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Arts
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train
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ti
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p
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K
ey
w
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d
s
:
Ar
ts
Ass
es
s
m
e
nt
E
d
u
ca
tio
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T
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ap
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Sch
o
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ls
Sp
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d
s
T
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s
a
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p
e
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a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
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se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Xian
m
ei
L
ei
,
C
o
lleg
e
o
f
Sp
ec
ial
E
d
u
ca
tio
n
,
L
esh
an
No
r
m
al
Un
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s
ity
,
7
7
8
B
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R
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Sh
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Di
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tr
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L
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,
Sich
u
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Pro
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,
C
h
in
a.
E
m
ail: x
ian
m
ei.
lei@
q
q
.
co
m
1.
I
NT
RO
D
UCT
I
O
N
B
ased
o
n
th
e
d
e
f
in
itio
n
o
f
B
etts
[
1
]
a
r
ts
-
b
ased
ass
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m
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t
ca
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b
e
d
e
f
in
ed
as
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tan
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m
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p
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[
2
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ased
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im
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-
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.
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ased
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C
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[
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s
k
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[
11
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.
T
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m
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m
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[
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2
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[
1
3
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1
4
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Alth
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g
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attac
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en
t
th
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y
[
1
5
]
,
m
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s
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d
if
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[
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6
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[
1
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ased
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p
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lar
ly
in
th
e
f
ield
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f
a
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t
th
er
ap
y
[
1
7
-
19]
an
d
m
u
s
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ap
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[
2
0
]
.
On
e
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th
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T
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ted
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s
[
1
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.
Fro
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f
th
e
co
n
clu
s
io
n
s
o
f
ar
ts
-
b
ased
as
s
ess
m
en
ts
is
b
ased
o
n
o
f
f
er
in
g
d
iv
er
s
e,
b
u
t
also
co
m
p
lem
en
tar
y
in
f
o
r
m
atio
n
th
at
ca
n
b
e
g
ain
ed
b
y
a
h
ig
h
d
eg
r
ee
o
f
in
ter
ac
tio
n
d
u
r
in
g
ex
am
in
atio
n
.
T
h
e
u
s
e
o
f
ar
ts
-
b
ased
ass
es
s
m
en
ts
in
s
ch
o
o
ls
i
s
b
ased
o
n
a
n
u
m
b
er
o
f
u
n
iq
u
e
r
ea
s
o
n
s
.
On
e
r
ea
s
o
n
f
o
r
ass
ess
m
en
t
is
to
p
r
ed
ict
if
ar
ts
t
h
er
ap
ies
m
ay
h
elp
to
ac
h
iev
e
o
p
tim
al
lear
n
in
g
o
u
tco
m
es
f
o
r
p
u
p
ils
with
s
p
e
cial
n
ee
d
s
[
21
]
.
An
o
th
e
r
r
ea
s
o
n
is
th
e
b
en
e
f
it
o
f
th
ese
ass
ess
m
en
ts
f
o
r
p
u
p
ils
with
a
h
ig
h
er
d
eg
r
ee
o
f
s
p
ec
i
al
n
ee
d
s
wh
o
ca
n
n
o
t
b
e
test
ed
b
y
tr
ad
itio
n
al
test
m
eth
o
d
s
[
2
2
,
2
3
]
.
A
r
ts
-
b
ased
ass
es
s
m
en
ts
ev
alu
ate
o
v
er
all
d
ev
elo
p
m
en
t,
in
ter
ac
tio
n
a
n
d
ar
ts
in
v
o
lv
em
en
t.
I
n
th
e
C
ze
ch
R
ep
u
b
lic
,
ar
ts
t
h
er
ap
ies
ar
e
n
o
t
r
eg
is
ter
ed
as
i
n
d
ep
en
d
en
t
p
r
o
f
ess
io
n
s
an
d
a
r
e
u
s
u
ally
p
r
ac
ticed
as
a
s
u
p
p
lem
e
n
t
to
o
th
er
p
r
o
f
ess
io
n
s
[
2
4
]
.
A
lar
g
e
p
er
ce
n
tag
e
o
f
ar
ts
th
er
ap
is
ts
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
h
av
e
a
p
r
i
m
ar
y
q
u
alif
icatio
n
in
s
p
ec
ial
ed
u
ca
tio
n
o
r
s
ch
o
o
l
p
s
y
ch
o
lo
g
y
.
C
z
ec
h
ar
ts
th
er
ap
is
ts
wer
e
tr
ad
itio
n
ally
em
p
l
o
y
ed
in
s
p
ec
ial
s
ch
o
o
ls
an
d
in
th
e
p
r
o
ce
s
s
o
f
ass
ess
m
en
t
co
u
ld
co
llab
o
r
ate
with
p
s
y
ch
o
lo
g
is
ts
,
p
h
y
s
io
th
e
r
ap
is
ts
,
o
cc
u
p
atio
n
al
th
er
a
p
is
ts
an
d
o
th
er
p
r
o
f
ess
io
n
als
f
r
o
m
in
ter
d
is
cip
lin
ar
y
team
s
[
2
5
]
.
I
n
2
0
1
6
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
r
elea
s
ed
a
n
ew
law
th
at
d
ef
in
itiv
ely
s
u
p
p
o
r
ted
th
e
tr
an
s
f
o
r
m
atio
n
o
f
ed
u
ca
tio
n
al
s
y
s
tem
s
to
war
d
s
in
clu
s
iv
e
ed
u
ca
tio
n
.
T
h
e
r
ef
o
r
e,
a
s
h
if
t
o
f
C
ze
ch
ar
ts
th
er
a
p
is
ts
in
to
ty
p
ical
s
ch
o
o
ls
m
a
y
b
e
e
x
p
ec
ted
in
th
e
n
ea
r
f
u
tu
r
e.
T
h
is
tr
en
d
will
p
r
o
b
ab
ly
f
u
r
th
er
r
ed
u
ce
th
e
o
p
p
o
r
tu
n
ity
o
f
team
co
llab
o
r
atio
n
d
u
r
in
g
th
e
ass
es
s
m
en
t
p
r
o
ce
s
s
,
as in
clu
s
iv
e
en
v
ir
o
n
m
en
t
s
in
th
e
C
ze
ch
R
ep
u
b
lic
lack
th
e
v
ar
iety
o
f
r
e
h
ab
ilit
atio
n
s
er
v
ices ty
p
ical
f
o
r
s
p
ec
ial
s
ch
o
o
ls
[
2
6
]
.
I
n
s
u
ch
a
s
itu
atio
n
a
n
ew
c
h
allen
g
e
a
n
d
r
esp
o
n
s
ib
ilit
y
ar
is
es
f
o
r
a
r
ts
th
er
ap
is
ts
.
T
h
ey
m
u
s
t
b
e
ab
le
to
c
ar
r
y
o
u
t
t
h
e
p
r
o
ce
s
s
o
f
ass
ess
m
en
t
o
n
th
eir
o
wn
a
n
d
c
o
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
t
h
e
k
n
o
wled
g
e
o
f
p
u
p
ils
,
th
eir
p
r
o
b
lem
s
an
d
s
tr
en
g
th
s
,
an
d
th
e
f
u
n
ctio
n
in
g
o
f
p
u
p
ils
in
th
e
s
ch
o
o
l
en
v
i
r
o
n
m
e
n
t.
I
n
tu
r
n
t
h
is
ch
an
g
e
s
h
o
u
ld
s
ig
n
if
ican
tly
in
f
lu
en
ce
tr
ain
in
g
p
r
o
g
r
am
m
es
i
n
ar
ts
th
e
r
ap
ies,
s
tr
en
g
th
en
th
e
r
o
le
o
f
ar
ts
-
b
ased
ass
es
s
m
en
t
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
s
p
ec
ial
p
r
ac
ti
ce
s
to
allev
iate
th
e
n
ee
d
s
o
f
ed
u
ca
tio
n
al
s
ettin
g
s
.
Su
f
f
icien
t
k
n
o
wled
g
e
o
f
cu
r
r
e
n
t
p
r
ac
tice
in
ar
ts
-
b
ased
ass
es
s
m
en
t
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
is
es
s
en
tial
f
o
r
ef
f
e
ctiv
e
s
u
p
p
o
r
t
o
f
ar
ts
th
e
r
ap
is
ts
b
y
p
r
o
f
ess
io
n
al
ass
o
ci
atio
n
s
,
u
n
i
v
er
s
ities
an
d
p
r
iv
at
e
co
u
r
s
es.
B
ec
au
s
e
s
u
ch
k
n
o
wled
g
e
is
n
o
t
av
aila
b
le
in
th
e
C
ze
ch
R
ep
u
b
lic,
a
s
tu
d
y
was
d
ev
is
ed
an
d
ca
r
r
ied
o
u
t
to
an
aly
s
e
th
e
cu
r
r
en
t
p
r
ac
tice
in
ar
ts
-
b
ased
a
s
s
es
s
m
en
t ty
p
ical
f
o
r
e
d
u
ca
tio
n
al
in
s
ti
tu
tio
n
s
in
th
e
C
ze
ch
R
ep
u
b
lic.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
O
bje
ct
iv
es
a
nd
des
ig
n o
f
t
he
s
t
ud
y
T
h
e
r
esear
ch
m
eth
o
d
d
esig
n
e
d
b
y
Kar
k
o
u
a
n
d
San
d
er
s
o
n
[
2
7
]
(
wo
r
k
in
g
in
th
e
f
ield
o
f
ar
ts
th
er
ap
ies
in
Gr
ea
t
B
r
itain
)
wa
s
u
s
ed
.
Du
e
to
th
e
n
ee
d
to
ac
q
u
ir
e
h
eter
o
g
en
eo
u
s
d
ata,
th
e
q
u
an
tit
ativ
e
s
ec
tio
n
o
f
th
is
m
eth
o
d
o
l
o
g
y
was
s
u
p
p
lem
e
n
ted
b
y
q
u
alitativ
e
an
aly
s
is
ac
co
r
d
in
g
to
th
e
s
eq
u
en
ce
m
o
d
el
o
f
m
ix
ed
d
esig
n
[
2
8
]
.
Fo
r
t
h
e
q
u
a
n
titativ
e
s
ec
tio
n
two
h
y
p
o
th
eses
wer
e
f
o
r
m
u
late
d
:
1)
W
h
at
d
o
th
e
a
r
ts
th
er
ap
is
ts
ass
e
s
s
wh
en
co
n
s
id
er
in
g
th
e
s
u
itab
ilit
y
o
f
th
er
ap
y
f
o
r
clien
ts
?
; 2
)
W
h
ich
ar
ea
s
th
e
ar
ts
th
er
ap
is
ts
ev
alu
ate
in
th
e
f
in
al
p
h
ase
o
f
th
e
t
h
er
ap
e
u
tic
p
r
o
c
ess
?
