Okhi BaileyStrengths Insight and Action-PlanningGuideS.docx

Okhi Bailey
Strengths Insight and Action-Planning
Guide
SURVEY COMPLETION DATE: 04-28-2020
DON CLIFTON
Father of Strengths Psychology and
Inventor of CliftonStrengths
(Okhi Bailey)
© 2000, 2006-2012 Gallup, Inc. All rights reserved.
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Okhi Bailey
SURVEY COMPLETION DATE: 04-28-2020
YOUR TOP 5 THEMES
1. Restorative
2. Individualization
3. Analytical
4. Self-Assurance
5. Significance

1252101493 (Okhi Bailey)
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What's in This Guide?
SECTION I: AWARENESS
A brief Shared Theme Description for each of your top five
themes
Your Personalized Strengths Insights, which describe what
makes you stand out from others with the
same theme in their top five
Questions for you to answer to increase your awareness of your
talents
SECTION II: APPLICATION
10 Ideas for Action for each of your top five themes
Questions for you to answer to help you apply your talents
SECTION III: ACHIEVEMENT
Examples of what each of your top five themes "sounds like" --
real quotes from people who also have
the theme in their top five
Steps for you to take to help you leverage your talents for
achievement

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Section I: Awareness
Restorative
SHARED THEME DESCRIPTION
People exceptionally talented in the Restorative theme are adept
at dealing with problems. They are
good at figuring out what is wrong and resolving it.
YOUR PERSONALIZED STRENGTHS INSIGHTS
What makes you stand out?
It’s very likely that you characteristically notice how people are
distinct from one another. These
insights automatically prompt you to find ways to work better
with them. You are apt to discover how
you can partner with others in the group. Because of your
strengths, you identify skill deficiencies,
knowledge gaps, or performance shortcomings. These usually
capture your attention. Having
discovered these problems, you are determined to conquer them.
You probably say you can do
anything you decide to do as long as you apply yourself. By
nature, you traditionally figure out what
you need to do better by evaluating data, evidence, or facts.
Driven by your talents, you usually have

more innovative ideas or original suggestions than others in the
group. You are delighted to
participate in forums where you can present your creative
concepts. Others are likely to share your
desire to improve things. This explains why many individuals
welcome your suggestions. Chances are
good that you wage an ongoing battle to enhance your ability to
stick with a task for an extended
period of time. You frequently wish you were more single-
minded and less prone to distractions.
Interruptions can pull you way off course. You probably are
determined to overcome these problems.
This explains why you continually search for and test methods
to increase the amount of time you can
concentrate on one thing.
QUESTIONS
1. As you read your personalized strengths insights, what
words, phrases, or lines stand out to you?
2. Out of all the talents in this insight, what would you like for
others to see most in you?
Depending on the order of your themes and how you responded
to the assessment, some of your themes may share identical
insight statements. If this occurs,
the lower ranked theme will not display insight statements to
avoid duplication on your report.
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Individualization
People exceptionally talented in the Individualization theme are
intrigued with the unique qualities of
each person. They have a gift for figuring out how different
people can work together productively.
Instinctively, you consistently figure out what makes
individuals distinct and special. Your natural
intuition helps you pinpoint subtle differences between people.
You comprehend what someone says
and does. You also detect what the person feels. By nature, you
probably offer useful suggestions
when individuals and groups are deciding what they want to
accomplish. Because of your strengths,
you take pains to uncover how and why things happen as they
do. You share your discoveries with
partners, teammates, and friends. You typically streamline your
explanations. You cover only the
essential facts. Most individuals can easily grasp what you say.
Listeners probably appreciate you
giving them less detail so they can understand the main points.
Driven by your talents, you frequently
examine the factors leading up to an event. Therein you
discover the reasons why things happened
the way they did. A number of individuals and/or groups
probably appreciate your logical thinking
style. Chances are good that you frequently promise yourself to
do something better than you did it

the last time. As you examine the consequences of your words
and deeds, you usually recognize
ways you could perform a similar task or problem the next time
with a higher degree of knowledge or
skill. Simply put: You are determined to gain insights from your
mistakes so you do not repeat them.
QUESTIONS
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Analytical
People exceptionally talented in the Analytical theme search for
reasons and causes. They have the
ability to think about all of the factors that might affect a
situation.

Because of your strengths, you are considered a businesslike
individual by most of your teammates.
Why? You probably avoid activities in the workplace or
classroom that make you appear foolish.
Driven by your talents, you routinely compare your scores,
ratings, or rankings to those of others. You
probably are highly motivated to be the very best and win the
topmost prize. It’s very likely that you
routinely scan data to find meaningful and repetitious
sequences. You tend ask yourself lots of
questions about the numbers and/or the facts. You are delighted
whenever you discover answers
others typically overlook. You probably are more productive
when you can work alone or have very
few interruptions. Instinctively, you are a no-nonsense person.
This explains why you spend time
thinking about things you could and should review, revise,
repair, reorganize, or do better. By nature,
you assess all of the activities on your day’s agenda. Then you
assign to each a level of importance
and urgency. As soon as you have outlined your plan, you
methodically move into action.
QUESTIONS

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Self-Assurance
People exceptionally talented in the Self-Assurance theme feel
confident in their ability to take risks
and manage their own lives. They have an inner compass that
gives them certainty in their decisions.
Because of your strengths, you assist your teammates by
breaking down difficult-to-understand
programs, rules, processes, concepts, formulas, or policies to
their bare essentials. By nature, you
habitually put in very long hours. Some call you a workaholic.
You disregard this label and declare, “I
love my job. I really enjoy what I’m doing. I know I’m good at
this. It gives me great pleasure.”
Chances are good that you can prepare people to encounter
danger, bear pain, or withstand

adversity. You fortify others so they grow stronger.
Instinctively, you are known for making
unintelligible or complex ideas, plans, procedures, or
regulations easy to understand. Driven by your
talents, you routinely make the complicated very easy to
understand. You are attracted to the basics
of an idea, process, regulation, theory, or program. While you
know every intricate piece of
information, you place a higher value on identifying key points
than on collecting too many details.
QUESTIONS
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Significance

