Social Skills & the Corporate Ladder
The Debate

The importance of the role of leadership and how it relates to success in an organization is being realised more and more in the present age of business. More importance is being attached to developing efficient managers who are also good leaders and who have the ability to lead a team-small or large to drive an organization to sustainability and success (iggio and eichard, 2008).

Most organizations are also devoting a lot of resources in the training and development of talented employees in hopes of preparing new leaders to lead various departments and sections of organizations. There are rough estimates that companies expend anywhere from $16.5 billion to $45 billion annually for training and other purposes for development of leadership qualities in their managers in the United States alone (osenbach, Taylor and Youndt, 2012). This level of expenditure also goes beyond the leadership development programs…...

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References

Alalfy, H., Al-Aodah, I. And Shalaby, E. (2013). Leadership Skills in Higher Education. Mediterranean Journal of Social Sciences.

Groves, K. (2005). Gender Differences in Social and Emotional Skills and Charismatic Leadership. Journal of Leadership & Organizational Studies, 11(3), pp.30-46.

Gunderson, G. (2004). Boundary leaders. Minneapolis: Fortress Press.

Harbour, C. And Farrell, P. (2009). Contemporary issues in institutional ethics. San Francisco: Jossey-Bass.

.." As well as having problem with self-expression both of which affect the individual's interpersonal communication. For example, the child with Attention Deficit Hyperactivity Disorder (AD/HD) may be "inattentive, impulsive, hyperactive - or any combination of these." (Stanberry, 2002) the work of Stanberry (2002) states that there are three elements of social interaction which include the following three:
Social Intake - noticing and understanding other people's speech, vocal inflection, body language, eye contact, and even cultural behaviors;

Internal Process - interpreting what others communicate as well as recognition and self-management of emotions; and Social Output - how an individual communicates with and reacts to others, through speech, gestures and body language. (Stanberry, 2002)

Stanberry relates that the work of Janet Giler, Ph.D has outlined three potential problem-areas for students with learning disabilities including:

Kinesis: The inability to read facial expressions of body language;

Vocalics: Misinterpretation of pitch; and Proxemics: A misunderstanding of the use of…...

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Bibliography

Child Development Project (1993g) Conflict Resolution Skill Scale - Conflict Resolution Skill Scale -Oakland, CA, Developmental Studies Center Web Address: http://www.devstu.org

Conrad, Dan; and Hedin, Diane (1981) Social Problem Solving Inventory: Instruments and Scoring Guide of the Experiential Education Evaluation Project, St. Paul, MN Center for Youth Development and Research/University of Minnesota

Elias, M.J. And Tobias, S.E. (1996) Students' Social Problem-Solving Strengths Checklist: Social Problem Solving: Interventions in the Schools. New York, NY. The Guilford Press

Elliott, Stephen N. (1993) Social Skills Rating System (SSRS): Caring to Learn: A Report on the Positive Impact of a Social Curriculum (Report) Greenfield, MA. Northeast Foundation for Children

Rarely were these expectations met. In reality, students tend to be taught a great deal about the content of syllabuses and the planning of lessons but the business of bringing about successful learning outcomes or how to manage a class is rarely addressed. Yet a measure of order in the classroom is an essential prerequisite for any meaningful teaching/learning interaction (CITATION?).
Although schools are known primarily for institutions to teach academics, the concept of instruction in "social skills," goes back to the 1970s. Professionals realized that certain prerequisite social skills may be critical to the academic instructional experience for the student to be successful in his or her regular school endeavors. The concept of "social skill" was first defined by Libet and Lewinsohn (1973) as the ability to behave in a way that is positively or negatively reinforced and not in a manner that is punished or extinguished by others.…...

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Most of the teachers anticipated that by the end of their preparation they would have learned something about how human beings learn new skills and acquire new information. They expected to be in possession of techniques and skills that would enable them to manage groups of children and to bring about good learning outcomes. They believed they would be given opportunities to practice these in meaningful contexts and to receive expert coaching from established, successful practitioners. Rarely were these expectations met. In reality, students tend to be taught a great deal about the content of syllabuses and the planning of lessons but the business of bringing about successful learning outcomes or how to manage a class is rarely addressed. Yet a measure of order in the classroom is an essential prerequisite for any meaningful teaching/learning interaction (CITATION?).

