Jeff Jones was referred for a Functional Behavior Assessment due to concerning behaviors impeding his academic growth. His teachers observed issues with noncompliance, exaggerated responses, negative statements, and difficulty beginning tasks. Background information found Jeff lives with his family and has learning disabilities. Teacher interviews identified target behaviors and their functions of gaining attention or avoiding tasks. Observations supported this analysis. The assessment gathered information to develop a behavior plan to increase appropriate behavior and learning.
Diabetes affects a growing number of Americans. An Advanced practi.docxmecklenburgstrelitzh
Diabetes affects a growing number of Americans. An Advanced practice nurse working in a local hospital is part of a collaborative of community agencies strategically addressing diabetes from a community perspective.
1. What social determinants of health should the community look at in relation to risk or incidence of diabetes?
2. What resources could the APRN use to identify different outcomes related to diabetes?
3. What outcomes related to diabetes are of most interest to the community members?
4. Using the AHRQ’S Healthcare Quality and Disparities Report Data Query (nhqrnet.ahrq.gov/inhqrdr/data/submit), what related national and state level data are available to the APRN?
Respond with a minimum of two (2) paragraphs of 4-5 sentences each.
1. You should address each bullet point in the exercise you select.
2. Your work should have in-text citations integrating at a minimum one scholarly article from this week's readings and course textbook.
3. APA format should be utilized to include a reference list.
4. Correct grammar, spelling, and APA should be adhered to when writing, work should be scholarly without personalization or first person use.
5. Respond to a minimum of two (2) individuals, peer and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
A Case Study • Jennie
Jennie is 8 years old, the eldest of four children. She lives at home with her mother and siblings in Section 8 housing in a small midwestem city. Her father has been an infrequent part of their lives due to repeated convictions for drug offenses.
Jennie was born prematurely after a difficult pregnancy. Her mother has had the support of a "Mentor Mom" since before Jennie was born. The Mentor Mom program was established in their area to assist young, inexperienced mothers who otherwise would have few supports in caring for their babies. The Mentor Mom's role is similar to that of grandmothers, mothers, and aunts in times when extended families were able to help new parents learn to parent their own children. The Mentor Mom has helped Jennie's mother with child-rearing information and problem-solving support over the years. Jennie frequently spends time with the Mentor Mom at her home in the country. Jennie's mother has been participating in adult basic education programs and counseling for several years, and she wants to make life for her children better than hers has been. Frequently she depends on the Mentor Mom when the demands of living with four young children overwhelm her.
In kindergarten Jennie was tested by her school system for possible identification as a child in need of special education services. This evaluation was prompted by her low skill performance levels and her history of prematurity, neurological problems, and environmental disadvantage. At 8 months of age, she developed a .
Diabetes affects a growing number of Americans. An Advanced practi.docxmecklenburgstrelitzh
Diabetes affects a growing number of Americans. An Advanced practice nurse working in a local hospital is part of a collaborative of community agencies strategically addressing diabetes from a community perspective.
1. What social determinants of health should the community look at in relation to risk or incidence of diabetes?
2. What resources could the APRN use to identify different outcomes related to diabetes?
3. What outcomes related to diabetes are of most interest to the community members?
4. Using the AHRQ’S Healthcare Quality and Disparities Report Data Query (nhqrnet.ahrq.gov/inhqrdr/data/submit), what related national and state level data are available to the APRN?
Respond with a minimum of two (2) paragraphs of 4-5 sentences each.
1. You should address each bullet point in the exercise you select.
2. Your work should have in-text citations integrating at a minimum one scholarly article from this week's readings and course textbook.
3. APA format should be utilized to include a reference list.
4. Correct grammar, spelling, and APA should be adhered to when writing, work should be scholarly without personalization or first person use.
5. Respond to a minimum of two (2) individuals, peer and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
A Case Study • Jennie
Jennie is 8 years old, the eldest of four children. She lives at home with her mother and siblings in Section 8 housing in a small midwestem city. Her father has been an infrequent part of their lives due to repeated convictions for drug offenses.
Jennie was born prematurely after a difficult pregnancy. Her mother has had the support of a "Mentor Mom" since before Jennie was born. The Mentor Mom program was established in their area to assist young, inexperienced mothers who otherwise would have few supports in caring for their babies. The Mentor Mom's role is similar to that of grandmothers, mothers, and aunts in times when extended families were able to help new parents learn to parent their own children. The Mentor Mom has helped Jennie's mother with child-rearing information and problem-solving support over the years. Jennie frequently spends time with the Mentor Mom at her home in the country. Jennie's mother has been participating in adult basic education programs and counseling for several years, and she wants to make life for her children better than hers has been. Frequently she depends on the Mentor Mom when the demands of living with four young children overwhelm her.
In kindergarten Jennie was tested by her school system for possible identification as a child in need of special education services. This evaluation was prompted by her low skill performance levels and her history of prematurity, neurological problems, and environmental disadvantage. At 8 months of age, she developed a .
Developing Social Skills for Children with Autism and Other Related DisordersJacklyn Ivy Reyna
Defining Social Skills
Overview on Autism
Challenges in Socialization and Play
The Need to Facilitate Social Skills
Assessing Social Skills and Needs
Approaches in Social Skills Training
Other Strategies in Teaching Social Skills
Tips in Teaching Social Skills at Home and in School
2
Mary Jones
My name is Mary Jones. I completed my field experience at Parkside Elementary School. I am observed a third and fourth grade self-contained class. This class was made up of a 10:1 student teacher ratio. There were three girls (African American) and seven boys (African American). Their disabilities range from autism to mild intellectual disabled. There were also two students who are served for autism.
Ms. Paramore, my supervising teacher showed many direct interactions with students. She also showed higher order thinking beyond their ability level, to challenge them. She provided stimulating educational programs; such as lexia and dreambox with the use of i-pads. This in itself required high expectations not only academically but behavior wise as well. Ms. Paramore provided emotional development and self-efficacy with consistent praise towards the students. All the students are currently below grade level in Reading and Language Arts. Ms. Paramore set high expectations to increase motivation in students who may find their work to be below grade level. She does this by pushing them to read above grade level. The students in this classroom are currently reading on a 1st grade level (1.0 book level) but she pushes them to read on a higher level. She gives them books between 1.5-2.0 reading level this gives these students a positive attitude toward learning to have read a book above grade level; even if it’s not that big of a margin. This also broadens their knowledge and interpretation of concepts.
There are multiple exceptionalities in this classroom. Those issues are also addressed through differentiating. This is where the she modifies assignments and activates to meet the student ability level. This includes but not limited to all assessments on the state and local level. Ms. Paramore used modified grading and used the platform grading on-line. She modified students test by limiting their answer choices. For example, marking out two of the four answer choices so students would have to choose from A and B verses A,B,C,and D. She also uses platform grading on-line which are the assessment the students take on dreambox and Lexia. Ms. Paramore used this data to focus on standards that students have not yet mastered to improve their skills, and to better prepare students for the GA Milestones Test. She also used a program called Khan Academy, where she goes and create an assessment based on taught material, to see if they have mastered the skill. This also prepare the students for GA Milestones which are also taken on student computers. Students are placed in flexible grouping and the rules are clear and concise. She uses flexible grouping to access their individual needs. One of her grouping methods was High-Low, this is a group that consist of one high functioning and one low functioning student in a skill or area of study. This is considered peer tutoring; this method is effective because many studen.
Respond in the following waysCompare the diagnosis you prov.docxcarlstromcurtis
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
Power Point from 2nd City Disability studies in Education COnference, CHicago...Jane Strauss
This presentation will be a case study – examining how taking a “disability studies and advocacy” approach to educational design has worked over 17 years of services for the presenter's son. In the course of that time, services have been provided in the home, a charter school, a nonpublic school, via home education, and now, in a public school environment. Tips for explaining disability related issues, and for approaching educators about LRE and presuming competence will be included, along with suggestions for modifying Education programs to incorporate the social dynamics of disability and inclusion.
