Diabetes affects a growing number of Americans. An Advanced practice nurse working in a local hospital is part of a collaborative of community agencies strategically addressing diabetes from a community perspective.
1. What social determinants of health should the community look at in relation to risk or incidence of diabetes?
2. What resources could the APRN use to identify different outcomes related to diabetes?
3. What outcomes related to diabetes are of most interest to the community members?
4. Using the AHRQ’S Healthcare Quality and Disparities Report Data Query (nhqrnet.ahrq.gov/inhqrdr/data/submit), what related national and state level data are available to the APRN?
Respond with a minimum of two (2) paragraphs of 4-5 sentences each.
1. You should address each bullet point in the exercise you select.
2. Your work should have in-text citations integrating at a minimum one scholarly article from this week's readings and course textbook.
3. APA format should be utilized to include a reference list.
4. Correct grammar, spelling, and APA should be adhered to when writing, work should be scholarly without personalization or first person use.
5. Respond to a minimum of two (2) individuals, peer and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
A Case Study • Jennie
Jennie is 8 years old, the eldest of four children. She lives at home with her mother and siblings in Section 8 housing in a small midwestem city. Her father has been an infrequent part of their lives due to repeated convictions for drug offenses.
Jennie was born prematurely after a difficult pregnancy. Her mother has had the support of a "Mentor Mom" since before Jennie was born. The Mentor Mom program was established in their area to assist young, inexperienced mothers who otherwise would have few supports in caring for their babies. The Mentor Mom's role is similar to that of grandmothers, mothers, and aunts in times when extended families were able to help new parents learn to parent their own children. The Mentor Mom has helped Jennie's mother with child-rearing information and problem-solving support over the years. Jennie frequently spends time with the Mentor Mom at her home in the country. Jennie's mother has been participating in adult basic education programs and counseling for several years, and she wants to make life for her children better than hers has been. Frequently she depends on the Mentor Mom when the demands of living with four young children overwhelm her.
In kindergarten Jennie was tested by her school system for possible identification as a child in need of special education services. This evaluation was prompted by her low skill performance levels and her history of prematurity, neurological problems, and environmental disadvantage. At 8 months of age, she developed a .
Ethical and Professional Issues in Psychological AssessmentPrior t.docxAlleneMcclendon878
Ethical and Professional Issues in Psychological Assessment
Prior to beginning work on this assignment, read the required textbook chapters and articles for this week and view the American Psychological Association behavioral assessment video. For this discussion, you will take on the role of the private psychologist being asked to re-evaluate a client. Carefully review the
ABS 300 Week One Assessment Scenario
.
In your initial post, write a rationale for either agreeing or disagreeing with the request to re-evaluate the client based on the information available. Explain which theoretical assumptions about psychological testing and assessment support your decision. Discuss the ethical responsibilities a psychologist must consider if choosing to use psychological assessment tools to re-evaluate the client. Provide a pro/con analysis of both potential decisions regarding whether or not to re-evaluate the client. In your pro/con analysis, present the potential ethical issues which might arise from each decision--the decision to re-evaluate and the decision to not re-evaluate--the client in the given scenario. Assume you have the opportunity to conduct a behavioral assessment interview before making your decision about whether or not to conduct a full re-evaluation. Give examples of the types of information from the behavioral assessment would aid you in making an ethical decision about whether or not to conduct a full re-evaluation.
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when s.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
FUNCTIONAL BEHAVIOR ASSESSMENT
IDENTIFICATION INFORMATION
Student: Jeff Jones Date of Report: February 21, 2017
Date of Birth: Chronological Age: 12
School Name: Gold School Home Address: Jack and Molly Jones
Reporter: Joanna Mackin
Reason for Referral
Joanna Mackin initiated this Functional Behavior Assessment as a part of the
requirements for a graduate class in Behavior Analysis. There were two reasons for
selecting Jeff Jones. His, teachers Ms. Mackin and Ms. Hannah Akiyama, as well as his
parents were concerned about the lack of growth over the 2015-2016 school year. The
second reason involves the behaviors that are impeding that academic growth. Over the
course of the 2015-2016 school year Ms. Mackin & Ms. Akiyama worked with a
counselor at Gold School to create a plan that would address the behaviors that were
affecting Jeff’s learning. While this plan helped some in the 2015-2016 school year, we
continued to see the same behaviors at the beginning of the 2016-2017 school year. The
behaviors identified for investigation include noncompliance, exaggerated response to
physical discomfort, negative statements about himself or others, and difficulty beginning
tasks.
