Search results

Dynamic assessment in the educational setting has been shown to offer many benefits for students with speech and language disorders. This chapter highlights the benefits of dynamic assessment and describes the limitations of static assessments. Because dynamic assessment can be implemented in many ways, three scenarios have been designed to provide an overview of some of these variations. Scenario 1 includes a graduated prompt approach for assessing abilities in the production of speech sounds using a standardized dynamic assessment. Scenario 2 includes a graduated prompt approach for assessing the linguistic skills underlying spelling errors. Scenario 3 includes a test-teach-retest approach for determining the presence of language impairment in students who speak a nonmainstream dialect of English. Suggestions for goal setting and increasing dynamic assessment applications for students with speech and language disorders are presented.

The safety and reliability of high-speed trains rely on the structural integrity of their components and the dynamic performance of the entire vehicle system. This paper aims to define and substantiate the assessment of the structural integrity and dynamical integrity of high-speed trains in both theory and practice. The key principles and approaches will be proposed, and their applications to high-speed trains in China will be presented.

First, the structural integrity and dynamical integrity of high-speed trains are defined, and their relationship is introduced. Then, the principles for assessing the structural integrity of structural and dynamical components are presented and practical examples of gearboxes and dampers are provided. Finally, the principles and approaches for assessing the dynamical integrity of high-speed trains are presented and a novel operational assessment method is further presented.

Vehicle system dynamics is the core of the proposed framework that provides the loads and vibrations on train components and the dynamic performance of the entire vehicle system. For assessing the structural integrity of structural components, an open-loop analysis considering both normal and abnormal vehicle conditions is needed. For assessing the structural integrity of dynamical components, a closed-loop analysis involving the influence of wear and degradation on vehicle system dynamics is needed. The analysis of vehicle system dynamics should follow the principles of complete objects, conditions and indices. Numerical, experimental and operational approaches should be combined to achieve effective assessments.

The practical applications demonstrate that assessing the structural integrity and dynamical integrity of high-speed trains can support better control of critical defects, better lifespan management of train components and better maintenance decision-making for high-speed trains.

The purpose of this paper is to improve risk assessment processes in airline flight operations by introducing a dynamic risk assessment method.

Fuzzy logic and Bayesian network are used together to form a dynamic structure in the analysis. One of the most challenging factors of the analyses in aviation is to get quantitative data. In this study, the fuzzy data quantification technique is used to perform dynamic risk assessment. Dynamic structure in the analysis is obtained by transforming the bow-tie model into a Bayesian network equivalent.

In this study, the probability of top-event from fault tree analysis is calculated as 1.51 × 10⁻⁶. Effectiveness of the model is measured by comparing the analysis with the safety performance indicator data that reflects past performance of the airlines. If two data are compared with each other, they are at the same order of value, with small difference (0.6 × 10⁻⁷).

This study proposes a dynamic model to be used in risk assessment processes in airline flight operations. A dynamic model for safety analysis provides real-time, autonomous and faster risk assessment. Moreover, it can help in the decision-making process and reduce airline response time to undesired states, which means that the proposed model can contribute to the efficiency of the risk management process in airline flight operations.

The purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for professional development. The specific use of LS for assessment in this paper is for pupils experiencing learning difficulties in order to enhance understanding of their needs.

The paper explains briefly the origins and principles of LS and draws on evidence from various studies for why and how it can be used for assessment purposes. The key role of formative assessment in the LS process is connected to the parallel developments of dynamic assessment and the response to instruction approach to the assessment of pupils with learning difficulties.

The paper concludes with an account of how the assessment use of LS can be translated into practical assessment procedures.

The value of the paper is in the original and explicit explanation and justification of the use of LS principles for formative assessment of pupils with learning difficulties.

The aim of this paper is to provide up‐to‐date discussion of the types of factors used to assess sexual offenders risk.

The current status of the factors used to assess risk in sexual offenders is examined.

Risk factors broadly fall into two categories: static factors (i.e. generally unchangeable information such as previous offence history) from which a number of actuarial scales have been developed; and dynamic factors (i.e. psychological dispositions) that are typically identified in treatment. It is suggested that these risk factors are artefacts of the same behavioural and psychological vulnerabilities at different stages of assessment, with static factors acting as markers for underlying dispositions, while dynamic factors are the underlying dispositions.

