The Systematic Screening and Assessment Method PDF Download

Author: Laura C. Leviton
Publisher: John Wiley & Sons
ISBN: 0470623063
Category : Psychology
Languages : en
Pages : 138

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Book Description
The rationale, application, and outcomes of the Systemic Screening and Assessment (SSA) Method, an innovative combination of existing evaluation methods, are described. The SSA Method is a cost-effective way to assist program funders, practitioners, and researchers in selecting the most promising innovations already in use and then preparing them for further, more rigorous evaluation. The focus of the issue is methodology, with abundant practical description of its application. The SSA Method is a six-step process: selecting a topic or theme soliciting nominations of innovations that address the theme using an expert panel to screen these nominations for those with the highest plausibility of meeting criteria for promise conducting evaluability assessments on the nominations that pass this screen expert panel review of the evaluability assessment reports The final step uses the information in three ways: to identify the innovations that are most promising and ready for evaluation, provide constructive feedback to the innovations that all reflect a similar program type. This issue describes use of the SSA Method in a 2-year collaborative project of the Robert Wood Johnson Foundation (RWJF), the Centers for Disease Control and Prevention (CDC), and the CDC Foundation, aimed at changing the prevalence of childhood obesity at the level of an entire population. This is the 125th volume New Directions for Evaluation, of the an official publication of the American Evaluation Association.

Author: World Health Organization
Publisher: World Health Organization
ISBN: 9241548606
Category : Medical
Languages : en
Pages : 140

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Book Description
There have been calls to revisit the experiences of TB screening campaigns that were widely applied in Europe and North America in the mid-20th century, as well as more recent experiences with TB screening in countries with a high burden of the disease, and to assess their possible relevance for TB care and prevention in the 21st century. In response, WHO has developed guidelines on screening for active TB. An extensive review of the evidence has been undertaken. The review suggests that screening, if done in the right way and targeting the right people, may reduce suffering and death, but the review also highlights several reasons to be cautious. As discussed in detail in this book, there is a need to balance potential benefits against the risks and costs of screening; this conclusion is mirrored by the history of TB screening. This publication presents the first comprehensive assessment by WHO of the appropriateness of screening for active TB since the recommendations made in 1974 by the Expert Committee. However, the relative effectiveness and cost effectiveness of screening remain uncertain, a point that is underscored by the systematic reviews presented in this guideline. Evidence suggests that some risk groups should always be screened, whereas the prioritization of other risk groups as well as the choice of screening approach depend on the epidemiology, the health-system context, and the resources available. This book sets out basic principles for prioritizing risk groups and choosing a screening approach; it also emphasizes the importance of assessing the epidemiological situation, adapting approaches to local situations, integrating TB screening into other health-promotion activities, minimizing the risk of harm to individuals, and engaging in continual monitoring and evaluation. It calls for more and better research to assess the impact of screening and to develop and evaluate new screening tests and approaches.

Author: Hill M. Walker
Publisher:
ISBN: 9780944584446
Category : Psychology
Languages : en
Pages : 152

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Book Description
This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The SSBD procedure is a three-stage, multiple-gating mass screening system. In the first stage the teacher systematically ranks all students according to either externalizing or internalizing behavioral profiles. In the second stage, the three highest ranking students from each of the two dimensions are evaluated by the teacher using two rating scales. In the third stage, any students identified by stage 2 criteria are further evaluated by another school professional using structured observation and recording procedures in both the classroom and playground settings. Students who exceed stage 3 cutoff scores are referred to child study teams. The kit contains a user's guide and administration manual, a technical manual reporting psychometric properties of the SSBD, an observer training manual, and multiple copies of the screening instruments. The user's guide and administration manual addresses the following topics: implementation and administration procedures; instrument score calculation procedures; decision-making criteria and procedures; recommended additional measures; school applications of the procedure; and recommendations and resources for designing interventions for identified students. (Contains more than 100 references.) (DB)

Author: Michael S. Trevisan
Publisher: SAGE Publications
ISBN: 1483324621
Category : Social Science
Languages : en
Pages : 282

