Evidence- Based PracticesEvidenceFunctional Communication Trai.docx
•Download as DOCX, PDF•
0 likes•2 views
Evidence- Based Practices Evidence Functional Communication Training (FCT) Luo, L., Gage, N. A., & Prykanowski, D. A. (2019). Systematic Review of Functional Communication Training in Early Care and Education Settings. Education and Training in Autism and Developmental Disabilities, 54(4), 358-376. Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34(2), 118-129. Imitation and Modeling Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A parent-implemented intervention to improve imitation skills by children with autism: A pilot study. Early Childhood Education Journal, 44(6), 671-680. Social Narratives Coogle, C. G., Ahmed, S., Aljaffal, M. A., Alsheef, M. Y., & Hamdi, H. A. (2018). Social narrative strategies to support children with autism spectrum disorder. Early Childhood Education Journal, 46(4), 445-450. Leaf, J. B., Ferguson, J. L., Cihon, J. H., Milne, C. M., Leaf, R., & McEachin, J. (2019). A Critical Review of Social Narratives. Journal of Developmental and Physical Disabilities, 1-16. Thomas, J., & Nix, S. (2017). Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with Autism Spectrum Disorders: A Practitioner's Guide. Journal of the American Academy of Special Education Professionals, 163, 169. Zimmerman, K. N., & Ledford, J. R. (2017). Beyond ASD: Evidence for the effectiveness of social narratives. Journal of Early Intervention, 39(3), 199-217. Peer Mediated Instruction and Intervention (PMII) Cook, L. H., Simpson-Steele, J., & Cook, B. G. (2017). Using evidence-based practice in teaching students with and at risk for developing disabilities. In Handbook of arts education and special education (pp. 84-102). Routledge. Mahoney, M. W. (2019). Peer-mediated instruction and activity schedules: Tools for providing academic support for students with ASD. TEACHING Exceptional Children, 51(5), 350-360. Sam, A. (2016). Peer-Mediated Instruction and Intervention (PMII). EBP Brief Packet. National Professional Development Center on Autism Spectrum Disorders. Picture Exchange Communication System (PECS) Cagliani, R., Ayres, R., Whiteside, K., & Ringdahl, M. (2017). Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29, 925–939. Pierson, L. M., & Ganz, J. B. (2019). Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal?. Evidence-Based Communication Assessment and Intervention, 13(4), 200-203. Video Modeling (VM) Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Presch.
Report
Share
Report
Share
Recommended
Directions For each classmate post below reply with 200 words, de.docx
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Nurturing T-Ss Relationship during Online TEYL.pptx
The relationship of teachers and students in the classroom has been addressed in several reports, but there is still a lack of research on online teaching English to young learners in Indonesia context. By investigating how teachers interact with their students during online learning, the practice of teaching-learning Engish, and their perceptions of this, this study tackled this void. In this descriptive case study design, 6 participants were recruited, while the data were obtained from observation and semi-structured interview. The results showed that the teachers used the method of grammar translation to interact with the students and promote cognitive engagement, as well as active engagement. The teachers nevertheless claimed that teaching English online was difficult and challenging, although students admitted that they missed the time to visit their teacher in person. Since the teaching-learning process is a social and individual process, it needs a social context and the intense teacher-student relationship is very critical. Therefore, online interactions with intense relationships will stimulate the encouragement, cognitive growth, and creativity of children.
Social Policy Report Brief
Relational aggression is most prevalent among elementary and middle school girls between grades 4-9 when social skills are developing. It is linked to depression, conduct disorders, anxiety, and poor social/cognitive development. To address this, policymakers could promote anti-bullying posters in schools, implement social aggression prevention programs, provide community leader training, and strengthen school belongingness to reduce relationally aggressive behaviors.
Role as Academic and Professional Tutor at UEL
Tina is a tutor at UEL for the Doctorate in Child and Educational Psychology program. She jointly leads modules in Consultation and Intervention and Developing the Competent and Reflective Practitioner. She has examined doctoral theses at UEL and other universities. Some recent theses examined or supervised focus on school exclusion and reintegration, nurture groups, mindfulness experiences of children with autism, and race and culture challenges for educational psychologists.
Vol.(0123456789)1 3J Autism Dev Disord (2019) 492779–279.docx
Vol.:(0123456789)1 3
J Autism Dev Disord (2019) 49:2779–2794
DOI 10.1007/s10803-017-3272-4
ORIGINAL PAPER
The Social Networks of!Children With and!Without Disabilities
in!Early Childhood Special Education Classrooms
Jing!Chen1 !· Tzu-Jung!Lin1!· Laura!Justice1,3!· Brook!Sawyer2!
Published online: 1 September 2017
© Springer Science+Business Media, LLC 2017
Keywords Inclusive preschool classrooms!· Peer
interaction!· Disability status!· Exponential random graph
models (ERGMs)
Introduction
Young children’s interactions with peers provide them with
critical opportunities to foster their social and cognitive
development, and this is true for both typically developing
children (e.g., Brechwald and Prinstein 2011) as well as
children with disabilities (e.g., Humphrey and Symes 2011;
Raghavendra et!al. 2012). Within early childhood settings,
research has shown that children are influenced by the skills
of their peers, and that important benefits can be derived
from providing children with disabilities the opportunity to
interact regularly with typically developing children (Jus-
tice et!al. 2014). To this end, there has been a longstand-
ing emphasis in early childhood programming to provide
children with disabilities with the opportunity to interact
with typically developing peers within the context of early
childhood special education (ECSE) inclusive classrooms.
Paradoxically, studies suggest that children with disabili-
ties are likely to be socially segregated by peers in inclusive
settings (Hanson et!al. 1997; Luciano and Savage 2007),
although the large-scale study of this phenomenon in ECSE
settings has yet to occur.
To contribute to this important area of study, in the pre-
sent study we examined peer interactions within ECSE inclu-
sive classrooms using a social network analysis approach.
The overarching goal of the study was to illustrate the social
networks experienced by both children with disabilities and
their typically developing peers in these inclusive class-
rooms. For the purpose of this study, a social network is
defined as a set of play or conflict interactions formed by
Abstract Interaction with peers is an important contribu-
tor to young children’s social and cognitive development.
Yet, little is known about the nature of social networks
within preschool inclusive classrooms. The current study
applied a social network analysis to characterize children’s
peer interactions in inclusive classrooms and their rela-
tions with children’s disability status. The participants were
485 preschoolers from 64 early childhood special educa-
tion (ECSE) inclusive classrooms. Results from teachers’
report of children’s social networks showed that children
with disabilities formed smaller play networks compared
to their typically developing peers in the classroom, but no
evidence indicated that children with disabilities engaged in
more conflict networks than their counterparts. Children’s
play a ...
Running Head AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1.docx
Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1
Autism and How to Help Student to Deal with It
Elizabeth Collins-Bray
EDU 694 Capstone 1: Educational Research
Instructor: Newton Miller
September 10, 2019
Introduction
Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development.
Special needs for children with autism
The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010).
Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001).
Measures to address specials need for students with autism
Use of Universal Design Learning (UDL)
One of the ways which can be employed to deal with autism issu ...
IDENTIFYING LOCAL WISDOM IN ANTI-CORRUPTION EDUCATION OF MALANG'S ELEMENTARY ...