People exceptionally talented in the Significance theme want to
make a big impact. They are
independent and prioritize projects based on how much
influence they will have on their organization
or people around them.
Because of your strengths, you gravitate to people whose work
ethic is rock solid. You like to
associate with individuals who are driven to excel and highly
productive. By nature, you crave the
affection of others. You probably gauge your importance as a
person by the number of individuals
who express their fondness for you. You probably question how
devoted to you many of today’s
admirers will remain in the coming months, years, or decades.
Chances are good that you join various
teams to enhance your chances of attaining fame, fortune,
power, prestige, promotions, or success.
You probably do things to build up your resume. Instinctively,
you routinely choose the company of
people who exhibit a sound work ethic and produce excellent
results. You likely intervene before they
discount their accomplishments. You probably realize you can
influence individuals to think much
better of themselves. It’s very likely that you possess an inner
drive to attain your high standards of
excellence. Satisfying work and a passion for accountability
fuel your zeal to do things very carefully.
You want others to view you and your work favorably.
QUESTIONS

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Questions
1. How does this information help you better understand your
unique talents?
2. How can you use this understanding to add value to your
role?
3. How can you apply this knowledge to add value to your team,
workgroup, department, or division?
4. How will this understanding help you add value to your
organization?
5. What will you do differently tomorrow as a result of this
report?

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Section II: Application
Restorative
IDEAS FOR ACTION:
Seek roles in which you are paid to solve problems or in which
your success depends on your ability
to restore and resolve. You might particularly enjoy roles in
medicine, consulting, computer
programming, or customer service.
Don’t be afraid to let others know that you enjoy fixing
problems. It comes naturally to you, but many
people shy away from problems. You can help.
Give yourself a break. Your Restorative talents might lead you
to be overly self-critical. Try to redirect
this either toward things about yourself that can be fixed, such
as knowledge or skill deficits, or toward
external, tangible problems.
Let other people solve their own problems. You might want to
rush in and solve things for them, but by
doing that, you might hinder their learning. Watch out for this,
particularly if you are in a manager,
coach, teacher, or parent role.
Turnaround situations activate your natural forté. Use your

Restorative talents to devise a plan of
attack to revitalize a flagging project, organization, business, or
team.
Leverage your Restorative talents not only to tackle existing
problems, but also to anticipate and
prevent problems before they occur. Share your foresight and
your solutions with others, and you will
prove yourself a valuable partner.
Study your chosen subject closely to become adept at
identifying what causes certain problems to
recur. This sort of expertise will lead you to the solution that
much faster.
Think about ways you can improve your skills and knowledge.
Identify any gaps you have and the
courses you can take to fill them.
Constant improvement is one of your hallmarks. Seek
opportunities to enhance your abilities through
a demanding field, activity, or endeavor that requires
exceptional skill and/or knowledge.
Use your Restorative talents to think of ways to “problem
proof” your work. Identify existing and
potential issues, and design systems or processes to prevent
errors in the future.
QUESTIONS
1. Which of these action items speak to you? Highlight the
actions that you are most likely to take.

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2. How will you commit to taking action? Write your own
personalized action item that you will take in
the next 30 days.
Individualization
IDEAS FOR ACTION:
Select a vocation in which your Individualization talents can be
both used and appreciated, such as
counseling, supervising, teaching, writing human interest
articles, or selling. Your ability to see people
as unique individuals is a special talent.
Become an expert in describing your own strengths and style.
For example, answer questions such
as: What is the best praise you ever received? How often do you
like to check in with your manager?
What is your best method for building relationships? How do
you learn best? Then ask your
colleagues and friends these same questions. Help them plan
their future by starting with their
strengths, then designing a future based on what they do best.
Help others understand that true diversity can be found in the
subtle differences between each
individual — regardless of race, sex, or nationality.
Explain that it is appropriate, just, and effective to treat each
person differently. Those without strong

Individualization talents might not see the differences among
individuals and might insist that
individualization is unequal and therefore unfair. You will need
to describe your perspective in detail to
be persuasive.
Figure out what every person on your team does best. Then help
them capitalize on their talents,
skills, and knowledge. You may need to explain your rationale
and your philosophy so people
understand that you have their best interests in mind.
You have an awareness and appreciation of others’ likes and
dislikes and an ability to personalize.
This puts you in a unique position. Use your Individualization
talents to help identify areas where one
size does not fit all.
Make your colleagues and friends aware of each person’s
unique needs. Soon people will look to you
to explain other people’s motivations and actions.
Your presentations and speaking opportunities will be most
engaging when you relate your topic to
the experiences of individuals in the audience. Use your
Individualization talents to gather and share
real-life stories that will make your points much better than
would generic information or theories.
You move comfortably among a broad range of styles and
cultures, and you intuitively personalize
your interactions. Consciously and proactively make full use of
these talents by leading diversity and
community efforts.

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Your Individualization talents can help you take a different
approach to interpreting data. While others
are looking for similarities, make a point of identifying
distinctiveness. Your interpretations will add a
valuable perspective.
QUESTIONS
the next 30 days.
Analytical
IDEAS FOR ACTION:
Choose work in which you are paid to analyze data, find
patterns, or organize ideas. For example, you
might excel in marketing, financial, or medical research or in
database management, editing, or risk
management.
Whatever your role, identify credible sources on which you can
rely. You are at your best when you
have well-researched sources of information and numbers to
support your logic. For example,

