Recommendations of evidence-based strategies

The purpose of the study was to evaluate the knowledge level and degree to which educational diagnosticians recommend evidenced-based strategies when writing full individual evaluations (FIE). The study used survey research. One hundred and ten educational diagnosticians completed the 34 question survey. Results indicate that participants possess limited knowledge of Strategic Instruction Model (SIM) strategies related to reading and storing and remembering information. Moreover, results suggest participants do not possess knowledge nor do they recommend SIM strategies related to expressing information

Evidence-based behavioral objectives

The purpose of this article is to inform school personnel of best practices for writing targeted behavioral objectives for student with emotional behavioral disorders (EBD). Five key elements are presented, which include: Measurable, Student-Oriented, Positive, Individualized, and Relevant. Also discussed are board characteristics and outcomes of students with EBD regarding effective supports involving programming and transitioning

Hits and myths of cross battery assessment

The increased use of the cross-battery approach has resulted in the misunderstanding and misuse of this research-based tool. The purpose of this article is to provide practitioners with a more pointed approach in conducting cross-battery assessments, while highlighting the common pitfalls. Additionally, the authors provide suggestions for appropriate use of this assessment process

THE PROMISES AND REALITIES OF EVIDENCE-BASED PRACTICES: PERCEPTIONS FROM ASSESSMENT PERSONNEL

Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers with evidence-based recommendations that can be implemented in the classroom to improve performance of students with learning deficits. This qualitative study examines 19 educational diagnosticians’ perceptions related to the barriers and supports that impacted their ability to provide evidence-based recommendations for students who are learning disabled. Three categories of barriers to issuing successful evidence-based recommendations emerged as a result of the study: Knowledge of Evidence- Based Interventions, Time to Complete Assessments, and Support from Administrators and Teachers

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Partnerships, Supervision, and Feedback

Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling, coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) High Leverage Practices (HLPs) of Instruction, Collaboration, and Assessment (McLeskey et al., 2017), this article will look behind the virtual lens to uncover how SSEPs faculty can support interns using a developmental and scaffolded approach

Updated perspectives on educational diagnosticians’ understanding of reading assessments

Chappell, Stephens, Kinnison, and Pettigrew (2009) conducted a study investigating educational diagnosticians knowledge of early reading development. Our study replicated the work of Chappell et al. through a mixed methods design that investigated educational diagnosticians’ perceptions and knowledge of early reading development. Additionally, our study sought to gain a better understanding of how educational diagnosticians selected assessment instruments. Our findings suggested that educational diagnosticians may lack understanding of the early developmental processes of reading and that there may be limited use of diagnostic assessment instruments when evaluating students who are struggling to read

Relatório de estágio em farmácia comunitária

Relatório de estágio realizado no âmbito do Mestrado Integrado em Ciências Farmacêuticas, apresentado à Faculdade de Farmácia da Universidade de Coimbr

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Partnerships, Supervision, and Feedback

Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling, coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) High Leverage Practices (HLPs) of Instruction, Collaboration, and Assessment (McLeskey et al., 2017), this article will look behind the virtual lens to uncover how SSEPs faculty can support interns using a developmental and scaffolded approach

Updated Perspectives on Educational Diagnosticians' Understanding of Reading Assessments

Chappell, Stephens, Kinnison, and Pettigrew (2009) conducted a study investigating educational diagnosticians knowledge of early reading development. Our study replicated the work of Chappell et al. through a mixed methods design that investigated educational diagnosticians perceptions and knowledge of early reading development. Additionally, our study sought to gain a better understanding of how educational diagnosticians selected assessment instruments. Our findings suggested that educational diagnosticians may lack understanding of the early developmental processes of reading and that there may be limited use of diagnostic assessment instruments when evaluating students who are struggling to read

Urban-Rural and Socioeconomic Differences in Patient Knowledge and Perceptions of Genomic Tumor Testing.

PURPOSE Social determinants of health, such as rurality, income, and education, may widen health disparities by driving variation in patients’ knowledge and perceptions of medical interventions. This effect may be greatest for medical technologies that are hard to understand and less accessible. This study explored whether knowledge and perceptions (expectations and attitudes) of patients with cancer toward large-panel genomic tumor testing (GTT), an emerging cancer technology, vary by patient rurality independent of other socioeconomic charac- teristics (education and income). METHODS Patients with cancer enrolled in a large precision oncology initiative completed surveys measuring rurality, sociodemographic characteristics, and knowledge and perceptions of GTT. We used multivariable linear models to examine differences in GTT knowledge, expectations, and attitudes by patient rurality, education, and income level. Models controlled for age, sex and clinical cancer stage and type. RESULTS Rural patients had significantly lower knowledge of GTT than urban patients using bivariate models (P = .025). However, this association disappeared when adjusting for education and income level: patients with lower educational attainment and lower income had lower knowledge and higher expectations (P ≤ .002), whereas patients with higher income had more positive attitudes (P = .005). Urban patients had higher ex- pectations of GTT compared with patients living in large rural areas (P = .011). Rurality was not associated with attitudes. CONCLUSION Patients’ education and income level are associated with knowledge, expectations, and attitudes toward GTT, whereas rurality is associated with patient expectations. These findings suggest that efforts to promote adoption of GTT should focus on improving knowledge and awareness among individuals with low education and income. These differences may lead to downstream disparities in GTT utilization, which should be explored in future research