There are very few discussions on instructional communication analysis or known as education communication focusing on anti-corruption and local wisdom. Instructional communication may become preventive solution to prevent corruption. The study discusses local wisdom-based anti-corruption instructional communication. Local wisdom becomes the focus of the study since culture acts as facilitator for internalization of anti-corruption principles. Malang is selected as the setting as the study due to its “arek” tradition. “Arek” tradition is transparent, straightforward and assertive; these are relevant to the principles of anti-corruption. The objective of the study was to identify local wisdom in anti-corruption education. The study was explorative qualitative and the method was focus group discussion. The subjects were teachers in SDN 2 Dinoyo Malang, SD Sang Timur Malang, and SD Insan Amanah Malang. These three elementary schools were selected as the setting because they have different religious orientation. The basis for selecting these schools was to describe different integration of the local wisdom and religious orientation each of the schools have. The findings stated that local wisdom had yet been utilized to facilitate the anticorruption education. Local wisdom was considered as government education embedded in the school activities. Some schools applied the program as a whole while some others were selective towards the program. Based on the findings, anti-corruption principles were embedded through religious and moral values that worked in the society.
Running Head MANAGEMENT OF AUTISM IN CHILDREN .docx
Running Head: MANAGEMENT OF AUTISM IN CHILDREN 1
MANAGEMENT OF AUTISM IN CHILDREN 2
Autism spectrum disorder in Toddlers
Name of student
Institution Affiliation
Literature review
After conducting an investigation on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children (Pack, C.J, et al., 2012) came to the conclusion that, kids diagnosed with autism had challenges related to daily social skills and behavioural complications. He proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills. However, according to a study by (Tager-Flusberg, et al., 2010) and (Ellawadi, A.B, et al., 2015), from their investigation on socialisation abilities of autistic toddlers and the variances in variables assumed to affect communication advancements at various ideal stages. They organised the toddler’s based on verbal communication standards to survey the variances on the chosen variables through the standardisation groupings. From the investigation they found that verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development.
Besides, (Ellis Weimer, et al., 2010) described premature socialisation abilities among children suffering from Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive. These results contradict those of (Ventola, P, et al., 2007) in their study. Ventola related the conduct of children suffering from autism spectrum disorder to general developmental delay. They came to the conclusion that the two categories of children shared a variety of related characteristics but still there were specific behavioural change that distinguished the two categories of children’s.
Another study by (Drew, A, et al 2007) through the means of Social Communication Assessment for Toddlers with Autism (SCATA) which measured communication skills on the two groups of children found to be suffering from the autism spectrum disorder came to the conclusion that the regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals.
Problem statement
Complains by parents about their growing children especially of age 4-12 years having a challenge on social skills with people have i ...
Recommended
Directions For each classmate post below reply with 200 words, de.docx
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Nurturing T-Ss Relationship during Online TEYL.pptx
The relationship of teachers and students in the classroom has been addressed in several reports, but there is still a lack of research on online teaching English to young learners in Indonesia context. By investigating how teachers interact with their students during online learning, the practice of teaching-learning Engish, and their perceptions of this, this study tackled this void. In this descriptive case study design, 6 participants were recruited, while the data were obtained from observation and semi-structured interview. The results showed that the teachers used the method of grammar translation to interact with the students and promote cognitive engagement, as well as active engagement. The teachers nevertheless claimed that teaching English online was difficult and challenging, although students admitted that they missed the time to visit their teacher in person. Since the teaching-learning process is a social and individual process, it needs a social context and the intense teacher-student relationship is very critical. Therefore, online interactions with intense relationships will stimulate the encouragement, cognitive growth, and creativity of children.
Social Policy Report Brief
Relational aggression is most prevalent among elementary and middle school girls between grades 4-9 when social skills are developing. It is linked to depression, conduct disorders, anxiety, and poor social/cognitive development. To address this, policymakers could promote anti-bullying posters in schools, implement social aggression prevention programs, provide community leader training, and strengthen school belongingness to reduce relationally aggressive behaviors.
Role as Academic and Professional Tutor at UEL
Tina is a tutor at UEL for the Doctorate in Child and Educational Psychology program. She jointly leads modules in Consultation and Intervention and Developing the Competent and Reflective Practitioner. She has examined doctoral theses at UEL and other universities. Some recent theses examined or supervised focus on school exclusion and reintegration, nurture groups, mindfulness experiences of children with autism, and race and culture challenges for educational psychologists.
Vol.(0123456789)1 3J Autism Dev Disord (2019) 492779–279.docx
Vol.:(0123456789)1 3
J Autism Dev Disord (2019) 49:2779–2794
DOI 10.1007/s10803-017-3272-4
ORIGINAL PAPER
The Social Networks of!Children With and!Without Disabilities
in!Early Childhood Special Education Classrooms
Jing!Chen1 !· Tzu-Jung!Lin1!· Laura!Justice1,3!· Brook!Sawyer2!
Published online: 1 September 2017
© Springer Science+Business Media, LLC 2017
Keywords Inclusive preschool classrooms!· Peer
interaction!· Disability status!· Exponential random graph
models (ERGMs)
Introduction
Young children’s interactions with peers provide them with
critical opportunities to foster their social and cognitive
development, and this is true for both typically developing
children (e.g., Brechwald and Prinstein 2011) as well as
children with disabilities (e.g., Humphrey and Symes 2011;
Raghavendra et!al. 2012). Within early childhood settings,
research has shown that children are influenced by the skills
of their peers, and that important benefits can be derived
from providing children with disabilities the opportunity to
interact regularly with typically developing children (Jus-
tice et!al. 2014). To this end, there has been a longstand-
ing emphasis in early childhood programming to provide
children with disabilities with the opportunity to interact
with typically developing peers within the context of early
childhood special education (ECSE) inclusive classrooms.
Paradoxically, studies suggest that children with disabili-
ties are likely to be socially segregated by peers in inclusive
settings (Hanson et!al. 1997; Luciano and Savage 2007),
although the large-scale study of this phenomenon in ECSE
settings has yet to occur.
To contribute to this important area of study, in the pre-
sent study we examined peer interactions within ECSE inclu-
sive classrooms using a social network analysis approach.
The overarching goal of the study was to illustrate the social
networks experienced by both children with disabilities and
their typically developing peers in these inclusive class-
rooms. For the purpose of this study, a social network is
defined as a set of play or conflict interactions formed by
Abstract Interaction with peers is an important contribu-
tor to young children’s social and cognitive development.
Yet, little is known about the nature of social networks
within preschool inclusive classrooms. The current study
applied a social network analysis to characterize children’s
peer interactions in inclusive classrooms and their rela-
tions with children’s disability status. The participants were
485 preschoolers from 64 early childhood special educa-
tion (ECSE) inclusive classrooms. Results from teachers’
report of children’s social networks showed that children
with disabilities formed smaller play networks compared
to their typically developing peers in the classroom, but no
evidence indicated that children with disabilities engaged in
more conflict networks than their counterparts. Children’s
play a ...
Running Head AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1.docx
Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1
Autism and How to Help Student to Deal with It
Elizabeth Collins-Bray
EDU 694 Capstone 1: Educational Research
Instructor: Newton Miller
September 10, 2019
Introduction
Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development.
Special needs for children with autism
The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010).
Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001).
Measures to address specials need for students with autism
Use of Universal Design Learning (UDL)
One of the ways which can be employed to deal with autism issu ...
IDENTIFYING LOCAL WISDOM IN ANTI-CORRUPTION EDUCATION OF MALANG'S ELEMENTARY ...
