Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Pedagogical Preparedness: Understanding Executive Functioning and High Functi...BARRY STANLEY 2 fasd
We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Pedagogical Preparedness: Understanding Executive Functioning and High Functi...BARRY STANLEY 2 fasd
We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
PAGE 1Sample Annotated Bibliography Student Name Here.docxkarlhennesey
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi ...
PAGE 1Sample Annotated Bibliography Student Name Here.docxgerardkortney
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi.
PAGE Running head SAMPLE 1Sample Annotated Bibliography.docxgerardkortney
PAGE
Running head: SAMPLE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter from Play Therapy in Middle Childhood, Kenny, Dinehart, and Winick (2016) provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny
et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. (2016) acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s (2016) explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in succe.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
PAGE 1Sample Annotated Bibliography Student Name Here.docxkarlhennesey
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi ...
PAGE 1Sample Annotated Bibliography Student Name Here.docxgerardkortney
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi.
PAGE Running head SAMPLE 1Sample Annotated Bibliography.docxgerardkortney
PAGE
Running head: SAMPLE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter from Play Therapy in Middle Childhood, Kenny, Dinehart, and Winick (2016) provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny
et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. (2016) acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s (2016) explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in succe.
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences (1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5 mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics, compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)
. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.
. A-B-C Model (Use a practical example, about your own experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).
. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).
. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).
. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING 1
2
Running head: PARENT TRAINING .
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences (1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5 mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics, compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)
. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.
. A-B-C Model (Use a practical example, about your own experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).
. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).
. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).
. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING 1
2
Running head: PARENT TRAINING .
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
This workshop covers common themes of Evidence-Based (EB) Programs and how policy makers and providers can determine what programs best fit their needs. In addition, participants will learn about the evolution of evidence-based training over the past five decades, exemplary EB programs, and what the future holds for the field.
This file is for educational purposes only and is not meant for reproduction.
Similar to Due date weekly percentage of course grade 20.undergra (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Thesis Statement for students diagnonsed withADHD.ppt
Due date weekly percentage of course grade 20.undergra
1. Due Date: weekly
Percentage of Course Grade: 20%.
Undergraduate Discussion Participation Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Apply relevant course concepts,
theories, or materials correctly.
33%
Does not explain relevant
course concepts, theories,
or materials.
Explains relevant course concepts,
theories, or materials.
Applies relevant course
concepts, theories, or
materials correctly.
Analyzes course concepts, theories, or
materials correctly, using examples or
supporting evidence.
Collaborate with fellow
learners, relating the discussion
to relevant course concepts.
33%
2. Does not collaborate with
fellow learners.
Collaborates with fellow learners
without relating the discussion to
the relevant course concepts.
Collaborates with fellow
learners, relating the
discussion to relevant course
concepts.
Collaborates with fellow learners,
relating the discussion to relevant course
concepts and extending the dialogue.
Apply relevant professional,
personal, or other real-world
experiences.
34%
Does not contribute
professional, personal, or
other real-world
experiences.
Contributes professional, personal,
or other real-world experiences, but
contributions lack relevance.
Applies relevant professional,
personal, or other real-world
experiences.
Applies relevant professional, personal,
3. or other real-world experiences to extend
the dialogue.
Participation Guidelines
Actively participate in discussions. To do this you should create
a substantive post for each of the discussion topics.
Each post should demonstrate your achievement of the
participation criteria. In addition, you should respond to the
posts of at least two of your fellow learners for each discussion
question—unless the discussion instructions state
otherwise. These responses to other learners should be
substantive posts that contribute to the conversation by
asking questions, respectfully debating positions, and
presenting supporting information relevant to the topic. Also,
respond to any follow-up questions the instructor directs to you
in the discussion area.
To allow other learners time to respond, you are encouraged to
post your initial responses in the discussion area by
midweek. Comments to other learners' posts are due by Sunday
at 11:59 p.m. (Central time zone).
Print
Undergraduate Discussion Participation Scoring
Guide
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Peer Review Worksheet
4. Reviewer (Your Name):
Person whose text you are reviewing:
Identify the strengths of the work.
Comment on how accurately the draft explains various
approaches found in the literature.
Comment on how well the draft analyzes key elements of the
specific problem, using literature to support each point.
Comment on the items the author wanted you to pay special
attention to when he or she initially posted the draft.
Comment on the accuracy of the use of sources.
What area or areas would benefit from expansion or
clarification? Prioritize these in order of importance.
1
ASSIGNMENT 5
Rough Draft
Teyonna M. Toppin
5. Capella University
Applied behavior analysis (ABA) is a scientific approach that is
used as a treatment process for autism spectrum disorder. This
process includes a team of professionals and the parents. A team
of professionals could include a BCBA (Board Certified
Behavior Analysts), BCaba (Board Certified Assistant Analysts,
RBT (Registered Behavior Technician, and/or a BT (behavior
technician). The ABA process has to have a lot of involvement
and consistency with the parents and rest of the team. ABA
treatment is more effective when started at an early age. Parents
sometimes have the option of where they would like to do the
service and what they feel is important in terms of the progress
they want their child to make. Ultimately, parents play a serious
role in the treatment process for the patient.
