...Volume 2, No. 1, 2006 Trichotillomania: Behavioral Assessment and Treatment Interventions Brandy L. Kell & Victoria E. Kress Abstract This article examines the behavioral treatment of Trichotillomania. A brief overview of the diagnosis and assessment of Trichotillomania is provided. Guidelines for a structured clinical evaluation when working with people diagnosed with Trichotillomania are supplied. The most effective behavioral interventions and treatments for working with client’s diagnosed with Trichotillomania are discussed. Keywords: Trichotillomania, Behavioal Assessment,Behavior Treatment Introduction The reported incidence of Trichotillomania is rising with an estimated prevalence rate of 1%, suggesting that nearly 2.5 million people in the United States have this disorder (Diefenbach, Reitman, & Williamson, 2000). Increased attention should be given to the assessment and treatment of Trichotillomania to fulfill the escalating needs of those dealing with this mental disorder. There is a tendency for the severity of this disorder to be overlooked due to the underestimation of prevalence, and high rate of comorbidity with other psychological disorders (Mulinari-Brenner & Bergfeld, 2001). This article will provide suggestions for the behavioral assessment and treatment of Trichotillomania. It is helpful for individuals to become familiar with the diagnostic features of Trichotillomania to establish the proper assessment and treatment of this disorder. The disorder was introduced...
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...psychologists believe that behavior is learned and advocate a three-factor mode of behavior referred to as the ABC model, which involves antecedents, behavior, and consequences. As a result, direct assessment involving observations related to the ABC checklist and scatterplots are utilized as part of a functional behavioral analysis in Cognitive Behavioral Consultation (CBC) (Brown, Pryzwansky, and Schulte, 2011; Ellingson, Miltenberger, & Long, 1999). However, behaviorists do not place as much importance on other influences of behavior, such as thoughts, culture, environment, etc. (Brown et al., 2011). Due to the influence of cognitive and social learning theories, behavioral-eclectic models of consultation have been developed, which look at a broader range of influences to...
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...medication. Secondly, some children suffer from the side effects of such medicinal intervention. Thirdly, primary symptoms persist even after using medicines. Fourth, some children suffering from ADHD are effectively helped by behavior therapy when symptoms are minor. This paper is a proposed action plan of treating John who suffers from inattentive ADHD through a functional behavioral assessment (FBA). a) Operational definition of behavior This is the first stage of the FBA. Prior to selecting effective data collection methods to perform the FBA, the paraprofessional should define the behavioral problem. This definition should take into account the measurable, observable, and objective terms. The behavioral problems identified should be clear. Otherwise, it increases the difficulties involved in measuring the behavior with accuracy. Moreover, it complicates the identification of the function of the behavior and the formulation of an effective intervention method. After a collection of concrete information, regarding he behavioral problem, then the teacher or paraprofessional can refine the definition of the problem (Functional Behavioral Assessment, Behavioral Intervention Plans, and Positive Intervention and Supports: An Essential Part of Effective School Wide Discipline in Virginia, 2009). In our case study, John is inattentive for the greater part of the day. His specific problems include refusing to do school work and ignoring his paraprofessional...
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...The decades-long quest to transfer what is learned in the classroom to improved performance in the workplace has been a confounding one. For one thing, it isn't easy to change behavior patterns, because they've been ingrained over time. To correct performance issues, new behaviors have to be introduced and consistently reinforced over the long term. This means following up programs with enough continued learning, feedback, coaching and accountability to stimulate the growth of new neuronal connections that eventually take the place of old ones. Unaware of this reality, organizations have wasted billions of dollars annually investing in learning programs that fail to change behavior. The greater challenge of the quest for this "Holy Grail" is that the solution doesn't involve fixing just one thing. A myriad of variables within an organization influence whether learning is reinforced until new behavior patterns are established. A process I call Train-to-Ingrain was designed to achieve permanent, measurable improvements in performance by optimizing aspects of training and development that impact on learning transfer: - COMMITMENT - Support follow-up reinforcement - COACHING - Prepare direct managers for their development role - FOLLOW-UP - Integrate reinforcement programs with assessment and training programs - ACCOUNTABILITY - Measure performance improvement and calculate ROI - TRAINING FOR TRANSFER - Incorporate learning strategies that promote application...
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...and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the 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...