Fo
r
th
e
q
u
alitativ
e
s
ec
tio
n
a
r
esear
ch
q
u
esti
o
n
was
c
o
n
ce
p
tu
alis
ed
:
W
h
at
ch
ar
ac
ter
is
tics
ar
e
ty
p
ical
f
o
r
t
h
e
p
r
o
ce
s
s
o
f
a
r
ts
-
b
ased
ass
ess
m
en
ts
in
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
?
I
n
th
e
q
u
a
n
titativ
e
s
ec
tio
n
th
e
o
r
ig
in
al
q
u
esti
o
n
n
air
e
"T
h
e
Pra
ctice
o
f
Ar
ts
T
h
er
ap
ies"
[
2
7
]
was
ad
ap
ted
f
o
r
u
s
e
in
th
e
C
ze
ch
en
v
ir
o
n
m
en
t
an
d
d
is
tr
ib
u
te
d
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
ass
o
ciatio
n
s
to
p
r
ac
tis
in
g
ar
ts
th
er
ap
is
ts
.
T
h
e
q
u
esti
o
n
n
air
e
h
as
f
iv
e
s
ec
tio
n
s
(
A
-
E
)
,
o
f
w
h
ich
s
ec
tio
n
D
c
o
n
tain
s
f
o
u
r
item
s
allo
tted
f
o
r
ass
es
s
m
en
t/ev
alu
atio
n
with
t
h
e
p
o
s
s
ib
ilit
y
o
f
m
u
ltip
le
ch
o
ices.
T
h
e
o
th
er
s
ec
tio
n
s
f
o
cu
s
o
n
g
en
er
al
in
f
o
r
m
atio
n
r
elatin
g
to
th
e
p
r
ac
tice,
th
eo
r
etica
l
in
f
lu
en
ce
s
,
th
er
ap
eu
tic
p
r
in
cip
les,
an
d
es
s
en
tial
b
io
g
r
ap
h
ical
in
f
o
r
m
atio
n
ab
o
u
t
r
esp
o
n
d
en
t
s
.
T
h
e
o
r
ig
in
al
q
u
esti
o
n
n
air
e
v
er
s
io
n
h
ad
to
b
e
u
p
d
ated
m
ain
ly
in
th
e
item
s
r
elate
d
to
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
.
T
h
e
q
u
esti
o
n
n
air
e
wa
s
p
r
o
ce
s
s
ed
b
y
s
tatis
tical
an
al
y
s
is
th
r
o
u
g
h
th
e
u
s
e
o
f
MS
E
x
ce
l
an
d
Statis
tica
1
2
p
r
o
g
r
a
m
.
T
h
e
r
esear
ch
s
am
p
le
was
d
iv
id
e
d
in
t
o
a
s
u
b
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
f
r
o
m
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
s
an
d
r
esp
o
n
d
en
ts
f
r
o
m
o
t
h
er
wo
r
k
in
g
en
v
ir
o
n
m
en
ts
.
A
co
m
b
in
atio
n
o
f
th
e
n
u
m
b
er
o
f
a
b
s
o
lu
te
an
d
r
elativ
e
f
r
eq
u
en
cies
was
u
s
ed
to
id
en
tify
th
e
p
r
e
v
alen
t
ten
d
e
n
cies
in
b
o
th
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
A
r
ts
-
b
a
s
ed
a
s
s
ess
men
t in
ed
u
c
a
tio
n
a
l settin
g
s
(
Jiří
K
a
n
to
r
)
949
s
u
b
g
r
o
u
p
s
o
f
r
esp
o
n
d
en
ts
.
T
h
e
p
er
ce
n
tag
e
r
atio
s
o
f
r
elativ
e
f
r
eq
u
en
ci
es
wer
e
co
u
n
ted
f
r
o
m
all
an
s
wer
s
o
f
r
esp
o
n
d
en
ts
.
Data
co
llectio
n
f
o
r
th
e
q
u
ali
tativ
e
p
ar
t
o
f
th
e
r
esear
ch
w
as
ca
r
r
ied
o
u
t
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
ar
ts
th
e
r
ap
is
ts
f
r
o
m
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
.
E
ac
h
in
ter
v
iew
was
u
n
d
e
r
tak
en
p
e
r
s
o
n
ally
a
n
d
la
s
ted
ap
p
r
o
x
im
ately
6
0
m
i
n
.
T
h
e
in
ter
v
iews
f
o
cu
s
ed
o
n
2
m
ain
to
p
ics:
1
)
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
f
p
ar
ticip
an
ts
,
e.
g
.
u
n
iv
er
s
ity
ed
u
ca
tio
n
,
ar
tis
tic
ed
u
ca
tio
n
,
v
a
r
io
u
s
tr
ain
in
g
s
an
d
co
u
r
s
es o
r
p
r
o
f
ess
io
n
al
in
ter
est
f
o
r
f
u
t
u
r
e
d
e
v
elo
p
m
e
n
t;
2
)
C
o
n
tex
t
an
d
c
o
u
r
s
e
o
f
t
h
e
ar
ts
-
b
ased
ass
ess
m
en
t,
e.
g
.
th
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
o
f
ass
es
s
m
en
t,
r
o
le
an
d
ch
ar
ac
ter
o
f
a
r
tis
tic/v
er
b
al
ex
p
er
ien
ce
in
th
e
ass
ess
m
en
t,
d
if
f
er
e
n
t
ar
tis
tic
m
ater
ials
/in
s
tr
u
m
en
ts
/s
ty
les,
t
y
p
ical
th
er
ap
e
u
tic
g
o
al
s
an
d
ass
ess
m
en
t p
r
o
ce
d
u
r
es
.
I
n
d
u
ctiv
e
t
h
em
atic
an
aly
s
is
was
u
s
ed
to
id
en
tify
ch
a
r
ac
ter
is
tic
f
ea
tu
r
es
o
f
ar
ts
-
b
ased
ass
ess
m
en
t
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
e
an
aly
s
is
p
r
o
ce
s
s
was
ca
r
r
ie
d
o
u
t
in
s
ev
er
al
s
tep
s
,
in
cl
u
d
in
g
r
ea
d
in
g
a
n
d
s
eg
m
en
tin
g
th
e
tex
t,
id
e
n
tify
i
n
g
th
em
es,
a
n
d
c
o
n
ten
t
co
d
in
g
.
Fo
r
t
h
is
p
r
o
ce
d
u
r
e
th
e
f
o
llo
win
g
d
e
f
in
itio
n
s
o
f
th
em
es
an
d
c
o
d
es
wer
e
u
s
ed
[
2
9
]
:
1
)
A
t
h
em
e
is
a
u
n
it
o
f
m
ea
n
in
g
th
at
is
o
b
s
er
v
e
d
in
th
e
d
ata
b
y
a
r
ea
d
er
o
f
th
e
tex
t
;
2
)
T
h
e
i
d
en
tific
atio
n
o
f
th
em
es
p
r
e
ce
d
es
th
e
id
en
tific
atio
n
o
f
co
d
es,
b
ec
au
s
e
co
d
es
r
e
p
r
esen
t
a
g
r
ea
ter
lev
el
o
f
ab
s
tr
ac
tio
n
th
a
n
th
em
es,
an
d
a
s
in
g
le
th
em
e
ca
n
en
g
en
d
e
r
m
u
ltip
le
co
d
es
;
3
)
Me
ta
-
th
em
es
ar
e
co
n
ce
p
tu
ally
co
m
p
r
is
ed
o
f
two
o
r
m
o
r
e
d
ata
-
d
r
iv
en
th
em
es
th
at
co
r
r
esp
o
n
d
to
co
n
ten
t
co
d
es.
T
h
ey
ar
e
at
a
h
ig
h
er
lev
el
o
f
ab
s
tr
ac
tio
n
an
d
ar
e
n
o
t
d
ir
ec
tly
o
b
s
er
v
e
d
i
n
th
e
d
ata.
Du
r
in
g
th
e
p
r
o
ce
s
s
o
f
co
d
in
g
,
t
h
r
ee
g
en
er
al
s
ets o
f
aim
s
wer
e
ad
d
r
ess
ed
[
30
]
: e
x
am
i
n
in
g
c
o
m
m
o
n
alities
,
d
if
f
er
en
ce
s
,
an
d
r
elatio
n
s
h
ip
s
.
2
.
2
.
Resea
rc
h s
am
ple
T
h
e
r
esear
ch
s
am
p
le
i
n
th
e
q
u
an
titativ
e
an
aly
s
is
co
n
s
is
ted
o
f
1
4
2
r
esp
o
n
d
en
ts
,
wh
ils
t
th
e
q
u
alitativ
e
g
r
o
u
p
in
clu
d
ed
1
0
p
ar
ticip
an
t
s
.
Fo
r
r
ea
s
o
n
s
m
e
n
tio
n
ed
ab
o
v
e
(
ab
s
en
ce
o
f
law
an
d
/
o
r
th
e
p
r
o
f
ess
io
n
alis
atio
n
o
f
ar
ts
th
er
ap
ies),
it
was
d
if
f
icu
lt
to
s
et
u
p
th
e
in
clu
s
iv
ity
an
d
ex
clu
s
iv
ity
cr
iter
ia,
p
ar
ticu
lar
ly
in
th
e
q
u
an
titativ
e
s
ec
tio
n
.
Fin
ally
,
th
e
p
ar
ticip
atio
n
in
th
e
r
esear
c
h
was
lim
ited
to
p
r
ac
tis
in
g
ar
ts
th
er
ap
is
ts
in
th
e
ar
ea
o
f
th
e
C
ze
ch
R
ep
u
b
lic
(
t
h
er
e
wer
e
4
1
9
m
em
b
er
s
r
eg
is
ter
ed
in
p
r
o
f
ess
io
n
al
o
r
g
an
is
atio
n
s
,
s
o
m
e
o
f
wh
o
m
d
o
n
o
t
ac
tiv
ely
p
r
ac
tice
ar
ts
th
er
a
p
ies
–
d
ata
u
p
d
ated
o
n
3
1
.
1
.
2
0
1
7
)
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
en
t
to
all
m
em
b
er
s
o
f
th
e
p
r
o
f
ess
io
n
al
ass
o
ciatio
n
s
(
b
y
t
h
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
)
,
an
d
th
e
r
esp
o
n
d
en
ts
wer
e
ask
ed
to
f
o
r
war
d
it
to
ar
ts
th
er
ap
is
ts
wh
o
ar
e
n
o
t
r
eg
is
ter
ed
in
ass
o
ciatio
n
s
(
b
y
th
e
s
n
o
wb
all
s
am
p
lin
g
m
eth
o
d
)
.
