THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO. 2/2004/PP. 95–103 95
It is indisputable that the identification of autism is signifi-
cantly on the rise. Concomitantly, there has been a steady and
steep increase in autism litigation (Zirkel, 2001). The most
controversial segment of this litigation, which focuses on the
appropriateness of applied behavior analysis (ABA) programs,
has been subjected to insufficient systematic study.
The purpose of this study is to analyze the pertinent case
law related to the two central issues of contention between
parents and school districts—program selection (i.e., the
choice between competing instructional approaches) and im-
plementation of said program (e.g., its location, duration, or
frequency)—in terms of winning parties (i.e., district or par-
ent) and in terms of identifying the factors noted in the cases
related to the outcome. This review of the literature addresses
the current definitions of autism, ABA and its primary com-
peting instructional approach, and the previous research on
autism litigation.
The Diagnostic and Statistical Manual of Mental
Disorders–Fourth Edition (DSM-IV; American Psychiatric As-
sociation, 1994) defines autism under the umbrella category of
Pervasive Developmental Disorders (PDD), while medical pro-
fessionals refer to both PDD and autism as autistic spectrum
disorder (ASD; Filapek et al., 1999). Regardless of the nomen-
clature used, ASD and PDD refer to the same continuum of
behaviors with a cluster of unusual characteristics: lack of so-
cial responsiveness, delays in speech or inadequate quality of
speech, restricted or stereotypic interests, delays or abnormal-
ities in social interaction, and lack of symbolic play (DSM-IV).
On the other hand, the Individuals with Disabilities Education
Act (IDEA) regulations (1999) define autism as follows:
The “Discrete Trials” of Applied Behavior Analysis
for Children with Autism:
Outcome-Related Factors in the Case Law
Claire Maher Choutka, Patricia T. Doloughty, and Perry A. Zirkel, Lehigh University
This study provides an analysis of case law concerning applied behavior analysis (ABA) for students
with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/
review officer and court decisions published in EHLR (Education for Handicapped Law Report) and
IDELR (Individuals with Disabilities Education Law Report) into 2 groups representing the central is-
sues of contention between parents and districts—program selection (e.g., instructional approach) and
program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in
terms of who won, did not favor either parents or districts. The three factors predominantly associated
with wins by either party for both groups of decisions were testimony of witnesses, documentation of
progress, and Individualized Education Program elements.
A developmental disability significantly affecting
verbal and nonverbal .
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This article summarizes research on the effects of labeling students as learning disabled. The author reviewed 34 studies from 1970 to 2000 that addressed the impact of the learning disabled label. Four key themes emerged from the literature: 1) Labels can influence the expectations, stereotypes and attitudes of teachers and peers towards students; 2) Labels may lead to stigmatization, rejection and social distance from others; 3) There is a disconnect between expressed attitudes towards labeled students and actual treatment of them; 4) The influence of a label depends on other salient information provided about the student. The author aims to synthesize both qualitative and quantitative research on this topic.
· In the methodology you should not say that you are going to look.docxLynellBull52
· In the methodology you should not say that you are going to look for the data, but only identify them, name them and establish how you are going to use them and why.
· In the methodology there is a lack of explanation about what method is going to be used for the research and development (objective 2, hip n°1 and 3).
· Furthermore you don ‘t explain how you are going to study and analyze the economic growth and its relation with the ethanol and which data are going to be used for the research .
· If you mention an interview, you need to insert a copy of the list of question that will be ask and how you will use them in you investigation.
38 ADOPTION & FOSTERING VOLUME 31 NUMBER 4 2007
The Hope Connection A therapeutic summer day
camp for adopted and at-risk children with special
socio-emotional needs
Large numbers of North American and Western
European families are adopting children with serious
socio-emotional needs. Other children experience
similar deficits as a result of neglect and abuse by
carers. Often these children are diagnosed with
psychopathology and receive drug treatments that
can be ineffective and even detrimental. Karyn B
Purvis, David R Cross, Ron Federici, Dana
Johnson and L Brooks McKenzie report on The
Hope Connection, a project designed to meet the
needs of these at-risk children and their families. The
core of this project is a theoretically integrated
summer day camp offering activities that are attach-
ment rich, sensory stimulating and behaviourally
structured. Pre-test and post-test data indicate that
summer camp had a significant impact on the
children’s behaviour (n = 19), as indicated by parent-
report measures of child behaviour problems and
attachment. These findings are discussed with
regard to possible future directions of programme
implementation and evaluation.
Introduction
The purpose of this article is to explore a
camp structure that was developed to
address the enduring effects of early
deprivation upon the development of
adopted and other at-risk children.
Originally, internationally adopted child-
ren with histories of severe deprivation
and commensurate behavioural diff icul-
ties were the target population for this
intervention. However, a small number of
domestically adopted children were
included due to the urgent needs of these
families and the background similarities
of deprivation (Purvis, Cross and
Sunshine, 2007).
Although most adopted children do
not present serious problems in these
areas, many children from deprived
backgrounds do, and there is an undeter-
mined number of families who need
support addressing them. As noted in two
recent meta-analyses by Juffer and van
IJzendoorn (2005) and Meese (2005),
there is a scarcity of research on interven-
tions in these areas.
Specifically, three areas of psycholo-
gical development are likely to be
affected when inadequate care is pro-
vided: attachment, pro-social behaviour
and sensory processing. By integrating
these three as.
2. Emotional adjustment and school functioning of young adolescents with mult...Nor Zakiah
The document summarizes a study that compared the emotional adjustment and school functioning of young adolescents with single versus multiple learning disabilities (LD). It found that adolescents with multiple LDs (in reading and math) reported poorer functioning in areas like school maladjustment, clinical maladjustment, emotional symptoms, and depression compared to typically achieving peers, but not compared to peers with a single LD. Girls generally reported more emotional/social issues than boys, while boys reported greater school maladjustment. The results suggest adolescents with multiple LDs may experience greater psychosocial stressors than those with a single LD.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
A scoping review of qualitative studies on the voice of the child in child cu...Luz Martinez
This scoping review examined 44 qualitative studies from 13 countries involving over 1,500 children's experiences with parental separation. The studies explored how children are informed of separations, their input in decision making, how their voices are heard, and recommendations to better include them. While studies found it important to consider children's perspectives, adults typically remain the gatekeepers controlling their participation. The review aims to understand how children are included and identify themes around their participation in separation processes.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
- The study examined the effectiveness of Response to Intervention (RTI) on reading fluency for 4th grade students at risk of reading failure.