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...Mary Mason May 5, 2013 Course: EDU 313 Professor Rick Holbeck | Poor | Fair | Good | Excellent | Outstanding | Crust | The crust is still in dough form. The crust still taste like uncooked flour. | The crust is thin and doesn’t have any flavor. The crust if hard and cannot bend. | The crust can bend and has a little flavor to it. The crust is flaky and not too hard for you to crew. | The crust is bendable and taste good. The crust is flaky and good for you to eat. | The crust is very good to eat. It is even around the whole pizza. The crust is perfect, not to thin and not too thick. | Sauce | The sauce has no flavor. Very bland and not good to eat. The sauce is cold. | The sauce is somewhat not too good to eat but can be eaten. The sauce is lukewarm. | The sauce has some flavor to it. It can be eaten but it is not at its best. The sauce is warm enough to eat. | The sauce has much flavor to it. It is spread evenly throughout the pizza. It is good and hot enough to eat. | The sauce has enough flavors to it. It is spread all over the pizza in a great amount. The sauce is hot and ready to eat. | Cheese | The cheese is not evenly spread. It is cold and hard. And not good to eat. It not melted on top. | The cheese is somewhat spread on top. The cheese is lukewarm and somewhat melted on top. | The cheese is spread throughout the top of the pizza. The cheese is melted and ready to eat. | The cheese is all over the pizza. It is melted evenly throughout the pizza...
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...Health assessment provides a detailed plan of care that focuses on the specific needs and the specific approach to achieve them. The process involves evaluation of health status and conducting a physical examination and the overall health history (Laymon, Shah, Leep, Elligers & Kumar, 2015). Health assessment in lifespan provides a substantive evaluation of the health of individuals across ages. The paper serves to address an assessment of the health of a child, an adult and an older adult for instance X. The essay will tackle the family health history, healthy lifestyle and health risk across the lifespan. The family history plays a critical role in the health of a child. The genetic transition during the embryonic development may transfer...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...Q1. Understanding Human Behavior is critical to organizations - discuss the benefits of self evaluation/self assessment as it relates to leaders today. Effective leadership is one critical aspect for organizations today. Pursuing high levels of effective leadership, leaders need to measure their skills and capabilities against different leadership dimensions. This will help leaders to spot dimensions that need enhancement and others that need development. This paper will discuss the benefits of leader’s self-assessment of different dimensions with focus on those related to understanding human behavior. Self Assessment Techniques: Different techniques of self-assessment have been developed. As (Clawson, et al., 2000:4) stated ‘There are many theories about the elements that make up leadership’ hence self assessment technique differ in terms of leadership dimensions measured. Another factor is the methodology used for each technique. Among the different techniques one can identify the Leadership Steps Assessment (LSA) developed by (Clawson, et al., 2000)Myers-Briggs Type Indicator (MBTI), 360 assessment and many more. LSA will be considered as a sample in this paper. Leadership Steps Assessment (LSA) LSA models the leadership using six dimensions, which defines the components of leadership which, as (Clawson, et al., 2000:4) proposed were: 1. Clarifying one’s center. 2. Clarifying what is possible. 3. Clarifying what others have to contribute. 4. Supporting others so they...
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...for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions throughout the year Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning - Allocate an instructionally appropriate amount of time for each unit Ineffective (1) Teacher rarely or never uses prior assessment data when planning. 1.2...
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...Q1. Understanding human behavior is critical to organizations – discuss the benefits of self evaluation/self assessment as it relates to leaders today. Understanding human behavior is critical to managers at all levels inside any organization. Individual managers within the organization can especially benefit from conducting self-evaluations. It is essential for managers to be self -ware and understand how their own behavior and personality can give them a better perspective while working with others. Being self-aware allows one to recognize and improve their strengths and weaknesses in order to maximize their leadership potential. In Organizational Behavior, Robins & Judge (13th Edition) tell us that organizational behavior is the knowledge gained about individuals, groups and the effect of structure on behavior in order to make organizations work more effectively. A major goal for any organization should be to work more effectively and to continuously make improvements, this is summarized by the Japanese Philosophy of Kaizen. For an organization to strive to continuously improve the leadership and management must adapt and learn. There are many ways in which a manager can strive to improve and one of those is through self-evaluation. What is a self-assessment or evaluation? Daniel Goleman (2000. Page 80) tells us that an accurate self-assessment is a “realistic evaluation of your strengths and limitations”...
