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.
Article effects of multimedia-enhanced instruction on the vocabularysaaraa
This study compared the effects of traditional read-aloud vocabulary instruction versus multimedia-enhanced read-aloud instruction on English-language learners (ELLs) and non-English-language learners. The researchers found that while multimedia instruction provided no additional benefit to non-ELLs, it had a positive effect on ELLs' knowledge of instructional words and general vocabulary. For ELLs in the multimedia condition, the gap in knowledge of instructional words compared to non-ELLs was closed, and the gap in general vocabulary knowledge was narrowed. The results suggest that multimedia support can help support vocabulary learning for ELLs in inclusive classroom settings without negatively impacting non-ELLs.
The document describes a research study that used design-based research (DBR) methods to develop a Mobile-Enabled Language Learning Eco-System (MELLES) to enhance English for Specific Purposes (ESP) listening skills for adult community college students. Over multiple iterative design cycles, the researcher developed a prototype learning platform and identified critical design elements and principles for effective mobile language learning. These included balancing individual and collaborative tasks, authentic real-world activities, and scaffolding from experts. The study contributed to theories of ecological constructivism and provided recommendations for future research using DBR to develop interconnected mobile learning contexts.
11.pervasive developmental disorder not otherwise specifiedAlexander Decker
This document presents a case study analyzing the interaction patterns between a mother and her child diagnosed with Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). The study observed and analyzed a video recorded interaction between the mother and child. It found that the mother's language functions used most frequently were direct directives, closed questions, and open questions. Language modeling and reinforcement of language, which are important for language acquisition, were used less frequently. This suggests the mother's interaction style may be maintaining the child's inadequate language abilities through a lack of modeling and feedback. The study aims to better understand atypical parent-child interaction patterns seen in children with autism spectrum disorders.
Pervasive developmental disorder not otherwise specifiedAlexander Decker
The document discusses a case study of the interaction between a mother and her child diagnosed with Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). It provides background on PDD-NOS and deficits in social reciprocity skills. The study found that the mother's interaction style with her child with PDD-NOS was different than mothers of neurotypical children, which could impact the child's language development.
The document discusses phonemic awareness and its importance in reading instruction. Some key points:
- Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. Explicit instruction can help develop critical levels of phonemic awareness.
- The National Reading Panel found strong evidence that teaching children to manipulate sounds helps them learn to read and spell. Instruction should focus on isolation, identification, blending, segmentation, deletion, addition, and substitution of sounds.
- Effective instruction is explicit, occurs in small groups, and provides scaffolding tailored to individual needs. Between 5-18 hours of phonemic awareness instruction yields significant benefits for reading acquisition.
Lola Nasretdinova talks about autism for the international conference on child disability issues, Bishkek, 1-3 March 2011, Kyrgyzstan.
Лола Насретдинова о спектре аутистических нарушений (на англ.) для международной конференции в Бишкеке 1-3 марта 2011 г.
Sheehy Et Al 4th International Wireless Ready Symposium (1)Paul Herring
Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice. Presentation given to the 4th International Wireless Ready SymposiumDigital Asia: Language, Technology & Community
2010
Article effects of multimedia-enhanced instruction on the vocabularysaaraa
This study compared the effects of traditional read-aloud vocabulary instruction versus multimedia-enhanced read-aloud instruction on English-language learners (ELLs) and non-English-language learners. The researchers found that while multimedia instruction provided no additional benefit to non-ELLs, it had a positive effect on ELLs' knowledge of instructional words and general vocabulary. For ELLs in the multimedia condition, the gap in knowledge of instructional words compared to non-ELLs was closed, and the gap in general vocabulary knowledge was narrowed. The results suggest that multimedia support can help support vocabulary learning for ELLs in inclusive classroom settings without negatively impacting non-ELLs.
The document describes a research study that used design-based research (DBR) methods to develop a Mobile-Enabled Language Learning Eco-System (MELLES) to enhance English for Specific Purposes (ESP) listening skills for adult community college students. Over multiple iterative design cycles, the researcher developed a prototype learning platform and identified critical design elements and principles for effective mobile language learning. These included balancing individual and collaborative tasks, authentic real-world activities, and scaffolding from experts. The study contributed to theories of ecological constructivism and provided recommendations for future research using DBR to develop interconnected mobile learning contexts.
11.pervasive developmental disorder not otherwise specifiedAlexander Decker
This document presents a case study analyzing the interaction patterns between a mother and her child diagnosed with Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). The study observed and analyzed a video recorded interaction between the mother and child. It found that the mother's language functions used most frequently were direct directives, closed questions, and open questions. Language modeling and reinforcement of language, which are important for language acquisition, were used less frequently. This suggests the mother's interaction style may be maintaining the child's inadequate language abilities through a lack of modeling and feedback. The study aims to better understand atypical parent-child interaction patterns seen in children with autism spectrum disorders.
Pervasive developmental disorder not otherwise specifiedAlexander Decker
The document discusses a case study of the interaction between a mother and her child diagnosed with Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). It provides background on PDD-NOS and deficits in social reciprocity skills. The study found that the mother's interaction style with her child with PDD-NOS was different than mothers of neurotypical children, which could impact the child's language development.
The document discusses phonemic awareness and its importance in reading instruction. Some key points:
- Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. Explicit instruction can help develop critical levels of phonemic awareness.