- It used a quasi-experimental pretest-posttest design comparing a control group that received typical instruction to an experimental group that received additional reading intervention using the Read Naturally program for 30 minutes, 4 days a week for 10 weeks.
- Results showed the experimental group made significantly greater gains in reading fluency, rate, and accuracy compared to the control group based on pretest and posttest scores, indicating RTI can effectively improve the reading skills of students at risk of reading failure when implemented properly.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This article summarizes research on the effects of labeling students as learning disabled. The author reviewed 34 studies from 1970 to 2000 that addressed the impact of the learning disabled label. Four key themes emerged from the literature: 1) Labels can influence the expectations, stereotypes and attitudes of teachers and peers towards students; 2) Labels may lead to stigmatization, rejection and social distance from others; 3) There is a disconnect between expressed attitudes towards labeled students and actual treatment of them; 4) The influence of a label depends on other salient information provided about the student. The author aims to synthesize both qualitative and quantitative research on this topic.
· In the methodology you should not say that you are going to look.docxLynellBull52
· In the methodology you should not say that you are going to look for the data, but only identify them, name them and establish how you are going to use them and why.
· In the methodology there is a lack of explanation about what method is going to be used for the research and development (objective 2, hip n°1 and 3).
· Furthermore you don ‘t explain how you are going to study and analyze the economic growth and its relation with the ethanol and which data are going to be used for the research .
· If you mention an interview, you need to insert a copy of the list of question that will be ask and how you will use them in you investigation.
38 ADOPTION & FOSTERING VOLUME 31 NUMBER 4 2007
The Hope Connection A therapeutic summer day
camp for adopted and at-risk children with special
socio-emotional needs
Large numbers of North American and Western
European families are adopting children with serious
socio-emotional needs. Other children experience
similar deficits as a result of neglect and abuse by
carers. Often these children are diagnosed with
psychopathology and receive drug treatments that
can be ineffective and even detrimental. Karyn B
Purvis, David R Cross, Ron Federici, Dana
Johnson and L Brooks McKenzie report on The
Hope Connection, a project designed to meet the
needs of these at-risk children and their families. The
core of this project is a theoretically integrated
summer day camp offering activities that are attach-
ment rich, sensory stimulating and behaviourally
structured. Pre-test and post-test data indicate that
summer camp had a significant impact on the
children’s behaviour (n = 19), as indicated by parent-
report measures of child behaviour problems and
attachment. These findings are discussed with
regard to possible future directions of programme
implementation and evaluation.
Introduction
The purpose of this article is to explore a
camp structure that was developed to
address the enduring effects of early
deprivation upon the development of
adopted and other at-risk children.
Originally, internationally adopted child-
ren with histories of severe deprivation
and commensurate behavioural diff icul-
ties were the target population for this
intervention. However, a small number of
domestically adopted children were
included due to the urgent needs of these
families and the background similarities
of deprivation (Purvis, Cross and
Sunshine, 2007).
Although most adopted children do
not present serious problems in these
areas, many children from deprived
backgrounds do, and there is an undeter-
mined number of families who need
support addressing them. As noted in two
recent meta-analyses by Juffer and van
IJzendoorn (2005) and Meese (2005),
there is a scarcity of research on interven-
tions in these areas.
Specifically, three areas of psycholo-
gical development are likely to be
affected when inadequate care is pro-
vided: attachment, pro-social behaviour
and sensory processing. By integrating
these three as.
2. Emotional adjustment and school functioning of young adolescents with mult...Nor Zakiah
The document summarizes a study that compared the emotional adjustment and school functioning of young adolescents with single versus multiple learning disabilities (LD). It found that adolescents with multiple LDs (in reading and math) reported poorer functioning in areas like school maladjustment, clinical maladjustment, emotional symptoms, and depression compared to typically achieving peers, but not compared to peers with a single LD. Girls generally reported more emotional/social issues than boys, while boys reported greater school maladjustment. The results suggest adolescents with multiple LDs may experience greater psychosocial stressors than those with a single LD.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
A scoping review of qualitative studies on the voice of the child in child cu...Luz Martinez
This scoping review examined 44 qualitative studies from 13 countries involving over 1,500 children's experiences with parental separation. The studies explored how children are informed of separations, their input in decision making, how their voices are heard, and recommendations to better include them. While studies found it important to consider children's perspectives, adults typically remain the gatekeepers controlling their participation. The review aims to understand how children are included and identify themes around their participation in separation processes.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
- The study examined the effectiveness of Response to Intervention (RTI) on reading fluency for 4th grade students at risk of reading failure.
- It used a quasi-experimental pretest-posttest design comparing a control group that received typical instruction to an experimental group that received additional reading intervention using the Read Naturally program for 30 minutes, 4 days a week for 10 weeks.
- Results showed the experimental group made significantly greater gains in reading fluency, rate, and accuracy compared to the control group based on pretest and posttest scores, indicating RTI can effectively improve the reading skills of students at risk of reading failure when implemented properly.
The document describes a study that assessed the effectiveness of a social skills intervention for children with autism spectrum disorders. The intervention used LEGO play both individually and in groups. It combined behavioral therapy, peer modeling, and natural communication strategies. The goal was to improve social competence, including motivation for social contact, ability to sustain interactions, and reducing aloofness. Results showed significant improvements on all measures of social competence after 12 and 24 weeks, with no gains during the waiting period. The study suggests that LEGO play is an effective medium for social skills interventions for children with autism.
Evidence based practices for asd a review (2015)Jeane Araujo
This document summarizes a comprehensive review of evidence-based focused intervention practices for children and youth with autism spectrum disorder (ASD). The review identified 27 practices that met criteria for being evidence-based from 456 studies published between 1990 and 2011. Six new practices were identified that were not in the previous review, while one practice was removed. The implications for current practices and future research are discussed.
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
This document describes the development and validation of a new parent report measure called the Salience, Organization and Management of Time Scale (SOMTS) to assess temporal self-regulation in children with and without Attention Deficit Hyperactivity Disorder (ADHD) in everyday contexts. The measure was developed in three phases: item generation from existing scales and parent interviews, preliminary validation, and analysis of the factor structure. Testing of the scale on 194 parents of children with ADHD and 142 parents of children without ADHD found a three factor structure related to verbalizing temporal structures, temporal self-regulation, and conceptualizing and sequencing time. Children with ADHD scored significantly lower on all three factors, demonstrating the scale's ability to discriminate between children
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
Embry & Biglan "Evidence Based Kernels" Review paper 2008Dennis Embry
This is the major paper about evidence-based kernels by Dennis D. Embry and Anthony Biglan published in 2008..
