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· Response Guidelines Reply to the posts of two peers in this discussion. You may want to share insights you have related to your peer's application of research concepts, or ask a clarifying question. You may choose to comment on how the article presented by your peer is relevant to your own professional interests. Each peer response need to have at least two references. 1 st Peer posting Chang et al. (2016) conducted a study to determine if there was an answer to the contradicting study results regarding the brain activity in schizophrenics and their siblings. Earlier research has given mixed results stating that schizophrenics have excessive brain activity and others show that they have incoherent activity. The same mixed results showed up in research on siblings of schizophrenics. This study used amplitudes of low-frequency fluctuations (ALFF) as well as regional homogeneity (Reho). The used the ALFF and Reho to track the intensity as well as any synchronization of local spontaneous neuronal activity among three groups of participants (Chang et al., 2016). Repovs and Barch (2012) conducted a study using a similar research design but instead they were looking for how functional connectivity may differ in schizophrenics when there is no cognitive task involved, a light cognitive task, and then a more demanding cognitive task. The study used participants who were diagnosed with schizophrenia and their siblings, and health individuals and their siblings. These four different groups helped to determine if there was any difference between a sibling of an individual with schizophrenia compared to siblings that were not impaired. The study focused on the working memory of the individuals. fMRI scans were used as well as other basic imaging and recall memory assessment activities (Repovs & Barch, 2012). The study conducted by Chang et al. (2016) was using reliable testing techniques in regards to the neuronal activity that was tracked. The sample size was not very large but did have the randomized factor by comparing the results to not one but two variables (siblings and non-related healthy individuals). Had the sample size been larger the results could likely be more generalizable. The participants were gathered using participants from a other studies the researchers had done. There were 27 participants who were diagnosed with schizophrenia, 27 non effected siblings, and 27 healthy unrelated participants. The research design was used to map the activity in the brain of all three groups in different circumstances so they could compare the results to find any commonalities or clear differences. This method of research helped to determine if there was any validity to the claims of either excessive brain activity or incoherent activity in schizophrenics and their siblings. This study seems to be a quasi-experimental study since it has a group used for comparison but it does not use random assignment (Sherperis, Young & .
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A PROCEDURE FOR IDENTIFYING PRECURSORS TOPROBLEM BEHAVIOR.docx
A PROCEDURE FOR IDENTIFYING PRECURSORS TO
PROBLEM BEHAVIOR
BRANDON HERSCOVITCH, EILEEN M. ROSCOE, MYRNA E. LIBBY,
JASON C. BOURRET, AND WILLIAM H. AHEARN
NEW ENGLAND CENTER FOR CHILDREN
NORTHEASTERN UNIVERSITY
We describe a procedure for differentiating among potential precursor responses for use in a
functional analysis. Conditional probability analysis of descriptive assessment data identified
three potential precursors. Results from the indirect assessment corresponded with those
obtained from the descriptive assessment. The top-ranked response identified as a precursor
according to the indirect assessment had the strongest relation according to the probability
analysis. When contingencies were arranged for the precursor in a functional analysis, the same
function was identified as for target behavior, supporting the utility of indirect and descriptive
methods to identify precursor behavior empirically.
DESCRIPTORS: descriptive assessment, functional analysis, precursors, problem behavior,
response-class hierarchies
_______________________________________________________________________________
Functional analysis (Iwata, Dorsey, Slifer,
Bauman, & Richman, 1982/1994) involves
manipulating antecedents and consequences
for the target behavior of interest. Because a
functional analysis requires the repeated occur-
rence of a target response, it may not be
appropriate for response topographies that pose
risk of harm to others (e.g., severe aggression) or
the client (e.g., self-injury). One modification
that has addressed this concern involves a
functional analysis of precursor behavior (i.e.,
arranging contingencies for responses that
reliably precede the target behavior) based on
previous research showing that response topog-
raphies that occur in close temporal proximity
are often members of the same response class,
and by providing differential reinforcement for
earlier responses in the response-class hierarchy,
later more severe responses occur less often
(Harding et al., 2001; Lalli, Mace, Wohn, &
Livezey, 1995; Richman, Wacker, Asmus,
Casey, & Andelman, 1999).
Smith and Churchill (2002) conducted a
functional analysis of precursor behavior and
found similar outcomes from a functional
analysis of the target behavior and a functional
analysis of the hypothesized precursor behavior.
A study by Najdowski, Wallace, Ellsworth,
MacAleese, and Cleveland (2008) extended this
work by demonstrating that an intervention
based on a functional analysis of precursor
behavior was effective in eliminating partici-
pants’ precursor behavior. The implication of
these findings is that outcomes from functional
analyses of precursor responses may be used to
infer the function of more severe topographies
that occur later in the response-class hierarchy.
A potential limitation associated with both of
these studies is that indirect assessments alone
were used to identify precursor responses. Such
assessments have sometimes been found to have
poor reliab.
1. What is the question the authors are asking They asked abo.docx
1. What is the question the authors are asking?
They asked about the relation between self-focused attention and interpersonal consequences of the social anxiety. Also, how the interpersonal interaction will influence the social anxiety. On top of that, they hypothesized in their study, the control group will show increased uncomfortable sign while& after the interpersonal activities,, like the less verbal speaking and more protective body language. Also, they expected the control group will show more negative effect and fairly low in positive effect after the study.
2. Why do the authors believe this question is important?
Because they have found people have agreement on the positive relation between the anxiety arousal and the shown anxiety symptoms, also the interaction and social anxiety. But, the relation and function of how the self- focused attention will trigger and influence the social anxiety when interpersonal activity happens.
3. How do they try to answer this question?
They conducted a study to testify whether the interpersonal activity will influence or trigger the social anxiety. In order to do that, they collected 120 participants after they have these participants did SPAI, the ones who got highest and lowest 20 percentile scores people have been selected as the SA group, which means they have shown the possibility of being diagnosed as social phobia patients. And the rest of the 120p people will consist of the NSA group, which names after the people who do not have any social phobia symptom when having interpersonal interaction. After having them grouped, they will be paired as dyads automatically, the SA with NSA, or the NSA with NSA. But, they are not informed their identity in this study. Then, each group will have 5 minutes session to interact with the other one, they will be video recorded at the same time they started the session, and there will be people who spectate their verbal code and nonverbal code when the recording started. Each codes represent different “behavior” of participant, for the verbal code, we have RS, ES,Q,ST AND GT for information sharing. RS is for complaining and support words said by participants, ES specifies the empathetic comments, ST represents the information shared about participant themselves, GT means the sharing information that unrelated to participants themselves. Same to nonverbal codes, we have polite smile, pleasurable smile, frown, the fidgeting hand position. After the 5 minutes session with each other, the researchers will have participants to do 2 questionnaires, PANAS and QI, one for detecting the PA and NA level of participants before and after the study, one for checking the level of satisfaction of the just finished interaction.
4. What did they find?
They found out the results not exactly same as they predicted, like for the level of NA in SA- NSA group, it did not have a significantly rising after the session is ended, either to the questions asked in the session, SA ...
Recommended
A PROCEDURE FOR IDENTIFYING PRECURSORS TOPROBLEM BEHAVIOR.docx
A PROCEDURE FOR IDENTIFYING PRECURSORS TO
PROBLEM BEHAVIOR
BRANDON HERSCOVITCH, EILEEN M. ROSCOE, MYRNA E. LIBBY,
JASON C. BOURRET, AND WILLIAM H. AHEARN
NEW ENGLAND CENTER FOR CHILDREN
NORTHEASTERN UNIVERSITY
We describe a procedure for differentiating among potential precursor responses for use in a
functional analysis. Conditional probability analysis of descriptive assessment data identified
three potential precursors. Results from the indirect assessment corresponded with those
obtained from the descriptive assessment. The top-ranked response identified as a precursor
according to the indirect assessment had the strongest relation according to the probability
analysis. When contingencies were arranged for the precursor in a functional analysis, the same
function was identified as for target behavior, supporting the utility of indirect and descriptive
methods to identify precursor behavior empirically.
DESCRIPTORS: descriptive assessment, functional analysis, precursors, problem behavior,
response-class hierarchies
_______________________________________________________________________________
Functional analysis (Iwata, Dorsey, Slifer,
Bauman, & Richman, 1982/1994) involves
manipulating antecedents and consequences
for the target behavior of interest. Because a
functional analysis requires the repeated occur-
rence of a target response, it may not be
appropriate for response topographies that pose
risk of harm to others (e.g., severe aggression) or
the client (e.g., self-injury). One modification
that has addressed this concern involves a
functional analysis of precursor behavior (i.e.,
arranging contingencies for responses that
reliably precede the target behavior) based on
previous research showing that response topog-
raphies that occur in close temporal proximity
are often members of the same response class,
and by providing differential reinforcement for
earlier responses in the response-class hierarchy,
later more severe responses occur less often
(Harding et al., 2001; Lalli, Mace, Wohn, &
Livezey, 1995; Richman, Wacker, Asmus,
Casey, & Andelman, 1999).