- The National Reading Panel found strong evidence that teaching children to manipulate sounds helps them learn to read and spell. Instruction should focus on isolation, identification, blending, segmentation, deletion, addition, and substitution of sounds.
- Effective instruction is explicit, occurs in small groups, and provides scaffolding tailored to individual needs. Between 5-18 hours of phonemic awareness instruction yields significant benefits for reading acquisition.
Lola Nasretdinova talks about autism for the international conference on child disability issues, Bishkek, 1-3 March 2011, Kyrgyzstan.
Лола Насретдинова о спектре аутистических нарушений (на англ.) для международной конференции в Бишкеке 1-3 марта 2011 г.
Sheehy Et Al 4th International Wireless Ready Symposium (1)Paul Herring
Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice. Presentation given to the 4th International Wireless Ready SymposiumDigital Asia: Language, Technology & Community
2010
A review on ipce and pec measurements and materials p.basnetPradip Basnet
The slides show how to measure the photoelectrochemical (PEC) properties of a light-active photocatalyst (usually semiconductor) and current literature summary for water splitting using sunlight.
The document discusses effective strategies for technical report writing and presentations. It covers defining the purpose, analyzing the audience, organizing the content into an introduction, main body and conclusion with clear transitions. Additional tips include preparing an outline, using visual aids, understanding delivery styles, handling questions, and using effective vocal techniques like volume, pace and pronunciation. The overall focus is on planning an effective presentation through audience analysis, clear organization and structure, and strong delivery skills.
Pecs Picture Exchange Communication Systemguest224f148
PECS (Picture Exchange Communication System) is a communication system that uses pictures to help nonverbal people communicate. It involves a two-tier certification process and benefits people of all ages with autism or other developmental disabilities by enabling them to create sentences. PECS teaches functional communication through a six-phase process where individuals learn to exchange pictures representing wants and needs. This helps reduce frustration and allows people to express themselves, get help, and function better in society.
Why do neurodevelopmental disorders co-occur?Dorothy Bishop
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
Writing a Report (Tips and Sample of Reports)Po Po Tun
This document provides guidance on writing a report to the principal. It discusses the purpose and format of such a report. The report is a formal account of an incident addressed to the principal to allow for investigation and action. The suggested format includes addressing the recipient, including the sender's name, subject and date. The report should be written in sections and past tense. It ends with a clear conclusion and inference. An example question is provided where a student would write a report to the principal on the lack of interest in sports among classmates and provide suggestions to address the problem.
The document discusses the typical parts and structure of a report. It outlines the key sections as the title page, table of contents, executive summary, introduction, findings, conclusions, recommendations, bibliography/references, and appendices. It focuses on explaining the introduction section in detail. The introduction typically includes the purpose, background, method of investigation, and scope. It provides examples and emphasizes using the present tense for purpose and past tense for background. The method discusses primary and secondary sources of data.
This document discusses a study that examined the effects of modern and Sanskrit schooling on the development of metacognition and spatial skills in students. The study tested 36 students from Sanskrit schools and 36 from western schools in India on spatial tasks and a metacognition inventory. It found significant differences between the groups, so it also tested the teachers with a metacognition inventory. Metacognition refers to knowledge about one's own cognitive processes and regulation of cognition. Schooling and cultural contexts can influence metacognitive development through social interactions and instructional styles. There are challenges to accurately measuring metacognition across cultures.
Running Head MANAGEMENT OF AUTISM IN CHILDREN .docxcowinhelen
Running Head: MANAGEMENT OF AUTISM IN CHILDREN 1
MANAGEMENT OF AUTISM IN CHILDREN 2
Autism spectrum disorder in Toddlers
Name of student
Institution Affiliation
Literature review
After conducting an investigation on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children (Pack, C.J, et al., 2012) came to the conclusion that, kids diagnosed with autism had challenges related to daily social skills and behavioural complications. He proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills. However, according to a study by (Tager-Flusberg, et al., 2010) and (Ellawadi, A.B, et al., 2015), from their investigation on socialisation abilities of autistic toddlers and the variances in variables assumed to affect communication advancements at various ideal stages. They organised the toddler’s based on verbal communication standards to survey the variances on the chosen variables through the standardisation groupings. From the investigation they found that verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development.
Besides, (Ellis Weimer, et al., 2010) described premature socialisation abilities among children suffering from Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive. These results contradict those of (Ventola, P, et al., 2007) in their study. Ventola related the conduct of children suffering from autism spectrum disorder to general developmental delay. They came to the conclusion that the two categories of children shared a variety of related characteristics but still there were specific behavioural change that distinguished the two categories of children’s.
Another study by (Drew, A, et al 2007) through the means of Social Communication Assessment for Toddlers with Autism (SCATA) which measured communication skills on the two groups of children found to be suffering from the autism spectrum disorder came to the conclusion that the regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals.
Problem statement
Complains by parents about their growing children especially of age 4-12 years having a challenge on social skills with people have i ...
Storybook Interventions and Signing DHH Children's Vocabularyjwtrussell
Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
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.
