Evidence- Based PracticesEvidenceFunctional Communication Trai.docx
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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 ...
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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.
Explore the Issue PapersYou will choose a topic from the Complet.docx
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experiencing Intercultural CommunicationAn Introduction6th e.docx
Experiencing Intercultural Communication
An Introduction
6th edition
Judith N. Martin & Thomas K. Nakayama
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Chapter 4
Identity and Intercultural Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Uniform Shop in Venice, Italy - M. Brimo, 2010
2
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
©McGraw-Hill Education.
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
Who you are both reflects and affects communication with others.
Through communication people express or hide some of their identities from others.
©McGraw-Hill Education.
Identity
Self- what you are born with
Identity is created by the development of the “self” (self-concept is created)
©McGraw-Hill Education.
Identities
Created through communication
Created in spurts
Multiple
Influenced by society
Dynamic
Developed in different ways in different cultures
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
Socialization and self-concept
Reflected appraisal
Significant others
Social comparison
©McGraw-Hill Education.
Identities Are Created through Communication
Identities
Emerge when messages are exchanged between persons
Negotiated, co-created, reinforced, and challenged through communication
Different identities are emphasized depending on whom we are communicating with and what the conversation is about
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
Interactions with others are crucial to the development of our identity
©McGraw-Hill Education.
Identities Are Multiple
We belong to various groups
We develop mul ...
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Dorothy V. M. Bishop
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6-9th September
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Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains
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An explanation of how each teaching strategy can be used to implement culturally diverse lessons
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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.
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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.
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More from elbanglis
Explore the Issue PapersYou will choose a topic from the Complet.docx
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experiencing Intercultural CommunicationAn Introduction6th e.docx
Experiencing Intercultural Communication
An Introduction
6th edition
Judith N. Martin & Thomas K. Nakayama
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Chapter 4
Identity and Intercultural Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Uniform Shop in Venice, Italy - M. Brimo, 2010
2
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
©McGraw-Hill Education.
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
Who you are both reflects and affects communication with others.
Through communication people express or hide some of their identities from others.
©McGraw-Hill Education.
Identity
Self- what you are born with
Identity is created by the development of the “self” (self-concept is created)
©McGraw-Hill Education.
Identities
Created through communication
Created in spurts
Multiple
Influenced by society
Dynamic
Developed in different ways in different cultures
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
Socialization and self-concept
Reflected appraisal
Significant others
Social comparison
©McGraw-Hill Education.
Identities Are Created through Communication
Identities
Emerge when messages are exchanged between persons
Negotiated, co-created, reinforced, and challenged through communication
Different identities are emphasized depending on whom we are communicating with and what the conversation is about
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
Interactions with others are crucial to the development of our identity
©McGraw-Hill Education.
Identities Are Multiple
We belong to various groups
We develop mul ...
Experimental and Quasi-Experimental DesignsChapter 5.docx
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docx
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docx
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docx
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docx
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docx
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docx
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docx
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19 Motivation 1 EXP4304.521F19 Motivatio.docx
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docx
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docx
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docx
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor D.docx
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure Outline
© Festo Didactic 86368-00 11
Figure 9. Voltage waveform at the output of a PWM inverter with and without overmodulation
(after filtering).
The Procedure is divided into the following sections:
Setup and connections
Measurement of the rms value of the fundamental-frequency component
in the voltage (unfiltered) at the output of a three-phase PWM inverter
Overmodulation
Effect of the frequency on the induction motor speed and magnetizing
current
Operation at motor nominal frequency. Operation at 4/3 the motor
nominal frequency. Operation at 1/2 the motor nominal frequency.
Saturation curves
High voltages are present in this laboratory exercise. Do not make or modify any
banana jack connections with the power on unless otherwise specified.
Setup and connections
In this part of the exercise, you will set up and connect the equipment.
1. Refer to the Equipment Utilization Chart in Appendix A to obtain the list of
equipment required to perform the exercise.
Install the equipment in the Workstation.
Mechanically couple the Four-Pole Squirrel Cage Induction Motor to the
Four-Quadrant Dynamometer/Power Supply using a timing belt.
PROCEDURE OUTLINE
PROCEDURE
Voltage waveform without overmodulation
Voltage waveform with overmodulation
Sine wave modulating the duty
cycle (with overmodulation)
/2
duty cycle = 100%
/2
duty cycle = 0%
Time
V
o
lta
g
e
a
t
th
e
o
u
tp
u
t
o
f
a
t
h
re
e
-p
h
a
se
P
W
M
in
ve
rt
e
r
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure
12 © Festo Didactic 86368-00
2. Make sure that the ac and dc power switches on the Power Supply are set to
the O (off) position, then connect the Power Supply to a three-phase
ac power outlet.
Make sure that the main power switch on the Four-Quadrant Dynamometer/
Power Supply is set to the O (off) position, then connect its Power Input to an
ac power outlet.
3. Connect the Power Input of the Data Acquisition and Control Interface to
a 24 V ac power supply.
Connect the Low Power Input of the Chopper/Inverter to the Power Input of
the Data Acquisition and Control Interface. Turn the 24 V ac power supply
on.
4. Connect the USB port of the Data Acquisition and Control Interface to a
USB port of the host computer.
Connect the USB port of the Four-Quadrant Dynamometer/Power Supply to
a USB port of the host computer.
5. Turn the Four-Quadrant Dynamometer/Power Supply on, then set the
Operating Mode switch to Dynamometer.
6. Turn the host computer on, then start the LVDAC-EMS software.
In the LVDAC-EMS Start-Up window, make sure that the Data Acquisition
and Control Interface and the Four-Quadrant Dynamometer/Power Supply
are detected. Make sure that the Computer-Based Instrumentation and
Chopper/Inverter Control functions for the Data Acquisition and Control
Inter ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docx
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docx
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
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- 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.