Although schools are known primarily for institutions to teach academics, the concept of instruction in "social skills," goes back to the 1970s. Professionals realized that certain prerequisite social skills may be critical to the academic instructional experience for the student to be successful in his or her regular school endeavors. The concept of "social skill" was first defined by Libet and Lewinsohn (1973) as the ability to behave in a way that is positively or negatively reinforced and not in a manner that is punished or extinguished by others. Similarly, Cartledge and Milburn (1978, 134) defined social skills as "social behaviors, interpersonal and task-related, that produce positive consequences in the school classroom setting." These researchers argued that social behaviors are informally instructed at all times in a typical classroom and that "effective procedures exist for the systematic teaching of social behaviors, particularly through the application of behavioral techniques" and "the school classroom is the best setting for the teaching of academically-relevant social behaviors."

Since then the concept of social skills has been integrated into much of educational materials, especially for children at risk of not succeeding. Secondly, they are stressed because teachers recognized, as noted above, that when such skills are absent, no one can fully engage students in a variety of learning

Social Skills Interventions for Hfasd Adolescents
Asperger's Syndrome

Social Skills Interventions for Adolescents Diagnosed with High-Functioning Autism Spectrum Disorder

Social Skills Interventions for Adolescents Diagnosed with High-Functioning Autism Spectrum Disorder

Surprisingly, the possibility of a causal relationship between challenging behaviors, social abilities, and language deficits in children and adolescents with autism spectrum disorders had never been systematically studied. To remedy this lack of understanding Matson and colleagues (2013) examined the association between challenging behaviors and social competence in a large group of children (N = 109) between the ages of 3 and 16 years diagnosed with autism spectrum disorders, including Asperger's syndrome. The challenging behaviors examined included aggression, self-injury, eccentric, sexual, or escaping supervision (Matson, Hess, and Mahan, 2013). Verbal communication and social skills were tested using two validated instruments (Matson, Hess, and Mahan, 2013).

The findings of Matson and colleagues (2013) reveal that challenging behaviors had a strong moderating effect on social skills. The…...

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References

Lerner, Matthew D., Mikami, Amori Yee, and Levine, Karen. (2011). Socio-Dramatic Affective-Relational Intervention for adolescents with Asperger syndrome & high functioning autism: Pilot Study. Autism, 15(1), 21-42.

Lerner, Matthew D. And Makami, Amori Y. (2012). A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(3), 147-157.

Lopata, Christopher, Thomeer, Marcus L., Volker, Martin A., Toomey, Jennifer A., Nida, R.E., Lee, Gloria K. et al. (2010). RCT of a manualized social treatment for high-functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 1297-1310.

Matson, Johnny L., Hess, Julie A., and Mahan, Sara. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 23-28.

social skills, violence media effect children . The paper allowed include personal opinions .
There is much controversy regarding children and the effects that the media world has on the way that they perceive society. The fact that young people are vulnerable makes it difficult for them to filter and interpret information. This leads to them changing their understanding of the social order and of attitudes that they need to employ in order to integrate more easily. More and more tutors report cases of children losing their social skills consequent to prolonged exposure to media devices. A significant body of evidence demonstrates that violence in the media can be especially influential on young individuals, this being reflected by the fact that children who watch a lot of violence and play violent video games are more likely to be aggressive.

The American Academy of Pediatrics has emphasized that the time of media…...

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Works cited:

Kutner, Lawrence, "Grand Theft Childhood: The Surprising Truth About Violent Video Games and What Parents Can Do," (Simon and Schuster, 15.04.2008)

Mistry, Kamila B. Minkovitz, Cynthia S. Strobino Donna M. And Borzekowski Dina L.G., "? Children's Television Exposure and Behavioral and Social Outcomes at 5.5 Years: Does Timing of Exposure Matter?," Retrieved November 25, 2012, from the Pediatrics Website:  http://pediatrics.aappublications.org/content/120/4/762.full.pdf+html 

Wilson, Barbara J., "Media and Children's Aggression, Fear, and Altruism," Retrieved November 25, 2012, from the Future of Children Website:  http://futureofchildren.org/futureofchildren/publications/docs/18_01_05.pdf 

"Online Social Networking's Effect on Adolescent Social Development," Retrieved November 25, 2012, from the Eckerd College Website:  http://www.eckerd.edu/academics/ford/files/11/Mary_Wilks.pdf

Technology: Social Media and Loss of Social Skills
Social Media and Loss of Social Skills: Technology

Technology has changed our lives in numerous ways. Today, people can keep in touch by sending messages on Facebook or Twitter, without necessarily having to travel long distances. Psychologists are, however, raising concern that this loss of physical touch is driving individuals to lose their social skills. This text demonstrates why this is so.