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
More Related Content
Similar to FUNCTIONAL BEHAVIOR ASSESSMENT IDENTIFICATION INFORMA
Developing Social Skills for Children with Autism and Other Related DisordersJacklyn Ivy Reyna
Defining Social Skills
Overview on Autism
Challenges in Socialization and Play
The Need to Facilitate Social Skills
Assessing Social Skills and Needs
Approaches in Social Skills Training
Other Strategies in Teaching Social Skills
Tips in Teaching Social Skills at Home and in School
2
Mary Jones
My name is Mary Jones. I completed my field experience at Parkside Elementary School. I am observed a third and fourth grade self-contained class. This class was made up of a 10:1 student teacher ratio. There were three girls (African American) and seven boys (African American). Their disabilities range from autism to mild intellectual disabled. There were also two students who are served for autism.
Ms. Paramore, my supervising teacher showed many direct interactions with students. She also showed higher order thinking beyond their ability level, to challenge them. She provided stimulating educational programs; such as lexia and dreambox with the use of i-pads. This in itself required high expectations not only academically but behavior wise as well. Ms. Paramore provided emotional development and self-efficacy with consistent praise towards the students. All the students are currently below grade level in Reading and Language Arts. Ms. Paramore set high expectations to increase motivation in students who may find their work to be below grade level. She does this by pushing them to read above grade level. The students in this classroom are currently reading on a 1st grade level (1.0 book level) but she pushes them to read on a higher level. She gives them books between 1.5-2.0 reading level this gives these students a positive attitude toward learning to have read a book above grade level; even if it’s not that big of a margin. This also broadens their knowledge and interpretation of concepts.
There are multiple exceptionalities in this classroom. Those issues are also addressed through differentiating. This is where the she modifies assignments and activates to meet the student ability level. This includes but not limited to all assessments on the state and local level. Ms. Paramore used modified grading and used the platform grading on-line. She modified students test by limiting their answer choices. For example, marking out two of the four answer choices so students would have to choose from A and B verses A,B,C,and D. She also uses platform grading on-line which are the assessment the students take on dreambox and Lexia. Ms. Paramore used this data to focus on standards that students have not yet mastered to improve their skills, and to better prepare students for the GA Milestones Test. She also used a program called Khan Academy, where she goes and create an assessment based on taught material, to see if they have mastered the skill. This also prepare the students for GA Milestones which are also taken on student computers. Students are placed in flexible grouping and the rules are clear and concise. She uses flexible grouping to access their individual needs. One of her grouping methods was High-Low, this is a group that consist of one high functioning and one low functioning student in a skill or area of study. This is considered peer tutoring; this method is effective because many studen.
Respond in the following waysCompare the diagnosis you prov.docxcarlstromcurtis
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
Power Point from 2nd City Disability studies in Education COnference, CHicago...Jane Strauss
This presentation will be a case study – examining how taking a “disability studies and advocacy” approach to educational design has worked over 17 years of services for the presenter's son. In the course of that time, services have been provided in the home, a charter school, a nonpublic school, via home education, and now, in a public school environment. Tips for explaining disability related issues, and for approaching educators about LRE and presuming competence will be included, along with suggestions for modifying Education programs to incorporate the social dynamics of disability and inclusion.
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
What Is Septic TankSeptic or septic typically is used t.docxDustiBuckner14
What Is Septic Tank?
"Septic" or "septic" typically is used to describe the anaerobic bacteria environment that was created in Tank and decomposes to mineralizes domestic wastewater in the tank.
What exactly is septic tank Septic tank? It is a constructed in a scientifically sound underground chamber typically made of rcc, fiberglass, plain concrete, steel, or plastic. the domestic water, wastewater and fecal materials, excretory and toilet products flow into it to treat the primary source of waste material , which decomposes and transform into semi-solid or solid settleable liquid sludge.
In the United States, there are several types of ready-made Septic tanks that are available in the market. They include concrete septic tank plastic septic tank, as well as fibreglass septic tanks. Most well-known and widely used are concrete septic tanks for homes, based on the state and local rules and regulations.
When it comes to "what is a concrete septic tanks?", concrete septic tank is a basic design, water-tight container constructed from RCC or plain concrete typically rectangular or circular in shape and available in one chamber, two chambers, or three chambers that are that are used to treat primary liquid waste.
The typical capacity ranges from 500 to 1250 gallons 500 gallon or 750 gallon tanks are adequate for a two-bedroom home or a 1000 gallon concrete tank is sufficient for a three bedrooms, and a 1250 gallon septic tank is sufficient for a four bedroom house or a family of four.
In this regard, "what is the septic tank?", the septic tank is a single chamber or multi-chamber underground compartment that is composed out of RCC concrete fiberglass, plastic or steel used for the first-class treatment for domestic wastewater and fecal material as well as excretory products and toilets that
Also Read:
Rooftop Design Ideas
What Are Septic Tank?
What is the septic tanks? Septic tank is an submerged sedimentation tanks for the primary treatment of household waste and fecal materials via the process of bioanaerobic digestion, or decomposition, which results in semi-solid or solid sludge that can be settled.
The majority of septic tanks for homes can hold between 4000 and 7500 millilitres or 1,000 - 2000 gals of effluent, or semi-solid sludge.
What Size of Septic Tank Do I Need
?
In this article, we'll be talking about underground septic tanks and the size is a reference to the tank's total capacity for handling. Read our article about above ground septic tanks to get additional information about these tanks and the systems.
The minimum requirements for capacity of a septic tank are based on various variables. The state, county or city guidelines may require approved sizes , as can the material used for tank construction and its installation.
The local geography and soil conditions play a significant role in the effectiveness of the system, which could affect the size of drain fields and the size of the septic tank.
The type of septic .
· You should respond to at least two of your peers by extending, r.docxDustiBuckner14
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
# 1
Hearing & Eye Age-Related Diseases
Presbycusis, also known as age-related hearing loss, is a debilitating disease with a complicated etiology that affects tens of millions of people worldwide and roughly half of those over 65 in the United States (Say et al., 2021). The loss is usually bilateral, causing difficulty hearing high-pitched tones and conversational speech (Meiner & Yeager, 2019). The causes of age-related hearing loss are thought to be genetic and environmental. Men are more affected by this condition than women. This condition's origin is yet unknown.
Some signs and symptoms that could be seen in patients with this condition are not answering when spoken to, talking loudly, paying attention to the speaker's lips, turning up the radio or TV volume, putting one palm over one ear, and tilting the head to one side when someone is speaking (Meiner & Yeager, 2019). The causes of presbycusis are multifaceted. In addition to physiologic and anatomical alterations brought on by aging-related deterioration, genetic factors are among the additional contributing elements (Cheslock & De Jesus, 2022). It is believed that glutamate signaling, glucocorticoids, and sex hormones all contribute to it. Hearing loss occurs more frequently in postmenopausal women who use progestin and a combination of hormone replacement therapy. Presbycusis has also been linked to exposure to loud noises and ototoxic substances such as salicylates, loop diuretics, aminoglycosides, and some chemotherapeutic drugs. Ototoxicity has also been linked to certain occupational and environmental exposures to toxins such as toluene, styrene, lead, carbon monoxide, mercury, and other toxins (Cheslock & De Jesus, 2022). This problem has also been associated to a history of ear infections and the presence of several systemic disorders.
Studies aimed at establishing a clear association for the cause have not been successful. As a result, the diagnosis entails eliminating other potential causes of hearing loss, such as infections, head trauma, metabolic disorders, vascular diseases, and heart disease (Meiner & Yeager, 2019). It is important for nurses when caring for patients with this condition to speak clearly and use a normal tone of voice. Patients and their families need to be instructed on how to use and where to obtain assistive listening devices (Meiner & Yeager, 2019). Nurses must educate patients and family members that when using hearing aids, they need to perform daily listening and battery checks. These devices must be stored in a hearing aid drying container with batteries removed.
Vision is an important sense that is needed to complete ADLs. Age-related changes and macular or.
