...Bennett Demographics and General Student Information: Student S. Scott is a 17 y/old high school senior. S. Scott was diagnosed with Autism and Speech Impairment during early childhood education. S. Scott uses oral English language skills to communicate. According to her current Full and Individual Evaluations, She has been identified with a speech impairment due to a moderate language impairment secondary to Autism. According to the last formal evaluation, S. Scott cognitive ability was estimated to be within the low average range. Adaptive behavior was measured informally and was considered commensurate with estimates of intellectual functioning. S. Scott continues to exhibit appropriate adaptive behavior skills. She is able to function independently throughout the school setting. Results from the last formal evaluation revealed academic deficits in the areas of reading comprehension, math calculations, and math problem solving. Both S. Scott and her teachers have identified weaknesses in her ability to think abstractly concerning passages she has read. S. Scott reported math to be an area of weakness. She currently receives modified instruction in all core subject areas. She achieved passing grades in all of her classes for the Fall Semester 2014. Due to S. Scott disability of Autism and Speech, she is likely to experience difficulty with social and communication skills. She may be hesitant to respond in the large classroom setting or in front of groups...
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...An Extraordinary Specialty Explaining Autism Autism spectrum disorder is a very confusing and interesting disorder. Autism is a neurological disorder that affects behavioral, social, and communicational skills, and it is the most common developmental disorder (Yellow). The child may have trouble with communicational situations where they feel uncomfortable. Social would include any type of social situation whether it be walking through Walmart or in a small room. Behavioral issues can stem from specifically how the child behaves in general to how the child behaves when they are agitated or annoyed. It affects people of all different ages, is a lifelong disorder, and is currently incurable (Turquoise). Although the disorder has the name autism...
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...on Autism Wilfredo Garcia Table of Contents Abstract 3 Autism 4 Videogames and young people with Developmental disorders 10 Funding of Applied Behavior Analysis 11 Executive function in individuals with sub threshold Autism traits 12 Conclusion 14 References 15 Abstract The increasing number of individuals with Learning Disabilities (LD) and psychiatric disorders presents a key challenge to their assessment and treatment in mental health services. Children and young people with LD are more likely to experience mental health than the general population (Allington-Smith, 2006). There is a close relationship between autism spectrum disorder and learning disability. Epidemiological studies suggest that autism is more frequent in people with LD, nearly 40% of people with LD also have autism on the other hand, and nearly 70% of people with autism also have LD (La Mafa, 2004). The strong association between autism and LD (Bradley, 2004) also associates an increased risk of mental health problems. It is suggested that adults with LD and autism spectrum disorder (ASD) may experience symptoms of anxiety at a greater level than the general population; however, this requires more conclusive evidence in relation to the prevalence of anxiety disorders in adults with LD and autism. Autism ...
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...Autism Autism The term “autism” comes from the Greek word “autos” meaning “self” and describes a person who is removed from social interaction (WebMD, 2010).The term autism was first used around 1911 by a Swiss physiatrist named Eugen Bleuler referring to symptoms of schizophrenia. The term autism was not used in the United States until the 1940s. Leo Kanner identified the key feature of “autistic aloneness” among his patients, describing their apparent reluctance to engage in social interaction with other people (Autism, Psychology of, 2005). Autism was thought to be the result of unloving mothers. Not until the 1960s and 1970s, a separate understanding of autism emerged. Dr. Bernard Rimland, father of an autistic son and founder of the Autism Research Institute, helped the medical community understand autism as a biological disorder (Autism Speaks, 2010). Early treatment during the 1960s and 1970s has included medications such as Lysergic Acid Diethylamide (LSD), electric shock, and behavior change techniques (pain and punishment). Behavior therapy and highly controlled learning environments became the primary treatments during the 1980s and 1990s. During the 1990s a concern arose that the measles, mumps, rubella (MMR) vaccine contributed to the development of Autism, but a study published in 1998 that theorized there could be a link has been retracted because there is little evidence to support that theory (Mayo Clinic, 2010). Other common myths include autistic...
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...children’s behaviors.” Many parents, who have autistic children often try implementing the gluten and casein free diet. To understand why parents implement this type of dietary intervention, one must first be familiar with what autism spectrum disorders and how it can affect a person’s ability to have a normal productive functioning life. Autism is a complex disorder that inhibits a person’s ability to communicate and behave socially. The Center for Desease and Prevention control estimates that 1 in 110 children suffer from some type of autism (“Popular Autism, 2010”). The many treatments for children with autism usually consist of developmental therapies, comprehensive educational programs and behavioral treatments. (“Autism Spectrum,”2006) Dietary interventions such as the gluten and casein free diet, have gained popularity with parents of autistic children. In fact director of the child study center at Yale University, Dr. Fred Volk mar states that nearly ninety percent of parents, who have autistic children often turn to dietary intervention. (Cox, 2010) The protocol for “Defeat Autism Now”, suggest that all children with autism should be on a gluten and casein free diet for at least three months. (“Autism,”1999). To date there is no known medical cure for autism spectrum disorders. So knowing this fact, many parents will use any plausible resource they can to help their live more productive lives. The following paragraphs will explain what gluten and casein are and the studies that...
