Task Verification Form
•Download as DOC, PDF•
1 like•457 views
This document is a task verification form for tracking tasks completed, time spent, and any make-up work. It includes sections to log completed assigned tasks and proofs of completion, extra tasks for optional additional projects, total hours and tasks, any missed assignments and make-up tasks, and a section for the teaching assistant to record points earned in different categories.
Report
Share
Report
Share
Recommended
CES Test
SVETLOZAR STEFANOV completed the CES 5.2.0 test for Deck Officers at the Management level on a Bulk Carrier on October 16, 2014. He achieved perfect scores of 10/10 in Cargo Handling, Controlling the Operation of the Ship, Navigation, and Radio Communication, resulting in a total test score of 82%.
Task verification form
The Task Verification Form documents the tasks completed by a student during a specific week, including time spent on various categories like quantitative assignments, verbal assignments, and graduate hours. It also tracks any make-up tasks completed for missed assignments along with initials and points earned. The form is signed by both the student and teaching assistant to verify completion of assigned work for the week.
Evidence based practice self-change project
The goal was to help Josh smoke less using a spiritual and behavioral intervention. The interventions included Josh reciting a prayer when smoking and logging cigarette use. An ABAB research design measured cigarette use during baseline, intervention, and withdrawal phases. Results showed cigarette use decreased during intervention phases but returned to baseline in the final phase. Future research should record daily events/feelings and use longer study phases.
Summer 2014 syllabus
This document provides information about Psychology 3570: Practicum with Special Populations course at Western Michigan University. It includes contact information for teaching assistants and the practicum coordinator. It outlines the course schedule, readings, and assignments. It describes tasks like working with children at WoodsEdge Learning Center for two hours per day implementing behavioral interventions. It provides general classroom information and policies. Finally, it outlines the grading policy for the course.
Summer 2014 Basic Practicum Syllabus
This document provides information about Psychology 3570: Practicum with Special Populations course at Western Michigan University. It includes contact information for teaching assistants and the practicum coordinator. It outlines the course schedule, readings, quizzes, and assignments. It describes the tasks involved in the practicum, which includes working with students at WoodsEdge Learning Center using discrete trial training and other behavioral interventions. It provides general information about WoodsEdge Learning Center and expectations for student tutors during the practicum.
Health Behavior Change Project phase 1
Kelly's behavior change goal is to do at least 45 minutes of moderate exercise per day. In analyzing her exercise diary, she found that her motivation level is a 6 out of 10. She enjoys the relaxed feeling of exercise but is often too busy with work and school. Being in a bad mood sometimes triggers her to exercise more vigorously. Having exercise partners helps motivate her to work out harder and longer. She prefers being active outdoors and in classes like Zumba. Time of day and temperature also impact her motivation, with mornings and evenings in the summer being best. Anger surprisingly leads to some of her most intense workouts.
Self-Change Project
The document discusses a self-change project focused on improving time management skills. It describes the author's history of procrastination and lack of organization. The author's plan was to start writing down all tasks, using calendars and reminders. Over three weeks of logging assignments, the author saw progress including higher confidence, motivation, and completing more work than normal in less time. Consequences for not finishing work and rewards for completing it helped drive progress. In the end, the author gained structure, goals, and self-confidence in their ability to achieve goals through improved time management.
Behavior change project
This document outlines steps for conducting a behavior change project, including choosing a student, defining their problem behavior, collecting baseline data, developing an intervention, and ensuring generalization. It provides examples and resources for each step, such as forms for recording antecedents, behaviors, and consequences (ABC charts), methods of data collection like duration, event, interval, and latency recording, and strategies to maintain behavior change over time and in new environments. The overall goal is to help students improve social behaviors through systematic observation, objective definition of issues and replacement behaviors, data-driven interventions, and continued support.
Recommended
CES Test
SVETLOZAR STEFANOV completed the CES 5.2.0 test for Deck Officers at the Management level on a Bulk Carrier on October 16, 2014. He achieved perfect scores of 10/10 in Cargo Handling, Controlling the Operation of the Ship, Navigation, and Radio Communication, resulting in a total test score of 82%.
Task verification form
The Task Verification Form documents the tasks completed by a student during a specific week, including time spent on various categories like quantitative assignments, verbal assignments, and graduate hours. It also tracks any make-up tasks completed for missed assignments along with initials and points earned. The form is signed by both the student and teaching assistant to verify completion of assigned work for the week.
Evidence based practice self-change project
The goal was to help Josh smoke less using a spiritual and behavioral intervention. The interventions included Josh reciting a prayer when smoking and logging cigarette use. An ABAB research design measured cigarette use during baseline, intervention, and withdrawal phases. Results showed cigarette use decreased during intervention phases but returned to baseline in the final phase. Future research should record daily events/feelings and use longer study phases.