T
h
is
en
s
u
r
ed
th
at
th
e
s
elec
tio
n
was
n
eith
er
to
o
n
a
r
r
o
w
(
n
u
m
b
er
o
f
m
em
b
er
s
wh
o
m
ee
t
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
is
to
o
s
m
all,
a
s
th
e
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
o
f
th
e
a
s
s
o
ciatio
n
s
ar
e
n
o
t
leg
ally
b
in
d
in
g
)
,
n
o
r
to
o
wid
e.
Par
ticip
an
ts
o
f
tr
ain
in
g
p
r
o
g
r
am
m
es
wer
e
also
in
clu
d
ed
am
o
n
g
th
e
r
esp
o
n
d
e
n
ts
if
th
ey
alr
ea
d
y
h
ad
s
o
m
e
p
r
ac
tical
ex
p
er
ien
ce
in
ar
ts
th
e
r
ap
ies.
T
h
e
s
elec
tio
n
f
o
r
th
e
q
u
alitativ
e
p
ar
t
was
b
ased
o
n
p
u
r
p
o
s
iv
e
s
am
p
lin
g
s
elec
tio
n
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
ass
o
ciatio
n
s
,
r
ec
o
m
m
en
d
atio
n
s
f
r
o
m
ar
ts
th
er
ap
is
ts
an
d
s
elec
tio
n
f
r
o
m
p
er
s
o
n
al
co
n
tacts.
I
n
t
h
is
p
ar
t
th
e
in
clu
s
iv
e
cr
iter
ia
was
f
u
r
th
er
lim
ited
o
n
ly
to
th
o
s
e
ar
ts
th
er
ap
is
ts
wh
o
p
r
ac
tice
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
as
th
eir
m
ain
wo
r
k
en
v
ir
o
n
m
en
t.
T
h
er
ap
is
ts
with
lo
n
g
-
ter
m
p
r
ac
tice
an
d
h
ig
h
er
u
d
itio
n
wer
e
g
iv
en
p
r
e
f
er
en
ce
;
h
o
we
v
er
,
th
e
g
r
o
u
p
was
also
s
u
p
p
lem
en
t
ed
b
y
p
ar
ticip
an
ts
wh
o
co
u
ld
o
f
f
er
in
s
p
ir
atio
n
al
s
tim
u
li in
th
e
r
esear
ch
d
ata.
2
.
2
.
1
.
Q
ua
ntit
a
t
iv
e
s
a
m
ple
T
ab
le
1
r
ep
r
esen
ts
th
e
n
u
m
b
er
s
o
f
r
esp
o
n
d
en
ts
ac
co
r
d
in
g
to
th
e
d
ir
ec
tio
n
s
o
f
ar
ts
th
er
ap
ies.
T
h
e
r
atio
o
f
ar
ts
th
er
ap
ies
d
i
r
ec
tio
n
s
co
r
r
esp
o
n
d
s
to
th
e
n
u
m
b
er
o
f
d
i
r
ec
tio
n
s
o
f
ar
ts
th
er
a
p
ies
in
p
r
a
ctice
(
ac
co
r
d
in
g
to
th
e
n
u
m
b
er
o
f
m
em
b
er
s
in
p
r
o
f
ess
io
n
al
ass
o
ciati
o
n
s
)
.
Ap
ar
t
f
r
o
m
th
e
m
ain
d
ir
ec
tio
n
s
o
f
ar
ts
th
er
ap
ies,
th
er
e
is
a
f
u
r
th
er
ca
teg
o
r
y
o
f
r
esp
o
n
d
en
ts
wh
o
co
m
b
in
e
a
r
ts
th
er
ap
ies
(
co
r
r
esp
o
n
d
in
g
to
th
e
i
n
ter
m
o
d
al
co
n
ce
p
t
o
f
ex
p
r
ess
iv
e
th
er
ap
ies th
at
is
v
er
y
in
f
lu
en
tial in
t
h
e
C
ze
ch
R
ep
u
b
lic)
.
C
ateg
o
r
is
ed
b
y
wo
r
k
in
g
e
n
v
ir
o
n
m
en
t,
th
er
e
wer
e
5
1
r
esp
o
n
d
en
ts
f
r
o
m
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
an
d
9
1
f
r
o
m
o
th
er
wo
r
k
en
v
ir
o
n
m
en
t.
Oth
er
ch
ar
ac
ter
is
tics
o
f
th
e
r
esear
ch
s
am
p
le:
1
)
I
n
t
o
tal,
th
er
e
wer
e
1
1
7
wo
m
en
an
d
2
5
m
e
n
(
o
f
w
h
ich
4
3
wo
m
e
n
an
d
8
m
en
ca
m
e
f
r
o
m
ed
u
ca
tio
n
al
i
n
s
t
itu
tio
n
s
)
.
2
)
B
ased
o
n
a
g
e
g
r
o
u
p
s
:
4
1
to
5
0
y
ea
r
s
(
3
5
.
2
%)
an
d
3
1
to
4
0
(
2
9
.
6
%),
a
n
d
b
y
th
e
len
g
th
o
f
e
x
p
er
ien
ce
,
th
e
ca
teg
o
r
y
4
to
7
y
ea
r
s
(
2
8
.
9
%)
an
d
u
p
to
3
y
ea
r
s
(
2
3
.
9
%)
wer
e
th
e
m
o
s
t r
ep
r
esen
ted
ca
teg
o
r
ies
in
t
h
e
wh
o
l
e
s
am
p
le,
as
well
in
th
e
ed
u
ca
ti
o
n
al
in
s
titu
ti
o
n
s
u
b
g
r
o
u
p
.
3
)
I
n
ter
m
s
o
f
q
u
alif
icatio
n
s
,
5
4
wer
e
f
u
lly
q
u
alif
ied
ar
ts
th
er
ap
is
ts
(
3
7
.
7
%),
2
7
wer
e
p
ar
ticip
an
ts
in
tr
ain
in
g
p
r
o
g
r
am
m
es
(
1
9
%)
an
d
6
1
wer
e
r
esp
o
n
d
en
ts
(
4
3
%)
wh
o
co
n
s
id
er
th
em
s
elv
es
to
b
e
o
th
er
p
r
o
f
ess
io
n
als
u
s
in
g
th
e
ar
ts
th
er
ap
ies
wer
e
in
th
e
g
r
o
u
p
.
Als
o
,
h
er
e
th
e
n
u
m
b
e
r
s
in
th
e
s
u
b
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
f
r
o
m
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
co
r
r
esp
o
n
d
e
d
to
tr
e
n
d
s
in
th
e
wh
o
le
s
am
p
le.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
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4
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Dec
em
b
e
r
2
0
2
0
:
9
4
7
-
9
5
4
950
T
ab
le
1
.
Nu
m
b
er
s
o
f
r
esp
o
n
d
e
n
ts
in
a
q
u
esti
o
n
n
air
e
s
u
r
v
ey
S
p
e
c
i
a
l
i
s
a
t
i
o
n
s
o
f
a
r
t
s
t
h
e
r
a
p
i
e
s
R
e
s
p
o
n
d
e
n
t
s
R
e
s
p
o
n
d
e
n
t
s
:
e
d
u
c
a
t
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a
l
i
n
s
t
i
t
u
t
i
o
n
s
R
e
s
p
o
n
d
e
n
t
s
:
o
t
h
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r
i
n
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t
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t
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o
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M
u
s
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c
t
h
e
r
a
p
y
5
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3
5
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2
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2
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1
4
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1
%)
3
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2
1
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1
%)
A
r
t
t
h
e
r
a
p
y
3
8
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2
6
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8
%)
1
4
(
9
.
9
%)
2
4
(
1
6
.
9
%)
C
o
m
b
i
n
a
t
i
o
n
s
o
f
a
r
t
s
t
h
e
r
a
p
i
e
s
3
6
(
2
5
.
4
%)
1
4
(
9
.
9
%)
7
(
4
.
9
%)
D
r
a
ma
t
h
e
r
a
p
y
9
(
6
.
3
%)
2
(
1
.
4
%)
8
(
5
.
6
%)
D
a
n
c
e
m
o
v
e
me
n
t
t
h
e
r
a
p
y
9
(
6
.
3
%)
1
(
0
.
7
%)
2
2
(
1
5
.
5
%)
To
t
a
l
1
4
2
(
1
0
0
%)
5
1
(
3
5
.
9
%)
9
1
(
6
4
.
1
%)
2
.
2
.
2
.
Q
ua
lita
t
iv
e
s
a
m
ple
T
h
er
e
wer
e
s
ev
en
m
u
s
ic
th
e
r
ap
is
ts
,
two
d
r
am
a
t
h
er
ap
is
ts
an
d
one
a
r
t
th
er
a
p
is
t
in
clu
d
ed
in
th
e
q
u
alitativ
e
g
r
o
u
p
.
T
h
er
e
wer
e
f
o
u
r
m
ales
an
d
s
ix
f
em
ales
wer
e
with
in
th
e
g
r
o
u
p
,
n
am
ely
ar
ts
th
er
ap
is
ts
w
ith
eith
er
a
q
u
alif
icatio
n
in
s
p
ec
ial
ed
u
ca
tio
n
(
s
ix
)
,
o
t
h
er
p
ed
a
g
o
g
ical
e
d
u
ca
tio
n
(
two
)
an
d
/o
r
p
s
y
ch
o
lo
g
y
(
two
)
.
Fro
m
th
e
p
o
in
t
o
f
v
iew
o
f
th
e
ty
p
e
o
f
e
d
u
ca
tio
n
al
in
s
titu
tio
n
,
m
o
s
t
o
f
th
e
p
ar
ticip
an
ts
h
a
d
jo
b
s
at
m
o
r
e
th
a
n
o
n
e
in
s
titu
tio
n
at
a
tim
e,
in
clu
d
in
g
elem
e
n
tar
y
s
ch
o
o
l
s
(
n
in
e
)
,
ty
p
ical
(
in
clu
s
iv
e)
s
ch
o
o
ls
(
eig
h
t
)
,
k
in
d
er
g
a
r
ten
s
(
se
v
en
)
,
s
p
ec
ial
s
ch
o
o
ls
(
s
ev
en
)
,
an
d
s
ch
o
o
ls
f
o
r
ar
tis
tic
ed
u
ca
tio
n
(
one
)
.
E
ig
h
t
p
ar
ticip
an
ts
wer
e
ex
ter
n
al
em
p
lo
y
ee
s
,
wh
il
e
o
n
ly
two
p
ar
ticip
an
ts
h
ad
a
f
u
ll
-
tim
e
jo
b
in
a
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
q
u
an
titativ
e
s
ec
tio
n
f
o
c
u
s
ed
o
n
two
is
s
u
es
r
elate
d
to
ass
ess
m
en
t/ev
alu
atio
n
ac
c
o
r
d
in
g
to
h
y
p
o
th
eses
f
r
o
m
s
ec
tio
n
2
.