Smith and Churchill (2002) conducted a
functional analysis of precursor behavior and
found similar outcomes from a functional
analysis of the target behavior and a functional
analysis of the hypothesized precursor behavior.
A study by Najdowski, Wallace, Ellsworth,
MacAleese, and Cleveland (2008) extended this
work by demonstrating that an intervention
based on a functional analysis of precursor
behavior was effective in eliminating partici-
pants’ precursor behavior. The implication of
these findings is that outcomes from functional
analyses of precursor responses may be used to
infer the function of more severe topographies
that occur later in the response-class hierarchy.
A potential limitation associated with both of
these studies is that indirect assessments alone
were used to identify precursor responses. Such
assessments have sometimes been found to have
poor reliab.
1. What is the question the authors are asking They asked abo.docx
1. What is the question the authors are asking?
They asked about the relation between self-focused attention and interpersonal consequences of the social anxiety. Also, how the interpersonal interaction will influence the social anxiety. On top of that, they hypothesized in their study, the control group will show increased uncomfortable sign while& after the interpersonal activities,, like the less verbal speaking and more protective body language. Also, they expected the control group will show more negative effect and fairly low in positive effect after the study.
2. Why do the authors believe this question is important?
Because they have found people have agreement on the positive relation between the anxiety arousal and the shown anxiety symptoms, also the interaction and social anxiety. But, the relation and function of how the self- focused attention will trigger and influence the social anxiety when interpersonal activity happens.
3. How do they try to answer this question?
They conducted a study to testify whether the interpersonal activity will influence or trigger the social anxiety. In order to do that, they collected 120 participants after they have these participants did SPAI, the ones who got highest and lowest 20 percentile scores people have been selected as the SA group, which means they have shown the possibility of being diagnosed as social phobia patients. And the rest of the 120p people will consist of the NSA group, which names after the people who do not have any social phobia symptom when having interpersonal interaction. After having them grouped, they will be paired as dyads automatically, the SA with NSA, or the NSA with NSA. But, they are not informed their identity in this study. Then, each group will have 5 minutes session to interact with the other one, they will be video recorded at the same time they started the session, and there will be people who spectate their verbal code and nonverbal code when the recording started. Each codes represent different “behavior” of participant, for the verbal code, we have RS, ES,Q,ST AND GT for information sharing. RS is for complaining and support words said by participants, ES specifies the empathetic comments, ST represents the information shared about participant themselves, GT means the sharing information that unrelated to participants themselves. Same to nonverbal codes, we have polite smile, pleasurable smile, frown, the fidgeting hand position. After the 5 minutes session with each other, the researchers will have participants to do 2 questionnaires, PANAS and QI, one for detecting the PA and NA level of participants before and after the study, one for checking the level of satisfaction of the just finished interaction.
4. What did they find?
They found out the results not exactly same as they predicted, like for the level of NA in SA- NSA group, it did not have a significantly rising after the session is ended, either to the questions asked in the session, SA ...
5Relationship Between Depression (from heartbreak).docx
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
Dr. Chan developed a medication that she hypothesizes will reduce .docx
Dr. Chan developed a medication that she hypothesizes will reduce the obsessive thinking in individuals with paraphilias. A colleague suggests they also examine the effect of the medication on sexual arousal. She needs to demonstrate the efficacy of this medication. She obtains permission to recruit subjects from databanks of known sex offenders. Thirty-five people agree who met diagnostic criteria for a paraphila agreed to participate and she gives them a six-month supply of the medication and instructs them to take one pill each morning. After six-months, the subjects return to the clinic. Only thirty return and she cannot locate the other two. She finds twenty other subjects through counselor referrals. They serve as the control group and do not receive the medication. Dr. Chan tests both groups of participants on physiological measures of sexual arousal in the presences of paraphilic stimuli. She also has participants record their thoughts into a digital recorder and journal throughout the day when having thoughts of a sexual nature involving paraphilic stimuli. She finds that the subjects who took the medication showed less sexual arousal in response to the stimuli than the control group. The researcher and her colleagues conclude that the medication is effective for the obsessive thinking and arousal in individuals with paraphilias.
Dr. Chan and her colleagues, encouraged by the original findings, decided to conduct the experiment using a double-blind procedure. Which of the following would be consistent with using a double-blind procedure? (Points : 1)
Avoid telling the participants that the medication is supposed to stop obsessive thinking.
Add a control group of individuals who do not have paraphilias and give them the medication.
Add a group of individuals who meet diagnostic criteria for paraphilias who are given a placebo and ensure that neither the participants nor those administering the post-tests and evaluating the audio and written journals know who is in the mdication group and who is in the control group.
Use the same design as in the original study but tell the subjects that the medicatio nis supposed to help a symptom other than obsessive thinking, such as mood.
===============\
A researcher decided to examine the development of second language learning using shallow-processing and deep-processing tasks. He tested 6-year-olds and 15-year-olds from the local schools. Half of the students in each age group were in the shallow-processing condition; the other half were in the deep-processing condition. The following table shows the percentage of second language words correctly used by the participatns in each of the four conditions.
An analysis reveals a statistically significant (reliable) interaction between the participants’ age and the processing condition. Which of the following statements would be the best interpretation of that interaction? (Points : 1)
Depth of processing h ...
Contents lists available at ScienceDirectResearch in Autis
Contents lists available at ScienceDirect
Research in Autism Spectrum Disorders
journal homepage: www.elsevier.com/locate/rasd
Self-reported emotion regulation in children with autism spectrum
disorder, without intellectual disability
Talia Burtona,*, Belinda Ratcliffea,b, James Collisona, David Dossetorb,
Michelle Wongb
a School of Social Sciences and Psychology, Western Sydney University, Bankstown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
b Department of Psychological Medicine, The Children’s Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, NSW 2145, Australia
A R T I C L E I N F O
Number of reviews completed is 2
Keywords:
Autism spectrum disorder
Emotion regulation
Social skills
Mental health
Autism severity
A B S T R A C T
Background: Emotion regulation (ER) may be a critical underlying factor contributing to mental
health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised
self-reported ER in children with ASD and explored the association between mental health and
social skills. This study explored the association between self-reported ER skills, and parent/
teacher proxy reports of ER, social skills, autism severity and mental health.
Method: The pre-existing data set included a community sample of 217 students aged seven to
13-years (Mage = 9.51, SD = 1.26; 195 Male, 22 Female) with ASD. The study employed a
correlational design, whereby existing variables were explored as they occurred naturally (Hills,
2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental
health difficulties via standardised questionnaires.
Results: Multiple regression analyses were conducted separately for parent and teacher reports.
The linear combination of parent-reported emotion regulation, social skills, autism severity, and
child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-
report analysis. Social skills appeared to be a stronger predictor of mental difficulties than
emotional regulation irrespective of source.
Conclusions: The current study suggests self-reported ER to be a significant contributor to mental
health when in isolation. However, in the context of social skills and autism severity, ER is no
longer a significant contributor in a child and adolescent community sample, in determining
mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to
reduce mental health difficulties, social skills may be the focus of intervention, with some focus
on ER ability.
1. Introduction
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by difficulties in two core domains; social-
communication and restricted/ repetitive patterns of behaviour, interests or activities (American Psychiatric Association, 2013).
Compared to their typically developing (TD) peers, children with ASD have difficulties in social-emotional reciprocity, non-verbal
social-communicativ ...
Respond to...Locate an example of a research study that uses s.docx
Respond to...
Locate an example of a research study that uses statistical tests. List the statistical tests that are used, and explain what each one allows the researchers to accomplish and/or conclude in the study.