Background Information
Jeff is a 12-year old boy who lives at home with his family in Honolulu. Jeff resides with
his parents, Jack and Molly Jones and his younger sister, Melissa, who is 9 years old. Jeff
lives with his parents and younger sister on the lower level of a two level house. His
grandparents, an aunt, and cousins live upstairs. Jeff is currently enrolled in Gold School.
which serves students’ with learning differences, primarily language based. This means
that Jeff is in a class of students his age and grade level with similar learning challenges.
Information Sources
Record Review
Assets Student Profile 2015-2016
Assets School Intake Folder: Psychologist’s Educational Diagnostic Report
Interviews
Jack Jones, Father, February 11, 2017
Hannah Akiyama, Classroom Teacher, January 16,17,18, 23 2017
Catherine Sharp, Music Teacher, February 3, 2017
Lilly Plat, Performing Arts Teacher, January 18, 2017
Jeff Jones, Student, February 11, 2017
Observations
Classroom, From November 7th, 2016 to January 8th, 2017
Art class, Wednesday, January 25, 2017
Music Class, Friday, February 10, 2017
Record Review
Assets School Student Profile 2015-2014
Jeff’s Academic Goals:
Jeff’s Decoding Goal is to show improvement in decoding skills (p.4) which
would move his functional grade level from Ending 2nd to Middle to Ending 3rd
(p. 3)
Jeff’s Reading Comprehension Goal is to develop critical thinking and problem
solving skills relative to reading. The second Reading Comprehension Goal is to
demonstrate growth in study skills relative to reading. (p. 4)
Jeff’s Spelling Goals are: to achieve growth in spelling skills; effectively utilize
technology tools; demonstrate competency in critical th ...
case scenario being used for this discussion postABS 300 Week One.docxPazSilviapm
case scenario being used for this discussion post:
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and bac.
Ethical and Professional Issues in Psychological AssessmentPrior t.docxAlleneMcclendon878
Ethical and Professional Issues in Psychological Assessment
Prior to beginning work on this assignment, read the required textbook chapters and articles for this week and view the American Psychological Association behavioral assessment video. For this discussion, you will take on the role of the private psychologist being asked to re-evaluate a client. Carefully review the
ABS 300 Week One Assessment Scenario
.
In your initial post, write a rationale for either agreeing or disagreeing with the request to re-evaluate the client based on the information available. Explain which theoretical assumptions about psychological testing and assessment support your decision. Discuss the ethical responsibilities a psychologist must consider if choosing to use psychological assessment tools to re-evaluate the client. Provide a pro/con analysis of both potential decisions regarding whether or not to re-evaluate the client. In your pro/con analysis, present the potential ethical issues which might arise from each decision--the decision to re-evaluate and the decision to not re-evaluate--the client in the given scenario. Assume you have the opportunity to conduct a behavioral assessment interview before making your decision about whether or not to conduct a full re-evaluation. Give examples of the types of information from the behavioral assessment would aid you in making an ethical decision about whether or not to conduct a full re-evaluation.
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when s.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
FUNCTIONAL BEHAVIOR ASSESSMENT
IDENTIFICATION INFORMATION
Student: Jeff Jones Date of Report: February 21, 2017
Date of Birth: Chronological Age: 12
School Name: Gold School Home Address: Jack and Molly Jones
Reporter: Joanna Mackin
Reason for Referral
Joanna Mackin initiated this Functional Behavior Assessment as a part of the
requirements for a graduate class in Behavior Analysis. There were two reasons for
selecting Jeff Jones. His, teachers Ms. Mackin and Ms. Hannah Akiyama, as well as his
parents were concerned about the lack of growth over the 2015-2016 school year. The
second reason involves the behaviors that are impeding that academic growth. Over the
course of the 2015-2016 school year Ms. Mackin & Ms. Akiyama worked with a
counselor at Gold School to create a plan that would address the behaviors that were
affecting Jeff’s learning. While this plan helped some in the 2015-2016 school year, we
continued to see the same behaviors at the beginning of the 2016-2017 school year. The
behaviors identified for investigation include noncompliance, exaggerated response to
physical discomfort, negative statements about himself or others, and difficulty beginning
tasks.
