...* One of the most effective intervention to use with students who suffering of emotional and behavior disorders to improve reading fluency is repeated readings. * Repeated reading intervention includes that the student needs to read the same passage several times during each session; with this intervention student try to increase the number of words per minute. * This intervention has been proved that can increase oral reading rate, accuracy and comprehension for students in elementary, middle and high school, with and without disabilities. * Researchers have been used repeated reading combined with vocabulary instruction and error correction and the results were that students demonstrated significant increasing in comprehension performance....
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...whom they work can be understood in context. The course begins with a brief overview of what a human service provider is, and what services these professionals provide. A history of social welfare is provided so that students can gain a historical perspective of how poor and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed in later chapters as they apply to particular social problems and practice settings. The course concludes with an exploration of macro practice where change is affected on a broader scale, both domestically and abroad. Students should leave this class having a good idea of what a human service worker is, what they do, who they work with, as well as the gaining a deeper understanding of the mission, values and goals embraced by the human service profession. Students will gain knowledge of skills needed to do critical thinking, make oral presentations, function in learning teams, conduct research, and write academic papers in the format of The Publication Manual for the American Psychological Association. Students will be introduced to the university library and learn how to access its resources successfully. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two...
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... | Copyright © 2011, 2009, 2005 by University of Phoenix. All rights reserved. Course Description This course provides a broad overview of the human services discipline using practice settings and social problems as lenses so that the role and function of the human service provider, as well as the clients with whom they work can be understood in context. The course begins with a brief overview of what a human service provider is, and what services these professionals provide. A history of social welfare is provided so that students can gain a historical perspective of how poor and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed in later chapters as they apply to particular social problems and practice settings. The course concludes with an exploration of macro practice where change is affected on a broader scale, both domestically and abroad. Students should leave this class having a good idea of what a human service worker is, what they do, who they work with, as well as the gaining a deeper understanding of...
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... |Examine the history of models and theories of helping. | | | | |Examine major existential and humanistic theories. | | | | |Identify existential and humanistic approaches, skills, and techniques for use by human | | | | |services workers. | | | |Readings |Read Ch. 5, 6, 8, & 9 of Counseling and Psychotherapy. | | | | |Read this week’s Electronic Reserve Readings. | | | |Discussion Question # 1/Class |Respond to weekly discussion questions. Participate in class discussion....
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...|[pic] |Syllabus | | |School of Business | | |MGT/445 (3 Credits)Version 1 | | |Organizational Negotiations | | |Puerto Rico Campus | Copyright © 2009, 2006 by University of Phoenix. All rights reserved. Course Description This course provides an overview of negotiations in an organizational setting. Students learn negotiation processes and strategies, the role of stakeholder interests in negotiation, and how to apply these concepts to the workplace. Students also examine conflict management techniques and emerging negotiation trends in globalization and technology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted...
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...|[pic] |Course Design Guide | | |School of Business | | |MGT/445 Version 1 | | |Organizational Negotiations | Copyright © 2009, 2006 by University of Phoenix. All rights reserved. Course Description This course provides an overview of negotiations in an organizational setting. Students learn negotiation processes and strategies, the role of stakeholder interests in negotiation, and how to apply these concepts to the workplace. Students also examine conflict management techniques and emerging negotiation trends in globalization and technology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies...
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...words. Phonics has been identified by the National Reading Panel as one of the five areas necessary for reading (Doty, Hixson, Decker, Reynolds, & Drevon 2015). It is widely used in teaching children to read and decode words. Phonics instruction is usually taught to children around the ages of five and six (Yusuf & Enesi 2012). Phonics programs do more than teach children to blend, decode, and segment words, they also include instruction and...
