sex |
DESCRIPTION |
DESCRIPTION: Sex of the subject |
DESCRIPTION: Sex of subject at birth |
07/09/2021 10:38 AM
|
interview_date |
NOTES, |
NOTES: Required field |
NOTES: |
01/08/2021 10:21 AM
|
version_form |
ELEMENT_SIZE, |
ELEMENT_SIZE: 100 |
ELEMENT_SIZE: 121 |
03/25/2020 12:57 PM
|
sex |
VALUE_RANGE, , NOTES, |
VALUE_RANGE: M;F
NOTES: M = Male; F = Female |
VALUE_RANGE: M;F; O; NR
NOTES: M = Male; F = Female; O=Other; NR = Not reported |
02/21/2020 13:02 PM
|
gender |
PERMANENTLY ALIASED |
gender |
sex |
04/22/2019 00:00 AM
|
gender |
DESCRIPTION |
DESCRIPTION: Sex of the subject |
DESCRIPTION: Sex of the subject |
08/22/2018 10:43 AM
|
gender |
DESCRIPTION |
DESCRIPTION: Block Brief 2000: Sex of the subject |
DESCRIPTION: Sex of the subject |
08/20/2018 10:21 AM
|
gender |
DESCRIPTION |
DESCRIPTION: Sex of the subject |
DESCRIPTION: Block Brief 2000: Sex of the subject |
08/14/2018 16:18 PM
|
version_form |
DESCRIPTION |
DESCRIPTION: Form used |
DESCRIPTION: Form used/assessment name |
11/24/2017 16:39 PM
|
interview_date |
DESCRIPTION |
DESCRIPTION: Date on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYY |
DESCRIPTION: Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
08/28/2017 15:10 PM
|
version_form |
NOTES |
NOTES: 0 |
NOTES: |
08/01/2017 15:06 PM
|
version_form |
NOTES |
NOTES: |
NOTES: 0 |
08/01/2017 14:25 PM
|
version_form |
ELEMENT_SIZE |
ELEMENT_SIZE: 50 |
ELEMENT_SIZE: 100 |
02/02/2017 16:38 PM
|
fidelity_t_12 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q12 T/P: We obtained the rating of the student’s most consistent and representative level of progress over the past two-week period. |
DESCRIPTION: Coaching Fidelity Checklist Q12 T/P: We obtained the rating of the students most consistent and representative level of progress over the past two-week period. |
02/02/2017 12:08 PM
|
fidelity_t_15 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q15 T/P: The overall tone set by the consultant during the session was collaborative? (e.g., positive tone; positive feedback: “I think you’re doing a good job in the classroom”; providing information; elaboration; initiating joint activities: “Let’s focus on social problems right now”) |
DESCRIPTION: Coaching Fidelity Checklist Q15 T/P: The overall tone set by the consultant during the session was collaborative? (e.g., positive tone; positive feedback: I think youre doing a good job in the classroom; providing information; elaboration; initiating joint activities: Lets focus on social problems right now) |
02/02/2017 12:08 PM
|
fidelity_t_3 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q3 T/P: We evaluated the goal attainment of the student’s most current level of progress on the three skills |
DESCRIPTION: Coaching Fidelity Checklist Q3 T/P: We evaluated the goal attainment of the students most current level of progress on the three skills |
02/02/2017 12:08 PM
|
fidelity_t_6 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q6 T/P: If the student was not making as much progress as desired on an objective, we discussed the student’s personal challenges that might be impacting progress on skills. |
DESCRIPTION: Coaching Fidelity Checklist Q6 T/P: If the student was not making as much progress as desired on an objective, we discussed the students personal challenges that might be impacting progress on skills. |
02/02/2017 12:08 PM
|
fidelity_t_7 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q7 T/P: ) If the student was not making as much progress as desired on an objective, we also discussed the student’s environmental challenges that might be impacting progress on skills. |
DESCRIPTION: Coaching Fidelity Checklist Q7 T/P: ) If the student was not making as much progress as desired on an objective, we also discussed the students environmental challenges that might be impacting progress on skills. |
02/02/2017 12:08 PM
|
fidelity_t_1 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q1 |
DESCRIPTION: Coaching Fidelity Checklist Q1 T/P:We reviewed the consultation/coaching written summary report and answered questions. |
07/12/2016 17:46 PM
|
fidelity_t_10 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q10 |
DESCRIPTION: Coaching Fidelity Checklist Q10 T/P: We discussed other environmental factors (student, teacher, or caregiver related) that might be helping or hindering the student progress either directly (health issues) or indirectly (home or classroom issues) on accomplishment of the objective |
07/12/2016 17:46 PM
|
fidelity_t_11 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q11 |
