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.
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
RPWD Act 2016 addresses some of the long standing demands of the Indian persons with disabilities. Inclusion of more conditions in disability list, free education for disabled children, framework for supporting institutional and social infrastructure, making accessible environment and provisions of punishment for violation of RPWD Act are very important.
This presentation is on the National trust act for the welfare of persons with autism, cerebral palsy, mental retardation, multiple disability and about the different schemes put forwarded by this act.
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.
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
RPWD Act 2016 addresses some of the long standing demands of the Indian persons with disabilities. Inclusion of more conditions in disability list, free education for disabled children, framework for supporting institutional and social infrastructure, making accessible environment and provisions of punishment for violation of RPWD Act are very important.
This presentation is on the National trust act for the welfare of persons with autism, cerebral palsy, mental retardation, multiple disability and about the different schemes put forwarded by this act.
The Rehabilitation Council of India(RCI) was set up as a registered society in 1986.On September,1992 the RCI Act was enacted by Parliament and it became a Statutory Body on 22 June 1993. The RCI Act was the first act which was focused on rehabilitation of Disabled persons. Check the slides to know more.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
The Rehabilitation Council of India(RCI) was set up as a registered society in 1986.On September,1992 the RCI Act was enacted by Parliament and it became a Statutory Body on 22 June 1993. The RCI Act was the first act which was focused on rehabilitation of Disabled persons. Check the slides to know more.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
1. Describe physical security threats to the United States as a re.docxjeremylockett77
1. Describe physical security threats to the United States as a result of the breakdown of SCADA control systems.
2. What are the physical security threats to the United States, your state, and your hometown?
3. In your opinion, is the United States prepared for such a critical infrastructure collapse?
Think of a time that you felt you
were not being heard. What made
you feel that way?
Listening and Critical
Thinking
Communication Skills
LISTENING IS
IMPORTANT
• CEOs, politicians, teachers
• +60% errors
• Practice listening
• 44% of time listening
Objectives
• Understand listening is a process
• Barriers to listening
• The 4 types of listening
• Become a better listener
Listening is
a process
Stage 1: Receiving
Physiological Mental
Stage 1: Receiving/Hear and Attend
Automatic/Selective Attention
Stage 2: Understanding
Working Memory: Makes sense of the stimuli
Stage 3:
Remembering
Short-term: temporary
Long-term: schemas
Remembering
We remember 50% immediately after hearing it
We remember 35% after eight hours
We remember 25% after two months
Stages 4 and 5
Interpreting/Evaluating
https://www.youtube.com/watch?v=XpaOjMXyJGk
https://www.youtube.com/watch?v=XpaOjMXyJGk
Stage 6:
Responding
What are your two strongest areas of the listening
stages? Why?
Barriers to Listening
Physical
Mental
Multi-tasking
Noise
Barriers to Listening
Factual distractions
Semantic distractions
Noise
120-150 WPM
400-800 WPM
Barriers to Listening
Perception of others
Status
Stereotypes
Jumping to conclusions
Barriers to Listening
Yourself
Egocentrism
Defensiveness
Superiority
Personal bias
Psuedolistening
Four types of Listening
• Appreciative
• Empathic
• Comprehensive
• Critical
Become a
better
listener
BY
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
https://creativecommons.org/licenses/by/4.0/
http://coutequecoute.blogspot.com/2012/08/odeur-ss2013-plain.html
https://creativecommons.org/licenses/by-nc-nd/3.0/
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
Recognize differences in listening
WOMEN
• To understand
• Like complex
• Highly perceptive
• Attentive, eye contact
• Signals agreement
MEN
• To take action
• Like concise, unambiguous
• Don’t recognize
• Less, glances,
• Switch topics
Purpose
Preferences
List. Awareness
NV
Interrupt
Listen and think critically
• Analyzing the speaker, the situation, and the speaker’s ideas to make
critical judgments about the message being presented
• Situation: staff meeting after a huge layoff
• Source credibility: perception of competence
• Message
• Data: facts and evidence
• Claim: Overall point
• Warrant: Reasoning made for bridge b/w data and claim
Use nonverbal communication effectively
• Demonstrate bodily responsiveness (head nods, etc.)
