Behavior Assessments(行为评估)研究综述
Behavior Assessments 行为评估 - Behavior assessments of the piglets and sows were recorded in 3 period. [1] Several welfare indicators obtained through longitudinal hormone analyses, behavior assessments, and GPS measurement of walking distance and space use provided evidence that these goals were achieved. [2] Percent infarcted area, immunofluorescent staining, DHE staining, western blot, and long-term neurobehavior assessments were performed. [3] In the behavior assessments, the nano FO diet showed enhanced learning and memory improvement compared to the normal FO diet. [4] In addition, microstructural analytic optical microscope, scanning electron microscope, energy-dispersive X-ray analysis, X-ray diffraction analysis, and wear-behavior assessments were conducted on the fabricated nanocomposite samples, and their outcomes were evaluated. [5] At 60 days of age, rats were subjected to auditory fear conditioning, fear extinction training, and anxiety-like behavior assessments or to anterior cingulate cortex (ACC) brain-derived neurotrophic factor (BDNF) assays. [6] Behavior assessments were performed from 6 to 18 h at the entrance and exit of animals from paddocks. [7] Memory and anxiety-like behavior assessments were evaluated by step-through and elevated plus maze apparatus, respectively. [8]仔猪和母猪的行为评估记录在3个时期。 [1] 通过纵向激素分析、行为评估和 GPS 测量步行距离和空间使用获得的若干福利指标提供了实现这些目标的证据。 [2] 进行了梗死面积百分比、免疫荧光染色、DHE 染色、蛋白质印迹和长期神经行为评估。 [3] 在行为评估中，与正常 FO 饮食相比，纳米 FO 饮食显示出增强的学习和记忆力改善。 [4] 此外，还对制备的纳米复合材料样品进行了微观结构分析光学显微镜、扫描电子显微镜、能量色散 X 射线分析、X 射线衍射分析和磨损行为评估，并评估了它们的结果。 [5] 在 60 天大时，对大鼠进行听觉恐惧调节、恐惧消退训练和焦虑样行为评估或前扣带皮层 (ACC) 脑源性神经营养因子 (BDNF) 测定。 [6] 在动物进出围场的 6 至 18 小时内进行行为评估。 [7] 记忆和焦虑样行为评估分别通过逐步和高架十字迷宫装置进行评估。 [8]
Functional Behavior Assessments
Purpose: Conducting functional behavior assessments (FBAs) is an important component of meeting the behavioral needs of students exhibiting significant behavioral problems. [1] The Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI), a self-report inventory, was administered to 378 special educators and 38 teaching support staff across seven SPED schools in Singapore. [2] Clinic-based functional behavior assessments indicated problem behaviors were likely maintained by access to tangibles. [3] School practitioners increasingly use functional behavior assessments to design behavior intervention plans when students engage in challenging behavior that is not improved by classroom management or standard interventions. [4]目的：进行功能性行为评估 (FBA) 是满足表现出明显行为问题的学生行为需求的重要组成部分。 [1] 功能行为评估和干预中的技能和需求清单 (SNI-FBAI) 是一种自我报告清单，对新加坡七所 SPED 学校的 378 名特殊教育工作者和 38 名教学支持人员进行了管理。 [2] 基于临床的功能行为评估表明，问题行为可能是通过接触有形物品来维持的。 [3] 当学生从事课堂管理或标准干预无法改善的挑战性行为时，学校从业人员越来越多地使用功能性行为评估来设计行为干预计划。 [4]