11.effectiveness of social stories in children with semantic pragmatic disorderAlexander Decker
This document summarizes a study that examined the effectiveness of social stories in reducing undesirable behaviors in children with semantic pragmatic disorder. The study involved two subjects aged 9 and 11 years old. A baseline assessment was conducted to identify target behaviors. Social stories were then used as an intervention and behaviors were rated before, immediately after, and at a 3-month follow up. Results found that the undesirable behaviors decreased significantly after social stories by 20-100% and most improvements were maintained at follow up. The study demonstrated social stories can be an effective therapy for reducing problematic behaviors associated with semantic pragmatic disorder.
Effectiveness of social stories in children with semantic pragmatic disorderAlexander Decker
1. The document examines the effectiveness of using social stories to treat semantic pragmatic disorder in children. It describes a study that used social stories to target undesirable behaviors in two subjects aged 9 and 11.
2. The study found social stories reduced the severity of undesirable behaviors by 20-100% immediately after treatment and at a 3-month follow up. Parents and teachers reported large decreases in problematic behaviors.
3. The conclusions are that social stories can be an effective therapy for reducing undesirable behaviors associated with semantic pragmatic disorder. However, more research with larger samples is still needed.
This document outlines a proposed intervention project to improve the attitude towards reading of a Year 2 student with Autism. The student, named Alex, has a poor attitude towards reading and avoids literacy tasks. The intervention will involve creating five multimodal "readers" tailored to Alex's science interests over ten days. Data on Alex's reading attitude will be collected before and after through tests and observations to analyze the effectiveness of student-directed texts in improving his reading attitude. Relevant literature on reading attitude, Autism, and mobile technologies will inform the project's design.
Assistive Technology for Students with Learning Disabilities.pdfYolanda Ivey
This document summarizes a study that investigated the effectiveness of the Livescribe Pen (LSP) assistive technology tool for a student with dyslexia. The study found that while the LSP was primarily used for note-taking and as an audio tool, it also had positive impacts on the student's academic success and independence. Teachers, parents, and the student reported higher aspirations for the student than previously thought possible and that the LSP allowed more time for social activities and developing homework strategies. The study also highlighted the importance of support communities and fostering self-determination for students with disabilities.
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.
Anecdotal Records Valuable Tools For Assessing Young Children S DevelopmentKelly Taylor
Sammy, aged 2 years 9 months, explored color paddles and correctly identified that yellow and blue paddles make green. At age 3, Sammy climbed into and out of a large wagon without assistance, lifting each leg into and out of the wagon. Anecdotal records involve objectively documenting children's behaviors and development over time to inform curriculum planning, communicate with families, and identify potential delays.
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILLkarenahmanny4c
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
The document discusses the relationship between symbols and referents. A symbol is something like language (writing, speech) that represents or stands for something else, while a referent is whatever thing, event, or situation in the real world that the language refers to. For example, when someone reads the word "chair" in a text, they associate it with the type of object they have experienced. The paper examines how young children learn symbolic and taxonomic relationships through interactive social contexts and conceptual information provided by more experienced individuals. It finds that comparative information and corrective feedback can help children develop taxonomies, while providing information alone is not enough.
Cognition, culture, & learning media presentation ruether s educ 8401drruether
Cognitive and Educational Neuroscientists study how the brain develops and learns in order to help teachers understand their students. New technology provides opportunities to individualize instruction for each student, including supplemental ways to build vocabulary and reading skills for English language learners. While all children develop important reading skills like phonological awareness, a child's experiences early in life and socioeconomic background can greatly impact their academic achievement. As educators, it is important we consider how to support students from all backgrounds in developing executive functioning and literacy.
A review on ipce and pec measurements and materials p.basnetPradip Basnet
The slides show how to measure the photoelectrochemical (PEC) properties of a light-active photocatalyst (usually semiconductor) and current literature summary for water splitting using sunlight.
The document discusses effective strategies for technical report writing and presentations. It covers defining the purpose, analyzing the audience, organizing the content into an introduction, main body and conclusion with clear transitions. Additional tips include preparing an outline, using visual aids, understanding delivery styles, handling questions, and using effective vocal techniques like volume, pace and pronunciation. The overall focus is on planning an effective presentation through audience analysis, clear organization and structure, and strong delivery skills.
Pecs Picture Exchange Communication Systemguest224f148
PECS (Picture Exchange Communication System) is a communication system that uses pictures to help nonverbal people communicate. It involves a two-tier certification process and benefits people of all ages with autism or other developmental disabilities by enabling them to create sentences. PECS teaches functional communication through a six-phase process where individuals learn to exchange pictures representing wants and needs. This helps reduce frustration and allows people to express themselves, get help, and function better in society.
Why do neurodevelopmental disorders co-occur?Dorothy Bishop
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
Writing a Report (Tips and Sample of Reports)Po Po Tun
This document provides guidance on writing a report to the principal. It discusses the purpose and format of such a report. The report is a formal account of an incident addressed to the principal to allow for investigation and action. The suggested format includes addressing the recipient, including the sender's name, subject and date. The report should be written in sections and past tense. It ends with a clear conclusion and inference. An example question is provided where a student would write a report to the principal on the lack of interest in sports among classmates and provide suggestions to address the problem.
The document discusses the typical parts and structure of a report. It outlines the key sections as the title page, table of contents, executive summary, introduction, findings, conclusions, recommendations, bibliography/references, and appendices. It focuses on explaining the introduction section in detail. The introduction typically includes the purpose, background, method of investigation, and scope. It provides examples and emphasizes using the present tense for purpose and past tense for background. The method discusses primary and secondary sources of data.