You are a medical student working your way throughcollege and ar.docxDustiBuckner14
You are a medical student working your way through
college and are assigned to a hospital given background information on a patient.
You were provided the chief complaint and long-term history of the patient
outlined below. You are asked by the nurse in charge to read the following case,
investigate the topic (Diabetes mellitus and chronic renal failure) and complete a
written report in MLA format including references addressing each of the
questions identified below.
.
[removed]THIS IEP INCLUDES FORMCHECKBOX Transitions.docxDustiBuckner14
[removed]
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case#
-
Home District:
Service District:
Date:
/
/
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) .
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2.docxDustiBuckner14
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2011), describe specific practices that may or may not have a positive effect on workplace attitudes, motivation, and job satisfaction. Evaluate the possible future directions and potential of leadership practices for positive workplace attitudes, motivation, and job satisfaction within the current workplace.
.
What We Can Afford” Poem By Shavar X. Seabrooks L.docxDustiBuckner14
“What We Can Afford”
Poem By: Shavar X. Seabrooks
Like the rice fields of Charleston, the wind blows limitlessly.
The slaves give peace to the land that hands they have touch.
In the mist of blood, sweat and tears, still the heartbeat sticks in the sweetgrass of mercy.
Gathered near the Stono River, they earned for freedom press against time which is not a
companion.
Fort Mose just in their reach, still time is not their companion.
Looking back to the Ancient Civilization, were Dark Skin People were King and Queens.
Wear Kenta cloths adorning the skin like silk.
And were the land being harvest for love and not for gain.
The children to grow and not wanting to be enslaved and the lips of the masters impales
the dreams.
Yet, the circle that remains the same, but the horizon is just to come.
The wind shall tell the truth and the African Experiences will be a drum of remembrance.
References
Higginbotham, R. D., Wickwire, F., & Wickwire, M. (1970). Cornwallis: The American
adventure. The Journal of Southern History, 36(4), 591. doi:10.2307/2206317
Morgan, E. S. (1972). Slavery and freedom: The American paradox. The Journal of American
History, 59(1), 5. doi:10.2307/1888384
Video clips on Ancient African Civilizations, Kente Cloth
Miranda Isabella Hurt
20 October 2020
Haiku about Emmett Till
Just a young black boy
Stripped of all his life and dreams
Where is the justice
Cinquain about the Civil Rights Movement
A movement ignited by Parks
A peaceful dream promoted by Dr. King
An education organized by Clark
A call to let freedom ring
The first poem is about the murder of Emmett Till. Till’s tragic tale is described in the Eyes on the Prize:
Awakenings and in the study guide. On August 28, 1955, “Emmett Till, a black boy from Chicago visiting
his uncle Moses Wright in Mississippi, is murdered for inappropriately addressing a white woman (page
14).” Even though Till’s murderers eventually confessed to the crime, they were never charged for his
murder (because of the no double jeopardy clause in the fifth amendment of the Constitution). This is
one of many instances of injustice against African Americans in the south during the Civil Rights
Movement. However, even now in the 21st century, African Americans are still facing prejudices and
being killed by cops, the people who are supposed to protect them.
The second poet highlights three big names of the Civil Rights Movement, Rosa Parks, Dr. Martin Luther
King Jr, and Septima Clark. The Eyes on the Prize videos mention King a lot, because he was quite a
significant man, and The Awakenings and Ready from Within discusses Rosa Parks. Rosa Parks sparked
the Montgomery bus boycott by refusing to give up her seat to a white person. Septima Clark’s impact
on the Civil Rights Movement with her citizenship schools was the main topic of Ready from Within.
Clark played a crucial role in educating many African American.
What are the techniques in handling categorical attributesHow.docxDustiBuckner14
What are the techniques in handling categorical attributes?
How do continuous attributes differ from categorical attributes?
What is a concept hierarchy?
Note the major patterns of data and how they work.
What is K-means from a basic standpoint?
What are the various types of clusters and why is the distinction important?
What are the strengths and weaknesses of K-means?
What is a cluster evaluation?
.
University of the CumberlandsSchool of Computer & Information .docxDustiBuckner14
University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 8: Business Analytics
Chapter 8: Business Analytics
8.1 Architecture
8.2 Threats
8.3 Attack Surfaces
8.3.1 Attack Surface Enumeration
8.4 Mitigations
8.5 Administrative Controls
8.5.1 Enterprise Identity Systems (Authentication and Authorization)
8.6 Requirements
8.1 Architecture
Data science is a set of fundamental principles that guide the extraction of knowledge from data. Data mining is the extraction of knowledge from data via technologies that incorporate these principles.
Like many enterprises, Digital Diskus has many applications for the various processes that must be executed to run its business, from finance and accounting to sales, marketing, procurement, inventory, supply chain, and so forth. A great deal of data is generated across these systems. But, unfortunately, as a business grows into an enterprise, most of its business systems will be discreet. Getting a holistic view of the health of the business can be stymied by the organic growth of applications and data stores.
8.1 Architecture – Cont.
Figure 8.1 Business analytics logical data flow diagram (DFD).
8.1 Architecture – Cont.
Figure 8.2 Business analytics data interactions.
Figure 8.2 is a drill down view of the data gathering interactions of the business analytics system within the enterprise architecture. Is the visualization in Figure 8.2 perhaps a bit easier to understand? To reiterate, we are looking at the business analysis and intelligence system, which must touch almost every data gathering and transaction-processing system that exists in the internal network. And, as was noted, business analytics listens to the message bus, which includes messages that are sent from less trusted zones.
5
8.2 Treats
Figure 8.3 Business analytics system architecture.
As we move to system specificity, if we have predefined the relevant threats, we can apply the threats’ goals to the system under analysis. This application of goals leads directly on to the “AS” of ATASM: attack surfaces. Understanding your adversaries’ targets and objectives provides insight into possible attack surfaces and perhaps which attack surfaces are most important and should be prioritized.
It’s useful to understand a highly connected system like business analytics in situ, that is, as the system fits into its larger enterprise architectural context. However, we don’t yet have the architecture of the system itself. Figure 8.3 presents the logical components of this business analytics system.
There are five major components of the system:
1. Data Analysis processing
2. Reporting module
3. Data gathering module
4. Agents which are co-located with target data repositories
5. A management console
6
8.3 Attack Surfaces
In this context, where several components share the same host, how would you treat the communications between them? Should.
Theresa and Mike fully support creating a code of conduct for th.docxDustiBuckner14
Theresa and Mike fully support creating a code of conduct for the newly merged JEANSTYLE organization. They have asked you to recommend how they should approach the development of the code of conduct, especially given the need to merge the companies into one team with a shared mission, vision, and values. They are interested in knowing how the code of conduct will help establish the new organizational culture of JEANSTYLE.
Review the
scenario
( https://class.coloradotech.edu/CbFileShareCommon/ctu/INTD670/Assignment_Assets/ProblemB.pdf ) for this course, and address the following questions:
What set of steps should be used to create the
code of conduct
?
What topics should be included in the code of conduct?
What impact does a code of conduct have on an organization's culture?
Access the
assignment template
.
4-6 PAGES NEEDED
.
Unit VII 1. Suppose a firm uses sugar in a product tha.docxDustiBuckner14
Unit VII
1. Suppose a firm uses sugar in a product that you purchase. The firm vertically integrates by purchasing sugar farms that produce the sugar organically and in a way that makes it also sustainable for the environment. How would that influence your demand for that product? What other purpose than profitability might cause the firm to make this decision to vertically integrate in this way? 200 words min
2.
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario. 200 words3.
Instructions
Your assignment is to provide a final report for Ruby Red Movie Theater in which you address the concerns that have been outlined in the previous six units of this class, indicating any outsourcing or vertical integration options Ruby Red Movie Theater may be able to implement.
Be specific regarding the analysis you performed in each area of study. Your recommendations for improvements for the theater should be based on economic theory and your analysis. Your complete analysis of the theater, the industry, and opportunities that may exist are crucial for the future profitability of the theater.