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Book Description
Evaluability assessment (EA) can lead to development of sound program theory, increased stakeholder involvement and empowerment, better understanding of program culture and context, enhanced collaboration and communication, process and findings use, and organizational learning and evaluation capacity building. Evaluability Assessment: Improving Evaluation Quality and Use, by Michael Trevisan and Tamara Walser, provides an up-to-date treatment of EA, clarifies what it actually is and how it can be used, demonstrates EA as an approach to evaluative inquiry with multidisciplinary and global appeal, and identifies and describes the purposes and benefits to using EA. Using case examples contributed by EA practitioners, the text illustrates important features of EA use, and showcases how EA is used in a variety of disciplines and evaluation contexts. This text is appropriate as an instructional text for graduate level evaluation courses and training, and as a resource for evaluation practitioners, policymakers, funding agencies, and professional training. “The most impressive aspect of this book is that it positions EA as an approach that perfectly fits within the current philosophical views on program evaluation… The authors do a great job connecting these theories to practice, and provide good guidelines.” —Sebastian Galindo-Gonzalez, University of Florida “This book is focused on one very important topic in the scope of program evaluation content. It establishes the foundation for a variety of applications: impact assessment, program development, and formative evaluation. This text provides new insights and methods for conducting evaluability assessment.” —S. Kim MacGregor, Louisiana State University “The book is written in a very readable style, is well organized and referenced. I like the inclusion of case studies, guidelines for actually doing EA, and the extensive discussion of its alignment with other models of evaluation process.” —Iris Smith, Emory University

Author: Holly Mariah Menzies
Publisher: Guilford Press
ISBN: 1462503365
Category : Education
Languages : en
Pages : 274

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Book Description
The authors show how systematic screenings of behavior--used in conjunction with academic data--can enhance teachers' ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. --from publisher description

Author: Anne M. Hayes
Publisher: RTI Press
ISBN:
Category : Education
Languages : en
Pages : 50

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Book Description
Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

Author: World Health Organization
Publisher: World Health Organization
ISBN: 9240022678
Category : Medical
Languages : en
Pages : 68

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Book Description
The WHO consolidated guidelines on tuberculosis. Module 2: screening – systematic screening for tuberculosis disease is an updated and consolidated summary of WHO recommendations on systematic screening for tuberculosis (TB) disease, containing 17 recommendations for populations in which TB screening should be conducted and tools to be used for TB screening. TB screening is strongly recommendations for household and close contacts of individuals with TB, people living with HIV, miners exposed to silica dust, and prisoners. In addition, screening is conditionally recommended for people with risk factors for TB attending health care, and for communities with risk factors for TB and limited access to care (e.g. homeless, urban poor, refugees, migrants). General population screening is recommended in high-burden settings (0.5% prevalence or higher). Symptoms, chest radiography (CXR), and molecular WHO-recommended rapid diagnostic tests for TB are recommended as screening tools for all adults eligible for screening. Computer-aided detection programmes are recommended as alternatives to human interpretation of CXR in settings where trained personnel are scarce. For people living with HIV, C-reactive protein is also a good screening tool. This guideline document is accompanied by an operational handbook, the WHO operational handbook on tuberculosis. Module 2: screening – systematic screening for tuberculosis disease, that presents principles of screening, steps in planning and implementing a screening programme, and algorithm options for screening different populations.

Author: Julian P. T. Higgins
Publisher: Wiley
ISBN: 9780470699515
Category : Medical
Languages : en
Pages : 672

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Book Description
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves.

Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309164257
Category : Medical
Languages : en
Pages : 267

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Book Description
Healthcare decision makers in search of reliable information that compares health interventions increasingly turn to systematic reviews for the best summary of the evidence. Systematic reviews identify, select, assess, and synthesize the findings of similar but separate studies, and can help clarify what is known and not known about the potential benefits and harms of drugs, devices, and other healthcare services. Systematic reviews can be helpful for clinicians who want to integrate research findings into their daily practices, for patients to make well-informed choices about their own care, for professional medical societies and other organizations that develop clinical practice guidelines. Too often systematic reviews are of uncertain or poor quality. There are no universally accepted standards for developing systematic reviews leading to variability in how conflicts of interest and biases are handled, how evidence is appraised, and the overall scientific rigor of the process. In Finding What Works in Health Care the Institute of Medicine (IOM) recommends 21 standards for developing high-quality systematic reviews of comparative effectiveness research. The standards address the entire systematic review process from the initial steps of formulating the topic and building the review team to producing a detailed final report that synthesizes what the evidence shows and where knowledge gaps remain. Finding What Works in Health Care also proposes a framework for improving the quality of the science underpinning systematic reviews. This book will serve as a vital resource for both sponsors and producers of systematic reviews of comparative effectiveness research.

Author: Edward Steven Shapiro
Publisher: Guilford Press
ISBN: 9781572305755
Category : Education
Languages : en
Pages : 556

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Book Description
A landmark text, this volume systematically addresses the issues involved in developing behavioral assessment strategies for educational--rather than clinical--settings. The theoretical and conceptual underpinnings of widely used assessment methods are discussed, and their strengths and limitations evaluated. Attention is given to legal and professional issues, decision making processes in educational diagnosis, and culturally sensitive assessment practices.