BRIEF PRACTICE
Sibling-Implemented Script Fading to Promote Play-Based Statements
of Children with Autism
Jessica S. Akers1,2 & Thomas S. Higbee1
& Joy S. Pollard1,3
& Kassidy S. Reinert1
Published online: 25 May 2018
# Association for Behavior Analysis International 2018
Abstract
We trained three typically developing children to implement a script-fading procedure with their younger siblings with autism.
The number of contextually appropriate statements made by the children with autism increased once treatment was initiated.
Participants continued to emit higher levels of contextually appropriate statements after the scripts were completely faded and at a
4- or 11-week follow-up. The typically developing siblings were able to implement the script-fading procedure with high levels
of fidelity.
Keywords Script fading . Autism . Sibling . Play . Language
One of the diagnostic criteria of autism spectrum disorder
(ASD) is deficit in the area of social communication (DSM-
5; American Psychiatric Association [APA], 2013). Script fad-
ing is a procedure that has been shown to increase the number
of appropriate vocalizations emitted by children with ASD
(Krantz & McClannahan, 1993). Script fading consists of
the following steps: (a) first, children are taught to emit the
scripted phrase using a textual (e.g., typed) or auditory (e.g.,
recorder) script and (b) the script is systematically faded such
that the child with ASD continues to emit the scripted phrase
in the absence of the script. Once script fading is initiated,
children often emit untaught phrases in addition to those that
were directly taught. While script fading has been shown to be
effective, researchers or instructors have served as
implementers in the majority of studies (Akers, Pyle,
Higbee, Pyle, & Gerencser, 2016). One notable exception is
the implementation of script fading by parents (Reagon &
Higbee, 2009). The parents in this study developed three
scripted statements and systematically faded the scripted state-
ments based on their child’s performance during play sessions.
The scripted statements (e.g., “Look, the car is going!”) were
related to one toy set, and two other toy sets were used to
assess for generalization. Results showed that play initiations
increased with both the target and generalization toy sets.
The results reported by Reagon and Higbee (2009) are
promising; however, it may be important to identify if
these results could be replicated with a more age appro-
priate play partner. For many children with ASD, a com-
mon play partner might be a typically developing sibling.
Given the effectiveness of script-fading procedures with
parents delivering and fading scripts, we sought to sys-
tematically replicate these results with siblings serving as
play partners. We measured the effects of the script fading
procedure on the number of contextually appropriate
statements made by children with ASD.
Method
Participants and Setting
Three children with ASD, wh.
1. Elaborate on the coca-cocaine commodity value chain and the ill.docxSONU61709
1. The document discusses a study that evaluated a treatment package for reducing vocal stereotypy in a preschooler with autism. The package included a social story, discrimination training, and differential reinforcement with response cost.
2. The treatment was implemented in the child's preschool classroom by teachers and assistants. Results showed a clear decrease in vocal stereotypy compared to baseline.
3. The summary concludes that the treatment package was effective at reducing vocal stereotypy for this student in the classroom setting.
Genetic Influences on Parental Expressed Emotion. A Novel Approach to the Nat...Florence Walsh
This document summarizes a study that examines genetic influences on parental expressed emotion using a child-based twin design. The study measured expressed emotion using the Five Minute Speech Sample (5MSS) in which mothers spoke for five minutes about their twins. Previous research found some genetic effects for self-reported parenting measures but no genetic effects for the 5MSS measure, indicating mothers spoke about twins very differently. The study demonstrates how the 5MSS can provide insight into parental differential treatment and the bidirectional nature of parent-child relationships. It offers a perspective on how both children and parents can influence each other due to genetic factors.
This document discusses developmental phonological disorder (DPD). It provides information on the epidemiology and etiology of DPD, including that it affects more boys than girls and has genetic factors. The document also discusses phonological assessment of DPD, including using case history and standardized tests to evaluate sounds in error and phonological patterns. Methods of phonological intervention for DPD are also addressed, including using developmental models or focusing on intelligibility when selecting sounds to target.
Action Speaks Louder Than Words Young Children Differentially Weight Percept...Rhonda Cetnar
Young children were shown to rely more on perceptual cues than social/linguistic cues when learning new verbs. In Experiment 1, 22-month-olds mapped a novel verb to the action that coincided with perceptual cues (presence/absence of a result) but not when perceptual and social cues conflicted. In Experiment 2, they did not map verbs when both actions were perceptually salient. By 34 months in Experiment 3, children could override perceptual cues to learn a verb for a less salient action based on social cues. The results demonstrate an early reliance on perceptual information for verb learning that diminishes over development as social cues become more influential.
The study examined how parent-child and sibling relationships influence children's behavioral adjustment. Questionnaires assessed these relationships and child behaviors. Families with two siblings aged 6-11 participated in cooperative and competitive tasks that were coded. Hierarchical regressions showed sibling factors had more impact on internalizing, externalizing, and total problem outcomes than parent factors. Higher negativity, child age, and sibling conflict predicted more behavioral issues. No differences were found between same-sex and mixed-sex sibling pairs. Overall, better quality relationships with both parents and siblings were linked to fewer behavioral problems in children.
Coordination of Gaze and Speech in Communication Between Children With Hearin...haniiszah
The study investigated gaze behavior during communication between children with hearing impairment and normal-hearing peers. The researchers found that children with hearing impairment had a higher probability of gazing at their partner's face during verbal exchanges like questions, statements, back channeling and silence. This suggests that children with hearing impairment rely more on visual cues from their partner's face during conversation compared to children with normal hearing. The increased gaze behavior from children with hearing impairment could be because they need to utilize visual information more to aid their understanding and language processing during interactions.
This study examined the use of a fixed-ratio reinforcement schedule to increase an 18-year-old male's responding to vocal directions within an ABA school setting. Baseline data showed low responding that did not meet criteria. Implementing a token economy with variable reinforcement increased responding somewhat inconsistently. Switching to a fixed-ratio 1 schedule, where the participant received a token for every correct response, significantly improved responding, meeting criteria. Returning to baseline conditions showed some generalization of responding. The results demonstrated that a fixed-ratio reinforcement schedule was effective in increasing vocal direction following for this student with autism.
1. Elaborate on the coca-cocaine commodity value chain and the ill.docxSONU61709
1. The document discusses a study that evaluated a treatment package for reducing vocal stereotypy in a preschooler with autism. The package included a social story, discrimination training, and differential reinforcement with response cost.
2. The treatment was implemented in the child's preschool classroom by teachers and assistants. Results showed a clear decrease in vocal stereotypy compared to baseline.
3. The summary concludes that the treatment package was effective at reducing vocal stereotypy for this student in the classroom setting.
Genetic Influences on Parental Expressed Emotion. A Novel Approach to the Nat...Florence Walsh
This document summarizes a study that examines genetic influences on parental expressed emotion using a child-based twin design. The study measured expressed emotion using the Five Minute Speech Sample (5MSS) in which mothers spoke for five minutes about their twins. Previous research found some genetic effects for self-reported parenting measures but no genetic effects for the 5MSS measure, indicating mothers spoke about twins very differently. The study demonstrates how the 5MSS can provide insight into parental differential treatment and the bidirectional nature of parent-child relationships. It offers a perspective on how both children and parents can influence each other due to genetic factors.
This document discusses developmental phonological disorder (DPD). It provides information on the epidemiology and etiology of DPD, including that it affects more boys than girls and has genetic factors. The document also discusses phonological assessment of DPD, including using case history and standardized tests to evaluate sounds in error and phonological patterns. Methods of phonological intervention for DPD are also addressed, including using developmental models or focusing on intelligibility when selecting sounds to target.
Action Speaks Louder Than Words Young Children Differentially Weight Percept...Rhonda Cetnar
Young children were shown to rely more on perceptual cues than social/linguistic cues when learning new verbs. In Experiment 1, 22-month-olds mapped a novel verb to the action that coincided with perceptual cues (presence/absence of a result) but not when perceptual and social cues conflicted. In Experiment 2, they did not map verbs when both actions were perceptually salient. By 34 months in Experiment 3, children could override perceptual cues to learn a verb for a less salient action based on social cues. The results demonstrate an early reliance on perceptual information for verb learning that diminishes over development as social cues become more influential.
The study examined how parent-child and sibling relationships influence children's behavioral adjustment. Questionnaires assessed these relationships and child behaviors. Families with two siblings aged 6-11 participated in cooperative and competitive tasks that were coded. Hierarchical regressions showed sibling factors had more impact on internalizing, externalizing, and total problem outcomes than parent factors. Higher negativity, child age, and sibling conflict predicted more behavioral issues. No differences were found between same-sex and mixed-sex sibling pairs. Overall, better quality relationships with both parents and siblings were linked to fewer behavioral problems in children.
Coordination of Gaze and Speech in Communication Between Children With Hearin...haniiszah
The study investigated gaze behavior during communication between children with hearing impairment and normal-hearing peers. The researchers found that children with hearing impairment had a higher probability of gazing at their partner's face during verbal exchanges like questions, statements, back channeling and silence. This suggests that children with hearing impairment rely more on visual cues from their partner's face during conversation compared to children with normal hearing. The increased gaze behavior from children with hearing impairment could be because they need to utilize visual information more to aid their understanding and language processing during interactions.
This study examined the use of a fixed-ratio reinforcement schedule to increase an 18-year-old male's responding to vocal directions within an ABA school setting. Baseline data showed low responding that did not meet criteria. Implementing a token economy with variable reinforcement increased responding somewhat inconsistently. Switching to a fixed-ratio 1 schedule, where the participant received a token for every correct response, significantly improved responding, meeting criteria. Returning to baseline conditions showed some generalization of responding. The results demonstrated that a fixed-ratio reinforcement schedule was effective in increasing vocal direction following for this student with autism.
