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Gepubliceerd in: Journal of Child and Family Studies 2/2008

01-04-2008 | Original Paper

Demonstrating Support for the Formative and Summative Assessment Paradigm in a School-Based Intensive Mental Health Program

Auteurs: Richard W. Puddy, Richard E. Boles, Meredith L. Dreyer, Julie Maikranz, Michael C. Roberts, Eric M. Vernberg

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2008

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Abstract

We illustrate the use of formative and summative assessment in evaluating a therapeutic classroom program for children with serious emotional disturbances. Information was analyzed based on data gathered for clinical decision-making during treatment (formative assessment) and measurement of outcomes at discharge (summative assessment) from a school-based Intensive Mental Health Program. Results indicated that overall ratings of daily indicators of behavior across all environments (therapeutic classroom, neighborhood school, and home) were predictive of functioning at discharge. An ecological approach during the formative assessment period of evaluation is important as compared to only examining individual environments. Formative assessment techniques can predict scores on a summative assessment measure. Thus, we found supportive evidence for the formative and summative procedures used in the Intensive Mental Health Program for therapeutic interventions, clinical decision-making, and outcomes assessment.
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Metagegevens
Titel
Demonstrating Support for the Formative and Summative Assessment Paradigm in a School-Based Intensive Mental Health Program
Auteurs
Richard W. Puddy
Richard E. Boles
Meredith L. Dreyer
Julie Maikranz
Michael C. Roberts
Eric M. Vernberg
Publicatiedatum
01-04-2008
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 2/2008
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-007-9164-z

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