1
.
Ar
ts
th
er
ap
ies
o
f
f
er
ed
b
y
ea
c
h
th
er
ap
is
t
ar
e
s
u
itab
le
f
o
r
clien
ts
u
n
d
er
ce
r
tain
co
n
d
itio
n
s
.
Acc
o
r
d
in
g
t
o
th
e
r
esu
lts
o
f
th
e
wh
o
le
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
(
all
wo
r
k
in
g
e
n
v
ir
o
n
m
en
ts
)
,
it
is
m
o
s
t
im
p
o
r
tan
t
th
at
b
o
th
th
e
th
er
ap
is
t
an
d
th
e
clien
t
f
ee
l
th
ey
ca
n
wo
r
k
to
g
eth
er
(
1
3
.
7
%
o
f
r
esp
o
n
s
es)
an
d
th
at
th
e
clien
t
f
ee
ls
s
ettled
with
in
an
e
n
ab
lin
g
en
v
ir
o
n
m
e
n
t
(
1
2
.
6
%
o
f
r
esp
o
n
s
es).
Fro
m
th
ese
item
s
,
it
i
s
clea
r
th
at
a
n
i
m
p
o
r
tan
t
p
r
ec
o
n
d
itio
n
f
o
r
th
e
th
er
ap
eu
tic
p
r
o
ce
s
s
is
a
well
-
d
ev
elo
p
ed
th
er
ap
e
u
tic
allian
ce
an
d
t
h
e
ass
es
s
m
en
ts
m
o
s
t
f
r
eq
u
en
tly
f
all
with
in
th
e
ca
teg
o
r
y
o
f
th
er
ap
eu
tic
ass
ess
m
en
ts
wh
ich
is
co
n
s
is
ten
t
with
tr
en
d
s
in
th
e
p
r
ac
tice
o
f
ar
ts
th
er
ap
is
ts
ab
r
o
ad
[
9
,
1
2
]
.
S
o
m
ewh
at
less
im
p
o
r
tan
t
item
s
ar
e
r
elate
d
to
th
e
s
p
ec
if
ic
q
u
alities
o
f
ar
tis
tic
m
ea
n
s
an
d
ar
tis
tic
p
r
o
ce
s
s
es:
r
esp
o
n
s
iv
en
ess
to
th
e
ar
tis
tic
m
ea
n
s
(
1
1
.
7
%),
an
d
u
s
in
g
ar
ts
as
a
ch
an
n
el
f
o
r
e
m
o
tio
n
al
o
u
tlet
(
9
.
2
%).
T
h
e
l
o
west
f
r
eq
u
en
c
y
o
f
r
esp
o
n
s
es
was
g
iv
en
to
item
s
th
at
ar
e
p
r
im
ar
ily
r
elate
d
to
th
e
p
s
y
ch
o
d
y
n
am
ic
a
n
d
in
s
ig
h
t
-
o
r
ien
te
d
-
co
n
ce
p
ts
o
f
th
e
r
ap
y
:
th
e
ab
ilit
y
to
s
y
m
b
o
lis
e,
to
wo
r
k
with
u
n
c
o
n
s
cio
u
s
p
r
o
ce
s
s
es o
r
u
s
in
g
wo
r
d
s
as d
ef
en
ce
a
g
ain
s
t f
ee
lin
g
s
.
T
ab
le
2
c
o
n
tain
s
f
r
e
q
u
en
cie
s
f
o
r
cr
iter
ia
u
s
e
d
to
ass
ess
th
e
s
u
itab
ilit
y
o
f
ar
ts
th
e
r
ap
ies
in
ed
u
ca
tio
n
al/o
th
e
r
wo
r
k
in
g
en
v
ir
o
n
m
e
n
t.
I
n
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
,
th
e
m
o
s
t
co
m
m
o
n
cr
i
ter
io
n
ap
p
ea
r
s
to
b
e
th
e
f
ee
lin
g
th
at
t
h
e
th
er
a
p
is
t
an
d
th
e
clien
t
a
r
e
ab
le
to
wo
r
k
to
g
eth
er
(
4
.
8
%);
also
th
e
f
ac
t
th
at
th
e
clien
t
f
ee
ls
s
ettled
in
an
en
ab
lin
g
en
v
ir
o
n
m
en
t
(
4
.
5
%)
a
n
d
th
at
th
e
clie
n
t
r
esp
o
n
d
s
to
ar
tis
tic
m
ea
n
s
(
4
.
4
%),
etc.
T
h
ese
cr
iter
ia
also
ap
p
ea
r
i
n
a
s
u
b
g
r
o
u
p
o
f
o
th
e
r
s
-
th
e
b
en
ch
m
ar
k
cr
iter
io
n
f
o
r
s
itu
atio
n
s
wh
e
r
e
th
e
clien
t
h
as
th
e
p
r
o
b
lem
o
f
f
i
n
d
in
g
w
o
r
d
s
f
o
r
h
is
/h
er
f
ee
lin
g
s
is
at
th
e
to
p
.
T
ab
le
2
.
C
r
iter
ia
f
o
r
ass
ess
in
g
th
e
s
u
itab
ilit
y
o
f
th
er
a
p
y
ac
c
o
r
d
in
g
to
t
h
e
wo
r
k
en
v
ir
o
n
m
e
n
t
C
r
i
t
e
r
i
a
f
o
r
a
ssess
i
n
g
t
h
e
s
u
i
t
a
b
i
l
i
t
y
o
f
t
h
e
r
a
p
y
Ed
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
O
t
h
e
r
s
C
l
i
e
n
t
i
s res
p
o
n
si
v
e
t
o
a
r
t
i
s
t
i
c
me
d
i
u
m
3
5
(
4
.
4
%)
5
8
(
7
.
3
%)
C
l
i
e
n
t
i
s
v
e
r
y
w
e
l
l
mo
t
i
v
a
t
e
d
1
8
(
2
.
3
%)
3
8
(
4
.
8
%)
W
e
b
o
t
h
f
e
e
l
w
e
c
a
n
w
o
r
k
t
o
g
e
t
h
e
r
3
8
(
4
.
8
%)
7
1
(
8
.
9
%)
C
l
i
e
n
t
f
e
e
l
s se
t
t
l
e
d
w
i
t
h
i
n
a
n
e
n
a
b
l
i
n
g
e
n
v
i
r
o
n
me
n
t
3
6
(
4
.
5
%)
6
4
(
8
%)
Th
e
r
e
i
s
a
n
e
e
d
f
o
r
e
m
o
t
i
o
n
a
l
o
u
t
l
e
t
2
6
(
3
.
3
%)
4
7
(
5
.
9
%)
C
l
i
e
n
t
i
s
a
b
l
e
t
o
w
o
r
k
s
p
o
n
t
a
n
e
o
u
sl
y
2
3
(
2
.
9
%)
2
8
(
3
.
5
%)
C
l
i
e
n
t
i
s
a
b
l
e
t
o
s
y
m
b
o
l
i
s
e
1
4
(
1
.
8
%
)
1
1
(
1
.
4
%)
C
l
i
e
n
t
h
a
s
c
o
mm
u
n
i
c
a
t
i
o
n
p
r
o
b
l
e
ms
3
4
(
4
.
3
%)
5
5
(
6
.
9
%)
C
l
i
e
n
t
s
t
r
u
g
g
l
e
s t
o
f
i
n
d
w
o
r
d
s
f
o
r
h
i
s/
h
e
r
f
e
e
l
i
n
g
s
2
0
(
2
.
5
%)
6
8
(
8
.
5
%)
C
l
i
e
n
t
u
se
s wo
r
d
s
a
s
d
e
f
e
n
c
e
a
g
a
i
n
st
h
i
s
/
h
e
r
f
e
e
l
i
n
g
s
1
3
(
1
.
6
%)
3
5
(
4
.
4
%)
C
l
i
e
n
t
i
s
a
b
l
e
t
o
w
o
r
k
w
i
t
h
h
i
s
/
h
e
r
u
n
c
o
n
s
c
i
o
u
s
p
r
o
c
e
sses
1
0
(
1
.
3
%)
2
4
(
3
%)
O
t
h
e
r
s
r
e
a
s
o
n
s
3
(
0
.
4
%)
4
(
0
.
5
%)
I
n
ad
d
itio
n
,
ar
ea
s
f
o
r
th
e
r
ap
e
u
tic
wo
r
k
ev
alu
atio
n
ar
e
ess
en
tial
f
o
r
th
er
ap
e
u
tic
p
r
o
ce
s
s
es
b
ec
au
s
e
th
ey
p
r
o
v
i
d
e
p
r
o
o
f
a
b
o
u
t
its
ef
f
ec
tiv
ity
.
W
ith
in
th
e
wh
o
le
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
,
t
h
e
g
en
e
r
al
ar
ea
s
f
o
r
th
er
ap
eu
tic
wo
r
k
ev
alu
atio
n
p
er
m
ea
te
th
e
d
if
f
er
e
n
t
th
e
r
ap
y
m
eth
o
d
s
,
f
o
r
ex
a
m
p
le,
ev
alu
atio
n
o
f
v
er
b
al/n
o
n
v
er
b
al
co
m
m
u
n
icat
io
n
(
1
2
.
1
%),
c
h
an
g
es
i
n
b
e
h
av
io
u
r
(
1
1
.
1
%),
en
g
ag
em
e
n
t
with
th
er
a
p
eu
tic
p
r
o
ce
s
s
(
1
0
.
6
%),
etc.
Sp
ec
if
i
c
ar
ea
s
u
s
u
ally
as
s
o
ciate
d
w
ith
ce
r
tain
th
er
ap
eu
tic
ap
p
r
o
ac
h
es,
s
u
ch
as
th
e
ev
alu
atio
n
o
f
tr
an
s
f
er
e
n
ce
/co
u
n
ter
tr
an
s
f
er
e
n
ce
(
4
.
6
%),
n
e
u
r
o
lo
g
ical
is
s
u
es
(
2
.
2
%),
o
r
r
esis
tan
ce
to
wo
r
k
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
A
r
ts
-
b
a
s
ed
a
s
s
ess
men
t in
ed
u
c
a
tio
n
a
l settin
g
s
(
Jiří
K
a
n
to
r
)
951
(
1
.
3
%),
ar
e
less
co
m
m
o
n
ly
as
s
ess
ed
.
