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Lossless predictive audio compression (LPAC) is an improved lossless audio compression algorithm developed by Tilman Liebchen, Marcus Purat and Peter Noll at the Institute for Telecommunications, Technische Universität Berlin (TU Berlin), [1] to compress PCM audio in a lossless manner, in contrast to lossy compression algorithms.
The 86-item questionnaire has separate forms for parents and teachers, and typically takes 10–15 minutes to administer and 15–20 minutes to score. Other versions of the BRIEF also exist for preschool children aged 2–5 (BRIEF-P), self-reports of adolescents aged 11–18 (BRIEF-SR), and self/informant-reports of adults aged 18–90 (BRIEF-A).
The ATEC was created to measure the success of these preventative programs and measures change over time in children of various ages. High quality practice parameters have now been established to help guide the assessment and treatment of ASD. [9]
The Youth Outcome Questionnaire is a collection of questions designed to collect data regarding the effectiveness of youth therapies. [1] The Y-OQ is a parent report measure of treatment progress for children and adolescents (ages 4–17) receiving mental health interventions.
A scoring rubric typically includes dimensions or "criteria" on which performance is rated, definitions and examples illustrating measured attributes, and a rating scale for each dimension. Joan Herman, Aschbacher, and Winters identify these elements in scoring rubrics: [3] Traits or dimensions serving as the basis for judging the student response
The questionnaire is quite brief with 25 questions and, depending on the version, a few questions about how the child is affected by the difficulties in their everyday life. [1] Versions of it are available for use for no fee. The combination of its brevity and noncommercial distribution have made it popular among clinicians and researchers.
The Student Adaptation to College Questionnaire (abbreviated SACQ) is a 67-item self-report inventory designed by Robert W. Baker and Bohdan Siryk and published by Western Psychological Services in 1987 (manual published 1989). The questionnaire is proprietary and copies of the questionnaire as well as the manual can be purchased from the WPS ...
Motivation can be a powerful factor; low motivation may cause poor performance in a language course or training program despite a high score on an aptitude test like the MLAT. Alternatively, a relatively low score on an aptitude test combined with high motivation to learn a language may result in average or even above average performance ...