This research study hypothesizes that there are gender differences in depression in patients hospitalized for Acute Coronary Syndrome (ACS) (Frazier, L., Yu, E., Sanner, J., & et al., 2012). “This was a cross-sectional observational study with a convenience sample of 789 adults (248 females and 541 males) hospitalized for ACS. The study included all participants meeting the inclusion criteria of a larger study looking at the interactions of genetics and depression on ACS outcomes. The overall rate for males versus females was consistent with the gender ratio for ACS admitted to the facility. Participants were recruited during hospital admission for ACS and were screened for self-reported depressive symptoms, by trained research nurses, using the BDIII. Depression was defined as a BDIII score of ≥14 indicating at least moderate symptoms of depression (Frazier, L., Yu, E., Sanner, J., & et al., 2012).” The depression was rated the same and defined what the scores mean to keep the study consistent. “Pearson chisquare tests for independence (categorical variables) orttests for independent samples (continuous variables) were used to examine differences in demographic characteristics between males and females. Comparisons of depression ordinal scores and symptoms by gender were conducted with Wilcoxon rank sum and Pearson chisquare tests for independence, respectively. Degrees of freedom for the Pearson chisquare test was defined as follows: (r1) x (c1), where= the number of rows and c= the number of columns. The significance level was set at P < 0.05. Data were analyzed using SAS 9.2 statistical software (Frazier, L., Yu, E., Sanner, J., & et al., 2012).” The chisquare was used for testing the relationships between the variables. The ttests were used to determine if there is a significant difference between the two groups. In this study, the chisquare test and ttests were used for the demographic characteristics of males and females. “The prevalence of depression in this study was significantly higher in the females (35%) than males (22%) (BDIII scores ≥ 14). Of the 21 depressive symptoms evaluated by the BDIII, 19 depressive symptoms were reported more frequently by females; 7 out of the 19 symptoms reaching statistical significance (P < 0.05).” The research study used tables to show the comparisons. The results also found similar patterns in the depressive symptoms from the research study and some depressive symptoms were discovered as the cause of the ACS event. The results proved that the hypothesis was correct in the gender differences in depression with patients in the hospital for ACS. The somatic symptoms are indicators of depression among the ACS patients, especially for the females. The ability to diagnose an.
Parental stress, affective symptoms and marital satisfaction in parents of ch...
Parental stress, affective symptoms and marital satisfaction in parents of ch...James Cook University
Lovisotto, R., Caltabiano, N., & Hajhashemi, K. (2015). International Journal of Humanities and Social Science, 5(10), 30-38.
Abstract: Parents of children with Autism Spectrum Disorder (ASD), a life-long developmental disorder, responded to an online survey considering their stress experience, affective symptoms and marital satisfaction. As these parents sourced different programs for their children, type of program was used to assign parents to different groups in order to consider their stress, affective symptoms and marital satisfaction. The type of programs parents used included the Applied Behaviour Analysis (n=15); Early Intervention Centre (n=13) and no formal program (n=16). Parents of children with ASD in the ABA group reported significantly lower parental stress scores, lower affective symptoms scores and higher marital satisfaction scores compared to the other two groups. These results are suggestive of the beneficial effect that an ABA program can have on the family unit.NotesTensors.pdf.docx
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Focus on Autism and Other
Developmental Disabilities
2015, Vol. 30(1) 13 –22
© Hammill Institute on Disabilities 2014
Reprints and permissions:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1088357614525663
focus.sagepub.com
Article
Children diagnosed with Pervasive Developmental
Disorders (PDD) often exhibit stereotypic behaviors such
as rocking, spinning, hand flapping, and excessive move-
ments (American Psychiatric Association, 2013).
Professionals have used various procedures to eliminate
these response classes, including differential reinforcement
of alternative behaviors (e.g., Vollmer, Iwata, Zarcone,
Smith, & Mazaleski, 1993), noncontingent reinforcement
(e.g., Lalli, Casey, & Kates, 1997), and response blocking
(e.g., McKerchar, Kahng, Casioppo, & Wilson, 2001).
Sensory Integration Therapy (SIT; e.g., Ayres, 1979) has
been one approach utilized in the treatment of stereotypic
behaviors of children with autism. “Sensory integration is a
clinical frame of reference for the assessment and treatment
of persons who have functional disorders in sensory pro-
cessing” (Parham & Mailloux, 1996, p. 307). These “func-
tional disorders” are believed to be manifested in overt
behavioral challenges, such as problems with sensory dis-
crimination, perception, proprioception, tactile discrimina-
tion, visual perception, and vestibular processing (Parham
& Mailloux, 1996). An unregulated sensory system may
also inhibit the acquisition of positive skills, such as aca-
demics and socialization competencies (e.g., O’Brien &
Pearson, 2004).
Grandin (1992) posited that “deep pressure,” part of SIT,
can provide a “calming effect” for persons with PDD, since
some believe that persons with autism display high levels of
arousal (e.g., Hardy, 1990). Other methods of providing
“sensory input” include adding weight to vests and back-
packs (e.g., VandenBerg, 2001) and brushing parts of the
body (e.g., Stagnitti, Raison, & Ryan, 1999).
Many researchers have attempted to experimentally
examine the effect of sensory integration procedures (see
reviews of this literature by A.
1 LITERATURE
1 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Learner’s Name
Capella University
PSY5002: Foundations of Theory and Practices for Master's Psychology Learners
Literature Review
July, 2020
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
2 LITERATURE REVIEW
Abstract
Interventions for autism and the larger spectrum of disorders referred to as autism spectrum
disorder (ASD) primarily cater to children with autism, whereas adults with autism are largely
ignored despite the difficulties they face. My analysis of the psychological literature produced on
autism and adults reveals that behavioral interventions are moderately to highly effective in
mitigating the symptoms of ASD. My interview with a behavior analyst has provided me with
insights into behavior analysis and an ethical principle to guide my future practice. The
phenomenon of the optimal outcome individual suggests that there is a slight possibility for
individuals with autism to lose their diagnosis. However, I have found that most studies focus on
the benefits of behavioral interventions. An integrated approach that uses behavioral analysis and
other fields related to the mind (such as neuroscience) could help understand and treat ASD.
Accordingly, additions have been made to my goals.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
3 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Autism, or autistic disorder, is one of the disorders classified under autism spectrum
disorder (ASD). Individuals diagnosed with ASD characteristically display social deficits that are
often exacerbated by intellectual disabilities. Although some individuals might develop their
skills enough to raise themselves above the threshold for diagnosis of ASD, most struggle with
ASD throughout their lives (Anderson et al., 2014; Fein et al., 2013). Assistance for treating
ASD exists primarily for children, but little research has been produced on the occurrence and
effects of ASD among adults (Lai et al., 2014).
An estimated one in 88 children is diagnosed with ASD in sites across the United States
under surveillance by the Autism and Developmental Disabilities Monitoring Network (Baio et
al., 2018). Of these autistic children, only 1–16% lose their diagnosis as they progress into
adulthood (Anderson et al., 2014). However, there is a general dearth of psychological research
on autism in adults and a subsequent lack of support systems for them. My research question
addresses the core of the treatment of autism in adults: What practices help mitigate the
difficulties faced by adults with autism?
Well-Being and Self-Sufficiency
The ideal type of life envisioned for an individual with autism is one of general well-
b ...
1 LITERATURE
1 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Learner’s Name
Capella University
PSY5002: Foundations of Theory and Practices for Master's Psychology Learners
Literature Review
July, 2020
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
2 LITERATURE REVIEW
Abstract
Interventions for autism and the larger spectrum of disorders referred to as autism spectrum
disorder (ASD) primarily cater to children with autism, whereas adults with autism are largely
ignored despite the difficulties they face. My analysis of the psychological literature produced on
autism and adults reveals that behavioral interventions are moderately to highly effective in
mitigating the symptoms of ASD. My interview with a behavior analyst has provided me with
insights into behavior analysis and an ethical principle to guide my future practice. The
phenomenon of the optimal outcome individual suggests that there is a slight possibility for
individuals with autism to lose their diagnosis. However, I have found that most studies focus on
the benefits of behavioral interventions. An integrated approach that uses behavioral analysis and
other fields related to the mind (such as neuroscience) could help understand and treat ASD.
Accordingly, additions have been made to my goals.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
3 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Autism, or autistic disorder, is one of the disorders classified under autism spectrum
disorder (ASD). Individuals diagnosed with ASD characteristically display social deficits that are
often exacerbated by intellectual disabilities. Although some individuals might develop their
skills enough to raise themselves above the threshold for diagnosis of ASD, most struggle with
ASD throughout their lives (Anderson et al., 2014; Fein et al., 2013). Assistance for treating
ASD exists primarily for children, but little research has been produced on the occurrence and
effects of ASD among adults (Lai et al., 2014).
An estimated one in 88 children is diagnosed with ASD in sites across the United States
under surveillance by the Autism and Developmental Disabilities Monitoring Network (Baio et
al., 2018). Of these autistic children, only 1–16% lose their diagnosis as they progress into
adulthood (Anderson et al., 2014). However, there is a general dearth of psychological research
on autism in adults and a subsequent lack of support systems for them. My research question
addresses the core of the treatment of autism in adults: What practices help mitigate the
difficulties faced by adults with autism?
Well-Being and Self-Sufficiency
The ideal type of life envisioned for an individual with autism is one of general well-
b ...