Ad
d
itio
n
al
co
m
m
en
ts
in
th
e
o
p
en
item
s
r
elate
d
to
th
e
clo
s
e
lin
k
in
g
o
f
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
with
t
h
e
th
er
a
p
eu
tic
p
r
o
ce
s
s
an
d
t
h
e
d
ev
elo
p
m
en
t
o
f
th
e
th
er
a
p
eu
t
ic
r
elatio
n
s
h
ip
,
an
d
th
e
f
o
cu
s
o
n
th
e
p
o
s
itiv
e
asp
ec
ts
o
f
p
er
s
o
n
ality
a
n
d
em
p
o
wer
m
en
t o
f
th
e
clien
t.
T
ab
le
3
s
h
o
ws
th
e
r
esu
lts
o
f
th
e
an
al
y
s
is
o
f
ar
ts
th
er
ap
is
ts
f
r
o
m
ed
u
ca
tio
n
al/o
t
h
e
r
wo
r
k
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
h
ig
h
est
f
r
eq
u
e
n
cies
ag
ai
n
c
o
r
r
esp
o
n
d
to
th
e
f
r
eq
u
en
cy
d
is
tr
ib
u
tio
n
ac
r
o
s
s
th
e
wh
o
le
g
r
o
u
p
.
W
h
en
co
m
p
ar
i
n
g
th
e
i
n
d
iv
id
u
al
item
s
ac
r
o
s
s
ea
ch
ty
p
e
o
f
in
s
titu
tio
n
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
h
av
e
th
e
h
ig
h
est
f
r
e
q
u
en
c
y
o
f
u
s
e
o
f
f
a
cilities
,
ev
alu
atio
n
o
f
f
av
o
u
r
e
d
in
s
tr
u
m
en
ts
/m
ed
ia,
d
ev
elo
p
m
en
t
o
f
ar
t
wo
r
k
a
n
d
ch
an
g
es
in
b
eh
a
v
io
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r
.
Ad
d
itio
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ally
,
item
s
th
at
ar
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ty
p
ical
f
o
r
o
th
er
i
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s
titu
tio
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s
h
av
e
th
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lo
west
f
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eq
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s
u
ch
as th
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ev
alu
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o
f
n
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r
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lo
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t
r
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n
s
f
er
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ce
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d
y
n
am
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s
s
u
es
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ab
le
3
.
Ar
ea
s
o
f
th
er
ap
e
u
tic
wo
r
k
ev
alu
atio
n
ac
co
r
d
in
g
to
t
h
e
wo
r
k
in
g
en
v
ir
o
n
m
en
t
A
r
e
a
s
o
f
t
h
e
r
a
p
e
u
t
i
c
w
o
r
k
e
v
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l
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a
t
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o
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Ed
u
c
a
t
i
o
n
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l
i
n
s
t
i
t
u
t
i
o
n
s
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t
h
e
r
s
A
b
i
l
i
t
y
t
o
u
se
f
a
c
i
l
i
t
i
e
s
2
6
(
3
.
2
%
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3
1
(
3
.
4
%)
F
a
v
o
u
r
e
d
i
n
st
r
u
me
n
t
s
/
me
d
i
a
2
8
(
3
.
4
%)
3
8
(
4
.
6
%)
D
e
v
e
l
o
p
m
e
n
t
o
f
t
h
e
a
r
t
w
o
r
k
2
2
(
2
.
7
%)
2
2
(
2
.
7
%)
Emerg
e
d
i
ss
u
e
s
2
2
(
2
.
7
%
)
4
8
(
5
.
8
%)
D
y
n
a
mi
c
i
s
su
e
s
1
7
(
2
.
1
%)
3
1
(
3
.
4
%)
V
e
r
b
a
l
/
n
o
n
-
v
e
r
b
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
3
4
(
4
.
1
%)
6
6
(
8
%)
Tr
a
n
sf
e
r
e
n
c
e
/
c
o
u
n
t
e
r
-
t
r
a
n
sf
e
r
e
n
c
e
9
(
1
.
1
%)
2
9
(
3
.
5
%)
C
o
p
i
n
g
m
e
c
h
a
n
i
sms
1
0
(
1
.
2
%)
1
9
(
2
.
3
%)
R
e
si
st
a
n
c
e
t
o
w
o
r
k
5
(
0
.
6
%)
6
(
0
.
7
%)
En
g
a
g
e
m
e
n
t
w
i
t
h
t
h
e
r
a
p
y
p
r
o
c
e
ss
3
1
(
3
.
4
%)
5
6
(
6
.
8
%)
N
e
u
r
o
l
o
g
i
c
a
l
i
ss
u
e
s
5
(
0
.
6
%)
1
2
(
1
.
5
%)
C
h
a
n
g
e
s
i
n
b
e
h
a
v
i
o
u
r
3
4
(
4
.
1
%)
5
7
(
6
.
9
%)
K
e
y
i
ss
u
e
s f
o
r
t
h
e
c
l
i
e
n
t
2
0
(
2
.
4
%)
5
0
(
6
.
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C
l
i
e
n
t
´
s
p
e
r
c
e
p
t
i
o
n
o
f
p
r
o
g
r
e
ss
3
1
(
3
.
4
%)
5
6
(
6
.
8
%)
O
t
h
e
r
s
2
(
0
.
2
%)
3
(
0
.
4
%)
T
h
e
ch
ar
ac
ter
is
tics
o
f
ass
e
s
s
m
en
t
f
o
u
n
d
in
b
o
th
an
aly
s
es
o
f
th
e
q
u
an
titativ
e
p
ar
t
co
r
r
esp
o
n
d
with
th
e
p
r
ef
er
en
ce
o
f
h
u
m
an
is
tic
tr
en
d
s
in
th
e
C
ze
ch
ar
ts
th
er
ap
ies
.
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m
an
is
tic
o
r
ien
tatio
n
is
th
e
m
o
s
t
wid
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s
p
r
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ac
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all
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f
ield
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o
f
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ar
ts
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a
p
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p
s
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ch
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d
y
n
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ic
tr
e
n
d
s
ar
e
th
e
l
ea
s
t
p
r
ef
er
r
e
d
[
3
1
]
.
Hu
m
an
is
tic
o
r
ien
tatio
n
is
ty
p
ical
also
f
o
r
o
th
er
co
u
n
t
r
ies
wh
er
e
“T
h
e
Pra
ctice
in
Ar
ts
T
h
er
ap
ies”
qu
esti
o
n
n
air
e
was
u
s
ed
-
Gr
e
at
B
r
itain
[
2
7
]
an
d
L
atv
ia
[
3
2
]
.
Ho
wev
er
,
th
e
d
ata
f
r
o
m
th
e
s
e
s
tu
d
ies
ab
o
u
t
th
e
ass
es
s
m
en
t
p
ar
t
o
f
t
h
e
q
u
esti
o
n
n
air
e
ar
e
o
n
ly
p
a
r
tially
av
ailab
le
wh
ich
is
n
o
t
s
u
f
f
icien
t
f
o
r
m
o
r
e
d
etailed
co
m
p
ar
is
o
n
.
T
h
e
r
esu
lts
o
f
t
h
e
q
u
alitativ
e
s
ec
tio
n
ar
e
s
u
m
m
a
r
is
ed
in
T
ab
le
4
.
S
ev
e
r
al
th
em
atic
ar
ea
s
cr
ea
ted
th
r
o
u
g
h
th
e
th
em
atic
a
n
aly
s
is
in
clu
d
e
n
atu
r
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o
f
ass
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m
en
t,
m
eth
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d
s
an
d
p
r
o
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d
u
r
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u
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in
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en
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co
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t
o
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th
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ass
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m
en
t,
o
r
g
an
is
atio
n
o
f
ass
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m
en
t
p
r
o
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s
(
with
th
e
p
er
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p
ec
tiv
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s
o
f
tim
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d
d
ata
d
o
cu
m
m
e
n
tatio
n
)
an
d
o
th
e
r
th
em
es.
Par
ticip
an
ts
d
escr
ib
ed
m
o
s
tly
q
u
alitativ
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n
o
n
-
s
tan
d
a
r
d
is
ed
ass
ess
m
en
ts
,
alth
o
u
g
h
s
ev
er
al
e
x
am
p
les
o
f
p
u
b
lis
h
ed
ass
ess
m
en
ts
with
lo
wer
lev
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o
f
s
tan
d
ar
d
is
atio
n
h
av
e
b
ee
n
f
o
u
n
d
i
n
th
e
d
ata
s
et
[
11
,
3
3
]
.
H
o
we
v
er
,
b
ased
o
n
c
u
r
r
en
t
k
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o
wled
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s
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ch
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ar
e
n
o
t
wid
esp
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C
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R
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T
h
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l
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o
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e
m
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ap
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f
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wh
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th
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L
ab
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Mo
v
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n
t
An
aly
s
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tr
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an
o
b
lig
at
o
r
y
p
ar
t
o
f
th
e
tr
ain
in
g
.
So
m
e
p
ar
ticip
an
ts
f
r
o
m
ed
u
ca
tio
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al
in
s
titu
tio
n
s
ad
m
it
th
at
ass
ess
m
en
t
is
o
f
ten
n
o
t
a
n
o
b
lig
at
o
r
y
r
eq
u
ir
e
m
en
t,
a
n
d
th
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ca
r
r
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it
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u
t
f
o
r
th
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r
o
w
n
n
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d
s
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H
o
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th
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f
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u
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i
q
u
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to
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C
ze
ch
R
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ly
[
3
4
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.
I
t
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th
e
r
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s
ib
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f
p
r
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s
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f
u
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co
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to
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ts
-
b
ased
ass
ess
m
en
t in
v
ar
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.
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t
o
f
t
h
e
a
ss
e
ssm
e
n
t
s’
st
r
a
t
e
g
i
e
s.
C
o
n
t
e
n
t
Ex
a
m
p
l
e
s
o
f
a
r
e
a
s
a
ss
e
sse
d
:
t
h
e
ma
p
p
i
n
g
o
f
t
h
e
c
l
i
e
n
t
's re
l
a
t
i
o
n
sh
i
p
t
o
t
h
e
a
r
t
i
st
i
c
me
d
i
u
m
,
n
a
t
u
r
e
o
f
a
r
t
i
s
t
i
c
p
r
o
c
e
ss,
t
r
a
n
sf
e
r
r
i
n
g
a
c
q
u
i
r
e
d
sk
i
l
l
s
t
o
e
v
e
r
y
d
a
y
l
i
f
e
,
t
h
e
r
a
p
i
st
’
s
p
r
o
c
e
sses,
me
t
h
o
d
o
f
a
r
t
s
e
x
p
r
e
ss
i
o
n
,
c
h
a
n
g
e
s
i
n
st
e
r
e
o
t
y
p
e
s,
e
t
c
.
A
ssessme
n
t
c
o
n
n
e
c
t
e
d
t
o
t
y
p
i
c
a
l
g
o
a
l
s o
f
s
c
h
o
o
l
i
n
t
e
r
v
e
n
t
i
o
n
s
,
m
a
i
n
l
y
t
o
f
u
n
c
t
i
o
n
a
l
i
t
y
,
l
e
a
r
n
i
n
g
,
so
c
i
a
l
i
n
t
e
g
r
a
t
i
o
n
a
n
d
p
r
e
v
e
n
t
i
o
n
.