There are very few discussions on instructional communication analysis or known as education communication focusing on anti-corruption and local wisdom. Instructional communication may become preventive solution to prevent corruption. The study discusses local wisdom-based anti-corruption instructional communication. Local wisdom becomes the focus of the study since culture acts as facilitator for internalization of anti-corruption principles. Malang is selected as the setting as the study due to its “arek” tradition. “Arek” tradition is transparent, straightforward and assertive; these are relevant to the principles of anti-corruption. The objective of the study was to identify local wisdom in anti-corruption education. The study was explorative qualitative and the method was focus group discussion. The subjects were teachers in SDN 2 Dinoyo Malang, SD Sang Timur Malang, and SD Insan Amanah Malang. These three elementary schools were selected as the setting because they have different religious orientation. The basis for selecting these schools was to describe different integration of the local wisdom and religious orientation each of the schools have. The findings stated that local wisdom had yet been utilized to facilitate the anticorruption education. Local wisdom was considered as government education embedded in the school activities. Some schools applied the program as a whole while some others were selective towards the program. Based on the findings, anti-corruption principles were embedded through religious and moral values that worked in the society.
Running Head MANAGEMENT OF AUTISM IN CHILDREN .docx
Running Head: MANAGEMENT OF AUTISM IN CHILDREN 1
MANAGEMENT OF AUTISM IN CHILDREN 2
Autism spectrum disorder in Toddlers
Name of student
Institution Affiliation
Literature review
After conducting an investigation on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children (Pack, C.J, et al., 2012) came to the conclusion that, kids diagnosed with autism had challenges related to daily social skills and behavioural complications. He proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills. However, according to a study by (Tager-Flusberg, et al., 2010) and (Ellawadi, A.B, et al., 2015), from their investigation on socialisation abilities of autistic toddlers and the variances in variables assumed to affect communication advancements at various ideal stages. They organised the toddler’s based on verbal communication standards to survey the variances on the chosen variables through the standardisation groupings. From the investigation they found that verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development.
Besides, (Ellis Weimer, et al., 2010) described premature socialisation abilities among children suffering from Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive. These results contradict those of (Ventola, P, et al., 2007) in their study. Ventola related the conduct of children suffering from autism spectrum disorder to general developmental delay. They came to the conclusion that the two categories of children shared a variety of related characteristics but still there were specific behavioural change that distinguished the two categories of children’s.
Another study by (Drew, A, et al 2007) through the means of Social Communication Assessment for Toddlers with Autism (SCATA) which measured communication skills on the two groups of children found to be suffering from the autism spectrum disorder came to the conclusion that the regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals.
Problem statement
Complains by parents about their growing children especially of age 4-12 years having a challenge on social skills with people have i ...
Annotated bibliography
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
Psy lipson2
This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.
QIA #9 - References
This document provides references for research related to parent involvement in youth mentoring programs. It lists 22 references from academic journals, books, and reports on mentoring programs. The references cover topics like the impact of mentoring on social skills and problem behaviors of at-risk youth, effectiveness of mentoring programs, and the role of parents in the youth mentoring process.
Yoga and meditation for children & adolescents research repository final ...
This document provides a research repository on yoga and meditation for children and adolescents. It contains 7 sections that review literature and research studies on: 1) Yoga and meditation in schools, 2) Meditation in schools, 3) Effects on learning outcomes, 4) Yoga and meditation for children not in schools, 5) Research on yoga for children not in schools, 6) Research on meditation for children not in schools, and 7) Individual research studies on yoga and meditation in schools. The repository is intended as a resource for schools and is maintained and funded by Yoga 4 Classrooms, a nonprofit that provides yoga and mindfulness programs to schools.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
Research proposalpart3
The researcher will conduct a collective case study involving 6 families to examine the effects of Dialogic Reading technique on parent-child interactions and children's language development. Parents will receive training on Dialogic Reading and be asked to read to their children aged 2-4 for 6 weeks using this technique. Data collection will include standardized language assessments of children before and after, parent interviews, observations of shared reading coded with an established form, and parent diaries. The study aims to provide both qualitative and quantitative data on children's language gains and families' experiences with the intervention.
The Influence of Parental Involvement on the Learning outcomes of their Child...
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Stratton.ts 9 advppt
This document discusses inclusion and co-teaching strategies for students with disabilities. It begins by defining inclusion as educating students with disabilities in the same environment as peers without disabilities. It then discusses laws like IDEA and Section 504 that require placement in the least restrictive environment. Effective inclusion requires collaboration between general and special education teachers using strategies like co-teaching. Co-teaching involves both teachers working together using methods such as one teaching while the other observes. For inclusion and co-teaching to be successful, teachers require characteristics like being informed and having a positive attitude, as well as administrative support and training.
Play and Education_Final Paper
This document discusses the benefits of teacher involvement in play-based learning for children's language development and self-regulation. It finds that teacher-directed play can enhance oral language skills like vocabulary and narrative abilities. Specifically, teachers can model complex language and ask open-ended questions to stimulate conversation during play. The document also links teacher involvement in play to improvements in children's literacy skills like print awareness and writing. Finally, it suggests teacher guidance in play may implicitly help develop children's self-regulation abilities which are important for academic success.
Ensuring gender equality
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
Reconsidering ensuring gender equality
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
Reconsidering ensuring gender equality
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation explores whether human brains are inherently masculine, feminine, or neutral, and implications for teaching, learning and assessment. Key points addressed include the strategy of "neither through difference nor sameness" being compatible with neuroscience, and its compatibility with alternative learning approaches beyond traditional schooling.
Reading List 2016; "Why do some children find language so hard to learn?"
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
Evidence-Based Teaching Strategies 131345Explanati
Evidence-Based Teaching Strategies
131345
Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains
In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address
Explanation of how each teaching strategy creates effective learning to foster the development of learners
Explanation of how each teaching strategy aligns to learning styles
An explanation of how each teaching strategy can be used to implement generational lessons
An explanation of how each teaching strategy can be used to implement culturally diverse lessons
A nurse educator may to foster learners’ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learners’ ability to recall information, assess learners’ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner's ability to perceive vital concepts.
Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.
Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learners’ question hence foster their learning.
For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).
The lecture strategy may be implemented by clearly stating the instructor’s expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.
Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).
The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a lea ...
The School Success Program ImprovingMaltreated Childrens A.docx
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
Engaging Ideas for the L2 Classroom
This document discusses engagement in the L2 classroom. It begins by defining engagement as the active involvement of students in learning activities according to Reeve (2012). There are four types of engagement: behavioral, emotional, cognitive, and agentic. Engagement is important because it is tied to academic achievement, well-being, success, and flourishing. The document then discusses various instructional approaches and frameworks that can be used to investigate practices, teacher characteristics, and contextual features that promote or hamper student engagement.
Which teachers talk about sex
This study investigated individual and psychosocial factors associated with high educator-learner interactions around HIV/AIDS and sexuality in South Africa. Younger educators and those in lower job categories interacted with learners on these issues more frequently than older colleagues. Favorable interactions were associated with good HIV/AIDS knowledge, personal experience with HIV/AIDS, and low stigmatizing attitudes. However, educators reported a lack of HIV/AIDS training support from the Department of Education. Younger educators also reported higher sexual risk behavior than older educators, undermining their credibility as educators. The findings highlight the need for formal HIV/AIDS training for educators to equip them to provide education and skills to learners.