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...researcher to determine how to provide the treatment and interventions that are best suited to their clients needs. In order to develop an appropriate treatment plan and appropriate interventions the effective school counsleor will need to measure the students ' strengths and weaknesses, assess behaviors and attitudes to certain factors as well as take into account the students personal traits, environment and hereditary factors. Psychometric properties call for the measuring and assessment of all of these factors. Reliability and Validity are essential to assessing a client's behavior in the field of counseling. Internal consistent reliablity is an estimating reliabilty method which measures the consistency of results across the spectrum of items within a test. In essence, this method divides the testing instrument and correlates the scores to determine whether the scores are consistent, or whether there is lack or error within the instrument (Whiston, 2013). Internal consistency measures how closely related the items on a test measure the same thangs. When testing, assessing and measuring, the effective school counselor must choose assessment tools that maintain validity across all constructs and are determined to be reliable, valid and fair. Otherwise, inept assessment occurs. Coffman, Guerin and Gottfried (2006) advised that the Parent-Child Relationship Inventory warrented additional review and analysis due to the fact...
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...complete three assessments and create a plan to increase motivation, satisfaction, and performance of a team that could be applied in a business setting. I will address how motivation, satisfaction, and performance are related to each other. Next, I will address specific differences in attitudes, emotions, personalities, and values in the learning team and how it influences behavior. Lastly, I will address how those differences can be implemented to positively influence the team. Motivation, Job Satisfaction, and Performance Motivation can be defined as the processes which account for an individual’s intensity, direction, and persistence of effort towards a goal (Robbins & Judges, 2007 pp. 186). Motivation positions an individual’s efforts directed to achieve goals and cultivate persistence. Persistence validates how long an individual will dedicate efforts to achieving a set goal. Job satisfaction can be defined as a positive feeling about one’s job resulting from an evaluation of its characteristics (Robbins & Judges, 2007 pp. 30). Job satisfaction is subjective towards the nature of work, promotions, salary, supervision, coworkers, and relationships. Performance is standards for an individual’s behavior in the workplace that help them perform effectively. When people are highly motivated it leads to job satisfaction and eventually to higher performance. Assessments DISC Types Creating a DISC profile can assist organizations in developing an effective work culture. The...
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...Professional Development Characteristic styles and patterns of behavior are factors that determine the type of interpersonal and professional relationships we build with others. Characteristics and behavioral patters influence a person’s actions and define how those actions have an impact within those relationships. Working within a team such factors will determine what one expects from someone else and how those needs are communicated. Each team member within Team B completed The DISC Platinum Rule Behavioral Style Assessment. The results of the assessment and the interactions in relation to this assignment provide the team with a means to develop an efficient professional development plan. The plan addresses the characteristics of each member as an individual and within the group as well as the most effective leadership approach for each team member. Team Assessments and Behavioral Characteristics After an assessment of each of the team member’s personality types with the use of their DISC assessments I was able to develop a professional development plan that promotes an open and communicative environment conducive to forming a productive group. This approach identifies each team member’s characteristics and work styles as experienced through cooperation and participation in the completion of this plan. Through these characteristics and interactions I was able to identify each member’s strengths, weaknesses, preferences and personality type. Such information allows...
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...professional development plan, based on the team member’s DISC behavioral assessment, will provide a means to identify the individual’s strengths, weaknesses, and outline a means the team leader can use to communicate with each behavioral style. The plan will also explain how an understanding of the strengths and weaknesses of the styles provides direction for improvement to achieve personal career goals. The individual’s assessments place the members into three of the four styles; Cautious Style, Steadiness Style, and Dominance Style. Since additional members may be added to the team or included in future learning teams, the professional development plan will also include the Interactive Style. Understanding the differences between the behavioral styles is instrumental for a team leader to know “how to engage others whose own DiSC styles may be quite different” (Sugerman, 2009, para.9). Team DISC Overview A company named Kudu Industries and Murray Janewski developed the DISC assessment to determine an individual’s strengths, weaknesses, as a means to identify how to communicate more effectively (Sugerman, 2009). “DiSC research shows that every individual has a set of priorities that influence their behavior. By better understanding the priorities and motivations of their own colleagues, Kudu felt its employees would better communicate to one another.” (Sugerman, 2009, para.7). The DISC behavioral assessment was the first step the team took to identify his or her individual behavioral...
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