· Explain how this data informs the language development of this child. · Based on what you have learned so far, how does this child’s vocabulary development correspond with normative development?

/in /by

The beginnings of oral language develop from birth. However, during the preschool years, the child’s language growth makes great strides, and language acquisition is one of the young child’s most amazing accomplishments. Vocabulary increases rapidly from a few hundred words to several thousand during the preschool years. Oral language also develops from one or two word utterances to complex expressions of abstract thought. The development of verbal communication follows a predictable and somewhat erratic pattern. Language growth is influenced by family situations and by the society in which the child lives. Other variables also influence the young child’s speech and language, such as intelligence, sex, and overall health. Children with higher intelligence, from middle and upper socioeconomic background and who live in educationally stimulating environments, exhibit greater verbal skills than children from more impoverished environments (Reynolds & Ortony, 1980).

As a child matures, and the vocabulary size continues to grow, sentence length, called mean length of utterance (MLU) (Brown, 1973), also increases. The child uses grammatical rules more accurately, and more complex uses of the parts of speech emerge. The child’s language use also reflects the cognitive and social growth occurring at the same time. Another influence is the amount of verbal interaction the child has with his or her parent or caregiver, as the child responds to both the social and language experience and expertise of another person.

For this Assignment, you examine the expressive vocabulary of a preschooler to determine his/her language development.

To prepare:

· Review this week’s Learning Resources, focusing on lexical and morphological language development in children.

· Review the questions in the “Examining Vocabulary Development” document to familiarize yourself with the requirements of the Assignment. Then, analyze one of the Child Language Sample videos in the Learning Resources using the document.

The Assignment (2–3 pages):

Submit a 2- to 3-page paper in which you do the following:

· Identify which video you selected. Calculate the MLU of the child in the video using the guiding questions in the “Examining Vocabulary Development” document and the MLU normative chart.

· Explain how this data informs the language development of this child.

· Based on what you have learned so far, how does this child’s vocabulary development correspond with normative development?

Resources for this week’s answer, Please use

Gleason, J. B., & Ratner, N. B. (2017). The development of language (9th ed.). Boston, MA: Pearson.

  • Chapter 5, “Putting Words Together:      Comprehension and Production of Morphology and Syntax in the Preschool      Years” (pp. 104–136)

Baby Sign Language. (2017). Retrieved from http://www.babysignlanguage.com/

Center for Speech and Language Pathology. (n.d.). Early morphological development. Retrieved January 31, 2016, from http://www.speechtherapyct.com/whats_new/Early%20Morphological%20Development.pdf

Nelson, L. H., White, K. R., & Grewe, J. (2012). Evidence for website claims about the benefits of teaching sign language to infants and toddlers with normal hearing. Infant and Child Development, 21(5), 474–502. doi:10.1002/icd.1748

Note: You will access this article from the Walden Library databases.

Stratton-Kehl Publications. (2017). Baby sign language. Retrieved from https://www.drjosephgarcia.com/

Pizer, G., Walters, K., & Meier, R. P. (2007). Bringing up baby with baby signs: Language ideologies and socialization in hearing families. Sign Language Studies, 7(4), 387–430. doi:10.1353/sls.2007.0026

Submit a 1,500–2,100 autobiography written in the first person. If you are submitting more than one essay for credit, you will only need to submit one autobiography. You may also view a sample autobiography.

/in /by

How to write and submit your essay

  1. Select an approved topic from our experiential essay list
  2. Essays must be written and submitted in our essay template and follow these guidelines:
    • They must be written in the first person.
    • The personal experience used in writing experiential learning essays must have occurred post high school or after date GED® was granted.
    • Use 12-point, Times New Roman font and double-space the document.
    • Address the four sections of Kolb’s experiential learning model:
      1. Concrete experience
      2. Reflective observation
      3. Abstract conceptualization
      4. Active experimentation
    • The topic must represent your personal experience — not history, research, observation or the experience of a third party. The essay should demonstrate a high level of expertise.
    • Download the three-credit essay template
  3. Submit a 1,500–2,100 autobiography written in the first person. If you are submitting more than one essay for credit, you will only need to submit one autobiography. You may also view a sample autobiography.
  4. Submit supporting documentation along with your essay as evidence that your experience resulted in the level of expertise portrayed in your essay. Acceptable documents include photocopies of licenses and certifications, as well as letters on company letterhead with official signatures from employers, training providers or human resource representatives. Friends and family can also corroborate your knowledge or experience through letters of recommendation. Each individual essay must have separate supporting documentation.
  5. Complete the online application on eCampus:
    • After logging in, select the Program tab at the top of the page.
    • Under Credit Assessment Services, select Prior Learning Assessment Center.
    • At the bottom of the page, select Submit Your Application online.