F
o
r
mal
a
r
t
i
st
i
c
p
a
r
a
me
t
e
r
s
ma
y
b
e
r
e
l
a
t
e
d
t
o
p
s
y
c
h
o
l
o
g
i
c
a
l
a
n
d
b
e
h
a
v
i
o
u
r
a
l
c
h
a
r
a
c
t
e
r
s
t
i
c
s
o
f
p
u
p
i
l
s.
Ty
p
i
c
a
l
l
y
a
ss
e
ssi
n
g
a
r
e
a
s w
h
e
r
e
t
h
e
p
u
p
i
l
i
s
i
m
p
r
o
v
i
n
g
a
n
d
p
r
o
m
o
t
i
n
g
h
e
a
l
t
h
.
O
r
g
a
n
i
sa
t
i
o
n
o
f
a
ss
e
ssm
e
n
t
p
r
o
c
e
s:
t
i
me
O
r
g
a
n
i
sa
t
i
o
n
o
f
a
ss
e
ssm
e
n
t
p
r
o
c
e
s:
d
a
t
a
d
o
c
u
me
n
t
a
t
i
o
n
Th
e
a
ss
e
ssm
e
n
t
i
s
c
a
r
r
i
e
d
o
u
t
i
n
t
h
e
i
n
i
t
i
a
l
a
n
d
f
i
n
a
l
st
a
g
e
a
s we
l
l
a
s
d
u
r
i
n
g
t
h
e
t
h
e
r
a
p
e
u
t
i
c
p
r
o
c
e
ss.
Ty
p
i
c
a
l
t
i
mi
n
g
i
n
r
e
l
a
t
i
o
n
t
o
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
o
f
t
h
e
sc
h
o
o
l
y
e
a
r
(
i
n
t
e
r
i
m a
s
s
e
ssm
e
n
t
a
f
t
e
r
3
m
o
n
t
h
s
a
n
d
f
i
n
a
l
a
ssessm
e
n
t
a
f
t
e
r
1
0
m
o
n
t
h
s)
.
I
n
f
o
r
mat
i
o
n
i
s
r
e
c
o
r
d
e
d
i
n
n
o
t
e
s m
a
d
e
b
y
t
h
e
t
h
e
r
a
p
i
st
(
a
f
t
e
r
/
d
u
r
i
n
g
t
h
e
me
e
t
i
n
g
)
,
v
i
d
e
o
r
e
c
o
r
d
i
n
g
s,
a
u
d
i
o
r
e
c
o
r
d
i
n
g
s
o
f
m
u
si
c
a
l
i
mp
r
o
v
i
s
a
t
i
o
n
s,
a
n
d
p
h
o
t
o
g
r
a
p
h
i
c
r
e
c
o
r
d
i
n
g
s
o
f
c
l
i
e
n
t
s’
a
r
t
w
o
r
k
s
.
I
n
f
o
r
mat
i
o
n
g
a
i
n
e
d
f
r
o
m
v
a
r
i
o
u
s s
o
u
r
c
e
s
–
p
u
p
i
l
s
,
o
t
h
e
r
p
e
r
s
o
n
n
e
l
,
p
a
r
e
n
t
s
/
l
e
g
a
l
d
e
p
u
t
i
e
s
o
f
t
h
e
p
u
p
i
l
o
r
s
e
l
f
-
r
e
f
l
e
c
t
i
o
n
s
b
y
t
h
e
r
a
p
i
s
t
s.
Th
e
a
ss
e
ssm
e
n
t
d
o
c
u
m
e
n
t
a
t
i
o
n
t
a
k
e
s
t
h
e
f
o
r
ms
o
f
f
i
n
a
l
r
e
p
o
r
t
s,
t
e
a
m
-
s
p
e
c
i
f
i
c
r
e
p
o
r
t
s a
n
d
t
h
e
r
a
p
i
st
s'
p
e
r
s
o
n
a
l
n
o
t
e
s.
N
o
s
p
e
c
i
f
i
c
g
u
i
d
e
l
i
n
e
s f
o
r
st
o
r
a
g
e
o
f
t
h
i
s
t
y
p
e
o
f
d
o
c
u
m
e
n
t
a
t
i
o
n
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
a
v
a
i
l
a
b
l
e
.
Th
e
c
l
i
e
n
t
's
d
o
c
u
me
n
t
a
t
i
o
n
i
s
o
f
t
e
n
i
n
a
c
c
e
ssi
b
l
e
t
o
e
x
t
e
r
n
a
l
a
r
t
s
t
h
e
r
a
p
i
s
t
s.
O
t
h
e
r
t
h
e
m
e
s
Th
e
r
e
a
s
o
n
f
o
r
t
h
e
a
sses
sme
n
t
–
t
h
e
i
mp
l
e
me
n
t
a
t
i
o
n
o
f
t
h
e
a
ssessm
e
n
t
m
a
y
h
a
v
e
s
p
e
c
i
f
i
c
o
b
j
e
c
t
i
v
e
s,
e
.
g
.
f
o
r
f
a
c
i
l
i
t
a
t
i
n
g
t
h
e
t
h
e
r
a
p
e
u
t
i
c
p
r
o
c
e
ss.
A
r
t
s
-
b
a
s
e
d
a
sses
sme
n
t
i
s
u
s
u
a
l
l
y
n
o
t
a
r
e
q
u
i
r
e
me
n
t
o
f
t
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
.
4.
CO
NCLU
SI
O
N
T
h
e
cu
r
r
e
n
t
ass
ess
m
en
ts
o
f
th
e
C
ze
ch
ar
ts
th
er
ap
is
ts
ar
e
p
r
e
d
o
m
in
an
tly
q
u
alitativ
e
an
d
h
u
m
an
is
tic
in
n
atu
r
e
a
n
d
m
o
s
t
f
r
e
q
u
en
tly
f
a
ll
with
in
th
e
ca
te
g
o
r
y
o
f
th
er
a
p
eu
tic
ass
ess
m
en
ts
.
I
n
th
e
q
u
an
titativ
e
an
aly
s
es,
m
o
s
t
f
ac
to
r
s
ar
e
ass
o
ciate
d
wi
th
th
e
th
er
ap
eu
tic
r
elatio
n
s
h
ip
an
d
th
e
th
er
a
p
eu
tic
asp
ec
ts
o
f
ar
tis
tic
m
ea
n
s
.
T
h
e
least
im
p
ac
t
is
s
ee
n
in
s
p
ec
ia
lis
ed
ar
ea
s
o
f
th
e
ass
ess
m
en
ts
,
wh
ich
ar
e
ty
p
ical,
f
o
r
e
x
am
p
le,
f
o
r
s
p
ec
if
ic
ap
p
r
o
ac
h
es (
e.
g
.
p
s
y
ch
o
d
y
n
a
m
ic)
o
r
ty
p
es o
f
clien
tele
(
e
.
g
.
with
n
eu
r
o
lo
g
ical
p
r
o
b
lem
s
)
.
T
h
e
ass
ess
m
en
t
m
eth
o
d
s
h
av
e
m
ain
ly
r
ef
lex
iv
e
an
d
o
b
s
er
v
atio
n
al
f
o
r
m
a
n
d
t
h
er
a
p
is
ts
u
s
e
m
o
s
tly
non
-
s
tan
d
a
r
d
is
ed
ass
ess
m
en
ts
.
W
ith
r
eg
ar
d
s
to
ass
ess
m
en
t
in
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
,
o
n
ly
m
in
im
al
d
if
f
er
en
ce
s
h
av
e
b
ee
n
f
o
u
n
d
b
etwe
en
th
er
a
p
is
ts
f
r
o
m
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
an
d
o
th
er
in
s
titu
tio
n
s
/wh
o
le
s
am
p
le.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
m
ay
i
n
f
lu
en
ce
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
b
y
its
co
n
ten
t
(
o
b
jectiv
es
clo
s
ely
co
n
n
ec
ted
to
t
h
e
cu
r
r
ic
u
lu
m
a
s
lear
n
in
g
o
r
s
o
cial
in
teg
r
atio
n
)
,
an
d
b
y
th
e
o
r
g
an
is
atio
n
o
f
t
h
e
p
r
o
ce
s
s
,
wh
ich
is
r
elate
d
to
th
e
o
r
g
an
is
atio
n
o
f
th
e
s
ch
o
o
l
y
ea
r
.
R
eg
ar
d
in
g
cu
r
r
en
t
in
cl
u
s
iv
e
tr
en
d
s
i
n
C
ze
ch
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
it
m
ay
b
e
ex
p
ec
ted
th
at
ar
ts
th
er
ap
is
ts
w
ill
h
av
e
an
im
p
o
r
tan
t
r
o
le
in
d
ee
p
e
n
in
g
th
e
k
n
o
wled
g
e
o
f
p
u
p
ils
an
d
th
eir
s
ch
o
o
l
en
v
ir
o
n
m
en
t,
m
ain
ly
o
f
p
u
p
ils
with
s
p
ec
ial
n
ee
d
s
.
B
u
t
ar
ts
th
er
ap
is
ts
m
ay
r
esp
o
n
d
to
th
is
r
o
le
o
n
ly
if
th
e
y
ar
e
p
r
o
p
er
ly
s
k
illed
in
ar
ts
-
b
ased
ass
ess
m
en
t
an
d
in
tr
an
s
latin
g
its
o
u
tco
m
es
to
p
u
p
ils
’
p
ar
en
ts
,
o
th
er
teac
h
er
s
,
an
d
r
el
ev
an
t sch
o
o
l staf
f
.
A
r
ec
o
m
m
e
n
d
atio
n
f
r
o
m
t
h
e
s
e
f
in
d
in
g
s
is
t
o
f
o
cu
s
o
n
t
h
e
im
p
lem
en
tatio
n
o
f
d
i
f
f
er
en
t
ty
p
es
o
f
s
tan
d
ar
d
is
ed
a
s
s
ess
m
en
ts
(
p
r
escr
ip
tiv
e,
ev
alu
atio
n
,
d
iag
n
o
s
tic,
etc.
)
in
to
t
h
er
ap
eu
ti
c
p
r
ac
tice
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
s
p
ec
if
ic
p
r
o
c
ed
u
r
es
o
n
h
o
w
to
ca
r
r
y
o
u
t
ar
ts
-
b
ased
ass
ess
m
en
t
in
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
en
t.