• Lean forward
• Use direct body orientation and open po ...
Navigating Social Skills Training: Designing a Musical Roadmap for Individual...Mundana Music Therapy
Social skill development for children, adolescents, and adults can be an awesome task when a disability impacts socialization. As one of our domain areas for comprehensive assessment, music therapists continually evaluate the impact of social deficits on our clients.
It is important for the therapist to understand social development, formalized social skill assessments, sub-skills within social skill areas, and social programs and intervention often integrated into school and other programs. This in itself can be an awesome undertaking. However, by understanding and recognizing sub-domain categories and skill strands within each social skill area, music therapists are immediately better prepared to conduct assessments, develop more specific goals and benchmarks, and create specialized songs and music interventions for treatment.
Getting to Know Another’s Culture Total Points Possible for all r.docxhanneloremccaffery
Getting to Know Another’s Culture: Total Points Possible for all related work: 100
Objective: To gain a deeper understanding of the culture identity from someone from another country.
Directions: You are to interview two people from a country different than your home country. If you are not from the United States, you may interview only one US citizen. You may not interview anyone currently in International Management. This is a significant assignment for international management as at some point if you have not already done so, you will be working with people from other countries/cultures. What you do now to gain experience and a breadth of knowledge will make a difference for you in the future on campus and in the professional environment as a manager, co-worker, customer/buyer, and global citizen.
I recommend using your laptop to ask the questions so you can type responses quickly. Once you have completed each interview, you need to write a reflection piece on what you learned and more importantly what you think it would be like to live in each respective culture. Submit the completed interview and reflection to the dropbox. There is a separate dropbox for each interview and reflection. This is a two week assignment. The first is due by 6PM on Tuesday October 21st, and the second is due at 6PM on Tuesday October 31st. Each interview is to be detailed and the reflection very well written. When the assignment is over, I will be posting your reflections (without your name) for everyone to read and write an overall reflection on the postings.
Who to interview: This is up to you as long as you follow the rules noted above. However, I would like to see a significant cross section of cultures and would strongly encourage you to interview faculty and business professionals, too.
Do not include the name of the individual you interviewed in your assignment. Just the country/culture and the role of the person (student, faculty, business professional, etc.).
Once the second interviews are complete and posted, I will post a document with all of your interviews. You will then be assigned to review all of the posted reviews. Then answer the following questions:
1. What 10 things stood out to you?
2. Did any of the interviews make you want to travel to a particular country? Why?
3. What did you learn about your cultural knowledge?
4. Why would it be important for an international manager (expatriate manager in another country), to develop an international cadre?
The due date for the review of reviews is 6PM by Sunday November 4th.
The Dropbox for Interview 1 is now open.
You’re welcome to ask clarifying questions.
CONTINUE TO THE NEXT PAGE
Get to Know Another’s Culture Assignment Questions
1. What are typical foods served in the culture?
2. Are there any typical styles of dress?
3. What do people do for recreation?
4. Do buildings have identifiable features?
5. How is public space used? For example, do people tend to “hang out” on the street, or ...
Soft Skills
- History
- Definitions
- Current Blend
- Importance
- Top 10 recognized Soft Skills
- A to Z of Soft Skills
- Bonus
- 10 ways to kill you Creativity!
- References
Lt. Julie Rodriguez has conducted hundreds of prep seminars for members of the LAPD who have wanted to promote to Detective and Sergeant. This powerpoint was from several years ago when she was a Detective. She can be contacted at her email address 33508@lapd.lacity.org
This Slide Contains brief introduction on etiquettes along with various types of etiquettes including major one's
So one can understand fully about one's major aspect of personality.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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!
