Early Intervention, a division of the Department of Health and Mental Hygiene, is implementing a new computer system, NYEIS. Implementation of this system will reduce the need for admininstrative staff significantly. Data entry clerks who primary responsibility is to enter worksheets into the current system, KIDS, will no longer needed to do this function because this function will be absorbed by the Early Intervention Official Designees, EIODs, who write and authorize the paperwork at the time of the Individual Family Service Plan meeting with the family.

I need to write a paper that will employ strategic reorganization/retrenchment methods to restructure the organization to ensure ample staffing which possess the necessary KSAs to perform functions to accomodate the new system.

- This study includes 100 cases with mental disabilities due to different genetic causes (e.g. Down syndrome, Prader-Willi syndrome & Silver-Russel Syndrome), and controls matched for age (6M-4Y) and sex.
2- Each case will be subjected to the following:
a) Comprehensive history taking including family history as: maternal and paternal ages at birth of the case, similar conditions in the family, jobs and exposure to drug or x-rays,etc.
b) Pedigree construction and analysis.
c) Evaluation of social status of the family (i.e. high, middle, or low).
d) Clinical examination of all body systems with special emphasis on any anomaly.
e) Investigations according to individual case such as echocardiography, hearing test (ABR), fundus examination, brain C-T scan, EEG,...etc
f) Early Intervention:
i) Preliminary (pre-test) evaluation of developmental age (DA) of all developmental fields (i.e. infant-stimulation, cognition, motor, social maturation, and language), using the Portage developmental charts.

ii) A comprehensive clinic and house-centered Portage program for early intervention and education of the mentally disabled children and their care givers (e.g. mothers). This program is concerning mainly with training of the studied children inside their local environment specially in the house. The main program idea turns around the exaggeration of the mother through the home. This program was implemented in the form of bi-weekly interventional sessions (30-40 minutes for each session) and 3 monthly evaluation sessions. Throughout the early intervention program (2 years), children have been taking brain function stimulants and enhancers in the form of calculated megadoses of multi-vitamins, anti-oxidants, omega 3 polyunsaturated fatty acids, and essential amino acids.

iii) A final (post-test) evaluation of DA of all developmental fields, using the Portage developmental charts
g) Statistical Analysis:
Statistical analysis was performed on IBM/PC using statistical package "Microstate" computer program, SPSS for windows, and GraphPad Instat for windows, GraphPad software, San Diego, California, USA, WWW.GraphPad.com. Both statistical analysis and tabulation were done according to Altman.
Comparing the means and SD by student's t-test.
We used Pearson's chi-square "X2" test for analysis of categorical data.
Analysis of variance (ANOVA) was used to detect differences in the mean age between different studied groups.
Pearson correlations between the different investigated parameters were calculated. The level of significance was set up to p<0.05.

Agencies must have a Program Standards Plan that ensures:
? services delivered by employees and contractors of the agency are delivered in
accordance with federal and state laws and regulations
? in adherence to guidance issued by the Department that clarifies requirements of
law and regulation related to the Early Intervention Program.
? The Program Standards Plan does not have to be submitted with this
application, but must be available for review by local or State Early Intervention
Program personnel or their designees.

The Program Standards must include policies and procedures to ensure the following:
? provision of services on a twelve month basis and flexibility in the hours of
service delivery including evening and weekend hours;
? provision of services that are family-centered;
? teaming and communication with parents and other service providers;
? clinical mentorship opportunities;
? case conferencing and consultation;
? opportunities for continuing education and in-service training on policies and
procedures related to the Early Intervention Program and Early Intervention
Program core competencies;
? opportunities for participation in State Department of Health sponsored EI
training depending on the professional?s role (e.g., service coordinator, evaluator,
service provider);
? resolution of questions, concerns, and problems involving parents, county
personnel, and other service providers; and,
? routine assessment and improvement of the quality of service delivery.

You are going to create a brochure that will include information and resources for young children (Birth- 3 years old) with special needs, (Please use the template provided to you, but feel free to change the font and color to make the brochure more appealing.)
How is a child screened and evaluated?
Please refer to the template and describe what you learned from researching state early intervention programs that can be used by an early childhood care professional to promote early identification of and early intervention for infants, toddlers, and young children with disabilities. This section of the brochure should include 3-5 complete sentences and an appropriate heading.
*Go to Google or another search engine and put in the search box, for example,
Early Intervention, Florida
Describe the necessity of early identification of special needs and the importance of early intervention.
Please refer to the template and describe what you learned from researching state early intervention programs that can be used by an early childhood care professional to promote early identification of and early intervention for infants, toddlers, and young children with disabilities. This section of the brochure should amount to at least one full paragraph and include an appropriate heading.
*Go to Google or another search engine and put in the search box, for example,
Early Intervention, Florida
What are some specific examples of services available and what do these services entail? Ex. Physical therapy
In this section of the brochure, research specific examples of services available. Make sure to share what services and organizations are available to assist these families and describe what the services entail. This section of the brochure should include 3-5 complete sentences and an appropriate heading.
*Go to Google or another search engine and put in the search box, for example,
Services for children with language delays
Share at least 4 characteristics of effective strategies for young children with special needs.
Please refer to the template and describe at least 4 characteristics, in full sentences, of effective strategies for young children with special needs. This section of the brochure should amount to at least one full paragraph and include an appropriate heading
Use Kaplan?s Library to research resources that focus on these effective strategies. You will need to share and compare your findings between what you researched and what you learned in this course.
Identify some developmentally appropriate activities that can be implemented to assist these children in their real-life experiences.
In this section of the brochure, describe developmentally appropriate activities in at least 3-5 complete sentences. Please include an appropriate heading.
Use Kaplan?s Library to research resources that focus on developmentally appropriate activities and how they relate to real-life experiences. You will need to share and compare your findings between what you researched and what you learned in this course.
Using the attached brochure, The State Early Intervention Website and the other resources you find, make sure to address the following questions.
How is a child screened and evaluated?
Describe the necessity of early identification of special needs and the importance of Early Intervention?
What are some specific examples of services available and what do these services entail? Ex. Physical therapy
What other organizations can offer services for the child and his/her family?
Share at least 4 characteristics of effective strategies for young children with special needs.
Identify some developmentally appropriate activities that can be implemented to assist these children in their real-life experiences.
As with all writing, be sure to include citations if you use information from any source to avoid plagiarism. It is always necessary to give the author credit. In addition, please make sure to include a reference page. If you need assistance, please use the APA Quick Reference Guide in the Course Home Page or visit the Kaplan University Writing Center.

****SUPERDUPER 68 , PLEASE WRITE ESSAY.

Task 1: Defining Intellectual Disability and Degrees Thereof
Dunlap (2009, p 163) states that the American Association on Intellectual and Developmental Disabilities (AAIDD) defines ?mental retardation? as ?a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills?

(a) Discuss Dunlap?s use of the term ?mental retardation?: is it an acceptable term, and/or do you consider another term to be preferable?

(b) Do you agree with the AAIDD definition presented above ? Discuss the value of using a combination of IQ and adaptive skills to identify children with intellectual
Disabilities.


Task 2 Early Intervention Approaches/Strategies

Choose an activity that you would carry out with a pre-school, Grade 1 or Grade 2 child:

(a) Identify the challenges a child with intellectual disabilities might have with this activity (e.g., understanding the concept, manipulating the materials, interest in the materials).

(b) Suggest adaptations to the activity, based (for example) on certain of the professional guidelines for early intervention suggested by Dunlap (2009).


MUST USE THIS BOOK AND CITE IN THE TEXT OF PAPER-
? Dunlap, L. L. (2009). An introduction to Early Childhood Special Education. NJ: Pearson. (ISBN: 978-0-205-48872-8) .

Delinquent and anti social behavior by juveniles are one of the most serious problems facing American communities. In "Can Early Childhood Intervention Prevent Delinquency" the authors review a number of intervention programs that have been thoroughly evaluated and found to be especially effective. Write a 3-5 page paper that addresses the following questions: What do these programs suggest about the nature of effective early intervention programs? What role does the family need to play?

Assessment 3 Information
Program Proposal
Type: Assignment - Written Assignment
Task Description:
Length: 2000 words

You are expected to develop a proposal for an early intervention project. This project should follow on from the literature review in Assignment 2. You will be expected to state the objectives of the project, the target group to receive the intervention, the method of intervention and resources required, consider ethical implications, budget requirements and constraints, evaluation of the intervention and the anticipated limitations of the project. You should use sub-headings to assist with the structure of your proposal.

I will upload files and the Literature Review which has been written.

PLEASE LABEL EACH UNIT

UNIT 3 SEMINAR

The Seminar will focus on how early childhood care providers can help prepare children for school. You will examine your state licensing regulations and share how they assist us in creating a quality, safe learning environment for children.

Using the Child Care Aware Program Planning website resource, what components in the early childhood care curriculum help get children ready for school?
Explain the difference between child care directed and teacher directed activities? (See Program Planning: Developmentally Appropriate Practices).
How do your state licensing requirements assist you with planning for the daily needs of the children served in child care facilities?
What questions do you have about the Unit 3 Assignment?
To earn Seminar credit for this unit, complete one of the following options below:


UNIT 4 SEMINAR

The Seminar will focus on Howard Gardner?s Multiple Intelligence Theory and the activities that support one of the MI?s (multiple intelligence) or the ways children are ?smart.?