Final Project Outline (Draft)PART I TIMELINEChildhood.docxAKHIL969626
Final Project Outline (Draft)
PART I: TIMELINE
Childhood
1966: Born; Absence of father
1976: Onset of puberty
Adolescence
1981: Mother in substance recovery
1983: Left home at 17
Adulthood
1994: Birth of daughter
1997: Closed company and returned to graduate school
PART II: TIMELINE ANALYSIS
Introduction
Thesis statement
Overview of assignment and significance
Support: Text & assigned articles, week 1 & other(s)
Life Event I: Birth and Circumstances (1966)
Born to an “unwed mother” (contemporary term); complete absence of father
Age-graded event (experience shared by all)
History-graded event (socio-cultural cohort)
Views of the time directly impacted how my mother and I were treated
Experienced much discrimination and judgment
Influence on attachment
Disorganized attachment
Bowlby/Main
Influence of macrosystem on development
Impact of socio-cultural influences
Bronfenbrenner
Influence of poor parenting on development
Mistrusting and fearful
Erikson
Support: Text & assigned articles, weeks 2 & 3
Life Event II: Early Pubertal Onset (1976)
Experienced growth spurt and puberty onset at age 10
Age-graded event
Experienced unwanted attention, teasing, and bullying
Impact on cognitive and emotional functioning
Influence on self-perception
Being different
Unwanted sexual attention
Harter/Gilligan
Influence on social interaction
Changed from “tomboy” to gender-aware female
Changed perception of how society treats people who are “different”
Social information processing model
Support: Text & assigned articles, weeks 2-5
Life Event III: Mother’s Substance Use & Recovery (1981)
Mother spent 3 months in residential treatment
Non-normative event
Influence of her extreme substance abuse on my development
Eriksonian stage
Trauma theory
Influence of her absence on my development
Erikson/Main
Support: Text & assigned articles, weeks 6 & 7
Life Event IV: Leaving Home (1983)
Ran away from home at age 17
Non-normative event
Reasons for this decision and subsequent life changes
Mother’s substance abuse & related behaviors
Transition from foreclosure to identity achievement stage of development
Impact on identity (Erikson)
Support: Text & assigned articles, weeks 6 & 7
Life Event V: Birth of Daughter (1994)
Gave birth to first and only child at age 28
Age-graded event
Life-changing
Precipitated period of personal evaluation and reflection
Catalyzed significant identity development
Erickson
Long- and short-term impacts
Family and work prioritization
Family life cycle theory
Career theory
Support: Text & assigned articles, weeks 8-10
Life Event VI: Major Shift in Career and Life Focus (1997)
Closed company (recruiting firm) and enrolled in graduate school
Age-graded event (due to being related to personal development)
Decision based on desire to have more meaningful career
Career Theory(ies)
Generativity (Erikson)
Support: Text & assigned articles, weeks 8-10
Summary
(Refer back ...
The document summarizes a study that validated a three-dimensional measure of parental support in career preparation for adolescents. It assessed parental support, over-involvement, and lack of engagement. A confirmatory factor analysis supported the three-factor structure. Structural equation modeling found parental support positively predicted career exploration, while over-involvement positively predicted career uncertainty for boys. The study provided initial validation of assessing specific parental support behaviors and their links to career development outcomes.
This study examined the effects of visual stimuli, list relation, and age on true and false memory in a Deese-Roediger-McDermott (DRM) paradigm. 80 children and 40 adults were presented with word lists that were either categorically or thematically related to a critical non-presented word, with or without accompanying pictures. Results showed that adults outperformed children in recall and recognition. Pictures did not affect performance. Categorically-related lists produced best true recall for both groups, while children had more false memories from categorical lists and adults from thematic lists. The findings suggest fuzzy-trace theory best explains adult false memory and association-activation theory best explains children's false memory.
Brazendale 2015 - Maximizing childrens PA using the LET US Play principlesKeith Brazendale
This study compared the physical activity levels of children playing common games with either traditional rules or modified rules based on the LET US Play principles. A total of 267 children participated in 50 physical activity sessions at a summer day camp. Games using LET US Play principles elicited more moderate-to-vigorous physical activity from both boys and girls compared to the same games with traditional rules. The largest increases in physical activity occurred during modified tag games. Overall, more children met the recommended benchmark of 50% time in moderate-to-vigorous physical activity when games incorporated LET US Play principles.
The study examined the association between social problem solving skills, self-regulation, and social/behavioral functioning in children with moderate to severe traumatic brain injuries compared to children without brain injuries. Children with brain injuries provided fewer assertive and more avoidant/aggressive responses to social problem solving scenarios. Higher self-regulation predicted more assertive responses. Social problem solving responses accounted for variance in social/behavioral functioning ratings, with aggressive responses associated with poorer functioning and assertive responses associated with better functioning.
This document provides an overview of various neuropsychological tests used to assess orientation, attention, processing speed, working memory, and other cognitive domains. It describes several common tests, including digits forward and backward, Corsi's block tapping test, symbol span, sentence repetition, and continuous performance test. It explains what cognitive abilities each test measures and common impairments seen with various neurological conditions. The document also discusses factors that can affect memory span and provides examples and administration details for several tests of attention, processing speed, and executive function.
MMORPG with Strategic Language Learning Activities for ESL SkillsSandra Annette Rogers
This is the presentation of my dissertation results. It was presented at the Society of Information Technology and Teacher Education (SITE) conference in Austin, Texas in 2017.
Ch5 Social interaction in individual vs. partner playing begonapino.comBegoña Pino
Social interaction in individual vs. partner playing - Research study - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
Understanding statistical word learning in a social contextMichael Frank
1. The document discusses statistical word learning in infants and proposes that it is driven by both statistical learning mechanisms and social cognition abilities.
2. It presents a model of social-statistical word learning where statistical learning operates over social representations derived from cues like eye gaze, pointing gestures, etc.
3. Evidence for models involving both statistical learning and social inference is discussed, though the interaction is complex and evidence indirect.
This document provides an overview of speech acts, including their definition, historical context, research methodologies used to study them, and empirical studies on speech act sets such as apologies, refusals, compliments, complaints, and requests. Speech acts are functional units of communication that depend on social and cultural factors. Researchers have studied their production and perception using methods like discourse completion tasks, role plays, and interviews. Studies have found differences between native and non-native speakers in selecting appropriate speech act strategies and forms.
Child Gender Influences Paternal Behavior, Language, and Brain.docxbartholomeocoombs
Child Gender Influences Paternal Behavior, Language, and Brain Function
Jennifer S. Mascaro
Emory University
Kelly E. Rentscher
University of Arizona
Patrick D. Hackett
Emory University
Matthias R. Mehl
University of Arizona
James K. Rilling
Emory University
Multiple lines of research indicate that fathers often treat boys and girls differently in ways that impact
child outcomes. The complex picture that has emerged, however, is obscured by methodological
challenges inherent to the study of parental caregiving, and no studies to date have examined the
possibility that gender differences in observed real-world paternal behavior are related to differential
paternal brain responses to male and female children. Here we compare fathers of daughters and fathers
of sons in terms of naturalistically observed everyday caregiving behavior and neural responses to child
picture stimuli. Compared with fathers of sons, fathers of daughters were more attentively engaged with
their daughters, sang more to their daughters, used more analytical language and language related to
sadness and the body with their daughters, and had a stronger neural response to their daughter’s happy
facial expressions in areas of the brain important for reward and emotion regulation (medial and lateral
orbitofrontal cortex [OFC]). In contrast, fathers of sons engaged in more rough and tumble play (RTP),
used more achievement language with their sons, and had a stronger neural response to their son’s neutral
facial expressions in the medial OFC (mOFC). Whereas the mOFC response to happy faces was
negatively related to RTP, the mOFC response to neutral faces was positively related to RTP, specifically
for fathers of boys. These results indicate that real-world paternal behavior and brain function differ as
a function of child gender.
Keywords: experience sampling, fathers, fMRI, gender socialization, play
Supplemental materials: http://dx.doi.org/10.1037/bne0000199.supp
A number of studies argue that parents treat girls and boys
differently, and learning theory proposes that parents model and
reinforce gender stereotypes in their children (Bandura & Walters,
1977; Bussey & Bandura, 1999). For example, some research
indicates that mothers talk more (Leaper, Anderson, & Sanders,
1998; MacDonald & Parke, 1984) and are more restrictive of
physical risk-taking with daughters (Morrongiello & Hogg, 2004)
than with sons. Other research indicates that western fathers and
mothers are more elaborative in autobiographical storytelling with
girls than boys (Fivush, 2011). Moreover, parents often encourage
gender-stereotyped play behavior and household chores and dis-
courage gender-atypical behavior (Lytton & Romney, 1991), and
both mothers and fathers are more likely to engage in rough and
tumble (RTP) play with boys than with girls (McIntyre & Ed-
wards, 2009; Paquette & Dumont, 2013; Pellegrini & Smith,
1998). Related lines of research also point to differences in paren-
tal behavio.
Running title Communication disorders 3NameUniversit.docxagnesdcarey33086
Running title: Communication disorders 3
Name:
University:
Professor:
Date:
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.
Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Understanding the communication disorder is quite convenient towards the selection of the best mode of commiunication with a disabled child. (Sigman & Norman,1999). When am able to know some causes of communication disorders that the child is facing and this includes hearing loss in a child, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric autism, and developmental disorders (Howlin, Mawhood, & Rutter, 2000), I will be able to freely interact with the child with the disorder without making him feel bad. This might include the use of include joint attention, imitation, and toy play to socialize with the autistic disorder. (Adamson & Bakeman,1985,1991)
At 14 years, 8 months of age, Sam spontaneously imparted his aims, through nonverbal means, which included outward appearances (e.g., looking to staff to demand a nibble), physical motions (e.g., pulling his educators' hands to his head to demand a head rub), and more ordinary signals (e.g., indicating solicitation and a head shake to reject). He likewise utilized offbeat nonverbal flags that included gnawing his hand to impart positive and negative feelings and squeezing to dissent. Sam every so often utilized a couple of verbal word rough guesses (e.g., "no," "yes," "more," and "inflatable"), the sign for "help," and picture images on a voice yield gadget. Be that as it may, he commonly utilized these images latently, regularly because of a direct verbal brief from his social accomplice. From research, this shows that this is Autistic Disorder due to the fact that, he uses a variety of communication modes including speech, facial expressions, conventional gestures (e.g., pointing), unconvent.
- The document summarizes a research project investigating the relationship between musical ability and musical memory. Participants completed two listening exercises and a questionnaire.
- Preliminary results surprisingly found that participants answered more questions correctly with 6 blocking notes between notes compared to 4 blocking notes. However, having any blocking notes made the second exercise harder than the first exercise without blocking notes.
- Comparing individual participants' musicality scores from the questionnaire to their performance on the exercises showed varying degrees of correlation, with some scores matching well and others not matching as expected. This suggests the questionnaire may not perfectly capture an individual's musical memory ability.
JOURNAL OF APPLIED BEHAVIOR ANALYSISREDUCING BEHAVIOR PROB.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL
COMMUNICATION TRAINING
EDWARD G. CARR AND V. MARK DURAND
STATE UNIVERSITY OF NEW YORK AT STONY BROOK, STATE UNIVERSITY OF
NEW YORK AT ALBANY, AND SUFFOLK CHILD DEVELOPMENT CENTER
It is generally agreed that serious misbehavior in children should be replaced with socially appro-
priate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We
address this issue in two experiments. In Experiment 1, we developed an assessment method for
identifying situations in which behavior problems, induding aggression, tantrums, and self-injury,
were most likely to occur. Results demonstrated that both low level of adult attention and high
level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data
were used to select replacements for misbehavior. Specifically, children were taught to solicit atten-
tion or assistance or both verbally from adults. This treatment, which involved the differential
reinforcement of functional communication, produced replicable suppression of behavior problems
across four developmentally disabled children. The results were consistent with an hypothesis stating
that some child behavior problems may be viewed as a nonverbal means of communication.
According to this hypothesis, behavior problems and verbal communicative acts, though differing
in form, may be equivalent in function. Therefore, strengthening the latter should weaken the
former.
DESCRIPTORS: disruptive behavior, assessment, classroom behavior, communication, devel-
opmentally disabled children
A major portion of child behavior therapy is
justifiably concerned with the treatment of behav-
ior problems, given that such problems can seri-
ously disrupt the educational process (O'Leary &
O'Leary, 1977; Sulzer-Azaroff & Mayer, 1977)
and in some cases may lead to institutionalization
This investigation was supported in part by U.S.P.H.S.
Biomedical Research Support Grant 2 S07 RR-07067-18
to the State University of New York at Stony Brook to the
first author and a Sigma Xi Grant-in-Aid of Research to the
second author. Portions of this paper were presented at the
annual meeting of the American Psychological Association,
Washington, D.C., August 1982, and Anaheim, California,
August 1983. This research was based on a master's thesis
conducted by the second author under the direction of the
first author.
We thank Martin Hamburg, Executive Director, Suffolk
Child Development Center, for his generous support, and
Roseann D'Evanzo, JoAnn Giles, Terry Leykis, Cathy Sher-
edos, and Doug Walters for assistance with data collection.
Finally, we thank Alan 0. Ross, Susan G. O'Leary, K. Dan-
iel O'Leary, Crighton Newsom, Paul A. Dores, and Daniel
B. Crimmins for their helpful comments.
Requests for reprints or individual data should be sent to
Edward Carr, Department of Psychology, State University
of New York, Stony Brook, New ...
Brief Report: Increasing Communication Skills for an Elementary-Aged Student ...David Pastor Calle
This study examined the effects of the Picture Exchange Communication System (PECS) on the spontaneous communication skills of a 6-year-old girl with autism. The study found that using PECS increased the girl's spontaneous use of language, including requests and comments, across home and school environments. It also increased her intelligible verbalizations in some settings. Changes were also noted in her social interaction with peers in one school setting.
FREE 9+ Descriptive Essay Examples in PDF | Examples. School Essay: How to write a good descriptive essay. College essay: Examples of descriptive essay. Descriptive Essay Introduction Examples. Descriptive Essay Writing Help: Topics and Examples. 015 Descriptive Essay Examples Example Topics For College Students .... 30 Sample Of Descriptive Essay | Example Document Template. Descriptive essay writing examples for college students. College essay: Descriptive essay example about a person. Descriptive essay my mother - Get Help From Custom College Essay .... Descriptive Essay Examples College. College Essay: Short descriptive essay sample pdf. School Essay: Descriptive essays on a person. Free Essay - 26+ Examples, Format, Pdf | Examples. How to Write a Descriptive Essay: 14 Steps (with Pictures). College Essay: How to write a descriptive essay about a place. Good Descriptive Essay Examples for All Students. Descriptive Essay About A Place Using The Five Sens – More On Sensory .... Buy A Descriptive Essay About My Mother Examples: Descritive Essay .... Descriptive Essay Examples - 27+ Samples in PDF | DOC | Examples. Descriptive Essay Sample About A Place Pdf | Master Template. College essay: Descriptive essay thesis. How to Write a Descriptive Essay (12 Best Examples). Descriptive Essay Structure Pdf | Sitedoct.org. How to write a descriptive essay on a person - How to Write a .... 006 Essay Example Diagnostic Examples Of Good Descriptive Essays Sample ....
This document describes a study that aimed to automatically identify "pedantic" words in the speech of children with autism spectrum disorder (ASD) compared to typically developing children. The researchers analyzed transcribed speech samples from 114 children and defined pedantic words as those more frequent in the Wall Street Journal corpus than child language corpora. They found that language impairment and ASD diagnosis were negatively correlated with mean pedantry scores, suggesting typically developing children used relatively more pedantic words. The researchers hope to expand this work by refining their methods and using additional child language corpora and word senses.
This document contains an ethical statement, acknowledgements, abstract, introduction, materials and methods, and references sections from a research paper. The introduction discusses implicit and explicit memory systems and how they are affected differently by stimulus exposure duration based on prior research. The study aims to investigate how varying exposure durations from 40ms to 1900ms impacts performance on implicit (priming) and explicit (recognition) memory tasks. It is hypothesized that priming performance will increase up to 250ms exposure and then decrease, while recognition performance will increase with longer exposures. The materials and methods section describes that 20 participants were split into implicit and explicit memory conditions and completed a priming or recognition task with pictures exposed for different durations.
This document discusses measuring alexithymia using the Toronto Alexithymia Scale (TAS). The TAS is a commonly used and validated measure of alexithymia with good reliability. It includes 20 items divided into 3 subscales measuring difficulty identifying feelings, difficulty describing feelings, and externally oriented thinking. The TAS uses a 5-point Likert scale and has been validated for use with adults and adolescents.
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
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Similar to BRIEF PRACTICESibling-Implemented Script Fading to Promote.docx
Final Project Outline (Draft)PART I TIMELINEChildhood.docxAKHIL969626
Final Project Outline (Draft)
PART I: TIMELINE
Childhood
1966: Born; Absence of father
1976: Onset of puberty
Adolescence
1981: Mother in substance recovery
1983: Left home at 17
Adulthood
1994: Birth of daughter
1997: Closed company and returned to graduate school
PART II: TIMELINE ANALYSIS
Introduction
Thesis statement
Overview of assignment and significance
Support: Text & assigned articles, week 1 & other(s)
Life Event I: Birth and Circumstances (1966)
Born to an “unwed mother” (contemporary term); complete absence of father
Age-graded event (experience shared by all)
History-graded event (socio-cultural cohort)
Views of the time directly impacted how my mother and I were treated
Experienced much discrimination and judgment
Influence on attachment
Disorganized attachment
Bowlby/Main
Influence of macrosystem on development
Impact of socio-cultural influences
Bronfenbrenner
Influence of poor parenting on development
Mistrusting and fearful
Erikson
Support: Text & assigned articles, weeks 2 & 3
Life Event II: Early Pubertal Onset (1976)
Experienced growth spurt and puberty onset at age 10
Age-graded event
Experienced unwanted attention, teasing, and bullying
Impact on cognitive and emotional functioning
Influence on self-perception
Being different
Unwanted sexual attention
Harter/Gilligan
Influence on social interaction
Changed from “tomboy” to gender-aware female
Changed perception of how society treats people who are “different”
Social information processing model
Support: Text & assigned articles, weeks 2-5
Life Event III: Mother’s Substance Use & Recovery (1981)
Mother spent 3 months in residential treatment
Non-normative event
Influence of her extreme substance abuse on my development
Eriksonian stage
Trauma theory
Influence of her absence on my development
Erikson/Main
Support: Text & assigned articles, weeks 6 & 7
Life Event IV: Leaving Home (1983)
Ran away from home at age 17
Non-normative event
Reasons for this decision and subsequent life changes
Mother’s substance abuse & related behaviors
Transition from foreclosure to identity achievement stage of development
Impact on identity (Erikson)
Support: Text & assigned articles, weeks 6 & 7
Life Event V: Birth of Daughter (1994)
Gave birth to first and only child at age 28
Age-graded event
Life-changing
Precipitated period of personal evaluation and reflection
Catalyzed significant identity development
Erickson
Long- and short-term impacts
Family and work prioritization
Family life cycle theory
Career theory
Support: Text & assigned articles, weeks 8-10
Life Event VI: Major Shift in Career and Life Focus (1997)
Closed company (recruiting firm) and enrolled in graduate school
Age-graded event (due to being related to personal development)
Decision based on desire to have more meaningful career
Career Theory(ies)
Generativity (Erikson)
Support: Text & assigned articles, weeks 8-10
Summary
(Refer back ...