Summer 2014 syllabus
This document provides information about Psychology 3570: Practicum with Special Populations course at Western Michigan University. It includes contact information for teaching assistants and the practicum coordinator. It outlines the course schedule, readings, and assignments. It describes tasks like working with children at WoodsEdge Learning Center for two hours per day implementing behavioral interventions. It provides general classroom information and policies. Finally, it outlines the grading policy for the course.
Summer 2014 Basic Practicum Syllabus
This document provides information about Psychology 3570: Practicum with Special Populations course at Western Michigan University. It includes contact information for teaching assistants and the practicum coordinator. It outlines the course schedule, readings, quizzes, and assignments. It describes the tasks involved in the practicum, which includes working with students at WoodsEdge Learning Center using discrete trial training and other behavioral interventions. It provides general information about WoodsEdge Learning Center and expectations for student tutors during the practicum.
Health Behavior Change Project phase 1
Kelly's behavior change goal is to do at least 45 minutes of moderate exercise per day. In analyzing her exercise diary, she found that her motivation level is a 6 out of 10. She enjoys the relaxed feeling of exercise but is often too busy with work and school. Being in a bad mood sometimes triggers her to exercise more vigorously. Having exercise partners helps motivate her to work out harder and longer. She prefers being active outdoors and in classes like Zumba. Time of day and temperature also impact her motivation, with mornings and evenings in the summer being best. Anger surprisingly leads to some of her most intense workouts.
Self-Change Project
The document discusses a self-change project focused on improving time management skills. It describes the author's history of procrastination and lack of organization. The author's plan was to start writing down all tasks, using calendars and reminders. Over three weeks of logging assignments, the author saw progress including higher confidence, motivation, and completing more work than normal in less time. Consequences for not finishing work and rewards for completing it helped drive progress. In the end, the author gained structure, goals, and self-confidence in their ability to achieve goals through improved time management.
Behavior change project
This document outlines steps for conducting a behavior change project, including choosing a student, defining their problem behavior, collecting baseline data, developing an intervention, and ensuring generalization. It provides examples and resources for each step, such as forms for recording antecedents, behaviors, and consequences (ABC charts), methods of data collection like duration, event, interval, and latency recording, and strategies to maintain behavior change over time and in new environments. The overall goal is to help students improve social behaviors through systematic observation, objective definition of issues and replacement behaviors, data-driven interventions, and continued support.
Final fiesta
This document analyzes the behaviors of ogres, fairytale creatures, and a talking donkey using behavioral principles. It describes scenarios where an ogre roars to avoid annoying protests from villagers. It also explains how the donkey pesters to avoid having its gumdrop button removed. Finally, it discusses how the donkey gets love from a dragon by pointing out its teeth but no love when pointing out larger teeth.
Techy Tots - Final Fiesta
This document describes a behavioral intervention plan for a 6-year-old girl, Ava, to improve her homework completion. The plan uses principles of extinction by having the mother ignore tantrums. It also uses differential reinforcement by providing breaks on an iPad for asking politely. Additionally, it applies punishment prevention by withholding breaks if Ava asks inappropriately. Through these strategies, Ava's disruptive behaviors decreased from 10 to 1-2 during homework and her completion time improved from 30 to 17-20 minutes.
Final fiesta
This document discusses behavioral principles like reinforcement, extinction, escape, discrimination, and pairing procedures as they relate to the characters and plotlines in the television show Friends, which followed the lives of six friends living in New York City over ten seasons from 1994 to 2004. It provides examples of how behaviors were reinforced when followed by desirable outcomes, extinguished when no longer followed by rewards, and how characters would escape uncomfortable feelings or discriminate between opportunities based on social contingencies established between the characters.
Stella's Surrender
This document discusses different techniques for training a dog named Stella, including plain reinforcement, shaping with reinforcement, deprivation as a motivating operation, differential reinforcement procedures, and discrimination training using physical prompts. Plain reinforcement involves reinforcing a behavior after it occurs with a treat. Shaping breaks a behavior down into steps and reinforces progress toward the final behavior. Deprivation is used as a motivating operation by withholding breakfast. Differential reinforcement reinforces one behavior and extinguishes others. Discrimination training uses cues and prompts to teach the dog to respond only to specific commands.
Stranger Things: A Behavioral Analysis
Will is kidnapped by the Demogorgon and displays a survival behavior chain, including going to the phone to call for help, running to the shack to hide, loading a shotgun for self-defense. After being rescued from the Upside Down, Will coughs up a slug from the Upside Down that was causing an aversive feeling in his throat. Eleven lifts a van telepathically to avoid being captured by government henchmen. Eleven starts wearing "pretty clothes" to feel more accepted after receiving praise and approval from her peers. Dustin is able to pass through tunnels by giving Dart, his pet Demogorgon, a nougat bar as a reinforcer.
