72
Views
4
CrossRef citations to date
0
Altmetric
Original Article

Monitoring Progress for Improved Outcomes

Pages 47-76 | Published online: 29 Jul 2009

References

  • American Physical Therapy Association: Outcomes Effectiveness of Physi-cal Therapy: An Annotated Bibliography. Alexandria, VA: Author; 1994.
  • Shields RK, Leo KC, Miller B, Dostal WF, Barr R: An acute care physical therapy clinical practice database for outcomes research. Phys Ther 1994; 74:463–470.
  • Hamilton BB, Granger CV: Disability outcomes following inpatient reha-bilitation for stroke. Phys Ther. 1994; 74:494–503.
  • Goals 2000: Educate America Act, P.L. 103–125, 20 USC 5801 et seq.
  • National Association of School Psychologists: Assessment and Eligibility in Special Education: An Examination of Policy and Practice with Proposals for Change. Alexandria, VA: author; 1994.
  • Tilly WD, Grimes J, Reschly DJ: Special education system reform: The Iowa story. Communiqué of the National Association of School Psychologists; Sept.-Dec., 1993.
  • Bureau of Special Education, Iowa Department of Education: Professional practices in problem solving. Des Moines, IA: author; 1994.
  • Tilly WD, Flugum, KR: Best practices in ensuring quality interventions, in Thomas A & Grimes J (eds): Best Practices in School Psychology—III. Washing-ton DC, National Association of School Psychologists; 1995.
  • Rothstein JM, Echternach JL: Hypothesis-oriented algorithm for clini-cians: A method for evaluation and treatment planning. Phys Ther 66:1388–1394, 1986.
  • Magistro, CM: Clinical decision making in physical therapy. Phys Ther 1989;69:525–534.
  • Palisano, RJ, Campbell, SK, Harris SR: Clinical decision-making in pe-diatric physical therapy, in Campbell SK (ed): Physical Therapy for Children. Philadelphia, Saunders; 1994.
  • Individuals with Disabilities Education Act Amendments of 1991, Public Law 102–119, 20 USC 1400 et seq.
  • Gonnella C: Single-subject experimental paradigm as a clinical decision tool. Phys Ther 1989; 69:601–609.
  • Fuchs LS, Fuchs D: The relationship between methods of graphing student performance data and achievement: A meta-analysis. Journal of Special Educa-tion Technology. 1987;8(3):5–13.
  • Fuchs LS, Fuchs, D: Effects of systematic formative evaluation: A meta-analysis. Exceptional Children. 1986; 53:199–208.
  • Slaven S, Sullivan M, David K: Survey of Preprogress Monitoring Practic-es: A Pilot Study. Unpublished manuscript. Des Moines, IA: Iowa Department of Education, Bureau of Special Education; 1995.
  • Sulzer-Azaroff B, Mayer GR: Behavior Analysis for Lasting Change. Chi-cago: Holt, Rinehart, & Winston, Inc.; 1991.
  • Heriza C: Motor development: traditional and contemporary theories, in Lister MJ (ed): Contemporary Management of Motor Control Problems: Proceed-ings of the II Step Conference. Alexandria, VA: The Foundation for Physical Therapy; 1991, pp 99–126.
  • Iowa Department of Education: Student Improvement is Job #1: Monitor-ing Student Progress. Des Moines, IA; Author; 1994.
  • Slaven S, Sullivan M, David K: Professional Practices of Physical Thera-pists and Occupational Therapists After Using Progress Monitoring: A Pilot Study. Unpublished manuscript. Des Moines, IA: Department of Education, Bu-reau of Special Education; 1995.
  • Folio MR, Fewell RR: Peabody Developmental Motor Scales and Activity Cards Manual. Allen, TX: DLM Teaching Resources; 1983.
  • Bruininks R: Bruininks-Oseretsky Test of Motor Proficiency. Circle Pines, MN: American Guidance Services; 1978.
  • Russell DJ, Rosenbaum PL, Cadman DT, Gowland C, Hardy S, Jarvis S: The Gross Motor Function Measure: Reliability, validity and responsiveness of an evaluation instrument. Developmental Medicine and Child Neurology. 1989; 31:341–352.
  • Haley SM, Faas RM, Coster WJ, Gans BM, Webster HM: Pediatric Evalu-ation of Disability Inventory (PEDI). Boston: New England Medical Center; 1989.
  • Shinn MR, Good III RH, Knutson N, Tilly III WD, & Collins VL: Curricu-lum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review. 1992; 21:459–479.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.