Videos
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
Another editation of the final paper current one to work on as of nov 30th
The Social Aggression Prevention Program (SAPP) aims to reduce relational aggression among girls aged 9-12 through weekly discussion groups. It focuses on improving social skills and perspective-taking. SAPP involves randomly assigning girls to experimental and control groups. The experimental group participates in role-playing and other activities, while the control group does unrelated work. Evaluators will measure outcomes like peer acceptance, leadership, and aggression over multiple years using surveys, observations, and other tools to assess SAPP's long-term effectiveness. Recommendations include expanding it to both boys and girls and earlier ages, and improving leader training.
Dr. Katherine Holman
This randomized controlled trial examined the impact of supplementing a comprehensive early intervention program for toddlers with autism spectrum disorder (ASD) with a curriculum targeting socially synchronous behaviors. Fifty toddlers with ASD between 21-33 months were assigned to either an Interpersonal Synchrony group or a Non-Interpersonal Synchrony group. The groups received identical interventions except the Interpersonal Synchrony group's intervention explicitly targeted socially engaged imitation, joint attention, and affect sharing. Results found a significant treatment effect for socially engaged imitation in the Interpersonal Synchrony group, with imitation skills maintained over time. Gains were also observed but not statistically significant for joint attention and shared positive affect.
Exam #3 ReviewChapter 10· Balance of payment statements · .docx
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docx
The document discusses the evolving role of nursing informatics specialists. It describes how the role has expanded over the last 50 years from basic IT support to more specialized roles requiring graduate degrees. Emerging areas for nursing informatics include supporting virtual care delivery, remote patient monitoring, and integrating new sources of patient data from sensors. The role will continue evolving rapidly to help healthcare organizations effectively manage and apply new knowledge and technologies.
More Related Content
Similar to Evidence- Based PracticesEvidenceFunctional Communication Trai.docx
Annotated bibliography
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
Psy lipson2
This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.
QIA #9 - References
This document provides references for research related to parent involvement in youth mentoring programs. It lists 22 references from academic journals, books, and reports on mentoring programs. The references cover topics like the impact of mentoring on social skills and problem behaviors of at-risk youth, effectiveness of mentoring programs, and the role of parents in the youth mentoring process.
Yoga and meditation for children & adolescents research repository final ...
This document provides a research repository on yoga and meditation for children and adolescents. It contains 7 sections that review literature and research studies on: 1) Yoga and meditation in schools, 2) Meditation in schools, 3) Effects on learning outcomes, 4) Yoga and meditation for children not in schools, 5) Research on yoga for children not in schools, 6) Research on meditation for children not in schools, and 7) Individual research studies on yoga and meditation in schools. The repository is intended as a resource for schools and is maintained and funded by Yoga 4 Classrooms, a nonprofit that provides yoga and mindfulness programs to schools.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
Research proposalpart3
The researcher will conduct a collective case study involving 6 families to examine the effects of Dialogic Reading technique on parent-child interactions and children's language development. Parents will receive training on Dialogic Reading and be asked to read to their children aged 2-4 for 6 weeks using this technique. Data collection will include standardized language assessments of children before and after, parent interviews, observations of shared reading coded with an established form, and parent diaries. The study aims to provide both qualitative and quantitative data on children's language gains and families' experiences with the intervention.
The Influence of Parental Involvement on the Learning outcomes of their Child...
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Stratton.ts 9 advppt
This document discusses inclusion and co-teaching strategies for students with disabilities. It begins by defining inclusion as educating students with disabilities in the same environment as peers without disabilities. It then discusses laws like IDEA and Section 504 that require placement in the least restrictive environment. Effective inclusion requires collaboration between general and special education teachers using strategies like co-teaching. Co-teaching involves both teachers working together using methods such as one teaching while the other observes. For inclusion and co-teaching to be successful, teachers require characteristics like being informed and having a positive attitude, as well as administrative support and training.
Play and Education_Final Paper
This document discusses the benefits of teacher involvement in play-based learning for children's language development and self-regulation. It finds that teacher-directed play can enhance oral language skills like vocabulary and narrative abilities. Specifically, teachers can model complex language and ask open-ended questions to stimulate conversation during play. The document also links teacher involvement in play to improvements in children's literacy skills like print awareness and writing. Finally, it suggests teacher guidance in play may implicitly help develop children's self-regulation abilities which are important for academic success.
Ensuring gender equality
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
Reconsidering ensuring gender equality
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
Reconsidering ensuring gender equality
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation explores whether human brains are inherently masculine, feminine, or neutral, and implications for teaching, learning and assessment. Key points addressed include the strategy of "neither through difference nor sameness" being compatible with neuroscience, and its compatibility with alternative learning approaches beyond traditional schooling.
Reading List 2016; "Why do some children find language so hard to learn?"
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
Evidence-Based Teaching Strategies 131345Explanati
Evidence-Based Teaching Strategies
131345
Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains
In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address
Explanation of how each teaching strategy creates effective learning to foster the development of learners
Explanation of how each teaching strategy aligns to learning styles
An explanation of how each teaching strategy can be used to implement generational lessons
An explanation of how each teaching strategy can be used to implement culturally diverse lessons
A nurse educator may to foster learners’ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learners’ ability to recall information, assess learners’ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner's ability to perceive vital concepts.
Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.
Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learners’ question hence foster their learning.
For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).
The lecture strategy may be implemented by clearly stating the instructor’s expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.
Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).
The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a lea ...
The School Success Program ImprovingMaltreated Childrens A.docx
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
Engaging Ideas for the L2 Classroom
This document discusses engagement in the L2 classroom. It begins by defining engagement as the active involvement of students in learning activities according to Reeve (2012). There are four types of engagement: behavioral, emotional, cognitive, and agentic. Engagement is important because it is tied to academic achievement, well-being, success, and flourishing. The document then discusses various instructional approaches and frameworks that can be used to investigate practices, teacher characteristics, and contextual features that promote or hamper student engagement.
Which teachers talk about sex
This study investigated individual and psychosocial factors associated with high educator-learner interactions around HIV/AIDS and sexuality in South Africa. Younger educators and those in lower job categories interacted with learners on these issues more frequently than older colleagues. Favorable interactions were associated with good HIV/AIDS knowledge, personal experience with HIV/AIDS, and low stigmatizing attitudes. However, educators reported a lack of HIV/AIDS training support from the Department of Education. Younger educators also reported higher sexual risk behavior than older educators, undermining their credibility as educators. The findings highlight the need for formal HIV/AIDS training for educators to equip them to provide education and skills to learners.
Videos
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
Another editation of the final paper current one to work on as of nov 30th
The Social Aggression Prevention Program (SAPP) aims to reduce relational aggression among girls aged 9-12 through weekly discussion groups. It focuses on improving social skills and perspective-taking. SAPP involves randomly assigning girls to experimental and control groups. The experimental group participates in role-playing and other activities, while the control group does unrelated work. Evaluators will measure outcomes like peer acceptance, leadership, and aggression over multiple years using surveys, observations, and other tools to assess SAPP's long-term effectiveness. Recommendations include expanding it to both boys and girls and earlier ages, and improving leader training.
Dr. Katherine Holman
This randomized controlled trial examined the impact of supplementing a comprehensive early intervention program for toddlers with autism spectrum disorder (ASD) with a curriculum targeting socially synchronous behaviors. Fifty toddlers with ASD between 21-33 months were assigned to either an Interpersonal Synchrony group or a Non-Interpersonal Synchrony group. The groups received identical interventions except the Interpersonal Synchrony group's intervention explicitly targeted socially engaged imitation, joint attention, and affect sharing. Results found a significant treatment effect for socially engaged imitation in the Interpersonal Synchrony group, with imitation skills maintained over time. Gains were also observed but not statistically significant for joint attention and shared positive affect.