This document discusses a study that examined the effects of modern and Sanskrit schooling on the development of metacognition and spatial skills in students. The study tested 36 students from Sanskrit schools and 36 from western schools in India on spatial tasks and a metacognition inventory. It found significant differences between the groups, so it also tested the teachers with a metacognition inventory. Metacognition refers to knowledge about one's own cognitive processes and regulation of cognition. Schooling and cultural contexts can influence metacognitive development through social interactions and instructional styles. There are challenges to accurately measuring metacognition across cultures.
Running Head MANAGEMENT OF AUTISM IN CHILDREN .docxcowinhelen
Running Head: MANAGEMENT OF AUTISM IN CHILDREN 1
MANAGEMENT OF AUTISM IN CHILDREN 2
Autism spectrum disorder in Toddlers
Name of student
Institution Affiliation
Literature review
After conducting an investigation on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children (Pack, C.J, et al., 2012) came to the conclusion that, kids diagnosed with autism had challenges related to daily social skills and behavioural complications. He proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills. However, according to a study by (Tager-Flusberg, et al., 2010) and (Ellawadi, A.B, et al., 2015), from their investigation on socialisation abilities of autistic toddlers and the variances in variables assumed to affect communication advancements at various ideal stages. They organised the toddler’s based on verbal communication standards to survey the variances on the chosen variables through the standardisation groupings. From the investigation they found that verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development.
Besides, (Ellis Weimer, et al., 2010) described premature socialisation abilities among children suffering from Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive. These results contradict those of (Ventola, P, et al., 2007) in their study. Ventola related the conduct of children suffering from autism spectrum disorder to general developmental delay. They came to the conclusion that the two categories of children shared a variety of related characteristics but still there were specific behavioural change that distinguished the two categories of children’s.
Another study by (Drew, A, et al 2007) through the means of Social Communication Assessment for Toddlers with Autism (SCATA) which measured communication skills on the two groups of children found to be suffering from the autism spectrum disorder came to the conclusion that the regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals.
Problem statement
Complains by parents about their growing children especially of age 4-12 years having a challenge on social skills with people have i ...
Storybook Interventions and Signing DHH Children's Vocabularyjwtrussell
Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
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.
11.effectiveness of social stories in children with semantic pragmatic disorderAlexander Decker
This document summarizes a study that examined the effectiveness of social stories in reducing undesirable behaviors in children with semantic pragmatic disorder. The study involved two subjects aged 9 and 11 years old. A baseline assessment was conducted to identify target behaviors. Social stories were then used as an intervention and behaviors were rated before, immediately after, and at a 3-month follow up. Results found that the undesirable behaviors decreased significantly after social stories by 20-100% and most improvements were maintained at follow up. The study demonstrated social stories can be an effective therapy for reducing problematic behaviors associated with semantic pragmatic disorder.
Effectiveness of social stories in children with semantic pragmatic disorderAlexander Decker
1. The document examines the effectiveness of using social stories to treat semantic pragmatic disorder in children. It describes a study that used social stories to target undesirable behaviors in two subjects aged 9 and 11.
2. The study found social stories reduced the severity of undesirable behaviors by 20-100% immediately after treatment and at a 3-month follow up. Parents and teachers reported large decreases in problematic behaviors.
3. The conclusions are that social stories can be an effective therapy for reducing undesirable behaviors associated with semantic pragmatic disorder. However, more research with larger samples is still needed.
This document outlines a proposed intervention project to improve the attitude towards reading of a Year 2 student with Autism. The student, named Alex, has a poor attitude towards reading and avoids literacy tasks. The intervention will involve creating five multimodal "readers" tailored to Alex's science interests over ten days. Data on Alex's reading attitude will be collected before and after through tests and observations to analyze the effectiveness of student-directed texts in improving his reading attitude. Relevant literature on reading attitude, Autism, and mobile technologies will inform the project's design.
Assistive Technology for Students with Learning Disabilities.pdfYolanda Ivey
This document summarizes a study that investigated the effectiveness of the Livescribe Pen (LSP) assistive technology tool for a student with dyslexia. The study found that while the LSP was primarily used for note-taking and as an audio tool, it also had positive impacts on the student's academic success and independence. Teachers, parents, and the student reported higher aspirations for the student than previously thought possible and that the LSP allowed more time for social activities and developing homework strategies. The study also highlighted the importance of support communities and fostering self-determination for students with disabilities.
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.
Anecdotal Records Valuable Tools For Assessing Young Children S DevelopmentKelly Taylor
Sammy, aged 2 years 9 months, explored color paddles and correctly identified that yellow and blue paddles make green. At age 3, Sammy climbed into and out of a large wagon without assistance, lifting each leg into and out of the wagon. Anecdotal records involve objectively documenting children's behaviors and development over time to inform curriculum planning, communicate with families, and identify potential delays.
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILLkarenahmanny4c
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
The document discusses the relationship between symbols and referents. A symbol is something like language (writing, speech) that represents or stands for something else, while a referent is whatever thing, event, or situation in the real world that the language refers to. For example, when someone reads the word "chair" in a text, they associate it with the type of object they have experienced. The paper examines how young children learn symbolic and taxonomic relationships through interactive social contexts and conceptual information provided by more experienced individuals. It finds that comparative information and corrective feedback can help children develop taxonomies, while providing information alone is not enough.
