Autistic Behavior Compositie Checklist and Crofile ABCCP-孤独症行为综合评定量表和剖析图
状态-特质自信量表(STCI)
状态-特质自信量表(STCI)简介状态-特质自信量表(STCI)是一种常用的心理测量工具，用于评估个体在特定情境下和长期特质中的自信水平。
该量表以问卷形式呈现，包含一系列有关自信感受和表现的描述性陈述，被测试者需要根据自己的感受进行选择和评价。
应用领域STCI广泛应用于心理学、教育学和其他相关领域的研究和实践中。
它可以用于评估个体在研究、工作、运动、社交等不同情境下的自信水平，从而为设计干预措施、培训计划或心理辅导提供依据。
量表结构STCI由两个子量表组成：状态自信量表和特质自信量表。
状态自信量表状态自信量表用于测量个体在特定情境下的自信水平。
它包含一系列描述性陈述，被测试者需要根据自己在特定情境下的感受，选择与自己感受程度最匹配的选项。
例如，"在面对新的挑战时，我感到很自信"。
特质自信量表特质自信量表用于测量个体长期特质中的自信水平。
它包含一系列描述性陈述，被测试者需要根据自己在一般情境下的感受，选择与自己感受程度最匹配的选项。
例如，"总体而言，我对自己的能力感到很自信"。
评分与解释STCI的评分通常采用4或5点量表，被测试者根据选择的选项进行得分。
高得分表示较高的自信水平，低得分表示较低的自信水平。
通过分析和解释STCI的得分，可以获得关于个体的自信水平以及可能的自卑、焦虑或挫败感等信息。
这有助于确定个体在特定情境下可能面临的问题，并提供相应的支持和干预措施。
总结状态-特质自信量表(STCI)是一种有效的心理测量工具，广泛应用于评估个体在特定情境和长期特质中的自信水平。
它能为研究和实践提供有关个体自信水平的信息，从而帮助设计干预措施和提供个体支持。
管理人员能力素质模型辞典大全
目录策略规划（Strategic planning）.................................. 错误!未定义书签。
定义：能清楚定义出企业长期、未来导向的经营目标，并据此建立执行计划，和协调整合及管理控制资源之活动。
.......................................... 错误!未定义书签。
成就导向（Achievement orientation）............................. 错误!未定义书签。
定义：重视具体的成效与表现，设法将工作做好。
能够设定标准（包括个人过去的表现、客观的指标、竞争对手的表现或前所未有的绩效目标）来挑战自我，以追求更佳的表现。
. 错误!未定义书签。
分析性思考（Analytical thinking）............................... 错误!未定义书签。
定义：能够将问题情境分成较小的部分，逐步探究问题情境所显示的意涵，包括有系统地将各部分的问题情境组织起来；比较各部分间不同的特征；分辨出优先次序及找出时间先后或因果关系。
.................................................... 错误!未定义书签。
变革管理（Change management）................................... 错误!未定义书签。
定义：能够洞悉组织内外在环境的变化，了解组织变革的需求，形成策略，协助整个组织或鼓动组织成员朝某既定的方向改变。
.............................. 错误!未定义书签。
人际沟通（Interpersonal communication）......................... 错误!未定义书签。
定义：能够倾听从他人处所发出的讯息、运用口语或非口语的方式透过正式或非正式的管道将讯息传递给他人，或正确地解读及重新组织所接收到信息。
自闭症的评估流程和项目
自闭症的评估流程和项目英文回答：Assessing autism involves a comprehensive evaluation process that includes various assessments and measures. The goal is to identify and diagnose individuals with autism spectrum disorder (ASD) based on their behavioral patterns, social interactions, communication skills, and sensory sensitivities. Here is an overview of the assessment process and some of the commonly used assessment tools:1. Initial Screening: The assessment typically begins with a screening tool to identify individuals who may be at risk for ASD. One commonly used screening tool is the Modified Checklist for Autism in Toddlers (M-CHAT), which consists of a series of questions answered by parents or caregivers.2. Diagnostic Interview: A diagnostic interview is conducted to gather information about the individual'sdevelopmental history and current symptoms. The Autism Diagnostic Interview-Revised (ADI-R) is a widely used interview that assesses social interaction, communication, and repetitive behaviors.3. Direct Observation: Direct observation of the individual's behavior is an important part of the assessment. The Autism Diagnostic Observation Schedule (ADOS) is a standardized observational assessment that involves structured activities to evaluate social communication skills and repetitive behaviors.4. Cognitive Assessment: A cognitive assessment is conducted to evaluate the individual's intellectual functioning. This is usually done using standardized tests such as the Wechsler Intelligence Scale for Children (WISC) or the Stanford-Binet Intelligence Scales.5. Speech and Language Assessment: An assessment of speech and language skills is crucial in diagnosing ASD. The Speech and Language Evaluation involves assessing expressive and receptive language skills, as well aspragmatic language abilities.6. Sensory Assessment: Many individuals with autism have sensory sensitivities. The Sensory Profile is a questionnaire that assesses an individual's sensory processing patterns and identifies any sensory issues.7. Adaptive Functioning Assessment: Assessing