Classroom Management Matrix

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Research and identify five causes of misbehavior or disruptive behavior in the inclusion classroom. For each cause, describe two strategies for addressing and managing the misbehavior or disruptive behavior. Present your findings in the Classroom Management Matrix.” Support your findings with a minimum of five scholarly resources.  In addition, compose a 250-500 word reflection exploring the connection between classroom management strategies and collaboration (with both students and colleagues), to minimize disruptive behavior in the inclusion classroom. How can such collaborations help create a safe environment in which the students can engage in meaningful learning and social interactions? Include your reflection on the “Classroom Management Matrix.”  Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.  This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for  You are required to submit this assignment to Turnitin.

Assessments For Positive Change

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As a counselor, you are in a unique position to effect positive social change for your clients, your practice, and your community. In reflecting on what you have learned in this course, consider how you can achieve social change.

To Prepare:

  • Think of what you have learned over the past 10 weeks in this course and how this new learning and knowledge helps you to promote positive social change in your community.

By Day 3 of Week 11

Post and explain how you might be able to apply the content from this course to achieve positive social change in your community.

References:

 

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 1: History of Testing and Assessment. In The essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (pp. 3-20). Stamford, CT: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 12: Informal assessment: Observation, rating scales, classification methods, environmental assessment, records and personal documents, and performance-based assessment. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 281-305). Stamford, CT: Cengage Learning.

 

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 8: Assessment of educational ability: Survey battery, diagnostic, readiness, and cognitive ability tests. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 157-189). Stamford, CT: Cengage Learning.

Beidas, R. S., & Kendall, P. C. (2010), Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17, pp. 1–30. doi:10.1111/j.1468-2850.2009.01187.x

Hiebert, B. (1996). Using informal methods to assess client change. Guidance & Counseling, 11(4), 3–12.
Note:

Juhnke, G. A. (1995). Mental health counseling assessment: Broadening one’s understanding of the client and the client’s presenting concerns. ERIC Digest, 1–6.
Note:

UTPsyc.org (n.d.). Psychology of words: Projective tests of words and language. The Thematic Apperception Test (TAT). Retrieved from http://www.utpsyc.org/TATintro/

Laureate Education (Producer) (2010). Introduction to assessment part 1 [Video file]. Baltimore, MD: Author.

 

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 3: “Diagnosis in the assessment process.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 43-58). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 4: “The assessment report process: Interviewing the client and writing the report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 59-80). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Box 4.5: “Summary of assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (p. 76). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Appendix D: “Sample assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 321-326). Stamford, CN: Cengage Learning

Carlson, J. F., Geisinger, K. F., & Jonson, J. L. (Eds.). (2017). The twentieth mental measurements yearbook. Lincoln, NE: Burros Center for Testing.

 

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 3: “Diagnosis in the assessment process.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 43-58). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 4: “The assessment report process: Interviewing the client and writing the report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 59-80). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Appendix D: “Sample assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 321-326). Stamford, CN: Cengage Learning

Neukrug, E. S., & Fawcett, R. C. (2015). Box 4.5: “Summary of assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (p. 76). Stamford, CN: Cengage Learning.

 

Craigen, L. M., Healey, A. C., Walley, C. T., Byrd, R., & Schuster, J. (2010). Assessment and Self-Injury: Implications for Counselors. Measurement & Evaluation in Counseling & Development, 43(1), pp. 3-15. doi:10.1177/0748175610362237
Note: You will access this article through the Walden Library databases.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 5: “Test worthiness: Validity, reliability: cross-cultural fairness, and assessment.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 83-109). Stamford, CN: Cengage Learning.

Rosenthal, H. (2017). Chapter 8: Assessment and testing. In Encyclopedia of counseling (4th ed.) (pp. 367-411). New York, NY: Routledge. (4th edition ONLY)

Laureate Education (2010). Reliability and validity [Video file]. Baltimore, MD: Producer.
Dr. Steven Little demonstrates reliability and validity and how to use them to evaluate an assessment.