The document summarizes a study that validated a three-dimensional measure of parental support in career preparation for adolescents. It assessed parental support, over-involvement, and lack of engagement. A confirmatory factor analysis supported the three-factor structure. Structural equation modeling found parental support positively predicted career exploration, while over-involvement positively predicted career uncertainty for boys. The study provided initial validation of assessing specific parental support behaviors and their links to career development outcomes.
This study examined the effects of visual stimuli, list relation, and age on true and false memory in a Deese-Roediger-McDermott (DRM) paradigm. 80 children and 40 adults were presented with word lists that were either categorically or thematically related to a critical non-presented word, with or without accompanying pictures. Results showed that adults outperformed children in recall and recognition. Pictures did not affect performance. Categorically-related lists produced best true recall for both groups, while children had more false memories from categorical lists and adults from thematic lists. The findings suggest fuzzy-trace theory best explains adult false memory and association-activation theory best explains children's false memory.
Brazendale 2015 - Maximizing childrens PA using the LET US Play principlesKeith Brazendale
This study compared the physical activity levels of children playing common games with either traditional rules or modified rules based on the LET US Play principles. A total of 267 children participated in 50 physical activity sessions at a summer day camp. Games using LET US Play principles elicited more moderate-to-vigorous physical activity from both boys and girls compared to the same games with traditional rules. The largest increases in physical activity occurred during modified tag games. Overall, more children met the recommended benchmark of 50% time in moderate-to-vigorous physical activity when games incorporated LET US Play principles.
The study examined the association between social problem solving skills, self-regulation, and social/behavioral functioning in children with moderate to severe traumatic brain injuries compared to children without brain injuries. Children with brain injuries provided fewer assertive and more avoidant/aggressive responses to social problem solving scenarios. Higher self-regulation predicted more assertive responses. Social problem solving responses accounted for variance in social/behavioral functioning ratings, with aggressive responses associated with poorer functioning and assertive responses associated with better functioning.
This document provides an overview of various neuropsychological tests used to assess orientation, attention, processing speed, working memory, and other cognitive domains. It describes several common tests, including digits forward and backward, Corsi's block tapping test, symbol span, sentence repetition, and continuous performance test. It explains what cognitive abilities each test measures and common impairments seen with various neurological conditions. The document also discusses factors that can affect memory span and provides examples and administration details for several tests of attention, processing speed, and executive function.
MMORPG with Strategic Language Learning Activities for ESL SkillsSandra Annette Rogers
This is the presentation of my dissertation results. It was presented at the Society of Information Technology and Teacher Education (SITE) conference in Austin, Texas in 2017.
Ch5 Social interaction in individual vs. partner playing begonapino.comBegoña Pino
Social interaction in individual vs. partner playing - Research study - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
Understanding statistical word learning in a social contextMichael Frank
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2. It presents a model of social-statistical word learning where statistical learning operates over social representations derived from cues like eye gaze, pointing gestures, etc.
3. Evidence for models involving both statistical learning and social inference is discussed, though the interaction is complex and evidence indirect.
This document provides an overview of speech acts, including their definition, historical context, research methodologies used to study them, and empirical studies on speech act sets such as apologies, refusals, compliments, complaints, and requests. Speech acts are functional units of communication that depend on social and cultural factors. Researchers have studied their production and perception using methods like discourse completion tasks, role plays, and interviews. Studies have found differences between native and non-native speakers in selecting appropriate speech act strategies and forms.
Child Gender Influences Paternal Behavior, Language, and Brain.docxbartholomeocoombs
Child Gender Influences Paternal Behavior, Language, and Brain Function
Jennifer S. Mascaro
Emory University
Kelly E. Rentscher
University of Arizona
Patrick D. Hackett
Emory University
Matthias R. Mehl
University of Arizona
James K. Rilling
Emory University
Multiple lines of research indicate that fathers often treat boys and girls differently in ways that impact
child outcomes. The complex picture that has emerged, however, is obscured by methodological
challenges inherent to the study of parental caregiving, and no studies to date have examined the
possibility that gender differences in observed real-world paternal behavior are related to differential
paternal brain responses to male and female children. Here we compare fathers of daughters and fathers
of sons in terms of naturalistically observed everyday caregiving behavior and neural responses to child
picture stimuli. Compared with fathers of sons, fathers of daughters were more attentively engaged with
their daughters, sang more to their daughters, used more analytical language and language related to
sadness and the body with their daughters, and had a stronger neural response to their daughter’s happy
facial expressions in areas of the brain important for reward and emotion regulation (medial and lateral
orbitofrontal cortex [OFC]). In contrast, fathers of sons engaged in more rough and tumble play (RTP),
used more achievement language with their sons, and had a stronger neural response to their son’s neutral
facial expressions in the medial OFC (mOFC). Whereas the mOFC response to happy faces was
negatively related to RTP, the mOFC response to neutral faces was positively related to RTP, specifically
for fathers of boys. These results indicate that real-world paternal behavior and brain function differ as
a function of child gender.
Keywords: experience sampling, fathers, fMRI, gender socialization, play
Supplemental materials: http://dx.doi.org/10.1037/bne0000199.supp
A number of studies argue that parents treat girls and boys
differently, and learning theory proposes that parents model and
reinforce gender stereotypes in their children (Bandura & Walters,
1977; Bussey & Bandura, 1999). For example, some research
indicates that mothers talk more (Leaper, Anderson, & Sanders,
1998; MacDonald & Parke, 1984) and are more restrictive of
physical risk-taking with daughters (Morrongiello & Hogg, 2004)
than with sons. Other research indicates that western fathers and
mothers are more elaborative in autobiographical storytelling with
girls than boys (Fivush, 2011). Moreover, parents often encourage
gender-stereotyped play behavior and household chores and dis-
courage gender-atypical behavior (Lytton & Romney, 1991), and
both mothers and fathers are more likely to engage in rough and
tumble (RTP) play with boys than with girls (McIntyre & Ed-
wards, 2009; Paquette & Dumont, 2013; Pellegrini & Smith,
1998). Related lines of research also point to differences in paren-
tal behavio.
Running title Communication disorders 3NameUniversit.docxagnesdcarey33086
Running title: Communication disorders 3
Name:
University:
Professor:
Date:
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.
Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Understanding the communication disorder is quite convenient towards the selection of the best mode of commiunication with a disabled child. (Sigman & Norman,1999). When am able to know some causes of communication disorders that the child is facing and this includes hearing loss in a child, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric autism, and developmental disorders (Howlin, Mawhood, & Rutter, 2000), I will be able to freely interact with the child with the disorder without making him feel bad. This might include the use of include joint attention, imitation, and toy play to socialize with the autistic disorder. (Adamson & Bakeman,1985,1991)
At 14 years, 8 months of age, Sam spontaneously imparted his aims, through nonverbal means, which included outward appearances (e.g., looking to staff to demand a nibble), physical motions (e.g., pulling his educators' hands to his head to demand a head rub), and more ordinary signals (e.g., indicating solicitation and a head shake to reject). He likewise utilized offbeat nonverbal flags that included gnawing his hand to impart positive and negative feelings and squeezing to dissent. Sam every so often utilized a couple of verbal word rough guesses (e.g., "no," "yes," "more," and "inflatable"), the sign for "help," and picture images on a voice yield gadget. Be that as it may, he commonly utilized these images latently, regularly because of a direct verbal brief from his social accomplice. From research, this shows that this is Autistic Disorder due to the fact that, he uses a variety of communication modes including speech, facial expressions, conventional gestures (e.g., pointing), unconvent.
- The document summarizes a research project investigating the relationship between musical ability and musical memory. Participants completed two listening exercises and a questionnaire.
- Preliminary results surprisingly found that participants answered more questions correctly with 6 blocking notes between notes compared to 4 blocking notes. However, having any blocking notes made the second exercise harder than the first exercise without blocking notes.
- Comparing individual participants' musicality scores from the questionnaire to their performance on the exercises showed varying degrees of correlation, with some scores matching well and others not matching as expected. This suggests the questionnaire may not perfectly capture an individual's musical memory ability.
JOURNAL OF APPLIED BEHAVIOR ANALYSISREDUCING BEHAVIOR PROB.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL
COMMUNICATION TRAINING
EDWARD G. CARR AND V. MARK DURAND
STATE UNIVERSITY OF NEW YORK AT STONY BROOK, STATE UNIVERSITY OF
NEW YORK AT ALBANY, AND SUFFOLK CHILD DEVELOPMENT CENTER
It is generally agreed that serious misbehavior in children should be replaced with socially appro-
priate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We
address this issue in two experiments. In Experiment 1, we developed an assessment method for
identifying situations in which behavior problems, induding aggression, tantrums, and self-injury,
were most likely to occur. Results demonstrated that both low level of adult attention and high
level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data
were used to select replacements for misbehavior. Specifically, children were taught to solicit atten-
tion or assistance or both verbally from adults. This treatment, which involved the differential
reinforcement of functional communication, produced replicable suppression of behavior problems
across four developmentally disabled children. The results were consistent with an hypothesis stating
that some child behavior problems may be viewed as a nonverbal means of communication.