Abstract This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physi- ological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.
A Summary Of Nine Key Studies Multi-Tier Intervention And Response To Interv...Lori Moore
This document summarizes nine key studies on multi-tier intervention and response to intervention models for students struggling in mathematics. It provides background on response to intervention, defining it as a multi-tiered system involving universal screening, tier 2 small group interventions for at-risk students, and tier 3 individualized interventions. The studies examined effective tier 1 and 2 mathematics interventions for first through third graders, including using RTI to build computational fluency and fact retrieval. The purpose is to provide a technical analysis and review of evidence-based mathematics RTI practices to help educators assist students and identify those needing further services.
This document summarizes research on the effects of labeling students as "learning disabled" from 1970 to 2000. Four main themes emerged from synthesizing 34 relevant studies:
1) The learning disabled label can negatively impact teachers' expectations, attitudes, and stereotypes of students. Lower expectations may lead to reduced effort and achievement.
2) Students labeled as learning disabled may experience stigmatization, rejection, and social isolation from both teachers and peers. They report being treated differently and facing embarrassment.
3) There is some inconsistency in how the label influences actions versus attitudes. While the label may negatively shape views, it does not always clearly impact behaviors toward students.
4) The influence of the learning disabled label depends
This document summarizes research on the effects of labeling students as "learning disabled" from 1970 to 2000. Four main themes emerged from synthesizing 34 relevant studies:
1) The learning disabled label can negatively impact teachers' expectations, attitudes, and stereotypes of students. Lower expectations may lead to reduced effort and achievement.
2) Students labeled as learning disabled may experience stigmatization, rejection, and social isolation from both teachers and peers. They report being treated differently and facing embarrassment.
3) There is some inconsistency in how the label influences actions versus attitudes. While the label may negatively shape views, it does not always clearly impact behaviors toward students.
4) The influence of the learning disabled label depends
This study examined the agreement between adolescents, their parents, and teachers when rating the psychological well-being of adolescents using the Strengths and Difficulties Questionnaire (SDQ). The study found fair agreement between adolescents and parents (r=0.44), fair agreement between adolescents and teachers (r=0.41), and good agreement between parents and teachers (r=0.70). The results indicate that while informants generally agree, there are also discrepancies, particularly between adolescents and other raters. The small sample size limits the generalizability of the findings.
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
Mini ResearchHow parents deal with the education.pdf 1.docxannandleola
Mini Research/How parents deal with the education.pdf
1
The University of Western Australia
Graduate School of Education
PhD Research Proposal
Student Name: Jasmine McDonald Student Number:
Supervisors: Professor Keith Punch & Associate Professor Anne Chapman
A. PROPOSED STUDY
(i) Project Title
How parents deal with the education of their child with an Autism Spectrum Disorder:
a constructivist grounded theory study.
(ii) The Research Aim
The aim of this study is to develop substantive theory about how parents deal with
the education of their child diagnosed with an Autism Spectrum Disorder. A series
of in-depth case studies, conceptualised within the social theory of symbolic
interaction, will use both autoethnographic and constructivist grounded theory
methods to generate thick description and explanation.
According to the Diagnostic and Statistical Manual (4th TR ed.) of the American
Psychiatric Association (2000), Autism Spectrum Disorders (ASD) or Pervasive
Developmental Disorders (PDD) are “characterized by severe and pervasive
impairment in several areas of development: reciprocal social interaction skills,
communication skills, or the presence of stereotyped behaviour, interests, and
activities” (p.69). ASD’s are lifelong disorders which have no identified aetiology or
cure (Frith, 2003). There are five complex, often severe, neurological disorders under
the PDD category where manifestations vary greatly depending upon the
developmental level and chronological age of the individual. These are: Autistic
Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder
and Pervasive Developmental Disorder Not Otherwise Specified (Including Atypical
Autism).
Prevalence rates for all forms of ASD’s have risen dramatically over the last twenty
years from 1 in 10,000 in the 1980’s to 1 in 166 today (Fombonne, 2003; Gillberg,
2004; Kirby, 2005). Such increases have, most often, been attributed to changes in
case definition and an increasing community and professional awareness of the
diagnostic criteria for PDD (Fombonne, 2003) although other theories (Kirby, 2005)
are also now apparent in mainstream discourse. To further complicate matters families
with one affected child have a 45 times greater recurrence risk of siblings also being
affected by an ASD than would occur in the general population (Jamain et.al., 2003).
Along with any ASD diagnosis there is also a 25% greater susceptibility of
comorbidity with another psychiatric disorder and/or medical condition (Gillberg &
Billstedt, 2000). Autism is associated with mental retardation in about 70% of the
cases and is over represented amongst males with a male to female ratio of 4.3:1
(Fombonne, 2003). “Follow up studies suggest only a small percentage of individuals
with the disorder go on as adults to live and work independently. In about one-third
of cases, some degree of partial independence is possible ...
This document summarizes a study that examined how guidance counsellors in Newfoundland and Labrador, Canada would handle a verbal-relational bullying incident. The study used a questionnaire to assess how guidance counsellors would respond. Results suggested that guidance counsellors would be likely to work with both the victim and bully, and enlist other adults. They were unlikely to ignore the incident or discipline the bully. The presence of anti-bullying programs and positive behavior support training for guidance counsellors related to more constructive responses and less likelihood of ignoring incidents.
This document summarizes a study that examined how 627 parents of children with intellectual disabilities or autism rated the importance of self-determination skills, assessed their child's performance of those skills, and evaluated their child's overall self-determination. The study found that while parents highly valued self-determination skills, they reported their children performed those skills fairly low. Several factors predicted higher self-determination ratings, including educational setting, presence of challenging behaviors, and perceived disability severity. The researchers recommend equipping parents to better support their children's development of self-determination.
Criminology Essay QuestionsPlease answer the following questio.docxfaithxdunce63732
Criminology Essay Questions
Please answer the following questions using APA citation in one or two paragraphs:
1. In what fundamental ways does conflict theory differ from the other theories we have covered (choice, trait, social structure, social process)?
2. Which social process theory does the best job of explaining adult criminality? Which social process theory does the best job of explaining juvenile delinquency? (These cannot be the same theories.) What do both of these theories have in common?