MWERA Parent Perceptions of Trauma-informed Assessment Conference Paper
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
·The pamphlet should contain the following·Content and la.docx
·
The pamphlet should contain the following:
·
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
·
A brief description of the disease, including its symptoms and signs
·
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
·
Risk factors contributing to the onset of the disease
·
Description of preventive steps to avoid the disease (if avoidable)
·
Available diagnostic and therapeutic tools
·
Outcomes of the disease (such as prognosis or recovery potential)
·
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a
six-page pamphlet.
·
Format of the pamphlet
·
Single-spaced
·
Tri-fold
·
All content written in your own words
·
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
At a minimum,
your pamphlet should contain the following required elements:
·
Introductory paragraph describing your subject and its importance
·
Body of the pamphlet
·
o
Addresses signs, symptoms
o
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
o
Analyzes risk factors and preventive steps
o
Describes maintenance of quality of life
o
Discusses diagnostic and therapeutic tools
o
Explains expected outcomes and prognosis
o
Describes current areas of research into prevention, treatment or cure
o
Describes possible future areas of research into prevention, treatment or cure
·
References
·
Conclusion - summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 - 2011). References should be listed on a separate page that does not count toward the required length of the paper.
.
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
·The health communication plan should be expounded upon to resul.docx
·
The health communication plan should be expounded upon to result in a
3 – 4 page paper
using APA format. The criteria for grading will be the student’s ability to demonstrate: (1) critical thinking, (2) precision in stating the topic, (3) originality, (4) breadth and depth of the subject, (5) grammar and (6) punctuation.
The criteria for grading will be weighted as follows: 80% contents and 20% mechanics.
.
·ResearchEach student will select a medical disorder or c.docx
·
Research
:
Each student will select a medical disorder or chromosome abnormality to present to the class by developing a fact sheet.
The student will also share information will be presented in the form of fact sheet that students can keep for later reference.
The following information will be covered in the fact sheet and presented to the class:
DUE PER SIGNUP SHEET
·
Name of the disorder
·
How is it diagnosed and who does the diagnosis
·
Major body systems affected and how development is affected (cover all developmental domains)
·
Implications for care of the child in the home and school (what medical issues may arise in the classroom)
What would need to be included in an Individual Health Care Plan
·
Educational implications (what areas of the curriculum might be impacted), what interventions are beneficial?
·
What modifications to the curriculum and classroom environment
may be needed as well as assistive technology/related services that may be included in the IEP or IFSP
·
Contacts in the local community for family support/ medical assistance and assistive technology devices and at least 5 web sites or internet resources
(these should not be the same as the community resources list) that can be used for future reference.
The community contacts must be local.
Depending upon what disorder you choose, the fact sheet will be anywhere between 3-4 pages.
Refer to the attachment to the syllabus for possible topics, you can also choose
a topic you might be interested in, just check with me first to make sure you will be able to access enough information.
You should use at least 3-5 credible resources, they must be peer reviewed to gather information about the disorder.
Do not use your text book.
Cite those in the fact sheet that you prepare using APA style citation.
DO NOT CUT AND PASTE FROM OTHER SITES.
.
·IntroductionQuantitative research methodology uses a dedu.docx
·
Introduction
Quantitative research methodology uses a deductive reasoning process (Erford, 2015, p. 5). It is based on philosophical assumptions that are very different from those that support qualitative research. Quantitative studies fall under what is broadly described as a positivist perspective. Epistemologically, knowledge is something that is believed to be objective and measurable, and the nature of reality (that is, ontology) is such that there is one fixed, observable, and definable reality. Quantitative approaches to research emphasize the objectivity of the researcher, and because a goal is to uncover the one true reality, values (axiological assumptions) and the subjective nature of experience are not likely to be examined.
Quantitative Research Designs
Quantitative research can be categorized in different ways. Brief descriptions of some designs appear below. The chosen research design is determined by the nature of the inquiry, that is, what the researcher wants to learn by conducting the study.
Counseling Research: Quantitative, Qualitative, and Mixed Methods
thoroughly describes several major reseach.
Experimental Research
Experimental research, one of the quantitative designs, involves random selection and random assignment of subjects to two or more groups over which the researcher has control. This is what distinguishes experimental studies from the other designs. Experimental studies in counseling are not that common, because many research questions do not lend themselves to random selection and assignment for ethical reasons. Experimental studies compare the effect of one or more independent variables on one or more dependent variables. Independent variables fall into two broad categories. One type of independent variable involves measuring some characteristic inherent in the study's participants, such as their age, gender, IQ, personality traits, income, or education level. These demographic or blocking variables are not something which the researcher can manipulate, though the researcher can statistically control for them. The treatment or experimental conditions that the researcher sets up is the other type of independent variable, which is unique to experimental designs. The element of control is what permits researchers to conclude that one variable has caused a change in another variable.
Quasi-Experimental Research
Quasi-experimental research designs come in many different forms. Like experimental research, the researcher aims to compare the effect of the independent variable under their control on the dependent variable. However, the researcher does not or cannot randomly assign individual participants to treatment and control groups, so cause-and-effect relationships cannot be as strongly inferred from the results. Pre-existing conditions of one group in comparison to the other may confound the findings. An example might be a study to examine the potential effects of a new curriculum aimed at reducin.
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5Relationship Between Depression (from heartbreak).docx
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
Dr. Chan developed a medication that she hypothesizes will reduce .docx
Dr. Chan developed a medication that she hypothesizes will reduce the obsessive thinking in individuals with paraphilias. A colleague suggests they also examine the effect of the medication on sexual arousal. She needs to demonstrate the efficacy of this medication. She obtains permission to recruit subjects from databanks of known sex offenders. Thirty-five people agree who met diagnostic criteria for a paraphila agreed to participate and she gives them a six-month supply of the medication and instructs them to take one pill each morning. After six-months, the subjects return to the clinic. Only thirty return and she cannot locate the other two. She finds twenty other subjects through counselor referrals. They serve as the control group and do not receive the medication. Dr. Chan tests both groups of participants on physiological measures of sexual arousal in the presences of paraphilic stimuli. She also has participants record their thoughts into a digital recorder and journal throughout the day when having thoughts of a sexual nature involving paraphilic stimuli. She finds that the subjects who took the medication showed less sexual arousal in response to the stimuli than the control group. The researcher and her colleagues conclude that the medication is effective for the obsessive thinking and arousal in individuals with paraphilias.
Dr. Chan and her colleagues, encouraged by the original findings, decided to conduct the experiment using a double-blind procedure. Which of the following would be consistent with using a double-blind procedure? (Points : 1)
Avoid telling the participants that the medication is supposed to stop obsessive thinking.
Add a control group of individuals who do not have paraphilias and give them the medication.
Add a group of individuals who meet diagnostic criteria for paraphilias who are given a placebo and ensure that neither the participants nor those administering the post-tests and evaluating the audio and written journals know who is in the mdication group and who is in the control group.
Use the same design as in the original study but tell the subjects that the medicatio nis supposed to help a symptom other than obsessive thinking, such as mood.
===============\
A researcher decided to examine the development of second language learning using shallow-processing and deep-processing tasks. He tested 6-year-olds and 15-year-olds from the local schools. Half of the students in each age group were in the shallow-processing condition; the other half were in the deep-processing condition. The following table shows the percentage of second language words correctly used by the participatns in each of the four conditions.
An analysis reveals a statistically significant (reliable) interaction between the participants’ age and the processing condition. Which of the following statements would be the best interpretation of that interaction? (Points : 1)
Depth of processing h ...
Contents lists available at ScienceDirectResearch in Autis
Contents lists available at ScienceDirect
Research in Autism Spectrum Disorders
journal homepage: www.elsevier.com/locate/rasd
Self-reported emotion regulation in children with autism spectrum
disorder, without intellectual disability
Talia Burtona,*, Belinda Ratcliffea,b, James Collisona, David Dossetorb,
Michelle Wongb
a School of Social Sciences and Psychology, Western Sydney University, Bankstown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
b Department of Psychological Medicine, The Children’s Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, NSW 2145, Australia
A R T I C L E I N F O
Number of reviews completed is 2
Keywords:
Autism spectrum disorder
Emotion regulation
Social skills
Mental health
Autism severity
A B S T R A C T
Background: Emotion regulation (ER) may be a critical underlying factor contributing to mental
health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised
self-reported ER in children with ASD and explored the association between mental health and
social skills. This study explored the association between self-reported ER skills, and parent/
teacher proxy reports of ER, social skills, autism severity and mental health.
Method: The pre-existing data set included a community sample of 217 students aged seven to
13-years (Mage = 9.51, SD = 1.26; 195 Male, 22 Female) with ASD. The study employed a
correlational design, whereby existing variables were explored as they occurred naturally (Hills,
2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental
health difficulties via standardised questionnaires.