Describe the Multiple Intelligence Theory and the multiple intelligences that describe how children are smart.
Share at least one of the activities and learning experience that will support one of the multiple intelligences found in Howard Gardner?s theory.
Identify your own intelligence in Howard Gardner?s theory and describe how your own culture influenced your interests today.
A jump start on your Unit 6 Assignment: What federal law provides for an IFSP? What is an IFSP?


UNIT 5 SEMINAR

View the videos of Stephanie Feeney and Peter Pizzolongo from NAEYC as they discuss the history of the NAEYC Code's development and subsequent revisions, the importance of a code of ethics for a profession, and the three elements of the NAEYC.

What are the key principles of developmentally appropriate practices?
Explain the importance of NAEYC and share one of its goals.
Jumpstart on Unit 6 Assignment: What is the most important thing you have you learned about quality care in an early childhood facility?
To prepare you for your Unit 6 Assignment, your instructor will also be going over the template, rubric, directions, and how you can begin a slide on early intervention and Individual Family Service Plan (IFSP). You will also learn where the Click to Add Notes section of the PowerPoint is found.

Hello!

Research Early Childhood Education programs.
In my selected country, I choose Verona Italy. (Resource: Harcourt, D., & Mazzoni, V. (2012). Standpoints on quality: Listening to children in Verona, Italy. Australasian Journal of Early Childhood, 37(2), 19-26). Identify at least two resources that discuss the current state of Early Childhood Education programs.
Determine as many of the following:
1. Involvement in the government and nonprofit organizations in Early Childhood Education programs

2. Common types of Early Childhood Care and education settings

Priorities related to:
1. Content / curriculum

2. Fostering social-emotional, cognitive, linguistic, and physical development

3. Respecting culture, race, and home language

4.Authentic inclusion of children with varying abilities

5. Building parent/ family relationships

How do you think your findings on this research compare with Global Quality Guidelines?
Why is it important to be critical about the research you read, especially as it relates to the experiences of young children and families who cultures may differ.
______________________________________________________________________________________________


Summarize the findings about Verona< Italy's Early Childhood Education Programs, including key insights. Include a thoughtful analysis of potential differences in how quality may be defined and measured in various countries
________________________________________________________________________________________________

Resources:

Global Guidelines for the Education and Care of Young Children in the 21st Century: retrieved from: http://www.acei.org/programs-events/global-guidelines.html

World Forum Foundation, Retrieved from: http://worldforumfoundation.org

Howes, C. (2010). Culture and Child Development in Early Childhood Programs

Burger, K. (2010). How does Early Childhood Care and education affect cognitive development? An International review of the effects of early interventions for children from different social backgrounds. Earl Childhood Research Quarterly, 25(2), 140-165.

Thanks!

I am requesting assistance with my dissertation proposal. I have most everything done, but it clearly needs a lot of exceptional fine tuning and strengthening. The arguments must be better supported and the proposal as a whole must better follow typical dissertation expectations and formatting. Here is the layout for the proposal:

Preliminary Pages
? Abstract
? Table of Contents

Introduction (Chapter 1)
? Brief summary of argument to be made in Lit Review
? Emphasis on theoretical/conceptual question(s) central to the study

CRITICAL Review of the Literature (Chapter 2)
? State of the problem
? Research problem
? Questions or hypotheses
? Definition of terms
? Assumptions, limitations, delimitations

Complete Methods & Detailed Data Analysis Plan (Chapter 3)
? Description of Research design
? Participants
? Instrumentation/measures
? Procedures (For data collection - - recording, processing, analysis)
? Data Analysis


Please note that while this dissertation (proposal) involves an intervention integrating mindfulness and martial arts for ADHD children, it relates exclusively to the benefits that may be derived--it is NOT about any fighting aspects. Traditional martial arts are not about the fighting, but instead about finding your way and determining who you are--essentially, a means toward self-improvement. We all have a fight in this life, though not necessarily with our fists, but rather with our mind. That is the concept I am harnessing.

My argument rests on the belief that the actively disguised discipline and self-improvement honed through martial arts (which children truly enjoy), along with the dedicated multi-faceted attentional focuses of mindfulness, will offer an intervention that can be harnessed in early childhood to effectively penetrate to the core neurological deficits of ADHD--as opposed to the essentially more superficial and status-quo best practice of medication and psychotherapy.

While medication effectively works at the neurotransmitter level and certainly has many benefits, it is temporary and offers no permanent resolution to the core deficits. Psychotherapy effectively targets many of the highly problematic (( though peripheral )) challenges faced by ADHD children and their families (i.e., social difficulties, task completion, anger management, etc). Together, they offer the optimal level of care available at this time, yet still do not offer any permanent remediation of the core neurological deficits.

I am not saying these treatment options are ineffective, as they do serve their intended purposes, but in sync with the literature in each of the disciplines I've researched, there is still great need. It is clearly and consistently indicated that research with young children (and much more with special needs children) is lacking, as are effective interventions in early childhood. That is why I chose a special needs population (ADHD) of young children to study the effectiveness of this early intervention that integrates mindfulness and martial art techniques.

I will upload key journal articles after this message. As much of my argument rests on the work of Thomas E. Brown (developer of the Brown ADD Scales [BADDS] - the instrument I am using to measure attention), the following books are important, if accessible.

Brown, T. E. (2009). ADHD comorbidities: Handbook for ADHD complications in children and adults. Washington, DC: American Psychiatric Pub.

Brown T. E. (2005). Attention deficit disorder: The unfocused mind in children and adults. New Haven: Yale University Press.

I hope this is sufficient info to ensure a rapid completion.

For this assignment, you are going to create a brochure that will include information and resources for young children (Birth- 3 years old) with special needs. Click on the resources icon below for the assignment template. Please use the template provided to you, but feel free to change the font and color to make the brochure more appealing. You should delete everything in RED and add your own information). Your brochure should include the following sections:

How is a child screened and evaluated? Please refer to the template and identify the specific agency in your home state that screens and evaluates a child ages birth to three. You should explain the screening and evaluation process. This section of the brochure should include 3-5 complete sentences and an appropriate heading.
*Go to Google or another search engine and put in the search box, for example, Early Intervention, Florida to find the agency in your state.
Describe the necessity of early identification of special needs and the importance of early intervention.
Please refer to the template and describe what you learned from researching state early intervention programs that can be used by an early childhood care professional to promote early identification of and early intervention for infants, toddlers, and young children with disabilities. This section of the brochure should amount to at least one full paragraph and include an appropriate heading.
What are some specific examples of services available and what do these services entail? In this section of the brochure, research specific examples of services available such as speech therapy, occupational therapy, family counseling, etc. Make sure to share about a minimum of 3 services and describe what the services entail. This section of the brochure should include 3-5 complete sentences and an appropriate heading.
Share at least 4 effective strategies for young children with special needs.
Please refer to the template and describe at least 4 effective teaching strategies for young children with special needs. This section of the brochure should amount to at least one full paragraph and include an appropriate heading. You should use your text as well as Kaplan?s Library to research resources that focus on these effective teaching strategies for children with special needs.
Identify some developmentally appropriate activities that can be implemented to assist these children in their real-life experiences.
In this section of the brochure, describe developmentally appropriate activities in at least 3-5 complete sentences. Please include an appropriate heading. Use Kaplan?s Library to research resources that focus on developmentally appropriate activities and how they relate to real-life experiences. You will need to share and compare your findings between what you researched and what you learned in this course.
As with all writing, be sure to include citations if you use information from any source to avoid plagiarism. It is always necessary to give the author credit. In addition, please make sure to include a reference page. If you need assistance, please use the APA Quick Reference Guide in the Course Home Page or visit the Kaplan University Writing Center.

The viewpoint and purpose of this assignment should be clearly established and sustained and should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics. More details can be found in the GEL-1.1 Universal Writing Rubric.

Submitting Your Assignment

Put your project in a Word document. Save it in a location and with a name that you will remember. When you are ready to submit it, click on the Dropbox and complete the steps below:

Ashford 6: - Week 5 - Final Project


Assessment Portfolio and Analysis
As you have learned throughout this course, assessments are used for many purposes. As professionals working with children, we must look at assessment as a driving force behind planning instruction and developing goals for those children in our care. We must begin to understand the relationship between how children are assessed and how assessment data is used. This is a multistep process of gathering data, determining goals for instruction, and then implementing those goals into our work with children. For this Final Project, you are asked to do the first two steps of this process. You will develop a partial portfolio for the child you observed, and, with that information, you will develop instructional goals for that child. This assignment has three parts:
1. The first part of this assignment requires you to develop a mission statement. Using your completed Assessment Purpose KWL Chart from the Week Five Reflection Journal, create your mission statement outlining:
a. The purpose of assessment.
b. Your plan for including assessment when working with children.
c. How you can use assessment to document children?s work.
d. How you will use children?s interests and ideas when assessing.