Social Media and the Loss of Social Skills

It is not very uncommon today to encounter a group of friends sitting around a table supposedly catching up or enjoying a meal together, yet everyone is on their phones, tablets or other mobile devices. In reality, no one is talking or interacting, all eyes are focused on the gadgets before them, and everyone is busy tweeting, face-booking, chatting or texting. Research evidence shows that approximately 93% of college students in America today have a Facebook…...

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Works Cited

Acar, Adam. Culture and Social Media: An Elementary Textbook. Newcastle, UK: Cambridge Scholars Publishing, 2014. Print.

Ahn, June. The Effects of Social Networking Sites on Adolescents' Social and Academic Development: Current Theories and Controversies. Journal of the American Society for Information Science and Technology 62.8 (2011): 1435-1445. Print.

Allen, Joseph, Evans Meredith, Hare Amanda, and Mikami Amori. Adolescent Peer Relationships and Behavior Problems Predict Young Adults' Communication on Social Networking Websites. Development Psychology 46.1 (2010): 46-56. Print.

Honeycutt, James, and Bryan Suzette. Scripts and Communication for Relationships. New York, NY: Peter Lang Publishing Inc., 2011. Print.

Technology: Social Media and Loss of Social Skills
Social Media and Loss of Social Skills: Technology

Technology has changed our lives in numerous ways. Today, people can keep in touch by sending messages on Facebook or Twitter, without necessarily having to travel long distances. Psychologists are, however, raising concern that this loss of physical touch is driving individuals to lose their social skills. This text demonstrates why this is so.

Social Media and the Loss of Social Skills

It is not very uncommon today to encounter a group of friends sitting around a table supposedly catching up or enjoying a meal together, yet everyone is on their phones, tablets or other mobile devices. In reality, no one is talking or interacting, all eyes are focused on the gadgets before them, and everyone is busy tweeting, face-booking, chatting or texting. Research evidence shows that approximately 93% of college students in America today have a Facebook…...

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Works Cited

Acar, Adam. Culture and Social Media: An Elementary Textbook. Newcastle, UK: Cambridge Scholars Publishing, 2014. Print.

Ahn, June. "The Effects of Social Networking Sites on Adolescents' Social and Academic Development: Current Theories and Controversies." Journal of the American Society for Information Science and Technology 62.8 (2011): 1435-1445. Print.

Allen, Joseph, Szwedo David, Evans Meredith, Hare Amanda, and Mikami Amori. "Adolescent Peer Relationships and Behavior Problems Predict Young Adults' Communication on Social Networking Websites." Development Psychology 46.1 (2010): 46-56. Print.

Honeycutt, James, and Bryan Suzette. Scripts and Communication for Relationships. New York, NY: Peter Lang Publishing Inc., 2011. Print.

Manners are not just so that people can fit into high society; manners are required in any social setting. Parents have the unique ability to teach manners to children because children are born with a desire to please their parents, even if they are not born with a desire to learn social skills. (Heins) Manners are actually based on love, concern, and empathy, not social status. Children learn manners from parents (and other guardians and role models) through observing and modeling themselves after the behavior of others, as well as through receiving instruction, suggestions, and reminders about their social behavior. Teaching children to consider other people's feelings is important. Table manners are important because of the significance of eating meals together in our culture. Telephone and message-taking manners are important because communication is vital to so many aspects of life, and it could put the child in danger if…...

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Bibliography

Heins, Marilyn. "Manners." Parenting Strategies. http://www.parentkidsright.com/pt-manners.html

Hopper, Joan K. Quote.