Family Size, Family Type and Student Achievement:
Cross-National Differences and the Role of
Socioeconomic and School factors
GARY N.MARKS*
BNTRODUCnON
The finding that students from larger families have less favorable educational outcomes is
well established in the United States (Blake, 1989; Mare and Chen, 1986; Powell and Parcel,
1999). Negative effects for family size or the tiumber of siblings on educational attainment
have been also found in Australia, Finland, Hong Kong and Israel (Le and Miller, 2001; Post
and Pong, 1998; Riala, et al., 2003; Shavit and Pierce, 1991). With regard to family type, it is
generally concluded that in the United States children from divorced families show poorer
educational outcomes than children from intact families (Amato, 2000; Jeynes, 2002:13-18).
Lower educational attainments of students from divorced or single-patent families have also
been found in Finland and Great Britain (Powell and Parcel, 1999; Riala, et al., 2003). In the
United States, children from reconstituted families — that is, families with a stepparent —
tend to have lower educational attainments than children from two-parent families, and, in
quite often, single-parent families (Biblarz and Raferty, 1999; Jeynes, 1999).
It is not possible to conclude if the effects of family size and type on educational outcomes
are similar or very different across countries, even with a large number of single country
studies, due to differences in sampling and measurement. However, cross-national
comparisons are possible with international studies of student achievement, which select
comparable samples and use identical outcome measures. In the first international reading
study, Thomdike (1973:74-79) reported consistently negative correlations between the number
of siblings and reading achievement among 14-year-olds. The median correlation was -0.11,
with stronger negative effects in Scotland, England and Hungary, but very weak correlations
in other countries. In the first international science study, the negative correlation between
family size and science achievement was strongest iti Scotland, England and Japan, and
weakest in Belgium, Italy and Sweden (Comber and Keeves, 1973:258). The more recent
international achievement studies have not been employed to extensively examine the
relationship between family size and achievement. However, they have been used to
investigate the effects of single-parent families. Using data from the Third.
An Overview of Measurement Issues in School Violence and School Safety Resear...Liz Adams
This document provides an overview of measurement issues in research on school violence and safety. It discusses the history of measurement in this area, examines measurement practices in recent related studies, and describes common instruments used to measure school violence and safety variables. The key findings are that measurement in school violence research has been hindered by limited validation of measurement tools and inconsistent use of measures across studies. Common instruments include self-report surveys, mandated reporting of discipline data, and instruments assessing broader constructs like school climate. However, more rigorous validation and standardized use of measures is still needed.
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
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perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
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Research on school-level differences during adolescence often
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achievement and behavioral issues, instead of on psychological
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3) There is some inconsistency in how the label influences actions versus attitudes. While the label may negatively shape views, it does not always clearly impact behaviors toward students.
4) The influence of the learning disabled label depends
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Student Name: Jasmine McDonald Student Number:
Supervisors: Professor Keith Punch & Associate Professor Anne Chapman
A. PROPOSED STUDY
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(ii) The Research Aim
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Autism).
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Criminology Essay Questions
Please answer the following questions using APA citation in one or two paragraphs:
1. In what fundamental ways does conflict theory differ from the other theories we have covered (choice, trait, social structure, social process)?
2. Which social process theory does the best job of explaining adult criminality? Which social process theory does the best job of explaining juvenile delinquency? (These cannot be the same theories.) What do both of these theories have in common?
Family Size, Family Type and Student Achievement:
Cross-National Differences and the Role of
Socioeconomic and School factors
GARY N.MARKS*
BNTRODUCnON
The finding that students from larger families have less favorable educational outcomes is
well established in the United States (Blake, 1989; Mare and Chen, 1986; Powell and Parcel,
1999). Negative effects for family size or the tiumber of siblings on educational attainment
have been also found in Australia, Finland, Hong Kong and Israel (Le and Miller, 2001; Post
and Pong, 1998; Riala, et al., 2003; Shavit and Pierce, 1991). With regard to family type, it is
generally concluded that in the United States children from divorced families show poorer
educational outcomes than children from intact families (Amato, 2000; Jeynes, 2002:13-18).
Lower educational attainments of students from divorced or single-patent families have also
been found in Finland and Great Britain (Powell and Parcel, 1999; Riala, et al., 2003). In the
United States, children from reconstituted families — that is, families with a stepparent —
tend to have lower educational attainments than children from two-parent families, and, in
quite often, single-parent families (Biblarz and Raferty, 1999; Jeynes, 1999).
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are similar or very different across countries, even with a large number of single country
studies, due to differences in sampling and measurement. However, cross-national
comparisons are possible with international studies of student achievement, which select
comparable samples and use identical outcome measures. In the first international reading
study, Thomdike (1973:74-79) reported consistently negative correlations between the number
of siblings and reading achievement among 14-year-olds. The median correlation was -0.11,
with stronger negative effects in Scotland, England and Hungary, but very weak correlations
in other countries. In the first international science study, the negative correlation between
family size and science achievement was strongest iti Scotland, England and Japan, and
weakest in Belgium, Italy and Sweden (Comber and Keeves, 1973:258). The more recent
international achievement studies have not been employed to extensively examine the
relationship between family size and achievement. However, they have been used to
investigate the effects of single-parent families. Using data from the Third.
An Overview of Measurement Issues in School Violence and School Safety Resear...Liz Adams
This document provides an overview of measurement issues in research on school violence and safety. It discusses the history of measurement in this area, examines measurement practices in recent related studies, and describes common instruments used to measure school violence and safety variables. The key findings are that measurement in school violence research has been hindered by limited validation of measurement tools and inconsistent use of measures across studies. Common instruments include self-report surveys, mandated reporting of discipline data, and instruments assessing broader constructs like school climate. However, more rigorous validation and standardized use of measures is still needed.
Similar to THE JOURNAL OF SPECIAL EDUCATION VOL. 38NO. 22004PP. 95–103.docx (20)
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docxjmindy
This document summarizes the 1947 Mendez v. Westminster Supreme Court case, which ruled that segregating Mexican American students into separate schools violated the 14th Amendment. It discusses how this case paved the way for the 1954 Brown v. Board of Education decision banning racial segregation in schools. The case involved Mexican American parents in California suing to allow their children to attend white schools rather than segregated Mexican schools with inferior conditions. Thurgood Marshall participated in this case and it influenced his strategy in Brown v. Board.
The late 1920s and 1930s were a time when many Americans endured the.docxjmindy
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
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The last term you attended at Waldorf you dropped a course while on .docxjmindy
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
.