Contingencies of Kingdom Hearts
The document discusses how well-designed video games use principles of behavioral psychology to improve player skills through punishment and reinforcement contingencies. Specifically, it explains that higher difficulty levels feature harsher punishments for ineffective behaviors, encouraging players to experiment with new strategies. In contrast, lower difficulties provide less punishment and more frequent reinforcement, slowing the learning process and allowing suboptimal behaviors to persist. The document concludes that players choosing higher difficulties are effectively forced through behavioral contingencies to expand their skills and strategies.
Squidward's Contingencies
Squidward has an undying love for his clarinet. He initially struggled to produce sound but learned that blowing air while pressing keys produces notes. However, when the town complained about his playing, he stopped. He then realized the complaints only occurred when his window was open. Later, he played in a field but the jellyfish reacted badly until he learned to play in tune. Eventually his frustration with Spongebob led him to break his clarinet by hitting Spongebob with it, receiving a penalty.
Behavior Analysis with Lily the Beagle
This document summarizes a behavioral analysis of a 12-year-old beagle named Lily. Several of Lily's behaviors were analyzed including sitting, moving after sitting, begging for food, and panting. Marshmallows were used as a reinforcer to increase sitting behavior. Moving after sitting was punished by spraying water and saying "no" to decrease that behavior. Begging and panting occurred more frequently around the author in the kitchen where food was given, demonstrating stimulus discrimination. The author's giving of food to stop Lily's panting reinforced that aversive behavior in a sick social cycle. Extinction without reinforcement was used to decrease panting and begging.
How To Get Your Boyfriend To Clean
This document provides tips on using behavioral contingencies to train a boyfriend to clean. It discusses using reinforcement like access to the fridge for picking up clothes. It also discusses punishment like making him rewash clothes if they are put in the wrong pile. For taking out the trash, praise is given when the boyfriend does it while home but not when away. Total task presentation breaks cleaning tasks into small, praised steps like picking up, tying, and taking out the trash bag. Vacuuming removes stinky carpet smells.
Online Professionalism and Monitoring ppt
This document outlines the importance of professionalism and monitoring scores for an undergraduate practicum course at WoodsEdge. Professionalism scores make up 1500 possible points and are deducted for issues like missing data or improper interactions. Monitoring scores involve supervisors observing tutoring sessions to ensure correct implementation of procedures, with students receiving feedback. The document details the components supervisors evaluate for different session types and the point deduction process for errors. Maintaining high professionalism and monitoring scores is essential for obtaining an A in the course.
Dead Man Test Blues
Dead Man Test Blues: A Final Fiesta Project completed during the Conditioning and Learning course at WMU. This project is based on the Principles of Behavior Analysis 7th Edition authored by Dr. Dick Malott and Joseph Shane.
Structured Play
This document provides guidance on structured play for students with special needs. Structured play is similar to incidental teaching, where learning opportunities are embedded within typical activities to motivate students to practice skills. During structured play, tutors should work on generalization, maintenance of skills, and language development through child-initiated activities lasting 5-7 minutes. Examples of how to incorporate targets during activities like songs, a rocking chair, castle, and ball are provided. Tutors are reminded to keep it child-initiated, fun, and end on a positive note.
Discrimination
1) The document discusses procedures for discrimination training, including using preferred and non-preferred icons, error correction, and correspondence checks.
2) A non-preferred item is something the student does not like, while a neutral item is something they will interact with but is not a strong reinforcer.
3) The four-step error correction procedure involves modeling, practice, distraction, and repetition of the exchange if incorrect.
Icon Exchange Assignment #2: Distance and Persistence
The document discusses teaching students with communication impairments the skills of persistence and distance using icon exchange. Phase 2 teaches students to persistently travel a distance to exchange an icon with their tutor. Persistence involves repeatedly engaging behaviors to get the tutor's attention, like shoving the icon in their hand. Distance refers to how far the student must travel to make an exchange, such as 2 feet between the student, book, and tutor. The document provides tips for prompting persistence and distance and examples of behaviors to expect from students at different phases of learning.
Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Icon Exchange Assignment #1: Enticing, Prompting, and MotivationBehavior Analysis Training System, WMU
1. The document discusses strategies for enticing, prompting, and maintaining motivation during icon exchange training. Enticing involves playing with a reinforcer to gain the student's attention and motivate exchange. Prompting is when the tutor models or physically guides the student to complete an exchange. Maintaining motivation requires frequent preference assessments, using a variety of highly preferred reinforcers, and not allowing access to reinforcers for too long.
2. Key tips include playing appropriately with reinforcers during enticing, avoiding unintentional prompts, and coding "No MO" if no reinforcer motivates the student rather than running unmotivated sessions.