Post, Emily. "Manners Survey." Emily Post Institute. Parents Magazine. August 2003. http://www.parents.com/other/pdf/mannerssurvey.pdf.

Brown (1987) points out that learning disabled children lacking social skills may grow into adults that lack the "vital skills of social interaction" thus their lives may be filled with unnecessary struggles and unemployment. Factors that can help learning disabled students succeed and develop the skills necessary to succeed include creation of strong familial social networks, encouraging children to observe their environment and respond to it, active inquisition of children's observations and encouraging students to observe non-verbal behavior, which will help them understand cues and signals people give off in a social environment (Brown, 1987). Children have to be taught the "hidden rules of conversation" and learn to recognize subtle non-verbal cues including people's faces and signals, so they learn when to engage in conversation and when to hold off (Brown, 1987).

Claire et. al. (2003) suggests that a variety of different methods be utilized in the classroom to help special…...

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References

Brown, D.S. (Sep-Oct, 1987). "Finding friends and persuading people: Teaching the skills of social interaction." LD Online. Retrieved at  http://www.ldonline.org/ld_indepth/social_skills/findingfriends.html 

Candl, L. (2004) "Teaching Social Skills." Cooperative Learning Network. Retrieved from http://home.att.net~clnetwork/socialsk.htm

Chandler, L.K., Creighton, M., Favazza, P.C., Mcconnell, S.R., Mcevoy, M.A., Odom,

S.L., Ostrosky, M., Peterson, C., Skellenger, a. & Spicuzza, R.J. (1999). "Relative effects of interventions supporting the social competence of young children with disabilities." Topics in Early Childhood Special Education, 19(2): 75

Schizophrenia patient development of social skills and coping skills in the support group; how support group can help them within group session.
Schizophrenia is observed in more than a couple of million adult Americans, both men and women. It is serious, chronic mental disorder in which the social dispensation as well as day-to-day activities are affected negatively. The main challenge that the patient then faces is that of ability to distinguish the real from the apparent. The patients suffer speech disorder (incoherence), hallucinations, illusionary perceptions and the like. It is most predominantly found to start afflicting people in their later stages of adulthood, though the onset may well be observed in the later teenage or early twenties, too. (AMI, 2011). The caretakers and support structure is still divided on the opinion of the causation and prevalence and has been a subject of continuing debate for more than seven decades now.…...

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Ninety-six U.S. families are going to be chosen for the observational data to be accumulated. The families will be chosen randomly; the researchers do not plan to gain prior intimation about the statuses of the families involved nor do they plan to make family members aware of the tests beforehand. The design will be to iterate the process of observation over a period of time. The families will be grouped according to the types of care being accorded to the patient - standard care or psycho-education or social support group. The three groups will be then observed for behavioral changes before a week ended (Time 1), at the end of a week (Time 2) and then after a period of six months (Time 3). This data will be analyzed for results to validate the basic premise of the exercise. Random sampling has been known to provide validity to the results obtained in the research inferences (see Chiena and Chan, 2013).

Qualitative Methods and Case Study

Qualitative research methods lay emphasis on unraveling and comprehension of experiences, mindfulness and comprehension, and notions of respondents - that is, qualitative research

SOCIOLOGY Sociology: Single Subject Design (Procedures, Methods, and Interventions)Description of InterventionPsychoeducation, more specifically, social skills training, is believed to be the best intervention for the selected subject, a 12-year-old Black boy. The teacher could use social skills training as he is causing trouble in the classroom, damaging himself, and disturbing the rest of the students. Talking excessively and getting aggressive easily are risky behaviors resulting from his ADHD, which need to be changed with an intervention.Social skills training is planned to have certain role-playing activities with information education about social skills and how they should be used effectively (WWC Intervention Report, 2013). The training could start from two to six weeks, depending on the results (WWC Intervention Report, 2013). One hour daily would be assigned for the intervention, which could also be conducted in a small group, such as pairing up a 12-year-old boy with another child, keeping in mind…...