Earn credits for what you already know

The Prior Learning Assessment (PLA) administers the experiential essay program and approves submitted essays for college credit. The program format is based on Kolb’s experiential learning model, which considers experience a source of learning.

Assignment 2: LASA 1: Ethical Case Study Analysis Paper Materials Needed: Case Study Directions: Read the case study provided and identify all three of the ethical dilemmas presented. Describe the nature and all dimensions of the three ethical issues. Identify the ethical code numbers and definitions of each issue presented using both the APA and ACA codes. Discuss alternative courses of action that could be taken by the counselor to rectify each dilemma. Describe the implications of each alternative action; lay out the limitations and advantages of each alternative considered. Choose one course of action and provide a justification for this selection. Describe the ethical decision-making model (from your course materials) you used throughout the process to arrive at a final decision (i.e., Forrester-Miller and Davis). Make sure you outline each step. You will be graded on the process you used to arrive at your recommendations and the reasoning behind picking a specific recommendation (and not the actual recommendation itself). You should utilize and cite at least two peer-reviewed journal articles to include in your research. The body of the paper should be no less than 5 pages in length. Your paper should be double-spaced, in 12 point Times New Roman font, with normal 1-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. Save the paper as AU_PSY430_M3_A2_LastName_FirstInitial.doc and submit it to the Submissions Area by the due date assigned.

/in /by

Assignment 2: LASA 1: Ethical Case Study Analysis Paper

Materials Needed:

Case Study

Directions:

  • Assignment 2: LASA 1: Ethical Case Study Analysis Paper

    Materials Needed:

    Case Study

    Directions:

    • Read the case study provided and identify all three of the ethical dilemmas presented.
    • Describe the nature and all dimensions of the three ethical issues.
    • Identify the ethical code numbers and definitions of each issue presented using both the APA and ACA codes.
    • Discuss alternative courses of action that could be taken by the counselor to rectify each dilemma.
    • Describe the implications of each alternative action; lay out the limitations and advantages of each alternative considered.
    • Choose one course of action and provide a justification for this selection.
    • Describe the ethical decision-making model (from your course materials) you used throughout the process to arrive at a final decision (i.e., Forrester-Miller and Davis). Make sure you outline each step.

    You will be graded on the process you used to arrive at your recommendations and the reasoning behind picking a specific recommendation (and not the actual recommendation itself).

    You should utilize and cite at least two peer-reviewed journal articles to include in your research.

    The body of the paper should be no less than 5 pages in length. Your paper should be double-spaced, in 12 point Times New Roman font, with normal 1-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.

    Save the paper as AU_PSY430_M3_A2_LastName_FirstInitial.doc and submit it to the Submissions Area by the due date assigned.

  • Identify the ethical code numbers and definitions of each issue presented using both the APA and ACA codes.
  • Discuss alternative courses of action that could be taken by the counselor to rectify each dilemma.
  • Describe the implications of each alternative action; lay out the limitations and advantages of each alternative considered.
  • Choose one course of action and provide a justification for this selection.
  • Describe the ethical decision-making model (from your course materials) you used throughout the process to arrive at a final decision (i.e., Forrester-Miller and Davis). Make sure you outline each step.

You will be graded on the process you used to arrive at your recommendations and the reasoning behind picking a specific recommendation (and not the actual recommendation itself).

You should utilize and cite at least two peer-reviewed journal articles to include in your research.

The body of the paper should be no less than 5 pages in length. Your paper should be double-spaced, in 12 point Times New Roman font, with normal 1-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.

Save the paper as AU_PSY430_M3_A2_LastName_FirstInitial.doc and submit it to the Submissions Area by the due date assigned.

Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?

/in /by

Unit 9 Assignment: School Wide Behavioral Support Plan

The Final Assignment is a 4- to 6-page paper that analyzes the following case study:

Case Study

Mr. Knightly has been a Special Education teacher at Jackson Elementary School for seven years. Every five years, he must renew his teaching license and, to do that, he must complete 6-semester hours, or 90-clock hours, of Continuing Education during the five-year period. Recently, he took a course called, “Diversity in the Special Ed Classroom.” Having taught at Jackson Elementary School for so long, he felt he had a pretty good understanding of the disproportionate representation of minorities in the elementary school special education classroom. But, his professor discussed a recent Penn State study that indicated that minorities were actually underestimated in terms of being identified as needing special education services in elementary and middle school. The conflicting reports made his head spin. He decided to talk with his co-worker, Ms. Dailey.