This statement should also include your position on working with children with developmental delays. This mission statement will be the introduction to this Final Project.
2. The second part of this assignment requires you to create a partial portfolio for the child you have been working with. Remember, you must maintain the confidentiality of the child.

For this partial portfolio:
a. Observe the child you have been working with using the document ?Developmental Checklists Birth to Five? from The Early Childhood Direction Center. Make sure to use the appropriate age range for the child.
b. After completing the screener, create a diagnostic test for the developmental area where the child scored the lowest on the screener. Make sure to include a statement explaining the purpose of the assessment.
c. You will also need the information you compiled on this child from the Week Three Observation Assignment. (Be sure to make any changes recommended by your instructor.) This includes both observation forms: Running Record or Anecdotal Record and Time Sampling or Event Sampling forms.
3. The final part of this assignment requires you to create developmentally appropriate instructional goals for this student (based on the age of the child you are working with and all of the data you have gathered).
a. Create at least three instructional goals for each domain: cognitive, physical, motor, and language.
? Along with each goal, provide a corresponding classroom activity that will be used to help this child reach this goal.

b. You will also create a recommendation plan, which you will share with the child?s parents, for helping this child to continue with his or her growth and development at home.
? First, explain your plan for talking with parents about the assessments and the information gained from them.
? Then provide three activities as well as instructions for each that the parents of this child can work on at home.

c. You will also discuss which of the early intervention programs you researched you feel would be appropriate for this child and why. If you do not feel any would be appropriate, clearly state why you believe this to be true using the data from the assessments you created.
? This part of the assignment should be at least a page in length.
You will need to submit your Final Project as a 10- to 12-page Word document (not including title and reference pages). Along with a title and reference page, make sure to include a table of contents so that each component of the assignment is easy to locate. Along with your textbook, you will need to cite at least three additional scholarly sources and utilize proper 6th-edition APA style guidelines as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Example;


Assessment of Mark Anthony

Gari C. Baldi

ECE354 Assessment & Intervention During Early Childhood

Instr; Laura Reyes

May 6, 2014





Anecdotal Record Form
Child?s Name: Mark Anthony
Age: 4
Location: The Park
Date: May 4, 2014
Observer: Gari Baldi
Type of Development Observed: Motor Skills
Incident Coordination on steps Notes or Comments

I observed Mark at home and watched him go up and down steps in order to follow his mother. I noticed that while he would go down steps fine when he was going up it seemed like it was an effort and he had to concentrate. I watched this process 6 times in 2 hours and he tripped 5 times out of the 6 while he seemed to concentrate. At first it seemed like it was not a problem until I noticed how he would stop and not seem to know which foot to place first on the next step. I have seen other children of his age and have not experienced anything like this before.

Time Sampling Form
Child?s Name: Mark Anthony
Age: 4
Location: At his home
Date and Time: May 4, 2014
Observer: Gari Baldi
Type of Development Observed: Motor Skills
Event Stairs at home Time Notes or Comments
Stairs 10:00a.m. 4 mins. concentrated
Stairs 10:45a.m. didn?t want to climb
Stairs 11:00a.m. 4 mins. frustrated
Stairs 11:20a.m. 3 mins. concentrated
Stairs 11:40a.m. stopped half way
Stairs 12:00p.m. 2 mins. No problem







At 10 a.m. I watched Mark climb 10 steps which took him almost 4 minutes.
At 10:45 a.m. Mark climbed the steps again and didn?t want to climb them.
At 11:00 a.m. I watched him go up again and it seemed he would stay to one side while going up the stairs.
At 11:20 a.m. he took 3 minutes but made it up the stairs.
At 11:40 Mark stopped half way.
At noon he climbed the steps in 2 minutes without any problems.



Mark has seemed to have an issue with tripping, especially on steps.
I watched Mark at the park and watched him climb up and down stairs without any problems at all. But it seemed at home he would constantly trip on steps even if there were only two. My niece said that she noticed him looking down when this would happen and she just recently told me that this has been a problem. She thought that at first it was an inner ear infection or possibly a vision problem, but he had passed all of his examinations.
I observed Mark at home and watched him go up and down steps in order to follow his mother. I noticed that while he would go down steps fine when he was going up it seemed like it was an effort and he had to concentrate. I watched this process 6 times in 2 hours and he tripped 5 times out of the 6 while he seemed to concentrate. At first it seemed like it was not a problem until I noticed how he would stop and not seem to know which foot to place first on the next step. I have seen other children of his age and have not experienced anything like this before.




Anecdotal Record Form
Child?s Name: Mark Anthony
Age: 4
Location: The Park
Date: May 4, 2014
Observer: Gari Baldi
Type of Development Observed: Physical
Incident Notes or Comments

I watched Mark Anthony play in the Park. There were stairs there and other things for him to climb on. After watching him struggle with the steps at his house I was amazed to see that he showed none of the problems climbing any of the steps at the park. He seemed physically fit and showed no lack of strength or coordination on any of the structures at the park. He climbed stairs to the Pirate Ship, the Monkey Bars, and other various items with stairs with all of the ease of any child his age. From 1:00p.m. until 2:30p.m. Mark demonstrated all of the physical and social skills of other children his age.

I was difficult being an observer in the cases where he seemed to need help on the stairs. I wanted to just go up and help him but knew I should not. The most enjoyable time was just getting to spend the second half at the park. It has been a long time since I had a child that age and forgot all of the little things I went through with them.
I think that his mother being overly worried actually made him fear the steps in his home. She didn?t realize that it was she that was causing the problem with him by making him afraid and then coming to his rescue and carrying him up. I am not sure why he would stop and look to choose which foot to place next, maybe he was just having fun or knew that if he acted a certain way his mother would come and carry him. Observing the same situation in a different setting made all of the difference when it came to this situation. Children can be very creative when trying to get something that they want, and an easy ride up the stairs was probably the reason for this situation.









Assessment of children is a good way to determine a Childs development for their ages and if they have any weaknesses that need to be addressed. It also allows for a good game plan for activities and lessons to manage and increase any weaknesses that a child may be experiencing, (Wortham, 2012).
If any weaknesses are found it is best dealt with and corrected at an early age so that difficulties in the learning process to not continue into their future. A child may become frustrated with their learning disabilities and not get the education that is needed. A child may even shut down in a social way because of the frustration or the embarrassment of their problem.
Some assessment may be detrimental because it is not age appropriate or may not be associated with a way of learning that a child may be use to. If a child is only judged on their abilities in a standard way of testing their true abilities may not be recognized, much like the children in Brazil, who had to sell goods to help support their families. These children could add and subtract items that they were familiar dealing with in their heads without pen or calculators but could not manage simple addition. Testing in a way that will also keep a Childs attention is also important and may increase their testing abilities.
Knowing a Childs abilities and what they are capable of should be considered in testing so that any weaknesses or strengths can be seen.

Assessment KWL Chart

Purpose of Assessment K
What we know about our role and responsibilities as teaching instructors W
What you want to know about a teacher?s role/responsibility (questions you might have) L
What you have learned about a teachers role/responsibility (to be completed by Week Four)
Evaluate
Make sure our students can absorb what we are teaching. Should evaluations be consistent with help in weak areas?
Diagnose a Delay
Instructors should be able to identify a delay and pass that information over to the parents productively. What are some positive ways that we can communicate to parents of a childs delays?
Determine Placement
Follow and evaluate a childs progress and evaluate their keeping up to lessons and studies. Should evaluations and determinations be constantly updated to parents.
Program Planning
This should meet the needs of every child in order to help with assessment and evaluation and the help them in any areas of weakness. What other tools can be used in order to help with any weaknesses like computer games and lessons?
Research
Research should be done so that the expectations can be met by the children and so we can make preperations for the furure class. Could the lack of research cause the misunderstanding of what is expected throughout the class?

PLEASE LABEL EACH UNIT DISCUSSION THANK YOU

CE 320 UNIT 7 DISCUSSION

In this week?s reading, you learned about the strengths and weaknesses of the assessment tools available to measure a child?s progress and ability levels. You have also learned about early intervention services including an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP). Additionally, you learned that each assessment can be used to direct y our lessons as you work to address each student?s weaker performance areas and support the child?s stronger areas of development. Please respond to this three-part discussion in three paragraphs and support your responses with research and references from your reading:
Acting in the role of the Service Coordinator for Child Find, explain will you want your parents to know about the process of screening and diagnostic testing and your role in the process. What type of questions might a parent ask a service coordinator?
Evaluate the services offered by two organizations in your state that cater to children with developmental delays.
Some children are already involved in schooling situations and have yet to be identified. In your role as an early childhood professional, you will use observational instruments in conjunction with more formal assessments. Give an example of a parent conference using these assessments to explain to the parents the need for a referral for additional diagnostic testing.
Analyze how diagnostic testing help s early childhood professionals in planning intervention programs?


CE320 UNIT 8 DISCUSSION

n this week?s reading, you discovered techniques that are appropriate for teaching children with communicative disorders. You also learned about the Working Memory Theory and its application to language development, including strategies to enhance the children?s working memory. The role of the early childhood professional was emphasized in the assessment and referral process. Based on your reading, please respond to the following:
After reading the article by Montgomery, Magimairaj, and Finney found in your library reading this week , please respond to the following :

Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.
Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.