Results: Multiple regression analyses were conducted separately for parent and teacher reports.
The linear combination of parent-reported emotion regulation, social skills, autism severity, and
child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-
report analysis. Social skills appeared to be a stronger predictor of mental difficulties than
emotional regulation irrespective of source.
Conclusions: The current study suggests self-reported ER to be a significant contributor to mental
health when in isolation. However, in the context of social skills and autism severity, ER is no
longer a significant contributor in a child and adolescent community sample, in determining
mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to
reduce mental health difficulties, social skills may be the focus of intervention, with some focus
on ER ability.
1. Introduction
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by difficulties in two core domains; social-
communication and restricted/ repetitive patterns of behaviour, interests or activities (American Psychiatric Association, 2013).
Compared to their typically developing (TD) peers, children with ASD have difficulties in social-emotional reciprocity, non-verbal
social-communicativ ...
Respond to...Locate an example of a research study that uses s.docx
Respond to...
Locate an example of a research study that uses statistical tests. List the statistical tests that are used, and explain what each one allows the researchers to accomplish and/or conclude in the study.
This research study hypothesizes that there are gender differences in depression in patients hospitalized for Acute Coronary Syndrome (ACS) (Frazier, L., Yu, E., Sanner, J., & et al., 2012). “This was a cross-sectional observational study with a convenience sample of 789 adults (248 females and 541 males) hospitalized for ACS. The study included all participants meeting the inclusion criteria of a larger study looking at the interactions of genetics and depression on ACS outcomes. The overall rate for males versus females was consistent with the gender ratio for ACS admitted to the facility. Participants were recruited during hospital admission for ACS and were screened for self-reported depressive symptoms, by trained research nurses, using the BDIII. Depression was defined as a BDIII score of ≥14 indicating at least moderate symptoms of depression (Frazier, L., Yu, E., Sanner, J., & et al., 2012).” The depression was rated the same and defined what the scores mean to keep the study consistent. “Pearson chisquare tests for independence (categorical variables) orttests for independent samples (continuous variables) were used to examine differences in demographic characteristics between males and females. Comparisons of depression ordinal scores and symptoms by gender were conducted with Wilcoxon rank sum and Pearson chisquare tests for independence, respectively. Degrees of freedom for the Pearson chisquare test was defined as follows: (r1) x (c1), where= the number of rows and c= the number of columns. The significance level was set at P < 0.05. Data were analyzed using SAS 9.2 statistical software (Frazier, L., Yu, E., Sanner, J., & et al., 2012).” The chisquare was used for testing the relationships between the variables. The ttests were used to determine if there is a significant difference between the two groups. In this study, the chisquare test and ttests were used for the demographic characteristics of males and females. “The prevalence of depression in this study was significantly higher in the females (35%) than males (22%) (BDIII scores ≥ 14). Of the 21 depressive symptoms evaluated by the BDIII, 19 depressive symptoms were reported more frequently by females; 7 out of the 19 symptoms reaching statistical significance (P < 0.05).” The research study used tables to show the comparisons. The results also found similar patterns in the depressive symptoms from the research study and some depressive symptoms were discovered as the cause of the ACS event. The results proved that the hypothesis was correct in the gender differences in depression with patients in the hospital for ACS. The somatic symptoms are indicators of depression among the ACS patients, especially for the females. The ability to diagnose an.
Parental stress, affective symptoms and marital satisfaction in parents of ch...
Parental stress, affective symptoms and marital satisfaction in parents of ch...James Cook University
Lovisotto, R., Caltabiano, N., & Hajhashemi, K. (2015). International Journal of Humanities and Social Science, 5(10), 30-38.
Abstract: Parents of children with Autism Spectrum Disorder (ASD), a life-long developmental disorder, responded to an online survey considering their stress experience, affective symptoms and marital satisfaction. As these parents sourced different programs for their children, type of program was used to assign parents to different groups in order to consider their stress, affective symptoms and marital satisfaction. The type of programs parents used included the Applied Behaviour Analysis (n=15); Early Intervention Centre (n=13) and no formal program (n=16). Parents of children with ASD in the ABA group reported significantly lower parental stress scores, lower affective symptoms scores and higher marital satisfaction scores compared to the other two groups. These results are suggestive of the beneficial effect that an ABA program can have on the family unit.NotesTensors.pdf.docx
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Focus on Autism and Other
Developmental Disabilities
2015, Vol. 30(1) 13 –22
© Hammill Institute on Disabilities 2014
Reprints and permissions:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1088357614525663
focus.sagepub.com
Article
Children diagnosed with Pervasive Developmental
Disorders (PDD) often exhibit stereotypic behaviors such
as rocking, spinning, hand flapping, and excessive move-
ments (American Psychiatric Association, 2013).
Professionals have used various procedures to eliminate
these response classes, including differential reinforcement
of alternative behaviors (e.g., Vollmer, Iwata, Zarcone,
Smith, & Mazaleski, 1993), noncontingent reinforcement
(e.g., Lalli, Casey, & Kates, 1997), and response blocking
(e.g., McKerchar, Kahng, Casioppo, & Wilson, 2001).
Sensory Integration Therapy (SIT; e.g., Ayres, 1979) has
been one approach utilized in the treatment of stereotypic
behaviors of children with autism. “Sensory integration is a
clinical frame of reference for the assessment and treatment
of persons who have functional disorders in sensory pro-
cessing” (Parham & Mailloux, 1996, p. 307). These “func-
tional disorders” are believed to be manifested in overt
behavioral challenges, such as problems with sensory dis-
crimination, perception, proprioception, tactile discrimina-
tion, visual perception, and vestibular processing (Parham
& Mailloux, 1996). An unregulated sensory system may
also inhibit the acquisition of positive skills, such as aca-
demics and socialization competencies (e.g., O’Brien &
Pearson, 2004).
Grandin (1992) posited that “deep pressure,” part of SIT,
can provide a “calming effect” for persons with PDD, since
some believe that persons with autism display high levels of
arousal (e.g., Hardy, 1990). Other methods of providing
“sensory input” include adding weight to vests and back-
packs (e.g., VandenBerg, 2001) and brushing parts of the
body (e.g., Stagnitti, Raison, & Ryan, 1999).
Many researchers have attempted to experimentally
examine the effect of sensory integration procedures (see
reviews of this literature by A.
1 LITERATURE
1 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Learner’s Name
Capella University
PSY5002: Foundations of Theory and Practices for Master's Psychology Learners
Literature Review
July, 2020
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
2 LITERATURE REVIEW
Abstract
Interventions for autism and the larger spectrum of disorders referred to as autism spectrum
disorder (ASD) primarily cater to children with autism, whereas adults with autism are largely
ignored despite the difficulties they face. My analysis of the psychological literature produced on
autism and adults reveals that behavioral interventions are moderately to highly effective in
mitigating the symptoms of ASD. My interview with a behavior analyst has provided me with
insights into behavior analysis and an ethical principle to guide my future practice. The
phenomenon of the optimal outcome individual suggests that there is a slight possibility for
individuals with autism to lose their diagnosis. However, I have found that most studies focus on
the benefits of behavioral interventions. An integrated approach that uses behavioral analysis and
other fields related to the mind (such as neuroscience) could help understand and treat ASD.
Accordingly, additions have been made to my goals.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
3 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Autism, or autistic disorder, is one of the disorders classified under autism spectrum
disorder (ASD). Individuals diagnosed with ASD characteristically display social deficits that are
often exacerbated by intellectual disabilities. Although some individuals might develop their
skills enough to raise themselves above the threshold for diagnosis of ASD, most struggle with
ASD throughout their lives (Anderson et al., 2014; Fein et al., 2013). Assistance for treating
ASD exists primarily for children, but little research has been produced on the occurrence and
effects of ASD among adults (Lai et al., 2014).
An estimated one in 88 children is diagnosed with ASD in sites across the United States
under surveillance by the Autism and Developmental Disabilities Monitoring Network (Baio et
al., 2018). Of these autistic children, only 1–16% lose their diagnosis as they progress into
adulthood (Anderson et al., 2014). However, there is a general dearth of psychological research
on autism in adults and a subsequent lack of support systems for them. My research question
addresses the core of the treatment of autism in adults: What practices help mitigate the
difficulties faced by adults with autism?
Well-Being and Self-Sufficiency
The ideal type of life envisioned for an individual with autism is one of general well-
b ...