Background Information
Jeff is a 12-year old boy who lives at home with his family in Honolulu. Jeff resides with
his parents, Jack and Molly Jones and his younger sister, Melissa, who is 9 years old. Jeff
lives with his parents and younger sister on the lower level of a two level house. His
grandparents, an aunt, and cousins live upstairs. Jeff is currently enrolled in Gold School.
which serves students’ with learning differences, primarily language based. This means
that Jeff is in a class of students his age and grade level with similar learning challenges.
Information Sources
Record Review
Assets Student Profile 2015-2016
Assets School Intake Folder: Psychologist’s Educational Diagnostic Report
Interviews
Jack Jones, Father, February 11, 2017
Hannah Akiyama, Classroom Teacher, January 16,17,18, 23 2017
Catherine Sharp, Music Teacher, February 3, 2017
Lilly Plat, Performing Arts Teacher, January 18, 2017
Jeff Jones, Student, February 11, 2017
Observations
Classroom, From November 7th, 2016 to January 8th, 2017
Art class, Wednesday, January 25, 2017
Music Class, Friday, February 10, 2017
Record Review
Assets School Student Profile 2015-2014
Jeff’s Academic Goals:
Jeff’s Decoding Goal is to show improvement in decoding skills (p.4) which
would move his functional grade level from Ending 2nd to Middle to Ending 3rd
(p. 3)
Jeff’s Reading Comprehension Goal is to develop critical thinking and problem
solving skills relative to reading. The second Reading Comprehension Goal is to
demonstrate growth in study skills relative to reading. (p. 4)
Jeff’s Spelling Goals are: to achieve growth in spelling skills; effectively utilize
technology tools; demonstrate competency in critical th ...
case scenario being used for this discussion postABS 300 Week One.docxPazSilviapm
case scenario being used for this discussion post:
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and bac.
Respond in the following waysCompare the diagnosis you prov.docxcarlstromcurtis
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
Instructions Read the case study to inform the assignment that foll.docxlanagore871
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
ABS 300 Week One Assessment Scenario Donna, age 14, had co.docxbartholomeocoombs
ABS 300 Week One Assessment Scenario
Donna, age 14, had consistently been a B+/A- student throughout elementary school and the
beginning of middle school. However, in the 8th grade, she started demonstrating difficulty
understanding some of her work. Increased difficulties were noted when she was required to
work with abstract concepts rather than rely on rote memorization. Donna had always been
fascinated with flowers, and she could remember the details of hundreds of different species of
wild and domestic flower she encountered.
Donna’s classmates and cousins thought she was odd, and her mother said that Donna was
frequently picked on—at times without even realizing she was being made fun of. Donna was
described as a confused and socially awkward girl who tended to keep to herself. The incident
that led to her first psychological evaluation occurred after one of her classmates teased her
repeatedly over several days to the point of making Donna upset. Donna decided to write a
threatening note to the student as a warning for him to stop. The note included details of which
species of flowers would be found growing on top of the place he would be buried. The boy’s
parents brought the note to the principal and Donna was suspended from school and charged
with terroristic threatening. The school ordered a psychological evaluation and risk assessment
before they allowed her to return to school.
Donna was observed to have awkward mannerisms, and she smiled at what appeared to be
inappropriate times, for example, when she was talking about the teasing at school. She made
very poor eye contact in ways that were atypical for her culture, and she had a difficult time
staying on topic, frequently shifting the topic of conversation onto her interest in flower.
Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler
Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale
as rated by Donna and her mother together was in the clinically significant range, with her
largest deficits being reflected in her social interactions scale. There were also deficits noted in
pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted
with reciprocal social interaction skills, communication skills, and stereotyped behaviors,
interests, and activities.
Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed
excessively slow activity. This is an area important for facial recognition and empathy. She also
had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity
and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive
inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas
and there were excessive disconnections between her frontal lobes and the central and back parts
of.