Revise the information from previous assignments as needed and pull everything together to create a cohesive, comprehensive report. What this means is that this final report should be original updated work, though it is based on your previous assignments. Do not just copy and paste your previous assignments into one paper. Also, be sure to incorporate any suggestions your instructor made in your previous assignments.
New information will be added for Unit VII, which will focus on the information provided in this unit. The topics for this section will include why firms exist, the factors that create a situation where vertical integration is desirable, and why firms would use outsourcing, as well as how this information can be applied to the Ruby Red Movie Theatre.
The following is a list of items and sections you should include in your final report. Replace the unit numbers with appropriate titles for the information in each section.
· Title page
· Table of contents
· Introduction
· Unit I
· Results write-up from Unit I, including recommendations
· Unit II
· Results write-up from Unit II, including recommendations
· Unit II Tables
· Unit II Graphs
· Unit III
· Results write-up from Unit III, including recommendations
· Unit IV
· Results write-up from Unit IV, including recommendations
· Unit IV Tables
· Unit V
· Results write-up from Unit V, including recommendations
· Unit V Tables
· Unit VI
· Results write-up from Unit VI, including recommendations
· Unit VII
· Results write-up from Unit VII, including recommendations
· Conclusions and final recommendations
· Reference page
· Insert labeled tables after the reference page
Adhere to APA Style (APA 7th edition) when constructing this assignment, including in-text citations and references for all sources t.
Title If a compensation system works well for one business, that .docxDustiBuckner14
Title:
If a compensation system works well for one business, that same compensation system should not work well for other businesses.”
Company we choose : FEDEX & STARBUCKS
Introduction:
Contextual variables (Firm A and Firm B)
Based on the Title above and the companies provided just provide the overall introduction in the report and the contextual variables where we tell about the companies ( FEDEX & STARBUCKS)
.
Review the Article Below Keller, J. G., Miller, C., LasDulce, C.docxDustiBuckner14
Review the Article Below:
Keller, J. G., Miller, C., LasDulce, C., & Wohrle, R. G. (2021). Using a community-based participatory research model to encourage parental involvement in their children’s schools.
Children & Schools
,
43
(3), 149–158.
https://doi.org/10.1093/cs/cdab015
The article takes a participatory action approach. The text lists 7 criteria for participatory action research. How does the project described in the article you selected meet these 7 criteria?
Social phenomena are influenced by macro-level social influences.
Social structures and dynamics are contextualized by history
Theory and practice are simultaneously engaged.
Dialogue between the subject and the object is transformed into a single subject–subject
Research and action become a single process
Community and researcher produce knowledge together for social transformation
Research results should be immediately applied to a concrete state of affairs.
.
Teachers reach diverse learners by scaffolding instruction in ways t.docxDustiBuckner14
Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning.
Think back when you were a student or during your own field experiences in which culturally or linguistically diverse learners were part of a classroom.
1. How did these students participate in the class? How did the teacher respond? Were modifications made for them? If so, describe the nature of those modifications.
2.
Language and culture are inextricably connected
. What are the implications of this statement for classroom practice?
Search entries or author
.
ScenarioThe HIT Innovation Steering Committee of a large.docxDustiBuckner14
Scenario
The
HIT Innovation Steering Committee
of a large, integrated healthcare system is in the process of examining the potential impact for new emerging technologies. The Committee is aware that HIT is rapidly changing and that they need to proactively plan for upcoming changes. As a member of this committee, select an emerging technology discussed in the module readings and lectures. Research how this new technology could affect patients, healthcare delivery and data analytics. Based on your learnings, write a White Paper for the Committee describing your findings and recommendations.
Instructions
Create a WHITE PAPEr that includes:
Discussion on why emerging technology poses a challenge for healthcare organizations
Discussion of the chosen emerging technology including reason(s) for selection
Discussion on the potential impact on patients, healthcare delivery, and healthcare organizations
Provide insight into how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations
Provide recommendations on how the organization can strategically plan for emerging technology
Reference page of resources utilized
A - 4 - Mastery
Clear and thorough discussion on why emerging technology poses a challenge for healthcare organizations, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion of the chosen emerging technology including reason(s) for selection, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion on potential impact to patients, healthcare delivery, and healthcare organizations, including multiple examples and supporting details
A - 4 - Mastery
Clear and thorough explanation of how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations.
A - 4 - Mastery
Clear and thorough recommendations on how the organization can strategically plan for emerging technology, including multiple examples and supporting details.
.
Space ... the final frontier. So, as I am sure everyone knows, .docxDustiBuckner14
Space ... the final frontier. So, as I am sure everyone knows, the National Aeronautical Space Administration (NASA) is located right here in H-town. OK, well, technically in Clear Lake. One rarely thinks of space exploration as an extension of government, but remember, one of President John F. Kennedy's challenges promises to the nation was sending an American to the moon.
Well recently, with the call to put an astronaut on Mars by President George W. Bush, and with the founding of SpaceX by Elon Musk, the discussion about space exploration has re-emerged. I would like you to address the following debate. What extent should the government use tax-payer dollars to fund space exploration? Should we leave space travel up to the private sector, or should the government invest more NASA mission. Perhaps there is a healthy balance between the two? What are your thoughts.
Below are some recent (and old) articles about this subject. In addition, I have also linked a report that NASA contributed to about the benefits of space exploration, and a finding by the Congressional Budget Office suggesting how money could be spent elsewhere.
you must reference at least one article correctly in the body of the post (not simply cutting and pasting the URL after your post), respond respectfully to one-classmate, use college level grammar and sentence structure, and be at least 250 words long.
Selected Articles:
https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/
https://www.cbo.gov/budget-options/2018/54771
https://www.nytimes.com/2020/07/28/science/mars-nasa-science.html
https://abcnews.go.com/Business/spacex-ula-score-multi-million-dollar-military-launch/story?id=72280019
https://www.planetary.org/articles/cost-of-perseverance-in-context
https://www.nasa.gov/sites/default/files/files/Benefits-Stemming-from-Space-Exploration-2013-TAGGED.pdf
https://www.texastribune.org/2017/03/21/trump-signs-nasa-bill-aimed-landing-mars/
https://newrepublic.com/article/60759/case-cutting-nasas-budget
.
The Internal EnvironmentInstitutionStudent’s name.docxDustiBuckner14
The Internal Environment
Institution:
Student’s name:
Date:
Part 1.
In business, "corporate culture" refers to the rules, customs, and beliefs that all employees follow and are taught (Wheelen, Thomas., & Hunger, J. David, 2014). However, in today's world, the CEO, CFO, and other top executives' actions and attitudes have a direct impact on the company's culture. FedEx has a culture that demonstrates to its employees and customers how much they are valued. FedEx prioritizes service, people, honesty, innovation, responsibility, safety, and loyalty (FedEx, 2019). FedEx understands the importance of a positive work environment and a strong corporate culture in order to achieve operational success and provide excellent customer service. As a result, FedEx has implemented a "People-Service-Profit strategy" (P-S-P) and continues to promote a high-performance culture. (FedEx, 2019). Frederick Smith, the company's current CEO and founder, came up with this idea because he believed that investing in employees would result in better work and, as a result, financial success. This philosophy emphasizes the importance of treating employees with respect and dignity, as well as rewarding team members based on how well they perform their duties.
FedEx believes that its employees are the best way to make big decisions, and it attributes its success to its innovative culture. Because service providers' employees are the ones who directly interact with customers, this philosophy is especially important in the service industry. Training, giving employees power, and providing incentives are all critical in a company whose culture is based on this philosophy (Peoplematters, 2019). FedEx Corporation's plan to make more money, in my opinion, is consistent with its core value of putting people first. People who are enthusiastic about their jobs are always more creative and productive. On the review site Glassdoor, current FedEx employees gave CEO Frederick Smith an 84% approval rating, and 73% said they would recommend working there to a friend (Glassdoor, 2019). FedEx is the company most likely to hire these individuals as a result of this. In addition, some FedEx freight drivers chose not to join a union in 2017, indicating a favorable work environment (Dcvelocity, 2017). FedEx Corporation employs approximately 300,000 people in over 250 countries and territories. As a result, there are numerous programs in place to thank employees for their efforts. This demonstrates how much FedEx cares about and values its employees.