 

Craigen, L. M., Healey, A. C., Walley, C. T., Byrd, R., & Schuster, J. (2010). Assessment and Self-Injury: Implications for Counselors. Measurement & Evaluation in Counseling & Development, 43(1), pp. 3-15. doi:10.1177/0748175610362237
Note: You will access this article through the Walden Library databases.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 6: “Statistical Concepts: Making Meaning out of Raw Scores.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 110-126). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 7: “Statistical concepts: Creating new scores to interpret test data.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 127-149). Stamford, CN: Cengage Learning.

Beck, A. T., Epstein, N., Brown, G., Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56, 893-897.
Note: This is a seminal article.

Smarr, K. L., & Keefer, A. L. (2011). Measures of depression and depressive symptoms: Beck Depression Inventory-II (BDI-II), Center for Epidemiologic Studies Depression Scale (CES-D), Geriatric Depression Scale (GDS), Hospital Anxiety and Depression Scale (HADS), and Patient Health Questionnaire-9 (PHQ-9). Arthritis Care Res (Hoboken), 63, (11), pp. 454-466. doi: 10.1002/acr.20556.

 

Neukrug, E. S., & Fawcett, R. C. (2015). Exercise 3.3: “Practice making a diagnosis.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 55). Stamford, CN: Cengage Learning.

Craigen, L. M., Healey, A. C., Walley, C. T., Byrd, R., & Schuster, J. (2010). Assessment and Self-Injury: Implications for Counselors. Measurement & Evaluation in Counseling & Development, 43(1), pp. 3-15. doi:10.1177/0748175610362237
Note: You will access this article through the Walden Library databases.

Carlson, J. F., Geisinger, K. F., & Jonson, J. L. (Eds.). (2017). The twentieth mental measurements yearbook. Lincoln, NE: Burros Center for Testing.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 6: “Statistical Concepts: Making Meaning out of Raw Scores.” In The essentials of Testing and Assessment: A practical guide to counselors, social workers, and psychologists (pp. 110-126). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 7: “Statistical concepts: Creating new scores to interpret test data.” In The essentials of Testing and Assessment: A practical guide to counselors, social workers, and psychologists  (pp. 127-149). Stamford, CN: Cengage Learning.

Laureate Education (2010). Standard scores [Video file]. Baltimore, MD: Producer

Dr. Steven Little demonstrates a normal curve and the relationships of derived scores to the normal curve.

Technical Infrastructure to Support Healthcare

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Week 2 Case Studies

[WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 5]

Prior to beginning work on this assignment review Chapters 5, 7, 8, 9, 10, 11, and 15 of Health Informatics: An Interprofessional Approach.

Select two of the case studies located in the course textbook at the end of Chapters 7, 8, 9, or 10, and answer the questions associated with those case studies in a cohesive, APA-formatted paper.

Chapter 7:

  • How are patients prioritized for bed assignment?
  • Describe some of the advantages and disadvantages of this new software; include the stated organizational goals in your answer.
  • Discuss how this software might share data with other institutional applications to provide a dashboard view of census-type activity.

Chapter 8:

  • Which components are critical to Mrs. Smith staying safely in her home?
  • Describe whether Mrs. Smith’s regimen might be augmented using telehealth applications.

Chapter 9:

  • Should you introduce the clinicians to standardize terminologies and involve them in the discussions about electronic health records (EHRs) before contacting potential software vendors? Or should you contact landers, select the best software, and tell the clinicians what you selected?
  • What steps would you need to complete before reporting to the board of directors?
  • What strategies will likely increase your chances of success? What strategies will increase your chances of failure?

Chapter 10:

  • Describe the approaches you would use to ensure that all aspects of patient care were considered when developing a clinical decision support (CDS) system.
  • How would you prioritize the efforts of your CDS team?
  • How would you balance the need to deliver desired CDS capabilities quickly against the benefits of establishing robust infrastructure to enable future deliverables to be implemented more quickly?
  • Identify one area for quality and value improvement.
  • Define CDS interventions that you would implement to address this area of need.
  • Describe how your approach aligns with the best practices discussed in this chapter.
  • How would you systematically measure the impact of these CDS interventions?