According to this hypothesis, behavior problems and verbal communicative acts, though differing
in form, may be equivalent in function. Therefore, strengthening the latter should weaken the
former.
DESCRIPTORS: disruptive behavior, assessment, classroom behavior, communication, devel-
opmentally disabled children
A major portion of child behavior therapy is
justifiably concerned with the treatment of behav-
ior problems, given that such problems can seri-
ously disrupt the educational process (O'Leary &
O'Leary, 1977; Sulzer-Azaroff & Mayer, 1977)
and in some cases may lead to institutionalization
This investigation was supported in part by U.S.P.H.S.
Biomedical Research Support Grant 2 S07 RR-07067-18
to the State University of New York at Stony Brook to the
first author and a Sigma Xi Grant-in-Aid of Research to the
second author. Portions of this paper were presented at the
annual meeting of the American Psychological Association,
Washington, D.C., August 1982, and Anaheim, California,
August 1983. This research was based on a master's thesis
conducted by the second author under the direction of the
first author.
We thank Martin Hamburg, Executive Director, Suffolk
Child Development Center, for his generous support, and
Roseann D'Evanzo, JoAnn Giles, Terry Leykis, Cathy Sher-
edos, and Doug Walters for assistance with data collection.
Finally, we thank Alan 0. Ross, Susan G. O'Leary, K. Dan-
iel O'Leary, Crighton Newsom, Paul A. Dores, and Daniel
B. Crimmins for their helpful comments.
Requests for reprints or individual data should be sent to
Edward Carr, Department of Psychology, State University
of New York, Stony Brook, New ...
Brief Report: Increasing Communication Skills for an Elementary-Aged Student ...David Pastor Calle
This study examined the effects of the Picture Exchange Communication System (PECS) on the spontaneous communication skills of a 6-year-old girl with autism. The study found that using PECS increased the girl's spontaneous use of language, including requests and comments, across home and school environments. It also increased her intelligible verbalizations in some settings. Changes were also noted in her social interaction with peers in one school setting.
FREE 9+ Descriptive Essay Examples in PDF | Examples. School Essay: How to write a good descriptive essay. College essay: Examples of descriptive essay. Descriptive Essay Introduction Examples. Descriptive Essay Writing Help: Topics and Examples. 015 Descriptive Essay Examples Example Topics For College Students .... 30 Sample Of Descriptive Essay | Example Document Template. Descriptive essay writing examples for college students. College essay: Descriptive essay example about a person. Descriptive essay my mother - Get Help From Custom College Essay .... Descriptive Essay Examples College. College Essay: Short descriptive essay sample pdf. School Essay: Descriptive essays on a person. Free Essay - 26+ Examples, Format, Pdf | Examples. How to Write a Descriptive Essay: 14 Steps (with Pictures). College Essay: How to write a descriptive essay about a place. Good Descriptive Essay Examples for All Students. Descriptive Essay About A Place Using The Five Sens – More On Sensory .... Buy A Descriptive Essay About My Mother Examples: Descritive Essay .... Descriptive Essay Examples - 27+ Samples in PDF | DOC | Examples. Descriptive Essay Sample About A Place Pdf | Master Template. College essay: Descriptive essay thesis. How to Write a Descriptive Essay (12 Best Examples). Descriptive Essay Structure Pdf | Sitedoct.org. How to write a descriptive essay on a person - How to Write a .... 006 Essay Example Diagnostic Examples Of Good Descriptive Essays Sample ....
This document describes a study that aimed to automatically identify "pedantic" words in the speech of children with autism spectrum disorder (ASD) compared to typically developing children. The researchers analyzed transcribed speech samples from 114 children and defined pedantic words as those more frequent in the Wall Street Journal corpus than child language corpora. They found that language impairment and ASD diagnosis were negatively correlated with mean pedantry scores, suggesting typically developing children used relatively more pedantic words. The researchers hope to expand this work by refining their methods and using additional child language corpora and word senses.
This document contains an ethical statement, acknowledgements, abstract, introduction, materials and methods, and references sections from a research paper. The introduction discusses implicit and explicit memory systems and how they are affected differently by stimulus exposure duration based on prior research. The study aims to investigate how varying exposure durations from 40ms to 1900ms impacts performance on implicit (priming) and explicit (recognition) memory tasks. It is hypothesized that priming performance will increase up to 250ms exposure and then decrease, while recognition performance will increase with longer exposures. The materials and methods section describes that 20 participants were split into implicit and explicit memory conditions and completed a priming or recognition task with pictures exposed for different durations.
This document discusses measuring alexithymia using the Toronto Alexithymia Scale (TAS). The TAS is a commonly used and validated measure of alexithymia with good reliability. It includes 20 items divided into 3 subscales measuring difficulty identifying feelings, difficulty describing feelings, and externally oriented thinking. The TAS uses a 5-point Likert scale and has been validated for use with adults and adolescents.
Similar to BRIEF PRACTICESibling-Implemented Script Fading to Promote.docx (20)
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
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Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docxbartholomeocoombs
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docxbartholomeocoombs
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docxbartholomeocoombs
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docxbartholomeocoombs
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Compensation Strategy for Knowledge WorkersTo prepare for this a.docxbartholomeocoombs
The document discusses the importance of physical security for computer and network security. It notes that physical access negates all other security measures, as an attacker can directly access systems if they have physical proximity. It outlines several ways an attacker could exploit physical access, such as using bootable media like LiveCDs to access tools and directly image hard drives. The document emphasizes that physical security is foundational and must be carefully designed and implemented to protect against unauthorized access to systems and data.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BRIEF PRACTICESibling-Implemented Script Fading to Promote.docx
1. BRIEF PRACTICE
Sibling-Implemented Script Fading to Promote Play-Based
Statements
of Children with Autism
Jessica S. Akers1,2 & Thomas S. Higbee1
& Joy S. Pollard1,3
& Kassidy S. Reinert1
Published online: 25 May 2018
# Association for Behavior Analysis International 2018
Abstract
We trained three typically developing children to implement a
script-fading procedure with their younger siblings with autism.
The number of contextually appropriate statements made by the
children with autism increased once treatment was initiated.
Participants continued to emit higher levels of contextually
appropriate statements after the scripts were completely faded
and at a
4- or 11-week follow-up. The typically developing siblings were
able to implement the script-fading procedure with high levels
of fidelity.
Keywords Script fading . Autism . Sibling . Play . Language
One of the diagnostic criteria of autism spectrum disorder
(ASD) is deficit in the area of social communication (DSM-
5; American Psychiatric Association [APA], 2013). Script fad-
ing is a procedure that has been shown to increase the number
2. of appropriate vocalizations emitted by children with ASD
(Krantz & McClannahan, 1993). Script fading consists of
the following steps: (a) first, children are taught to emit the
scripted phrase using a textual (e.g., typed) or auditory (e.g.,
recorder) script and (b) the script is systematically faded such
that the child with ASD continues to emit the scripted phrase
in the absence of the script. Once script fading is initiated,
children often emit untaught phrases in addition to those that
were directly taught. While script fading has been shown to be
effective, researchers or instructors have served as
implementers in the majority of studies (Akers, Pyle,
Higbee, Pyle, & Gerencser, 2016). One notable exception is
the implementation of script fading by parents (Reagon &
Higbee, 2009). The parents in this study developed three
scripted statements and systematically faded the scripted state-
ments based on their child’s performance during play sessions.
The scripted statements (e.g., “Look, the car is going!”) were
related to one toy set, and two other toy sets were used to
assess for generalization. Results showed that play initiations
increased with both the target and generalization toy sets.
The results reported by Reagon and Higbee (2009) are
promising; however, it may be important to identify if
these results could be replicated with a more age appro-
priate play partner. For many children with ASD, a com-
mon play partner might be a typically developing sibling.
Given the effectiveness of script-fading procedures with
parents delivering and fading scripts, we sought to sys-
tematically replicate these results with siblings serving as
play partners. We measured the effects of the script fading
procedure on the number of contextually appropriate
statements made by children with ASD.
Method
3. Participants and Setting
Three children with ASD, who had previously attended or
were currently attending a university-based behavioral
Implications for practice
•Young children with ASD often do not emit appropriate play
statements
while playing with toys.
• Script fading is an effective intervention for teaching children
with ASD
to emit play-based statements.
• Typically developing siblings can implement script fading
with fidelity.
* Jessica S. Akers
[email protected]
1 Utah State University, Logan, UT, USA
2 Present address: Baylor University, Waco, TX, USA
3 Present address: Behavior Change Institute, Oakland, CA,
USA
Behavior Analysis in Practice (2018) 11:395–399
https://doi.org/10.1007/s40617-018-0257-5
http://crossmark.crossref.org/dialog/?doi=10.1007/s40617-018-
0257-5&domain=pdf
mailto:[email protected]
preschool, participated in the study along with a typically
developing sibling. We recruited participants who (a) could
emit at least three-word phrases, (b) had a generalized imita-
tion repertoire, (c) engaged in low levels of destructive behav-
4. ior, and (d) played with toys appropriately but rarely
commented during play. Sadie (5) participated with her sister
Melissa (14), Cameron (7) participated with his brother
Landon (10), and Hank (4) participated with his sister
Mandy (6). A parent of each participant served as a research
assistant for sessions. We conducted sessions in participants’
homes in an open area that was cleared of distracting items.