The very first step of this ABA process consists of the parent
doing research and learning what ABA is and what occurs
during this treatment. Applied behavior analysis is client
specific. The things being applied are only for that client’s
progress and what the parents feel is important. Evidence-based
practice (EBP) is the main method a lot of ABA programs used
to treat autism. EBP is making decisions based on real evidence
rather than guesses (Kearney, A. J., 2015).
6. Focus is put on certain behaviors that can have real-life
application for that individual (Kearney, A. J., 2015). The term
used to describe those behaviors is target behaviors. A target
behavior is not always a behavior that parents want to stop; it
could also be an appropriate behavior the parents want
strengthened (Kearney, A. J., 2015). Parents decide if ABA is
the right choice for the child. Then they decide what behaviors
and changes they would like to work on first.
Applied behavior analysis treatments are certified as the gold
standard for treatment of children with autistic spectrum
disorder (ASD) in most of North America but not in Europe
(McPhilemy & Dillenburger, 2013). Families in Europe are not
as exposed to ABA therapy but the parents that did take a
chance on it during this study all recommend it. Fifteen families
participated in the ABA process for their child with autism.
Ages varied for the clients from 24 months to 20 years old. The
families had a therapist do in home sessions and other
professionals like school teachers or speech therapists that
assisted the family had positive interactions with the ABA team.
The families took questionnaires before and after treatment to
describe any progress in particular areas. According to
McPhilemy and Dillenburger, “results of the study highlighted
the overwhelmingly positive impact that ABA-based
interventions had on their children in areas such as social skills,
challenging behaviour, communication, gross and fine motor
skills, concentration, interaction, independence, and overall
quality of life and, most importantly, a feeling of hope for the
future (2013).” The European families found that the services
were helpful. The treatment did cost a lot financially but
socially it made life a little easier for daily activities.
Even though ABA therapy is a well known supported treatment,
everyone does not have access to these services due to
geographic, economic, and time barriers (Fisher et al., 2020).
The recent pandemic has also caused a problem with one on one
therapy because of the risk of transmission (Fisher et al., 2020).
This study emphasizes how Early Intensive Behavioral
7. Intervention (EIBI) is beneficial to the parent and client while
completing therapy online and in the home. With virtual therapy
and early intensive behavioral intervention, parent training and
communication with the team is very important.
Some studies have shown, “that internet‐ based instruction;
remote coaching by therapists or a combination of strategies can
enhance parents' knowledge about and confidence when
delivering ABA interventions (Fisher et al., 2020).” Parents
found watching modules and doing role plays on ABA very
helpful virtually. A 13 item social validity questionnaire was
given to the parents to measure satisfaction of the training
(Fisher et al., 2020). Parents found watching modules and doing
role plays on ABA very helpful virtually. All satisfaction
scores were high. The lowest score was because Blackboard was
used for the e-modules.
The whole process of starting treatment of ABA is vital and for
most families necessary. Parents are key factors to the success
of the individual that is receiving services and should have
knowledge of ABA and how to implement it. ABA treatment is
more effective when started at an early age. Parents sometimes
have the option of where they would like to do the service and
what they feel is important in terms of the progress they want
their child to make. Doing research on ABA should be the first
step to finding the appropriate way to start the treatment
process for autism.
There are resources like books or videos that break down ABA
terms and things parents should know. Unfortunately ABA is
not used commonly worldwide, so families in Europe have not
been told much about this opportunity. This experiment helped
change their daily lives. During times where people might have
to rely on technology to continue ABA services, this study
helped prove it is possible to keep achieving more success.
Parent trainings can be so significant to the progress of a child.
Parents help aide a lot of ABA teams in the success of their
children. Without the parent’s assistance and willingness to go
full on with therapy, the results may not be the same.
8. References
Fisher, W. W., Luczynski, K. C., Blowers, A. P., Vosters, M.
E., Pisman, M. D., Craig, A. R., . . . Piazza, C. C. (2020). A
randomized clinical trial of a virtual‐ training program for
teaching applied‐ behavior‐ analysis skills to parents of
children with autism spectrum disorder. Journal of Applied
Behavior Analysis,53(4), 1856-1875. doi:10.1002/jaba.778
Kearney, A. J. (2015). Understanding applied behavior analysis,
second edition: An introduction to aba for parents, teachers, and
other professionals. ProQuest Ebook
Central https://ebookcentral-proquest-com.library.capella.edu
McPhilemy, C., & Dillenburger, K. (2013). Parents' experiences
of applied behaviour analysis (aba)-based interventions for
children diagnosed with autistic spectrum disorder. British
Journal of Special Education,40(4), 154-161. doi:10.1111/1467-
8578.12038