Cognition, culture, & learning media presentation ruether s educ 8401drruether
Cognitive and Educational Neuroscientists study how the brain develops and learns in order to help teachers understand their students. New technology provides opportunities to individualize instruction for each student, including supplemental ways to build vocabulary and reading skills for English language learners. While all children develop important reading skills like phonological awareness, a child's experiences early in life and socioeconomic background can greatly impact their academic achievement. As educators, it is important we consider how to support students from all backgrounds in developing executive functioning and literacy.
Cognition, culture, & learning media presentation ruether s educ 8401drruether
Cognitive and Educational Neuroscientists study how the brain develops and learns in order to help teachers understand their students. New technology provides opportunities to support reading development and build vocabulary for all students, including English language learners. While early experiences and socioeconomic status impact development, technology can help mitigate these factors if used to supplement instruction. Teachers should learn about their diverse students' cultures and language needs.
Video analysis of mother-child interactions: The role of experienced clinicia...HEARnet _
Poster presented at the 201 4 Speech Pathology National Conference at the Crown Conference Centre Melbourne (18-21 May 2014).
Poster title: Video analysis of mother-child interactions: The role of experienced clinicians in post cochlear implantation habilitation.
IMPROVING THE COMMUNICATION FOR CHILDREN WITH SPEECH DISORDERS USING THE SMAR...ijaia
An attempt is made to develop a smart toy to help the children suffering with communication disorders. The children suffering with such disorders need additional attention and guidance to understand different types of social events and life activities. Various issues and features of the children with speech disorders are identified in this study and based on the inputs from the study, a working architecture is proposed with suitable policies. A prediction module with a checker component is designed in this work to produce alerts in at the time of abnormal behaviour of the child with communication disorder. The model is designed very sensitively to the behaviour of the child for a particular voice tone, based on which the smart toy will change to tones automatically. Such an arrangement proved to be helpful for the children to improve the communication with other due to the inclusion of continuous training for the smart toy from the prediction module.
A 10-year-old nonverbal Greek boy, C.Z., who had beendiagnos.docxransayo
A 10-year-old nonverbal Greek boy, C.Z., who had been
diagnosed with both bilateral sensorineural profound hear-
ing loss and autism, was taught to use the Picture Exchange
Communication System (PECS), with some modifications and
extensions, over a 4-month intensive intervention period. C.Z.’s
original communication and behavioral status as well as the
PECS application process are presented, along with the
communicative, language, and psychosocial outcomes follow-
ing the intervention program. Follow-up data were collected
6 months post.
Little research has focused on the coexistence of hearingloss and autism in children (Gillberg & Steffenburg,1993; Gordon, 1991; Jure, Rapin, & Tuchman, 1991).
Epidemiological studies reveal higher comorbidity rates than
would be expected in the general population (Gordon; Jure
et al.). As Konstantareas and Homatidis (1987) reported, au-
ditory peculiarities and abnormalities in children with autism
have often been noted, yet no systematic and reliable data have
been collected on the frequency of hearing loss or peripheral
ear problems in this population. Generally, hearing problems
are reported more frequently in people with neurological and
developmental disorders than in those without such diagnoses
(van Schrojenstein Lantman-de Valk, 1997). Autism has also
been reported to occur more often in children with viral-
related diseases known to affect hearing, such as congenital ru-
bella (Chess, 1971) and congenital cytomegalovirus infection
(Stubbs, Ash, & Williams,1984).
The prevalence of autism is 30–40 cases in 100,000 (i.e.,
0.3%–0.4%; Rutter, 2005) while the prevalence of hearing loss
in the general population under 45 years of age is 4% (Nadol,
1993) and 2% of newborn infants experience bilateral hearing
loss with 0.7% in the moderate to profound range (Conn-
Wesson et al., 2000). Based on these studies, it can be con-
cluded that the incidence of hearing loss in children with
autism, as well as the incidence of autism in children with hear-
ing loss, is greater than the one found in typically developing
populations. Jure et al. (1991) found that 61 out of 1,150 chil-
dren with hearing impairments met the criteria for a diagnosis
of autism, or 5.3% of the population of individuals with hear-
ing impairments. In another Swedish study, Rosenhall, Nor-
din, Sandstrom, Ahlsen, and Gillberg (1999) reported on au-
diological examinations of 199 children with autism; 7.9% of
them were found to exhibit mild to moderate hearing loss, and
3.5% had severe or profound hearing losses.
Despite the high comorbidity of autism and hearing loss,
few studies have used complete audiometrical battery tests
(i.e., combined measures of pure tone audiometry and tym-
panometry) to assess the hearing status of children with autism
(Smith, Miller, Stewart, Walter, & McConnell, 1988). The
small number of studies may be explained by the observation
that hearing assessment is very difficult in cases of combined
autism and hear.
Similar to Brief Report: Increasing Communication Skills for an Elementary-Aged Student with Autism Using the Picture Exchange Communication System (20)
Este documento trata sobre los derechos humanos y las mujeres importantes en la historia. Explica la creación de los derechos humanos, los distintos tipos de derechos como los civiles y políticos y los económicos, sociales y culturales. También describe los derechos humanos de las mujeres y destaca a nueve mujeres notables como Juana de Arco, Emilia Pardo Bazán, Marie Curie, Virginia Woolf, Dolores Ibárruri, Frida Kahlo, Edith Piaf, Marilyn Monroe y Grace Kelly.