Similar to Evidence- Based PracticesEvidenceFunctional Communication Trai.docx (20)
Yoga and meditation for children & adolescents research repository final ...
Yoga and meditation for children & adolescents research repository final ...
The Role and Strategy to Stimulate Language Development in Early Childhood Du...
The Role and Strategy to Stimulate Language Development in Early Childhood Du...
The Influence of Parental Involvement on the Learning outcomes of their Child...
The Influence of Parental Involvement on the Learning outcomes of their Child...
Reading List 2016; "Why do some children find language so hard to learn?"
Reading List 2016; "Why do some children find language so hard to learn?"
Evidence-Based Teaching Strategies 131345Explanati
Evidence-Based Teaching Strategies 131345Explanati
The School Success Program ImprovingMaltreated Childrens A.docx
The School Success Program ImprovingMaltreated Childrens A.docx
Another editation of the final paper current one to work on as of nov 30th
Another editation of the final paper current one to work on as of nov 30th
More from turveycharlyn
Exam #3 ReviewChapter 10· Balance of payment statements · .docx
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docx
The document discusses the evolving role of nursing informatics specialists. It describes how the role has expanded over the last 50 years from basic IT support to more specialized roles requiring graduate degrees. Emerging areas for nursing informatics include supporting virtual care delivery, remote patient monitoring, and integrating new sources of patient data from sensors. The role will continue evolving rapidly to help healthcare organizations effectively manage and apply new knowledge and technologies.
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docx
ework
Market
45
13
5.0
(441)
admin
New bid from Madam Cathy
here is my bid
admin
TJ2021 accepted the bid and paid the down payment
Im about to post the second one
okay dear
Do you know how to do power point videos
the powerpoint document or videos?
Let me see. One min
okaydear
Prior to beginning work on this video presentation, read Fourth Amendment: Search and Seizure (Links to an external site.), The Difference Between the 5th and 6th Amendment Right to Counsel (Links to an external site.), Probable Cause and Reasonable Suspicion (Links to an external site.), Saul Ornelas and Ismael Ornelas Ledesma, Petitioners v. United States (Links to an external site.), and Pre-Trial Motions (Links to an external site.). The fourth, fifth and sixth amendments are the most important of the Bill of Rights which affect criminal law, prosecutions, and defenses in the United States. Consider the protections against unreasonable searches and seizures, the right to remain silent, the right to due process, the right to counsel, and the right to a speedy trial as the “Holy Grail” of constitutional protections for those accused of a crime. Part 1: Your PowerPoint (or equivalent) presentation: If your last name begins with the letters A through G (fourth amendment). Create a five- to eight-slide PowerPoint explaining the fourth amendment. Additionally, provide 50 to 75 words of explanations for each of your PowerPoint slides in the discussion area, just as you would present an oral presentation explaining the slides on the topics listed. In your PowerPoint slides and discussions, List the requirements of the fourth amendment. Define the key term warrant, and provide exceptions to the warrant requirement. Examine what the remedy is for a defendant when a motion granted to suppress is granted for a fourth amendment violation. In all presentations, support your observations using a minimum of two scholarly and/or credible sources either from the required readings this week or from independent research that you conduct in the University of Arizona Global Campus Library or online, and properly cite any references. Making your PowerPoint (or equivalent) Presentation You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the University of Arizona Global Campus Writing Center’s Tables, Images, & Appendices (Links to an external site.) resource.) The Where to Get Free (and Legal) Images (Links to an external site.) guide provides assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access the University of Arizona Global Campus Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.
Evolving Technology Please respond to the following Analyze t.docx
"Evolving Technology"
Please respond to the following:
Analyze the various technological improvements over the last 100 years and determine which has been the most significant for both guests and hotel owners. Explain your rationale.
Determine how evolving communications technology (i.e., cell phones and Wi-Fi) has changed guest expectations regarding communications, as well as how the lodging industry should respond.
WRITE MINUMUM 4 SENTENCES FOR EACH PARAPGRAPH. PROVIDE ORGINAL WORK. WRITE THEM ON YOUR OWN WORDS. GONNA USE TURNITIN TO CHECK PLAGARISIM. TYPE EACH QUESTION BEFORE ANSWER THEM.
.
Evolving Health Care Environment and Political ActivismRead and .docx
Evolving Health Care Environment and Political Activism
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Black, B. P. (2017). Chapter 14 and 15
Online Materials & Resources
Lucas, A. & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.
Johnson, J. E. & Billingsley, M. (2014). Convergence: How nursing unions and Magnet are advancing nursing. Nursing Forum, 49(4), 225-232
Berg, J. G. & Dickow, M. (2014). Nurse role exploration project: The Affordable Care Act and new nursing roles. Nurse Leader, 12(5), 40-44
Vincent, D. & Reed, P. G. (2014). Affordable Care Act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(4), 254-259.
QUESTION
What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Your assignment will be graded according to the grading rubric.
.
Evolving Families PresentationPrepare a PowerPoint presentatio.docx
Evolving Families Presentation
Prepare a PowerPoint presentation to explore how families have changed over time. Be sure to include the contributors to the various changes. The presentation should consist of at least eight (not to exceed 10) slides as described below:
Slide 1: Introduction
Slide 2: A
narrative
discussing
how the family has changed
over time? Explicitly note what changes have occurred.
Slide 3:
Visual depictions
of what the
"typical" family used to look like
. You are welcomed to use a range of media resources.
Slide 4:
Visual depictions
of what the
"typical" family looks like now
. (i.e., how do you perceive or define the typical family, how does society perceive or define the typical family, etc.) You are welcomed to use a range of media resources.
Slide 5: A
narrative
discussing and analyzing the
individual factors
that have contributed to the changing family. (See your textbook. You may use external resources as well.)
Slide 6: A
narrative
discussing and analyzing the
systemic or structural factors
that have contributed to the changing family over time. (See your textbook. You may use external resources as well.)
Slide 7:
Conclusions
Slide 8:
Citations/Resources
.
EvolutionLets keep this discussion scientific! I do not want .docx
This document outlines discussion topics on evolution and asks students to respond to one of the topics in a primary post of at least 125 words, and also make a substantive reply to a fellow student. The first topic asks students to read an article on how some species are adapting to climate change, and then explain the difference between phenotypic plasticity and genetic evolution based on the article. It also asks how we can tell the difference between these two mechanisms when species change over time.
Evolutionary Theory ApproachDiscuss your understanding of .docx
Evolutionary Theory Approach
Discuss your understanding of the theory of evolution. Explain how the concept of natural selection might be applied to the development of personality
Genetic/biological Approach
Develop two goals for a client with ADHD using the genetic and biological theories of personality development. Explain how these goals utilize the genetic and/or biological theories.
Explain how Eysenck’s approach compares with the other theories related to genetic and biological aspects of personality development. What are the benefits of each of these theories?
.
