Discussion Posts: Problem-Solving, Decision Making, & Reasoning

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Within 275-300 words for each DQ please elaborate using reference(s).

 

DQ 1

Escape rooms and escape games where a group of people work together to resolve a series of problems have become an increasingly popular form of leisure in the U.S. Consider the various factors that influence problem solving and develop a theory as to why groups enjoy this activity.

DQ 2

 

Review this article on movie spoilers  https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2019-13674-001&site=eds-live&scope=site . Based on your knowledge of problems solving and creativity, provide your opinion on why people think spoilers are so damaging to enjoying a good story.

Making Tough Decisions Essay

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 4, 5 & 6
  • Lesson
  • Minimum of 2 outside scholarly sources (in addition to course text)

Instructions
For this assignment, you will compare/contrast a controversial topic in lifespan development – the immunization controversy in the medical profession. Be certain that your answers are cogent, well-formed, and supported by outside research rather than based on personal opinion.

Write about the immunization controversy in the medical profession. Be sure to address why people delay immunizations and why some refuse all immunizations for their children. As a medical professional, how might you educate these caregivers about their child’s health and development concerning this issue? What is your role in this process/situation? How can you best respect the caregiver’s wishes and provide the best healthcare in this situation?

Writing Requirements (APA format)

  • Length: 1.5-2 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • In-text citations
  • References page (minimum of 2 outside scholarly sources in addition to course text)

Creativity: Relaxing The Left Brain: Inverted Drawing Exercise

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This exercise is worth 20 points. To turn in your work you will need to scan it in and created a PDF file (please send a copy of the original work as well so I can see what you were trying to copy). You are not being graded on your artwork rather on your ability to describe your experience in two to three paragraphs. Talk about how you were feeling prior to the exercise, during it and when it was done. Comment on what you think of this exercise in creativity and relaxation, how it felt to actually do the drawing, how you felt during and after the inverted drawing exercise. Note how you were feeling, what your brain was doing and engaged in before, during and after the exercise.

According to Kalat for almost all right handed people and more than 60% of left handers, the left hemisphere of the brain controls speech while the right hemisphere is responsible for spatial relationships such as what an object would look like if it was rotated. The left brain is verbal, logical, rational and analytical while the right brain deals with images, patterns, dreams, analogies and new ideas. Because of this difference in processing, the right brain is more conducive to the relaxation response (Davis, Eshelman, McKay, 2000).

Using the imaginative and creative part of the brain can be relaxing. This exercise is adapted from The Relaxation & Stress Reduction Workbook (pg 58).I used this exercise in a Stress and Coping course. This exercise draws on the theory and work by Betty Edwards an art teacher and researcher (see the vase-face exercise on the moodle site). She forces her students to shift from thinking about a drawing exercise to intuiting the drawing exercise by asking them to draw the image upside down.

The inverted drawing exercise is designed to cognitively shift you from labeling, logical, rational mode to a nonverbal, visual, intuitive mode the left brain can’t process. After the inverted drawing exercise, according to Edwards, “students reported less time urgency, less attachment to meaning, and a heightened sense of alertness, while feeling relaxed, calm, confident and exhilarated.”

Text Box: Find a quiet place to draw where you will not be disturbed. Play music if you like. Choose a drawing that interests you from an art book. Turn the drawing upside down and begin to copy what you see. Do not turn the drawing right side up until you have completed your artwork. Finish the drawing in one time period allow at least 35-40 minutes. Set a timer if this helps. To begin: Look at the inverted drawing for a minute and take in the lines, angles and shapes. You can see how it fits together, when you draw start at the top and copy each line, moving from line to line, putting it together like a puzzle. Do not name parts as you draw. Take your time, line to line, don’t make the exercise hard. Allow your movements to be easy and slow. After you’ve finished drawing, take a moment to recognize how you feel and your state of mind. Do you feel calm and relaxed? Did you lose track of time, were you able to turn off the left brain chatter? Did you allow yourself to not label the parts, or judge and criticize your work? Now turn the drawing right side up and see how you did. Surprisingly most people do a fairly decent job of copying the inverted image. (adapted from Drawing on the Right Side of the Brain as it appeared in The Relaxation & Stress Reduction Workbook (pg 58).