Must be an analytical critique of how well your classmates applied h.docxclairbycraft
Must be an analytical critique of how well your classmates applied hybrid theory in their answers regarding and recommendations for improving Genie's language development
.
Provide suggestions for improvement or alternative areas to be considered.
1. student one---
The hybrid theory is a combination of the three other language development theories (infants need to be taught, social impulses foster infant language, and infants teach themselves), which states that that an infant’s language learning can be explained by one theory at a certain point in their life and another theory at a later point (Berger, 2014, p. 176).
Using the different aspects of the other theories within the hybrid theory, Genie had delayed language development because her family never taught her proper words and how to formulate sentences (infants need to be taught). There were rare social interactions between her and the family unless it was for her father to beat her for making noises or to bark or growl at Genie (social impulses). Lastly, Genie wasn’t really able to teach herself because the only communication she had received or heard from family wasn’t frequent enough and when it was the other communication she had to go off of was barks or growls (infants teach themselves) (Berger, 2014, p. 173-176).
To start off, Genie was analyzed to check her cognitive abilities to get a general idea of where she was at mentally. Once they realized that she had the mental capacity of a one year old, they tried to show her how to speak and formulate sentences by teaching her different words at a time. She was able to start adding words to her vocab, but since she missed the critical period mentioned in the article, she was unable to put more than three words together at a time.
The first recommendation that I could mention that I didn’t see mentioned in the article to help teach Genie how to speak would be to recast her speech, for example if she said something like “applesauce buy store”, they could restructure it like “you want to buy applesauce from the store?” to help explain to the proper way to ask something. The second recommendation I would have for them is to try child directed speech, which would slow down how the caregiver talked to her and make speech more childlike and ask more questions to try and get Genie to respond more regularly. The third and last recommendation I would have is to try and expand on what Genie was saying to them, such as Genie telling her caregivers “Spot chew glove”, they could expand on that by bringing up a past example of something similar and ask her more questions to get her to recap and expand on what she wants to say.
2. student 2----
The hybrid theory of language development is some aspects of language may be explained by one theory at one age and another theory at another age. How language is learned depends on the age of the child as well as on the particular circumstances.
Using the hybrid ...
Consider the following scenario- in which you presume the role of a cl.docxnoel23456789
Consider the following scenario, in which you presume the role of a clinician: You have recently met with Johnny and his family. Johnny is 7 years old and in the first grade. He has trouble sitting still, often loses things, will climb under and over the classroom desks, and will leap out of line in the hallways. He has an affinity for math, but he makes careless mistakes on previously mastered concepts. Other children in the classroom have complained about Johnny being too bossy or loud and tend to avoid sitting next to him or inviting him to play.
Your evaluation has determined that Johnny meets the criteria for attention-deficit/hyperactivity disorder. Johnny’s parents are coming to your office tomorrow to discuss the results of your evaluation.
Prepare a written report of what you will tell Johnny’s parents about attention-deficit/hyperactivity disorder. Be sure to cover the symptoms that Johnny meets from the DSM-5 Checklist.
Discuss symptoms of attention-deficit/hyperactivity disorder in light of normal development in the following domains: language, cognition, emotion, and social. In other words, what is noticeably different in children with attention-deficit/hyperactivity disorder versus what you might see in their same-age peers? Speak briefly to the controversy regarding these differences.
Summarize the research evidence on the effectiveness of different approaches to treatment, based on your textbook reading and
at least one
peer-reviewed journal article. Include your final treatment recommendation to Johnny’s parents.
Consider how you might answer if the parents ask, “How did our child end up with this disorder? What did we do wrong? Is there any hope for him?â€
Based on what you have reviewed in your textbook as a whole regarding disorders in childhood, make a comment about how you could be an advocate for social change for children struggling with these disorders.
.
Discussion - Week 3Elements of the Craft of WritingThe narra.docxmecklenburgstrelitzh
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
Discussion - Microbial ClassificationGive names of bacteria in.docxmecklenburgstrelitzh
Discussion - Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
.