1 LITERATURE
1 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Learner’s Name
Capella University
PSY5002: Foundations of Theory and Practices for Master's Psychology Learners
Literature Review
July, 2020
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
2 LITERATURE REVIEW
Abstract
Interventions for autism and the larger spectrum of disorders referred to as autism spectrum
disorder (ASD) primarily cater to children with autism, whereas adults with autism are largely
ignored despite the difficulties they face. My analysis of the psychological literature produced on
autism and adults reveals that behavioral interventions are moderately to highly effective in
mitigating the symptoms of ASD. My interview with a behavior analyst has provided me with
insights into behavior analysis and an ethical principle to guide my future practice. The
phenomenon of the optimal outcome individual suggests that there is a slight possibility for
individuals with autism to lose their diagnosis. However, I have found that most studies focus on
the benefits of behavioral interventions. An integrated approach that uses behavioral analysis and
other fields related to the mind (such as neuroscience) could help understand and treat ASD.
Accordingly, additions have been made to my goals.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
3 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder
Autism, or autistic disorder, is one of the disorders classified under autism spectrum
disorder (ASD). Individuals diagnosed with ASD characteristically display social deficits that are
often exacerbated by intellectual disabilities. Although some individuals might develop their
skills enough to raise themselves above the threshold for diagnosis of ASD, most struggle with
ASD throughout their lives (Anderson et al., 2014; Fein et al., 2013). Assistance for treating
ASD exists primarily for children, but little research has been produced on the occurrence and
effects of ASD among adults (Lai et al., 2014).
An estimated one in 88 children is diagnosed with ASD in sites across the United States
under surveillance by the Autism and Developmental Disabilities Monitoring Network (Baio et
al., 2018). Of these autistic children, only 1–16% lose their diagnosis as they progress into
adulthood (Anderson et al., 2014). However, there is a general dearth of psychological research
on autism in adults and a subsequent lack of support systems for them. My research question
addresses the core of the treatment of autism in adults: What practices help mitigate the
difficulties faced by adults with autism?
Well-Being and Self-Sufficiency
The ideal type of life envisioned for an individual with autism is one of general well-
b ...
MWERA Parent Perceptions of Trauma-informed Assessment Conference Paper
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
Similar to ·Response GuidelinesReply to the posts of two peer.docx (17)
Autocompaixão e satisfação com a vida e o papel da esperança
Autocompaixão e satisfação com a vida e o papel da esperança
5Relationship Between Depression (from heartbreak).docx
5Relationship Between Depression (from heartbreak).docx
Dr. Chan developed a medication that she hypothesizes will reduce .docx
Dr. Chan developed a medication that she hypothesizes will reduce .docx
Contents lists available at ScienceDirectResearch in Autis
Contents lists available at ScienceDirectResearch in Autis
Respond to...Locate an example of a research study that uses s.docx
Respond to...Locate an example of a research study that uses s.docx
Parental stress, affective symptoms and marital satisfaction in parents of ch...
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MWERA Parent Perceptions of Trauma-informed Assessment Conference Paper
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More from lanagore871
·The pamphlet should contain the following·Content and la.docx
·
The pamphlet should contain the following:
·
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
·
A brief description of the disease, including its symptoms and signs
·
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
·
Risk factors contributing to the onset of the disease
·
Description of preventive steps to avoid the disease (if avoidable)
·
Available diagnostic and therapeutic tools
·
Outcomes of the disease (such as prognosis or recovery potential)
·
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a
six-page pamphlet.
·
Format of the pamphlet
·
Single-spaced
·
Tri-fold
·
All content written in your own words
·
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
At a minimum,
your pamphlet should contain the following required elements:
·
Introductory paragraph describing your subject and its importance
·
Body of the pamphlet
·
o
Addresses signs, symptoms
o
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
o
Analyzes risk factors and preventive steps
o
Describes maintenance of quality of life
o
Discusses diagnostic and therapeutic tools
o
Explains expected outcomes and prognosis
o
Describes current areas of research into prevention, treatment or cure
o
Describes possible future areas of research into prevention, treatment or cure
·
References
·
Conclusion - summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 - 2011). References should be listed on a separate page that does not count toward the required length of the paper.
.
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
·The health communication plan should be expounded upon to resul.docx
·
The health communication plan should be expounded upon to result in a
3 – 4 page paper
using APA format. The criteria for grading will be the student’s ability to demonstrate: (1) critical thinking, (2) precision in stating the topic, (3) originality, (4) breadth and depth of the subject, (5) grammar and (6) punctuation.
The criteria for grading will be weighted as follows: 80% contents and 20% mechanics.
.
·ResearchEach student will select a medical disorder or c.docx
·
Research
:
Each student will select a medical disorder or chromosome abnormality to present to the class by developing a fact sheet.
The student will also share information will be presented in the form of fact sheet that students can keep for later reference.
The following information will be covered in the fact sheet and presented to the class:
DUE PER SIGNUP SHEET
·
Name of the disorder
·
How is it diagnosed and who does the diagnosis
·
Major body systems affected and how development is affected (cover all developmental domains)
·
Implications for care of the child in the home and school (what medical issues may arise in the classroom)
What would need to be included in an Individual Health Care Plan
·
Educational implications (what areas of the curriculum might be impacted), what interventions are beneficial?
·
What modifications to the curriculum and classroom environment
may be needed as well as assistive technology/related services that may be included in the IEP or IFSP
·
Contacts in the local community for family support/ medical assistance and assistive technology devices and at least 5 web sites or internet resources
(these should not be the same as the community resources list) that can be used for future reference.
The community contacts must be local.
Depending upon what disorder you choose, the fact sheet will be anywhere between 3-4 pages.
Refer to the attachment to the syllabus for possible topics, you can also choose
a topic you might be interested in, just check with me first to make sure you will be able to access enough information.
You should use at least 3-5 credible resources, they must be peer reviewed to gather information about the disorder.
Do not use your text book.
Cite those in the fact sheet that you prepare using APA style citation.
DO NOT CUT AND PASTE FROM OTHER SITES.
.
·IntroductionQuantitative research methodology uses a dedu.docx
·
Introduction
Quantitative research methodology uses a deductive reasoning process (Erford, 2015, p. 5). It is based on philosophical assumptions that are very different from those that support qualitative research. Quantitative studies fall under what is broadly described as a positivist perspective. Epistemologically, knowledge is something that is believed to be objective and measurable, and the nature of reality (that is, ontology) is such that there is one fixed, observable, and definable reality. Quantitative approaches to research emphasize the objectivity of the researcher, and because a goal is to uncover the one true reality, values (axiological assumptions) and the subjective nature of experience are not likely to be examined.
Quantitative Research Designs
Quantitative research can be categorized in different ways. Brief descriptions of some designs appear below. The chosen research design is determined by the nature of the inquiry, that is, what the researcher wants to learn by conducting the study.
Counseling Research: Quantitative, Qualitative, and Mixed Methods
thoroughly describes several major reseach.
Experimental Research
Experimental research, one of the quantitative designs, involves random selection and random assignment of subjects to two or more groups over which the researcher has control. This is what distinguishes experimental studies from the other designs. Experimental studies in counseling are not that common, because many research questions do not lend themselves to random selection and assignment for ethical reasons. Experimental studies compare the effect of one or more independent variables on one or more dependent variables. Independent variables fall into two broad categories. One type of independent variable involves measuring some characteristic inherent in the study's participants, such as their age, gender, IQ, personality traits, income, or education level. These demographic or blocking variables are not something which the researcher can manipulate, though the researcher can statistically control for them. The treatment or experimental conditions that the researcher sets up is the other type of independent variable, which is unique to experimental designs. The element of control is what permits researchers to conclude that one variable has caused a change in another variable.
Quasi-Experimental Research
Quasi-experimental research designs come in many different forms. Like experimental research, the researcher aims to compare the effect of the independent variable under their control on the dependent variable. However, the researcher does not or cannot randomly assign individual participants to treatment and control groups, so cause-and-effect relationships cannot be as strongly inferred from the results. Pre-existing conditions of one group in comparison to the other may confound the findings. An example might be a study to examine the potential effects of a new curriculum aimed at reducin.
·Response GuidelinesReply to the posts of two peers in thi.docx
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
·Read Side Trip” #2 (page 183) and discuss what forms of in.docx
·
Read “Side Trip”
#2 (page 183)
and discuss what forms of intercultural praxis with interactions between the French-speaking and English- speaking Quebec/ Canadian cultures?
·
Side Trip
#3 (page 211)
The Amish culture is known to resist the “English” culture of the outside world. Both seem to manage quite well. Identify the Amish approach to managing conflict.
·
Pendulum Principle and Transaction Principle (include these principles in
each
answer)
Transaction Principle: intercultural communication is a process whereby people from different cultures move within a negotiation zone from postiions to interests, in search of an acceptance resolution.