The last topic to be covered in this course is Chapter 14, Social .docxjmindy
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docxjmindy
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docxjmindy
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docxjmindy
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docxjmindy
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
.
The Key cross-cultural themes of the project are country values and .docxjmindy
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docxjmindy
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docxjmindy
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docxjmindy
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The key issue is why its challenging to implement transformational .docxjmindy
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
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.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thesis Statement for students diagnonsed withADHD.ppt
THE JOURNAL OF SPECIAL EDUCATION VOL. 38NO. 22004PP. 95–103.docx
1. THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO.
2/2004/PP. 95–103 95
It is indisputable that the identification of autism is signifi-
cantly on the rise. Concomitantly, there has been a steady and
steep increase in autism litigation (Zirkel, 2001). The most
controversial segment of this litigation, which focuses on the
appropriateness of applied behavior analysis (ABA) programs,
has been subjected to insufficient systematic study.
The purpose of this study is to analyze the pertinent case
law related to the two central issues of contention between
parents and school districts—program selection (i.e., the
choice between competing instructional approaches) and im-
plementation of said program (e.g., its location, duration, or
frequency)—in terms of winning parties (i.e., district or par-
ent) and in terms of identifying the factors noted in the cases
related to the outcome. This review of the literature addresses
the current definitions of autism, ABA and its primary com-
peting instructional approach, and the previous research on
autism litigation.
The Diagnostic and Statistical Manual of Mental
Disorders–Fourth Edition (DSM-IV; American Psychiatric As-
sociation, 1994) defines autism under the umbrella category of
Pervasive Developmental Disorders (PDD), while medical pro-
fessionals refer to both PDD and autism as autistic spectrum
disorder (ASD; Filapek et al., 1999). Regardless of the nomen-
clature used, ASD and PDD refer to the same continuum of
behaviors with a cluster of unusual characteristics: lack of so-
cial responsiveness, delays in speech or inadequate quality of
speech, restricted or stereotypic interests, delays or abnormal-
2. ities in social interaction, and lack of symbolic play (DSM-IV).
On the other hand, the Individuals with Disabilities Education
Act (IDEA) regulations (1999) define autism as follows:
The “Discrete Trials” of Applied Behavior Analysis
for Children with Autism:
Outcome-Related Factors in the Case Law
Claire Maher Choutka, Patricia T. Doloughty, and Perry A.
Zirkel, Lehigh University
This study provides an analysis of case law concerning applied
behavior analysis (ABA) for students
with autism to determine outcome-related factors. The authors
classified the 68 pertinent hearing/
review officer and court decisions published in EHLR
(Education for Handicapped Law Report) and
IDELR (Individuals with Disabilities Education Law Report)
into 2 groups representing the central is-
sues of contention between parents and districts—program
selection (e.g., instructional approach) and
program implementation (e.g., its location, duration, or
frequency). For both groups, the outcomes, in
terms of who won, did not favor either parents or districts. The
three factors predominantly associated
with wins by either party for both groups of decisions were
testimony of witnesses, documentation of
progress, and Individualized Education Program elements.
A developmental disability significantly affecting
verbal and nonverbal communication and social in-
teraction, generally evident before age three, that
adversely affects a child’s educational performance.
Other characteristics often associated with autism
are engagement in repetitive activities and stereo-
3. typed movements, resistance to environmental
change, or change in daily routines, and unusual re-
sponses to sensory experiences.
The spectrum of autism and its unknown etiology (Na-
tional Research Council, 2001) contribute to controversy,
rather than consensus, in regards to selection of the appro-
priate instructional approach. Professionals and parents agree
that early intervention is vital (McGee, Morrier, & Daly, 1999),
but the specific nature of the intervention is disputed. Al-
though treatment programs for children with autism have
shown positive results (e.g., Koegel, Koegel, Harrower, & Car-
ter, 1999; Koegel, Koegel, Shoshan, & McNerney, 1999; Lo-
vaas, 1987; McGee et al., 1999), methodological problems
with some of the peer-reviewed, published studies haunt par-
ents, educators, and the legal community.
The two most contested instructional approaches for
children with autism are ABA and TEACCH (Treatment and
Education of Autistic and Communication Handicapped Chil-
dren; Gryzwacz & Lombardo, 1999). They share some basic
components, such as predictable routines, supportive teaching
arrangements, planned transitions, and family involvement.
However, these approaches also have basic distinguishing
characteristics and limited research.
Address: Claire Maher Choutka, 61 Eileen Lane, Limerick, PA
19468
96 THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO.
2/2004
ABA is the study of behavior and the manipulation of
contingencies and setting events to increase or decrease specific
4. behaviors. Behavior analysts use objective measures of the de-
sired behaviors and monitor the results of instruction to en-
sure skill acquisition. One small subset of this methodology
is discrete trial therapy (DTT). A further modification of DTT
is Lovaas therapy, after its namesake, Professor O. Ivar Lo-
vaas, of the University of California at Los Angeles (UCLA).
The “discrete trial” in DTT refers to the basic teaching unit
delivered in one-to-one instruction. Although DTT and ABA
are synonymous for most parents and school officials, discrete
trial is but one aspect of ABA. Typically, parents request DTT
for 40 hours a week, arriving at an Individualized Education
Program (IEP) meeting armed with Lovaas’s original research
study citing a 47% recovery rate (Lovaas, 1987) and the book
Let Me Hear Your Voice (Maurice, 1993). The author of this
book, a mother of two children diagnosed with autism, pro-
vides a moving account of the recovery of her children from
the wordless, noncommunicative world of autism through the
use of intensive intervention, based on the pioneering work of
Lovaas and provided by the author and some very talented grad-
uate students. This programming is usually delivered in the
home and requires a massive time commitment from families
(Choutka, 1999). With this type of instruction, the outcomes of
seemingly small increments of learning are quantified and
measured to ensure progress in many preacademic skill areas
(Anderson & Romanczyk, 1999).
In contrast to the one-to-one instruction characterizing
ABA, TEACCH is a classroom-based model developed at the
University of North Carolina at Chapel Hill in the 1970s. It
stresses structured teaching, independent work time, and voca-
tional skills. TEACCH also offers parent training to foster im-
provement of parent skills in dealing with problem behaviors
(Dawson & Osterling, 1997), highly predictable situations to
promote appropriate behavior, and environmental structuring
to facilitate independent functioning (Schopler & Reichler,
1971). The program principles include teaching skills and ac-
5. cepting deficits in children and parents. Unlike DTT, TEACCH
does not offer a research-based recovery-rate percentage
(Schopler, Mesibov, & Baker, 1982) and thus is less attractive
to parents as an instructional program for their children.