3. Examples are provided for enticing, prompting, motivation versus noMotivating Operations
This document discusses motivational operations (MOs) and how they affect learning and performance with respect to reinforcers. MOs increase the effectiveness of reinforcement and the number of responses that produce reinforcement. Deprivation of a reinforcer increases relevant learning while satiation temporarily decreases it. To prevent satiation, reinforcers should be limited or broken into smaller portions. MOs are important to consider when running procedures with children to keep them motivated by identifying reinforcers and limiting access to them. Conducting preference assessments can help determine effective reinforcers when motivation decreases.
Fall 2014 syllabus
This document provides information for students enrolled in the Psychology 3570 practicum at WoodsEdge Learning Center. It outlines the schedule and expectations for the practicum. Students are expected to work 10 hours per week at WoodsEdge in 2-hour shifts. They must also attend a weekly 2-hour seminar. The seminar will include discussions of assigned readings from the textbook "Let Me Hear Your Voice" as well as presentations from the teaching assistant. Students will be graded based on their participation at WoodsEdge and in seminars, homework assignments, quizzes over the readings, and professionalism/monitoring evaluations.
Icon Exchange The Basics Phase 2-5
The document outlines the phases and subphases of Icon Exchange, a communication program used to teach functional communication skills. It describes Phases 2 through 5, which focus on distance and persistence, discrimination, adding a sentence strip, and tacting. Phase 2 teaches children to communicate from increasing distances and persistently get a communicator's attention. Phase 3 builds discrimination between preferred and non-preferred icons. Phase 4 adds a "I want" sentence strip. Phase 5 introduces tacting, or labeling items, using an "I see" icon.
Consequences
This document discusses monitoring criteria for tutors working with special populations. It outlines a prompt hierarchy for corrections ranging from verbal to physical prompts. It also lists criteria for monitoring the delivery of reinforcers and corrections, including ensuring reinforcers are delivered immediately and are effective, pairing social with tangible reinforcers, and using neutral intonation for corrections. The timing, attending, implementation, and intonation for both reinforcers and corrections should be monitored to determine if procedures are being followed properly.
ELOs
Extra learning opportunities (ELOs) are informal teaching moments that occur outside of formal procedures. ELOs involve presenting a stimulus, eliciting a response (correct or incorrect), and providing consequences. ELOs can utilize previously mastered skills and occur in a variety of settings, like the booth, playroom, or common area. ELOs should provide variety, generalize skills, build behavioral momentum, and be used during transitions or downtime to keep the child engaged through constant reinforcement at least every 3 seconds. Only social reinforcers should be used for ELOs, with physical prompting for incorrect responses followed by reinforcement.
Taylor Swift: Conquering Fame, Feuds, and Unmatched Success | CIO Women Magazine
From country star to global phenomenon, delve into Taylor Swift's incredible journey. Explore chart-topping hits, feuds, & her rise to billionaire status!
More Related Content
More from Behavior Analysis Training System, WMU
Final fiesta
This document analyzes the behaviors of ogres, fairytale creatures, and a talking donkey using behavioral principles. It describes scenarios where an ogre roars to avoid annoying protests from villagers. It also explains how the donkey pesters to avoid having its gumdrop button removed. Finally, it discusses how the donkey gets love from a dragon by pointing out its teeth but no love when pointing out larger teeth.
Techy Tots - Final Fiesta
This document describes a behavioral intervention plan for a 6-year-old girl, Ava, to improve her homework completion. The plan uses principles of extinction by having the mother ignore tantrums. It also uses differential reinforcement by providing breaks on an iPad for asking politely. Additionally, it applies punishment prevention by withholding breaks if Ava asks inappropriately. Through these strategies, Ava's disruptive behaviors decreased from 10 to 1-2 during homework and her completion time improved from 30 to 17-20 minutes.
Final fiesta
This document discusses behavioral principles like reinforcement, extinction, escape, discrimination, and pairing procedures as they relate to the characters and plotlines in the television show Friends, which followed the lives of six friends living in New York City over ten seasons from 1994 to 2004. It provides examples of how behaviors were reinforced when followed by desirable outcomes, extinguished when no longer followed by rewards, and how characters would escape uncomfortable feelings or discriminate between opportunities based on social contingencies established between the characters.
Stella's Surrender
This document discusses different techniques for training a dog named Stella, including plain reinforcement, shaping with reinforcement, deprivation as a motivating operation, differential reinforcement procedures, and discrimination training using physical prompts. Plain reinforcement involves reinforcing a behavior after it occurs with a treat. Shaping breaks a behavior down into steps and reinforces progress toward the final behavior. Deprivation is used as a motivating operation by withholding breakfast. Differential reinforcement reinforces one behavior and extinguishes others. Discrimination training uses cues and prompts to teach the dog to respond only to specific commands.