adaptive functioning helps determine an individual's ability to function independently in daily life. The Vineland Adaptive Behavior Scales is a commonly used assessment tool for evaluating adaptive skills.8. Additional Assessments: Depending on theindividual's specific needs, additional assessments may be conducted. These may include assessments of motor skills, executive functioning, and social-emotional functioning.Once the assessments are completed, the results are analyzed, and a diagnosis of autism spectrum disorder (ASD) is made based on the criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Theassessment process is usually conducted by amultidisciplinary team that includes psychologists, speech and language therapists, occupational therapists, and other professionals.中文回答：自闭症的评估流程包括全面的评估和多种测量方法。
附录5：国外幼儿量表一览表
训练有素的评定者、家长、青少年（9~18岁）
学前班儿童精神病评估量表（Preschool Age Psychiatric Assessment，PAPA）
2~18岁
训练有素的评定者、家长、青少年（9~18岁）
Coping Inventory and Early Coping Inventory
5~18岁
52
家长、教师、心理咨询师、或其他成人
社会技能系统评估量表（Social Skills Rating System，SSRS）
3~18岁
家长、教师、青少年（3~12年级）
学前社会行为量表（教师版）（Pre-school Social Behavior Scale- Teacher Form，TSBS-T）
0~6岁
125
家长、儿童、测验者
艾德伯格儿童行为量表（Eyberg Child Behavior Inventory，ECBI）
2~16岁
36
家长
萨特—艾德伯格行为量表（修订版）（Sutter-Eyberg Behavior Inventory-Revised，SESBI-R）
2~16岁
38
教师
功能性情感评价量表（Functional Emotional Assessment Scale）
166
家长和（或）儿童看护者
简单版婴幼儿社会-情感评估量表（Brief Infant-Toddler Social and Emotional Assessment，BITSEA）
1~3岁
36
家长和（或）儿童看护者
婴幼儿症状评量表（Infant-Toddler Symptom Checklist，I/TSC）
【推荐】雅思阅读专项突破判断题的技巧系列讲解之四-范文word版 (1页)
【推荐】雅思阅读专项突破判断题的技巧系列讲解之四-范文word版本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ == 雅思阅读专项突破判断题的技巧系列讲解之四有哲人说过，成功者的必备素质包含眼光( vision )，果敢( courage and resolution )和取舍的智慧( wisdom of making compromise )。
而在考试中，笔者认为烤鸭你的眼光在于快速定位，果敢体现在正确做出判断，而最后对不确定题目的大胆猜测正是取舍之间彰显智慧。
但猜测有风险，所以本讲我们继续对 FALSE 的判断依据的学习，希望籍此合理控制风险，取得最大收益( minimize the risk and maximize the profit )。
FALSE 的第三种情况：原文和题目中使用了表示不同范围、频率、可能性的副词。
请大家先看范例：{原创范例} 原文： Without a qualification from a reputable school oruniversity , it is unlikely to find a good job .题目: It is impossible to get a good job without aqualification from a respected institution .解答： FALSE 原文和题目都出现了 qualification (资质，这里指文凭)，而 a reputable school 和 a respected institution 都指名校，所以考点必然在表示程度的副词上。
原文中有 unlikely ，强调是不太可能。
题目中有 impossible ，强调是完全不可能。
所以答案应为 FALSE 。
{《每天三小时冲刺雅思》丛书阅读卷给您温馨提示}以下情况都可归纳为副词使用的不一致：原文中使用 many (很多)、sometimes (有时)及 unlikely (不太可能)等词。
软件评测师英文专用术语
软件评测师英文专用术语Acceptance testing（验收测试），系统开发生命周期方法论的一个阶段，这时相关的用户和／或独立测试人员根据测试计划和结果对系统进行测试和接收。
它让系统用户决定是否接收系统。
它是一项确定产品是否能够满足合同或用户所规定需求的测试。
这是管理性和防御性控制。
Ad hoc testing (随机测试)，没有书面测试用例、记录期望结果、检查列表、脚本或指令的测试。
主要是根据测试者的经验对软件进行功能和性能抽查。
随机测试是根据测试说明书执行用例测试的重要补充手段，是保证测试覆盖完整性的有效方式和过程。
Alpha testing (α测试),是由一个用户在开发环境下进行的测试，也可以是公司内部的用户在模拟实际操作环境下进行的受控测试，Alpha测试不能由程序员或测试员完成。
Automated Testing（自动化测试），使用自动化测试工具来进行测试，这类测试一般不需要人干预，通常在GUI、性能等测试中用得较多。
Beta testing(β测试),测试是软件的多个用户在一个或多个用户的实际使用环境下进行的测试。
开发者通常不在测试现场，Beta测试不能由程序员或测试员完成。
Black box testing（黑盒测试），指测试人员不关心程序具体如何实现的一种测试方法。
根据软件的规格对软件进行各种输入和观察软件的各种输出结果来发现软件的缺陷的测试，这类测试不考虑软件内部的运作原理，因此软件对用户来说就像一个黑盒子。
Bug (错误)，有时称作defect（缺陷）或error（错误），软件程序中存在的编程错误，可能会带来不必要的副作用，软件的功能和特性与设计规格说明书或用户需求不一致的方面。
软件缺陷表现特征为：软件未达到产品说明书标明的功能；软件出现产品说明书指明不会出现的错误；软件功能超出产品说明书指明的范围；虽然产品说明书未指出但是软件应达到的目标；软件测试人员或用户认为软件难以理解，不易使用，运行速度缓慢等问题。
AutismBehaviorCh...