The Week 2 Case Studies Papers

  • Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)’s APA Style (Links to an external site.) resource for each case study.
  • Must include a separate title page for each case study with the following:
    • Title of paper including the chapter number and case study title
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
  • Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    • For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
  • Must use at least two scholarly or credible sources in addition to the course text.
    • The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
    • To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
  • Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Required Resources

Text

Nelson, R. & Staggers. N. (2018). Health informatics: an interprofessional approach (2nd ed.). Retrieved from https://redshelf.com

  • Chapter 5: Technical Infrastructure to Support Healthcare
  • Chapter 7: Administrative Applications Supporting Healthcare Delivery
  • Chapter 8: Telehealth and Applications for Delivering Care at a Distance
  • Chapter 9: Home Health and Related Community-Based Systems
  • Chapter 10: Clinical Decision Support Systems in Healthcare
  • Chapter 11: Public Health Informatics
  • Chapter 15: mHealth: The Intersection of Mobile Technology and Health

The Social Mirror

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Title: The Social Mirror

Purpose:  To identify how others perceptions and views have affected and shaped our personalities, identities and self-image.

Resources: This essa

Student’s Name

The Social Mirror Assignment

 

1. Explain the meaning of social mirror. Next, apply to yourself and explore what others would say about you that is generally positive.

 

 

 

2. Explain the Johari Window and consider what qualities or behaviors lie within your “Blind” area. What “constructive suggestions” would others offer to help you improve or change?

 

 

 

3. Explain the meaning of personality and its relationship with interpersonal communication. What do you most like about yourself and how does it help you communicate with others?

 

 

 

4. Explain self-analysis and examine what you most dislike in yourself and would like to change.

 

 

 

5. Explain self-awareness and examine beliefs that you have about yourself that limit you.

 

 

 

6. Elaborate on how these beliefs might have been created or influenced by your social mirror.

 

 

 

7. Since it is possible – perhaps even likely – that these weaknesses or limitations are more imagined than real, what could you do to turn them into strengths?

 

 

 

8. Explain the meaning and significance of self-disclosure. Next, write about who could help you make these changes or give you feedback about your progress and how that might benefit you in the future.

 

 

 

9. Think back on the questions and identify a few that were more difficult to complete than others. Explain why.

 

 

 

10. What did you learn about yourself in this exercise?

 

References:

(remember that you should cite your textbook and locate additional scholarly sources to demonstrate knowledge gained).

y is a reflection exercise.

Activity Instructions:

After reading the first chapter of the textbook, complete this activity. To recognize the potential inaccuracy or incompetence of the “social mirror,” or others’ opinions of you as a person, take a moment to reflect on how the social mirror has affected you. Reflect back on all aspects of your life: personal (dealing with family and friends, roommates, neighbors, significant others), academic (teachers, coaches, classmates), and professional (bosses, co-workers, subordinates, mentors) to examine what influence others have had on your self-image and other areas of importance to you (community, religion, sports, etc.).

Answer the questions below in comprehensive, complete sentences. Do not provide brief answers. Instead, compose at least 4-5 full sentences (i.e., a full paragraph) that answer each of the posed thought-provoking discussions.

  • Explain the meaning of social mirror. Next, apply to yourself and explore what others would say about you that is generally positive.
  • Explain the Johari Window and consider what qualities or behaviors lie within your “Blind” area. What “constructive suggestions” would others offer to help you improve or change?
  • Explain the meaning of personality and its relationship with interpersonal communication. What do you most like about yourself and how does it help you communicate with others?
  • Explain self-analysis and examine what you most dislike in yourself and would like to change.
  • Explain self-awareness and examine beliefs that you have about yourself that limit you.
  • Elaborate on how these beliefs might have been created or influenced by your social mirror.
  • Since it is possible – perhaps even likely – that these weaknesses or limitations are more imagined than real, what could you do to turn them into strengths?
  • Explain the meaning and significance of self-disclosure. Next, write about who could help you make these changes or give you feedback about your progress and how that might benefit you in the future.
  • Think back on the questions and identify a few that were more difficult to complete than others. Explain why.
  • What did you learn about yourself in this exercise?

Please remember that your task is to not only write your own assessment, but to show that you are able to draw connections between your readings and your reflection. Use concepts and theories from the appropriate chapters, explain your understanding of their application, and show how they help you understand yourself. Remember to cite properly in-text (Author, YEAR) and at the end of your reflection with a fully formatted APA reference.

I have attached the link to answer the question, the rubric, and some chapters of the book for the assignment. The assignment is to answer the questions under social mirror assignment by following the directions above.