UNIT 9 DISCUSSION

n this week?s reading, you delved into the ethical practices that are unique to the early childhood professional. In discussion, you will discuss this as well as the types of moral language and pedagogical experiences that you will find in this setting.
Describe a care-as-worry scenario that you may experience in the parents that release the care of their child to you. Provide information in your scenario that describes how you will alleviate the parents worry through strategies that promote home to school connections. Please use references from you research.
Compose your own ethical statement concerning the communication between the school and home.


THIS IS FOR UNIT 8 DISCUSSION

Please read the articles below found in the KU Library:

Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism & Developmental Disorders, 36(8), 993?1005.

Bergeson, T. R., Houston, D. M., & Miyamoto, R. T. (2010). Effects of congenital hearing loss and cochlear implantation on audiovisual speech perception in infants and children. Restorative Neurology & Neuroscience, 28(2), 157?165.

Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19(1).

Click the Presentation icon to view an interactive ear model that explains the physiological structure of the ear as well as causes, prevention, and treatment of ear infections.

ID: CE320-08-06-R

Research Paper

Students will write about Fetal Alcohol Syndrome:

The focus of the project will require students to design a case study of a child with special needs. The report must include:
1. Research the disorder with a minimum of 5 sources (class text, current professional journals, websites)
a. Discuss the following factors as they are related to a specific disability:
i. Definition and description of disorder
ii.The causes, diagnostic tools and treatments associated with the disorder,
iii.Developmental milestones of children with this disability as compared to children without this disability. Focus on milestones within these areas: Sensory, motor, social-behavioral, cognitive, language, speech
iv.Family History and cultural background of the case study.
2. Educational program specifically addressing your case study
a. How does this disability impact a student?s educational needs?
b. What are the student?s strengths, interests and protective factors?
c. What learning style may best suit this child, what classroom accommodations and modifications should the teacher use to support the student?s needs?
d. What should we expect regarding testing modifications or related services
3. Social/ Behavioral needs specifically addressing your case study
a. How might this disability affect relationships in the home and school?
b. What strategies should be in place to support this child?s behavior, self-esteem and friendship?


Checklist --> very important to answer all these.

o Description of disorder
o Causes
o Diagnostic tools
o Treatments
o Family history
o Milestones
o Case study subject?s strengths, interests and protective factors
o What areas of development are affected by this disability?
o What related services and test accommodations are in place
o What instructional strategies work best?
o What learning styles best suits this student?
o How can self-esteem, confidence, and behavior be supported?
o Can relationships at home and in school be improved?
o Family, Teacher and Child?s perspective
o Future outlook/transition
o Lesson Plan- she wants the actual lesson plan to show how would you teach to that child.
o Bibliography


Applicable Student Learning Outcomes:

? Give an account of the nature and etiology of various early childhood disabilities and approaches to educating young children with these disabilities in social/emotional and cognitive domains
? Critically discuss research about young children with special needs
? Give an account of the needs and interests of young children from diverse cultures
? Evaluate the complexities of settings/facilities for child care, early intervention, and early education
? Give an account of principles for building a safe, appropriately stimulating classroom environment and curriculum for young children with special needs
? Give an account of and implement differentiated instruction
? Describe and use technology in the education of young children with disabilities
? Describe appropriate interventions in the context of family and child care personnel
? Describe and appropriately refer to NYS learning standards, and NAEYC, and CEC standards.

******The paper could start out with a case scenario and then go into all the details. Do not include all of the symptomology in the case itself but make sure to include all the symptoms are treatments, etc when you introduce the disease.

******Please make sure all the checklist is answered.

******Please make sure that all sources are scholarly, peer reviewed, and legitimate. No Wikipedia please.

Thank you.

i will attach this page as well.

I am providing the instructions that were given to us for the capstone project:

EVIDENCE BASED PRACTICE PROTOCOL (EBPP)

Purpose: The purpose of this project is to provide the student with the opportunity to apply and integrate knowledge from previous coursework in the development and implementation of an evidence based practice protocol (guidelines) in the student's clinical specialty area.

Evidence Based Practice Protocol Criteria:

1. Identify and describe a clinical practice problem. (5 pts.)

2. Review and analyze the current research and clinical literature pertinent to the key issues of the clinical practice problem, including any published standards. Integration of this content should also be evident throughout the paper. (15 pts.)

3. Identify the need for development of an Evidence Based Practice Protocol or implementation of an existing EBPP to address the clinical practice problem identified in your setting. (5 pts.)

4. Provide a theoretical base for the proposed EBPP: physiological/psychological/pathophysiological, behavioral, developmental theories, etc. (5 pts.)

5. Describe/Develop the EBPP, and describe the process for its implementation in your practice setting (attach EBPP document as appendix). (30 pts.)

6. Identify ways in which the effectiveness of the EBPP will be evaluated and documented; identify outcomes. (10 pts.)

7. Describe the cost implications of the new EBPP. How will the implementation of this EBPP be financed? (5 pts.)

8. Summarize the significance of this case to the APN role, e.g., identify relevant specialty competencies. (10 pts.)

9. Use proper grammar (syntax and structure), current APA format, correct spelling, logical progression of ideas. (10 pts.)

10. Submit letter of inquiry to relevant journal to determine possibility for publication of project paper
(5 pts.)

I need to structure the evidence based practice protocol. I want to use a structure such as the WAST (womens assessment screening tool and/or HITS). I will translate it to Spanish since I need it in both languages. My plan is to use my EBPP in an emergency department. I will email you an article that compared the 2 screening tools (WATS & HITS) in Hispanic women.
This is what I have so far, so you can get an idea:

Running head: EVIDENCE BASED PRACTICE

Alexandra Burkowsky
Evidence Based Practice Protocol: Domestic Violence and Hispanic Women
Rush University