In light of the increased incidence of autism (National
Research Council, 2001), the rising tide of litigation (Zirkel,
2001), and the dearth of conclusive research on instructional
approach effectiveness (Gresham, Beebe-Frankenberger, &
MacMillan, 1999), the present study offers a timely exami-
nation of the factors associated with the outcomes of the
published hearing/review and court decisions concerning in-
structional approaches for students with autism. These case
outcomes have significant implications for students, parents,
and schools, yet there is even less research concerning such
litigation than there is research on instructional approaches
for students with autism.
The previous research concerning autism litigation is
limited to three published sources. First, Heflin and Simpson
(1998) discussed four issues—instructional approach, support
services, placement decisions, and service length—and cited
16 published cases as examples. Their recommendations in-
cluded that districts provide evidence of the efficacy of the
selected instructional approach, but they did not provide spe-
cific, systematic case law support for their recommendations.
Their case coverage was far from comprehensive, lacking var-
ious pertinent published hearing/review officer decisions (e.g.,
Cobb County Sch. Sys., 1996) and court decisions (e.g., Union
Sch. Dist. v. Smith, 1994).
Similarly, Gryzwacz and Lombardo (1999) did not an-
alyze either the outcomes, in terms of which party won, or the
factors associated with winning, but provided an overview of
the debate concerning educational approaches appropriate for
6. serving children with autism. They included a brief discus-
sion of a limited sampling of approximately 10 pertinent cases.
Their overall conclusion was that the courts generally defer
to the “educational methodology” (Gryzwacz & Lomardo,
1999, p. 5), or instructional approach, selected by the school
district unless it is blatantly inappropriate. Although Gryz-
wacz and Lombardo provided the full text of 14 published
hearing/review officer and court decisions concerning the use
of Lovaas/ABA and other methodologies for children with
ASD, they did not provide a systematic or complete analysis
of these or other pertinent cases (e.g., T.H. v. Board of Educ.
of Palatine Community Consol. Sch. Dist. 15, 1998; Dong v.
Board of Educ. of Rochester Community Sch., 1998).
Coming closest to an empirical analysis of the pertinent
case law,Yell and Drasgow (2000) analyzed 45 published cases
tried between 1993 and 1998. They examined how the case
law defined appropriate in terms of education for children with
autism. However, as pointed out in Zirkel (2001), they omitted
various relevant cases altogether (e.g., Capistrano Unified Sch.
Dist., 1995; Dong v. Board of Educ. of Rochester Community
Sch., 1998; Fairfax County Pub. Sch., 1995) and, in some in-
stances (e.g., Burilovich v. Board of Educ. of Lincoln Consol.
Sch. Dist., 1998; T.H. v. Board of Educ. of Palatine Community
Consol. Sch. Dist., 1998), failed to provide the superceding
pub-
lished decision within the limited time period of their study.
Moreover, Yell and Drasgow used a simplistic, dichotomous
categorization of outcomes without defining the meaning of
the terms won and lost. More specifically, it is not clear how
they categorized published decisions that were either incon-
clusive, such as when a court denied the motion for dismissal
and thus preserved the matter for trial, or mixed, such as when
the hearing officer or judge decided one issue in the parents’
favor and another in the favor of the district. Further, they
found parents to be the “prevailing party” (p. 208) in 76% of
7. the cases without recognizing the specific legal meaning of
that term (e.g., G. v. Fort Bragg Dependent Sch., 2001).
This study expands the scope of the previous studies via
an empirical analysis of a comprehensive sample of pertinent
hearing/review officer and court decisions. More specifically,
the sample for this study consists of all the ABA/DTT/Lovaas
cases published in the Education for Handicapped Law Re-
port (EHLR) and Individuals with Disabilities Education Law
Report (IDELR) through the end of Volume 34, divided into
two groups—program selection and program implementation.
The purposes of the study are (a) to determine the overall
outcome of the two subsamples, both those cases focused on
program selection and those cases focused on program im-
plementation, and (b) to identify the outcome-related factors
in both groups of cases.
Method
As listed in the Appendix, we identified 68 hearing/review of-
ficer and court decisions that (a) were published in IDELR
and EHLR through the end of Volume 34, which was in ap-
proximately August 2001; (b) identified the child as having
any of the autism spectrum disorders, including PDD, autis-
tic disorder, Rett syndrome, and Asperger syndrome (Mauk,
Reber, & Batshaw, 1997); and (c) referenced ABA, DTT, or
Lovaas instructional approaches. Regarding the third criterion,
TEACCH was not necessary as a separate selection factor, be-
cause the only case in which TEACCH was at issue in the ab-
sence of ABA DTT, or Lovaas limited its focus to teacher
training (Sioux Falls School District v. Koupal, 1994). For the
final criterion, in the rare instance where the reference to ABA,
DTT, or Lovaas was indirect, we included the case where the
8. connection was reasonably understood. For example, we in-
cluded Calaveras Unified Sch. Dist. (1994), which mentioned
the UCLA clinic, even though it did not mention Lovaas per
se. Finally, as in the Zirkel (2001) study, the analysis included
only the highest published decision in each case, thus avoid-
ing double counting; however, for the sake of comprehensive
clarity, the Appendix also lists, in brackets, any published
prior decisions for the same case.
First, we classified the cases into two broad categories—
program selection and program implementation. The cases
concerning program selection were those in which the parents
sought an instructional approach (e.g., Lovaas) other than that
proposed by the district (e.g., TEACCH). In contrast, the cases
concerning program implementation were those in which the
parties agreed on the instructional approach of ABA/DTT/
Lovaas but the parent contested the location (e.g., home vs.
school setting), duration (e.g., number of hours of instruction),
or provider (e.g., particular individual or specific
qualifications).
Second, we calculated the overall outcome of each case.
As adapted from Lupini and Zirkel (2003), and as specified in
Table 1, we used a nondirectional scale of 1 to 7 (1 = complete
win for the parents, 7 = complete win for the school authori-
ties; Lupini & Zirkel, 2003). This Likert-type scale reflects
the multiple issues and varying dispositions, for example, the
denial of a motion for summary judgment, thus improving the
validity of previous research (e.g., Yell & Drasgow, 2000).