Stranger Things: A Behavioral Analysis
Will is kidnapped by the Demogorgon and displays a survival behavior chain, including going to the phone to call for help, running to the shack to hide, loading a shotgun for self-defense. After being rescued from the Upside Down, Will coughs up a slug from the Upside Down that was causing an aversive feeling in his throat. Eleven lifts a van telepathically to avoid being captured by government henchmen. Eleven starts wearing "pretty clothes" to feel more accepted after receiving praise and approval from her peers. Dustin is able to pass through tunnels by giving Dart, his pet Demogorgon, a nougat bar as a reinforcer.
Contingencies of Kingdom Hearts
The document discusses how well-designed video games use principles of behavioral psychology to improve player skills through punishment and reinforcement contingencies. Specifically, it explains that higher difficulty levels feature harsher punishments for ineffective behaviors, encouraging players to experiment with new strategies. In contrast, lower difficulties provide less punishment and more frequent reinforcement, slowing the learning process and allowing suboptimal behaviors to persist. The document concludes that players choosing higher difficulties are effectively forced through behavioral contingencies to expand their skills and strategies.
Squidward's Contingencies
Squidward has an undying love for his clarinet. He initially struggled to produce sound but learned that blowing air while pressing keys produces notes. However, when the town complained about his playing, he stopped. He then realized the complaints only occurred when his window was open. Later, he played in a field but the jellyfish reacted badly until he learned to play in tune. Eventually his frustration with Spongebob led him to break his clarinet by hitting Spongebob with it, receiving a penalty.
Behavior Analysis with Lily the Beagle
This document summarizes a behavioral analysis of a 12-year-old beagle named Lily. Several of Lily's behaviors were analyzed including sitting, moving after sitting, begging for food, and panting. Marshmallows were used as a reinforcer to increase sitting behavior. Moving after sitting was punished by spraying water and saying "no" to decrease that behavior. Begging and panting occurred more frequently around the author in the kitchen where food was given, demonstrating stimulus discrimination. The author's giving of food to stop Lily's panting reinforced that aversive behavior in a sick social cycle. Extinction without reinforcement was used to decrease panting and begging.
How To Get Your Boyfriend To Clean
This document provides tips on using behavioral contingencies to train a boyfriend to clean. It discusses using reinforcement like access to the fridge for picking up clothes. It also discusses punishment like making him rewash clothes if they are put in the wrong pile. For taking out the trash, praise is given when the boyfriend does it while home but not when away. Total task presentation breaks cleaning tasks into small, praised steps like picking up, tying, and taking out the trash bag. Vacuuming removes stinky carpet smells.
Online Professionalism and Monitoring ppt
This document outlines the importance of professionalism and monitoring scores for an undergraduate practicum course at WoodsEdge. Professionalism scores make up 1500 possible points and are deducted for issues like missing data or improper interactions. Monitoring scores involve supervisors observing tutoring sessions to ensure correct implementation of procedures, with students receiving feedback. The document details the components supervisors evaluate for different session types and the point deduction process for errors. Maintaining high professionalism and monitoring scores is essential for obtaining an A in the course.
Dead Man Test Blues
Dead Man Test Blues: A Final Fiesta Project completed during the Conditioning and Learning course at WMU. This project is based on the Principles of Behavior Analysis 7th Edition authored by Dr. Dick Malott and Joseph Shane.
Structured Play
This document provides guidance on structured play for students with special needs. Structured play is similar to incidental teaching, where learning opportunities are embedded within typical activities to motivate students to practice skills. During structured play, tutors should work on generalization, maintenance of skills, and language development through child-initiated activities lasting 5-7 minutes. Examples of how to incorporate targets during activities like songs, a rocking chair, castle, and ball are provided. Tutors are reminded to keep it child-initiated, fun, and end on a positive note.
Discrimination
1) The document discusses procedures for discrimination training, including using preferred and non-preferred icons, error correction, and correspondence checks.
2) A non-preferred item is something the student does not like, while a neutral item is something they will interact with but is not a strong reinforcer.
3) The four-step error correction procedure involves modeling, practice, distraction, and repetition of the exchange if incorrect.
Icon Exchange Assignment #2: Distance and Persistence
The document discusses teaching students with communication impairments the skills of persistence and distance using icon exchange. Phase 2 teaches students to persistently travel a distance to exchange an icon with their tutor. Persistence involves repeatedly engaging behaviors to get the tutor's attention, like shoving the icon in their hand. Distance refers to how far the student must travel to make an exchange, such as 2 feet between the student, book, and tutor. The document provides tips for prompting persistence and distance and examples of behaviors to expect from students at different phases of learning.
Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Icon Exchange Assignment #1: Enticing, Prompting, and MotivationBehavior Analysis Training System, WMU
1. The document discusses strategies for enticing, prompting, and maintaining motivation during icon exchange training. Enticing involves playing with a reinforcer to gain the student's attention and motivate exchange. Prompting is when the tutor models or physically guides the student to complete an exchange. Maintaining motivation requires frequent preference assessments, using a variety of highly preferred reinforcers, and not allowing access to reinforcers for too long.