ENFOQUE DE ATENCIÓN MULTIDISCIPLINAR A UN USUARIO CON ESCLEROSIS TUBEROSA (A...David Pastor Calle
ENFOQUE DE ATENCIÓN MULTIDISCIPLINAR A UN USUARIO
CON ESCLEROSIS TUBEROSA.
Ana Castro Zubizarreta* y Sonia Fernández Ezquerra **
* Licenciada en Psicopedagogía. Universidad de Cantabria. Fundación Obra San Martín. Asociación Cantabria para las Neurofibromatosis y otras Enfermedades Raras
** Licenciada en Psicología. Fundación Obra San Martín.
Comunicación con P.E.C.S. como regulación de la conducta - Rita M. Arteta y P...David Pastor Calle
En la presente comunicación se expone un ejemplo de introducción del
sistema P.E.C.S. como forma de comunicación para un alumno, en el que dado
su historial y características personales, no era viable otra fórmula de
comunicación.
Neurobiologia del autismo - J.Enrique Álvarez AlcántaraDavid Pastor Calle
Este documento presenta un resumen de los fundamentos neurobiológicos del autismo infantil. En 3 oraciones: Explica que el autismo infantil fue reconocido como un trastorno legítimo a partir de las descripciones de Kanner y Asperger en la década de 1940, pero aún plantea desafíos de comprensión, explicación y educación. También destaca la necesidad de apoyar a las familias y profesionales que trabajan con niños autistas.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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
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.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. 226 Kravits, Kamps, Kemmerer, and Potucek
icons and generalization to novel school settings Measurement
(Schwartz, Garfinkle, & Bauer, 1998). Verbalizations
increased for talkers but not for nonverbal children The frequency of spontaneous language including
in the study. The purpose of the current study was to requests (i.e., words or approximations asking for items
(a) evaluate the effectiveness of teaching PECS on the or help), comments (i.e., labeling or describing items,
spontaneous communication of an elementary-aged situations), or expansions (adding new elements to pre-
child with autism, (b) determine feasibility of use by vious utterances) was selected as the target behavior
the mother, classroom teachers, and peers across home (dependent variable) to be treated with the PECS.
and school environments, and (c) note effects in con- Requests and comments were counted only if they
junction with social skills training for social interaction occurred without prompting (i.e., no instruction, ques-
behaviors. tion within 5 seconds prior).
Data were collected by the experimenters for lan-
guage behaviors that occurred within 10-minute sam-
METHOD
ple periods. When the student communicated, the
observer recorded what the student communicated, the
Participant, Settings, Materials
mode (e.g., verbal, symbol, sign), the function (e.g.,
Molly was a 6-year-old girl with a diagnosis of request, comment), and to whom (i.e., adult or peer) the
autism. She was integrated, with the assistance of a para- student was communicating. Repeated verbalizations
professional, in a half-day kindergarten program in the were recorded as one communicative episode, ending
public school. In addition, she received 30–60 minutes after a 5-second pause.
of special education services per day from the learning Social interaction data were collected in 5-minute
center teacher and language therapist. Molly’s score on intervals using a laptop computer programmed with the
the Vineland indicated a 2 years 8 months performance Multi Option Observation System for Experimental
level. Scores on the Wechsler Preschool and Primary Studies (MOOSES) developed by Tapp, Wehby, and
Scale of Intelligence (WPPSI-R) were within the 27th Ellis (1992). This system was used to code the dura-
percentile for verbal behavior and the 1st percentile for tion of interaction between Molly and her peers or the
adaptive behavior. Her developmental age was 2–2.5 adults in her environment. Once an interaction (i.e., ini-
years on the Psychoeducational Profile-Revised (PEP- tiation followed by a response within 5 seconds) was
R). When prompted, Molly communicated using 1- to observed, it was keyed in and continuously recorded
2-word utterances (e.g., “Want cookie”), but her speech until the observer keyed the end of the interaction; see
was difficult to understand, and her frequency of initi- prior reports for program description (Kamps, Potucek,
ations was very low. She also used gestures and eye con- Gonzalez-Lopez, Kravits, & Kemmerer, 1997).
tact to communicate, but she initiated and used more Language samples and social interaction data were
verbalizations at home with her mother than with teach- collected at least once every session across all settings
ers or peers at school. Thus, the PECS was chosen to (i.e., two times a week in journal time and centers, two
provide Molly with an effective communication system or three times a week at home).
across settings and to increase her spontaneous initia- Interobserver agreement was collected for each
tions and interactions with others in her environment. language variable for 11% of the observation sessions.
Settings for the study included leisure and snack The mean percentage of agreement for content of the
time in Molly’s home and play periods with peers dur- verbalizations was 93% in baseline and 91% in inter-
ing journal (writing/coloring in notebooks followed by vention; 97% in baseline for mode (icon versus sign ver-
play) and center activities (free play) at school. All set- sus verbal) and 96% in intervention; and 89% in
tings were similar to free time with play with others as baseline for function (i.e., spontaneous request versus
a primary activity and the inclusion of peers at school. comment) and 86% in intervention. Reliability was
Materials consisted of food (e.g., popcorn, candy, soda, computed on an item-by-item basis, with the number
cookies), toys (e.g., Casio piano, Koosh Balls, Slinkys, of agreements divided by the number of agreements
markers, Silly Putty), and games (e.g., Don’t Break the plus disagreements. Reliability for social interaction
Ice). Graphic symbols/icons (line drawings) of items data for 14% of the MOOSES files was computed me-
were taken from the Mayer-Johnson Picture Commu- chanically using software that matched the files of the
nication Symbols (1990) or were hand drawn (2 2- primary and second observers with the mean agreement
inch black and white). at 86%.