Third, through reviewing the published opinion of each
case, in particular the Discussion or Legal Conclusions sec-
tions, we were able to glean factors that were expressly related
to the decision, or outcome. For example, we grouped these
factors into the two prongs that the Supreme Court used to de-
9. fine appropriateness in the landmark decision of Board of Ed-
ucation of the Hendrick Hudson Central School District v.
Rowley (1982; hereafter called Rowley). More specifically, the
Court required the IEP to (a) be developed in accordance with
the procedural dictates of the IDEA and (b) be calculated to
yield educational benefit.
As outlined in Table 2, the identified factors fit into two
categories, each with two subcategories. The first category is
compliance with IDEA requirements, which consists of (a) IEP
elements (e.g., present educational level, measurable annual
goals) and (b) other procedural requirements (e.g., timelines,
notices). The second category is evidence of educational ben-
efit, which consists of the two leading sources of evidence of
substantive compliance: (a) documentation of educational prog-
ress (e.g., progress charts, data sheets) and (b) effectiveness of
witnesses. Some of the cases contained, and thus were coded
for, more than one outcome-related factor.
For a factor to be recognized in Table 2, we established
a minimum frequency criterion of 20%; specifically, the fac-
tor must have appeared across groups or categories in at least
14 of the 68 cases. Based on this criterion, two other factors
were eliminated in light of their relative infrequency. First,
contention between parents and districts regarding the exper-
tise of program implementers appeared in only seven cases.
Second, “deference,” which refers to a court giving the benefit
of the doubt to a lower level of decision-making (Newcomer
& Zirkel, 1999), appeared in only eight cases, likely because
only one third (23) of the 68 cases were court decisions, as
compared to hearing/review officer decisions.
For the purpose of interrater reliability, the first two au-
thors independently coded a random sample of 23 of the 68
cases. After receiving training from the third author, they ob-
tained an agreement level of 97% for case category (i.e., pro-
10. gram selection or program implementation), 94% for outcome
(i.e., 1–7 scale), and 94% for factor identification (e.g., tes-
timony of witnesses). Finally, the first two authors reread,
reviewed, and discussed the disputed cases, to reach 100%
agreement on all areas of coding.
Results
Of the 68 cases in the sample, 43 (63%) focused on program
selection, that is, where the parent sought an instructional
method other than the one proposed by the district. The aver-
age outcome of these cases, based on the outcome scale of 1
(parents) to 7 (district), with a 4.0 as the neutral midpoint, was
3.9. Contributing to the slight skew in the parents’ favor, 20
of the decisions at the polar positions of predominantly or
completely conclusive decisions were in favor of parents (i.e.,
outcome codes 1 or 2), whereas 18 of the conclusive decisions
were in favor of districts (i.e., outcome codes of 6 or 7). The
remaining five cases had outcomes of 3, 4, or 5 (i.e., incon-
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98 THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO.
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clusive or split decisions), meaning they were not decidedly in
favor of either the parent or the district (i.e., Adams v. State of
Oregon, 1999; Asbury v. Missouri Dep’t of Elementary and
Secondary Educ., 1999; CM v. Board of Educ. of Henderson
County [consolidated case with M.E.], 2001; De Mora v. De-
partment of Pub. Welfare, 2001; and Malkentzos v. DeBuono,
1996), and were thus not reported in the results.
11. For cases regarding program selection, Table 3 summa-
rizes the outcome-related factors relative to the conclusive
outcomes in favor of parents and districts. The most frequent
outcome-related factors were, in order, testimony of witnesses
(n = 30), documentation of educational benefit (n = 28), and
IEP elements (n = 25). For the parent-won cases of program
selection, the most frequent factors were documentation of
educational benefit (n = 20), testimony of witnesses (n = 16),
and IEP elements (n = 14). Similarly, for the district-won cases
of program selection, the most frequent factors were testimony
of witnesses (n = 14), IEP elements (n = 11), and documenta-
tion of progress as substantive evidence of the educational
benefit of the district’s program (n = 8).
The remaining 25 (37%) cases focused on program im-
plementation; that is, the parents did not dispute the instruc-
tional approach but contested the proposed location, duration,
or provider. The average outcome of these cases, based on
the previously mentioned 7-point scale, was 4.0. Establishing
an overall tie position, 13 were at the polar positions of pre-
TABLE 1. Outcome Code Descriptions
Outcome code Description
1—Parent complete win This category consists of summary
judgments in favor of the parent (i.e., decisions without
a trial), as well as other conclusive wins on all major issues of
the case in favor of the par-
ent, including summary judgments.
2—Decision largely, but not completely, This category
represents conclusive decisions in the parent’s favor for the
majority of the
for the parent issues or the awarding of relief (e.g.,
12. compensatory education, tuition reimbursement) of
more than 50% and less than 100% of what the parent originally
sought. In the rare instance
when these two criteria are conflicted, relief criteria are the
controlling factor. Further, in
review officer and court decisions where the published opinion
does not specify the amount
of relief sought by the parent, the frame of reference was the
amount of relief awarded by
the preceding level.
3—Inconclusive decision favoring parent This category includes
the granting of a preliminary injunction (an interim decision
after a
short proceeding as well as the reversal of a dismissal of a case
by a lower court), which
means that the case will return to the lower court for a trial.
Additionally, this category in-
cludes the denial of a summary judgment motion sought by
school authorities (because this
preliminary ruling will result in a trial to determine the
ultimate, conclusive winner).
4—Split decision This category includes the awarding of relief
(e.g., compensatory education, tuition reim-
bursement) of approximately 50% of that originally sought by
the parent. Further, in situa-
tions where the original amount of relief sought is unknown,
this category includes the
awarding of relief approximating 50% of that originally
awarded by a lower court to the
parent. In addition, this category includes cases in which
petitions by both parties for re-
hearing are denied, as well as the denial of cross motions for
summary judgment (because
13. the effect in such situations does not favor either party).
5—Inconclusive win for the school This category includes the
denial of a preliminary injunction or summary judgment sought
authorities by the parent (in that the parent still has the
opportunity for a trial). In addition, it includes
cases dismissed for failure to exhaust administrative remedies
(i.e., cases where the parent
did not resort first to a due process hearing) and cases
dismissed without prejudice (be-
cause, after correcting the specified technical defects, the
parents may still have their day
in court).