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My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
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Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
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Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
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Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
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Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
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Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
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ABS 300 Week One Assessment Scenario
Donna, age 14, had consistently been a B+/A- student throughout elementary school and the
beginning of middle school. However, in the 8th grade, she started demonstrating difficulty
understanding some of her work. Increased difficulties were noted when she was required to
work with abstract concepts rather than rely on rote memorization. Donna had always been
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wild and domestic flower she encountered.
Donna’s classmates and cousins thought she was odd, and her mother said that Donna was
frequently picked on—at times without even realizing she was being made fun of. Donna was
described as a confused and socially awkward girl who tended to keep to herself. The incident
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threatening note to the student as a warning for him to stop. The note included details of which
species of flowers would be found growing on top of the place he would be buried. The boy’s
parents brought the note to the principal and Donna was suspended from school and charged
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Donna was observed to have awkward mannerisms, and she smiled at what appeared to be
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pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted
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interests, and activities.
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.
Provide suggestions for improvement or alternative areas to be considered.
1. student one---
The hybrid theory is a combination of the three other language development theories (infants need to be taught, social impulses foster infant language, and infants teach themselves), which states that that an infant’s language learning can be explained by one theory at a certain point in their life and another theory at a later point (Berger, 2014, p. 176).
Using the different aspects of the other theories within the hybrid theory, Genie had delayed language development because her family never taught her proper words and how to formulate sentences (infants need to be taught). There were rare social interactions between her and the family unless it was for her father to beat her for making noises or to bark or growl at Genie (social impulses). Lastly, Genie wasn’t really able to teach herself because the only communication she had received or heard from family wasn’t frequent enough and when it was the other communication she had to go off of was barks or growls (infants teach themselves) (Berger, 2014, p. 173-176).
To start off, Genie was analyzed to check her cognitive abilities to get a general idea of where she was at mentally. Once they realized that she had the mental capacity of a one year old, they tried to show her how to speak and formulate sentences by teaching her different words at a time. She was able to start adding words to her vocab, but since she missed the critical period mentioned in the article, she was unable to put more than three words together at a time.
The first recommendation that I could mention that I didn’t see mentioned in the article to help teach Genie how to speak would be to recast her speech, for example if she said something like “applesauce buy store”, they could restructure it like “you want to buy applesauce from the store?” to help explain to the proper way to ask something. The second recommendation I would have for them is to try child directed speech, which would slow down how the caregiver talked to her and make speech more childlike and ask more questions to try and get Genie to respond more regularly. The third and last recommendation I would have is to try and expand on what Genie was saying to them, such as Genie telling her caregivers “Spot chew glove”, they could expand on that by bringing up a past example of something similar and ask her more questions to get her to recap and expand on what she wants to say.
2. student 2----
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Using the hybrid ...
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Your evaluation has determined that Johnny meets the criteria for attention-deficit/hyperactivity disorder. Johnny’s parents are coming to your office tomorrow to discuss the results of your evaluation.
Prepare a written report of what you will tell Johnny’s parents about attention-deficit/hyperactivity disorder. Be sure to cover the symptoms that Johnny meets from the DSM-5 Checklist.
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Summarize the research evidence on the effectiveness of different approaches to treatment, based on your textbook reading and
at least one
peer-reviewed journal article. Include your final treatment recommendation to Johnny’s parents.
Consider how you might answer if the parents ask, “How did our child end up with this disorder? What did we do wrong? Is there any hope for him?â€
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Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
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Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
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Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
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discussion (11)
explain the concept of information stores as they relate to email. Use the Internet to research how and where email data is stored on different computer
platforms and systems and then report your findings. How is this information pertinent to a forensic investigation. around 250-300 words
with references
discussion 12
Explain how cookies can show that a user has visited a site if that user's history has been deleted. Be specific,
do not merely explain how cookies work. Report on how cookies can be used in a forensic investigation. around 250-300 words, with references
.
Discussion #5 How progressive was the Progressive EraThe Progres.docxmecklenburgstrelitzh
Discussion #5: How progressive was the Progressive Era?
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
In order to prepare for this discussion forum:
Review and identify the relevant sections of Chapter 22 that support your discussion.