determine the most helpful books, websites, or publications that
can serve as references.
Your mind is constantly working and producing insightful
analysis. Are others aware of that? Find the
best way of expressing your thoughts: writing, one-on-one
conversations, group discussions, perhaps
lectures or presentations. Put value to your thoughts by
communicating them.
Make sure that your accumulation and analysis of information
always leads to its application and
implementation. If you don’t do this naturally, find a partner
who pushes you from theory to practice,
from thinking to doing. This person will help ensure that your
analysis doesn’t turn into paralysis.
Take an academic course that will expand your Analytical
talents. Specifically, study people whose
logic you admire.
Volunteer your Analytical talents. You can be particularly
helpful to those who are struggling to
organize large quantities of data or having a hard time bringing
structure to their ideas.
Partner with someone with strong Activator talents. This
person’s impatience will move you more
quickly through the analytical phase into the action phase.
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You may remain skeptical until you see solid proof. Your
skepticism ensures validity, but others may
take it personally. Help others realize that your skepticism is
primarily about data, not people.
Look for patterns in data. See if you can discern a motif,
precedent, or relationship in scores or
numbers. By connecting the dots in the data and inferring a
causal link, you may be able to help
others see these patterns.
Help others understand that your analytical approach will often
require data and other information to
logically back up new ideas that they might suggest.
QUESTIONS
the next 30 days.
Self-Assurance
IDEAS FOR ACTION:
Look for start-up situations for which no rulebook exists. You
will be at your best when you are asked
to make many decisions.
Seek roles in which you convince people to see your point of
view. Your Self-Assurance talents

(especially when combined with Command or Activator talents)
can be extremely persuasive.
Leadership, sales, legal, or entrepreneurial roles might suit you.
Let your self-confidence show. It can be contagious and will
help the people around you grow.
Realize that sometimes you will find it hard to put your
certainty or intuition into words, possibly
leading others to see you as self-righteous. Explain that your
confidence does not mean that they
should withhold their opinions. It might not seem like it to
them, but you do want to hear their ideas.
Your conviction doesn’t mean that you are unwilling to listen to
them.
Your independent streak can leave you standing alone. If this
happens, make sure you are out in
front, or partner with someone who can help others see how
they can benefit from following you.
Partner with someone with strong Strategic, Deliberative, or
Futuristic talents. This person can help
you assess the goals to which you commit. You need this help
because once you set your sights on a
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goal, you are likely to stay with it until you achieve it.
Your exceptionally hard work and long hours are natural

products of the passion and confidence you
feel about your work. Don’t assume that others are similarly
wired.
You can be decisive, even when things get dynamic and
distracting. When there is chaos around you,
intentionally display and share the calm and certainty within
you. This will give others comfort and
security.
Set ambitious goals. Don’t hesitate to reach for what others see
as impractical and impossible, but
what you see as merely bold and exciting — and most
importantly — achievable with some heroics
and a little luck. Your Self-Assurance talents can lead to
achievements that you may not have
otherwise even imagined.
You don’t have a great need for direction and support from
others. This could make you particularly
effective in situations that require independent thinking and
action. Recognize and actively contribute
the value of your Self-Assurance talents when confidence and
self-control are crucial.
QUESTIONS
the next 30 days.
Significance

IDEAS FOR ACTION:
Choose jobs or positions in which you can determine your own
tasks and actions. You will enjoy the
exposure that comes with independence.
Your reputation is important to you, so decide what it should be
and tend to it in the smallest detail.
For example, identify and earn a designation that will add to
your credibility, write an article that will
give you visibility, or volunteer to speak in front of a group
who will admire your achievements.
Share your dreams and goals with your family or closest friends
and colleagues. Their expectations
will keep you reaching.
Stay focused on performance. Your Significance talents will
drive you to claim outstanding goals. Your
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performance had better match those goals, or others might label
you as a big talker.
You will perform best when your performance is visible. Look
for opportunities that put you on center
stage. Stay away from roles that hide you behind the scenes.
Leading crucial teams or significant projects brings out your

best. Your greatest motivation may come
when the stakes are at their highest. Let others know that when
the game is on the line, you want the
ball.
Make a list of the goals, achievements, and qualifications you
crave, and post them where you will
see them every day. Use this list to inspire yourself.
Identify your best moment of recognition or praise. What was it
for? Who gave it to you? Who was the
audience? What do you have to do to recreate that moment?
Unless you also possess dominant Self-Assurance talents, accept
that you might fear failure. Don’t let
this fear prevent you from staking claims to excellence. Instead,
use it to focus on ensuring that your
performance matches your claims.
You might have a natural awareness of what other people think
of you. You may have a specific
audience that you want to like you, and you will do whatever it
takes to win their approval and
applause. Be aware that while reliance on the approval of others
could be problematic, there is
nothing wrong with wanting to be liked or admired by the key
people in your life.
QUESTIONS

the next 30 days.
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Section III: Achievement
Look for signs of achievement as you read these real quotes
from people who share your top five
themes.
RESTORATIVE SOUNDS LIKE THIS:
Nigel L., software designer: “I have these vivid memories of my
childhood woodworking bench with
hammers and nails and wood. I used to love fixing things and
putting things together and making
everything just so. And now with computer programs, it’s the
same thing. You write the program, and
if it doesn’t work, you have to go back and redo it and fix it
until it works.”
Jan K., internist: “This theme plays in my life in so many ways.
For example, my first love was
surgery. I love trauma, love being in the OR, love sewing. I just
love fixing things in the OR. Then
again, some of my best moments have been sitting at the
bedside of a dying patient, just talking
together. It is incredibly rewarding to watch someone make the
transition from anger to acceptance
about grief, to tie up loose ends with family members, and to
pass with dignity. And then with my kids,

this theme fires every day. When I see my three-year-old
buttoning her sweater for the first time and
she buttons it crooked, I feel this powerful urge to walk up and
rebutton the sweater. I have to resist,
of course, because she has to learn, but, boy, it’s really hard.”
Marie T., television producer: “Producing a morning TV
program is a fundamentally clumsy process. If
I didn’t like solving problems, this job would drive me up the
wall. Every day, something serious goes
wrong, and I have to find the problem, fix it, and move on to the
next one. If I can do that well, I feel
rejuvenated. On the other hand, if I go home and a problem
remains unsolved, then I feel the
opposite. I feel defeated.”
INDIVIDUALIZATION SOUNDS LIKE THIS:
Les T., hospitality manager: “Carl is one of our best performers,
but he still has to see me every week.
He just wants a little encouragement and to check in, and he
gets fired up a little bit after that meeting.
Greg doesn’t like to meet very often, so there’s no need for me
to bother him. And when we do meet,
it’s really for me, not for him.”
Marsha D., publishing executive: “Sometimes I would walk out
of my office and — you know how
cartoon characters have those balloons over their head? I would
see these little balloons over
everyone’s head telling me what was in their minds. It sounds
weird, doesn’t it? But it happens all the
time.”
Andrea H., interior designer: “When you ask people what their
style is, they find it hard to describe, so