6—Decision largely, but not completely, This category includes
the awarding of relief (e.g., compensatory education, tuition
reim
for school authorities bursement) of clearly less than 50% of
that originally sought by the parent. Further, in
situations where the original relief sought is not known, this
category includes the awarding
of relief approximating 50% of that originally awarded by a
lower court to the parent.
7—Complete win for school authorities This category includes
granting of a summary judgment in favor of school authorities
(be-
cause in both cases, the school authorities have won decisively
at this preliminary step, end-
ing the proceedings against them).
dominant or completely conclusive decisions in favor of par-
14. ents and 12 were conclusively in favor of districts.
In addition, Table 3 summarizes the factors related to
the conclusive outcomes in favor of parents and districts in
cases regarding program implementation. The most frequent
outcome-related factors were, in order, testimony of witnesses
(n = 24), documentation of progress (n = 16), and procedural
compliance of the IEP with the requirements of IDEA (n =
16). For the parent-won cases of program implementation,
the most frequent factors were, in order, testimony of parent-
retained expert witnesses (n = 13), procedural compliance of
the IEP with the requirements of IDEA (n = 8), and docu-
mentation of progress as evidence of the substantive standard
of educational benefit (n = 7). For the district-won cases of
program implementation, the most frequently noted factors
were testimony of district witnesses (n = 11), documentation
of progress (n = 9), and procedural compliance of the IEP with
the requirements of IDEA (n = 8).
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TABLE 2. Outcome-Related Factor Descriptions
Outcome-related factor Description
Compliance with IDEA requirements
Individualized Education Program This category concerns the
appropriateness and completeness of the IEP components (i.e.,
(IEP) elements present level of educational performance;
statement of measurable annual goals; special
education, related services, and supplementary aids and services
to be provided; extent of
participation in general education; assessment modifications;
15. projected dates of initiation
and duration of services; statement of transition services, if
applicable; and statement of
how progress will be measured and reported) as specified in
IDEA 1997.
Other procedural requirements This category consists of
procedural issues such as time lines, notices, and IEP meeting
participants as specified in IDEA 1997.
Evidence of educational benefit
Documentation of progress This category consists of
documentation, provided by the parent or district, of the
educational progress of student, such as progress charts and
data sheets.
Testimony of witnesses This category focuses on the
persuasiveness of testimony provided by the district
personnel, district-retained experts, and parent-retained experts.
Note. IDEA = Individuals with Disabilities Education Act.
TABLE 3. Case Frequency of Outcome-Related Factors
Winning party
Total
Factor Parent District frequency
Program-Selection Cases
Compliance with IDEA requirements
IEP elements 14 11 25
Other procedural requirements 7 2 9
16. Evidence of educational benefit
Documentation of progress 20 8 28
Testimony of witnesses 16 14 30
Program-Implementation Cases
Compliance with IDEA requirements
IEP elements 8 8 16
Other procedural requirements 4 2 6
Evidence of educational benefit
Documentation of progress 7 9 16
Testimony of witnesses 13 11 24
Note. IDEA = Individuals with Disabilities Education Act; IEP
= Individualized Education Program.
100 THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO.
2/2004
An examination of Table 3 in terms of the outcome-
related factor totals reveals the same predominant pattern in
program selection cases and program implementation cases
and in both parent-won cases and district-won cases. Specif-
ically, the most frequent factors for both categories of cases
were effectiveness of the testimony of witnesses, documenta-
tion of progress, and IEP elements.
Discussion
This study expanded the scope and improved the methods of
previous pertinent research. Its purposes were to determine
the overall outcome of the two subsamples—those cases fo-
cused on program selection and those focused on program im-
17. plementation—and to identify the outcome-related factors in
both groups of cases.
First, in terms of the overall outcomes, contrary to the
common conception (e.g., Gryzwacz & Lombardo, 1999), the
decisions did not predominantly favor districts. Conversely,
qualifying the findings of Yell and Drasgow (2000), the out-
comes did not strongly favor parents. Rather, the overall out-
comes for both program-selection and program-implementation
cases were virtually evenly split between the two subsamples.
This finding, which is likely attributed to the individualized,
“it depends” nature of IDEA, is in line with the more general
trends of autism cases (Zirkel, 2001) and special education
cases (Zirkel, 1998).
The findings of this study suggest that the odds of either
party (i.e., parent or district) decidedly winning are 50-50 for
ABA/DDT/Lovaas autism cases. Further, the study suggests
that the odds of either party decidedly winning are the same
for cases dealing with the selection of instructional approach
(e.g., Lovaas or TEACCH) as for those regarding the imple-
mentation of said approach (e.g., its location, duration, or fre-
quency).
Second, a parallel pattern of outcome-related factors
emerged in both program-selection and program-implemen-
tation cases, suggesting that the outcome is related to particu-
lar factors working in favor of either the district or the parents.
At the threshold stage, four factors met the minimum criterion
for tabular analysis: (a) IEP elements, (b) other procedural re-
quirements, (c) documentation of progress, and (d) testimony
of witnesses. Among these four factors, testimony of witnesses
was most frequent for both program-selection and program-
implementation cases. Moreover, the pattern was approxi-
mately parallel for both groups of cases with respect to the
second and third most frequent outcome-related factors—
18. namely, documentation of progress and IEP elements. Addi-
tionally, “other procedural requirements” was in fourth place
for both types of cases.
The most frequently occurring outcome-related factor,
testimony of witnesses, had not been empirically identified in
the previous pertinent literature. In both program-selection
and program-implementation cases, the outcome-related fac-
tors, which provide evidence of educational benefit (documen-
tation of progress and testimony of witnesses), occurred most
frequently. This finding is consistent with the substantive re-
quirements of IDEA. It further suggests that both parents and
districts must be prepared to defend their program by provid-
ing witnesses who are knowledgeable about the unique needs
of the child and have autism program expertise. The witness
or witnesses must convince the hearing/review officer or judge
that the program provides educational benefit for the child.
Further, the parents or district must provide documentation
of demonstrated progress toward educational goals. In terms
of documentation of progress and evidence of educational
benefit, this finding confirms Heflin and Simpson’s (1998) im-
pressionistic conclusion about proof of efficacy of program-
ming.
In spite of the fact that the factors associated with com-
pliance with IDEA requirements (IEP elements and other pro-
cedural requirements) occurred less frequently, they were
important outcome-related factors for both parents and dis-
tricts. If the requirements are not satisfied, the hearing/review
officer or judge will find against the noncompliant party.
Therefore, the “evidence of educational benefit” factor may
occur only in cases where the parties satisfied the compliance
requirements …