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1. BASIC –MR
PART (A)
DEAL WITH SKILLS
BEHAVIOUR
PART (B)
DEAL WITH
UNDESIRABLE
BEHAVIOUR
BEHAVIOURAL ASSESSMENT SCALE FOR INDIAN
CHILDREN WITH MENTAL RETARDATION
2. PART (A)
DEAL WITH SKILLS BEHAVIOUR
It is used for understanding the strength and needs of
the children with Mental Retardation to develop the
educational programmes.
3. PART (B)
DEAL WITH UNDESIRABLE BEHAVIOUR
It is used to assess the problem behaviours of the
children with Mental Retardation to intervenes and
reduce the problem behaviour which are the main
hindrances for their learning.
Both the parts are useful for assessment of
adaptive behaviour and maladaptive behaviour of
children with Mental Retardation for classroom
management.
5. DEAL WITH SKILLS BEHAVIOUR
Motor
Activities of Daily Living
Language
Number
Reading
Domestic-Social
Pre-vocational
It has seven areas and each area has ‘40’ items. The details
of the test domains are given below:
6. (1) Motor
GROSS MOTOR:
Runs, jumps, Rides a bicycle
Walks up and down stairs, etc.
FINE MOTOR:
Holds object, Unscrews a bottle lid
Pick up light weight object, etc.
7. (2) Activities of Daily Living
•(a) EATING:
Eats by Self,
Mixes Rice by Self
Drinks from Cup or Glass, etc.
•(b) TOILETING:
Indicates toilet needs,
Washes self after toilet use, etc.
8. •(c) BRUSHING:
Brushes Teeth,
Spits Paste,
Rinses Mouth, etc.
•(d)BATHING:
Pours water on self,
Washes Face With Soap,
Applies Soap on Body, etc.
Cont...
9. • DRESSING:
Undresses by Self,
Puts on Shirt,
Buttons unbuttons, etc.
• GROOMING
Applies Powder, Combs Hair,
Clips Nails, etc.
Cont...
10. (3) Language
(i)RECEPTIVE:
Points to Pictures in a Book,
Arranges Pictures After Listening to a Story, etc.
(ii)EXPRESSIVE:
Speaks in Simple Sentence,
Names Common Objects in Use , etc.
11. (4) Number
• NUMBER and TIME:
Counts Five Objects Meaningfully,
Add Single Digit Numbers,
Identifies Day,
Date and Months of year , etc.
12. (5) Reading
READING and WRITING:
Matching, Identification,
Naming of Pictures, words,
Reads Sight Words,
Scribbling,
Tracing,
Copying,
Writing from Memory Words , etc.
13. (6) Domestic- Social
Washes Plate After using,
Dries Cloths,
Greets Family Members,
Others,
Obeys Commands,
Respond to Own Name , etc.
14. (7) Pre-vocational
Does Simple Embroidery Work,
Uses Screwdriver,
Recognise Value of Coins,
Adds or Transacts Money, etc.
16. PART (B)
(DEAL WITH UNDESIRABLE BEHAVIOUR)
It has ten areas and each areas having all together ’75’
items. Different areas have different varying number of
items. The details of the test are given below:
• Violent and distractive
behaviour
• Temper tantrums
• Misbehaviour with
other
• Self injurious
behaviour
• Repetitive behaviour
• Odd behaviour
• Hyper activity
• Rebellious
behaviour
• Anti social
behaviour
• Fears and others
17. (i) Violent and distractive behaviour
VIOLENT and DESTRUCTIVE BEHAVIOURS:
Tears book,
Breaks things,
Throws objects, etc.
28. BASIC MR PART-A
The information is collected through observation,
interview he parents and report from the teachers and
caretakers. The degree of performance in each item could
be noted by different points. The description of the points
is described below:
Scoring :
• Independent 5
• Clueing 4
• Verbal Prompting 3
• Physical Prompting 2
• Total Dependent 1
• Not Applicable 0
29. BASIC MR PART-B
The information is collected direct observation techniques rather than
interview techniques to determine if the child has or does not have the
state problem behaviour. The degree of performance in each item could
be noted by different points. The description of the points is described
below:
NEVER : ‘0’
OCACASIONAL : ‘1’
FREQUENTLY : ‘2’