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I just ask them, ‘What is your favorite spot in the house?’ And
when I ask that, their faces light up, and
they know just where to take me. From that one spot, I can
begin to piece together the kind of people
they are and what their style is.”
ANALYTICAL SOUNDS LIKE THIS:
Jose G., school system administrator: “I have an innate ability
to see structures, formats, and patterns
before they exist. For instance, when people are talking about
writing a grant proposal, while I’m
listening to them, my brain instinctively processes the type of
grants that are available and how the
discussion fits into the eligibility, right down to the format of
how the information can fit on the grant
form in a clear and convincing way.”
Jack T., human resources executive: “If I make a claim, I need
to know that I can back it up with facts
and logical thinking. For example, if someone says that our
company is not paying as much as other
companies, I always ask, ‘Why do you say that?’ If they say,
‘Well, I saw an ad in the paper that offers
graduates in mechanical engineering five grand more than we
are paying,’ I'll reply by asking, ‘But
where are these graduates going to work? Is their salary based
on geography? What types of

companies are they going for? Are they manufacturing
companies like ours? And how many people
are in their sample? Is it three people, and one of them got a
really good deal, thus driving the overall
average up?’ There are many questions I need to ask to ensure
that their claim is indeed a fact and
not based on one misleading data point.”
Leslie J., school principal: “Many times, there are
inconsistencies in the performance of the same
group of students from one year to the next. It’s the same group
of kids, but their scores are different
year to year. How can this be? Which building are the kids in?
How many of the kids have been
enrolled for a full academic year? Which teachers were they
assigned to, and what teaching styles
were used by those teachers? I just love asking questions …
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal
experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences
(1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5
mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics,
compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been
mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition

techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques
when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs
to know about our child.)
. Disruptive behaviors and serious behavioral problems in the
context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information
from Functional assessment), Function of behavior. Examples
about functional behavior.
. A-B-C Model (Use a practical example, about your own
experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional
communication teaching, across a video, and Momentum
behavioral, video).
. Teach how to recognize that the behavior is predictable and
identifiable (precursor to behavior) (use an example from your
own experiences).
. A timer as visual sign indicate that the children must transition
to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role
play and model. (Ex. breathing, countdown). Use your
examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors
and delivery. Teach the parents what, where, when delivery and
the appropriate behaviors which we reinforcer. Use a preferred
activity contingent to no preferred activity, (first-then) Use

examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for
serious behaviors that arise. Examples (prepare an area at home
as safe place, when the child involve a SIB, and the child can
hurt himself or the family).
. Benefit from stimulus control strategies and control behavior.
Use a visual example about the behavior response can change a
front a stimulus and no with others. Use a visual diagram for the
example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING
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Running head: PARENT TRAINING
Parent Training
Shaping Effective Communication Skills Article
Communication is a vital tool in any society and the ability to
make everything run smoothly depends on the kind of
communication framework that has been put in place. In this
article, the study done by Grover, 2005) on effective
communication skills and the relationship that exists between
communication and therapeutic work. The author emphasizes
on the significance that communication plays in ensuring that
nurses have an easy time in discharging their duties.
The author`s objective in this article is to highlight some of the
key components of communication. The article focuses on what
takes place for the effective communication that’s required at
the occupational health employees, professionals in different

settings, and the employers. The primary objective of the author
in this article is to provide an exploration of the key
components of effective communication and the therapeutic
relationships that exist in the working environment.
The author has highlighted some of the key components of
communication in working place. These are such as, listening
ability in which an individual is expected to listen keenly
without interrupting, asking of questions both open-ended and
closed-ended questions, giving clarifications whenever the need
arises, use of paraphrasing to make passage of information
easier and effective, use of facilitators, understanding and
assessing the use of nonverbal and understanding when to
remain silent during a conversation. The author believes that
these are crucial components that must be adhered to for
effective communication to take place at the working place.
Besides that, (Grover, 2005) also identifies some variables that
affect effective communication to take place among employees,
employers, and professionals. These are such as issues of trust
in which some mistrust might make some employees not to be
used in passing some information, hierarchy is also another
factor that makes a variation in the communication, context in
which communication is taking place and the empathy that one
might have over the issue of discussion. These are factors that
are likely to affect the efficiency in communication.
Finally, the author acknowledges that even though an
organization and people can put in place effective and key
components of communication there are also instances when
conflicts might arise. Therefore, the author calls for the ability
to understand each other, means of communication, and the
ability to put into practice to make it easier for communication
to be effectively done. Therefore, this makes it important that
leaders understand effective means of communication in which
he/she can solve the conflict and take disciplinary action.
I agree with the study done by (Grover, 2005) in which he has
highlighted some of the essential components of communication
that also create the relationship required in a working

environment. Employees, employers, and the therapeutic
professions must have the key components of communication
that would always ensure that there is effective communication
between the parties. Failure to have a communication plan and
schedule would only result in making the situation worse. For
instance, it times of dealing with conflicts, determining the
disease that a patient suffers from it’s only the use of effective
communication skills that would result in achieving the desired
goals. Therefore, I believe that (Grover, 2005) has captured
some of the essential tools in communication that should always
be adhering to by the professionals.
Parent Training Interventions Article
(Beaudoin, Sébire & Couture, 2019) in their article, Parent
training interventions for toddlers with autism spectrum
disorder they address one of the major challenges that parents
dealing with their children that have been born with Autism
Spectrum Disorder (ASD). ASD is a disorder that’s
characterized by having poor social interaction and
communication difficulties for the children that have been
diagnosed with this disease. Therefore, communication and
interaction being a challenge between parents and their children
it becomes difficult to even help such children. However, these
researchers set out to train the parents in effective ways in
which they can communicate with their loved ones. The main
aim of these researchers is to provide an appropriate alternative
for communication and socialization between parents and their
ASD children in the process of developing the children's socio-
communicative skills that are essential in their life.
Besides that, it’s important to note that the research is driven
mainly by two objectives. These are; the use of parents’
interventional methods to create a communication channel
between parents and their children aged below three years
suffering from ASD condition. Secondly, the research also
aimed to establish the impacts that the use of these parent
intervention methods have on the social interaction and