2. Key tips include playing appropriately with reinforcers during enticing, avoiding unintentional prompts, and coding "No MO" if no reinforcer motivates the student rather than running unmotivated sessions.
3. Examples are provided for enticing, prompting, motivation versus noMotivating Operations
This document discusses motivational operations (MOs) and how they affect learning and performance with respect to reinforcers. MOs increase the effectiveness of reinforcement and the number of responses that produce reinforcement. Deprivation of a reinforcer increases relevant learning while satiation temporarily decreases it. To prevent satiation, reinforcers should be limited or broken into smaller portions. MOs are important to consider when running procedures with children to keep them motivated by identifying reinforcers and limiting access to them. Conducting preference assessments can help determine effective reinforcers when motivation decreases.
Fall 2014 syllabus
This document provides information for students enrolled in the Psychology 3570 practicum at WoodsEdge Learning Center. It outlines the schedule and expectations for the practicum. Students are expected to work 10 hours per week at WoodsEdge in 2-hour shifts. They must also attend a weekly 2-hour seminar. The seminar will include discussions of assigned readings from the textbook "Let Me Hear Your Voice" as well as presentations from the teaching assistant. Students will be graded based on their participation at WoodsEdge and in seminars, homework assignments, quizzes over the readings, and professionalism/monitoring evaluations.
Icon Exchange The Basics Phase 2-5
The document outlines the phases and subphases of Icon Exchange, a communication program used to teach functional communication skills. It describes Phases 2 through 5, which focus on distance and persistence, discrimination, adding a sentence strip, and tacting. Phase 2 teaches children to communicate from increasing distances and persistently get a communicator's attention. Phase 3 builds discrimination between preferred and non-preferred icons. Phase 4 adds a "I want" sentence strip. Phase 5 introduces tacting, or labeling items, using an "I see" icon.
Consequences
This document discusses monitoring criteria for tutors working with special populations. It outlines a prompt hierarchy for corrections ranging from verbal to physical prompts. It also lists criteria for monitoring the delivery of reinforcers and corrections, including ensuring reinforcers are delivered immediately and are effective, pairing social with tangible reinforcers, and using neutral intonation for corrections. The timing, attending, implementation, and intonation for both reinforcers and corrections should be monitored to determine if procedures are being followed properly.
ELOs
Extra learning opportunities (ELOs) are informal teaching moments that occur outside of formal procedures. ELOs involve presenting a stimulus, eliciting a response (correct or incorrect), and providing consequences. ELOs can utilize previously mastered skills and occur in a variety of settings, like the booth, playroom, or common area. ELOs should provide variety, generalize skills, build behavioral momentum, and be used during transitions or downtime to keep the child engaged through constant reinforcement at least every 3 seconds. Only social reinforcers should be used for ELOs, with physical prompting for incorrect responses followed by reinforcement.
More from Behavior Analysis Training System, WMU (20)
Icon Exchange Assignment #2: Distance and Persistence
Icon Exchange Assignment #2: Distance and Persistence
Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Recently uploaded
Taylor Swift: Conquering Fame, Feuds, and Unmatched Success | CIO Women Magazine
From country star to global phenomenon, delve into Taylor Swift's incredible journey. Explore chart-topping hits, feuds, & her rise to billionaire status!
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
What Going to the Doctor is Like as an Adult Comics
You know you're an adult when every check-up gets you down. View What Going to the Doctor is Like as an Adult and more funny posts on salty vixen stories & more-saltyvixenstories.com
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
With IPTV apps, you can access and stream live TV, on-demand movies, series, and other content you like online. Viewers have more flexibility and customization of content to watch. To develop the best IPTV app that functions, you must combine creative problem-solving skills and technical knowledge. This post will look into the details of IPTV app development, so keep reading to learn more.
一比一原版(AUT毕业证)奥克兰理工大学毕业证如何办理
AUT毕业证假文凭【微信95270640】购买（奥克兰理工大学毕业证成绩单硕士学历）Q微信95270640代办AUT学历认证留信网伪造奥克兰理工大学学位证书精仿奥克兰理工大学本科/硕士文凭证书补办奥克兰理工大学 diplomaoffer,Transcript购买奥克兰理工大学毕业证成绩单购买AUT假毕业证学位证书购买伪造奥克兰理工大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
办国外奥克兰理工大学奥克兰理工大学毕业证文凭证书教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1奥克兰理工大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外奥克兰理工大学奥克兰理工大学毕业证文凭证书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。蜿蜒小溪一直都是山娃和小伙伴们盛夏的天然泳场水不深碎石底石缝里总有摸不尽的鱼虾活蹦乱跳的还有乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满这
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
In celebrity mysteries and urban legends. Few narratives capture the imagination as the hypothesis that Morgan Freeman is Jimi Hendrix. This fascinating theory posits that the iconic actor and the legendary guitarist are, in fact, the same person. While this might seem like a far-fetched notion at first glance. a deeper exploration reveals a rich tapestry of coincidences, speculative connections. and a surprising alignment of life events fueling this captivating hypothesis.