Pendulum Principle: intercultural communication is an ongoing and interactive process that simultaneously connects and keeps apart people from different cultures, producing multiple voices.
Reading materials are attached, 500 words, due in 12 hours.
.
·Logical mathematical·Linguistic ·Musical·.docx
·
Logical mathematical
·
Linguistic
·
Musical
·
Spatial
·
Bodily kinesthetic
·
Interpersonal
·
Intrapersonal
Think about how you would test these dimensions of intelligence. For this assignment, assume that you are going to test intelligence of people of two differing cultures.
·
Choose three of the above dimensions of intelligence to measure. Describe each type of intelligence.
·
Describe the two cultures you have chosen. What type of intelligence does each culture favor?
What does it mean to be intelligent in each culture? What is the history of each culture? What is the environment like? Provide approximately half a page of description for each culture.
·
Describe how you would test these different dimensions of intelligence in each culture. Do you need to test differently? Why?
·
Discuss theories of intelligence and how they account for cultural differences.
Paper should be 4-6 pages in length, formatted as per APA sixth edition guidelines.
APA paper template attached.
.
·Identify the pathophysiological mechanisms of inflammatory bowe.docx
·
Identify the pathophysiological mechanisms of inflammatory bowel disease and irritable bowel syndrome. Think about similarities and differences between the disorders.
·
Consider common treatments for inflammatory bowel disease and irritable bowel syndrome. Reflect on whether treatments for one disorder would work for the other disorder.
·
Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor you selected might impact the pathophysiology of and treatments for each disorder.
.
·From the e-Activity, analyze the basis for classifying courts i.docx
·
From the e-Activity, analyze the basis for classifying courts into jurisdictions, and differentiate between the key elements of courts of limited jurisdictions and courts of general jurisdictions. Describe a court of general jurisdiction in (Memphis, Tennessee) in which you mention two (2) types of cases that it can hear. Provide a rationale for your response.
·
Imagine that you are a new judge of a court in (Memphis, Tennessee) with limited jurisdiction. Determine three (3) kinds of cases that you believe you will be receiving as part of the caseload for your court. Provide specific examples of your chosen case types to support your rationale.
.
·Discuss the last three decades (1978- present) of China rapid.docx
·
Discuss the last three decades (1978- present) of China rapid economic expansion cycle (socialism market economy)
·
Outline the period after 2013, the change of new leadership (handover of president XU to XI)
·
Describe the
main features
of new normal in China and the
opportunities and challenges with leadership under Xi.
·
Consider challenges such as
the steep decline in GDP growth rate to one digit growth
,
potentially destabilise the country
,
risk for financial health
,
debt repudiation
,
over- capacity in SOE’s production
,
misuse of resources
,
environmental pollution
,
middle income trap
etc.
·
Explain the efforts of the government to reform the system. These include consumerism (demand pull), innovation, urbanization, accelerate to service industries, environment protection, diffuse bubble… slow but steadier growth strategies and change of engine not nearly change of gear
·
Elaborate the action plans: increase individualized and diversified consumer demand, increase investment in new and innovative technologies, import of high -tech products, promote services, green technologies de-leverage and burst bubbles and control over capacity…
·
Conclusions
.
·Develop a webinar presentation for staff personnel to support t.docx
·
Develop a webinar presentation for staff personnel to support the implementation and use of the new telehealth technology. Create 10–15 slides to support your presentation, including a title slide and a references slide. Cite 3–5 sources of scholarly or professional evidence.
·
List your sources on the references slide at the end of your presentation.
.
·Describe the clinical presentation of chronic kidney disease..docx
·
Describe the clinical presentation of chronic kidney disease.
·
·
Explain how you might diagnose a patient with chronic kidney disease including the role that patient history, physical exams, and diagnostics play in diagnosis.
·
Explain implications of potential treatment options for this disease including prescribed drugs.
·
Describe how patient factors (
genetics, gender, ethnicity, age, and behavior)
might impact the diagnosis and treatment of patients with chronic kidney disease.
.
·Assignment 1 Implications of Health Economic Concepts for Heal.docx
·
Assignment 1: Implications of Health Economic Concepts for Healthcare
Select at least five (5) economic concepts covered in the first four weeks’ readings, and discuss the primary manner in which these concepts impact the world of health care economics. Some examples of selected concepts are health demand and supply, elasticity, resources, health measures, and costs.
Write a four to six (4-6) page paper in which you:
Assess the value of healthcare professionals and decision makers understanding the discipline of health economics.
Defend or critique the importance of considering the complex nature of health and healthcare when examining the economic principles related to healthcare delivery.
Analyze the primary potential benefits of learning about health economics related to government involvement in healthcare economics, financing, and delivery.
Analyze the main potential benefits of learning about health economics related to private sector government involvement in healthcare economics, financing, and delivery.
Use at least five (5) current references. Three of these references must be from current peer-reviewed sources to support and substantiate your comments and perspectives.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
·Analyze the current uses of HTTP and HTTPS, and predict the fut.docx
·
Analyze the current uses of HTTP and HTTPS, and predict the future outlook for both protocols. Describe any foreseen changes in the frequency or way each protocol is used.
·
Identify the various uses for HTTP and HTTPS, and justify the use of one over the other. Include two examples to demonstrate the use of each protocol.
.
Wrrite 3 pages about shakespearePlease write it as s.docx
Wrrite 3 pages about shakespeare:
Please write it as simple as you can, so I can read it. Simple vocap
1.
Who is this person? (Name, photo, birth/death dates)
2.
Why is this person a noted literary figure? What they are noted for?
3.
Provide a short biography of the person’s life a little about the person’s biography,
4.
What has s/he has written?
5.
How have these works contributed to literary history?
6.
Provide a short video of the author reading or a video on their work (no more than 3 minutes).
7.
Provide a list of their major works and any major films/shows made from them.
8.
Provide appropriate reference from at least four academic sources and bring in at least three of their books or books in which they are noted.
.
What do the four parts of the Christian Biblical Narrative (i.e.,.docx
What do the four parts of the Christian Biblical Narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.
.
Week 3 - News StorySeeing is BelievingWhile we can easily bec.docx
Week 3 - News Story
Seeing is Believing
While we can easily become engaged in a print news story that is well-written and tailored for a specific audience, the ability of television to “show us” the news is something that has given it the edge over print news media for decades. Traditional radio also provides us with the “storytelling” aspect where we may find ourselves sitting in the car hanging on to every word of a great news story. This week, you will write a broadcast script for a television news story and for a radio news story. The television script and the radio script will both be designed for the delivery of a story that is 5 minutes in length.
Topic and Sources of Information:
The issue that you choose to write about must be current and have some relevance for your local community, city, and/or state. You must derive the information for this story from
print media only
. You will need to read several print publications for mention of the story and take notes of the facts of the story from several national publications.
For this assignment you must:
Adhere to the
Broadcast Script Template
Summarize facts and/or statistics that are relevant to the story
Develop the story for the local audience
Compare two opposing opinions about the topic
Provide proper attribution for all sources of information included (facts, statistics, images/video, and opinions).
Incorporate at least three visual elements to enhance the television story
Incorporate at least three indirect quotes (citing other sources) to enhance the radio story
A list of each of the sources must be included using the
Media News Source Template
Saving Your Work:
To maintain the formatting of your work, you are strongly encouraged to save your assignment as a PDF file. View
Saving a Word Document as a PDF
for steps on how to do this.
Check it!
Your print news stories must be submitted through Grammarly and Turnitin prior to submission.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
TEMPLET
Television Broadcast Story Script
Broadcast Network:
WTTM
Program Title:
The Farm Report
Name:
Teresa Taylor Moore
Topic:
Common Core
Time:
2 minutes
TIME
VISUAL ELEMENT
AUDIO
Inthis column, insertnumberofsecondsor minutes for each vision/audio portion of the story.
Inthis column,describe the images (piecesofvideo) thatbest representtheaudio onthe right handside. You will indicate whether they are graphics, video, of if you will be onscreen delivering the story. Remember that everything
here must align to the time frame on the left and the audio on the right. Each visual element should be included in a separate gray area of the template.
Inthis column you will adapt the written story to be broadcast. Keep in mind that some of the language will need to be modified from the written story to go with the visual elements that come along with video and to fit the time frame. If there will be audio that goes .