communication between parents and the ASD children, the well-
being of the children, development in communication and
interaction, and overall parent-children interaction despite the
children condition.
To achieve their objectives, (Beaudoin, Sébire & Couture, 2019)
used a systematic search method in which they identified
parents and their children below three years of age who are also
diagnosed or suspected to be suffering from ASD condition.
The parents were then trained on the effective ways of ASD-
specific techniques of interacting with their toddlers. The
studies were repeated 15 times with a total number of
approximately 480 children aged below three years being used
in the study.
The article goes further to indicate that the results were
impressive, as most of the parents were able to initiate the
trained techniques in their interactions with their children.
However, the results showed that there were no effective
concluding results on the relation between the wellbeing of the
children, their socio-communicative skills development, and the
overall parent-child interaction as expected.
In this regard, considering the conclusion made from the results
obtained from the research and the objectives of the study the
researchers did not achieve their objectives. This was very vital
research in the quest by researchers to develop an ASD-specific
technique that could be used in improving the overall social life
of the ASD children in society while also improving the well-
being of the parents. However, because of various factors, the
research was not effective enough and the researchers did not
achieve the goals that they targeted.
The authors of this article have also a general perception of the
fact that there are no already established means of interaction
that exists between ASC children and their parents and those
close to them. The authors worked on the research with the
perception that these children have difficulty interacting and
communicating with people. As a result, their research started
from scratch, in which they could have inquired from parents on

the most effective ways that they have often used to
communicate with their beloved children.
I agree with these researchers that there is a need to improve the
interaction between parent-child among children affected by
ASD, there is a need to initiate appropriate measure that will
make these children have a normal social life. However, I
disagree with the way they conducted their research on the
matter. They could have at least tried to determine the already
existing measures of communication that parents use to
communicate with their children. It’s from the data obtained
from this research that they could have used to improve the
relationship between parents and their children, parent-child
interaction, and overall wellbeing of the parents in dealing with
their children`s disorder.
Parents` Perception of Autism Article
Autism remains one of the most understudied diseases in the
world. Public awareness about the condition is limited making it
difficult for effective decision making when the need arises. In
this case, the study was done by Quilendrino et al. (2015) in
their article of Parents’ perceptions of autism and their health-
seeking behaviors provides a clear image of the trends of
behaviors about the awareness of the disease. These researchers
researched to determine the relationship that exists between the
perceptions that parents have over autism disease in children
and how they respond to the treatment methods initiated, there
is also the consideration of the myths that parents have always
had over the disease.
Therefore, these researchers set out to conduct this research on
the perceptions that parents have over this condition and the
treatment measures that have been put in place. The main
objective of their study was to describe the parental perceptions
on autism condition and the pattern in health-seeking behaviors
for the condition among the Filipino parents in an urban setting
with the study targeting children of age ranging between 2 years
old to 6 years children.
The article addresses one of the most controversial issues that

have been ignored over the years. The public is misinformed on
the issue of autism in society, as a result, to conduct the
majority of the data about the diseases and the perceptions that
parents have over the disease, these authors used various
methods of research to get as much data as possible. For
instance, the study was done in a cross-sectional manner
through various phases. The first phase of data collection was
done through the collection of qualitative data in which key
informant interviews were done and followed with a collection
of data from small groups of parents. In the second phase of
data collection, there was the formation of a questionnaire
which was distributed to 41 parents that had their children
suffering from autism, the parents that were targeted in this
research were those that have children aged between 2 to 6
years.
The results obtained by these researchers in this article show
varying a trend. Parents had various beliefs and understanding
of autism disease. However, with recent advances,
inaccessibility of information parents was beginning to
understand the disease and they acknowledged that at least there
was no relation between the disease and family sins, lineage,
and curses. The results also show that the most common
agreement made by most of the parents was a qualitative
impairment in social interaction by children suffering from
autism. This at least shows that the research was somehow
successful in making parents understand the disease and how it
affects their children.
The authors summed up their research by agreeing that at least
there is a growing understanding of the disease by the parents
and the needs of the children. The myths and earlier beliefs that
parents had over the disease are gradually challenging but there
is still some misunderstanding about the disease. However, the
observable trend on the behaviors of the patients and parents
has provided a clear picture of the perceptions that parents have
always had over the disease and how the trend has changed over
the years.

I agree with the research that has been conducted by
(Quilendrino et al. 2015). Autism is one of the diseases that the
general public has little knowledge about it. Over the years
there has been a lot of misinformation about the disease. The
recent studies and easy accessibility to information have been
the major turnaround about the misinformation on the disease
people have been become informed at least there is gradually an
understanding of the disease in minors. I also acknowledge the
methods of research that were used in this research to ensure
that there is an effective collection of data that provides a clear
picture of what’s taking place in society.
Training Parents to Manage ASD Children Article
Children affected with autism spectrum disorder usually face a
rough time in interacting and communicating with other people
in society. The study done by (Ingersoll& Dvortcsak, 2006)
shows that there is a need for the training to be offered to the
parents by the teachers so that they can have an easy
understanding of how to relate and communicate with their
children. The social life aspect is one of the vital aspects of any
individual and missing such aspects in one`s life is likely to
cause severe challenges later in life. Therefore, these
researchers conducted their research with the emphasis on the
need to train parents on how to communicate and have a perfect
parent-child interaction.
The author thus advocates for the use of various methods to
train parents on how they can interact and communicate with
their children. One of the most effective ways of training
parents is the naturalistic interventional methods in which
young children suffering from autism are taught the language of
communication, use of gestures and some essential ways in
which they can always pass information thus making it effective
in the interaction between parents and children suffering from
autism disorder. The study by (Ingersoll& Dvortcsak, 2006) also
shows that the use of the naturalistic approach comes with
various benefits for the suffering children and their parents. The
method allows easier communication to take place with the peer