Clinical Practice Problem
According to A Report of the Surgeon General (1999), domestic violence is considered one of the leading causes of serious injury to women ages fifteen to forty-four, accounting for about thirty percent of all acute injuries to women seen in emergency departments. Many victims of domestic violence do not report the crimes to authorities or healthcare professionals. The severe underreporting of violence against women leads to the belief that the problem is less widespread than it is; and this false sense can hinder healthcare providers from becoming more diligent at assessing women for domestic violence.
The rates of domestic violence detection in clinical settings are still low despite the fact that a high percentage of female victims of domestic violence visit emergency rooms for treatment. Garcia (2004) states that health professionals very seldom check for signs of violence or ask women about experiences of abuse. Although there is still certain argument about the value of domestic violence screening in general practice and primary care, there is an increasing recognition of the importance of domestic violence screening as an effective method of identifying and responding to domestic violence cases presenting to emergency departments. As research has shown, the use of emergency room protocols for identifying and treating victims of domestic violence has been found to increase the identification of victims by medical practitioners from 5.6 percent to 30 percent (Garcia, 2004, p. 536).
Domestic Violence and Hispanic Women
The prevalence of domestic violence among Hispanic women in the United States is increasing every year which poses a high threat for the development of mental illness among this population. According to Rodriguez, Heilemann, Fielder, Ang, Nevarez, & Mangione (2008), Hispanic women who experience physical violence are at increased risk for mental and physical problems including depression, anxiety and substance abuse. It is crucial to understand the cultural beliefs and practices of Hispanic women in order to increase reports of domestic violence. This knowledge and awareness will facilitate healthcare providers to specifically assess Hispanic women who present with signs and symptoms of physical abuse.
Many Hispanic women still believe that their role in the family and community is inferior in comparison to males. Some of these women are brought up in homes with male role models who are very controlling and manipulative. Some of these women also suffer sexual abuse as a child. It is common for Hispanic women to think that domestic violence acceptable since many are raised in abusive homes. Young females who get involved in abusive relationships during early adulthood often come from a family with history of intimate partner violence (Pailler, Kassam-Adams, Datner, & Fein, 2007).
The family is of utmost importance for Latin women; and therefore neglecting their own health needs is not unusual. According to Maternidad Latina (2008), pressure to keep the family together may come from family or church members, even if it means suffering more abuse. Religious and societal beliefs may make a woman feel guilty if she leaves her abusive partner or acts against his will. Hispanic women, particularly immigrants, may not be familiar with U.S. laws that protect women and children against violence; and these laws may differ considerably from those in other countries. They may also fear involving the law because of their immigration status. Another factor which restrains Hispanic women from seeking help is the language barrier and lack of financial means.
One of the most important elements for developing an evidenced based protocol for Hispanic women suffering from domestic violence and mental illness involves providing cultural sensitive interventions. According to National Alliance of Mental Illness, the first component is the education of Hispanic women about domestic violence and its negative effects on mental and physical health; available community resources for victims of domestic violence, treatment options and current research.
Domestic Violence and Mental Health Disorders
One of the major risk factors for the development of mental illness in women is physical violence. In 2006, the percentages of females with mental health disorders were higher than in males. Furthermore, Hispanics have the highest percentage for mental illness, which was 86.9 percent in 2006 according to the Substance Abuse and Mental Health Service. The percentage of women treated for psychiatric disorders has increased each year. A large amount of quantitative data on this population is found in the Substance Abuse and Mental Health Service Administration (SAMHSA) reports. SAMHSA reports include demographic data such as gender, age distribution, race/ethnic distribution, employment status, and living situation (Table 1, 3 & 4).
Many studies have proven that physical violence is often the number one risk factor for mental illness among women especially anxiety disorders such as post traumatic stress disorder. According to Baca-Garcia, Perez-Rodriguez, Mann & Oquendo (2008), women who experience higher rates of domestic violence or sexual abuse are linked to increased risk for mental health disorders, suicidal ideation and attempts. Pailler et al. (2007) state that individuals who suffer repeated physical violence report more symptoms of posttraumatic stress disorder and depression. Therefore, it is also important to identify the risk factors which increase the probability of women becoming victims of recurring violent acts.
Research studies indicate that mental health disrders are more prevalent in females than in males. A large volume of this evidence suggests that the reason relates to the higher rate of sexual and physical abuse in females. According to Dixon, Howie, & Starling (2005), abuse is an overwhelming risk factor for depression and posttraumatic stress disorder in females. Seventy percent of the females in this study who suffer from posttraumatic stress are victims of domestic violence and sexual assault. Many adolescent females also have dual diagnosis of depression, panic disorder, and/or substance abuse due to the physical abuse. There are several interventions that will impact and improve the health and quality of life of this population: prompt and accurate assessment of physical abuse through a domestic violence assessment tool; and proper use of mental health resources and referrals.
Of 2,043 women aged 18 to 59 who participated in the 1998 Centers for Disease Control and Prevention: Behavioral Risk Factor Surveillance System, women experiencing intimate partner violence were more than 3 times more likely than other women to have been depressed for over half of the past month and approximately twice as likely to have been anxious or suffered insomnia for over half of the past month compared to women without a history of violence. A study of 84 women diagnosed with depression who disclosed intimate partner violence revealed that 18.6 percent of abused women reported post traumatic stress disorder, compared to 6.7 percent of non-abused women (Dienemann, Boyle, Baker, Resnick, Wiederhorn & Campbell, 2000). According to the same study, 53.5 percent of abused women reported sleeping problems and nightmares, compared to 23.3 percent of non-abused women.
A cross-sectional survey by Coker, Smith, Thompson, LcKeown, Bethea & Davis (2002) of 1,152 women aged 18 to 65 conducted between 1997 and 1999 found that 36.8 percent of women who ever experienced domestic violence reported having considered suicide, compared to 25.9 percent for all the women in the sample. Similarly, 18.6 percent of those who ever experienced violence reported having attempted suicide, compared to 11.8 percent for all the women in the sample.
Psychosocial stressors, negative environmental influences and traumatic experiences are unfortunately inevitable in the lives of some women. The way that women deal with these experiences sets up coping mechanisms for future stressful events. All these risk factors in women pose an enormous threat not only to the development of mental illness but also to the progression and deterioration of mental health. Healthcare providers should be meticulous in the initial physical, mental, and psychosocial assessment of women to exclude any suspicion of domestic violence and mental illness.
Evidence Based Support
Survivors of abuse have reported that they support primary care professionals inquiring about history of physical abuse and mental health issues. According to Nakell (2007), asking patients about their trauma history can be useful to patients in several ways. First, when patients acknowledge their history of trauma, the healthcare provider can provide psycho-education to help patients understand their trauma and its effects, and then can recommend useful treatment. Second, clinicians who understand patients histories of trauma and mental illness can appreciate the patients symptoms and therefore treat patients with appropriate care.
The American College of Obstetricians and Gynecologists (ACOG) guidelines on domestic violence recommend that clinicians routinely ask women direct and specific questions about abuse. The American Medical Association also recommends routine screening of intimate partner violence and referrals to community-based services. The American Academy of Family Physicians (AAFP) states that family healthcare providers can offer early intervention by routine screening and identification of abuse and mental health issues. The AAFP recommends that family clinicians be aware for the presence of family violence in every patient encounter.
Recommendations are also made for working with families to prevent abuse by teaching conflict resolution skills that promote respectful and peaceful relationships. The mental health consequences of domestic violence are detrimental. Increased rates of depression, posttraumatic stress disorder, other anxiety disorders, somatization, drug and alcohol abuse, chronic mental illness, and suicide attempts have all been documented in survivors of domestic violence (Falsetti, 2007).






References
American Academy of Family Physicians (AAFP) (2009). Retrieved August 10, 2008
from http://www.aafp.org/online/en/home/clinical/publichealth.html
Carrasco, M. (2004). Latino Outreach Resource Manual: National Alliance on Mental
Illness. Retrieved July 31, 2008 from
http://www.nami.org/Content/ContentGroups/Multicultural_Support1/Fact_Sheets1/Outreach_Manuals/Latino_Manual.pdf
Centers for Disease Control and Prevention: Behavioral Risk Factor Surveillance System
(1998). Retrieved August 10, 2008 from http://www.cdc.gov/brfss/
Centers for Disease Control and Prevention: National Center for Health Statistics (2008). Deaths: Preliminary Data for 2006. National Vital Statistics report. Retrieved July 11, 2008 from http://www.cdc.gov/nchs/data/nvsr/nvsr56/nvsr56_16.pdf
Centers for Disease Control and Prevention: National Center for Health Statistics (2008). Cause of Death: Preliminary Data for 2006. National Vital Statistics report. Retrieved July 11, 2008 from http://www.cdc.gov/nchs/data/nvsr/nvsr56/nvsr56_16.pdf
Coker A. L., Smith P. H., Thompson M. P., LcKeown R. E., Bethea L., & Davis K. E.
(2002). Social Support Protects against the Negative Effects of Partner Violence on Mental Health. Journal of Womens Health and Gender-based Medicine, 11 (5), 465-476.
Dienemann J., Boyle E., Baker D, Resnick W., Wiederhorn N., & Campbell J. (2000).
Intimate Partner Abuse Among Women Diagnosed with Depression. Issues in Mental Health Nursing, 21(5), 499-513.
Falsetti, S. A. (2007). Screening and Responding to Family and Intimate Partner Violence
in the Primary Care Setting. Primary Care: Clinics in Office Practice 34 (3). Retrieved August 18, 2008 from http://www.mdconsult.com/das/article/body/102896730-8/jorg=journal&source=MI&sp=19972184&sid=739184307/N/608462/1.html
Family Violence and Prevention Fund (1999). Preventing Domestic Violence: Clinical
Guideline on Routine Screening. Retrived August 10, 2008 from http://endabuse.org/programs/healthcare/files/screpol.pdf
Manderscheid, R. W., Atay, J. E., Hernandez-Cartagana, M. R., Edmond, P. Y., Male, E., & Parker, A. C. E. (2001). Highlights of organized mental health services in 1998 and major national and state trends. Mental Health, United States, 2000 (135 171). Washington, DC: U.S. Government Printing Office.
Maternidad Latina (2007). Promoting Child and Maternal Health. Retrieved August 1,
2008 from http://www.nchealthystart.org/aboutus/maternidad/vol1no3.htm
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2009). Planning, Implementing, &
Evaluating Health Promotion Programs. San Francisco: Pearson Benjamin Cummings.
Mental Health: A Report of the Surgeon General (1999). Retrieved July 11, 2008 from http://www.surgeongeneral.gov/library/mentalhealth/home.html
Nakell, L. (2007). Adult Post traumatic Stress Disorder: Screening and Treating in
Primary Care. Primary Care: Clinics in Office Practice, 34 (3). Retrieved August 18, 2008 from http://www.mdconsult.com/das/article/body/102896730-8/jorg=journal&source=MI&sp=19972190&sid=739184307/N/608468/1.html
Pailler, M. E., Kassam-Adams, N., Datner, E. M., & Fein J. A. (2007). Depression, Acute Stress and Behavioral Risk Factors in Violently Injured Adolescents. General Hospital Psychiatry, 29 (4). April 20, 2008, from http://www.mdconsult.com/das/article/body/93332740- 8/jorg=journal&source=MI&sp=19665266&sid=699894081/N/594331/1.html
Rodriguez, M. A., Heilemann, M. V., Fielder, E., Ang, A., Nevarez, F., & Mangione, C.
M. (2008). Intimate Partner iolence, Depression, and PTSD Among Pregnant Latina Women. Annals of Family Medicine, 6 (1). Retrieved August 1, 2008 from http://www.mdconsult.com/das/article/body/101140726-5/jorg=journal&source=MI&sp=20349779&sid=731739019/N/626290/1.html