3. PECS 227
Design and Procedures Phase I, Physically-Assisted Exchange, consisted of
teaching Molly to initiate a communicative exchange
A multiple baseline design across settings (Baer,
by giving her a picture of a desired item/activity to the
Wolf, & Risley, 1968) was used to document treatment
trainer. Training consisted of placing the item slightly
effectiveness. The experimental conditions included
out of her reach. When she reached for the item, a
two baseline conditions and two treatment phases that
prompter (seated behind Molly) assisted her using
occurred during play activities at home and school.
“hand over hand” to pick up the picture and hand it to
the trainer. If she did not reach within 3–4 seconds, the
Baseline (A1)
trainer prompted from behind. The receiving trainer
Molly was observed while in play situations across held out her hand serving as a cue. Once the picture
all settings before teaching using the PECS. Reinforcer touched the hand of the receiving trainer, the trainer
assessment was also conducted once before beginning stated “Oh, you want _____,” and the requested item
baseline. Then in baseline, sessions included a variety was given to the student. Delays were increased to pro-
of available materials, including those noted as pre- mote spontaneity and discrimination. The criterion for
ferred items from the reinforcer assessment. These were Phase I consisted of Molly exchanging the pictures in-
available without contingent requests during the play dependently without the prompter’s assistance and
time. Data were collected on the frequency of Molly’s without the open hand cue from the trainer for 80% of
spontaneous language and social interaction across the teaching period trials (typically 5–10 each session,
4 weeks in all settings (i.e., home, centers, and journal with 17 trials in the initial session to teach picking up
time). Verbalizations to Molly were typical to the set- the icon and the exchange). Phase II, Expanding Spon-
tings (i.e., directions for the activity, some questions taneity, consisted of three steps: the introduction of the
regarding her needs, general commenting). The school communication board (pictures attached with Velcro),
activities were more independent play with occasional an increase in the distance of the receiving trainer and
adult interactions, whereas the mother engaged in more Molly, and an increase in the distance of the board from
chatting during the leisure activities with general com- Molly. Again, 80% correct, independent requesting was
menting and some contingent questioning (e.g., “What the criterion. Phase III, Discrimination of Pictures,
do you want?”). consisted of discrimination between multiple pictures
on the communication board, correspondence checks
Baseline (A2) (use of icons to force correct discriminations based
upon preferences), and picture size reduction (initial
During the second baseline condition, the com-
size 2 2 inches, then 1 1 inches). Phases I–III
munication board with symbols was introduced across
were taught to criterion in the home setting, and then
all environments, but Molly was not prompted to use
treatment was implemented in classroom settings.
it. Data were collected under the same conditions as
All sessions consisted of both teaching periods and
those described in the A1 condition across 1 week at
play periods. The procedures of the PECS were taught
home, 12 weeks during centers, and 17 weeks during
during the teaching periods (5–10 trials, approximately
journal time.
5 minutes) immediately followed by the free play pe-
riods (15–20 minutes), during which a choice of items
Treatment (B)
and activities was available for play contingent on re-
The PECS was implemented during play activities questing using the PECS (the same materials as avail-
across all settings following procedures as outlined in able in baseline, with new items assessed periodically).
the manual (Frost & Bondy, 1994). The PECS is an Peers at school also received brief training in use of the
AAC system that uses a variety of behavioral tech- PECS with Molly. Data were collected under the same
niques to teach children to communicate. These tech- conditions as those described in the A1 and A2 condi-
niques are incorporated into six teaching phases that tions, during the play periods after training. Note that
target different components of communication (i.e., initially during PECS training in the home, reinforcer
spontaneous requesting, discriminating, building sen- assessment was conducted before training and those
tence structure, responding to questions). Phases I–III materials were used in training. When free play began,
as outlined in the training protocol were conducted in however, the mother chose an activity that typically
this study, including reinforcer assessment at the be- was not an activity from those determined as reinforcers
ginning of each training session (Frost & Bondy, 1994). based on assessment. Although preferred items from
4. 228 Kravits, Kamps, Kemmerer, and Potucek
the assessment were still available, the mother directed
Molly to use the item she selected, rather than allow-
ing Molly to choose her activity. Thus, beginning with
the 13th session of the home intervention phase, Molly
was allowed to choose (with the icon initiation) which
items to use during free play. A total of 71 trials over
five training periods was required to reach criterion for
Phases I–III at home, 41 trials over eight sessions were
required in centers, and 15 trials over five sessions were
required in journal time. Once criteria for the phases
were reached, reinforcer assessment and a minimum of
five training trials continued at the beginning of ses-
sions; however, the time for training became much
shorter over time as Molly mastered initiations with
PECS.