Evolution or change over time occurs through the processes of natura.docx
Evolution or change over time occurs through the processes of natural and sexual selection. In response to problems in our environment, we adapt both physically and psychologically to ensure our survival and reproduction. Sexual selection theory describes how evolution has shaped us to provide a mating advantage rather than just a survival advantage and occurs through two distinct pathways: intrasexual competition and intersexual selection. Gene selection theory, the modern explanation behind evolutionary biology, occurs through the desire for gene replication. Evolutionary psychology connects evolutionary principles with modern psychology and focuses primarily on psychological adaptations: changes in the way we think in order to improve our survival. Two major evolutionary psychological theories are described: Sexual strategies theory describes the psychology of human mating strategies and the ways in which women and men differ in those strategies. Error management theory describes the evolution of biases in the way we think about everything. Learning Objectives • Learn what “evolution” means. • Define the primary mechanisms by which evolution takes place. • Identify the two major classes of adaptations. • Define sexual selection and its two primary processes. • Define gene selection theory. • Understand psychological adaptations. • Identify the core premises of sexual strategies theory. • Identify the core premises of error management theory, and provide two empirical examples of adaptive cognitive biases. Introduction If you have ever been on a first date, you’re probably familiar with the anxiety of trying to figure out what clothes to wear or what perfume or cologne to put on. In fact, you may even consider flossing your teeth for the first time all year. When considering why you put in all this work, you probably recognize that you’re doing it to impress the other person. But how did you learn these particular behaviors? Where did you get the idea that a first date should be at a nice restaurant or someplace unique? It is possible that we have been taught these behaviors by observing others. It is also possible, however, that these behaviors— the fancy clothes, the expensive restaurant —are biologically programmed into us. That is, just as peacocks display their feathers to show how attractive they are, or some lizards do push-ups to show how strong they are, when we style our hair or bring a gift to a date, we’re trying to communicate to the other person: “Hey, I’m a good mate! Choose me! Choose me!" However, we all know that our ancestors hundreds of thousands of years ago weren’t driving sports cars or wearing designer clothes to attract mates. So how could someone ever say that such behaviors are “biologically programmed” into us? Well, even though our ancestors might not have been doing these specific actions, these behaviors are the result of the same driving force: the powerful influence of evolution. Yes, evolution—certain trait.
Evolution, Religion, and Intelligent DesignMany people mistakenl.docx
Evolution, Religion, and Intelligent Design
Many people mistakenly believe that a belief in evolution precludes a belief in God or intelligent design; in other words, some people falsely think that one must be an atheist or agnostic to believe in evolution and the Big Bang. The Catholic Church is one example of a religious institution that has long held the view that evolution and the Big Bang explain ‘how we got here.’ Read the below article from the
Catholic Herald
, and then answer the following questions: Why do you think so many people are mistaken about the ability to believe in God as well as evolution and the Big Bang? Do you find anything problematic about combining religious and scientific explanations of the universe? Explain.
NB: In this discussion, students often misuse the word ‘theory’, saying things such as “the Big Bang/evolution are ‘just’ theories.” But to say this is a misuse of the word 'theory' as it applies to scientific theory. Many people misunderstand the word as it is used in the realm of science, thinking it to mean a guess, a hypothetical, untested idea. However, in science, 'theory' means something different. Please read the article below:
"Just a Theory": 7 Misused Science Words - Scientific American
Article from the
Catholic Herald
By Patrick Cusworth October 31, 2014
Pope Francis's comments on the Big Bang are not revolutionary. Catholic teaching has long professed the likelihood of human evolution
Perhaps it was inevitable that Pope Francis’ comments on the Church’s position on scientific theories such as the Big Bang and evolution would cause a stir. In his address to the Pontifical Academy of Sciences, the Pope cautioned against the image of God the creator as “a magician, with a magic wand”, arguing that belief in both theories around the beginnings of the universe and the birth of humankind are consistent with the Catholic faith.
“The Big Bang, which is today posited as the origin of the world, does not contradict the divine act of creation; rather, it requires it”, he stated. Similarly, he argued, “evolution of nature is not inconsistent with the notion of creation because evolution pre-supposes the creation of beings which evolve.”
Yet despite further murmurings that Pope Francis was beginning (yet another) revolution in Catholic doctrine, it must be pointed out – the Pope’s declaration on either theory has not broken with established Catholic belief in the slightest.
The Big Bang theory, originally hypothesised in 1927 by Jesuit priest and physicist Georges Lemaître, is based on the central proposition that the universe is continually expanding. As a preposition, the universe was originally contained within a single point, in a highly intense state of heat and density. As the universe began to expand it cooled, allowing the formation of subatomic particles, which began a series of physical cosmological processes, which led eventually to the known universe. While this has become the most co.
Evolution of Millon’sPersonality PrototypesJames P. Choc.docx
Evolution of Millon’s
Personality Prototypes
James P. Choca
School of Psychology
Roosevelt University
In 1969, Millon proposed 8 personality prototypes that could be conceptualized at
lower levels of severity than the level of the personality disorders. These personalities
were fit into a theoretical system that emphasized the strength of the interpersonal at-
tachment and the mode of accommodation. Disorders such as schizophrenia and de-
pression were pictured as a decompensation of the basic personality. This article traces
the evolution of Millon’s theory from the original inception, through the influence of
the 3rd and 4th editions of theDiagnostic and Statistical Manual of Mental Disorders,
and onto its present form. Now visualized as resulting from 3 polarities, the model has
expanded the number of personalities to include 3 additional prototypes.
Through a book entitledModern Psychopathology(1969),Theodore Millon pro-
posed a new classification for emotional or psychiatric disorders. The foundation of
the system was made up of eight personality prototypes borrowed from the psychi-
atric nosology that was current at the time, the second edition of theDiagnostic and
Statistical Manual of Mental Disorders(DSM–II; American Psychiatric Associa-
tion, 1952). The innovation was the way Millon described and conceptualized the
eight prototypes in the 1969 book and in another book that followed shortly thereaf-
ter (Millon & Millon, 1974).
First, Millon (1969) wrote less pathological versions of personality disorders of
theDSM–II,creating “personality patterns of mild severity” (p. 220). In each case,
he set his descriptions to characterize three elements for each of the eight personal-
ity patterns: behaviors, self-perceptions, and intrapsychic processes.
Second, Millon fit his personality prototypes into a logical and coherent clas-
sification scheme. To organize the eight personality prototypes, Millon focused
on the kind of interpersonal relationships that the individual typically established
and the mode with which the person achieved his or her accommodation with
JOURNAL OF PERSONALITY ASSESSMENT,72(3), 353–364
Copyright © 1999, Lawrence Erlbaum Associates, Inc.
Copyright © 2000 All Rights Reserved
FIGURE 1 Organizational scheme for the personality prototypes proposed in 1969.Note:The
schizoid personality was labeledasocialin the original work; this label was changed to the cur-
rent label ofschizoidto avoid confusion.
354
Copyright © 2000 All Rights Reserved
the environment. As Figure 1 shows, Millon used the tendency toward interper-
sonal attachment or dominance to produce four different options (left column of
the figure). Two modes of accommodation (active and passive) were added to
each of the interpersonal choices to create the basis for the eight personality
prototypes.
Although the concept of interpersonal styles is easily understood, the concept
of the modes of adaptation is more elusive and merits an additional e.
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docx
Evolution and Its Processes
Figure 1: Diversity of Life on Earth
The diversity of life on Earth is the result of evolution, a continuous process that is still occurring.