Mr. Knightly and Ms. Dailey sat down for coffee in the teacher’s lounge to discuss this discrepancy in reports.

Ms. Dailey: “I think we need to focus on what we can do for all students instead of hoping we get it right in identifying those in need of special supports through special education. I mean, we have federal laws that provide criteria for special education services, but we are still failing to meet the needs of many students.”

Mr. Knightly: “Yeah, I know that there are students who arrive in my class that could probably have stayed in the general education classroom if help had been given in time.”

Ms. Dailey: “Have you heard about Response-to-Intervention?”

Mr. Knightly: “Actually, I just read an article about a school in Florida that has had real success with the program.”

Ms. Dailey: “You know, many of our students’ interfering behaviors impact their success with academics. We may want to consider a combination program that deals with academics, interfering behaviors, and social skills.”

Mr. Knightly: “It sounds like you’re thinking of RTI and a School-Wide Positive Behavior Support (SWPBS) program. If we could bring in a social skills program too . . . .”

Ms. Dailey: “I’d have to do some research, but I believe many SWPBS programs bring in specialized social skill programs under the “Behavior Education Program” in Tier 2.”

Mr. Knightly: “Would you want to work with me to put together a proposal for the school district on bringing in RTI, SWPBS, and social skills training?”

Ms. Dailey: “Let’s get started!”

Prepare a 4-6 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:

Part I

Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavior Support (SWPBS) program to the School Board members by defining these programs.

  • Explain the evolution of RTI and its purpose
  • Explain how RTI meets IDEA 2004 criteria for “Early Intervening Services.”
  • Explain the purpose of SWPBS
  • Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning.
  • Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program .

After providing the School Board with basic information regarding RTI and SWPBS, and discussing the advantages of adding the social skills program to Tier 2 of the SWPBS plan, you will present a demonstration model of an RTI and SWPBS, with a social skills program, to the Board.

  • Part II

Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:

A) Tier 1: Universal Interventions

  1. Devise and operationally define three (3) culturally responsive school rules.
  2. Develop positive reinforcement strategies aligned with the three (3) rules.
  3. Develop consequences for students who do not comply with the three (3) school rules.
  4. Explain how you will teach students the three (3) rules, and how students will earn positive reinforcement (and what those reinforcements will be) and what the consequences will be for not complying with the rules.
  5. Prepare data collection devices to record data from universal screening and continuous progress monitoring to make decisions regarding students’ progress.

B) Tier 2: Targeted Interventions

  1. Summarize the selection process for placing at-risk students in Tier 2.
  2. Explain how RTI can be integrated into Tier 2.
  3. Develop the Behavior Education Program:
    • Construct a reinforcement system for appropriate behaviors
    • Explain the essential elements of the Behavior Education Program
    • Select one social skills program from the following list to incorporate into the Behavior Education Programand explain the components of the program and how it will be implemented.
      • Skillstreaming
      • ACCEPTS
      • ACCESS
      • Stop and Think
      • Replacement Behavior Training
      • Social Stories
      • Videotherapy

C) Tier 3: Individualized Interventions

  1. Summarize the criteria for placement of students in Tier 3.
  2. Develop the system of supports that Jackson Elementary School will provide at this level.
  3. Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?
  4. Explain how wraparound services can support not only the student but also the family.

Papers should incorporate information from your readings with ideas of how those concepts can be applied to Jackson Elementary School. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbook as your main source for this paper, but you may include other sources as needed to support your plan.

Please consult the Writing Center sources if you need assistance with APA format. All information written in the paper must be in your original words. Paraphrased and quoted material must be cited in the body of your paper and listed on your reference page.

Final Assignments are due on Tuesday at midnight, ET, of this unit, so plan your work accordingly.

Submitting your Assignment

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

  • Click the link that says “Submit an Assignment.”
  • In the “Submit to Basket” menu, select “Unit 9: Assignment”
  • In the “Comments” field, make sure to add at least the title of your paper.
  • Click the “Add Attachments” button.
  • Follow the steps listed to attach your Word document.
  • To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it.
  • Make sure that you save a copy of your Assignment.