There is a list of awards and recognition programs on the main website, including "The Humanitarian Award," "The Five Star," "Bravo Zulu," and "Purple Promise" (FedEx, 2019). A five-star rating is the highest you can achieve at FedEx. The manager gives the staff theater tickets and quick cash bonuses in the form of Bravo Zulu. Pilots, couriers, customer service representatives, and meteorologists are among those who benefit from the "purple promise.
THE RESEARCH PROPOSAL BUS8100 8Chapter 2 - Literature ReviewTh.docxDustiBuckner14
THE RESEARCH PROPOSAL BUS8100 8
Chapter 2 - Literature Review
The purpose of this quantitative correlational study was to examine whether relationships
exist among job performance, transformational leadership style, and employee turnover intention
in the United States. Interest grew in the past 30 years, combining transformational leadership
and employee turnover intention, based on the assumptions that employees are likely to be
influenced by their leader’s behavior (Gyensare et al., 2016). Gyensare et al. (2016) noted
transformational leadership style was a key variable in lowered employee turnover intention and
enhanced employee well-being. Buil et al. (2019) stated job performance was an organizational
benefit deriving from transformational leadership style.
This literature review was structured to provide key concepts and related factors to the
research variables. In the first section, the researcher defined job performance and measurements
related to this performance. This included the 360-feedback and performance appraisal. The next
section discussed and measured transformational leadership style followed by employee turnover
intention. The fourth section covered contrasting and supporting theories relative to my
theoretical framework. The final section entailed profitability and a discussion of the auto
manufacturing industry.
The existing research in the literature review focused on the relationships between the
variables of employee turnover intention, transformational leadership style, and job performance.
The top journals used include the International Journal of Academic Research in Business and
Social Sciences, International Journal of Productivity and performance management, Journal of
Managerial Psychology, International Journal of Business and Management, Journal of Human
Resources in Hospitality & Tourism, International Journal of Business Administration,
International Journal of Selection & Assessment, SAM advanced management journal, and
Journal of Applied Biobehavioral Research.
To locate research for this study, EbscoHosts and Education Resources Information
Center (ERIC) were used. The keywords used in the searches include employee turnover
intention, transformational leadership style, factors of employee turnover intention, job
performance impact, employee turnover and job performance, transformational and
transactional leadership style, the cost of employee turnover intention, LMX theory, measuring
job performance, employee turnover and profit, transformational leadership theory, and
measuring employee turnover intention.
The Automotive Industry
In the early days, the majority of U.S. manufacturing was centered in a small part of the
Northwest and eastern side of the Midwest (Krugman, 1991). The early automotive
manufacturers primarily put together the completed product by components and parts brought
from outside suppliers (Peterson, 1987). Henry Ford established a vision of the automobile by
introducing the Model T .
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. FUNCTIONAL BEHAVIOR ASSESSMENT
IDENTIFICATION INFORMATION
Student: Jeff Jones Date of Report: February 21, 2017
Date of Birth: Chronological Age: 12
School Name: Gold School Home Address: Jack and Molly
Jones
Reporter: Joanna Mackin
Reason for Referral
Joanna Mackin initiated this Functional Behavior Assessment as
a part of the
requirements for a graduate class in Behavior Analysis. There
were two reasons for
selecting Jeff Jones. His, teachers Ms. Mackin and Ms. Hannah
Akiyama, as well as his
parents were concerned about the lack of growth over the 2015-
2016 school year. The
second reason involves the behaviors that are impeding that
academic growth. Over the
course of the 2015-2016 school year Ms. Mackin & Ms.
Akiyama worked with a
counselor at Gold School to create a plan that would address the
behaviors that were
affecting Jeff’s learning. While this plan helped some in the
2015-2016 school year, we
continued to see the same behaviors at the beginning of the
2016-2017 school year. The
2. behaviors identified for investigation include noncompliance,
exaggerated response to
physical discomfort, negative statements about himself or
others, and difficulty beginning
tasks.
Background Information
Jeff is a 12-year old boy who lives at home with his family in
Honolulu. Jeff resides with
his parents, Jack and Molly Jones and his younger sister,
Melissa, who is 9 years old. Jeff
lives with his parents and younger sister on the lower level of a
two level house. His
grandparents, an aunt, and cousins live upstairs. Jeff is
currently enrolled in Gold School.
which serves students’ with learning differences, primarily
language based. This means
that Jeff is in a class of students his age and grade level with
similar learning challenges.
Information Sources
Record Review
Assets Student Profile 2015-2016
Assets School Intake Folder: Psychologist’s Educational
Diagnostic Report
Interviews
Jack Jones, Father, February 11, 2017
Hannah Akiyama, Classroom Teacher, January 16,17,18, 23
2017
Catherine Sharp, Music Teacher, February 3, 2017
3. Lilly Plat, Performing Arts Teacher, January 18, 2017
Jeff Jones, Student, February 11, 2017
Observations
Classroom, From November 7th, 2016 to January 8th, 2017
Art class, Wednesday, January 25, 2017
Music Class, Friday, February 10, 2017
Record Review
Assets School Student Profile 2015-2014
Jeff’s Academic Goals:
Jeff’s Decoding Goal is to show improvement in decoding
skills (p.4) which
would move his functional grade level from Ending 2nd to
Middle to Ending 3rd
(p. 3)
Jeff’s Reading Comprehension Goal is to develop critical
thinking and problem
solving skills relative to reading. The second Reading
Comprehension Goal is to
demonstrate growth in study skills relative to reading. (p. 4)
Jeff’s Spelling Goals are: to achieve growth in spelling skills;
effectively utilize
technology tools; demonstrate competency in critical thinking
and problem
solving skills relative to writing; showing growth in expressing
himself in writing
assignments; and demonstrating growth in study skills relative
4. to expository and
narrative writing such as note taking and outlining. To show
growth in these areas
Jeff’s functional grade level would move from Middle 2nd to
Beginning to Middle
3rd. (p. 5)
Jeff’s Mathematics Goals are: showing growth in math
computation;
demonstrating critical thinking and problem solving skills
relative to
mathematical concepts and applications; and demonstrating the
ability to
effectively utilize technological tools like calculators. To show
growth in these
areas Jeff’s functional grade level would move from Middle 3rd
to Beginning to
Middle 4th in computation and from beginning to middle 2nd to
beginning to
middle 3rd in Concepts and Applications. (p. 6)
Jeff’s Social Adaptation Goals:
Jeff’s Social Adaptation Goals are: demonstrating growth in
becoming a confident
and responsible lifelong learner; effectively participating and
contributing in a
multicultural community; showing growth in advocating for self
in academic and
social situations; developing appropriate organizational, time
management and
self-monitoring skills; and demonstrating growth in coping and
problem solving
5. skills. (p. 8)
Diagnostic information taken from Jeff’s intake folder at Assets
School as reported
in the Assets Student Profile (p. 7)
• Jeff’s “Exceptionalities”: Dyslexia (Assets, 05/14)
• Learning Disorder; Not Otherwise Specified
• Rule Out Attention Deficit/Hyperac tivity Disorder, Primarily
Inattentive Type
(Pamela Merez, Psy.D., 04/12)
• Specific
Learning
Disability,
(Hawaii
State
D.O.E.
02/12)
Interviews
Jack Jones, Father, (Because of time constraints and scheduling
difficulties Jack Jones
filled out a FAIT Parent/Guardian form and returned it to me)
on February 11, 2017
One of the reasons for this Functional Behavioral Assessment is
Jack and Molly Jones’
concern about Jeff’s slow academic growth and the behaviors
6. that are slowing down this
growth. Mr. Jones shared these positive things about Jeff; he is
friendly, helpful, sociable,
liked by peers, honest, easygoing, kind to adults, and kind to
other students. Jeff’s
suspected preferential interests are Legos, iPad/Youtube,
singing, acting, and drama. Mr.