Substance Abuse and Mental Health Service Administration (2006). Florida Mental
Health National Outcome Measures (NOMS): CMHS Uniform reporting System. Retrieved July 10, 2008 from
http://mentalhealth.samhsa.gov/publications/allpubs/SMA06-4195/Chapter15.asp
Substance Abuse and Mental Health Service Administration (2005). United States Mental Health National Outcome Measures (NOMS): CMHS Uniform reporting System. Retrieved July 10, 2008 from
http://download.ncadi.samhsa.gov/ken/pdf/URS_Data05/FL.pdf
Substance Abuse and Mental Health Service Administration (2004). United States Mental Health National Outcome Measures (NOMS): CMHS Uniform reporting System. Retrieved July 10, 2008 from
http://download.ncadi.samhsa.gov/ken/pdf/URS_Data04/FL04.pdf
The American College of Obstetricians and Gynecologists (ACOG) guidelines (2009).
Retrieved August 10, 2008 from http://www.acog.org/
United States Department of Health and Human Services. Healthy People 2010. Retrieved July 10, 2008 from http://www.healthypeople.gov/Search/objectives.htm
Table 1
Demographic Characteristics of adults with a serious mental illness served by a Statewide Mental Health Agency (SMHA) in the US 2006
Total number of adults with a serious mental illness served by SMHA system 3,833,500

Gender Male: 47.3%
Female: 52.7%

Age Distribution 18 20: 3.8%
21- 64: 64%

Race/Ethnic Distribution American Indian/Alaskan Native: 1.0%
Asian/Island Pacific: 1.6%
Black or African American: 21.7%
Hispanic or Latino: 86.9%
Native Hawaiian/Pacific Islander: 0.2%
White Caucasian: 61.9%
Multi-racial: 1.6%

Employment Percent Employed: 18%
Percent not in Labor Force: 56%
Percent Unemployed: 26%
Living Situation Private residence: 66.1%
Foster home: 1.8%
Residential care: 3.7%
Crisis residence: 1.0%
Institutional setting: 2.7%
Jail/Correctional facility: 2.0%
Homeless or shelter: 2.4%
Other living situation: 3.1%

Medicaid Funding Status of the Consumers Medicaid only: 46%
SMHA funds only (Non-Medicaid): 38%
Both Medicaid and other funds: 16%







Table 2
Disparities for Focus Area 18: Mental Health and Mental Disorders, 2002
Health People 2010
Hispanic/Latino Black Non-Hispanic White Non Hispanic
Treatment for
serious mental illness:
18+ years 50 to 99% 50 to 99% The group with the
best rate
Treatment for
recognized depression:
18+ years 50 to 99% 50 to 99% The group with the
best rate
Treatment for
generalized
anxiety disorder: 18+ years Data not
available 10 to 49% The group with the
best rate
Employment: 18+ years
With a serious mental
illness 10 to 49% 10 to 49% The group with the
best rate

Table 3

Demographic Characteristics of adults with a serious mental illness served by a Statewide Mental Health Agency (SMHA) in the US 2005
Total number of adults with a serious mental illness served by SMHA system 3,556,280
Gender Male: 48.4%
Female: 50.4%

Age Distribution 18 20: 4.4%
21- 64: 62.3%

Table 4
Demographic Characteristics of adults with a serious mental illness served by a Statewide Mental Health Agency (SMHA) in the US 2004
Total number of adults with a serious mental illness served by SMHA system 3,174,121
Gender Male: 48.4%
Female: 50.0%

Age Distribution 18 20: 3.6%
21- 64: 61.4%


Tables 5-9

Female deaths by age and race in the US, preliminary 2006
Centers for Disease Control and Prevention
[Age specific rates are 100,000 population in specified group]

All Races Number Rate
Age Distribution
15 24:
25- 34:
35-44:
45-54:

8,814
12,726
30,881
69,775

42.8
64.1
141.5
317.3

White females Number Rate
Age Distribution
15 24:
25- 34:
35-44:
45-54:

6,698
9,020
22,296
52,255

41.8
58.7
129.0
291.5


Non-Hispanic White females Number Rate
Age Distribution
15 24:
25- 34:
35-44:
45-54:

5,530
7,507
19,649
47,610

43.1
62.7
136.7
300.2


Black females Number Rate
Age Distribution
15 24:
25- 34:
35-44:
45-54:

1,684
3,117
7,386
15,265

51.1
106.3
244.2
546.6


Hispanic females Number Rate
Age Distribution
15 24:
25- 34:
35-44:
45-54:
1,196
1,533
2,679
4,701

34.5
42.2
85.5
210.8


Table 10

Deaths and death rates for selected mental health causes in the US 2006
[Rates are per 100,000 population]

Number Rate
Alzheimers Disease 72,914 24.4
Total suicide 32,185 10.7
Suicide by firearm 16,650 5.6
Suicide by other unspecified means 15,535 5.2
Drug induced deaths 34,678 11.6
Alcohol induced deaths 21,513 7.2











There are faxes for this order.

As requested in my order, it is an absolute must that I receive this document on or before Sunday, 1:00 pm EST, 26 October 2008.

Please answer EACH question in a complete sentence/paragraph.

1. The American public is often portrayed as favoring a correctional system that gets tough with offenders. What does the empirical literature on public opinion about corrections tell us? Is the public punitive? Only Punitive? Will the public support rehabilitation? Community corrections? What type of correctional system does the public want the U.S. to have.

2. Why is the concept of early intervention so appealing? That is, why does it make sense to intervene in the lives of at-risk children to prevent them from growing up to become offenders? In you community, what barriers might exist to implementing an early intervention program that seeks to save all kids who are on the road to crime? One final issue: What do you think of Scott Henggelers MST program.


These documents should be 2 pages each. Please cited work for the project using APA. Please provide a reference page. Format: 12 point font, Times New Roman, double spaced, and one inch margins.

Resource materials for this project will be sent via email. If you do not receive resource material within 24 hours of this request please contact me immediately.
Thank you,

There are faxes for this order.

This essay requires you to provide a rationale for why it is important to provide resources for families who are new immigrants or refugees to Australia. You need to draw on references from research literature to support the claims, such as ERIC, Sociology of Education, PsycINFO and Family Studies of Australia sites. All research must be scholarly please. The essay must also provide a critical appraisal of services highlighting both strengths and weaknesses and suggestions for improvement where possible. You should also include recommendations for enhancing service accessibility and delivery where appropriate. The five services to be included in the essay are 1. The Child Support Agency (centrelink), 2. the publication called The Journey (printed by centrelink) 3.The Adult Migrant English Program (AMEP),4. Early Intervention Family Support Program, 5.Families First CALD Perinatal project,6. Strength to Strength program all provided by Migrant Resource Centre. All information must relate to Australian services and Australia. Please provide a list of references. Thankyou.

The paper should analyze alcohol and substance abuse among police officers.

Examine how they are more vulnerable to substance abuse issues than the general public and reasons why (stress, trauma, macho culture, odd working hours etc.)

What substance abuse among police officers can lead to(corruption, bribes, illegal activity)

How and why they should seek help?

The case for early intervention when dealing with officers with addcitions.

Prevention strategies

READ the Case Studies called ?Profiles of Two Students? which are uploaded.

CARRY OUT the following task:

Compare the cases of Jennifer and Tyron, in terms of
(a) The identification of their problems
(b) Features of the assessment process carried out
(c) Their respective assessment profiles
(d) The early intervention processes illustrated in each of these cases
(e) the plans that were developed and/or that you would develop for each of them

Rationale
There are various views on what constitutes mental illness. There are authors who follow the medical model and look for aetiological causes of mental illness that are caused by chemical imbalances in the body or changes in organ function as compared to people who do not diagnose people with a mental illness, rather they need to be viewed according to their behaviour and how that behaviour can be managed. To develop an understanding of mental illness it is important to examine the various views related to labelling people with a mental illness diagnosis:

This assignment relates to the following subject objectives:

develop an understanding or society's attitudes to abnormal behaviour

discuss the implications of labelling people with a mental illness

examine the proves of deinstitutionalization and its impact on people experiencing a mental illness

examine the settings in which individuals may receive treatment for disturbed behaviour

discuss the effect of culture on mental illness by identifying the particular problems for Indigenous and multicultural populations

Background
On pages 95-96 of your textbook, Bentall, R. (2004) Madness Explained: Psychosis and Human Nature, Penguin: Suffolk is several authors views on mental illness as noted below.

'According to Kraepelin, people either suffer from mental illness or they do not, and we are not free to choose whether to regard some kind of unusual behaviour as evidence of madness or mere eccentricity'.

'For Carl Jaspers, the psychiatrist's inability for form an empathic appreciation of a patient's experiences was a sure sign of the patient's madness. For Kurt Schneider, the observation of certain behaviours and experiences (the first-rank symptoms) carried a similar implication. Only Eugen Bleuler was more flexible, conceiving of a continuum that ran from normality to the extreme experiences of people suffering from psychosis.'

Finally, another author Ludwig Wittenstein has the view that 'psychosis should be seen as just part and parcel or human variation, rather than as an illness.' Bentall (2004:96) argues that 'the attribution of mental illness, either to individuals or to particular types of behaviour, is arbitrarty rather than scientific, and that psychotic people are eccentrics who are misunderstood and victimised by society.

Task
You are to read chapters 1 and 2 of your text Elder, R., Evans, K. & Nizette, D. 2005, Psychiatric and Mental health Nursing, Elsevier-Mosby, Sydney, pp. 2-27 that discusses: 'The Effective Nurse' and 'The Context of Practice'.

You are to analyse and discuss the various positions on mental illness provided above and conclude with discussing your position on the labeling/diagnosing a person with a mental illness.