The paper must following the formatting guidelines in The Pub.docx
The paper must following the formatting guidelines in The Publication Manual of the American Psychological Association (2010), (6th ed., 7th printing), and contain a title page, five scholarly references, three to five pages of content, and a reference page
NOTE:- TO GET GOOD GRADE I NEED THIS THINGS PLEASE WORK ON IT
Knowledge of Content
·
Work /participation stands-out as exemplary and is accurately detailed
·
Skill in gathering, storing & retrieving data is highly evolved
·
Uses a thorough # of ref(s) and integrates them clearly and concisely. Provides links for the references
Critical Thinking
·
Integration of information is well analyzed, interpreted, and documented to meet research objectives
·
Graphically defines other systems or subsystems and can accurately identify relationships
·
Sentences are clear and well-constructed - Evidence of variety in format, length, and complexity
WRITTEN
·
No spelling, punctuation, and/or grammatical errors are readily apparent
·
No APA errors are readily apparent
.
Systems Design and.docx
Systems Design and Workflow
Consider a clinical process or task that you perform on a frequent basis. Do you do it the same every time? Why do you proceed the way you do? Habit? Protocol? Each day nurses complete certain tasks that are considered routine, but have you ever stopped to reflect on why things are done the way they are? Perhaps you have noticed areas where there is a duplication of efforts or an inefficient use of time. Other tasks might pass seamlessly from person to person. In order to design the most efficient flow of work through an organization, it is useful to understand workflow and the ways it can be structured for the most optimal use of time and resources.
Creating a Flowchart
Workflow analysis aims to determine workflow patterns that maximize the effective use of resources and minimize activities that do not add value. There are a variety of tools that can be used to analyze the workflow of processes and clarify potential avenues for eliminating waste. Flowcharts are a basic and commonly used workflow analysis method that can help highlight areas in need of streamlining.
In this Assignment, you select a common event that occurs regularly in your organization and create a flowchart representing the workflow. You analyze the process you have diagrammed and propose changes for improvement.
To prepare:
· Identify a common, simple event that frequently occurs in your organization that you would like to evaluate.
· Consider how you would design a flowchart to represent the current workflow.
· Consider what metrics you would use to determine the effectiveness of the current workflow and identify areas of waste.
To complete:
Write a 3- to 5-page paper which includes the following:
· Create a simple flowchart of the activity you selected. (Review the Sample Workflow of Answering a Telephone in an Office document found in this week’s Learning Resources for an example.)
· Next, in your paper:
o Explain the process you have diagrammed.
o For each step or decision point in the process, identify the following:
§ Who does this step? (It can be several people.)
§ What technology is used?
§ What policies and rules are involved in determining how, when, why, or where the step is executed?
§ What information is needed for the execution of this step?
o Describe the metric that is currently used to measure the soundness of the workflow. Is it effective?
o Describe any areas where improvements could occur and propose changes that could bring about these improvements in the workflow.
o Summarize why it is important to be aware of the flow of an activity.
Learning Resources
Required Readings
McGonigle, D., & Mastrian, K. G. (2015).
Nursing informatics and the foundation of knowledge
(3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 14, “Nursing Informatics: Improving Workflow .
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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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.
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Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
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- 1. · Response Guidelines Reply to the posts of two peers in this discussion. You may want to share insights you have related to your peer's application of research concepts, or ask a clarifying question. You may choose to comment on how the article presented by your peer is relevant to your own professional interests. Each peer response need to have at least two references. 1 st Peer posting Chang et al. (2016) conducted a study to determine if there was an answer to the contradicting study results regarding the brain activity in schizophrenics and their siblings. Earlier research has given mixed results stating that schizophrenics have excessive brain activity and others show that they have incoherent activity. The same mixed results showed up in research on siblings of schizophrenics. This study used amplitudes of low-frequency fluctuations (ALFF) as well as regional homogeneity (Reho). The used the ALFF and Reho to track the intensity as well as any synchronization of local spontaneous neuronal activity among three groups of
- 2. participants (Chang et al., 2016). Repovs and Barch (2012) conducted a study using a similar research design but instead they were looking for how functional connectivity may differ in schizophrenics when there is no cognitive task involved, a light cognitive task, and then a more demanding cognitive task. The study used participants who were diagnosed with schizophrenia and their siblings, and health individuals and their siblings. These four different groups helped to determine if there was any difference between a sibling of an individual with schizophrenia compared to siblings that were not impaired. The study focused on the working memory of the individuals. fMRI scans were used as well as other basic imaging and recall memory assessment activities (Repovs & Barch, 2012). The study conducted by Chang et al. (2016) was using reliable testing techniques in regards to the neuronal activity that was tracked. The sample size was not very large but did have the randomized factor by comparing the results to not one but two variables (siblings and non-related healthy individuals). Had the sample size been larger the results could likely be more generalizable. The participants were gathered using participants from a other studies the researchers had done. There were 27 participants who were diagnosed with schizophrenia, 27 non effected siblings, and 27 healthy unrelated participants. The research design was used to map the activity in the brain of all three groups in different circumstances so they could compare the results to find any commonalities or clear differences. This method of research helped to determine if there was any validity to the claims of either excessive brain activity or incoherent activity in schizophrenics and their siblings. This study seems to be a quasi-experimental study since it has a group used for comparison but it does not use random assignment (Sherperis, Young & Daniels, 2010).
- 3. References Chang, et al., (2016). Abnormally increased and incoherent resting-state activity is shared between patients with schizophrenia and their unaffected siblings, Schizophrenia Research, 171(1-3), 158-165. Repovš, G., & Barch, D. M. (2012). Working Memory Related Brain Network Connectivity in Individuals with Schizophrenia and Their Siblings. Frontiers in Human Neuroscience, 6, 137. Sheperis, C. J., Young, J. S., & Daniels, M. H. (2010). Counseling research: Quantitative, qualitative, and mixed methods. Upper Saddle River, NJ: Pearson Education Inc. 2 nd Peer Posting When using an experimental research design the purpose of it is to use a controlled variable and test it upon two separate subjects or groups and compare the results based upon what the hypothesis of the experiment was. An example of this would be testing the effects of a medicine and using one group that will take the medicine and another control group that will take a placebo to see if the medicine has any effect or resolve to what the problem is they are taking it for like reducing anxiety. When using a non-experimental research design the purpose of it is to test a variable that cannot be controlled. An example of this could be observing someone in their natural environment, like a senior with Alzheimers in a nursing home and at home with family.
- 4. The study I found to address an experimental research design was done with the purpose of testing the effects using TF-CBT as well as components of parent interactions with the child with parent availability to the child and the relationship of the parents and child on children that have witnessed IPV or intimate partner violence (Visser, et al., 2015) . In order to test this they set up multiple assessments including pre-treatment, post-treatment, and a 6-month follow-up and to test whether the components of parent interactions with the child make a difference they used two groups, one that went through a prep program for how to work with the children through TF-CBT and another group that did a no-prep program and just learned about the TF-CBT and nothing else. To determine the data group children were referred to the program group and then parent permission was needed for participation (Visser, et al., 2015) . To address the data collection surveys were used like the Trauma Symptom Checklist for Younger Children was used to check trauma symptoms and the Child Behavior Checklist evaluated children's behaviors based upon parent's observations. For other observations the Children's Depression Inventory, Emotional Awareness Questionnaire, Screen for Child Anxiety Related Emotional Disorders, Self-Control Scale, Child Dissociation Checklist, and Behavior Rating Inventory of Executive Function (Visser, et al., 2015) . To analyze the information the checklists/surveys were done before, after, and 6 months later to determine any significant differences between the two groups and whether the added components of parents addressing behavioral issues as well as trauma symptoms made a difference (Visser, et al., 2015)
- 5. . For the non-experimental research design the study was done to test the effect of combat exposure on soldiers in the Midwestern Army National Guard unit as well as their effects on the soldier's spouses and children (Herzog, Everson, & Whitworth, 2011) . They looked at the relationship between combat exposure and trauma symptoms, substance abuse, domestic violence and secondary trauma symptoms among family members of the soldier (Herzog, Everson, & Whitworth, 2011) . In terms of research design what made this one different from the experimental is that this study was done on a specific group of people, being the Midwestern Army Soldier unit, and giving them a survey, the PTSD checklist and HITS in this case, and having it filled out and looking at the results of the survey (Herzog, Everson, & Whitworth, 2011) . Herzog, J. R., Everson, R. B., & Whitworth, J. D. (2011). Do Secondary Trauma Symptoms in Spouses of Combat-Exposed National Guard Soldiers Mediate Impacts of Soldiers’ Trauma Exposure on Their Children? Child and Adolescent Social Work Journal,28 (6), 459-473. doi:10.1007/s10560-011-0243-z Visser, M. M., Telman, M. D., Schipper, J. C., Lamers- Winkelman, F., Schuengel, C., & Finkenauer, C. (2015). The effects of parental components in a trauma-focused cognitive behavioral based therapy for children exposed to interparental
- 6. violence: study protocol for a randomized controlled trial. BMC Psychiatry,15 (1). doi:10.1186/s12888-015-0533-7