Read Booker T. Washington's speech The Atlanta Compromise
Read W.E.B. Du Bois The Niagara Movement
The Niagara Movement's "Declaration of Principles" by W.E.B.Du Bois
The Women's Suffrage Movement
Excerpt from How the Other Half Lives by Jacob Riis and the photography of Jacob Riis.
After you have completed your readings post a response to only ONE of the following questions.
Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had a better plan? Explain why.
When it came to the issue of suffrage, did all women agree? Explain.
Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem?
.
Discussion #4, Continued Work on VygotskyA. Why is it important .docxmecklenburgstrelitzh
Discussion #4, Continued Work on Vygotsky
A. Why is it important as a teacher to understand what children are:
interested in?
thinking about?
attempting to create or problem-solve?
how does this knowledge support further development?
B. Note teaching strategies that enable you to learn about the child or children's thinking:
decriptive language, narration
waiting for the child's or children's language, response
open-ended relevant questions based on the child's perspective
assistance with relevant additional materials
C. Vygotsky's theories of learning are based on adult: child relationships and peer:peer interactions, what is the value in learning and advancing development through:
specific and meaningful grasp of what the child is focused on
opportunity for further experience supported by
Amplification
scaffolding as assistance
through the child's perspective
intentional in the strategies and support to assist children in entering the
Zone of Proximal Development
.
Discussion #4 What are the most common metrics that make for an.docxmecklenburgstrelitzh
Discussion #4: What are the most common metrics that make for analytics-ready data?
Exercise #12: Go to data.gov—a U.S. government–sponsored data portal that has a very large number of data sets on a wide variety of topics ranging from healthcare to education, climate to public safety. Pick a topic that you are most passionate about.
Go through the topic-specific information and explanation provided on the site. Explore the possibilities of downloading the data and use your favorite data visualization tool to create your own meaningful information and visualizations.
.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Diabetes affects a growing number of Americans. An Advanced practi.docx
1. Diabetes affects a growing number of Americans. An Advanced
practice nurse working in a local hospital is part of a
collaborative of community agencies strategically addressing
diabetes from a community perspective.
1. What social determinants of health should the community
look at in relation to risk or incidence of diabetes?
2. What resources could the APRN use to identify different
outcomes related to diabetes?
3. What outcomes related to diabetes are of most interest to the
community members?
4. Using the AHRQ’S Healthcare Quality and Disparities Report
Data Query (nhqrnet.ahrq.gov/inhqrdr/data/submit), what
related national and state level data are available to the APRN?
Respond with a minimum of two (2) paragraphs of 4-5 sentences
each.
1. You should address each bullet point in the exercise you
select.
2. Your work should have in-text citations integrating at a
minimum one scholarly article from this week's readings and
course textbook.
3. APA format should be utilized to include a reference list.
4. Correct grammar, spelling, and APA should be adhered to
when writing, work should be scholarly without personalization
or first person use.
5. Respond to a minimum of two (2) individuals, peer and/or
faculty, with a scholarly and reflective post of a minimum of
two (2) paragraphs of 4-5 sentences. A minimum of one (1)
scholarly article should be utilized to support the post in
addition to your textbook.
2. A Case Study • Jennie
Jennie is 8 years old, the eldest of four children. She lives at
home with her mother and siblings in Section 8 housing in a
small midwestem city. Her father has been an infrequent part of
their lives due to repeated convictions for drug offenses.
Jennie was born prematurely after a difficult preg-nancy. Her
mother has had the support of a "Mentor Mom" since before
Jennie was born. The Mentor Mom program was established in
their area to assist young, inexperienced mothers who otherwise
would have few supports in caring for their babies. The Mentor
Mom's role is similar to that of grandmothers, mothers, and
aunts in times when extended families were able to help new
parents learn to parent their own children. The Mentor Mom has
helped Jennie's mother with child-rearing information and
problem-solving support over the years. Jennie frequently
spends time with the Mentor Mom at her home in the country.
Jennie's mother has been participating in adult basic education
programs and counseling for several years, and she wants to
make life for her children better than hers has been. Frequently
she depends on the Mentor Mom when the demands of living
with four young children overwhelm her.