Jones feels that Jeff learns best when involved in building or
constructing something; or
experimenting or testing things. Mr. Jones shared that the
problem behaviors he is
concerned about are: Jeff going into “Imaginary Worlds” and
mimicking the characters in
the world; and making an excuse to go do something else, when
told to do something.
These behaviors occur when Jeff is told to do something non
preferred or when
working/playing/entertaining independently. When problem
behaviors occur, Jeff
responds to: verbal prompts and corrections; help getting back
on task; reminders about
what is and isn’t appropriate; and using the code word “Donuts”
to get Jeff back on task.
Mr. Jones’ best guess as to why the problem behaviors occur is
that Jeff is trying to
escape from doing exactly what he’s told and imagining or
thinking of fictional
characters.
Hannah Akiyama, Lead teacher, January 2017
Ms. Akiyma and Ms. Mackin work together and both work with
Jeff. Ms. Mackin
interviewed Ms. Akiyama using the Functional Assessment
Interview Form. Because of
7. time constraints, the interview took place over the course of two
weeks in mid January.
Ms. Akiyama identified four main behaviors of concern. The
first behavior is
noncompliance. Jeff doesn’t answer when spoken to, refuses to
join the class or a small
group, he wanders around the classroom, or won’t work with a
partner. This behavior
occurs one to four times a day for between five and ten minutes.
The second behavior is
exaggerated responses to injury, headache, or eczema. When
injured, Jeff falls to the
ground and is unresponsive or he gives an exaggerated account
of how his head feels, or
he is visibly scratching all over. This behavior happens at least
once a day for one to two
minutes and requires a teacher to stop what she’s doing to write
him a pass to the Nurse.
The third behavior is negative statements to others, or about
himself, or threats of
violence to himself or others. When Jeff makes these statements
he raises his voice and
gestures with his hands. This behavior occurs about once a day
and lasts for a minute.
The raised voice and negative statements about other students
produces a reaction from
the person he’s talking about, which disrupts the lesson. The
fourth behavior is difficulty
beginning some tasks or activities. Jeff will remove himself
from the class circle during
Morning Meeting, or ask to go to the bathroom or nurse, or he
may wander around
8. without responding to questions. These behaviors occur two to
four times a week. They
are low key as if Jeff were trying to fly under the teacher’s
radar.
Behaviors that occur together: noncompliance and difficulty
beginning tasks often
happen together in the same type of situation (typically at the
beginning of a new task or
unfamiliar activity); exaggerated response and negative
statements sometimes happen
together and usually in response to the same type of situation
(when other members of his
group aren’t following directions or are noisy while a teacher is
working with him or
comment on something he’s done or make random noises).
Setting events that Ms. Akiyama has identified are: a rash that
looks like eczema on Jeff’s
ears, neck, upper torso, arms, backs of his knees, and scalp.
Occasionally (not as often
since the weather has cooled off) at the beginning of Language
Arts or Read Naturally,
Jeff will appear to be uncomfortably itchy and ask to go to
Nurse. Jeff sometimes
complains of difficulty sleeping on days when he exhibits mor e
problem behaviors. The
class schedule is posted and explained if it changes. Although
Jeff sometimes choose not
to make a choice, students have choices through out the day.
The ratio of staff to students
is six or seven students to one teacher so Jeff receives one to
one attention sometimes. He
also receives help with his homework from his grandmother.
One setting event that hasn’t been reported previously is that
9. Jeff’s difficulty beginning a
given task, may be a result of his Attention Deficits. In January
of the 2017, Jeff began to
take medication for ADHD. Jeff’s teachers have noticed a
change in his behavior. He is
less fidgety, better able to focus, and he participates in class
discussions more often. Jeff
mutters less and speaks up more. After beginning to take
medication, Jeff’s teachers also
noticed that he wasn’t eating as much at snack. Jeff reported
that he can “hear” his
teachers now.
Antecedents that predict when a behavior more likely to occur
are when Jeff is at
Language Arts in the back of the classroom, Computer Lab
during Read Naturally,
Performing Arts, Music, Art; interacting with four of the seven
boys in the class;
activities that involve reading, are new or novel or transitions
into activities Jeff hasn’t
done before
Antecedents that predict when a behavior is less likely to occur
are when Jeff is on the
field, in the courtyard, library, or at enrichments; interacting
with any of the six girls in
the class; free time activities.
5 = High Efficiency, 1 = Low Efficiency
This chart indicates that when Jeff is noncompliant because he
has difficulty beginning a
10. task that he is both able to avoid beginning the task and he
quickly gets teacher attention.
The chart also shows that when Jeff makes negative statements
about himself or others,
he is able to quickly gain reassurance from his teacher.
Exaggerated responses are much
less efficient at gaining attention or avoiding embarrassment.
Ms. Akiyama shared that Jeff has many ways of communicating
his need for attention
both verbal and through gestures or facial expressions but he
does not use words to
communicate his confusion or unhappiness. He also does not
use words to communicate
that he doesn’t want to do an activity or be in a certain
situation. His nonverbal means of
communication are shaking his head when confused or unhappy;
moving away or
leaving; a fixed gaze; or head on his desk. When he is
protesting a situation or activity he
might use words or shake his head or throw up his hands.
Ability to Understand Other People
Jeff can follow a single direction but if there is more than one
step to the directions he
shuts down
Responds to signed or gestural requests or instructions: Jeff
responds to gestures
indicating time to stop an activity, signs for class to be silent,
and gesture to leave room
for restroom.
Imitates physical models for tasks or activities: Jeff is able to
perform tasks that have
11. been modeled by the teacher like putting papers in a certain
place. Recently he learned
the motions that accompanied a song that the class performed
for their Grandparents. The
music teacher demonstrated the motions and the students
imitated her.
0
1
2
3
4
5
6
noncompliance/difFiculty
beginning
task
exaggerated
response
12. negative
statements
about
self
or
other
Ef#iciency
of
Problem
Behavior
EfFiciency
Methods typically used to indicate yes or no: Jeff uses words to
indicate yes or no unless
the teachers ask for a thumbs up indicating a yes answer to a
question or a thumbs down
for no. Jeff will then use a thumbs up or down.
Ms. Akiyama who is in touch with Jeff’s fourth grade teacher
reported that this teacher
saw the same problem behaviors that are reported in this
assessment.
Lilly Plat, Performing Arts (PA) teacher, January 18, 2017
I interviewed Ms. Plat using Motivation Assessment Scale
(MAS). The MAS is a
questionnaire that is designed to help identify the function of a
13. problem behavior. Before
we started the questionnaire, Ms. Plat and I talked about the
problem behaviors that Jeff
exhibits in PA. He shuts down when there is too much noise. He
gets frustrated when it is
too loud. He tries to get the class to quiet down and when the
others ignore him he shuts
down. When he works with an improvisation group (usually 1 or
2 other students), he
will give up quickly if he has difficulty expressing his ideas.
When he gives up, he will
wander around the periphery of the group and be unresponsive
to their attempts to get
information from him. The results of the MAS checklist suggest
that Jeff’s behaviors in
PA are motivated by three things escape, attention, and
tangibles. Jeff wants to escape
from new tasks or difficulties expressing himself. When Jeff is
unable to express himself
or he is presented with a new task he withdraws from the group.
Attention of his peers,
when Ms. Plat is talking to the class and they are talking over
her, Jeff tries to get the
whole group to quiet down. The tangible function is reflected in
Jeff’s wanting to do only
what he wants.
