Erratum to Kendall et al.

Kendall, Philip C.; J., Jr. Finch A.; Auerbach, Stephen M.; Hooke, James F.; Mikulka, Peter J.

doi:10.1037/h0077986

Cited by 2 publications

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“…The remainder of this paper discusses the key issues relating to assessment as foundation of any provision, concluding with some recommendations for developing best practice in this challenging area. Kendall and Norton-Ford (1982) state that clinical assessment is the process of gathering information about a client in order to gain a better understanding of the person. Cave (2002) suggests further that clinical assessment is carried out for three main reasons: (i) diagnosis and screening, (ii) evaluation of therapeutic interventions, and (iii) for research purposes.…”

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confidence: 99%

Developing Good Practice in the Clinical Assessment of People With Profound Intellectual Disabilities and Multiple Impairment

Carnaby¹

2007

Policy Practice Intel Disabi

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The task of assessing people with profound intellectual disabilities and multiple impairments can be a daunting one, for experienced and newly qualified clinicians and practitioners alike. Difficulties with definitions in the context of challenging, excluding service delivery models can sometimes lead to incoherent and inconsistent approaches. The author examines a number of issues, including the paucity of adequately sensitive, standardized assessment tools, the importance of collaborative working, and the acknowledgment that services can be ill‐equipped to face the challenges presented by people with such complex and chronic support needs. The role of an overly generic service philosophy in potentially limiting the work of clinicians is noted, and the author notes that evaluating development is a crucial factor in any overall assessment. The author concludes with a number of recommendations for developing good practice in this crucial area of the support process, including: agree on terminology and inclusion criteria; take a transdisciplinary approach; use a developmental model; consider the impact of neurological conditions; select measures and informants carefully; and consider the assessment as an intervention.

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confidence: 99%

Developing Good Practice in the Clinical Assessment of People With Profound Intellectual Disabilities and Multiple Impairment

Carnaby¹

2007

Policy Practice Intel Disabi

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“…This set the pattern for all his work. Neyman also regarded applications as an essential part of the statistician's education, commenting at the 1945 Berkeley symposium 14 "The future mathematical statistician needs early contacts with experimental sciences. He needs them because, at this stage of the development of statistics, the experimental sciences are sources of theoretical problems.…”

Section: Applied Statistics At Berkeleymentioning

confidence: 99%

A Brief History of the Statistics Department of the University of California at Berkeley

Speed

Pitman

Rice

2012

Strength in Numbers: The Rising of Academic Statistics Departments in the U. S.

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The early history of our department was dominated by Jerzy Neyman , while the next phase was largely in the hands of Neyman's students, with Erich Lehmann ) being a central, longlived and much-loved member of this group. We are very fortunate in having the biography Neyman -From Life written by Constance Reid , and Erich's Reminiscences of a Statistician: The Company I Kept and other historical material 1 documenting the founding and growth of the department, and the people in it. In what follows we will draw heavily on these sources, describing what seems to us a remarkable success story: one person starting 2 "a cell of statistical research and teaching…not being hampered by any existing traditions and routines," and seeing that cell grow rapidly into a major force in academic statistics worldwide. That it has remained so for (at least) the half-century after its founding is a testament to the strength of Neyman's model for a department of statistics.

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Erratum to Kendall et al.

Cited by 2 publications

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Developing Good Practice in the Clinical Assessment of People With Profound Intellectual Disabilities and Multiple Impairment

Developing Good Practice in the Clinical Assessment of People With Profound Intellectual Disabilities and Multiple Impairment

A Brief History of the Statistics Department of the University of California at Berkeley

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