In kindergarten Jennie was tested by her school sys-tem for
possible identification as a child in need of special education
services. This evaluation was prompted by her low skill
performance levels and her history of prematurity, neurological
problems, and environmental disadvantage. At 8 months of age,
she developed a seizure disorder for which she is currently on
medication. The following information from Jennie's school file
was compiled almost 3 years ago as part of Jennie's original
referral to special education.
Jennie, Age: 5 years, 11 months: Referral and Background
Information
3. Jennie was referred for evaluation because of behavioral and
academic concerns. From age 3-4, Jennie attended a preschool
program for children with developmental delays. Upon her
completion of the preschool program, a multi-disciplinary team
determined that she was not eligible for special education and
should enter the 4-K kindergarten in her home school district.
She is presently enrolled in the 5-K kindergarten program.
The referral noted that she engages in frequent self-stimulating
behaviors such as rocking and making
noises and that she interacts minimally with the other children.
Her language skills are significantly delayed in both receptive
and expressive areas. She does not speak much in class or
attend well to group instruction. She is seated near the teacher
in the classroom to reduce distractibility.
Jennie was cooperative and appeared 10 try to do her best
throughout the evaluation. Her speech was difficult to
understand at times because of faulty articulation. It was
difficult to understand Jennie when she said the proper names of
her family members. Jennie could give her name, address, and
age but did not know her birthday or telephone number. Some
mild tremors were noted in her arm when she was engaged in
writing and drawing tasks. She was able to hop on both feet and
to hop on her left foot quite well, but not on her right. She
could not walk heel-to-toe and had trouble balancing on her left
foot with her eyes closed.
Test Results:
Stanford-Binet Intelligence Scale
IQ: 68
M.A. 4-6
Test of Visual-Motor lntegration (VMI)
4. Standard Score – 74
Age Equivalent: 4-3
Draw-a-Person Test
Estimated Mental Age: 4-5
Vineland Adaptive Behavior Scale (Classroom Edition)
Standard
Adaptive
Domain
Score
Level
Communication domain
70
Moderately Low
Daily Living Skills domain
80
Moderately Low
Socialization domain
67
Low
Motor skills domain
60
Low
Adaptive behavior composite
67
Low
Discussion of Test Results
Jennie was found to be functioning within the significantly-
below-average range of intelligence on the Stanford-Binet Test.
She was able to match pictures of animals and shapes, to
discriminate pictorial likenesses and differences, and to identify
pictures in terms of their functions. She could not answer
comprehension questions at the 4-year level. She simply
repeated the questions rather than responding with an answer.
5. At the 5-year level she was able to identify pictures in terms of
similarities and differences and to copy a square. Jennie's
drawing of a person, copying of the VMI shapes, and mental age
on the Stanford-Binet were all at the level of age 4.0-4.5. This
indicates a general 2-year delay in the areas of functioning
assessed by these tests.
In terms of skills, Jennie was able to rote count orally to 12 but
could not correctly count objects beyond 5. She could recognize
only the numerals 1 and 2. She could match the correct quantity
of crayons only to the numerals I and 2. She could not identify
any letters of the alphabet by name, but she was able to sing the
alphabet song with only one error. She could not print her name
but did print a series of letters that looked like J, N. and E when
asked to write her name. Jennie was able to identify 10 basic
colors correctly. Behaviorally, Jennie's teacher noted that there
are problems with constant fidgeting, humming, making odd
noises, being inattentive, being easily distracted, and crying
often and easily. To a lesser degree there are problems with
being restless, overactive, excitable, impulsive, overly
sensitive, disturbing other children, and having quick and
drastic mood changes. She further described Jennie as tending
to isolate herself from other children, appearing to be easily led,
and interfering with other children's activities. Her attitude
toward authority was described as submissive and on the shy
side. The teacher indicated that Jennie bas very poor
socialization skills, that she doesn't assert herself, and that
when she does try to interact with others, it tends to be
inappropriate.