Materials
Each sibling dyad was assigned three toy sets to interact with
during sessions (see Table 1). These toy sets were purchased
by the researcher and access was restricted outside of sessions.
We designated one toy set to be used for the script fading
intervention (hereafter called the “target toy”) and used the
other two toy sets to assess generalization. The parents devel-
oped three 3–4-word scripts which were recorded onMini-Me
™ voice recorders. Siblings wore MotivAider timers to signal
30-s intervals.
Measurement
Parents transcribed all statements made by participants during
sessions, and the transcription was then reviewed by the re-
searcher to total the number of contextually appropriate state-
ments. Statements were not scored if they were (a) not con-
textually appropriate (e.g., “I need gas,” when playing with
the playground), (b) one-word statements, (c) immediate rep-
etitions of statements, (d) excessive repetitions of statements,
defined as using the same statement more than four times, (f)
stereotypic phrases, individually identified for each participant
(e.g., “good job”), or (g) completely unintelligible.
A second coder collected data for 33% of sessions to assess
interobserver agreement (IOA). The second coder transcribed
5. and recorded the number of comments via recorded video.
IOA was calculated by dividing the number of agreements
by the number of agreements plus disagreements and
converting the result to a percentage. An agreement was de-
fined as both coders (i.e., the first and fourth authors) record-
ing the same statement as contextually appropriate. Mean
agreement was 95% (range from 75 to 100%) for Sadie,
96% (range from 75 to 100%) for Cameron, and 97% (range
from 50 to 100%) for Hank. During the session with 50%
agreement, Hank only made two comments; therefore, one
disagreement leads to this low percentage.
We assessed treatment fidelity for 50% of sessions. We
assessed for the following components, whether the sibling
(a) oriented to the participant, (b) presented a script every
30 s, (c) responded to the participant’s initiations, (d) used
the prompting procedure (described below), (e) did not ask
questions or provide directions, and (f) only made comments
about his/her own behavior. Treatment fidelity was calculated
by dividing the number of correctly implemented components
by the total number of components and converting the result to
a percentage. Mean fidelity of implementation was 93%
(range from 87 to 100%) for Sadie, 93% (range from 82 to
100%) for Cameron, and 88% (range from 62 to 100%) for
Hank.
Experimental Procedures
An adapted alternating treatment design embedded within a
multiple baseline design across participants was used to assess
the effects of the script-fading procedure on the number of
comments emitted by the participants. Prior to the study, a
brief multiple-stimulus without replacement preference as-
sessment (Carr, Nicolson, & Higbee, 2000) was conducted
to identify the top three toy sets.
6. Pretraining We trained the siblings to implement the
script-fading procedure using Behavioral Skills Training
(BST). Parents served as the role-play partner and provided
Table 1 Session materials
Toy sets Scripted statements
Sadie Fisher-Price Little People® Playground (target) 1. Go
down slide
Fisher-Price Little People® Happy Sounds Home (GS1) 2. I
want swing
Fisher-Price Little People® Wheelies Airport (GS2) 3. Cross
the bridge
Cameron Fisher Price World of Little People® Emergency Fire
Station (target) 1. Go get the hose
Fisher-Price Little People® Playground (GS1) 2. To the rescue
Fisher-Price Little People® Wheelies Airport (GS2) 3. Let us
save them
Hank Hot Wheels® City Tow and Tune Car Shop Play Set
(target) 1. Fix the car
Play-Doh® Brick Mill and Grinding Gravel Yard (GS1) 2.
Down the hill
Vtech® Go! Go! Smart Wheels Airport Playset (GS2) 3. Pick up
car
Target target toy set, GS generalization toy set
396 Behav Analysis Practice (2018) 11:395–399
7. feedback to the sibling in conjunction with feedback pro-
vided by the researcher. We specifically trained the sib-
lings to (a) orient to the participant during play, (b) refrain
from asking questions or giving directions, (c) respond to
all of the participant’s verbalizations, and (d) to comment
on their own play actions. Siblings were instructed to pres-
ent an auditory script every 30 s and wait for participant to
emit the scripted phrase. If he or she did not repeat the
scripted phrase, the sibling first physically guided him or
her to press the voice recorder button. If this prompt was
ineffective, the sibling provided a verbal prompt (e.g.,
“say, here comes the car”). Training ended when the sib-
ling correctly implemented each component with their
parent with 95% or better accuracy. During pretraining,
the most common error was failing to respond to com-
ments made by the parent. The siblings met mastery after
one session that took approximately 30 min.
Baseline and Generalization Sessions We conducted three
3-min sessions per day (i.e., one for each toy set). Prior to each
session, the parent cleared the environment to remove possible
distractions and provided the sibling with the appropriate ma-
terials. The researcher video recorded sessions while the par-
ent simultaneously transcribed statements. The sibling began
sessions by saying, “let us play.” Throughout the sessions, the
siblings responded to all comments emitted by the child with
ASD, and there were no other programmed consequences for
commenting.
Script Fading The script-fading procedure was only imple-
mented with the target toy. These sessions followed the
same procedures as baseline and generalization sessions
with the exception of the presence of the scripts. The
8. sibling retained access of the recorders (i.e., scripts) and
every 30 s presented one of the three scripts by holding
the recorder in the participant’s line of vision and pro-
ceeding through the prompting steps when necessary.
We did not require play actions to match play statements
(e.g., the participant could say “cross the bridge” while
going down the slide); therefore, the sibling presented
scripts in a quasi-random order, unrelated to the child’s play
behavior. We initiated script fading once the child with ASD
independently followed the three scripts at 100% accuracy for
two consecutive sessions. We faded scripts one word at a time
from the end to the beginning with the final fading step being
complete removal of the script (i.e., including the recorder).
Follow-upWe assessed for maintenance 4 weeks after the
completion of training for Cameron and Hank. Sadie’s
follow-up sessions occurred 11 weeks after the comple-
tion of training due to an unforeseeable family incident.
These sessions followed baseline procedures and the
scripts were not present.
Results
Figure 1 displays the number of contextually appropriate
statements emitted by the three participants. The closed
data path denotes sessions for the target toy; this is the
only data path that includes scripted statements. The
large closed squares denote fading steps for the scripts.
Scripts were completely faded, including the removal of
the recorders, for all participants. Once we introduced
the script-fading procedures with the target toy, partici-
pants’ responding increased for the generalization toy
sets, as well as the target toy, indicating that commenting
behavior generalized across toy sets.
Sadie’s statements for the three toy sets greatly in-
9. creased from baseline (M = 6, target toy; M = 4.2, GS1;
and M = 4.4 GS2) to treatment (M = 17.77, target; M =
15.22, GS1; and M = 17.27, GS2). Scripts were
completely faded for Sadie in 17 sessions. We conducted
one booster session, denoted by the asterisk, before ses-
sion 46 because she was having a difficult time
responding appropriately to the scripts at the second fad-
ing level. During the booster session, Sadie was required
to accurately emit each scripted statement (without the
toy present) for five consecutive trials. After this booster
session, scripts were completely faded in seven sessions.
We conducted a follow-up session 11 weeks after the
final treatment session, and Sadie’s responding remained
at levels consistent with treatment even after this extend-
ed period of time.
Cameron’s statements for the three toy sets also in-
creased from baseline (M = 5.87, target toy; M = 7, GS1;
and M = 5.62, GS2) to treatment (M = 14.29, target; M =
15.16, GS1, and M = 13.87, GS2). We completely faded
the scripts for Cameron in 17 sessions. When playing
with the target toy set, Cameron emitted siren sound
effects (e.g., “weeeoooeee”) at a high rate, which ad-
versely effected his commenting. Therefore, at session
66 Landon began presenting scripts every 15 s instead
of every 30 s in order to interrupt these competing re-
sponses. After implementing this modification, Cameron
emitted more comments and continued to do so when the
scripts were completely faded. Cameron continued to
emit higher levels of contextually appropriate statements
during the 4-week follow-up session.
Hank’s statements also increased from baseline (M =
0.8, target toy; M = 0.9, GS1; and M = 0.4, GS2) to
treatment (M = 9.95, target; M = 6.17, GS1, and M =
8.26, GS2). We observed the most moderate treatment
10. effect for Hank; however, he also emitted the fewest
number of comments during baseline. We completely
faded scripts for Hank in 16 sessions. Hank continued
to emit higher levels of appropriate comments at the
4-week follow-up session.
Behav Analysis Practice (2018) 11:395–399 397
Discussion
The number of contextually appropriate statements increased
after the treatment was initiated for all three participants. It is
important to note that these increases in commenting were
observed in the absence of any artificial reinforcement.
Many social skill interventions include additional reinforcers,
which are necessary for behavior change. However, within
this intervention, we observed a change in behavior when
the only consequence that followed the emission of comments
was a verbal response from the sibling. We cannot state with
any certainty that the response functioned as a reinforcer, but it
is possible. Future researchers could directly assess whether
social responses function as reinforcers after implementing
script fading. We were able to completely fade the scripts for
participants without introducing any additional fading steps. It
is unlikely that this finding would be replicated across studies
as previous researchers have reported that complete fading
was not achieved (Akers et al., 2016). Future researchers
should consider investigating conditions which promote suc-
cessful fading.
