Case Study: Stephen Stephen is a young boy with autism who receives most of his education in an inclusive classroom. He speaks in one-and two-word utterances and can say “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system. Although Stephen has demonstrated that he really enjoys group activities, he has lately begun biting his fellow students. In addition, he has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing. A behavior analyst has conducted a structured interview as part of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek attention. Keeping this information in mind, the analyst needs to directly assess Stephen’s behavior. Stephen’s general education teacher, Ms. Gonzales, has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom. The special education teacher, Mr. Kuchar, has not been able to spend much time in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms. Gonzales has requested a meeting with the Child Study Team to discuss the possibility of changing Stephen’s placement. Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned a possible placement change to them. Stephen’s parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt. Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues. Stephen’s behaviors are the most severe. Ms. Gonzales does not feel she can effectively meet Stephen’s needs with regards to his behaviors and keep the other students from being hurt. Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far to support this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents. © 2018 Grand Canyon University. All Rights Reserved. Part 2: The Technical Elements Part 2: The Technical Elements Program Transcript SANDRA HARRIS: Hi, I'm Dr. Sandra Harris. This assignment requires you to address technical elements of the strategic plan. The technical elements includes developing strategic goals, developing strategies for implementing goals, addressing issues of accountability, describing leading indicators of success, identifying performance targets, and developing action plans for each year of the strategic plan. You will find additional instructions for the assignment in the weekly resource. © 2016 Laureate Education, Inc. 1 (Week 7) Assignment: Capston.

1. Case Study: Stephen
Stephen is a young boy with autism who receives most of his
education in an inclusive classroom. He speaks in one-and two-
word utterances and can say “book,” “food,” “more,” “hi,” and
“drink.” However, his main mode of communication is a
picture-exchange system.
Although Stephen has demonstrated that he really enjoys group
activities, he has lately begun biting his fellow students. In
addition, he has begun pinching his teacher during one-on-one
instruction. After he engages in one of these behaviors, he yells,
“It hurts!” and starts laughing.
A behavior analyst has conducted a structured interview as part
of a functional behavior assessment for Stephen. The teacher
and parents’ responses indicate that the function of Stephen’s
aggressive behaviors is to seek attention. Keeping this
information in mind, the analyst needs to directly assess
Stephen’s behavior.
Stephen’s general education teacher, Ms. Gonzales, has
recorded data regarding the frequency of his behaviors, but with
inconsistency as she is the only adult in the classroom. The
special education teacher, Mr. Kuchar, has not been able to
spend much time in the inclusion classroom to support Stephen
and Ms. Gonzales and to observe Stephen’s behavior. Ms.
Gonzales has requested a meeting with the Child Study Team to
discuss the possibility of changing Stephen’s placement.
Ms. Gonzales frequently communicates with Stephen’s parents
and has mentioned a possible placement change to them.
Stephen’s parents do not want him to be pulled out of the
inclusion classroom even though other students are being hurt.
Currently, there are five other students in the inclusion
classroom who receive special education services for behavior

2. issues. Stephen’s behaviors are the most severe. Ms. Gonzales
does not feel she can effectively meet Stephen’s needs with
regards to his behaviors and keep the other students from being
hurt.
Mr. Kuchar agrees that Stephen needs to be placed in a different
classroom to better fit his needs; however, he has realized that
there is inconsistent data collected thus far to support this need.
The school principal also agrees with the suggestion of a
placement change and has asked Mr. Kuchar to set up a meeting
to discuss this with Stephen’s parents.
© 2018 Grand Canyon University. All Rights Reserved.
Part 2: The Technical Elements
Part 2: The Technical Elements
Program Transcript
SANDRA HARRIS: Hi, I'm Dr. Sandra Harris. This assignment
requires you to
address technical elements of the strategic plan. The technical
elements includes
developing strategic goals, developing strategies for
implementing goals,
addressing issues of accountability, describing leading
indicators of success,
identifying performance targets, and developing action plans for

3. each year of the
strategic plan. You will find additional instructions for the
assignment in the
weekly resource.
© 2016 Laureate Education, Inc. 1
(Week 7) Assignment: Capstone Project Part IV: The
Technicals: Developing Strategic Goals
The last element of the strategic plan consists of constructing
the technicals. The technicals element includes items such as
developing strategic goals, strategies, leading indicators of
success, and performance targets. The technical elements
represent the executable part of the strategic plan. As you begin
to develop the technical elements, consider the goals related to
internationalization and alliances.
To prepare:
Review Final Project: Developing a Strategic Plan –Part 2: The
Technical Elements media in the Weekly Resources.
Review the results of your environmental scan and consider
strategic goals that Natasha House, Inc might implement.
Think about how the Natasha House, Inc might leverage
globalization and alliances in its strategic goals.
The Assignment (2–3 pages):
Developing the technical elements for your Capstone Project
will be a two-part Assignment. The first part will be completed
and submitted in Week 7. The second part will be completed
and submitted in Week 8.
For this Assignment in Week 7:

4. Develop your strategic goals (at least three). The goals must
address the following:
Address issues such as globalization and how those issues might
impact the strategic goals of Natasha House, Inc
Identify potential alliances.
Identify opportunities for alliances with other agencies or
organizations.
State why the alliances are important.
Develop strategies for implementing goals. You must identify at
least two strategies for each identified goal.
Address issues of accountability. You must establish how and
who will monitor the execution of the strategic plan. Describe
how you will address accountability for each of the following:
Describe how your leadership will be held accountable for
execution of the strategic plan.
Discuss the following aspects of accountability for employee:
Identify who will be responsible for executing specific aspects
of the strategic plan.
Explain how employee accountability will be tracked.
Client and stakeholder accountability:
Describe the clients’/stakeholders’ roles in accountability.
Discuss actions that will be taken to continually and actively
engage the clients/stakeholders in ensuring accountability
related to executing the strategic plan.
Support your Application Assignment, citing all resources in
APA style, including those in the Learning Resources.
******** Please include abstract and conclusion ********
References
Homan, M. S. (2016). Promoting community change: Making it
happen in the real world (6th ed.). Boston, MA: Cengage.
Chapter 5, “Knowing your Community” (pp. 113–151)
Wronka, J. (2017). Human rights and social justice: Social
action and service for the helping and health professions (2nd
ed.). Thousand Oaks, CA: Sage Publications.

5. Chapter 4, "At-Risk and Clinical Social Action and Service
Strategies Toward the Creation of a Human Rights Culture" (pp.
187–239)
Kyounghae, K., Choi, J. S., Eunsuk, C., Nieman, C. L., Jin Hui,
J., Lin, F. R., & ... Hae-Ra, H. (2016). Effects of community-
based health worker interventions to improve chronic disease
management and care among vulnerable populations: A
systematic review. American Journal of Public Health, 106(4),
e3–e28. doi:10.2105/AJPH.2015.302987.
Johnson, K., & Bonner, M. (2013). Utilizing the six generic
human service competencies and ecological systems theory as a
basis to understanding barriers faced by marginalized clients.
Journal of Human Services, 33(1), 47.