Summary and Recommendations
Jennie has a long history of developmental delays, evidently
related to prematurity. She also has a seizure disorder for which
she takes medication. Jennie was found to be functioning within
the range of intelligence associated with mild intellectual
disability, with developmental levels generally around the 4.5-
year level in terms of her cognitive ability and physical skill
6. development. She appears to be a child with global delays who
very likely does not understand much of what transpires in her
kindergarten classroom. Her inattentive and distracting
behaviors are possibly a reaction to her inability to compete and
perform at a level that is comparable to that of the other
children in the class. Her teacher comments that Jennie's
socialization skills are similar to those of younger children. It
appears that Jennie would benefit from a smaller, structured
classroom situation in which she can receive individualized
work at her instructional level. She could benefit from a
program with a heavy emphasis on the development of
socialization and communication skills. She appears to meet the
criteria for an individualized education program (IEP) as a child
with mild intellectual disability.
Recently Jennie was seen at the neonatal neurological clinic that
has been following her since birth because of her history of
prematurity and her subsequent seizure disorder. The report
noted that Jennie continues to receive speech and language
therapy twice weekly at school, once in a group setting, the
other individually. Jennie's mother reported that the speech
teacher is working on improving Jennie's grammar and
articulation. The clinic report noted that she engaged easily in
conversation. She was able to follow all simple one and two-
step directions. She exhibited some difficulty with using correct
verbs in sentences. Phonological errors were present but were
still within expectations for her age. Although grammar errors
were evident in her conversational speech, her ability to convey
meaning appears to be appropriate for her overall developmental
levels. The clinic recommended that Jennie continue to receive
speech and language therapy at school as it appeared to be
addressing al I appropriate speech/language developmental
goals.
When Jennie turned 8, an observational report was prepared by
an independent educational evaluator to assist Jennie's mother
7. and the Mentor Mom in preparing for her triennial review. Both
Jennie's mom and the Mentor Mom had voiced their concern
that Jennie seemed to be making little progress despite all the
years she has been in school. They were looking for information
to support their request for a full triennial evaluation, including
a repeat of the ability and achievement testing done 3 years
earlier.
Observational Report
Age: 8 years
At the request of Jennie's mother, an observation was conducted
in Jennie's special education classroom to determine whether
her current placement in a primary class for youngsters with
mild intellectual disability appeared appropriate for her. It was
apparent from watching Jennie's performance in her classroom
that she had great difficulty with tasks like naming and writing
letters and numbers, especially when these tasks were presented
without context.
In contrast, in preparation for a parent program the following
week, she recited a long poem from memory and without
prompts. She appeared to function as well or better than most of
her classmates.
Jennie’s class behavior was attentive and conforming. It
appeared that the majority of class time was spent on counting,
reading color words, and naming and writing letters. The
teacher mentioned that use of whole language had been
suggested but that she didn't think that method was appropriate
for students at this functional level. The teacher based her
program on acquisition of basic skills such as counting and
naming and writing letters. Until the students had mastered
those skills, the teacher felt it was inappropriate to move on.
In a subsequent diagnostic teaching session outside of school,
Jennie was presented with a whole-word approach to decoding
words, using picture cues and repeated self-drill. She quickly
8. learned six words she had selected from a book. She seemed to
benefit from the meaningfulness of the words and the picture
cues. She was taught to drill herself on these selected words
using single-concept picture cards that she and the evaluator
had created; she also learned to congratulate (reinforce) herself
when she was correct. The process appears to have promise for
getting her started on reading.
A second activity was the making of pies for a picnic. As the
pie was being made, Jennie and the observer wrote down the
steps of the recipe. After each step, the full recipe to that point
was read and reread. With the repetition and meaningful
activity, Jennie was able to read the entire recipe at the end of
the project.
Next, Jennie picked up a book that had been read to her
previously. She said she would read it to the observer. She then
commenced to "pretend read" the book as many young children
do. The difference was that she carefully hid the pages from the
observer so that it would not be apparent that she was not
actually reading the page. It appeared that Jennie had already
decided that she was supposed to be able to read, knew she
could not, and was trying to hide that fact. This behavioral
pattern was particularly troubling since it suggested that she
would be increasingly resistant to real attempts to teach her to
read.
Behaviorally, Jennie has developed a talent for getting what she
wants and avoiding what she doesn't want to do. She bargains
with those around her: "Let me do/have this, then I'll do that."
The problem is that she frequently resists the less desired
activity after having received her reward, refusing to comply. It
is essential that any behavior program established for Jennie
place the reward after the compliance action has occurred.
From all of these observations, it appears that Jennie is a child