I
n
cr
ea
s
in
g
d
em
a
n
d
s
m
ay
b
e
e
x
p
ec
ted
d
ir
ec
tly
in
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
s
r
eg
ar
d
in
g
ev
id
en
ce
-
b
ased
d
ec
is
io
n
-
m
ak
in
g
o
n
th
e
r
ec
o
m
m
en
d
atio
n
o
f
th
er
a
p
y
an
d
th
e
ev
al
u
atio
n
o
f
d
if
f
e
r
en
t
ar
ea
s
o
f
th
e
th
er
ap
eu
tic
p
r
o
ce
s
s
,
esp
ec
ially
at
th
e
m
o
m
en
t
wh
en
ar
ts
th
er
ap
ies
b
eg
in
to
b
e
a
s
er
v
ice
p
aid
f
r
o
m
r
eso
u
r
ce
s
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
.
A
r
ec
o
m
m
en
d
atio
n
f
o
r
f
u
r
th
er
r
esear
ch
is
to
r
ep
e
at
th
is
s
u
r
v
ey
in
th
e
f
u
tu
r
e
a
n
d
f
in
d
o
u
t
if
t
h
e
ch
an
g
es
im
p
lem
en
te
d
in
to
th
e
p
r
o
ce
s
s
o
f
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
o
f
ar
ts
th
er
a
p
is
ts
an
d
th
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ee
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s
]
.
RE
F
E
R
E
NC
E
S
[1
]
Be
tt
s
D.
,
“
Art
th
e
ra
p
y
a
ss
e
ss
m
e
n
t
a
n
d
ra
ti
n
g
i
n
stru
m
e
n
ts:
Do
t
h
e
y
m
e
a
su
re
u
p
?
”
T
h
e
Arts
in
Psy
c
h
o
th
e
ra
p
y
,
v
o
l.
33
,
n
o
.
5
,
p
p
.
4
2
2
-
4
3
3
,
2
0
0
6
.
[2
]
Crip
p
s
C
.
,
Tsiri
s
G
.
,
a
n
d
S
p
iro
N
.
,
Ou
tco
me
me
a
su
re
s
i
n
mu
sic
th
e
ra
p
y
:
A
re
so
u
rc
e
d
e
v
e
lo
p
e
d
b
y
th
e
N
o
rd
o
ff
Ro
b
b
in
s re
se
a
rc
h
te
a
m
.
L
o
n
d
o
n
(
G
B)
:
No
rd
o
ff
Ro
b
b
in
s
,
2
0
1
6
.
[3
]
M
a
g
e
e
WL
.
,
“
De
v
e
lo
p
m
e
n
t
o
f
a
m
u
sic
t
h
e
ra
p
y
a
ss
e
ss
m
e
n
t
to
o
l
f
o
r
p
a
ti
e
n
ts
in
l
o
w
a
wa
re
n
e
ss
sta
tes
,
”
Ne
u
ro
Reh
a
b
il
i
ta
ti
o
n
,
v
o
l.
22
,
n
o
.
4
,
p
p
.
3
1
9
–
3
2
4
,
2
0
0
7
.
[4
]
S
c
h
we
ize
r
C
.
,
Kn
o
rth
EJ
.
,
v
a
n
Yp
e
re
n
TA
.
,
a
n
d
S
p
re
e
n
M
.
,
“
Ev
a
lu
a
ti
n
g
a
rt
th
e
ra
p
y
p
ro
c
e
ss
e
s
with
c
h
il
d
re
n
d
iag
n
o
se
d
wit
h
Au
ti
sm
S
p
e
c
tru
m
Diso
rd
e
rs:
De
v
e
lo
p
m
e
n
t
a
n
d
tes
ti
n
g
o
f
tw
o
o
b
se
rv
a
ti
o
n
i
n
stru
m
e
n
ts
fo
r
e
v
a
lu
a
ti
n
g
c
h
il
d
re
n
’s an
d
t
h
e
ra
p
is
ts’
b
e
h
a
v
i
o
r,
”
T
h
e
Arts i
n
Psy
c
h
o
t
h
e
ra
p
y
,
v
o
l
.
6
6
,
p
p
.
1
-
9
,
N
o
v
.
2
0
1
9
.
[5
]
G
o
tt
fried
T
.
,
T
h
o
m
p
s
o
n
G
.
,
El
e
f
a
n
t
C
.
,
a
n
d
G
o
ld
C.
,
“
Re
li
a
b
i
li
ty
o
f
t
h
e
M
u
sic
i
n
Ev
e
ry
d
a
y
Li
fe
(
M
EL
)
S
c
a
le:
A
P
a
re
n
t
-
Re
p
o
r
t
As
se
ss
m
e
n
t
fo
r
C
h
il
d
re
n
o
n
th
e
Au
ti
sm
S
p
e
c
tru
m
,
”
J
o
u
rn
a
l
o
f
M
u
sic
T
h
e
r
apy
,
v
o
l.
5
5
,
n
o
.
2
,
p
p
.
1
3
3
-
155
,
2
0
1
8
.
[6
]
G
a
n
tt
L.
,
T
h
e
Fo
rm
a
l
El
e
me
n
ts
Art
T
h
e
ra
p
y
S
c
a
le
(FE
AT
S
)
.
In
:
G
u
ss
a
k
D
E
.
,
Ro
sa
l
ML
.
Th
e
Wi
l
e
y
Ha
n
d
b
o
o
k
o
f
Art
Th
e
ra
p
y
.
GB
:
Jo
h
n
Wi
ley
&
S
o
n
s
,
p
p
.
5
6
9
–
5
7
8
,
2
0
1
5
.
[7
]
Yo
o
n
JY
.
,
Be
tt
s
D
.
,
a
n
d
Ho
lt
t
u
m
S
.
,
“
Th
e
b
ird
'
s
n
e
st
d
ra
win
g
a
n
d
a
c
c
o
m
p
a
n
y
i
n
g
st
o
ries
in
th
e
a
s
se
ss
m
e
n
t
o
f
a
tt
a
c
h
m
e
n
t
se
c
u
rit
y
,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Art
T
h
e
ra
p
y
,
p
p
.
7
6
-
8
7
,
2
0
1
9
.
[8
]
Ca
rp
e
n
te
J
.
a
n
d
G
a
tt
in
o
G
.
,
“
I
n
ter
-
ra
ter
Re
li
a
b
il
it
y
o
n
t
h
e
In
d
iv
id
u
a
l
M
u
sic
-
Ce
n
tere
d
As
se
ss
m
e
n
t
P
ro
fil
e
fo
r
Ne
u
ro
d
e
v
e
l
o
p
m
e
n
tal
Diso
r
d
e
rs
(IM
CAP
-
N
D)
fo
r
a
u
ti
sm
sp
e
c
tru
m
d
iso
rd
e
r,
”
No
rd
J
M
u
sic
T
h
e
r
,
v
o
l
.
27
,
n
o
.
4
,
p
p
.
2
9
7
-
311
,
2
0
1
8
.
[9
]
Fe
d
e
r
B
.
a
n
d
Cru
z
RF
.
,
T
h
e
Art
a
n
d
S
c
ien
c
e
o
f
Eva
lu
a
ti
o
n
i
n
t
h
e
Arts
T
h
e
ra
p
ies
.
S
p
rin
g
fiel
d
(
IL)
:
Ch
a
rles
C
Th
o
m
a
s P
u
b
li
s
h
e
r
;
2
0
1
3
.
[1
0
]
Co
h
e
n
BM
.
a
n
d
M
il
ls
A.
,
“
Th
e
Dia
g
n
o
stic
Dra
win
g
S
e
ries
(DD
S
)
a
t
Th
irt
y
:
Art
Th
e
ra
p
y
As
se
ss
m
e
n
t
a
n
d
Re
se
a
rc
h
,”
In
G
u
ss
a
c
D.
a
n
d
Ro
sa
l
ML
.
(Ed
s.)
T
h
e
W
il
e
y
Ha
n
d
b
o
o
k
o
f
Art
T
h
e
ra
p
y
.
GB
:
Jo
h
n
Wi
ley
&
S
o
n
s
,
p
p
.
5
5
8
-
568
,
2
0
1
6
.
[1
1
]
Li
p
sk
ý
M
.
a
n
d
Ka
n
to
r
J.,
“
Id
e
n
ti
fica
ti
o
n
o
f
Ch
a
ll
e
n
g
e
s
a
n
d
S
tren
g
th
s
o
f
Ch
i
ld
re
n
wi
th
S
p
e
c
ial
Ed
u
c
a
ti
o
n
a
l
Ne
e
d
s
in
T
h
e
ir
M
u
sic
a
l
Im
p
ro
v
isa
ti
o
n
s,”
Cli
n
ica
l
Ps
y
c
h
o
l
o
g
y
a
n
d
S
p
e
c
ia
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
8
8
-
136
,
2
0
1
9
.
[1
2
]
Ca
se
o
v
á
C.
a
n
d
Da
ll
e
y
o
v
á
T.
,
Art
e
ter
a
p
ie s d
ě
tmi
.
P
ra
h
a
(CZ)
:
P
o
rt
á
l
,
1
9
9
5
.
[1
3
]
Ha
n
e
s
M
J.
,
“
Util
izi
n
g
ro
a
d
d
ra
win
g
s
a
s
a
t
h
e
ra
p
e
u
ti
c
m
e
tap
h
o
r
in
a
rt
th
e
ra
p
y
,”
Am
J
Art
T
h
e
r
,
v
o
l.
34
,
n
o
.
1
,
p
p
.
19
–
23
,
1
9
9
5
.
[1
4
]
Lo
e
wy
J.
,
“
M
u
sic
P
s
y
c
h
o
t
h
e
ra
p
y
As
se
ss
m
e
n
t,
”
M
u
sic
T
h
e
r P
e
rs
p
e
c
t
,
v
o
l.
18
,
n
o
.
1
,
p
p
.
47
–
58
,
2
0
0
0
.
[1
5
]
Ka
ise
r
D.
,
“
As
se
s
sin
g
Attac
h
e
m
e
n
t
with
th
e
Bir
d
’s
Ne
st
Dra
win
g
(BND
)
,”
In
G
u
ss
a
k
D
E
.
a
n
d
R
o
sa
l
ML
.
(Ed
s.)
T
h
e
W
il
e
y
Ha
n
d
b
o
o
k
o
f
Art
T
h
e
ra
p
y
.
GB
:
Jo
h
n
Wi
ley
&
S
o
n
s
,
p
p
.
514
–
5
2
3
,
2
0
1
5
.
[1
6
]
Lev
ick
M
F
.
a
n
d
S
ieg
e
l
CA.
,
“
T
h
e
Lev
ick
Emo
t
io
n
a
l
a
n
d
Co
g
n
i
ti
v
e
Art
Th
e
ra
p
y
As
se
ss
m
e
n
t
(LE
CATA)
,”
i
n
G
u
ss
a
k
DE.
a
n
d
Ro
sa
l
M
L.