The paper discusses in some detail the status of age as a risk factor, where even though it is typically considered a static risk factor in a number of actuarial scales (allowance typically being made if individuals are over/under 25), there is a dynamic element (i.e. change with age or the passage of time) to this aspect of assessment.

This paper may be useful to practitioners working in the field, in terms of providing a useful heuristic framework for risk conceptualisation.

The purpose of this study was to explore the predictive validity of the revised Problem Identification Checklist (PIC‐R) in predicting inpatient and community violence using a retrospective design. The Historical Scale (H‐Scale) of the HCR‐20 was employed to control for static risk factors. The predictive accuracy between predictors and outcome measures was evaluated using Receiver Operating Characteristics (ROC) analysis. The PIC‐R significantly predicted inpatient violence (AUC range 0.77‐0.92) over a 12‐month follow‐up period but did not predict community violence. Conversely, the H‐Scale significantly predicted community violence (AUC 0.82) but did not predict inpatient violence over a 12‐month follow‐up period. The findings offer preliminary validation for the predictive accuracy of the PIC‐R for violence in a UK inpatient population. Additionally, the findings suggest that short‐term risk of violence within a psychiatric inpatient population may be more related to dynamic and clinical risk variables rather than to static ones.

A co-produced clinical practice that aims to improve outcomes through a partnership with service users is becoming increasingly important in intellectual disability (ID) services, yet these approaches are under-evaluated in forensic settings. This study aims to explore and compare the feasibility of two approaches to co-production in the completion of dynamic risk assessments and management plans in a secure setting.

A convenience sample of adults admitted to a secure specialist forensic ID service (N = 54) completed the short dynamic risk scale (SDRS) and drafted risk management plans under one of two conditions. In the first condition, participants rated the SDRS and risk management plan first, separately from the multidisciplinary team (MDT). In the second condition, participants and MDTs rated the SDRS and risk management plan together.

In total, 35 (65%) participants rated their risk assessments and 25 (47%) completed their risk management plans. Participants who rated their risk assessments separately from the MDT were significantly more likely to complete the SDRS (p = 0.025) and draft their risk management plans (p = 0.003). When rated separately, MDT scorers recorded significantly higher total SDRS scores compared to participants (p = 0.009). A series of Mann-Whitney U tests revealed significant differences between MDT and participant ratings on questions that required greater skills in abstraction and social reasoning, as well as sexual behaviour and self-harm.

Detained participants with an ID will engage in their dynamic risk assessment and management plan processes. The study demonstrates the impact of different co-production methodologies on engagement and highlights areas for future research pertaining to co-production.

The classification of criminal acts as violent or nonviolent should be a keystone of actuarial predictors of violent recidivism, as it affects their outcome measure and scoring of criminal history, thus influencing many decisions about sentencing, release and treatment allocation. Examination of existing actuarial and clinical violence risk assessment tools and research studies reveals considerable variation in the classifications used. This paper aims to use large samples to develop an alternative, empirically grounded classification that can be used to improve actuarial predictive scores within the offender assessment system (OASys), the tool used by the National Offender Management Service of England and Wales to assess static and dynamic risk.

Two analytical steps are implemented. First, to identify offences that frequently involve violent acts, 230,334 OASys cases are analyzed for indicators of violent content. Second, the ability of dynamic and static risk factors to predict reoffending for various offence types is investigated, analyzing 26,619 OASys cases that have official recidivism data.

The resulting empirical classification of violent offences adds public order, criminal damage, threats/harassment, robbery/aggravated burglary and weapon possession offences to the central group of homicide and assault offences. The need to assess risk of sexual recidivism separately is discussed.

This study has successfully produced an offence classification for use in a new predictor of violent recidivism. The use of empirical methods to select these offences helps to maximise predictive validity.

Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of students diagnosed with specific learning disabilities (SLDs), are improved. In this chapter, we discuss assessment as unfolding within a framework that includes purposes, processes, and tools of assessment existing in the educational context. We open the chapter with an explanation of this framework. Then, in Part 1, we review the construct of SLD and detail how assessment is used within prominent approaches to diagnosis. In Part 2, we discuss how assessment is used to inform instruction before and after diagnosis. We ground our discussion in a vignette that follows Tess, a student who, at the beginning of third grade, has undiagnosed SLD in the area of reading. We show how educators at Tess's school collaborate in the purposeful use of assessment to inform instruction before and after Tess's diagnosis of SLD, highlighting traditional and innovative assessment techniques along the way.