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...Name ____________________ ________ |__|__|__|__|__|__|__|__| _____________________ _____________________ This exam paper must not be removed from the venue First Name School of Business EXAMINATION Semester One Final Examinations, 2013 ADVT7511 Social Marketing and Communication This paper is for St Lucia Campus students. Examination Duration: Reading Time: Exam Conditions: This is a Central Examination This is a Closed Book Examination - specified materials permitted During reading time - write only on the rough paper provided This examination paper will be released to the Library Materials Permitted In The Exam Venue: (No electronic aids are permitted e.g. laptops, phones) An unmarked Bilingual dictionary is permitted Materials To Be Supplied To Students: 1 x 14 Page Answer Booklet Rough Paper Instructions To Students: Part A: Answer the COMPULSORY essay question in the writing booklet. Part B: Answer THREE short answer questions. 120 minutes 10 minutes For Examiner Use Only Question Mark Page 1 of 4 Total ________ Semester One Final Examinations, 2013 ADVT7511 Social Marketing and Communication PART A – COMPULSORY ESSAY Answer the following question. An essay of approximately THREE PAGES is required. Question 1 Hoek & Jones (2011: 32) state that ‘although the upstream and downstream approaches anchor ends of an intervention continuum, and despite the enormous potential for integrating elements of one with other, a philosophical divide has begun...
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...Conway, S. J., & Kovaleski, J. F. (1998). A model for statewide special education reform: Pennsylvania’s Instructional Support Teams. International Journal of Educational Reform, 7, 345–351. Deno, S., Grimes, J., Reschly, D., & Schrag, J. (2001). PSM review team report. Minneapolis: Minneapolis Public Schools. Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small group instruction promote reading success in all children. Learning disabilities: Research and Practice, l6(4), 203–212. Fuchs, D., Mock, D., Morgan, P., & Young, C. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities: Research and Practice, 18(3), 157–171. Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33–45. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467–519). Mahwah, NJ: Erlbaum. Ikeda, M. J., & Gustafson, J. K. (2002). Heartland AEA 11’s problem solving process: Impact on issues related to special education (Research Rep. No. 2002-01). Johnston, IA: Heartland Area Education Agency. Individuals with Disabilities Education Improvement...
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...Case Study Research Report Christine Y. Harris Grand Canyon University RDG 581 October 12, 2011 Action Research Plan: Effective Interventions for Vocabulary Acquisition in Children of Disadvantaged Backgrounds The Purpose Research suggests that students can be taught phonics skills that are needed to become proficient readers. The use of strategies such as guessing from context, predicting and re-reading may aid, to some extent, with reading comprehension. However, according to Becker (1977), a primary difficulty in developing comprehension in the early years in reading is an inadequate vocabulary. An insufficient vocabulary will have an adverse impact on reading comprehension. E.D.Hirsch states “It is now well accepted that the chief cause of the achievement gaps between socioeconomic groups is a language gap.” The purpose of this research is to determine how explicit instruction using interventions can help close the vocabulary deficits with children from disadvantaged backgrounds The Problem Children of lower socioeconomic backgrounds enter kindergarten with a less extensive vocabulary than those of higher socioeconomic environment. One study showed that three year old children from affluent families had larger vocabularies than children from impoverished families (Hart and Risley, et al 1995). Unfortunately, once the deficit in vocabulary is established, differences in vocabulary knowledge are hard to eliminate. This leads to continued gaps as students...
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...and witnessed or experienced sexual assault. Some were also injured in the attacks on their villages. Utilize the Culturegrams database in the Argosy Online library, the Ethics and Principles of Psychologists and Code of Conduct (2010), and your readings to write a paper addressing the following: Describe the psychological effects of violence that the children from Nigeria might be experiencing? Be sure to consider issues such as gender and age. Design an intervention program to address the children’s exposure to violence. Remember to consider individual, family, and community needs. Describe the elements you would incorporate into a prevention program designed to foster resilience in the children from Nigeria, as well as break the cycle of violence that we learned can occur for children exposed to violence. You may research existing programs that utilize best practices as we have learned in this course, or design your own program. Reflect on the debate between “cultural universality” and “cultural specificity”. How would you reconcile this debate within the context of the ethics code for psychologists? Discuss why it is important to take into consideration cultural traditions when designing an intervention program. Describe at least two specific Nigerian cultural traditions and how you would use...