interactions being made possible, improved play skills among
these children. The method also leads to improved
generalization, maintenance, and use of skills as compared to
most of the structured learning skills.
Besides that, there is also the use of the developmental, social
pragmatic approaches to train the parents on the way to develop
their child's socio-communicative skills. The DSA methods are
usually not as productive as it’s the case for the naturalistic
approach. The method has traits such as following the interests
of the child, the environment is set in a way that’s possible to
encourage the young ones to learn, the communicative attempts
all that are used in communication are usually responded as
meaningful reasons of communication and finally, the language
used is simple to make the child learn.
The article also highlights instances when the methods of
training might be combined to ensure that the learning of the
child is made efficient. The author advocates for the trainers to
use all possible means to ensure that there is effective learning
by the parents so that there can be improved interaction between
parent-child, the parents can be well and satisfied with the
development of their young ones especially those suffering from
autism spectrum disorder.
The training program that the authors' advocate involves the use
of two phases. The phase is the personal and individual training
in which the parent has to self-train on the best ways in which
he/she communicates with their loved one. The second program
entails the use of teachers, the professionals to train parents so
that they can always understand the most appropriate ways in
which they can relate with their children and improve the
interaction and socio-communicative skills that these children
highly require.
I believe that the authors of this article have captured some of
the essential tools required in the management of autism
disorder in society. The authors have provided various
approaches of training parents that if put into practice have
proven essential in improving parent-child interaction,

communication with the peers, and overall socio-communicative
skills of the ASD children in the community. Therefore, I
believe that this is an essential source that can be used in any
research due to the effective approaches that have been used in
the study.
References
Beaudoin, A. J., Sébire, G., & Couture, M. (2014). Parent
training interventions for toddlers with an autism spectrum
disorder. Autism Research and Treatment, 2014, 1-15.
DOI:10.1155/2014/839890
Grover, S. M. (2005). Shaping effective communication skills
and therapeutic relationships at work: The foundation of
collaboration. AAOHN Journal, 53(4), 177-182.
DOI:10.1177/216507990505300408
Ingersoll, B., & Dvortcsak, A. (2006). Including parent training
in the early childhood special education curriculum for children
with autism spectrum disorders. Journal of Positive Behavior
Interventions, 8(2), 79-87.
DOI:10.1177/10983007060080020601
Quilendrino, M. I., Castor, M. A., Mendoza, N. R., Vea, J. R.,
& Castillo-Carandang, N. T. (2015). Parents’ perceptions of
autism and their health-seeking behaviors. Clinical
Epidemiology and Global Health, 3, S10-S15.
DOI:10.1016/j.cegh.2015.11.003
GOM1 Orientation Task 1 Assignment Template
Note: Source citations, including APA style, are not required
for this assessment.
Student name:
Okhi Bailey

ID number:
001408394
Date:
04-27-2020
PROMPT
RESPONSE
A1. Your Why
Your decision to attend WGU shows your courage and
determination to realize your potential. What is your “why” for
attending WGU at this time?
Why i am attending WGU at this time is because i recently
completed my BSN degree and highly motivated to continue my
education. My director at work is approaching retirement age
and from reviews i read WBU is best to prepare me for a
leadership position.
A2. Imagine your life when you have completed your program.
How have you, your family, or your career been changed for the
better?
After completing my program at WGU, it will make me a
competitor for various leadership positions at my institution.
B1. Your WGU Program
Describe your WGU program, including two specific
requirements that this degree has for completion.
My program at WGU is a Masters Degree in Health
Management. This program will prepare me to be an
administrator, CEO, COO or CFO of any health enterprise. To
complete my program i will have to pass all 11 courses and
complete the health management capstone.
B2. Identify how many competency units you are required to
register & enroll in for each term. Provide a brief explanation of
why you will need to complete these competency units each
term in order to achieve your goals.
I am required to complete 8 competencies per term. It is
required to complete these competencies and pass them, in order
to more forward and to graduate on time, while saving money.
This will be crucial to completing a meaningful capstone

project.
C1a. WGU Support – Program Mentor
Describe one scenario in which you will turn to your Program
Mentor for. Consider what you might be working on, what type
of support you might be looking for, and how you might reach
out for help.
I will turn to my Program Mentor for guidance on how to be
successful in completing and mastering my individualized
degree plan. First, i would send and email, call or schedule an
appointment to seek their knowledge and experience on what to
do first and outlets available for support, in order to be
successful.
C1b. WGU Support – Course Instructor
Describe one scenario in which you will turn to your Course
Instructor for support. Consider what you might be working on,
what type of support you might be looking for, and how you
might reach out for help.
I will turn to my Course Instructor for clarification on a subject
matter, guaranteeing an assigment done right. I would email my
course instructor and have a dialogue until understanding of
assignment reached.
C2. Your determination to succeed early is important to build
momentum toward your goals at WGU. Reflect on and identify
at least two (2) actions or behaviors you will engage in to
positively impact your first term.
Setting schedules and deadlines will be incorporated in my
lifestyle. It is a perfect time due to Novel Coronavirus, no
hanging out. No other choice but to study and come out of this
pandemic with a degree.
D. Time Management
Your strength with time management will be critical as you
work through your program. Using the weekly calendar template
below, identify 15-20 hours of time that you will use to ensure
you can study successfully.
Fill in areas required for sleep, work, commuting, family time,
eating, and any other areas of your life in addition to the 15-20

hours of WGU study time.
I will average 23.5 hours studying per week.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
6:00 AM
6:30 AM
wake
wake
wake
wake
wake
7:00 AM
exercise
exercise
exercise
exercise
exercise
7:30 AM

shower
shower
shower
shower
shower
8:00 AM
wake
eat
eat
eat
eat
eat
wake
8:30 AM
eat
commute
commute
commute
commute
commute
eat
9:00 AM
study
work
work
work
work
work
study
9:30 AM