Catherine Sharp, Music Teacher, February 3, 2017
I interviewed Ms. Sharp using the Motivation Assessment Scale
(MAS). I started the
interview with some general questions about the problem
behaviors Ms. Sharp saw in the
Music Class. Ms. Sharp shared that Jeff would avoid
participating in Music activities by
saying he had a headache or going to point out and staying
14. there. Ms. Sharp said that
when the noise level bothered Jeff, she gave him the option of
going to class 41, but he
didn’t want to use this option. Ms. Sharp observed that Jeff
likes to see how others
experience things before he tries the activity. The results of the
MAS checklist suggest
that Jeff’s problem behaviors in Music are motivated primarily
by escape and sensory
needs. Jeff’s problem behaviors occur when he is asked to
perform a difficult task or any
request is made of him and the behavior stops after the demand
is withdrawn. Ms. Sharp
said that would stay withdrawn from the activities for a long
period of time if left alone.
When Jeff has withdrawn he seems calm but aware of what is
going on
around him, this indicates some sort of sensory need.
Jeff Jones, Student, February 13, 2017
I interviewed Jeff using the Student-Directed Functional
Assessment Interview Form.
Based on the information I got from Jeff’s thoughts about his
daily school activities, the
least difficult times of the day are Morning & Lunch Recess,
Snack, Science and Social
Studies, P.E. with both coach and Ms. Akiyama. The most
difficult times of the day were
Music followed by Art and Performing Arts. When asked why
he thought these were the
most difficult times of the day, Jeff said that he doesn’t like to
sing in public and is not
15. comfortable with Ms. Sharp. He wasn’t really sure what made
Art and Performing Arts
difficult. He did share that he comes from a family that dances
specifically his cousins (I
have heard him compare his ability to do things with his
cousins). He has some difficulty
with Language Arts with Ms. Mackin. Again, he wasn’t sure
what made it difficult. We
do know from his Student Profile that he has a difficult time
with both reading and
spelling words. Jeff shared that he doesn’t know what makes
him happy. He did think
that he likes going to the pool where he takes lessons on
Saturdays.
Jeff Jones, Student, February 21,2017
While the class was engaged in a cooking activity in the
kitchen, I was able to have a
casual interview with Jeff. The class had been divided into three
groups. His group was
made up of himself and three other people he’s worked
successfully with before. This
school year Jeff has had to go to Class 41, the quiet room, when
we did a cooking
activity. Jeff was reluctant to sit with his group and was
hanging around the stove when I
approached him. He shared that he felt more comfortable by the
stove. I asked him why
he thought that was and he said that from there he could see
everyone and it wasn’t as
“noisy”. Both Ms. Akiyama and I encouraged him to join his
group. He continued to be
reluctant to do so. I then asked Ms. Akiyama if Jeff could be her
helper and she said yes.
As Ms. A. got the other students started on the vegetable
16. chopping, I asked Jeff if he
liked to cook and he said that he did and that he came from a
family who cooks. Ms.
Akiyama asked Brenden to sauté the vegetables, and he did an
excellent job. When asked
what he liked to cook, he couldn’t think of anything, but later I
commented that I liked
fried rice and wondered if he could make some for our class
party. He said he could cook
fried rice, but he didn’t know if he’d be able to do it for the
class party.
List of Preferences Based on Teacher, Parent, and Student
Interviews
1. Building with Legos
2. iPad/Youtube
3. Singing, Acting, Drama
4. Snack
5. Recess
6. Lunch
7. Enrichments
8. Playing with his cousins
9. Diamond Head Theater Classes
10. Earning Class Money
11. Going to Swim Lessons on The Weekend
I did not do a preference assessment that asked specifically if
Jeff liked certain things,
activities or people. During the Student Functional Assessment,
Jeff was unable to
talk about what he enjoys doing. The only thing he could think
of was swim lessons
on the weekend.
17. Observations
Art Classroom, Wednesday, January 25, 2017
This observation was conducted from 12:05-12:24 pm on
January 25, 2017, during a
special craft activity.
12:05 pm: Jeff wanders around the room as the Art Teacher
gives directions. The rest of
the class is seated
12:10 pm: Jeff still wandering from table to table talking to
people and looking into the
containers holding the materials for the craft project. He winds
yarn around
his fingers as he wanders. (One craft project is making a
pompom out of
yarn.)
12:11 pm: Jeff goes over to another male student, who is sitting
by himself with a box of
beads. Jeff looks into the box and rakes through the beads when
the other
student does. Jeff tells a “story with the yarn on his fingers.
12:13 pm: Jeff offers the yarn to the male student he is sitting
with.
12:14 pm: Jeff moves to another table and then goes to the front
table and picks out a
purple pompom from a box on the front table. He also picks up
18. a blank
bookmark.
12:15 pm: Jeff moves to the table I am sitting close to and
announces his intention to
decorate the bookmark for his sister, which he does with a
simple line
drawing. He attaches the pompom.
12:17 pm: The Art Teacher offers to make Jeff a keychain if
he’ll make a pompom for
her.
12:18 pm: Jeff does a bit of wandering and then brings the Art
Teacher the box of
pompoms.
12:24 pm: Jeff asks the Art Teacher to tie something for him (at
this point I get distracted
by a request from another student in the class.)
Music Class, Friday, February 3, 2017
This observation was conducted from 12:05-12:42 pm on
February 3, 2017, during a
regular music lesson.
12:05 pm: Jeff comes into Music at a snails pace after everyone
else has entered and joins
the circle of other students.
12:10 pm: Participating in the rhythm activity and interacting
with the same male student
he interacted with in Art on January 25th
19. 12:12 pm: Teacher announces a transition to the next activity.
Jeff turns to the same male
student and begins to talk to him.
12:13 pm: Jeff eyes are closed as he beats out the xylophone
rhythm, that Ms. Sharp has
demonstrated. He opens his eyes and looks at Ms. Sharp.
12:15 pm: Jeff raises his hand to be the person to give an
answer and teases another
student as he picks a girl per Ms. Sharps request. (The lesson
distracted me.)
12:25 pm: Transition from playing the xylophone. Jeff wanders
around and looks at the
male students he talked to at the beginning of the lesson. He
makes a circuit
of the class and asks me if I’m taking notes. I give him a
noncommittal
answer.
12:28 pm: Jeff returns to his designated seat on the floor.
12:32 pm: (There has been a transition in here that I didn’t put
into my notes. The
students are now playing ukulele.) Jeff is playing his ukulele
with full
concentration.
12:40 pm: In the instant that I began to record this Jeff was
focused on playing the
ukulele. When he stops playing, he is talking and pointing
behind himself.
(This was an unclear note.)
20. 12:42 pm: Ms. Akiyama came into the class, joining me at the
back of the room. Ms.
Sharp told the students to put away their ukulele. Jeff put his
ukulele away and then walked over to where I was sitting and
Ms. Akiyama
was standing and lay down on his back on the floor. I left the
class to Ms.
Akiyama.
Summary of Antecedent Behavior Consequence (ABC) Data
ABC data was collected from November 11th – December
16th, 2016 and then from
January 6th - 18th, 2017. During the time frame November 11th
– December 16th, 2016
there is a missing recording sheet that covered the period
between November 9th and
November 23rd. The recording sheets I have data from cover
approximately sixteen
days. During those sixteen days there was a single incident of a
problem behavior on
seven of the sixteen days and one day with five incidents of
problem behaviors. This
means that on average one problem behavior occurred per day.
Sometime, either right before or right after the winter
break, Jeff reported to Ms.
Akiyama that he was taking medication to help him focus.
Between January 3rd and
January 18th there were nine school days of ABC data
collected. Problem behaviors
were recorded on one day at the beginning of the period and one
day at the end of the
period. What this evidence suggests to me is that Jeff’s problem
behaviors are
happening less frequently. Ms. Akiyama and I have noticed a
21. significant decline in
problem behaviors since the beginning of the calendar year,
when Jeff began taking
medication to address the issue of attention. Jeff commented to
us that he can now
“hear” the teachers.