(E
d
s.)
T
h
e
W
il
e
y
Ha
n
d
b
o
o
k
o
f
Art
T
h
e
ra
p
y
.
GB
:
Jo
h
n
W
il
e
y
&
S
o
n
s
,
p
p
.
5
34
–
5
49
,
201
5
.
[1
7
]
M
a
tt
so
n
DC
.
a
n
d
Ya
n
g
J.
,
“
Th
e
Ch
il
d
Th
e
ra
p
y
Trac
k
i
n
g
S
y
ste
m
(CTT
S
):
A
m
o
d
e
l
fo
r
a
n
e
x
p
re
ss
iv
e
th
e
ra
p
y
e
lec
tro
n
ic h
e
a
lt
h
re
c
o
rd
(EHR)
,
”
T
h
e
Arts i
n
Psy
c
h
o
t
h
e
ra
p
y
,
v
o
l.
40
,
n
o
.
5
,
p
p
.
5
0
9
-
5
1
8
,
2
0
1
3
.
[1
8
]
Kim
S
e
o
n
g
-
in
,
Kim
Jo
n
g
-
Ho
o
n
,
a
n
d
Ho
n
g
Eu
n
-
j
o
o
,
“
A
c
o
m
p
u
t
e
r
sy
ste
m
fo
r
th
e
fa
c
e
stim
u
lu
s
a
ss
e
ss
m
e
n
t
with
a
p
p
li
c
a
t
io
n
t
o
t
h
e
a
n
a
ly
sis
o
f
d
e
m
e
n
ti
a
,
”
T
h
e
Arts
in
Psy
c
h
o
th
e
ra
p
y
,
v
o
l.
40
,
n
o
.
2
,
p
p
.
2
4
5
-
2
4
9
,
2
0
1
3
.
[1
9
]
Kim
S
e
o
n
g
-
in
,
G
h
il
Ji
-
Ho
,
Ch
o
i
Eu
n
-
Ye
o
n
g
,
Kw
o
n
O
k
-
S
o
o
n
,
Ko
n
g
M
a
ria,
“
A
c
o
m
p
u
ter
sy
ste
m
u
sin
g
a
s
tru
c
t
u
re
d
m
a
n
d
a
la
to
d
iffere
n
t
iate
a
n
d
i
d
e
n
ti
f
y
p
sy
c
h
o
lo
g
ica
l
d
iso
r
d
e
rs,”
T
h
e
Arts
in
Psy
c
h
o
th
e
ra
p
y
,
v
o
l.
41
,
n
o
.
2
,
p
p
.
1
8
1
-
186
,
2
0
1
4
.
[2
0
]
Erk
k
i
ll
ä
J.
,
“
M
u
sic
Th
e
ra
p
y
T
o
o
lb
o
x
(
M
TT
B)
a
n
im
p
ro
v
isa
ti
o
n
a
n
a
ly
sis
t
o
o
l
fo
r
c
li
n
icia
n
s
a
n
d
r
e
se
a
rc
h
e
rs
,”
In
Wo
sc
h
T
.
a
n
d
Wi
g
ra
m
T
.
(Ed
s
.
)
M
icr
o
a
n
a
lys
is i
n
mu
sic
t
h
e
ra
p
y
.
Lo
n
d
o
n
(G
B)
:
Je
ss
ica
Kin
g
sle
y
P
u
b
li
s
h
e
rs
,
2
0
0
7
.
[2
1
]
S
imp
so
n
J.
,
“
In
c
re
a
sin
g
Ac
c
e
ss
to
M
u
sic
T
h
e
ra
p
y
:
Th
e
Ro
les
o
f
P
a
re
n
ts,
M
u
sic
Th
e
ra
p
ists,
a
n
d
A
M
TA
,”
In
Wi
ls
o
n
BL
.
(E
d
s.)
M
o
d
e
ls
o
f
M
u
sic
T
h
e
ra
p
y
I
n
ter
v
e
n
ti
o
n
s
in
S
c
h
o
o
l
S
e
tt
in
g
s
.
S
il
v
e
r
S
p
ri
n
g
(M
D)
:
Am
e
rica
n
M
u
sic
Th
e
ra
p
y
As
so
c
iati
o
n
,
In
c
,
p
p
.
3
-
14
,
1
9
9
6
.
[2
2
]
Be
tz
S
.
a
n
d
He
ld
J.
,
Betz
-
He
ld
S
t
re
n
g
t
h
s
In
v
e
n
t
o
ry
fo
r
Ch
il
d
re
n
w
it
h
Disa
b
il
it
ies
.
Waln
u
t
Cre
e
k
(CA):
Waln
u
t
Cre
e
k
M
u
sic
T
h
e
ra
p
y
,
2
0
1
3
.
[2
3
]
M
ö
ss
ler
K
,
e
t
a
l
.
,
“
T
h
e
T
h
e
ra
p
e
u
ti
c
Re
latio
n
sh
i
p
a
s
P
re
d
icto
r
o
f
Ch
a
n
g
e
in
M
u
sic
Th
e
ra
p
y
wit
h
Yo
u
n
g
C
h
il
d
re
n
with
Au
t
ism
S
p
e
c
tru
m
Diso
r
d
e
r
,
”
J
Au
ti
sm
De
v
Diso
rd
,
v
o
l.
49
,
n
o
.
7
,
p
p
.
2
7
9
5
-
2
8
0
9
,
2
0
1
9
.
[2
4
]
Ka
n
to
r
J.
,
“
S
p
e
c
ifi
c
s
o
f
a
rts
t
h
e
ra
p
ies
in
e
d
u
c
a
ti
o
n
a
l
in
stit
u
ti
o
n
s
c
o
m
p
a
rin
g
th
e
i
n
sti
t
u
ti
o
n
s
o
f
h
e
a
lt
h
c
a
re
se
tt
in
g
,
”
S
o
c
ia
l
W
e
lf
a
re
:
In
ter
d
isc
i
p
li
n
a
ry
Ap
p
ro
a
c
h
,
v
o
l.
2
,
n
o
.
7
,
p
p
.
1
4
0
-
1
5
4
,
2
0
1
7
.
[2
5
]
Ka
n
to
r
J
.
,
Ch
rá
sk
a
M
.
,
a
n
d
L
u
d
í
k
o
v
á
L.
,
“
Cz
e
c
h
Arts
t
h
e
ra
p
i
e
s
i
n
e
d
u
c
a
ti
o
n
a
l
in
st
it
u
t
io
n
s,”
E
d
u
c
a
ti
o
n
S
c
ien
c
e
s
,
v
o
l.
9
,
n
o
.
2
,
p
.
82
,
2
0
1
9
.
[2
6
]
M
ich
a
lí
k
J
.
,
Ba
sle
ro
v
á
P
.
,
a
n
d
R
ů
ž
ičk
a
M
.
,
Po
s
t
o
je
p
e
d
a
g
o
g
ick
ý
c
h
p
r
a
c
o
v
n
íků
k
v
y
b
ra
n
ý
m
a
sp
e
k
tů
m
sp
o
leč
n
é
h
o
v
zd
ě
lá
v
á
n
í
.
Olo
m
o
u
c
(CZ)
:
U
n
iv
e
rz
it
a
P
a
lac
k
é
h
o
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
4
7
-
9
5
4
954
[2
7
]
Ka
rk
o
u
V
.
a
n
d
S
a
n
d
e
rs
o
n
P
.
,
Ar
ts
th
e
ra
p
ies
:
A
re
se
a
rc
h
-
b
a
se
d
ma
p
o
f
t
h
e
fi
e
ld
,
(1
st
Ed
it
io
n
)
.
E
d
in
b
u
r
g
h
(G
B)
:
El
se
v
ier
,
2
0
0
6
.
[2
8
]
He
n
d
l
J.
,
Kv
a
li
t
a
ti
v
n
í
v
ý
zk
u
m
.
P
ra
h
a
(CZ)
:
P
o
rtál
,
2
0
1
6
.
[2
9
]
G
u
e
st
G
.
,
M
a
c
Qu
e
e
n
KM.
,
a
n
d
N
a
m
e
y
EE
.
,
A
p
p
li
e
d
T
h
e
ma
ti
c
A
n
a
l
y
sis
.
Th
o
u
sa
n
d
Oa
k
s
(C
A
):
S
AG
E
,
2
0
1
2
.
[3
0
]
G
ib
so
n
WJ.
a
n
d
Br
o
wn
A.
,
W
o
rk
in
g
wi
th
Q
u
a
li
ta
ti
v
e
Da
ta
.
Th
o
u
sa
n
d
Oa
k
s (C
A
):
S
AG
E
,
2
0
0
9
.
[3
1
]
Ka
n
to
r
J
.
,
S
p
o
leč
n
é
a
ro
zd
íl
n
é
v
u
mě
lec
k
ý
c
h
k
re
a
ti
v
n
ích
ter
a
p
ií
c
h
.
Olo
m
o
u
c
(CZ):
Un
i
v
e
rz
it
a
P
a
lac
k
é
h
o
,
2
0
1
6
.
[3
2
]
P
a
isc
a
I
.
,
M
a
rti
n
so
n
e
K
.
,
a
n
d
Ka
rk
o
u
V.
,
“
T
h
e
P
ra
c
ti
c
e
o
f
Arts
th
e
ra
p
ies
in
Latv
ia:
F
i
n
d
i
n
g
s
fro
m
a
n
a
ti
o
n
-
Wi
d
e
S
u
rv
e
y
,
”
Pro
c
e
e
d
in
g
s
o
f
t
h
e
In
ter
n
a
ti
o
n
a
l
S
c
ien
t
if
ic
Co
n
fer
e
n
c
e
Art
T
h
e
ra
p
y
:
Rea
l
it
ies
a
n
d
Pro
s
p
e
c
ts
,
p
p
.
6
7
-
7
5
,
2
0
1
3
.
[3
3
]
Li
štiak
o
v
á
I
.
a
n
d
Va
len
ta M
.
,
Ev
a
lu
a
c
e
v
d
r
a
ma
ter
a
p
ii
.
Ol
o
m
o
u
c
(
CZ)
:
Un
i
v
e
rz
it
a
P
a
lac
k
é
h
o
,
2
0
1
5
.
[3
4
]
P
o
we
ll
M
A.
,
Asse
ss
me
n
t
in
Da
n
c
e
/M
o
v
e
me
n
t
T
h
e
ra
p
y
Pra
c
ti
c
e
:
A
S
ta
te
o
f
t
h
e
Fi
e
ld
S
u
rv
e
y
.
P
h
i
l
a
d
e
lp
h
ia
(P
A)
:
Dre
x
e
l
Un
iv
e
rsit
y
,
2
0
0
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.