An approach to goal-based evaluation of school psychological service departments

Increasingly, there has been concern among school psychologists for evaluating goal attainment of their services. Although adequate discussion has ensued about goalbased evaluation of individual programs (e.g., behavior management) and group programs (e.g., group counseling), little attention has been given to goal-based evaluation of organizational programs such as a department of school psychological services. This paper describes an approach for goal-based evaluation of school psychological service departments, termed “Needs-Based Goal Attainment Scaling,” that builds upon previously developed approaches to goal attainment scling.     

Considerations for education and training in organizational school psychology

Organizational School Psychology (OSP) can be viewed as an approach to professional practice in which a school psychologist seeks to facilitate planned organization change in public schools. For OSP to become a useful aspect of practice, however, school psychologists must be provided with appropriate education and training experiences. This paper presents information about education and training in OSP, based upon the authors' experiences in research and practice of OSP, as well as their preparation of school psychologists for organizational-level practice. In the paper, the nature and scope of education and training in OSP are discussed, goals and methods for education and training are described, and the readiness of school psychology programs for education and training in OSP is considered.     

Evaluating special services using a program evaluation team

A strategy for evaluating public school special service programs is presented. The process allows selected practitioners to coordinate, design, and conduct program evaluations. The nature and scope of a “Program Evaluation Team” is described, and the team process is delineated.     

Rating the Quality of Trials in Systematic Reviews of Physical Therapy Interventions

Physical therapists seeking to use evidence to guide their practice may have limited time to read research reports. One way to reduce the time required to identify and read about the research that is relevant to a particular clinical question is to read a systematic review that summarizes multiple studies. This paper explains the process that is used to conduct systematic reviews, which includes the establishment of a protocol, comprehensive searching, appraisal of the quality of the included studies, data extraction and metaanalysis, and consideration of the clinical and research implications of the findings. We also consider how the reader of a systematic review can determine whether the review is likely to provide an unbiased (believable) estimate of the treatment effect. A systematic review of randomized trials of a cardiopulmonary physical therapy intervention is used as an example. The issue of appraisal of quality is then discussed further, with a demonstration of how one validated tool for quality appraisal–the PEDro scale–can be used to evaluate a randomized trial in cardiopulmonary physical therapy.Key Words: systematic review, physical therapy     

如何有效安排青少年足球训练

对于足球教练员来说,一次训练课的好坏对于运动员的练习水平有重要影响。因此,安排一次训练课需要教练员认真、细心地备课,一些简单的上课原则有助于帮助教练员更好地安