positive pour les deux groupes. Le statut à l'école influença la participation communautaire et les relations amicales; les diplômés étaient plus impliqués que les étudiants dans la communauté, mais les étudiants ont déclaré avoir un plus grand cercle social. Bien que les participants aient noté une satisfaction globale de leur vie, tous ont mentionné des domaines d'amélioration lorsqu'une question ouverte concernant la façon dont ils envisagaient leur avenir en terme de qualité de vie leur a été posée. Ces réponses qualitatives étaient ciblées autour des themes de l'indépendance, la participation communautaire, et les interactions sociales. Les implications pour les services de transition sont discutées.
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Larkin, Nancy Kay. "Raising Texas State Biology Exam Achievement Scores for Students with Disabilities." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1693.
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The No Child Left Behind Act changed the way educators taught students with disabilities (SWD), as this population has now become part of all districts' annual yearly progress. The problem this qualitative study addressed was that many biology teachers in a Texas suburban district were not effectively implementing evidence-based strategies for SWD. The study's conceptual foundation was based on Vygotsky's cognitive development theory that students achieve at higher levels when working in their zone of proximal development with support from peers or adults. The guiding question was intended to determine what strategies biology teachers were using to provide this support at schools with higher passing rates for SWD and how these strategies differed from those used by teachers in schools with lower passing rates. Participants interviewed were 6 biology teachers and 4 administrators from schools with both higher and lower passing rates for SWD to examine differences in strategies used by the two groups. Transcripts were coded and analyzed for common themes. Triangulation, member checking, and a second researcher re-coding selected data samples were used to insure data trustworthiness. Results indicated that SWD who had biology teachers using evidence-based strategies with follow-up activities scored higher on the state biology exam than those who did not and that participants would like to have special education teachers assist in developing effective biology lessons with the follow up activities for SWD. These findings were used to create a staff development project to help biology teachers use more evidence-based strategies and follow up activities. Based on results, SWD may have a greater array of career choices and may be prepared to make more informed biology and health-related decisions, thus promoting social change.
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Jinn, Nicole Mee-Hyaang. "Toward Error-Statistical Principles of Evidence in Statistical Inference." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/48420.
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The context for this research is statistical inference, the process of making predictions or inferences about a population from observation and analyses of a sample. In this context, many researchers want to grasp what inferences can be made that are valid, in the sense of being able to uphold or justify by argument or evidence. Another pressing question among users of statistical methods is: how can spurious relationships be distinguished from genuine ones? Underlying both of these issues is the concept of evidence. In response to these (and similar) questions, two questions I work on in this essay are: (1) what is a genuine principle of evidence? and (2) do error probabilities have more than a long-run role? Concisely, I propose that felicitous genuine principles of evidence should provide concrete guidelines on precisely how to examine error probabilities, with respect to a test's aptitude for unmasking pertinent errors, which leads to establishing sound interpretations of results from statistical techniques. The starting point for my definition of genuine principles of evidence is Allan Birnbaum's confidence concept, an attempt to control misleading interpretations. However, Birnbaum's confidence concept is inadequate for interpreting statistical evidence, because using only pre-data error probabilities would not pick up on a test's ability to detect a discrepancy of interest (e.g., "even if the discrepancy exists" with respect to the actual outcome. Instead, I argue that Deborah Mayo's severity assessment is the most suitable characterization of evidence based on my definition of genuine principles of evidence.<br>Master of Arts
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Longest, Kyle Clayton Shanahan Michael J. "Adolescent identity and the transition to young adulthood integrating theories, methods, and evidence /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2302.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Bernstein, Joshua I. (Joshua Ian) 1974. "Design methods in the aerospace industry : looking for evidence of set-based practices." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/82675.
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Thesis (M.S.)--Massachusetts Institute of Technology, Technology and Policy Program, 1998.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Includes bibliographical references (p. 209-211).<br>by Joshua I. Bernstein.<br>M.S.
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Wheeler, John J., and Stacy Carter. "An Analysis of Teacher Perceived Barriers to Implementation of Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2714.
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The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing based procedures will be presented. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Discussion on minimizing these implementation barriers will be provided. Learner Outcomes: Participants will gain an understanding of the most prevalent barriers to implementing evidence-based practices as perceived by teachers. Participants will gain an understanding of the need for increased portability of evidence-based practices within classroom settings for ease and efficiency of use by teachers. Participants will understand strategies for minimizing barriers to implementing evidence-based practices within classrooms for students with developmental disabilities
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Fox, James J., A. Little, K. Simcoe, M. Mahoney, S. Edwards, and B. Davis. "Evidence-based Practices in ABA: Overview, Applications, Implications." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/145.
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Ecklund, Marshall V. McNerney Michael A. "Personnel recovery operations for Special Operations Forces in Urban Environments : modeling successful overt and clandestine methods of recovery /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FEcklund%5FMcNerney.pdf.
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Walston, Ricky Lyle. "The manifestations of the spirit in 1 Corinthians 12 with special emphasis upon tongues as evidence." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Aukes, Jo Ann Beth. "Relationships between Special Education Teaching Experience and the Implementation of Evidence-Based Practices for Students with Autism." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937791.