10:00 AM
10:30 AM
11:00 AM
11:30 AM
12:00 PM

family time
family time
12:30 PM
1:00 PM
1:30 PM
2:00 PM

2:30 PM
3:00 PM
3:30 PM
4:00 PM
4:30 PM

5:00 PM
commute
commute
commute
commute
commute
5:30 PM
family time
family time
family time
family time
family time
6:00 PM
eat
eat
eat
eat
eat
6:30 PM
study
study
study

study
study
7:00 PM
7:30 PM
8:00 PM
8:30 PM
9:00 PM

9:30 PM
10:00 PM
shower
shower
shower
shower
shower
10:30 PM
sleep
sleep
sleep
sleep
sleep
11:00 PM

11:30 PM
12:00 AM
12:30 AM
1:00 AM
1:30 AM

2:00 AM
2:30 AM
3:00 AM
3:30 AM

4:00 AM
4:30 AM
5:00 AM
5:30 AM

REQUIREMENTS
Your submission must be your original work. No more than a
combined total of 30% of the submission and no more than a
10% match to any one individual source can be directly quoted
or closely paraphrased from sources, even if cited correctly. The
originality report that is provided when you submit your task
can be used as a guide.
You must use the rubric to direct the creation of your
submission because it provides detailed criteria that will be
used to evaluate your work. Each requirement below may be
evaluated by more than one rubric aspect. The rubric aspect
titles may contain hyperlinks to relevant portions of the course.
Write a paper (suggested length of 6–10 pages) by doing the
following:
A. Provide a PDF copy of your “Signature Themes” report after
completing the CliftonStrengths assessment.
1. Reflect on the results of the five categorical strengths from
your CliftonStrengths assessment, including what those results
might indicate about your leadership.
B. Evaluate your leadership, using one of the scholarly
leadership theories below, by doing the following:
• transformational leadership
• transactional leadership
• situational leadership
• participative leadership
• servant leadership
• behavioral leadership
• trait theory of leadership
1. Evaluate three strengths of your leadership, using the chosen
scholarly leadership theory, including how each strength relates

to the theory. Support the evaluation of your strengths with at
leastone scholarly source.
2. Evaluate three weaknesses of your leadership, using the
chosen scholarly leadership theory, including
how each weakness relates to the theory. Support the evaluation
of your weaknesses with at leastone scholarly source.
3. Recommend three actionable items to improve the
effectiveness of your leadership, including how each actionable
item relates to the chosen scholarly leadership theory. Support
the recommendations of actionable items with at
leastone scholarly source.
Note: A scholarly source could be a reputable journal, a
published book, or any source from a university faculty member
or business leader. Scholarly sources also include any article or
book in the online WGU library.
C. Discuss two short-term goals that will help improve your
leadership. Adhere to the SMART criteria for each goal:
specific, measurable, achievable, realistic, and time-bound.
1. Discuss at least two specific actions you will take to
reach each of the SMART goals discussed in part C.
D. Acknowledge sources, using in-text citations and references,
for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and
presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these
symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf,
txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC
A: SIGNATURE THEMES REPORT:
NOT EVIDENT
A PDF copy of the “Signature Themes” report is not provided.
APPROACHING COMPETENCE
Not applicable.
COMPETENT
A PDF copy of the “Signature Themes” report is provided.
A1: REFLECTION ON CLIFTONSTRENGTHS:
NOT EVIDENT
A reflection on the results of the 5 categorical strengths from
the CliftonStrengths assessment is not provided.
The reflection on the results of the 5 categorical strengths from
the CliftonStrengths assessment is not supported by specific
details of each strength, or it does not include what each may
indicate about personal leadership.
COMPETENT
The reflection on the results of the 5 categorical strengths from
the CliftonStrengths assessment is supported by specific details
of each strength and includes what each may indicate about
personal leadership.
B1: PERSONAL LEADERSHIP STRENGTHS:

NOT EVIDENT
The submission does not evaluate 3 personal leadership
strengths.
The submission evaluates 3 personal leadership strengths, but
the evaluation does not use the chosen scholarly leadership
theory, or it does not include specific details of each strength or
specific examples to support how each strength relates to the
chosen theory. Or the evaluation is not supported by at least 1
appropriate scholarly source.
COMPETENT
The submission evaluates 3 personal leadership strengths using
the chosen scholarly leadership theory, and the evaluation
includes specific details of each strength and specific examples
to support how each strength relates to the chosen theory. The
evaluation is supported by at least 1 appropriate scholarly
source.
B2: PERSONAL LEADERSHIP WEAKNESSES:
NOT EVIDENT
The submission does not evaluate 3 personal leadership
weaknesses.
The submission evaluates 3 personal leadership weaknesses, but
the evaluation does not use the chosen scholarly leadership
theory, or it does not include specific details of each weakness
or specific examples to support how each weakness relates to
the chosen theory. Or the evaluation is not supported by at least

1 appropriate scholarly source.
COMPETENT
The submission evaluates 3 personal leadership weaknesses
using the chosen scholarly leadership theory, and the evaluation
includes specific details of each weakness and specific
examples to support how each weakness relates to the chosen
theory. The evaluation is supported by at least 1 appropriate
scholarly source.
B3: RECOMMENDATIONS FOR PERSONAL LEADERSHIP:
NOT EVIDENT
The submission does not recommend 3 actionable items to
improve personal leadership effectiveness.
The submission recommends 3 actionable items to improve
personal leadership effectiveness, but the recommendations do
not align to the chosen scholarly leadership theory or do not
include specific examples to support how each actionable item
relates to the chosen theory. Or the recommendations are not
supported by at least 1 appropriate scholarly source.
COMPETENT
The submission recommends 3 actionable items to improve
personal leadership effectiveness, and the recommendations
align to the chosen scholarly leadership theory and includes
specific examples to support how each actionable item relates to
the chosen theory. The recommendation is supported by at least
1 appropriate scholarly source.
C: SMART GOALS:

NOT EVIDENT
A discussion of 2 short-term goals that will help improve
personal leadership is not provided.
The discussion includes 2 short-term goals that will help
improve personal leadership, but the goals do not adhere to each
of the SMART criteria (i.e., specific, measurable, achievable,
realistic, and time-bound).
COMPETENT
The discussion includes 2 short-term goals that will help
improve personal leadership, and the goals adhere to each of the
SMART criteria (i.e., specific, measurable, achievable, realistic,
and time-bound).
C1: SPECIFIC ACTIONS:
NOT EVIDENT
A discussion of at least 2 actions to reach each of the SMART
goals discussed in part C is not provided.
The discussion includes at least 2 actions to reach each of the
SMART goals discussed in part C, but it does not include
specific details of each action.
COMPETENT
The discussion includes specific details of at least 2 actions to
reach each of the SMART goals discussed in part C.