NOTE: This is required to be an academic essay that follows the usual requirements for such a piece of work. This applies especially to use of the 3rd person.

Criteria for assessment of Assessment 1 - NRS243
Student Name: ______________________________________________
Value: 30%


Criteria grade

E
= excellent work
=
criterion met to an exceptionally high standard.

W
= well done
=
criterion met to a high standard.

S
= satisfactory
=
criterion met but depth and/or breadth somewhat limited.

N
= needs improvement
=
criterion met to an acceptable standard just, but there is much room for further development.

P
= poor
=
criterion not met; either not addressed or treated very superficially.





Marks
E
W
S
N
P


Presentation
No marks awarded but up to 20 marks from total mark for work poorly presented

Legibility
0






Grammar/use of English
0






Format (page nos, title page, etc.)
0







Essay structure/development
No marks awarded but up to 20 marks will be deducted from total mark for work poorly presented

Paragraphing
0






Linking ideas/signposting
0






Introduction
0






Body - evidence of a plan
0






Evidence of logical and reflective thinking
0






Conclusion
0







Content - 100%

Understanding of essay task and subject matter demonstrated
20






Information relevant to topic
20






Clear and logical answers to questions
20






Critical examination of the main issues related to the topic (analysis)
20






Synthesis of overall argument (evaluation) is clearly, logically and creatively developed and arises logically from the analysis
20







Academic Referencing Technique
No marks awarded but up to 20 marks will be deducted from total mark for work poorly referenced and resourced

Referencing system correct in paper
0






Referencing system correct in reference list
0






Appropriate use of nursing and other literature - at least 5 references are used as supporting evidence for 1000 words
0






Appropriate systematic reference to subject readings and textbooks
0






Correct use of quotes
0



[-i will email the resource material tomorow
- PLEASE PROVIDE FREE REFERENCES LIST AT THE END OF THE ESSAY
-PLEASE INCLUDES THE PAGES NUMBER OF THE SOURCES WHEN REFERENCING (I.E. AUTHOR NAME, DATE AND PAGE NUMBERS)
IF POSSIBLE PLEASE USE THE FOLLOWING RESOURCES.]



RESOURCES:
Prescribed text(s)
Bentall, R. 2004, Madness explained: Psychosis and human nature. Penguin, London.
Elder, R., Evans, K. & Nizette, D. 2005, Psychiatric and mental health nursing. Mosby, Marrickville. ISBN: 07295 3729 3
Canadian/Off shore and other students can order these texts online using your credit card at: http://www.coop-bookshop.com.au
(This is the University Cooperative Bookshop located at Charles Sturt University, Bathurst campus.)
Pedersen, D. 2005, Psych notes: Clinical pocket guide. FA Davis Co., Philadelphia.
These texts are shrink wrapped together.
Recommended reading
Freshwater, D. 2006, Mental health and illness: Questions and answers for counsellors and therapists. Whurr Publishers, Chichester.
Recommended reading
All readings in Modules 1 and 2.
Australian Health Ministers Advisory Council 2003, Evaluation of the Second National Mental Health Plan. Australian Government Publishers, Canberra.
New South Wales Mental Health Act 1990, Government Printers, Sydney.
Hatcher, S., Butler, R. & Oakley-Browne, M. 2005, Evidence-based mental health care, Elsevier, Sydney.
Sallah, D. & Clark, M. 2005, Research and development in mental health. Churchill Livingstone, Sydney.
Internet sites
www.sane.org
Internet sites through CSU library health links
Information on Human Neurological Diseases - searchable database of resources. Recommended.
Internet Mental Health
Knowledge Exchange Network - information and resources on prevention, treatment, and rehabilitation services for mental illness (US).
Mental Health Matters - directory of mental health, mental illness resources for professionals, patients and families.
Mental Health and Wellbeing - Mental Health and Special Programs Branch - Dept. of Health and Aged Care.
Mental Health InfoSource - includes an A-Z Disorder search, articles, news and journal.
Mental Health Net
Mental Health Resources - links on child and adolescent mental health, ADHD, mood disorders, suicide, eating disorders and other topics.
Mentalwellness.com - online resource for schizophrenia and other mental health information.
National Child Protection Clearinghouse - publications, articles, links, newsletter and other resources.
Primary Mental Health Care Australian Resource Centre - database of resources.
Psychiatry and Psychology Resources (OMNI Gateway)
SANE Factsheets - disorders, treatments and statistics.
Alzheimer's Association (US)
Alzheimers Association of Australia
American Psychiatric Nurses Association
American Psychological Association
Australian and New Zealand Association of Psychiatry, Psychology and Law
Australian and New Zealand College of Mental Health Nurses
Australian Drug Foundation
The Australian Early Intervention Network for Mental Health
Australian Institute for Suicide Research and Prevention
Australian Transcultural Mental Health Network
Centre for Evidence Based Mental Health
Centre for Mental Health Research (Australian National University)
Anxiety Disorders Foundation of Australia
SANE Australia
World Federation for Mental Health
Schizophrenia.com
Schizophrenia and other psychotic disorders
Bipolar Disorders Information Centre
Bipolar Disorders Portal - resources on medication, bipolar depression, manic depression, self-injury, suicide, panic and treatment.
Depression InfoCentre

There are faxes for this order.

CE101 UNIT 9 ASSINMENT
KUcampus.kaplan.edu







Presentation of Learning


This Assignment assesses the following outcomes:

CE101-1: Describe the foundations necessary to provide safe, healthy, high-quality care for young children.

CE101-4: Discuss the role of ongoing professional growth and education in the development of an early childhood professional.

GEL-8.2: Use principles of sound reasoning.

GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English.

Your Unit 9 Assignment is an opportunity for you to apply the knowledge and strategies that you explored this term. CE101 Unit 9 Assignment Directions:

Use the CE101 Unit_9 Early Childhood Development Philosophy template in Doc Sharing for this Assignment:



Download the template onto your computer. Please be sure to use the ?save as? feature and store the file using your first initial, last name, course number and the title of the Assignment. Example: Jdoe_CE101 Unit 9 Early Childhood Development Philosophy Assignment.

Write a 5 paragraph essay that explains your philosophy on early childhood development. Please refer to the guidelines from the Web resource on writing your own early childhood development philosophy found in the Reading from Units 1?9 in this course. Using the insights gained from this course, along with the optional readings for this week to create your own philosophy of early childhood development philosophy.

Within your philosophy include the following:

?Introduce yourself and the role will you play in the lives of the young children you serve.
?Second paragraph should include ways to support the families you serve (i.e., communication, knowledge of services available to help families in your community, early intervention services, etc.).
?Third paragraph includes a vision of an ideal early childhood learning environment that adheres to the guidelines of your state regarding caring for the young child. Please include information about learning styles and multiple intelligences in your writing.
?Fourth paragraph includes the professional development opportunities that you will take to stay up to date on your skills and knowledge of early childhood development.
?Write a conclusion that describes your ethical responsibility to children as it applies to your vision of early childhood development and your career goal.

Be sure to use an in-text citation and a full reference to credit the original author for his or her ideas.

Please list the full references for all of the resources used in this essay on the reference page. The reference page should be the last page of your assignment. The following resources should be useful in writing your philosophy on early childhood development.

Resources to learn about IFSP and Service Coordination:

Nebraska?s IFSP?s Web. (n.d.) What is an IFSP? Retrieved from http://www.ifspweb.org/what_is.html

Nebraska?s IFSP?s Web. (n.d.) Services Coordination. Retrieved from http://www.ifspweb.org/coordination.html

Remember to add supporting citations making connections to your Reading for Unit 9 throughout your paper as appropriate.

This modules class focused on a number of concerns related to challenging students. Contribute to the Discussion by responding to the guiding questions. 2 Page Answer.

Discuss why some students are not behaviorally or academically impacted by poverty, divorce, and/or a dysfunctional family when other students are significantly impacted by these factors. Knowing that poverty, divorce, and/or a dysfunctional family increase a students potential for school difficulties, but they do not assure it, how would you change a teachers belief that these home situations cause a students school difficulties?
Why is it important to train all of the instructional, related service, and administrative staff in a school the same data-based, functional assessment/problem-solving process, and how should this training impact the delivery of early intervention services, the number of referrals to the schools multidisciplinary team, and/or the number of referrals for special education assessment and determination over time?

This is in partial fulfillment of complete thesis so at a future date when specs are given the data and tables etc will be necessary--However at this time the Table Of contents will contain
I ABSTRACT *****(leave blank)
II INTRODUCTION
A. Introduction
B. Statement of the Research Problem
C. Review of the Literature
D. Hypothesis
III METHOD
A. Research Question Overview
B. Operational Definitions
C. Subjects
D Setting/Site
E Instrument
F Materials
G Design and Procedures
H Data Analysis
IV REFERENCES

paper needs Running heading by page number in upper right corner
Title page

running head title
2 double space from running head-- center and double spaced
Rosanne Roth
November 25, 2002
2x double center titel of thesis
3xdouble Presented to
Mr. Reilly
Dowling College
3x double In Partial Fulfillment of the
Requirements for
EDU 302 Educational Research Methodlology


research must include at least 1/2 references to be empirical studies references should primarily be from 1990 to present

validity reliabilty and variables should be included in the method section where necessary

If not enough data can be collected on the requested topic change topic to The Long Term effect of early intervention programs on social outcomes

need copy of all source documents
number all pages
Totally APA style

I have been an A student 3.95 GPA so keep that in mind when writing

email [email protected] for files needed to complete this order.