“wolf”: modification of work by Gary Kramer, USFWS; “coral”: modification of work by William Harrigan, NOAA; “river”: modification of work by Vojtěch Dostál; “protozoa”: modification of work by Sharon Franklin, Stephen Ausmus, USDA ARS; “fish” modification of work by Christian Mehlführer; “mushroom”, “bee”: modification of work by Cory Zanker; “tree”: modification of work by Joseph Kranak
Chapter Outline
1. Discovering How Populations Change
2. Mechanisms of Evolution
3. Evidence of Evolution
4. Speciation
5. Common Misconceptions about Evolution
Introduction
All species of living organisms—from the bacteria on our skin, to the trees in our yards, to the birds outside—evolved at some point from a different species. Although it may seem that living things today stay much the same from generation to generation, that is not the case: evolution is ongoing. Evolution is the process through which the characteristics of species change and through which new species arise.
The theory of evolution is the unifying theory of biology, meaning it is the framework within which biologists ask questions about the living world. Its power is that it provides direction for predictions about living things that are borne out in experiment after experiment. The Ukrainian-born American geneticist Theodosius Dobzhansky famously wrote that "nothing makes sense in biology except in the light of evolution" (Dobzhansky 1964, 449). He meant that the principle that all life has evolved and diversified from a common ancestor is the foundation from which we understand all other questions in biology. This chapter will explain some of the mechanisms for evolutionary change and the kinds of questions that biologists can and have answered using evolutionary theory.
Discovering How Populations Change
By the end of this section, you will bbe able to:
· Explain how Darwin’s theory of evolution differed from the current view at the time.
· Describe how the present-day theory of evolution was developed.
· Describe how population genetics is used to study the evolution of populations
The theory of evolution by natural selection describes a mechanism for species change over time. That species change had been suggested and debated well before Darwin. The view that species were static and unchanging was grounded in the writings of Plato, yet there were also ancient Greeks that expressed evolutionary ideas.
In the eighteenth century, ideas about the evolution of animals were reintroduced by the naturalist Georges-Louis Leclerc, Comte de Buffon and even by Charles Darwin’s grandfather, Erasmus Darwin. During this time, it was also accepted that there were extinct species. At the same time, James Hutton, the Scottish naturalist, proposed that geological change occurred gradually by the accumulation of small changes from pr.
Evolution in Animals and Population of HumansHumans belong t.docx
"Evolution in Animals and Population of Humans"
Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes show that chimpanzees and humans are more closely related to one another than each is to any other animals. In light of this result, some researchers suggest that chimpanzees should be renamed as members of the genus Homo. Discuss at least three (3) practical, scientific, and / or ethical issues that might be raised by such a change in naming.
.
Evolution of Seoul City in South KoreaHow the City changed s.docx
Evolution of Seoul City in South Korea
How the City changed since it was first created. Describe the changes over time up to the present day.
Note
: Insert Citations at the final slide
include pictures of city (not the people in the city)
and you should have enough information ( only takes about the city, Don't talk about the people)!!!!
6 slides
.
evise your own definition of homegrown terrorism. Then using t.docx
evise your own definition of homegrown terrorism. Then using the e-Activity, provide one example of what you believe to be a specific homegrown terrorist attack that occurred in the United States. Provide a rationale for your response.
There are many agencies, including private security, directly involved in defending against homegrown terrorism that are not part of the Department of Homeland Security (DHS). Examine at least three agencies that are not part of the DHS but play a direct role in homeland security. Hypothesize the key reasons why you believe these three agencies are not part of the DHS. Justify your response.
.
eview the Paraphrasing tutorial here (Links to an external sit.docx
eview the Paraphrasing tutorial
here (Links to an external site.)
. There's also a helpful video
here (Links to an external site.)
.
Directions
: Paraphrase the quote below by putting into your own words
"I am most willing to answer all questions about myself. I have nothing to hide from your committee and there is nothing in my life of which I am ashamed. I have been advised by counsel that under the fifth amendment I have a constitutional privilege to decline to answer any questions about my political opinions, activities, and associations, on the grounds of self-incrimination. I do not wish to claim this privilege. I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself."
Excerpt from Lillian Hellman,
Letter to HUAC (Links to an external site.)
, May 19, 1952.
you need to put this in your own words. So, take it out of the quote. Don't forget to cite!
Type your answer into the text box below.
.
Evidenced-Based Practice- Sample Selection and Application .docx
Evidenced-Based Practice- Sample Selection and Application
Description: Professional nursing practice is grounded in the translation of current evidence
into practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 5) Evaluate data from
relevant sources, including technology, to inform the delivery of care to culturally and
ethnically diverse populations. 6) Collaborate with health team members to collect, interpret,
synthesize and disseminate evidence to improve patient outcomes in complex health care
environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Fully detail how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes how
research and
sampling affect
generalizability of
findings but does
not identify
specific
populations in
Sentinel City®
Superficially
describes
sampling but does
not connect to
generalizability of
research findings
to practice
Identifies
populations of
interest but does
not relate to
research
applicability
Fully detail, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes, with
specific
example(s) inter
professional
evidence-based
practice guidelines
but does not
develop outcomes
specific to a
population
Superficially
describes with
what evidence-
based practice
guidelines are
available but does
not address
interprofessional
nature or
outcomes
Provides
suggestions to
improve care for
population but
provides no
research/evidence
to support
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three errors
in APA, Spelling,
and Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Include a PICO
model that clearly
labels specific
.
Evidenced-Based Practice- Evaluating a Quantitative Research S.docx
This document outlines the competencies and evaluation criteria for a course on evidenced-based practice and evaluating quantitative research studies. The course aims to help baccalaureate graduate nurses develop skills in several areas related to research and evidence-based practice, including examining relationships between theory, practice and research; interpreting research findings; differentiating ethical and legal guidelines for research; integrating evidence from various sources to inform clinical practice; and collaborating with health teams on research and improving patient outcomes. Students will be evaluated on their ability to critically evaluate the research design, methods/procedures, results and implications of studies using established checklists to determine mastery of these competencies.
eview the Captain Edith Strong case study in Ch. 6 of Organi.docx
eview
the Captain Edith Strong case study in Ch. 6 of
Organizational Behavior and Management in Law Enforcement
.
Answer
the questions in column one.
This is not an opinion paper, SO DO NOT USE FIRST OR SECOND PERSON;
your answers should be supported with the textbook readings and outside research; you need a minimum of two references and citations.
Format
your references consistent with APA guidelines.
.
Evidenced based practice In this writing, locate an article pert.docx
Evidenced based practice
In this writing, locate an article pertaining to the topic below. Choose your article wisely, because you will be incorporating the article into all three of your writing assignments this session. In this writing, please discuss how this (one) article will be beneficial to your assigned topic. (The article should be a research conducted in United states.) Also state what you will be focusing on.
Topic: Preventing Healthcare Associated Infections.
This should be a page. Do not use direct quotes, but paraphrase. Also, cite the article you chose in APA 6th edition format.
Research Design: Observational
and Correlational Studies
Video Title: Research Design: Observational and Correlational Studies
Originally Published: 2011
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks, USA
ISBN: 9781483397108
DOI: https://dx.doi.org/10.4135/9781483397108
(c) SAGE Publications, Inc., 2011
This PDF has been generated from SAGE Research Methods.
https://dx.doi.org/10.4135/9781483397108
NARRATOR: Research Design-- Observational and Correlational Studies. Since the moment you
were born, you've been exploring the world around you. In a sense, you've been conducting research.
You've noticed the ways people interact with each other, the relative sizes of objects,
NARRATOR [continued]: and how the colors of nature change with the seasons. Each of us is an
amateur researcher, observing, analyzing, and drawing conclusions about everything we see. In order
to conduct a more formal study whose conclusions you can share with others, you need to apply
scientific methods to your research.