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...The scope of cost in alcohol studies hypothesis paper Joyce Ann Shortridge Res/342 October 17, 2011 Robert Robinson. The scope of cost in alcohol studies hypothesis paper Alcohol abuse has a cost impact on both the society and the economic structure of any country. Some of these harms include work-related productivity costs problems, such as absenteeism, violent, and other crimes. Upon reading this paper it was understood that purpose of this research paper was not to show how the problems of alcohol can affect the society but rather the cost of those effects on the society. This paper shows how the cost of those problems can be calculated to help countries and organizations better determine the cost effectiveness of intervention programs. Intervention programs are costly so for the proper authorities to see the benefit of developing those programs a cost effectiveness study was done to show the negative costs associated with this problem (Cost Effectiveness & Resource Allocation, 2010, para 3). The abuse of alcohol has a major impact on both the cost of illness and the society of any country. The cost of illness factors and economic evaluations cost includes such things as health care, preventive costs, safety, and public order. Before any intervention program is put into place the cost of program should be shown to be both statistically and clinically relevant (Cost Effectiveness & Resource Allocation, 2010, para 4). ...
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...Brandi Smith July 22, 2010 ENG 3U1 A learning disability is a condition that either prevents or significantly hinders somebody from learning basic skills or information at the same rate as most people of the same age. It is caused by a difference in the brain that affects information received, processed and communicated. A learning disability cannot be cured or fixed but it can be helped. Depending on the type of disability, interventions may be provided to help an individual learn strategies that will assist him/her for future success. Children with learning disabilities are usually diagnosed after they have started school around the age of eight or older. A child’s difficulties are usually noticed by educators such as teachers and parents. The earlier the child is diagnosed, the earlier an intervention program is implemented. Therefore, the better her/his future will be. Interventions significantly increase the possibility of a successful long term prognosis. Children and adults with learning disabilities have trouble processing sensory information because they see, hear, and understand things differently. Common types of learning disabilities are nonverbal learning disability (NLD), visual processing deficit and auditory processing deficit. Nonverbal learning disability (NLD) is a neurological condition that is considered to be a development disability. It affects every aspect of life and not just typical problems seen in classrooms. Nonverbal learning disability is considered...
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...ESE 633 Entire Course Collaborative Relationships and Transition http://www.devryguide.com/downloads/ese-633-entire-course-collaborative-relationships-transition/ To purchase this tutorial copy and paste link in your browser. ESE 633 Entire Course Collaborative Relationships and Transition Week 1 Perspectives on Inclusion. As you may have noted from your readings this week, there are various perspectives on inclusion and if this is the right approach for all students. Based on what you know about inclusion at this point in the course, do you agree or disagree with inclusion? Explain your rationale and support your assertions with evidence from the readings and your own experiences LD Processing. Watch the video F.A.T. City LD Processing (http://www.youtube.com/watch?) by Rick Lavoie. Based on the readings, your experiences, and this video, what are some of your new insights on students with learning disabilities? What are some of the social, emotional, and academic, and processing needs of students with LD? What are five strategies you can use to support their needs? Inclusion. Reflect on this week’s learning on inclusion. Why do you think inclusion is an important element in meeting the needs of students with disabilities? What factors do you think would impact inclusion being successful in a school? How would you define “success” for an inclusive classroom? Raising Disability Awareness. For this assignment, you will explore disability areas to increase awareness...
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...In this journal paper, Regtvoort and Van der Leij report the effectiveness of an early home-based computer-assisted literacy instruction in trained and untrained at-risk children in reading impairment, and in not-at-risk children. Children were selected according to their parent’s performance on a screening battery which included two standardized reading fluency measures and the Wechsler Adult Intelligence Scale. Seventy-three participants were available for data analysis: including 31 children in the training at-risk group (TAR) with the mean age of 5.75 years, 26 in the untrained at-risk group (UTAR) with the mean age of 5.93 years, and 16 in the not-at-risk (NAR) with the mean age of 5.75 years. Most children were pupils of the elementary...
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