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ALSFRS-R includes 12 questions that can have a score of 0 to 4. A score of 0 on a question would indicate no function while a score of 4 would indicate full function. [ 4 ] [ 5 ] This scale has been useful for doctors in diagnosing patients, measuring disease progression and also for researchers when selecting patients for a study and measuring ...
The ADHD Rating Scale (ADHD-RS) is a parent-report or teacher-report inventory created by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid [1] consisting of 18–90 questions regarding a child's behavior over the past 6 months. [1]
Extended matching items/questions (EMI or EMQ) are a written examination format similar to multiple choice questions but with one key difference, that they test knowledge in a far more applied, in-depth, sense. It is often used in medical education and other healthcare subject areas to test diagnostic reasoning.
The MMPI-2 Restandardization norms were used to validate the MMPI-2-RF; over 53,000 correlations based on more than 600 reference criteria are available in the MMPI-2-RF Technical Manual for the purpose of comparing the validity and reliability of MMPI-2-RF scales with those of the MMPI-2. [10] [12] Across multiple studies and as supported in ...
Free response questions typically require little work for instructors to write, but can be difficult to grade consistently as they require subjective judgments. Free response tests are a relatively effective test of higher-level reasoning, as the format requires test-takers to provide more of their reasoning in the answer than multiple choice ...
The ALCO RSD-12 was a C-C diesel-electric locomotive rated at 1,800 horsepower (1.34 MW). 171 locomotives were produced. They were used in much the same manner as its four-axle counterpart, the ALCO RS-11 , although the six-motor design allowed for better tractive effort at lower speeds.
The three Rs [1] are three basic skills taught in schools: reading, writing and arithmetic", Reading, wRiting, and ARithmetic [2] or Reckoning. The phrase appears to have been coined at the beginning of the 19th century.
A follow-up with an evaluative function, commenting on the response to a question, is a distinguishing element of classroom conversation, and the difference between sequences with evaluative follow-ups compared to those serving as acknowledgements has been regarded as a major difference between display and referential questions. [2] An example ...