Autism and Nutritional Concerns analysis

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Autism is one of many developmental disorders.  Infantile autism is described as a pervasive developmental disorder characterized by abnormal emotional, social, and linguistic development in a child.  Symptoms include abnormal ways of relating to people, objects, and situations (Mosby, 1998). Autism tends to affect more males than females.  The ratio of affected males to females […]

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Socrates the Philosopher:1021368

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Address Childhood Trauma Divorce

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Assignment 2:

Address Childhood Trauma Divorce

1. How common is it for children to experience this kind of trauma?

2. Are there specific effects that result from this kind of childhood trauma?

3. What kinds of behaviors do children who have undergone this kind of trauma demonstrate?

4. Many trauma interventions are developed from heartfelt concern for children and their families, but have no scientific basis.  Give at least one example of an intervention that is well-meant, but not based in science, and one that has a scientific underpinning.

 

The paper will be submitted in MS word or RTF format only. None of the questions are to be re-copied into your paper.

You will be graded on these factors:

  Possible grade Student grade
The paper addresses the issues specified by the assignment 20  
The author shows insight and sophistication in thinking and writing 30  
Three citations were used; websites are acceptable 20  
Paper was well organized and easy to follow. Paper was at least 1000 words, not including cover page or references. Running head, cover page, abstract, paper body, in-text citations and Reference page, and overall formatting were in the American Psychological Association format. 20  
Few to no spelling, grammar, punctuation or other writing structure errors 10  
TOTAL 100  

 

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Language Disabilities

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Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.

Read the following case scenario to inform the assignment that follows.

April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.

Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.

Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:

  1. A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
  2. Learning targets aligned to the ELA Common Core fourth grade literacy standards.
  3. Strategies to enhance language development and communication skills.
  4. Strategies and technologies that encourage development of critical thinking and problem solving.
  5. The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
  6. A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.

 

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