1000 words

Essay to obtain the following from an Australian social worker perspective.
The essay is to be written about the service provision to Aboriginal children with intellectuality disability.
Maybe the writer could look at more culturally appropriate service
Early intervention (child under 6years)
Look at department of human services for information and also Aboriginal community co-op that supply services.

Identify a problem which suggests a gap in service provision (actual or potential client groups are not receiving a service, or receiving a minimal service). Develop a proposal for a needs assessment, looking at how the problem will be addressed, so that there may be changes to existing services or the development of new services. Students are asked to include in their proposal how they will manage the process of designing and developing the new service(s) as emerging from the needs assessment.
***********************************************************************************************************************************************

The outline should include a brief introduction, identification of stakeholders, and a literature review of about six sources. Also, there should be a statement of the general focus of the proposal: is it an evaluation (formative or summative) or a needs assessment?. You should also briefly consider whether a quantitative, qualitative or mixed methods approach may be appropriate and why; methods of data generation (e.g. interviews, observation, etc) (and why); from who/where the required information may be obtained/accessed.

However, the outline does not have to cover any detailed work on the methodology or subsequent topics because you will not have had time to do the necessary work by the time the outline is to be submitted mid-semester. You are reminded that you have already covered these basic ideas in HSW 221 and if required, you may refer to the study materials for that unit as well as other resources
Assessment criteria
The assignment will be marked according to the criteria listed in the section below on Assessment criteria.
Marking utilises the following assessment criteria:
? Application to Assignment Task (understanding of requirements and systematic comprehensive attempt to fulfil them; appropriateness of content presented; effectiveness at addressing purpose of assignment; success at addressing the assignment question / problem)
? Comprehension of Content (understanding of material presented and read; accuracy of description of reading / observations; accuracy / relevance of interpretations of reading / observations)
? Critical Analysis and Reflection (ability to apply theoretical explanations / interpretations; ability to relate personal / practice experience to theory and vice versa; ability to articulate and examine implicit assumptions; ability to identify and understand a range of alternative explanations / interpretations and to evaluate the differences)
? Argument (ability to make a successful case; ability to clearly state points and successfully illustrate / justify them; ability to prioritise major / minor points and relate them to the broad theme / purpose of the assignment)
? Presentation (clear organization of paper as appropriate to purpose, eg introduction, body, conclusion if appropriate; clear expression; limited use of jargon; correct grammar, spelling, referencing style; appropriateness of writing style)
? Evidence of Reading and Use of References (breadth and depth of appropriate reading; use of recommended references; critical and creative use of references; evidence of own search for reference material)
? Other (originality; interest; creativity; overall success of paper / assignment; suitability for further work / publication)
? Note that each section of the final proposal is weighted evenly in the marking so failure to complete a section (or completing it only briefly) will reduce your final mark considerably.



Harvard (author?date) referencing style: refer to the Commonwealth of Australia 2002, Style manual for authors, editors and printers, 6th edn, John Wiley & Sons Australia Ltd, Canberra.

Hello guys, thank you for the Order #: A2065054. Really appreciate!!!. However i forgot to attach the lab result (important info!!). Could you please adjust my order again, i will be paying for another 1500 words. BIG BIG thank you to the writer!!.... Here is the info & proper attachments again. Julia

Background:

Several studies have been conducted to investigate the relationship between children?s drawing ability (drawing complexity), stage of cognitive development and chronological age. It has been assumed that with increased age-related cognitive development comes greater drawing complexity, however, how this connection functions is still little understood (Bensur, Eliot, & Hegde, 1997). Cox and Ralph (1996) found that as children increased in age they tended to draw more features helping to differentiate between three types of figures (e.g., running, standing in profile, and standing and facing the subject). Holmes (1993) indicated that children as young as five adhere to social distance norms in their drawings, that is, family members were closer to each other than friends. Cherney, Seiwart, Dickey, and Flichtbeil (2006) found that older children?s children?s drawings increased in complexity as more necessary as well as unessential features were included in the drawings. Cherney et al. also found a gender difference in drawing complexity, with girls more likely to represent stereotypical features (e.g., clothing, jewellery, fingernails, hairstyles) and more proportionate figures. However, other studies such as Hanline, Milton, and Phelps (2007) have not found a gender difference in drawing complexity and instead found features such as length of time completing the picture as a predictor.

Based on the research in this area, the aim of your lab report is to explore whether there is a relationship between children?s age and drawing complexity score and whether there is a gender difference in level of drawing complexity. To help write your report several articles have been provided.

Commencing work on your research report:

Title page
Include a 10-12 word title, your name and student number, your institution, your tutor and the due date of the assignment.

Introduction
In your introduction you should focus your literature review around age, cognitive development and drawing complexity. In addition, you will need to address research on gender differences in level of drawing complexity. It is often good to start broadly with a brief statement that implies the importance of study in this area (i.e., why is it important to examine drawing complexity in children, how does it relate to cognitive development). It can also help to define any terms that may not be understood such as cognitive developmental stages etc. You then begin to give some background on the topic of drawing complexity and the role of age and development.

Please remember that we want you to draw on the literature from psychological journals and books. We do not want information from unauthored internet sites or encyclopaedias or dictionaries! Also, we do not want you to cut and paste information into your report from your sources of information. It is important that you read the articles and then express the main ideas you want to convey in your own words with a reference that clearly indicates where your ideas came from.



Aims (These go just before the hypotheses). You will need to come up with TWO (2) aims for this research report. Provide an aim/s for your lab report which identifies the focus of the research and the primary variables assessed in this study i.e. drawing complexity, age, gender. One aim should focus around age and drawing complexity, while the second aim should focus gender differences in drawing complexity.

Hypotheses (please remember that hypotheses should not have a separate heading in your report). You are asked to develop TWO (2) hypotheses. The first hypothesis should identify the expected relationship between age and drawing complexity (note: will be assessed using a correlation). The second hypothesis should be based on the expected difference between boys and girls in drawing complexity (note: will be assessed using a t-test).

To help with your introduction, please attempt to answer the following questions.
? What is drawing complexity?
? What do the drawings of children tell you about cognitive development?
? What are the benefits of understanding children?s drawings?
? What other factors could have influenced the children?s drawing ability?
? Do you think there will be a difference between girls and boys in level of drawing complexity? If so, in what directions?
? Do you think this is an accurate method to investigate cognitive development?

Method
You need to describe the sample (numbers, gender and ages of the children involved). The Materials section should mention: the drawing complexity rating scale used, describing the categories and how rated. The Procedure section should mention how data collection was conducted.

Results
You're given a summary of the results (downloaded via Blackboard). You are not expected to conduct any statistical analysis except comparing and reporting the descriptive results (i.e., means comparisons).

Your results will include means, standard deviations, a correlation of age and drawing complexity and a t-test for the gender difference in drawing complexity. You will be expected to report them in APA format (see Findlay, 2009). This will probably best be done in sentences.

Discussion
This should follow the following sequence: Were hypotheses supported (wholly or partially)? Does this support prior research? What does this mean? What are the implications for this research in relation to cognitive processes in children? Were there limitations of the study? Summary and conclusion.

References

You are expected to find at least two (2) additional articles to the ones provided. You should end up with at least six (6) references (this may include those listed below), preferably a couple more, though quality is more important than quantity.

References: Articles to get you started:

These references are NOT in the proper APA format. Part of your assessment is to format them correctly:

Bensur, B. J., Eliot, J., and Hegde, L. (1997). Cognitive correlates of complexity of children?s drawings. Perceptual and motor skills, 85, 1079 to 1089.

Cherney, I. D & Seiwert, C. S & Dickey, T. M. & Flichtbail, J. D. (2006). Children?s drawings: a mirror to their minds. Educational psychology, 26(1), 127-142.

Cox, M., & Ralph, M. L. (1996). Young children?s ability to adapt their drawings of the human figure. Educational Psychology, 16(3), 245-255.

Golomb, C. (1993). Art and the young child: another look at the developmental question. Visual arts research, 1-15.

Hanline, M. F., Milton, S. & Phelps, P. C. (2007). Influence of disability, gender, and time engaged on the developmental level of children?s art work: findings from three years of observation. Journal of Early Intervention, 29(2), 141-153.

Holmes, R. M. (1992). Children?s artwork and nonverbal communication. Child study journal, 22(3), 157-166.

Missaghi-lakshman, M., and Whissell, C. (1991). Children?s understanding of facial expression of emotion: 2. Drawing of emotion-faces. Perceptual and motor skills, 72, 1228 to1230.


Please reference the following for the drawing complexity scale (you do not need to obtain this article):

Dennis, S. (1987) The development of children?s drawing: a neo-structuralist investigation. Unpublished dissertation, University of Toronto.