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<p> The purpose of this quantitative correlational research study was to examine the extent that teaching experience affected the knowledge, implementation, and perceived skill level in implementing the 27 evidence-based practices (EBPs) established by the National Professional Development Center for Autism Spectrum Disorder. The study was conducted in the state of Iowa, with special education teachers from fourteen different school districts. Survey responses were gathered from 228 special education teachers. Of the 228, there were 48 novice teachers and 180 veteran teachers. Novice teachers were classified as having less than three years of teaching experience and veteran teachers with more than three years. Based on the data, results showed that as experience tended to increase from less than three years of experience to more than three years, the scores on EBPs knowledge, implementation, and perceived skills also tended to increase. The results of the study found a positive correlation (<i>r</i> = .26, <i>p</i> = .001) between years of teaching experience and knowledge of EBPs, a positive correlation (<i>r</i> = .22, <i>p</i> = .001) between years of experience and EBP implementation, and a positive correlation (<i>r</i> = .26, <i>p</i> = .002) between years of experience and perceived skill level in implementation. This small effect size indicates that as experience increased, there was a positively correlated increase of teacher knowledge and implementation of the EBPs to use when working with students with autism. </p><p>
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Docimo, Chelsey L. "A mixed methods approach to examining an Advanced Placement program in one Connecticut public school district." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570678.
Full textAbstract:
<p>The purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP teachers, and one administrator provided information used to determine if a problem existed in terms of the influx of students into the AP program without a comprehensive set of research-based supports designed to assist struggling students. Student data included instrument measures, structured written response questions, and secondary source information which was obtained from 124 eleventh grade students in 11 different AP classes between these two comprehensive high-schools in this district. Secondary source data was used to gauge academic ability and preparedness which included collecting: Preliminary Standardized Achievement Test (PSAT) scores, cumulative Grade Point Averages (GPAs), AP final class grades, and AP exam scores. All 124 students also completed three self-report measures designed to gauge test anxiety, academic locus of control, and executive functioning. These students also wrote brief responses to five structured written response questions that were aligned to the self-report measures. Four counselors, three AP teachers, and one administrator were interviewed to better understand their views concerning current AP placement practices and strategies used to support academically at-risk and traditionally underserved students. The analyzed data was then used to create a Professional Development (PD) Module inclusive of feasible and low-cost strategies to improve AP grades and exam scores. This PD Module was subsequently implemented for a short duration in three AP classrooms as the first cycle in an action research project. The three AP teachers were then interviewed in order to garner feedback and ideas on how to improve this PD Module. </p><p> <i>Keywords:</i> Advanced Placement (AP), Preliminary Standardized Achievement Test (PSAT), cumulative Grade Point Average (GPA), test-anxiety, academic locus of control, executive functioning, case study, arrested action research, mixed methods, Professional Development (PD) </p>
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Errett, Marilyn Kathleen. "The Effects Of Peer Administered Methods For Increasing Social Interaction Between Young Handicapped And Nonhandicapped Children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3470.
Full textAbstract:
The purpose of the study was to compare the use of peer administered contingent reinforcement for social interaction with the use of play materials that facilitate interaction. The subsequent effects on the social interaction of mainstreamed preschool handicapped children with their nonhandicapped peers was examined. Three nonhandicapped kindergarten children were paired with three moderately mentally handicapped preschool children and trained to initiate play. A single-subject, alternating treatment design with a withdrawal phase was used to compare the effects of the two treatments. Generalization immediately following each treatment was also examined as was maintenance over time. Observers used an interval recording procedure and showed a mean interobserver reliability rating of 95%. All observations were conducted in an outdoor playground setting. The use of play materials that facilitate interaction (Treatment C) was shown to be a significantly more effective method for increasing social interaction than was the use of peer administered contingent reinforcement (Treatment B). The mean child-child interaction total for Treatment C was 71% while the mean child-child interaction total for Treatment B was 27%. The t value at a.10 level of probability was $-7.74$. Generalization immediately following treatment was greater after Treatment C (mean 24%) than after Treatment B (mean 7%). The t value of $-1.98$ did not, however, show a significant difference in generalization between the two treatments. Treatment C was implemented as the only treatment upon completion of the alternating treatment phase. Relatively little generalization occurred during the withdrawal phase (mean 17%) and the treatment effects were not maintained over time (mean 7%). A supplemental analysis of the relationship between play attempts by the peer "helper" and the number of actual interactions showed that, while there were a greater number of play attempts during Treatment C than during Treatment B, the difference was not large enough to account for the success of Treatment C. The outcome of the study helps to ascertain that the use of trained nonhandicapped peer "helpers" coupled with the use of play materials that facilitate interaction can be an effective means of increasing social interaction between young handicapped and nonhandicapped children.
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Tonks, DeLaina Cales. "A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7371.
Full textAbstract:
Student well-being (as opposed to an overemphasis on learning outcomes or technologies) should serve as the central component of a successful online model for students with disabilities. Historically, research on online schools for students with disabilities has focused on outcomes. One online charter schools growth of the students with disabilities population has outpaced the growth of the general education student population over the past eight years, which is an unusual trend that warrants additional scrutiny. Using anonymous parent and student surveys coupled with in-depth phenomenological interviews, this explanatory mixed-methods study investigates the reasons families of students with disabilities chose online learning at this particular school and what their experiences have been. The findings suggest that parents and students value the learning environment in terms of choosing when, where, and how to learn, and the student experience in terms of safety, support, academics, and teachers. Further analysis suggests the importance of mattering, social safety and connection, open educational resource-enabled pedagogy, and self-determination in providing supportive online learning environments for students with disabilities and their parents. This dissertation can be downloaded at www.delainatonks.com.