This study extends the script-fading literature as it includes
naturalistic change agents (i.e., siblings) as the primary
implementer of the intervention and was conducted in the
11. natural environment (i.e., participants’ home). Siblings were
selected to implement this intervention because we deter-
mined that it was likely that they would serve as a play partner
for the child with ASD in the home environment. Despite the
young age of some of the siblings, all three implemented pro-
cedures with fidelity, for which we recorded data during 50%
of the sessions. Future researchers could assess whether typi-
cally developing peers could serve as implementers of the
script-fading procedure and to what extent this implementa-
tion would lead to a subsequent increase in commenting by
the child with ASD.
There are limitations of this study that are worth noting.
First, we did not specifically code for the complexity of the
statements. While the overall number of statements increased,
it is unknown whether there was an improvement in the qual-
ity of the comments. Future researchers could develop more
sensitive measures to identify the effects of script fading on
increasing comments with more advanced grammar and/or
content. In addition, coding statements as novel, delayed im-
itation, and variations of previously emitted statements may
provide useful information for future studies. Second, the ses-
sion duration was relatively short. We arbitrarily selected
0
5
10
15
20
25
14. 15
20
25
30
Sessions
Hank
Scripts
completely
faded
Fig. 1 The results for Sadie (top),
Cameron (middle), and Hank
(bottom). The large closed
squares represent script-fading
steps. *booster session
398 Behav Analysis Practice (2018) 11:395–399
3-min sessions because we felt the short session length would
reduce the risk of participants’ losing motivation to play with
the toys. However, it is unknown whether participants’
responding would maintain during longer play sessions.
Future researchers may wish to investigate this further.
Third, the change in level between Cameron’s baseline and
initial treatment phase was less robust than for the other two
participants. Although the lack of an immediate effect is
15. concerning, the shift in level following the modification of
script presentation does provide a clear change from baseline
to treatment. Fourth, we did not require play statements to
match play actions (e.g., saying “down the ramp” while driv-
ing up). However, participants rarely, if ever, engaged in mis-
matched responses.While this did not become an issue for our
participants (likely because of our inclusion criteria), future
researchers could investigate procedures to increase corre-
spondence between play and language, as this may be a skill
deficit for many children with ASD.
A final limitation was our decision to train the siblings to
comment about their own behavior. This is a deviation from
the Reagon and Higbee study, and it is possible that the sib-
lings’ modeling appropriate comments had an effect on par-
ticipants’ commenting. Although siblings commented about
their own behavior across baseline and treatment, we did not
specifically hold the number of comments constant; therefore,
we cannot rule out the possibility that this alone led to an
increase in participants’ responding. We included this devia-
tion because we determined that due to the age of the siblings,
it was likely they would engage in some vocal verbal behavior
during play; therefore, we decided the best way to ensure they
refrained from asking questions or giving directions was to
teach them to comment about their own behavior. In addition,
we believed that training the siblings to refrain from speaking
unless they were responding to a participant comment would
have been a detriment to the social validity of the study as this
would not likely occur in the natural environment.
The results of this study further support the use of script
fading to increase play statements for children with ASD in
the home environment. In addition, this study demonstrates
the utility of incorporating siblings as play partners to promote
play-based commenting. These results again highlight the
16. generative effects of script-fading procedures in that all three
participants learned to initiate both scripted and unscripted
play statements as a result of being taught three scripted state-
ments with a single toy set.
Compliance with Ethical Standards
Conflict of Interest The authors declare that they have no
conflict of
interest.
Ethical Approval All procedures performed in this study were in
accor-
dance with the ethical standards of the institutional committee
and with
the 1964 Helsinki Declaration and its latter amendments or
comparable
ethical standards.
Informed Consent Informed consent was obtained from the
parents of
the children included in the study.
References
Akers, J. S., Pyle, N., Higbee, T. S., Pyle, D., & Gerencser, K.
R. (2016).
A synthesis of script fading effects with individuals with autism
spectrum disorder: A 20-year review. Review Journal of Autism
and Developmental Disorders, 3, 1–17. https://doi.org/10.1007/
s40489-015-0062-9.
American Psychiatric Association. (2013). Diagnostic and
statistical
manual of mental disorders (5th ed.). Arlington, VA: American
Psychiatric Publishing.
17. Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation
of a brief
multiple-stimulus preference assessment in a naturalistic
context.
Journal of Applied Behavior Analysis, 33(3), 353–357.
https://doi.
org/10.1901/jaba.200.33-353.
Krantz, P. J., & McClannahan, L. E. (1993). Teaching children
with
autism to initiate to peers: Effects of a script-fading procedure.
Journal of Applied Behavior Analysis, 26(1), 121–132.
https://doi.
org/10.1901/jaba.1993.26-121.
Reagon, K. A., & Higbee, T. S. (2009). Parent-implemented
script fading
to promote play-based verbal initiations in children with autism.
Journal of Applied Behavior Analysis, 42, 659–664. https://doi.
org/10.1901/jaba.2009.42-659.
Behav Analysis Practice (2018) 11:395–399 399
https://doi.org/10.1007/s40489-015-0062-9
https://doi.org/10.1007/s40489-015-0062-9
https://doi.org/10.1901/jaba.200.33-353
https://doi.org/10.1901/jaba.200.33-353
https://doi.org/10.1901/jaba.1993.26-121
https://doi.org/10.1901/jaba.1993.26-121
https://doi.org/10.1901/jaba.2009.42-659
https://doi.org/10.1901/jaba.2009.42-659Sibling-Implemented
Script Fading to Promote Play-Based Statements of Children
with AutismAbstractMethodParticipants and
SettingMaterialsMeasurementExperimental
ProceduresResultsDiscussionReferences
18. ANALYSIS OF PRECURSORS TO MULTIPLY CONTROLLED
PROBLEM
BEHAVIOR: A REPLICATION
MEGAN A. BORLASE, JASON C. VLADESCU, APRIL N.
KISAMORE,
SHARON A. REEVE, AND JAMIE L. FETZER
CALDWELL UNIVERSITY
We replicated Fritz, Iwata, Hammond, and Bloom (2013) by
evaluating the efficacy of an
experimental methodology to identify precursors to aggression
displayed by an adolescent with
autism spectrum disorder. Using their trial-based precursor
analysis, we identified seven precur-
sors to aggression. Next, we compared the outcomes of separate
precursor and aggression func-
tional analyses and showed that both precursors and aggression
were multiply controlled by the
same variables.
Key words: aggression, functional analysis, precursor behavior
Researchers have evaluated procedures aimed
at identifying precursors to problem behavior in
an attempt to address some of the limits of
functional analysis (FA) methodology (e.g.,
Borrero & Borrero, 2008; Dracobly & Smith,
2012; Fritz, Iwata, Hammond, & Bloom,
2013; Herscovitch, Roscoe, Libby, Bourret, &
Ahearn, 2009; Smith & Churchill, 2002). Pre-
cursors are behaviors (e.g., vocalizing negatively,
feet stomping, hand flapping) that reliably occur
19. prior to, and are functionally related to, target
problem behavior. Thus, conducting FAs of pre-
cursors rather than target behavior may require
fewer resources, be less dangerous for the con-
sumer and therapist, and be more acceptable in
certain environments (e.g., schools).
Some researchers have largely relied on care-
giver report and informal observations to initially
determine potential precursors (e.g., Borrero &
Borrero, 2008; Dracobly & Smith, 2012). These
methods may be problematic as they may result
in potential false positives or false negatives
(Dracobly & Smith, 2012; Fritz et al., 2013).
A false positive occurs when a procedure incor-
rectly identifies a behavior as a precursor, whereas
a false negative occurs when a procedure fails to
identify a behavior as a precursor. False positives
and false negatives are problematic if practitioners
treat behaviors that are not precursors or fail to
treat those that are, which in turn may have min-
imal impact on the problem behavior targeted.
In an attempt to address this potential limitation,
Fritz et al. (2013) developed and evaluated an
experimental method for identifying precursors.
The experimenters conducted a trial-based analy-
sis with conditions similar to an FA. During each
trial, observers collected data on potential precur-
sors and target behavior and then calculated
conditional probabilities to determine likely pre-
cursors (i.e., behaviors that were followed by the
target behavior and did not occur in the absence
of the target behavior). Next, the experimenters
conducted independent FAs of the identified pre-
cursors and target behaviors for each participant
21. METHOD
Participant and Setting
Brandon was a 13-year-old male diagnosed
with ASD whose target behavior was aggres-
sion. We conducted sessions in a room in a
center for individuals with ASD that contained
materials necessary for the session.
Precursor Analysis
We conducted a precursor analysis using
procedures similar to those described by Fritz
et al. (2013). We conducted three different test
trials (attention, demand, tangible) in which we
manipulated relevant antecedents and conse-
quences for aggression (i.e., hitting, pinching,
hair pulling, and biting others) in a similar
manner to an FA. After conducting the first
11 test trials, we observed aggression in
10 trials. Therefore, similar to Fritz et al., we
conducted an additional play trial to create an
approximately equal duration of trials with and
without aggression for which to do our ana-
lyses. Following the occurrence of aggression
during each attention, demand, and tangible
trial, the therapist delivered the trial-specific
consequence. Once aggression was not observed
for 30 s following the delivery of a consequence
or if aggression was not observed within 5 min
of the onset of a trial, the next trial started.
During attention trials, Brandon had access to
moderately preferred items while the therapist
engaged in an activity; however, if aggression
22. occurred, the therapist delivered attention.
During demand trials, the therapist used three-
step prompting to instruct Brandon to
complete a cleaning task; however, if aggression
occurred the therapist terminated instructions.