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...PERSUASIVE SPPECH PREPARATION OUTLINE Title: | Everyone should buy organic food | General purpose: | To persuade | Specific purpose: | To persuade my audience to buy organic food | Central idea: | Organic food is the best food for consumers instead of conventional food | Organizational pattern: | Problem, problem, problem | I. INTRODUCTION | A. Open with impact/ Attention getter: | Let’s imagine. One day you are in a supermarket and you decided to buy vegetables. Well, they are all looking the same but they are actually different. You saw the usual vegetables and the organic vegetables. The question is which one do you prefer? Usual vegetables or organic? However, the stigma is that, whenever you saw the price of organically produce food, you will definitely not going to buy it. It is understandable that it is a little pricey but people should know the reason behind it because everyone should buy organic food. | i. Tie to the audience/ reason to listen | Everyone should have the understanding on why we need to choose more organic food rather than conventional food. | ii. Credibility statement/ material | Therefore, I want to urge all of you to choose and buy organic food instead of risking your life due to the long term exposure of chemicals from conventional food. | iii. Preview of main points/ central idea | As for today, I will try to change your perspective of view towards organic food based on three main points: i. Organic food: what is it...
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...trends. --------------------------------------------------------------------------------------------- A guide to analysing views journalism Part 1 – characterising arguments by reference to the how they are justified and supported In the first section of these notes we are going to look in a bit more detail at how supporting argumentation (justifications) works to justify primary claims. This material was dealt with in previous tutes and lectures but now we go into more depth – specifically extending the discussion to consider the nature of the warrants which are typically associated with the different types of justification. By attending to warrants in this way it becomes possible to provide telling insights into the author’s persuasive style and into the value system or worldview which is taken for granted...
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...section Vi essay forms Many people use the term “essay” to mean any paper written for a class. In actuality, there are many different types of essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition”...
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...characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses the following content: ► Demonstrate knowledge of characteristics of typical and atypical human growth and development in various domains (e.g., cognitive, speech/language, social/emotional, physical): Important to this competency is recognizing when a child’s growth or development differs enough from typical patterns to warrant further evaluation by specialists. You will be expected...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...Introduction Youth residential facilities all across America are filled with the future of our workforce. While in these facilities young people are taught to be functioning attributes to society, and the main way to do this is by obtaining employment. Often these youth are plagued by physical and mental disabilities that will give them a harder road than someone applying for the same position. The U.S. Census Bureau says that about 49.7 million Americans have a disability. Those with a physical disability were 9.4 percent, mental disability was 5.6 percent for people age 16 and older, and 6.9 percent had an employment disability (census.gov). When youth leave facilities were they have been groomed and ultimately institutionalized, they are stuck without skills that will help them obtain employment and be able to compete in today’s society. The research in this paper will explore the laws that protect those with disabilities and how they may be improved to provide them with equal employment opportunities. These youth put so much of their self-worth into having a job but are often discriminated against. Getting up and being involved in a working society puts forth an image of belonging as so many times in their past they have been shunned aside and made to feel inferior by those most important to them. Disability discrimination occurs when an employer or other entity covered by the Americans with Disabilities Act, as amended, or the Rehabilitation Act, as amended, treats...
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...EDU-225 Instructional Technology April 13, 2013 Instructor: Toni Kutner COMPREHENSIVE CLASSROOM TECHNOLOGY PLAN Mission Statement: Teachers will promote 21st Century Pedagogy. Emphasis will be placed on core subjects to support state standards of learning. In addition, students will develop skills in creativity, critical thinking, problem solving, communications and collaboration, life skills and digital technology. Technology will be a tool to engage students in the learning process. Teachers will engage in professional development to enhance education. Teachers will prepare students for success in the 21st century global and multicultural community. Vision Statement: The 21st century student will learn to his or hers fullest potential. Technology will be woven into traditional and innovative teaching methods to enhance student learning. The needs of students will be fully addressed to prepare them for lifelong learning, personal success and independence for their future achievements. Rational: In order to prepare students of the future, it is necessary to engage students with the aid of new technologies. Students of today are digital natives. They have grown up in a society filled with innovative technology. Technology is advancing in an accelerated pace. It is role of educators to keep pace with these advances and find new and innovated ways to facilitate student learning. “Traditional 20th century educational practices will no longer...
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...GROUP INTERACTION JOURNAL ARTICLES Compiled by Lawrence R. Frey University of Colorado at Boulder Aamodt, M. G., & Kimbrough, W. W. (1982). Effects of group heterogeneity on quality of task solutions. Psychological Review, 50, 171-174. Abbey, D. S. (1982). Conflict in unstructured groups: An explanation from control-theory. Psychological Reports, 51, 177-178. Abele, A. E. (2003). The dynamics of masculine-agentic and feminine-communal traits: Findings from a prospective study. Journal of Personality and Social Psychology, 85, 768-776. Abele, A., Gendolla, G. H. E., & Petzold, P. (1998). Positive mood and in-group—out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin, 24, 1343-1357. Aberson, C. L., Healy, M., & Romero, V. (2000). Ingroup bias and self-esteem: A meta-analysis. Personality and Social Psychology Review, 4, 157-173. Abougendia, M., Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2004). Alliance as a mediator of expectancy effects in short-term group psychotherapy. Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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