Patterns seen in the ABC data:
Setting events that occasion problem behaviors are: changes in
routine, tired
(reported sleeping badly), or not feeling well (novel task was
not one of the
setting events that was recorded but it could have been)
Places where behaviors are more likely to occur: in the back of
Class 52 (a small
confined space); in the Art, Music, and Performing Arts
classrooms (all fairly
open spaces); the Computer Lab; and the Kitchen (another open
space)
Places where behaviors are less likely to occur: Hallways,
lunch/gathering place,
and play areas
Times behaviors are more likely to occur: from the beginning
of the school day up
until 11:10, which is the beginning of lunch recess and then
between 12:05 and
12:50 pm
Times behaviors are less likely to occur: after 12:50 pm. to
22. occur during breaks,
free time
Antecedents that are more likely to occasion problem
behaviors: small or large
group work; Language Arts; Morning Meeting; and Art, Music,
and Performing
Arts
Antecedents that are less likely to occasion problem behaviors:
student selected
activities (breaks or silent time); & independent work
Behaviors seen more often: when Jeff is upset he stops
working and or puts his
head down on desk or refuses to respond to any questions;
making negative
statements about himself or others refusing to leave the
classroom for counseling
when upset
Behaviors seen less often: leaving class without permission
(during the 2015-2016
school year this occurred fairly often)
Consequences occurring more often: repeated
direction/provided choice, one on
one work with teacher, cued to Cl 41 or counseling
Consequences occurring less often: sent to Point Out, met with
a counselor, peer
attention, peers ignored
Behavior/Outcome: when given a choice Jeff often returned to
the activity
without disruption, occasionally, when given a choice or cued to
23. 41 Jeff attempted
to return to the activity
Target Behaviors to reduce
• Noncompliance: After Jeff has had an interaction with a
student or teacher that upsets
him, Jeff will stop working and won’t respond to questions.
Often, he withdraws
from a group and may wander around or try to leave the
classroom.
• Exaggerating physical discomforts: During outdoor organized
game times, if Jeff is
tagged by another student or accidentally hit by a ball, he might
fall to the ground
and act dead, not responding to students or teacher queries
about how he is. There
have also been times when he falls to the ground for no
apparent reason.
• Negative Statements about Self and Others: While trying to
listen to directions,
corrections, or collect his thoughts in a noisy classroom, Jeff
will make negative
statements about the noise of the other students and then he will
make negative
statements about himself and ultimately withdraw from an
activity.
• Difficulty Beginning Challenging or Novel Tasks : At the
beginning of Language Arts,
Art, Music, Performing Arts, or any novel activity like cooking,
instead of
24. preparing to begin the lesson, Jeff will ask to go to the nurse for
either a headache
or extreme itchiness.
Replacement Behaviors to increase
• Asking for help when feeling confused about how to proceed
with at task.
• Asking for a break
• Asking for permission to see how the other students do
something before trying it.
• Appropriately seeking attention from peers
Strengths
Jeff’s good memory for background information supports his
ability to understand what
he reads or hears. When feeling comfortable, he is willing to
take risks in Performing
Arts class, demonstrating an ability to act, or in Music singing
while accompanying
himself with gestures illustrating the song. He has a good
memory of the details of
movies he’s seen, which I think reflects his general interest in
the Performing Arts. Jeff’s
ability to remember what he hears supports his reading
comprehension. Jeff is an auditory
learner.
Summary Statements
The setting events for Jeff’s noncompliant behaviors/difficulty
25. beginning tasks or
activities are: the subjects Language Arts, Art, Music, and
Performing Arts; lack of sleep,
and, noise/distractions. The things that set off the behavior s are
class demands that may
be too hard (unfamiliar multistep activities), and unheard
directions. When Jeff is
noncompliant, he will be unresponsive to teacher or peers
questions or he will wander
around the class. Essentially he has shut down. When Jeff is
being noncompliant, his
teachers give him attention in the form of offering him choices.
Gaining teacher attention
while avoiding teacher demands and peer contact seem to be
what is maintaining these
behaviors.
The setting events for Jeff’s negative statements about others
and or himself appear to be
when he is in a noisy/distracting group, as well as a lack of
sleep. The thing that appears
to set of this behavior is working in a smaller group on a task
that is difficult for him or
requires careful thought and the class is noisy. When Jeff makes
negative statements he
raises his voice a bit, gestures with his hands and then he
wanders away mentally or
physically. When Jeff makes negative statements he is reassured
by a teacher so receiving
attention from a teacher appears to be what is maintaining this
behavior.
The setting events for Jeff’s exaggerated response to physical
26. discomfort appears to be
the anticipated difficulty of a lesson in LA or subject like Art or
Music, a need for peer
attention, and sometimes a lack of sleep. The things that appear
to set off this behavior
are the anticipated difficulty of the coming lesson along with a
lack of sleep. Before
Language Arts begins, Jeff may be scratching himself all over
or tell his teachers that he
has for instance a really bad headache so needs to go see the
nurse. When the class is
playing a game together with his classroom teachers present, he
will sometimes just fall
to the ground for no apparent reason. Other students will report
that Jeff may have been
tagged hard or something of that nature. What appears to be
maintaining this behavior is
work avoidance as well as teacher and peer attention.
Functional Assessment Summary
Information from interviews, checklists, and observations
indicate that Jeff’s
“noncompliant behaviors”, “negative statements about others
and or himself”, and
“exaggerated response to physical discomfort” all appear to
serve two functions; avoiding
beginning a novel task and gaining teacher or peer attention.
Because Jeff’s problem
behaviors occur consistently before Language Arts, or any other
challenging or novel
activity, it appears that the function of Jeff’s behavior is
avoidance of those challenging
or novel tasks. Teachers give him attention by offering him of
choices of things he can
27. do, or peers ask if he’s alright so teacher and peer attention
appears to be the other
function of his problem behaviors.
Recommendations
1. In order to improve the likelihood that a Jeff will be abl e to
join the class in a new
activity, it is important to structure his transitions and
anticipate the things that
will likely cause anxiety.
2. Keeping the noise level in the class low will allow Jeff to
think without the
distraction of other student’s conversations.
3. Devising a method for giving Jeff directions one at a time,
will insure that he is
able to begin a task and carry it to completion.
4. There are already some strategies in place to help Jeff stay
focused on the task or
activity the class is engaged in. When Jeff is unresponsive or
having difficulty
beginning a task he is given several choices like going to the
Nurse, Class 41,
Point Out, or beginning the activity. Jeff has been responsive to
these choices and
usually chooses to rejoin the activity or do the task. When an
interaction with
another student upsets him, Jeff will still need to be cued to go
to Class 41 to
28. regain some of his composure. Often he goes for five minutes
and then returns to
the task or activity. There are times when Jeff cannot release
whatever he is upset
about and this affects his learning for the rest of the day.
5. In order to help Jeff recover from social interactions that
affect his whole day, the
counseling staff along with Jeff’s teachers need to assess his
skills in flexible
thinking, social interactions, self-regulation, and self-
monitoring. Understanding
Jeff’s skills deficit, will help them create a plan to help Jeff
develop pro-social
skills.
Risk Assessment
The main risk is associated with Jeff’s tendency to fall on the
ground during physical
activities and then be unresponsive to questions about what is
wrong. If he should fall to
the ground unresponsive when he is actually hurt those around
him will possibly not
know that he is actually in need of immediate assistance.
Generally speaking his
exaggerations of physical discomforts makes it difficult to gage
when he really needs to
visit the nurse. His teachers always question him & then act
according to the perceived
severity of the problem, often sending Jeff with a note to the
nurse to offer reassurance.
Crisis Plan
At this time Jeff has no Crisis Plan. While his tendency to fall
29. to the ground during
outdoor physical activities may pose a slight risk that some real
serious injury might be
missed, there are always student witnesses to what has happened
so they can fill in
necessary details and his teachers always check to be sure that
he has not been seriously
injured.
As Jeff’s teacher, I feel that it is important to continue to
support Jeff’s learning through
the plan we have in place. It is my opinion that Jeff’s under
developed social skills will
continue to cause problems that will be reflected in his learning
and social relationships. I
recommend that we do further assessments of his social skills to
determine what skills
work on with Jeff.
Respectfully Submitted,
Joanna Mackin