Kalat, J.W. (2008). Introduction to Psychology 9e.

Davis, M., Eshelman, E. R., & McKay, M. (2000). The Relaxation & Stress Reduction Workbook.

Literature Review On Behavior Analysis

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Valeria Castano

Literature Review Outline

 

Introduction

· Extension to Carnett et al. (2014) study

· Study the effects of preservative interest based token economies on task behavior

· Research is warranted to find the most effective method for on task behavior.

· Carnett Amarie, Raulston Tracy, Lang Russell, Tostanoski Amy, Lee Allyson, Sigafoos Jeff, & Machalicek Wendy. (2014). Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism. Journal of Behavioral Education, 23(3), 368–377.

Body

Token Economies

· Doll, C., McLaughlin, T. F., & Barretto, A. (2013). The token economy: A recent review and evaluation. International Journal of basic and applied science, 2(1), 131-149.

· Hine, J. F., Ardoin, S. P., & Call, N. A. (2018). Token economies: Using basic experimental research to guide practical applications. Journal of Contemporary Psychotherapy, 48(3), 145-154.

· Williamson, R. L., & McFadzen, C. (2020). Evaluating the Impact of Token Economy Methods on Student On-task Behaviour within an Inclusive Canadian Classroom. International Journal of Technology and Inclusive Education (IJTIE), 9(1), 1531-1541.

· Boniecki, K. A., & Moore, S. (2003). Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224.

 

Interests

· Carnett Amarie, Raulston Tracy, Lang Russell, Tostanoski Amy, Lee Allyson, Sigafoos Jeff, & Machalicek Wendy. (2014). Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism. Journal of Behavioral Education, 23(3), 368–377.

· Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28(3), 189-198.

· Hirst, E. S. J., Dozier, C. L., & Payne, S. W. (2016). Efficacy of and preference for reinforcement and response cost in token economies. Journal of Applied Behavior Analysis, 49(2), 329.

· Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review, 45(4), 379–399.

 

Conclusion

· Main findings: Studies have shown that including objects of interest in a clients token board will increase engagement.

· This study replicates past research conducted by Carnett et al. (2014) but also extends it by using multiple participants.

· The purpose of this study he purpose of this capstone is to extend the work of Carnett et al. (2014) and Charlop-Christy and Haymes (1998) and compare the effects of a token economy that does not include a child’s perseverative interest versus a token economy that includes the child’s perseverative interest on on-task behavior

· I hypothesize that the token economy with the clients perseverative interest incorporated in the token economy will increase on task behavior.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References:

 

Boniecki, K. A., & Moore, S. (2003). Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224.

Carnett Amarie, Raulston Tracy, Lang Russell, Tostanoski Amy, Lee Allyson, Sigafoos Jeff, & Machalicek Wendy. (2014). Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism. Journal of Behavioral Education, 23(3), 368–377.

Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28(3), 189-198.

Doll, C., McLaughlin, T. F., & Barretto, A. (2013). The token economy: A recent review and evaluation. International Journal of basic and applied science, 2(1), 131-149.

Hine, J. F., Ardoin, S. P., & Call, N. A. (2018). Token economies: Using basic experimental research to guide practical applications. Journal of Contemporary Psychotherapy, 48(3), 145-154.

Hirst, E. S. J., Dozier, C. L., & Payne, S. W. (2016). Efficacy of and preference for reinforcement and response cost in token economies. Journal of Applied Behavior Analysis, 49(2), 329.

Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review, 45(4), 379–399.

Williamson, R. L., & McFadzen, C. (2020). Evaluating the Impact of Token Economy Methods on Student On-task Behaviour within an Inclusive Canadian Classroom. International Journal of Technology and Inclusive Education (IJTIE), 9(1), 1531-1541.