Autism Behavior Checklist (ABC)The Autism Behavior Checklist (A BC) is a checklist of non-adaptive behaviors; capable of providing how an individual “Looks” in comparison to others. This checklist reflects an individual’s challenges to respond appropriately to daily life situation. XXX’s parents and the educational team at XXX School completed the check lists.XXX received a total score of XX from his parents which was indicating that there MAY / may NOT be a presence of autism.XXX received a total score of XX from his educational team which was indicating that there MAY / may NOT be a presence of autism.Differences in behaviors were noted in the following areas:Sensory Behaviors:✓Poor use of visual discrimination when learning✓Seems not to hear, so that a hearing loss is suspected✓Sometimes shows no “startle response” to loud noise”✓Sometimes painful stimuli such as bruises, cuts, and injections evoke no reaction✓Often will not blink when bright light is directed toward eyes✓Covers ears at many sounds✓Squints, frowns, or covers eyes when in the presence of natural light✓Frequently has no vi sual reaction to a “new” person✓Stares into space for long periods of timeRelating Behaviors:✓Frequently does not attend to social/environmental stimuli✓Has no social smile✓Does not reach out when reached for✓Not responsive to other people’s facial expressions/feelings✓Actively avoids eye contact✓Resists being touched or held✓Is flaccid when held in arms✓Is stiff and hard to held✓Does not imitate other children at play✓Has not developed any friendships✓Often frightened or very anxious✓“Looks through” peopleBody and Object Use Behaviors:✓Whirls self for long periods of time✓Does not use toys appropriately✓Insists on keeping certain objects with him/her✓Rocks self for long periods of time✓Does a lot of lunging and darting✓Flaps hands✓Walks on toes✓Hurts self by banging head, biting hand, etc…✓Twirls, spins, and bangs objects a lot✓Will feel, smell, and/or taste objects in the environment✓Gets involved in complic ated “rituals” such as lining things up, etc…✓Is very destructiveLanguage Behaviors:✓Does not follow simple commands given once✓Has pronoun reversal✓Speech is atonal✓Does not respond to own name when called out among two others✓Seldom says “yes” or “I”✓Does not follow simple commands involving prepositions✓Gets desired objects by gesturing✓Repeats phrases over and over✓Cannot point to more than five named objects✓Uses 0-5 spontaneous words per day to communicate wants and needs✓Repeats sounds or words over and over✓Echoes questions or statements made by others✓Uses at least 15 but less than 30 spontaneous phrases daily to communicateLanguage Behaviors:✓Learns a simple task but “forgets” quickly✓Strong reactions to changes in routine/environment✓Has “special abilities” in one area of development, which seems to rule out mental retardation ✓Severe temper tantrums and/or frequent minor tantrums✓Hurts others by biting, hitting, kicking, etc…✓Does not wait for needs to be met✓Difficulties with toileting✓Does not dress self without frequent help✓Frequently unaware of surroundings, and may be oblivious to dangerous situations✓Prefers to manipulate and be occupied with inanimate things✓ A developmental delay was identified at or before 30 months of age。
研究生英语教材课后习题解答上册
Unit 1Text AExercises1. Reading comprehensionA. Read the text and answer the following questions.1. What, according to the author, do Americans love? Cite examples to illustrate your point.Americans love new frontiers. For example, they hanker after wide-open spaces; they like to explore; they like to make rules but refuse to follow them.2. Is there a place on earth where you can go and be yourself? What is the place according to the author?According to the author, there is a place—cyberspace, where you can go and be yourself.3. What metaphor does the author use to describe cyberspace? Why does she use such a metaphor?Real estate, because both real estate and cyberspace consist of different parts and each part is suitable for a particular group of people.4. Does the author approve of regulating cyberspace? Why or why not?Yes, but first, it is fundamental to