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References

Byiers, B. J., Reichle, J., & Symons, F. J. (2012). Single-subject experimental design for evidence-based practice. American Journal of Speech-Language Pathology, 21(4), 397–414. https://doi.org/10.1044/1058-0360(2012/11-0036)

Hildebrand, M. W., Host, H. H., Binder, E. F., Carpenter, B., Freedland, K. E., Morrow-Howell, N., Baum, C. M., Doré, P., & Lenze, E. J. (2012). Measuring treatment fidelity in a rehabilitation intervention study. American Journal of Physical Medicine & Rehabilitation, 91(8), 715–724.  https://doi.org/10.1097/PHM.0b013e31824ad462 

Powell, L. A., Parker, J., Weighall, A., & Harpin, V. (2022). Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta-analysis. Journal of Attention Disorders, 26(3), 340–357. https://doi.org/10.1177/1087054721997553

Inclusion Students
This chapter offers a number of important elements and strategies that will help incorporate meaningful changes. Some of the characteristics of students with high-incidence disabilities include poor reading skills as well as poor organizational skills. These characteristics in particular might affect the quality of completing tasks and assignments. In turn, not undertaking such tasks, or undertaking such tasks improperly has a likelihood of having a negative impact on academic attainment. An important to remember is the PROJECT strategy, which has proven to be efficacious in enhancing the rate of, as also the quality of completing the assignments finishing tasks assigned to the students. This strategy encompasses seven steps. The first step encompasses the preparation of forms, which can be both weekly and monthly schedules for studying. Secondly, there is the step of recording the assignment by placing it on the sheet and seeking guidance of the teacher regarding…...

outlier, an extraordinarily successful person, I hope to be one someday. Therefore, encountering Gladwell's book Outliers was helpful in illuminating the circumstances under which people become exceptional at something. There are two seemingly contradictory predictors or facilitators of success, according to Gladwell: the 10,000-hour rule, and the importance of luck and/or circumstance. The situational variables that create advantageous social situations, including race and gender, are important and show why hard work alone does not lead to success. If that were so, anyone who worked hard at something could achieve their dreams. Structural inequalities and prejudices cause some hard workers to be systematically overlooked and therefore discouraged. The 10,000-hour rule would seem to contradict the situational variables Gladwell discusses in Outliers, but actually, Gladwell does note that the access to early practice is what really matters. A person who can practice 10,000 hours of any activity before anyone else is…...

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References

Baer, D. (2014). New study destroys Malcolm Gladwell's 10,000-hour rule. Business Insider. Retrieved online:  http://www.businessinsider.com/new-study-destroys-malcolm-gladwells-10000-rule-2014-7 

Skillicorn, N. (n.d.). The 10,000-hour rule was wrong, according to people who wrote the original study. Inc. Retrieved online:  https://www.inc.com/nick-skillicorn/the-10000-hour-rule-was-wrong-according-to-the-people-who-wrote-the-original-stu.html

Managing Behaviors & Teaching Social Skills
Antisocial behavior in schools in on the rise and has become a concern in school systems, from both a learning perspective and from a safety perspective, as well. Previously, schools have dealt with such behaviors using punitive measures such as expulsion, or even law enforcement measures to attempt to discourage youth from behaving in an undesirable manner. These programs have had little or no effect on curbing behavior problems in schools. Second Step and Boys Town are programs, which implement a positive approach to behavior management. These programs teach youth alternatives to violence and stress problem solving, coping, and conflict management. These programs have had considerably greater success than their predecessors. This research will qualitatively explore the theoretical issues behind the success of these two programs and take a critical look at them to explore ways in which they may be further improved for greater…...

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References

Butterworth, F. (1998, July 26). Why the South's murder rate is so high. The New York Times on the Web. ( http://www.nytimes.com )

Capra. F. (1996). The Web of Life. New York: Anchor Books.

Carlson, N.R. (1994). Physiology of behavior. Boston: Allyn & Bacon

Cohen, D., Nisbett, R.E., & Bowdle, B.F. (1996). Insult, aggression, and the southern culture of honor: an "experimental ethnography." Journal of Personality and Social Psychology, 70, 945-960.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A Meta-Analysis of After-School
Programs hat Seek to Promote Personal and Social Skills in Children and Adolescents. American Journal Of Community Psychology, 45(3/4), 294-309. doi:10.1007/s10464-010-9300-6

he main idea of the study is to gauge the impact of after-school programs by evaluating a substantial sample of studies related to the subject, identifying various outcomes, variables, and locating themes or characteristics identified with positive outcomes (Durlak et el., 2010, p. 294). he study also emphasizes the role of after-school programs in building or strengthening personal and social benefits to those who enroll in them. Durlak et al. utilize a meta-analysis method in order to assess the efficacy of after-school programs in their promotion of personal/social skills in children and adolescents. hey located and reviewed 75 reports examining 69 separate after-school programs. Using a standardized mean difference (SMD), the researchers developed an index of effect…...