D: SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a
reference list for sources that are quoted, paraphrased, or
summarized.
The submission includes in-text citations for sources that are
quoted, paraphrased, or summarized and a reference list;
however, the citations or reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text citations for sources that are
properly quoted, paraphrased, or summarized and a reference
list that accurately identifies the author, date, title, and source
location as available.
E: PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive
errors in mechanics, usage, or grammar. Vocabulary or tone is
unprofessional or distracts from the topic.
Content is poorly organized, is difficult to follow, or contains
errors in mechanics, usage, or grammar that cause confusion.
Terminology is misused or ineffective.
COMPETENT

Content reflects attention to detail, is organized, and focuses on
the main ideas as prescribed in the task or chosen by the
candidate. Terminology is pertinent, is used correctly, and
effectively conveys the intended meaning. Mechanics, usage,
and grammar promote accurate interpretation and
understanding.
Task Title Here (Example Blaise_Task1)
Insert Name Here
Insert Student Number
Date Here
Western Governors University
Please note, this document was provided to you an example
outline of Task 1. The information here was extracted from the
rubric and the courseroom to provide a visual example of an
outline. The courseroom is dynamic, ever changing, as such you
should always refer to the rubric and courseroom resources as
your primary guide for completing this Task.
A1 Reflection
TIP: Always write the paper in first person (writing in first
person means writing from the author's point of view or

perspective).
· Reflect on Strength 1 from your assessment (one paragraph)
· What those results might indicate about your leadership? (one
sub paragraph)?
· Reflect on Strength 2 from your assessment (one paragraph)-
sub paragraph)?
sub paragraph)?
sub paragraph)?
sub paragraph)?
B. Evaluation of Leadership
Evaluate your leadership, using one of the scholarly leadership
theories below:
trait theory of leadership:
· Transformational leadership
· Transactional leadership
· Situational leadership
· Contingency theory
· Participative leadership
· Servant leadership
· Behavioral leadership
· Trait theory of leadership

Tip: Competency 3018.1.2 in the Courseroom explores
leadership theories and contains links to articles and additional
resources for your insight.
· Three Strengths of Your Leadership
Evaluate three strengths of your leadership, using the chosen
scholarly leadership theory,
including how each strength relates to the theory. Support the
evaluation of your strengths
with at least one scholarly source.
· Three Weaknesses of Your Leadership
Evaluate three weaknesses of your leadership, using the chosen
scholarly leadership theory,
including how each weakness relates to the theory. Support the
evaluation of your
weaknesses with at least one scholarly source.
· Recommendations
Recommend three actionable items to improve the effectiveness
of your leadership,
including how each actionable item relates to the chosen
scholarly leadership
theory. Support the recommendations of actionable items with
at least one scholarly source.
Tip: Suggested wording for the start of each paragraph: “I have
identified the following three strengths, X, X, and X as they
relate to my leadership”.
C. Goals
Discuss two short-term goals that will help improve your
leadership. Adhere to the SMART
criteria for each goal: specific, measurable, achievable,

realistic, and time-bound.
· Discuss at least two specific actions you will take to reach
each of the SMART goals
discussed in part C (one sub paragraph.
Tip: SMART goals are discussed in section C of the Study Plan
in the courseroom.
Remember to be not only descriptive (who, what, when, &
where), but importantly, explanatory (the why & how).
Evaluators are assessing your paper based on the specificity of
your response, not generalizations.
Reference Page (example)
Wang, X. H. F., & Howell, J. M. (2010). Exploring the dual-
level effects of transformational leadership on
followers. Journal of Applied Psychology,95(6), 1134.
Note: You will need to acknowledge sources used in your paper,
using APA-formatted in-text citations and references, for
content that is quoted, paraphrased, or summarized.
Additionally, your paper needs to be tightly edited in order to
receive a Competent raking in section E of the rubric. As such,
your paper should meet the following criteria:
“Reflects attention to detail, is organized, and focuses on the
main ideas as prescribed in the task or chosen by the candidate.
Terminology is pertinent, is used correctly, and effectively
conveys the intended meaning. Mechanics, usage, and grammar
promote accurate interpretation and understanding”.
Here are a few links that can assist you with APA formatting,
grammar and proofing your paper:
Common APA Errors
https://sites.google.com/wgu.edu/commonapaerrors?pli=1Purdu
e Online Writing Lab
https://owl.english.purdue.edu/owl/resource/560/01/
The APA official Blog site

http://blog.apastyle.org/apastyle/text-citation/
WGU Writing Center https://my.wgu.edu/success-
centers/writing-center
Example of an APA-styled essay
https://wgu.adobeconnect.com/_a814884580/p4d27gp3hn2/
Writing Assistant https://www.grammarly.com
Text to Speech https://www.naturalreaders.com/
Writing/Articulation Resources
· https://www.grammarly.com
· https://writingcenter.unc.edu/tips-and-tools/
· https://www.naturalreaders.com
· Purdue Online Writing Lab
· To schedule a meeting with a Writing Center Instructor (Link)
· Writing Center’s new helpline, no appointment necessary
Writing Center Helpline
(877) 435-7948 x2967
Sun
2 p.m. to 9 p.m., MT
Mon–Tue
7 a.m. to 8 p.m., MT
Wed
7 a.m. to 12:30 p.m., MT
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Thu
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Sat

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