scholarly journals Developmental evaluation of atypical auditory sampling in dyslexia: Functional and structural evidence

2015 ◽  
Vol 36 (12) ◽  
pp. 4986-5002 ◽  
Author(s):  
Mikel Lizarazu ◽  
Marie Lallier ◽  
Nicola Molinaro ◽  
Mathieu Bourguignon ◽  
Pedro M. Paz‐Alonso ◽  
...  
Keyword(s):  
Developmental Evaluation ◽  
Auditory Sampling

Predictive validity of the Italian parental questionnaire for developmental evaluation at age 4 (QS4-G)

2014 ◽  
Vol 51 (6) ◽  
pp. 600-607 ◽  
Author(s):  
Francesca Bevilacqua ◽  
Patrizia Giannantoni ◽  
Patrizio Pasqualetti ◽  
Vincenzo M di Ciommo ◽  
Maria Franca Coletti ◽  
...  
Keyword(s):  
Predictive Validity ◽  
Developmental Evaluation ◽  
Parental Questionnaire

Abstract W P274: Developmental Evaluation Enhances Utility of the Toronto Stroke Networks Virtual Community of Practice

Stroke ◽  
2014 ◽  
Vol 45 (suppl_1) ◽  
Author(s):  
Joanne Fortin ◽  
Krystyna Skryabka ◽  
Gail Avinoam ◽  
Shelley Sharp ◽  
Jacqueline Willems ◽  
...  
Keyword(s):  
Community Of Practice ◽  
Interprofessional Collaboration ◽  
Healthcare Providers ◽  
Virtual Community ◽  
Stroke Care ◽  
Evaluation Framework ◽  
Developmental Evaluation ◽  
Virtual Community Of Practice ◽  
Evaluation Approach ◽  
Value Add

Background: The Toronto Stroke Networks (TSNs) Virtual Community of Practice (VCoP) was developed to connect stroke healthcare providers (HCPs), enhance professional and organizational stroke expertise, foster implementation of best practices, and improve patient outcomes in stroke care. The VCoP is a secure social media platform fostering cross system interprofessional collaboration (IPC). Purpose: To use formative developmental evaluation to inform further improvement of the VCoP’s content and performance and to measure its efficacy as a KT tool to support IPC. Methods: An evaluation framework was developed based on “Promoting and assessing value creation in communities and networks” (Wengar, 2011). Stroke HCPs from 15 organizations in the TSNs were provided VCoP training to build virtual competence and to seek feedback for enhanced utility. The TSNs Education and KT Implementation Plan for 2013-2014 integrated activities that encourage VCoP use. These activities include co-development of educational material across sites, information sharing between meetings, and to support implementation of specific activities. Qualitative (e.g. value stories, narratives) and quantitative indicators (e.g. membership and usage) data are evaluated. Results: The TSNs VCoP currently has: 287 members and 26 groups (open and private groups with 4-19 members). There are 8 interprofessional discussions, with a total of 20 pre-populated and requested forums. Feedback from the membership has prompted investments to improve search features and identification of members within the site for more efficient collaborations. Uploading of Provincial Stroke Rounds, provision of a Research and Knowledge Translation Widget, and securing a space for HCPs to submit recommended presentations were added to increase the value-add of the site as a one-stop shop for Stroke HCPs seeking stroke care information. Qualitative analysis of value stories demonstrating the efficacy of the VCoP for IPC is in progress and will be available at time of publishing. Conclusions: The VCoP is an innovative approach to enhancing the system of stroke care. This formative developmental evaluation approach has enhanced the utility of the VCoP as a source for stroke information and HCP connections.

Implementer learning in developmental evaluation: A cultural historical activity theory and expansive learning analysis

Evaluation ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 27-48
Author(s):  
Cheryl K. Baldwin
Keyword(s):  
Program Implementation ◽  
Early Stage ◽  
Qualitative Interviews ◽  
Learning Theories ◽  
Developmental Evaluation ◽  
Retrospective Case ◽  
Expansive Learning ◽  
Mediating Role ◽  
Historical Activity ◽  
Cultural Historical Activity

Cultural historical activity and expansive learning theories were employed in a retrospective case study to investigate implementer learning and how knowledge is co-created in the early stage of an inter-agency partnership supported with developmental evaluation. Data collection methods were semi-structured qualitative interviews, evaluator field notes of implementer discursive interactions, evaluator log, and ethnographic program observations. Activity system analyses revealed a primary contraction between organizational independence and interdependence, which inhibited program implementation. Learning as negotiated work with conflicts manifesting from this contradiction evolved implementer perspectives and created a new model of interdependent implementer leadership practice. The mediating role of the developmental evaluator involved both reality testing and serving as a neutral mediating presence that supported implementers importing their resources for problem-solving as expansive learning.

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