Social Intervention with the PECS (C)
During this condition, the PECS was used in com-
bination with social skills training to increase the du-
ration of Molly’s interaction with her peers. Molly’s
peers were instructed on how to keep her engaged dur-
ing game playing situations (games were used in place
of free choice activities). Peer training was conducted
for four sessions, followed by peer practice (i.e., a few
minutes of models and reminders) conducted before
each play/leisure period. Social skills included sharing
materials, taking turns, asking and answering questions,
and extending the play interactions. Training included
defining the skill, modeling, and practice trials with the
peers and Molly. Data were collected under the same
conditions as described. Fig. 1. Total frequency of spontaneous icon-based language and
icon-plus verbals (i.e., requests, comments, and expansions) across
settings.
RESULTS AND DISCUSSION
As displayed in Figure 1, the total frequency of curred in all settings, with 38 learned icons and
spontaneous language using icons or icons plus ver- 4–8 icons used during 10-minute intervention sessions.
bals per 10-minute session increased during settings Intelligible verbalizations also showed increases in two
when the PECS treatment conditions were imple- of three settings, home and journal time, with a range
mented. Effects were consistent across home and school of 15–16 at home and 5–8 at school. Thus, spontaneous
and when PECS was used by the mother, teachers, and language, which often included icon use but also in-
peers. No use of icons was demonstrated during base- cluded some verbal language without the icons, in-
line (although icons were present), and with the PECS creased with the intervention. At home, Molly averaged
instructional protocol, Molly demonstrated successful 8–9 initiations during play in baseline (all verbal) and
use of the augmentative system. An increase in initia- 18 during PECS (icons and verbals). During school cen-
tions at home was noted when materials from the rein- ters, Molly averaged 3–5 initiations in baseline, with
forcer assessment and training were also available increases to 11 during the intervention. During journal
during free play, indicating choice as a critical aspect time, similar effects were noted with a mean of 4 –7
to increasing spontaneity within PECS. initiations in baseline and 14 during intervention. These
Table I. presents mean data by condition for use findings indicate that increased spontaneous language
of icons, as well as spontaneous verbalizations and du- included both increased verbalizations and icon use in
ration of social interaction. Reliable use of icons oc- two settings. The t tests indicated significantly more
5. PECS 229
Table I. Means of Behaviors by Session tively). These increases reflect increased contact with
a small number of peers rather than increases in the
A1 A2 B C
number of peers contacted.
Mean frequency of icon use
Home 0 0 5.2 4
Centers 0 0 4.4 6.5 SUMMARY
Journal time 0 0.8 7.8 7.6
Mean frequency of intelligible verbalizations This study provided an empirical demonstration of
Home 9.6 5.8 15.5 16
the effectiveness of PECS in increasing spontaneous
Centers 2.5 5.3 7.2 5.8
Journal time 6.0 3.8 6.5 8.3 communication skills for a young child with autism.
Mean frequency of initiations = icon verbalizations or These findings are consistent with descriptive reports
icons verbalizations or verbalizations alone (e.g., Bondy & Frost, 1994; Schwartz et al., 1998) and
Home 9.9 8.0 17.4 19.0 experimental reports documenting specific strategies
Centers 2.5 5.2 11.2 11.0
such as the use of child preference/choice and time
Journal time 7.7 4.3 14.2 14.3
Mean duration of social interaction with peers delay tactics in language intervention (e.g., Dyer, 1989;
(300 seconds total time) Halle, 1982; Koegel et al., 1987). Findings expand prior
Home 38 0 16 54 studies by including an older child (kindergarten age)
Centers 71 31 54 173 and by including the home as an intervention setting.
Journal time 60 26 146 183
Experimenters also noted that Molly’s use of the sys-
tem helped her become a much more spontaneous per-
son using the icons in home and school activities. The
duration of Molly’s peer interactions increased in jour-
initiations (df 1, F 114.9, p .01) and verbal- nal time, and the frequency increased in both, from 0
izations (df 1, F 30.1, p .01) during interven- to 2 in baseline to 7 in centers and 13 in journal time
tion sessions over baseline sessions. Observations also using the PECS, clear documentation for the social va-
indicated, however, that Molly did not significantly in- lidity of the system in school. Before the PECS, ob-
crease the range of spoken vocabulary during inter- served communication was nonverbal, more passive
vention. For younger children, it has been reported that (e.g., gestures, smiles), and primarily directed toward
if verbal language begins, it generally occurs after ap- the adults. It is unclear, however, what social effects
proximately a year in the PECS program (Bondy, Hoff- were from PECS alone versus PECS plus the social
man, & Glassberg, 1999). Thus, this case was not a skills booster sessions. Limitations thus include the
reliable one for study of the PECS in regards to verbal confound of the social skills enhancement, a confound
language acquisition due to (a) prior verbal language to PECS alone as an intervention, and no generaliza-
by Molly as exhibited in baseline and (b) length of the tion or follow-up probes. Future research with PECS
intervention. should include (a) implementation with multiple par-
The duration of social interaction with peers (see ticipants and those with varying levels of functioning,
Table I) was also monitored to note treatment effects. (b) long-term study of PECS with completion of the
Minimal changes were noted at home for interaction training protocol (advancement through all six training
time with use of the PECS, but this is likely an effect phases) and use of PECS across longer periods of the
of opportunity as Molly’s brother was the only “peer” school day, and (c) alternative social interventions in
available at home, with an occasional friend from combination with the PECS.
school. At school, however, increases were only noted
with PECS intervention in one of two settings ( journal
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