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This study attempts to fill a gap in literature on how parental management of adolescents' social skills relates to parental management of peers. The main objective of the study is to identify predictors as to what can produce positive outcomes in the parent-peer relationship. The study uses a mostly white sample and utilizes a questionnaire, survey method in order to obtain data on parental goals, management of peers, and their perception of youths' social skills. Adolescents also completed a questionnaire about how they viewed their social skills. The surveys were then compared and path analysis used to interpret the data. The researchers found that having goals was associated with positive outcomes in adolescent development and that parental beliefs are instrumental in forming the social skill levels of youths in the long run (Mounts, 2011, p. 416).

The study's strengths lie in its clear, consistent approach to the issue highlighted in its introduction; it makes strong and effective use of prior literature in order to establish a substantial and rational basis for its purpose. It clearly defines the methodology and how results were obtained, and it discusses findings in a relevant and insightful manner that is consistent with the scope and aim of the study. It identifies predictors of parental management of peer relationships and also identifies a number of variables associated with outcomes, such as assertiveness, responsibility, empathy and self-control, all of which are meaningful in the overall assessment of positive development of youths' social skills (Mounts, 2011, p. 420). The study has no methodological weaknesses and is thoroughly explanatory and logical.

The study is helpful in my own study as it could be used to frame the directional course of my interaction with the issue of using golf programs to help develop positive skills in youths of different backgrounds. The main finding of the study, that positive beliefs, goals and trends in caring adults positively impacts the development of social skills in youths, is a strong support for my study and may be discussed in detail in my study's literature review section, as it gives a quantitative analysis of how effective positive leadership is in the lives of under-developed youths who stand to benefit from positive intervention, such as an after-school program like golfing, which can help them to develop their personality, social and academic skills accordingly.

There is a substantial amount of evidence that authoritarian parenting is a sub-optimal parenting style because of its negative impacts on children.  To understand why, it is important to understand the authoritarian parenting approach. Authoritarian parents take a strict approach to their children, with an emphasis on obedience from their children.  Authoritarian parents rely on punishments, threats, and shaming to elicit desired behaviors.  They are often described as cold, lacking warmth and responsiveness to their children.  The three other parenting types are permissive parents who are described as warm but lax; authoritative parents who expect their kids to follow the....

As you are probably already aware, applied behavioral analysis (ABA) therapy as a treatment modality for people on the Autism spectrum is incredibly controversial.  While ABA therapy was once seen as the ultimate treatment and the most successful means of helping people with Autism function in a neurotypical world, many adults with Autism report experiencing ABA therapy as a dehumanizing approach.  The goal of ABA therapy is to make people with Autism appear “normal,” but there are very valid questions about whether this is ethical.  For some people with Autism, the approach....

Each of these principles will have a significant impact on the way I teach. Here's a breakdown of how each principle will influence my teaching approach:

1. Prior knowledge: Before introducing new concepts, I will assess students' prior knowledge to identify any gaps or misconceptions. This will enable me to provide targeted instruction, building upon their existing understanding and connecting new information to what they already know.

2. Active learning: I will incorporate various interactive activities, such as group discussions, problem-solving tasks, and hands-on experiments. By actively engaging students in their learning process, they will have the opportunity to apply their knowledge....

Support groups are beneficial because they provide individuals with a sense of community. They offer a safe space for people to share their experiences, offer support and guidance to one another, and connect with others who are going through similar situations. Support groups can help individuals feel less isolated, increase their feelings of belonging, and provide a source of emotional understanding and encouragement. Additionally, support groups can provide valuable resources, information, and coping strategies that can help individuals better manage their challenges and improve their overall well-being.
Support groups also offer a platform for individuals to learn from others who have....