Prior to tangible trials, the therapist provided
Brandon access to high preference items for
30 s then removed the items. The removal of
the items initiated the tangible trial, and if
aggression occurred, the therapist returned the
items. During play trials, the therapist provided
Brandon noncontingent access to preferred
items and attention and did not present
demands.
We videotaped all precursor trials, which
were 5 min in duration (if no aggression
occurred) or shorter (if aggression occurred).
We used the videos to identify and define
potential precursors and to score the occurrence
or nonoccurrence of precursors across assess-
ment trials. We completed the following steps
to accomplish these tasks (similar to Fritz et al.,
2013): (a) two experimenters independently
viewed the videos and recorded potential pre-
cursors using a data sheet containing groups of
response topographies (e.g., vocalizations, loco-
motion); (b) the experimenters compared their
recordings and created definitions of each
potential precursor; and (c) the experimenters
independently viewed each video, recorded
whether or not each potential precursor
occurred during the trial, and compared their
recordings until 100% agreement was attained
for each potential precursor. If any discrepan-
23. cies occurred between experimenters, they
reviewed the video, modified the potential pre-
cursor definitions, and rescored the trial.
We calculated the following probabilities fol-
lowing the completion of the precursor analy-
sis: (a) the probability of the precursor given
the target [p(P|T)] by dividing the number of
trials with aggression and the precursor by the
number of trials with aggression, (b) the proba-
bility of the precursor given the absence of the
target [p(P| ~ T)] by dividing the number of
trials without aggression that contained the pre-
cursor by the number of trials without aggres-
sion, (c) the probability of aggression given the
669PRECURSORS AND MULTIPLE CONTROL
precursor [p(T|P)] by dividing the number of
trials with the precursor and aggression by the
number of trials with the precursor, and (d) the
probability of aggression given the absence of
the precursor [p(T| ~ P)] by dividing the num-
ber of trials without the precursor that con-
tained aggression by the number of trials
without the precursor. We also calculated the
unconditional probabilities of the precursor
behaviors [p(P)], by dividing the number trials
containing the precursor by the number of total
trials, and of the target behavior [p(T)], by
dividing the number of trials containing aggres-
sion by the number of total trials.
We selected precursors, if (a) the probability
24. of aggression given the precursor [p(T|P)]
was greater than the probability of aggression
given the absence of the precursor [ p(T| ~ P)]
and the unconditional probability of aggression
[p(T)], and (b) the probability of the precursor
given aggression [p(P|T)] was greater than the
probability of the precursor given the absence
of aggression [p(P| ~ T)] and the unconditional
probability of the precursor behaviors [p(P)]
(Fritz et al., 2013).
Functional Analysis
Following the precursor analysis, we con-
ducted independent FAs to confirm the func-
tional relation between the seven identified
precursors and aggression. Sessions lasted
10 min, and conditions were conducted in the
following order: attention, tangible, play, and
demand (Hammond, Iwata, Rooker, Fritz, &
Bloom, 2013) using procedures similar to
Iwata, Dorsey, Slifer, Bauman, and Richman
(1994). Brandon was seated at a table and the
therapist was positioned approximately
90–150 cm away from Brandon at the begin-
ning of all sessions. We conducted the precur-
sor FA first, during which condition-specific
consequences were provided contingent on the
occurrence of precursors and aggression was on
extinction. Next, we conducted the aggression
FA during which the condition-specific conse-
quences were provided contingent on the
occurrence of aggression and precursors were
on extinction. Materials, therapist interactions,
and condition-specific consequences were iden-
25. tical to those implemented during trials in the
precursor analysis.
During each FA, we collected data on the
frequency of aggression (as defined above in the
precursor analysis) and the frequency of the
seven precursor behaviors identified in the pre-
cursor analysis, which included standing up,
heavy breathing, approaching instructor, fold-
ing hands, knee hitting, rubbing face, and neg-
ative vocalizing. Operational definitions of all
precursors are available from the first author.
We calculated exact interval agreement per-
centages during 50% of FA sessions by compar-
ing the primary and secondary data collectors’
recorded frequencies of responses during 10-s
intervals during the FAs. Overall, mean IOA
scores were 97% (range, 90%–100%) and 95%
(range, 90%–100%) for the precursor and
aggression FAs, respectively.
RESULTS AND DISCUSSION
The results of Brandon’s precursor analysis
are in Figure 1. Seven (denoted by the aster-
isks) of the 25 potential behaviors were identi-
fied as precursors based on the criteria
described above. Four of the precursors (knee
hitting, rubbing face, heavy breathing, and
folding hands) were perfectly correlated with
aggression [i.e., p(T|P) = 1.0] and never
occurred in trials in which aggression was not
observed [i.e., p(P| ~ T) = 0]. However, aggres-
sion still occurred in the absence of these four
precursors and the probability of these precur-
26. sors occurring given aggression was low. The
other three precursors (standing up, negative
vocalizing, and approaching instructor)
occurred less frequently [i.e., p(T|P) < 1.0] but
the relative conditional probabilities showed
MEGAN A. BORLASE et al.670
that these behaviors predicted the occurrence of
aggression.
Figure 2 depicts the results of precursor and
aggression FAs. We observed high rates of
precursors (left panel) and high rates of aggres-
sion (right panel) during the three test condi-
tions during precursor and aggression FAs,
respectively. This pattern of behavior suggests
that combined precursors and aggression were
multiply controlled by the same variables. In
addition, Brandon demonstrated reduced rates
of aggression during the precursor FA, which
replicates similar findings reported in previous
studies (e.g., Fritz et al., 2013).
Figure 1. The top panel depicts the conditional probability of
the target (T) given the presence [p(T|P)] and absence
[p(T| ~ P)] of potential precursors (P) and the unconditional
probability of the target [p(T)]. The bottom panel depicts
the conditional probability of potential precursors (P) given the
presence [p(P|T)] and absence [p(P| ~ T) of the target
and the unconditional probability of each precursor [p(P)]. The
asterisks denote behaviors identified as precursors.
27. 671PRECURSORS AND MULTIPLE CONTROL
We calculated the proportion of each precur-
sor during the precursor FA (Figure 3) which
yielded several interesting outcomes. First, similar
to Fritz et al. (2013), not all identified precursors
occurred during the precursor FA. Knee hits and
heavy breathing did not occur during the precur-
sor FA despite being perfectly correlated with
aggression in the precursor analysis. It is unclear
why this occurred, but several explanations are
possible. It is possible that these precursors were
associated with increased response effort or did
not have as recent a history of reinforcement rela-
tive to the other topographies of precursors.
Alternatively, it may be the case that the precur-
sor analysis resulted in some false positives.
Second, the most common precursors
observed were negative vocalizing, approaching
instructor, and standing up. Although these
responses were not perfectly correlated with
aggression in the precursor analysis, they
occurred most frequently during the precursor
FA. The inclusion of standing up and approach-
ing instructor as precursor behaviors may be
considered a limitation, as these responses may
have been part of a response chain to aggression.
If these were early responses in the chain, then,
if reinforced, they would likely increase levels of
aggression (Dracobly & Smith, 2012). However,
data from the precursor FA do not support this
interpretation, as reduced levels of aggression
28. were observed when precursors were reinforced.
There is currently no established technology
to distinguish precursors from links in a chain
to a target behavior (Hagopian, Paclawskyj, &
Kuhn, 2005). Future research is needed to
develop such a technology. Third, a different
precursor occurred most frequently in each test
condition (e.g., vocalizing negatively in the
demand condition). This pattern of responding
may suggest different topographies of precursors
Figure 2. This graph depicts the precursor (left panel) and
aggression (right panel) FAs. The top and bottom panels
display the rate of combined precursors and aggression,
respectively.
MEGAN A. BORLASE et al.672
precede a multiply controlled target behavior
under different evocative situations. Future
research could further evaluate this possibility.
Several limitations are worth noting. The
current evaluation included only one partici-
pant, thus limiting external validity. Future
studies should replicate these findings with
additional participants. Another mitigating fac-
tor was the lack of an alone condition during
the FAs. The success of the treatment imple-
mented based on the results of the FAs (these
data are not included in the manuscript) sug-
gests that Brandon’s target behavior was
unlikely maintained by automatic reinforce-
29. ment; however, it is possible that some of the
precursor behaviors were. The inclusion of an
alone condition would have allowed an evalua-
tion of this possibility.
Although we attempted to ensure the oppor-
tunity to engage in all responses during the FAs
by seating Brandon at a table and positioning
the therapist a consistent distance away to
begin all sessions, some conditions required
therapist behavior that would necessarily
restrict Brandon’s ability to engage in some
responses. This limitation is exemplified by the
following situation: If the therapist used
physical guidance during the demand condi-
tion, Brandon would be unable to approach
the therapist. Despite these limitations, the cur-
rent evaluation provides support for an analysis
to identify precursors to a problem behavior.
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Figure 3. The bottom graph depicts the proportion of precursors
that were scored in the precursor FA. Knee hits
and heavy breathing were not observed in any precursor FA
condition.
673PRECURSORS AND MULTIPLE CONTROL
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Received September 27, 2015
Final acceptance October 2, 2016
Action Editor, Claudia Dozier
MEGAN A. BORLASE et al.674
https://doi.org/10.1002/jaba.7
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https://doi.org/10.1901/jaba.2002.35-125 ANALYSIS OF
PRECURSORS TO MULTIPLY CONTROLLED PROBLEM
BEHAVIOR: A REPLICATIONMETHODParticipant and
SettingPrecursor AnalysisFunctional AnalysisRESULTS AND
DISCUSSIONReferences