NARRATOR [continued]: Knowing about scientific research methods will also help you understand,
interpret, and be more analytical in your thinking about studies you read about in textbooks, journals,
newspapers, or online. To make sure your research is as strong as possible, let's talk about designing
your study and interpreting your results.
NARRATOR [continued]: Specifically, we'll focus on some overarching types of research studies,
when to use an observational design, along with some advantages and disadvantages, two different
types of observational design, those that you conduct in the field and those that you conduct in a
laboratory,
NARRATOR [continued]: analyzing data from an observational study, including some statistical
methods, when to use a correlational design, along with some advantages and disadvantages, how
to design and implement one, and analyzing data from a correlational study.
NARRATOR [continued]: Before we begin to explore research designs, it is important to understand
the terms "variable" and "construct." These terms are used interchangeably and are found throughout
scientific literature.
NICOLE CAIN: A "construct," which can also be called a "variable," is a topic of interest that varies
from person to person. Some examples of constructs that researchers .
More from turveycharlyn (20)
Exam #3 ReviewChapter 10· Balance of payment statements · .docx
Exam #3 ReviewChapter 10· Balance of payment statements · .docx
Evolving Role of the Nursing Informatics Specialist Ly.docx
Evolving Role of the Nursing Informatics Specialist Ly.docx
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docx
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docx
Evolving Technology Please respond to the following Analyze t.docx
Evolving Technology Please respond to the following Analyze t.docx
Evolving Health Care Environment and Political ActivismRead and .docx
Evolving Health Care Environment and Political ActivismRead and .docx
Evolving Families PresentationPrepare a PowerPoint presentatio.docx
Evolving Families PresentationPrepare a PowerPoint presentatio.docx
EvolutionLets keep this discussion scientific! I do not want .docx
EvolutionLets keep this discussion scientific! I do not want .docx
Evolutionary Theory ApproachDiscuss your understanding of .docx
Evolutionary Theory ApproachDiscuss your understanding of .docx
Evolution or change over time occurs through the processes of natura.docx
Evolution or change over time occurs through the processes of natura.docx
Evolution, Religion, and Intelligent DesignMany people mistakenl.docx
Evolution, Religion, and Intelligent DesignMany people mistakenl.docx
Evolution of Millon’sPersonality PrototypesJames P. Choc.docx
Evolution of Millon’sPersonality PrototypesJames P. Choc.docx
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docx
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docx
Evolution in Animals and Population of HumansHumans belong t.docx
Evolution in Animals and Population of HumansHumans belong t.docx
Evolution of Seoul City in South KoreaHow the City changed s.docx
Evolution of Seoul City in South KoreaHow the City changed s.docx
evise your own definition of homegrown terrorism. Then using t.docx
evise your own definition of homegrown terrorism. Then using t.docx
eview the Paraphrasing tutorial here (Links to an external sit.docx
eview the Paraphrasing tutorial here (Links to an external sit.docx
Evidenced-Based Practice- Sample Selection and Application .docx
Evidenced-Based Practice- Sample Selection and Application .docx
Evidenced-Based Practice- Evaluating a Quantitative Research S.docx
Evidenced-Based Practice- Evaluating a Quantitative Research S.docx
eview the Captain Edith Strong case study in Ch. 6 of Organi.docx
eview the Captain Edith Strong case study in Ch. 6 of Organi.docx
Evidenced based practice In this writing, locate an article pert.docx
Evidenced based practice In this writing, locate an article pert.docx
Recently uploaded
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRecently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Evidence- Based PracticesEvidenceFunctional Communication Trai.docx
- 1. Evidence- Based Practices Evidence Functional Communication Training (FCT) Luo, L., Gage, N. A., & Prykanowski, D. A. (2019). Systematic Review of Functional Communication Training in Early Care and Education Settings. Education and Training in Autism and Developmental Disabilities, 54(4), 358-376. Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34(2), 118-129. Imitation and Modeling Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A parent- implemented intervention to improve imitation skills by children with autism: A pilot study. Early Childhood Education Journal, 44(6), 671-680. Social Narratives Coogle, C. G., Ahmed, S., Aljaffal, M. A., Alsheef, M. Y., & Hamdi, H. A. (2018). Social narrative strategies to support children with autism spectrum disorder. Early Childhood Education Journal, 46(4), 445-450. Leaf, J. B., Ferguson, J. L., Cihon, J. H., Milne, C. M., Leaf, R., & McEachin, J. (2019). A Critical Review of Social Narratives. Journal of Developmental and Physical Disabilities, 1-16. Thomas, J., & Nix, S. (2017). Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with Autism Spectrum Disorders: A Practitioner's Guide. Journal of the American Academy of Special Education Professionals, 163, 169.
- 2. Zimmerman, K. N., & Ledford, J. R. (2017). Beyond ASD: Evidence for the effectiveness of social narratives. Journal of Early Intervention, 39(3), 199-217. Peer Mediated Instruction and Intervention (PMII) Cook, L. H., Simpson-Steele, J., & Cook, B. G. (2017). Using evidence-based practice in teaching students with and at risk for developing disabilities. In Handbook of arts education and special education (pp. 84-102). Routledge. Mahoney, M. W. (2019). Peer-mediated instruction and activity schedules: Tools for providing academic support for students with ASD. TEACHING Exceptional Children, 51(5), 350-360. Sam, A. (2016). Peer-Mediated Instruction and Intervention (PMII). EBP Brief Packet. National Professional Development Center on Autism Spectrum Disorders. Picture Exchange Communication System (PECS) Cagliani, R., Ayres, R., Whiteside, K., & Ringdahl, M. (2017). Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29, 925–939. Pierson, L. M., & Ganz, J. B. (2019). Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal?. Evidence- Based Communication Assessment and Intervention, 13(4), 200- 203. Video Modeling (VM) Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated
- 3. Preschool. Education and Treatment of Children, 42(4), 515- 536. Wynkoop, K. S., Cardon, T. A., Kruis, N. E., & Hawkins, P. M. (2019). Teacher and Video Modeling: A Survey of Use and Perspectives. Journal of Special Education Technology, 0162643419878149. Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review of video modeling to teach STEM to students with autism and intellectual disability. Research in Autism Spectrum Disorders, 70, 101476. Voice Output Communication Aids (VOCA) Furukawa, M., Itakura, M., & Fujisawa, Y. (2019, May). Prototype of Simplified VOCA Device for Special Support Education. In Proceedings of the 7th ACIS International Conference on Applied Computing and Information Technology (p. 11). ACM. Schaefer-Whitby, P., Lorah, E., Love, J., & Lawless, H. (2017). Enhancing communication and language development. Autism spectrum disorders: Identification, education and treatment, 1. Naturalistic Language Strategies Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers. Early Childhood Education Journal, 1-8. Discrete Trial Teaching (DTT) Cariveau, T., Montilla, A. L. C., Ball, S., & Gonzalez, E. (2019). A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching. Journal of Behavioral Education, 1-19.
- 4. Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In Early intervention for young children with autism spectrum disorder (pp. 47-83). Springer, Cham. Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M., & Bast, D. (2017). Impact of a teacher-as-coach model: Improving paraprofessionals fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of autism and developmental disorders, 47(6), 1696-1707. Pivotal Response Training (PRT) Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of autism and developmental disorders, 48(6), 2224-2230. Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G. (2019). Effects of Pivotal Response Treatment (PRT) for Children with Autism Spectrum Disorders (ASD): a Systematic Review. Review Journal of Autism and Developmental Disorders, 1-13. Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals, 119, 139.