DESCRIPTION: Coaching Fidelity Checklist Q11 T/P: We reviewed and rated the GAS Form for each objective the teacher/student demonstrated |
07/12/2016 17:46 PM
|
fidelity_t_12 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q12 |
DESCRIPTION: Coaching Fidelity Checklist Q12 T/P: We obtained the rating of the student’s most consistent and representative level of progress over the past two-week period. |
07/12/2016 17:46 PM
|
fidelity_t_13 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q13 |
DESCRIPTION: Coaching Fidelity Checklist Q13 T/P: For each objective, we discussed how often the skill is taught, if data are being kept, and problem solved any data collection issues. |
07/12/2016 17:46 PM
|
fidelity_t_14 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q14 |
DESCRIPTION: Coaching Fidelity Checklist Q14 T/P: We discussed generalization plans (e.g., who else is working on this skill with the student; where else does the student practice this skill; how is information being shared with other school personnel about this skill) for each objective. |
07/12/2016 17:46 PM
|
fidelity_t_15 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q15 |
DESCRIPTION: Coaching Fidelity Checklist Q15 T/P: The overall tone set by the consultant during the session was collaborative? (e.g., positive tone; positive feedback: “I think you’re doing a good job in the classroom”; providing information; elaboration; initiating joint activities: “Let’s focus on social problems right now”) |
07/12/2016 17:46 PM
|
fidelity_t_16 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q16 |
DESCRIPTION: Coaching Fidelity Checklist Q16 T/P:The overall tone set by the consultant during the session was empowering? (e.g., the consultant asked open-ended questions to encourage teacher problem solving and self-reflection; the consultant helped to develop teacher confidence in ability to impact change). |
07/12/2016 17:46 PM
|
fidelity_t_17 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q17 |
DESCRIPTION: Coaching Fidelity Checklist Q17 T/P: We reviewed progress on activities to meet post-secondary goals. |
07/12/2016 17:46 PM
|
fidelity_t_2 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q2 |
DESCRIPTION: Coaching Fidelity Checklist Q2 T/P: We reviewed the most current teaching plan and updated the written plan to reflect current teaching strategies for each objective. |
07/12/2016 17:46 PM
|
fidelity_t_3 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q3 |
DESCRIPTION: Coaching Fidelity Checklist Q3 T/P: We evaluated the goal attainment of the student’s most current level of progress on the three skills |
07/12/2016 17:46 PM
|
fidelity_t_4 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q4 |
DESCRIPTION: Coaching Fidelity Checklist Q4 T/P: After the observation of each skill, the consultant began the discussion by asking the teacher about thoughts of what was observed. |
07/12/2016 17:46 PM
|
fidelity_t_5 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q5 |
DESCRIPTION: Coaching Fidelity Checklist Q5 T/P: We discussed at least one idea (what teaching methods to keep in place or what teaching methods to consider changing) for each objective. |
07/12/2016 17:46 PM
|
fidelity_t_6 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q6 |
DESCRIPTION: Coaching Fidelity Checklist Q6 T/P: If the student was not making as much progress as desired on an objective, we discussed the student’s personal challenges that might be impacting progress on skills. |
07/12/2016 17:46 PM
|
fidelity_t_7 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q7 |
DESCRIPTION: Coaching Fidelity Checklist Q7 T/P: ) If the student was not making as much progress as desired on an objective, we also discussed the student’s environmental challenges that might be impacting progress on skills. |
07/12/2016 17:46 PM
|
fidelity_t_8 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q8 |
DESCRIPTION: Coaching Fidelity Checklist Q8 T/P: To counter the personal challenges related to an objective, we identified at least one personal support (e.g., a reinforcer, strength) to continue to use, add, or adapt in the teaching plan |
07/12/2016 17:46 PM
|
fidelity_t_9 |
DESCRIPTION |
DESCRIPTION: Coaching Fidelity Checklist Q9 |
DESCRIPTION: Coaching Fidelity Checklist Q9 T/P: To counter environmental challenges related to an objective, we identified at least one environmental support (e.g., instructional method, visual support) to continue to use, add, or adapt in the teaching plan. |
07/12/2016 17:46 PM
|