Follow us on: Pinterest
Introduction to the Hypothesis: Morgan Freeman is Jimi Hendrix
The idea that Morgan Freeman is Jimi Hendrix stems from a mix of historical anomalies, physical resemblances. and a penchant for myth-making that surrounds celebrities. While Jimi Hendrix's official death in 1970 is well-documented. some theorists suggest that Hendrix did not die but instead reinvented himself as Morgan Freeman. a man who would become one of Hollywood's most revered actors. This article aims to delve into the various aspects of this hypothesis. examining its origins, the supporting arguments. and the cultural impact of such a theory.
The Genesis of the Theory
Early Life Parallels
The hypothesis that Morgan Freeman is Jimi Hendrix begins by comparing their early lives. Jimi Hendrix, born Johnny Allen Hendrix in Seattle, Washington, on November 27, 1942. and Morgan Freeman, born on June 1, 1937, in Memphis, Tennessee, have lived very different lives. But, proponents of the theory suggest that the five-year age difference is negligible and point to Freeman's late start in his acting career as evidence of a life lived before under a different identity.
The Disappearance and Reappearance
Jimi Hendrix's death in 1970 at the age of 27 is a well-documented event. But, theorists argue that Hendrix's death staged. and he reemerged as Morgan Freeman. They highlight Freeman's rise to prominence in the early 1970s. coinciding with Hendrix's supposed death. Freeman's first significant acting role came in 1971 on the children's television show "The Electric Company," a mere year after Hendrix's passing.
Physical Resemblances
Facial Structure and Features
One of the most compelling arguments for the hypothesis that Morgan Freeman is Jimi Hendrix lies in the physical resemblance between the two men. Analyzing photographs, proponents point out similarities in facial structure. particularly the cheekbones and jawline. Both men have a distinctive gap between their front teeth. which is rare and often highlighted as a critical point of similarity.
Voice and Mannerisms
Supporters of the theory also draw attention to the similarities in their voices. Jimi Hendrix known for his smooth, distinctive speaking voice. which, according to some, resembles Morgan Freeman's iconic, deep, and soothing voice. Additionally, both men share certain mannerisms. such as their calm demeanor and eloquent speech patterns.
Artistic Parallels
Musical and Acting Talents
Jimi Hendrix was regarded as one of t
Sunny and Rishi 3 Written by Basak Serin
The cats, Sunny and Rishi, are brothers who live with their sister, Jessica, and their grandmother, Susie. They work as cleaners but wish to seek other kinds of employment that are better than their current jobs. New career adventures await Sunny and Rishi!
The Evolution and Impact of Tom Cruise Long Hair
Tom Cruise is one of Hollywood's most iconic figures, known for his versatility, charisma, and dedication to his craft. Over the decades, his appearance has been almost as dynamic as his filmography, with one aspect often drawing significant attention: his hair. In particular, Tom Cruise long hair has become a defining feature in various phases of his career. symbolizing different roles and adding layers to his on-screen characters. This article delves into the evolution of Tom Cruise long hair, its impact on his roles. and its influence on popular culture.
Follow us on: Pinterest
Introduction
Tom Cruise long hair has often been more than a style choice. it has been a significant element of his persona both on and off the screen. From the tousled locks of the rebellious Maverick in "Top Gun" to the sleek, sophisticated mane in "Mission: Impossible II." Cruise's hair has played a pivotal role in shaping his image and the characters he portrays. This article explores the various stages of Tom Cruise long hair. Examining how this iconic look has evolved and influenced his career and broader fashion trends.
Early Days: The Emergence of a Style Icon
The 1980s: The Birth of a Star
In the early stages of his career during the 1980s, Tom Cruise sported a range of hairstyles. but in "Top Gun" (1986), his hair began to gain significant attention. Though not long by later standards, his hair in this film was longer than the military crew cuts associated with fighter pilots. adding a rebellious edge to his character, Pete "Maverick" Mitchell.
Risky Business: The Transition Begins
In "Risky Business" (1983). Tom Cruise's hair was short but longer than the clean-cut styles dominant at the time. This look complemented his role as a high school student stepping into adulthood. embodying a sense of youthful freedom and experimentation. It was a precursor to the more dramatic hair transformations in his career.
