This scale basically designed to provide a means of assessing the functional abilities of adult with intellectual disabilities by focusing on practical abilities as well as problem behavior, the scale provide an alternative assessment that should be very useful for families and professionals/ this instrument builds on the author's previous work in developing a scale for child assessment(BASIC-MR) and reflects their families. BASAL-MR have been designed to elicit systematic information on the current level of competencies/behaviorsim adults with mental retardation. The scale are suitable for the use with mentally retarded adults who are 18 years and above.
It has developed by Late Dr. Reeta Peshawaria Madam, Dr. D. K. Menon sir and their colleagues (Don Bailey, Debra Skinner, Rahul Ganguly and Ch. Rajshekar) in 2000 at NIMH, now NIMH Secunderabad name is NIEPID, Secunderabad which is situated in Telangana state India
This scale could be used for individualized educational programming and in classroom teaching. There are 18 domains are sequentially arranged in most of the domains.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
This scale could be used for individualized educational programming and in classroom teaching. There are 18 domains are sequentially arranged in most of the domains.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
Social Skills Checklist (Elementary) - 1 - SOCIAL SKILLS CHECKLIST (E.docxhenry34567896
Social Skills Checklist (Elementary) - 1 -
SOCIAL SKILLS CHECKLIST (Elementary/Pre-K)
Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessor’s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never.
RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost
Never 1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) - 2 -
EMOTIONAL REGULATION Almost Always Often Sometimes Almost
Never 2.1 Understanding Emotions
1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages
2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says “no†in a.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
Social Skills Checklist (Elementary) - 1 - SOCIAL SKILLS CHECKLIST (E.docxhenry34567896
Social Skills Checklist (Elementary) - 1 -
SOCIAL SKILLS CHECKLIST (Elementary/Pre-K)
Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessor’s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never.
RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost
Never 1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) - 2 -
EMOTIONAL REGULATION Almost Always Often Sometimes Almost
Never 2.1 Understanding Emotions
1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages
2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says “no†in a.
Final project for HDFS 2950 Introduction to Child Development: the physical, cognitive, and socio-emotional development of school-aged children and the implications for parenting.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Assessment Checklist “BASAL- MR”
Presented by:
Md. Shadab Alam
Jr. Special Education Teacher
Special Education Centre, NIEPID (India)
2. This scale basically designed to provide a means of assessing
the functional abilities of adult with intellectual disabilities by
focusing on practical abilities as well as problem behavior, the
scale provide an alternative assessment that should be very
useful for families and professionals/ this instrument builds on
the author's previous work in developing a scale for child
assessment(BASIC-MR) and reflects their families. BASAL-
MR have been designed to elicit systematic information on
the current level of competencies/behaviorsim adults with
mental retardation. The scale are suitable for the use with
mentally retarded adults who are 18 years and above.
It has developed by Late Dr. Reeta Peshawaria Madam, Dr. D.
K. Menon sir and their colleagues (Don Bailey, Debra
Skinner, Rahul Ganguly and Ch. Rajshekar) in 2000 at NIMH,
now NIMH Secunderabad name is NIEPID, Secunderabad
which is situated in Telangana state India
BASAL- MR
3. There are two parts of this checklist “A”
and “B”
Parts of BASAL- MR
4. Part A: The items included in
part A of the scale help to
assess the current level of
skills/
behaviors/competencies in
the adult. It can be used as
a curriculum guide for
planning training
programmes individuals
needs. It consists of 120
items grouped under 8
domains
1. Personal care and
appearance(PA)
2. Food management(FM)
3. Household tasks and
responsibility (HR)
4. Community and
leisure(CL
5. )Sexuality (S)
6. Work(W)
7. Functional literacy(FL)
8. Social-
communication(SC)
Domains of Part “A”
13. Scoring of Part “A”
Each item should be scored based on the 6 levels of the
performance (skills).
Independent – 5
Clueing / Modeling – 4
Verbal prompting – 3
Physical prompting – 2
Totally dependent – 1
Not applicable – 0
To score independent (5), the student should pass all the
required number of items given in the bracket. For
example, in domain 1 PA- 11 if the student is able to
perform only 1 out of the 2 required exercises and does
the second exercise with clues / modeling the score
should be given as “cluing / modeling” 4 not
independent - 5
14. In this part there are 15 items
in each domain Part B: The
item included in this part of the
scale helps to assess the
current level of problem
behavior in the adult. It helps
to identify and assess the mal
adaptive behavior/ problem
behaviors in mentally retarded
adults. It consists of 109 items
grouped under 12 domains:
1. Physical harm toward
others
2. Damages property
3. Misbehaves with others
4. Temper tantrums
5. Self-injuries behaviors
6. Repetitive behaviors
7. Odd behaviors
8. In appropriate social
behaviors
9. In appropriate sexual
behaviors
10. Rebellious behaviors
11. Hyperactive behaviors
12. Fears
The number of item within each
domain varies.
Domains of Part “B”
27. Each item should be scored based on 3
levels of frequency of problem
behaviour.
Never – 0
Occasionally – 1
Frequently – 2
Uses direct observation methods as far
as possible to assess problem
behaviours, however, when it is not
possible, information can be obtained
or supplemented from parents or care
Scoring of Part “B”
28.
29. References
Peshawaria reeta and et al (2000) Behavioural Scale for Adult Living
Mental Retardation : NIMH
Web references
https://niepid.nic.in › Behavioural assesment scales
f...
https://www.gettyimages.in/photos/adult-thumb-sucking
https://www.twinkl.com.bn/illustration/child-snatching-object-y5-team-pshe-citizenhip-ks2-color-rgb-2
https://www.quora.com/How-do-I-deal-with-a-situation-when-someone-intentionally-touches-my-private-
parts-I-am-a-girl
https://www.healthline.com/health/chronic-pain/hip-pain-when-sitting
https://specialeducationnotes.co.in/
https://www.additudemag.com/end-distractibility-improving-adhd-focus-at-home-and-school/
https://www.healthline.com/health/mental-illness-and-reading
https://www.wikihow.com/Use-a-Squat-Toilet
