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Direct linkMazefsky, C. A.; McPartland, J. C.; Gastgeb, H. Z.; Minshew, N. J. – Journal of Autism and Developmental Disorders, 2013
Diagnostic and Statistical Manual (DSM-5) criteria for ASD have been criticized for being too restrictive, especially for more cognitively-able individuals. It is unclear, however, if high-functioning individuals deemed eligible for research via standardized diagnostic assessments would meet DSM-5 criteria. This study investigated the impact of…
Descriptors: Sampling, Autism, Pervasive Developmental Disorders, Cognitive Ability
Karoly, Lynn A. – RAND Corporation, 2014
Care Quality Rating and Improvement Systems (QRISs) have advanced and matured, a number of states and localities have undertaken evaluations to validate the systems. Such efforts stem from the desire to ensure that the system is designed and operating in the ways envisioned when the system was established. Given that a central component in a QRIS…
Descriptors: Rating Scales, Program Effectiveness, Early Childhood Education, Educational Quality
Boylan, Anne-Marie; Linden, Mark; Alderdice, Fiona – Journal of Early Childhood Research, 2009
Research into the lives of children with acquired brain injury (ABI) often neglects to incorporate children as participants, preferring to obtain the opinions of the adult carer (e.g. McKinlay et al., 2002). There has been a concerted attempt to move away from this position by those working in children's research with current etiquette…
Descriptors: Neurological Impairments, Head Injuries, Interviews, Brain
Download full textEducation Commission of the States, Denver, CO. National Assessment of Educational Progress. – 1981
This handbook describes the procedures used to administer and analyze the results of the 1978-79 national music assessment of the National Assessment of Educational Progress (NAEP). It also describes changes in procedures between the first NAEP music assessment conducted in 1971-72 and the 1978-79 assessment. Each assessment surveyed the music…
Descriptors: Administration, Cognitive Ability, Data Collection, Educational Assessment
Education Commission of the States, Denver, CO. National Assessment of Educational Progress. – 1981
This handbook describes the procedures used to develop, administer, and analyze the results of the 1978-79 art assessment of 9-year-olds, and 17-year-olds by the National Assessment of Educational Progress (NAEP). The primary purpose of the handbook is to provide detailed procedural information for people interested in replicating the assessment…
Descriptors: Administration, Art Appreciation, Art Education, Art History
