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Changes in teacher-rated prosocial behaviour and total difficulties were assessed using the Strengths and Difficulties Questionnaire, and data analysed using Generalised Linear Mixed Models.
Self-reported hearing difficulties were assessed using the question on hearing difficulties in ULF/SILC.
Breastfeeding difficulties were assessed using a recently validated tool, the Bristol Breastfeeding Assessment Tool 14 and clinical judgement.
Emotion regulation difficulties were assessed using three questions from the Difficulty in Emotion Regulation Scale (DERS) [ 39], a 36-item inventory designed to assess difficulties in emotion regulation.
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Item difficulty was assessed using results from Samples 1 (n = 49) and from the control group from Sample 2 (n = 35) on all items where it was possible to ascertain a 'correct' answer.
Differences in groups of muscle strength, pain, reflexes, walking difficulties and difficulties with ADL were assessed using chi-square test for independence.
ADHD-related difficulties at various times of the day (morning, during school, during homework, evening) were assessed using the Global Impression of Perceived Difficulties (GIPD) scale, rated by patients, parents and physicians.
Then, in the second part ('D-AI-2'), tasks underlying only a limited number of goals that had the highest priority scores (i.e. top 15 priority scores) were assessed using the same difficulty scale [scale 'not difficult' (0); slightly difficult (1); moderately difficult (2); very difficult (3); 'impossible' (4), or 'not applicable'] [ 47].
Coexisting emotional and conduct problems were assessed using the Strength and Difficulties Questionnaire.
In that study, dyslexia and non-dyslexia were assessed using three sources of information: a history of language difficulties, a self-report of language difficulties and a test battery.
Behavioral problems were assessed using the parent version of the Strengths and Difficulties Questionnaire (SDQ) (Goodman 1997).
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