understand the nature of cyberspace.5. What does the author think is needed in cyberspace besides government control?Self-rule.6. What are some of the main areas of cyberspace that the author defines?What other areas do you know that have recently emerged in cyberspace (e.g. e-business)?E-mail conversations, information and entertainment services, and cyberspace communities.7. How do cyberspace communities evolve? Give examples to illustrate your point.People of similar interests and tastes form a community. For example, communities on CompuServe tend to be professional; those on America Online are affluent young singles, and so on.8. What is unique about cyberspace rules? What authority do they have that rules in terrestrial environments don’t have?It allows communities of any size and kind to flourish. Cyberspace rules have moral authority that terrestrial governments don’t have.9. In what spirit are new communities formed?Communities cater to their own members’ inclination..10. What kind of government do explorers in cyberspace need?Their own local government besides terrestrial government does explorers.11. What should be done to deal with questionable items in cyberspace? Are people already doing that?We should be banning them and using labels and automatic filters to get rid of them. Yes.12. Is cyberspace a perfect place? If not, why are people so excited about it?No, it is not. People are excited about it because it offers a lot of information and freedom.B. Global understanding and appreciation of the text.1. Analogy (比喻，类推) is a figure of speech (修辞手段) which draws a parallel between two different types of things, and uses on (usually familiar to the reader) to explain reader’s understanding of the writer’s point. Can you draw a parallel between real estate and cyberspace? What point does the analogy support?The analogy between real estate and cyberspace2. By dividing cyberspace into three parts and using similes(明喻), the author defines the nature of cyberspace and illustrates further her point that government regulation is not needed in cyberspace. Complete the following form to show that you understand the author’s point. Please be reminded that the underlying structure of a simile is “A is like B”.3. In what way do the rules of a terrestrial government and those of a cyberspace community differ? Refer to para. 11 to answer the question.4. What is the language style of the article? Is it formal and literary or informal and conversational? Cite examples from the text to support your answer.This article is written in an informal and conversational style. For example, the author uses some slangy words, incomplete sentences, contractions, and addresses the reader as “you”.II. VocabularyA. Find a word or phrase from the paragraph indicated in the bracket that means the same as:1. in the past —→ formerly2. include —→ embrace3. man-made —→ artificial4. control systematically —→ regulate5. exactly —→ precisely6. undesired —→ unwanted7. irrelevant —→ extraneous8. having intense feeling —→ passionate9. aim toward —→ be targeted to10. not far away —→ at hand11. be charged for —→ be sued forB. Choose the best word to complete each of the following sentences,1. this book ____a___ all the information you need.a. containsb. embracesc. offersd. involves2. The government _____c____ the number of foreign cars that could be imported.a. refrainsb. restrainsc. restrictsd. prevents3. As a teacher you should not show _____b___ towards any of your students.a. pleasureb. favorc. preferenced. inclination4. Traffic is _____d___ by police at every intersection.a. enforcedb. imposedc. limitedd. regulated5. How much do you ____b___ for this pair of shoes?a. billb. chargec. costd. afford6. We can ______b____ now and return to work in the morning.a. leave outb. leave offc. sign awayd. sign off7. That matter can be left ___b___ until our next meeting.a. onb. overc. aloned. about8. I learned that he was _____a____ sick leave from a government office.a. onb. inc. takend. spending9. It was one of the most beautiful sights that I had ever set eyes ____c_____.a. tob. inc. ond. down10. Each week he tried to set _____d____ a few dollars of his salary.a. forthb. aboutc. apartd. asideIII. ClozeChoose a proper word from the list to fill in each blank in the following passage. Change the form of the word if necessary:Born to SurfThe web From the Window contains poetry and literature from well-known writers across the global. There are thoughtful articles analyzing the state of the world we live in. There is (1)even a piece from the Secretary General of the United States, Kofi Annan. It may come (2)as some surprise to find out (3)that the editor of the magazine is a 12-year-old girl, Joy Nightingale. From the Window (4)won Joy Nightingale the first prize in the 1999 childnet Inter-national and Cable and Wireless awards. These are given (5)annually for the best use of the Internet (6)by and for young people. And (7)they highlight one of the most welcoming aspects of the (8)virtual world. Children have taken to the Internet as though they are born surfing.Perhaps this is (9)because adults have had to change their understanding of technology while children (10)simply accept it as natural. Whatever the reason, children can be found building websites and E-mailing friends (11)across the world while adults are (12)still asking: “Tell me again —where (13)exactly is cyberspace?”Of course there is growing (14)concern about the fact that children can travel far away from parental supervision in cyberspace. In (15)response , many parents have installed soft-ware packages which prevent (16)access to violent or pornographic websites. Childnet is taking a more positive line. The website is a gateway (17)to a world of education and entertainment.The rapid growth in Internet culture has (18)led analysts to speculate that society will soon be divided (19)between the “information rich”and “information poor”. For Childnet it is especially important that children at the margins of society through poverty or disability have the chance to take their (20)palce as equal citizens in the virtual world.IV. TranslationTranslate the following into Chinese:The possibility of a real market-style evolution of governance is at hand. In cyberspace, we’ll be able to test and evolve rules governing what needs to be governed — intellectual property, content and access control, rules about privacy and free speech. Some communities will allow anyone in: others will restrict access to members who qualify on one basis or another. Those communities that prove self-sustaining will prosper (and perhaps grow and split into subsets with ever-more-particular interests and identities). Those that can’t survive-either because people lose interest or get scared off-willsimply wither away.一种真正的市场型管理模式很快成为可能。
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孤独症行为综合评定量表和剖析图（ABCCP）
孤独症行为综合评定量表和剖析图（Autistic Behavior Compositie Checklist and Crofile，ABCCP）由孤独症教育训练专家A.M.Riley于1984年编制。
是孤独症异常行为的分类量表，也适用于其他几种学习和行为问题的群体。
A.M.Riley编制该量表最主要的用途是为临床干预服务。
根据该量表的剖析图的行为特征以提供哪些问题应优先干预，并可跟踪研究经过治疗某一期间后的行为改变，作为症状好转或恶化的客观指标。
此外，可使临床工作者和干预者根据量表评定获得患儿异常行为特征的总体轮廓图，可用于孤独症诊断的参考。
各项受累行为的评分，可按下列图标符号标示。
*:表示经常，70%-100%的时间出现该行为。
+:表示偶尔，30%-70%的时间出现该行为。
-：表示极少，在不到30%的时间内发生该行为。
0：表示该问题不适合。
该量表有专用的孤独症行为剖面图记录纸，每一个类别均有一个该类别发生频率图表，类别名称和发生频率均列于其中，空处用以记录评定的结果。
有些类别可能有几个问题，在作剖析图时按标准进行综合总体评价。
评定人员根据量表评定将结果表明在相应的框中，以表明受累行为的发生率。
根据治疗前后的对比观察可评估患儿进步的情况。
该量表由李思特在《孤独症诊疗学》中介绍，国内还未见该量表的应用文献报告。