The 1990s: Experimentation and Iconic Roles
Far and Away: Embracing Length
One of the first films in which Tom Cruise embraced long hair was "Far and Away" (1992). Playing the role of Joseph. an Irish immigrant in 1890s America, Cruise's long, hair added authenticity to his character's rugged and determined persona. This look was a stark departure from his earlier. more polished styles and marked the beginning of a more adventurous phase in his hairstyle choices.
Interview with the Vampire: Gothic Elegance
In "Interview with the Vampire" (1994). Tom Cruise long hair reached new lengths of sophistication and elegance. Portraying the vampire Lestat. Cruise's flowing blonde locks were integral to the character's ethereal and timeless allure. This hairstyle not only suited the gothic aesthetic of the film but also showcased Cruise's ability to transform his appearance for a role.
Mission: Impossible II: The Pinnacle of Long Hair
One of the most memorable instances of Tom Cruise long hair came in "Mission: Impossible II" (2000). His character, Ethan
欧洲杯赌球-欧洲杯赌球竞猜官网-欧洲杯赌球竞猜网站|【网址🎉ac10.net🎉】
【网址🎉ac10.net🎉】欧洲杯赌球是独立的博彩公司。该公司最初专门从事在线体育博彩，现在合并了在线娱乐场。该公司最初成立时以其前董事长Victor Chandler的名字命名，之后更名为欧洲杯赌球。欧洲杯赌球现由商人和赛马主，迈克尔·塔博尔拥有，运营总部设在直布罗陀。平台拥有体育博彩（沙巴）、真人娱乐场、电子游戏、金融投注等游戏项目，支持手机投注，优惠活动很丰富。
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
原版制作(MUN毕业证书)纽芬兰纪念大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(MUN毕业证书)纽芬兰纪念大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
ℂall Girls Hyderabad | 00000000 | Vip Call Girl 𝐇yerabad
ℂall Girls Hyderabad | 00000000 | Vip Call Girl 𝐇yerabad
一比一原版(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证如何办理
原版一模一样【微信：741003700 】【(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Enhance Your Viewing Experience with Gold IPTV- Tips and Tricks for 2024.pdf
In the ever-evolving landscape of digital entertainment, IPTV (Internet Protocol Television) has emerged as a popular alternative to traditional cable and satellite TV services. Offering unparalleled flexibility, a vast selection of channels, and affordability, IPTV services like Gold IPTV have revolutionized the way we consume television content. This comprehensive guide will delve into everything you need to know about Gold IPTV, its features, benefits, setup process, and how it can enhance your viewing experience.
Audio Video equipment supplier in Gurgaon
Explore our website for the latest audio visual equipment. From projectors to
speakers, we have everything you need to elevate your audio and visual setup.
Leading audio visual equipment supplier in Gurgaon offering a wide range of
high-quality products for all your audio and visual needs.
HD Video Player All Format - 4k & live stream
Discover the best video playback experience with HD Video Player. Our powerful, user-friendly app supports all popular video formats and codecs, ensuring seamless playback of your favorite videos in stunning HD and 4K quality. Whether you're watching movies, TV shows, or personal videos, HD Video Player provides the ultimate viewing experience on your device. 🚀
定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
原版定制【微信:bwp0011】《(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
SERV - Fun Things To Do In Overland Park
SERV is the ideal spot for savory food, refreshing beverages, and exciting entertainment. Each visit promises an unforgettable experience with daily promotions, live music, and engaging games such as pickleball. Offering five distinct food concepts inspired by popular street food, as well as coffee and dessert options, there's something to satisfy every taste. For more information visit our website: https://servfun.com/
Recently uploaded (20)
Taylor Swift: Conquering Fame, Feuds, and Unmatched Success | CIO Women Magazine
Taylor Swift: Conquering Fame, Feuds, and Unmatched Success | CIO Women Magazine
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
What Going to the Doctor is Like as an Adult Comics
What Going to the Doctor is Like as an Adult Comics
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
ℂall Girls Hyderabad | 00000000 | Vip Call Girl 𝐇yerabad
ℂall Girls Hyderabad | 00000000 | Vip Call Girl 𝐇yerabad
Enhance Your Viewing Experience with Gold IPTV- Tips and Tricks for 2024.pdf
Enhance Your Viewing Experience with Gold IPTV- Tips and Tricks for 2024.pdf
Task Verification Form
- 1. Task Verification Form Name______________________ Week of_____________ Completed Assigned Tasks Proof of completion Category Time spent √ Quant Verbal Grad Hr Extra Tasks for OAPs Proof of completion Time spent OAPs Total Hours/Tasks: Make-up Proofs Date of Assignments missed__________ Missed Task Proof Category Make-up Task Proof TASK & PTS. INITIALS POSSIBLE PTS. EARNED Attendance /10 Completed TVF /5 Quantitative /15 THIS SECTION IS FOR TA USE ONLY!!! Verbal /15 Grad Hour /10 / Quiz / OAPs