Module 6.1- Learning Activity 1

Module 6.1- Learning Activity 1

Author’s Name

Institutional Affiliation

Module 6.1 – Learning Activity 1: Discussion Forum – Blogs and Tweets

Blog Post

The blog post on the concept of electronic communication that I find interesting is a blog by Burgess (2014) discussing the good, bad, and ugly aspects of electronic communication.

Summary of Blog’s Main idea (139 characters with no space)

Electronic communication drives organizational success efficiently and beneficially when managed effectively to overcome the related communication hurdles.

Tweet

The tweet on electronic communication that I found interesting is a tweet by some named Mark Bryant, whose tweeter account is HYPERLINK “https://twitter.com/realMarkBryant” @realMarkBryant.

Summary of the tweet (139 characters with no spaces)

“Those that control the flow of information, control the masses. What better way to control the masses than with great advances in electronic communication devices.”

Link to the tweet: HYPERLINK “https://twitter.com/realMarkBryant/status/1138129395447717888” https://twitter.com/realMarkBryant/status/1138129395447717888.

References

Burgess, B. (December 15, 2014). Electronic communication: The good, the bad and the ugly. Texas. First Capital Bank of Texas. Retrieved December 3, 2019, from https://www.fcbtexas.com/blog/communication/.

by L. Berkove

Name

Professor’s name

Course

Date

Summary of Fatal Self-Assertion in Kate Chopin’s “Story of an Hour” by L. Berkove

Story of an Hour by Kate Chopin follows the societal constraints experienced by the 19th-century woman. The main character is Louise Mallard, is made to believe that her husband has passed on. Louise is overwhelmed by a whirlwind of emotions as she sinks in her chair, and soon she is overcome with a strong sense of freedom. She overlooks the window of opportunity that is before her eyes as time slowly passes by. She watches as the world surrounding her runs free, and she lets nature take its course. Suddenly she experiences monstrous joy in her veins. Although she loved her husband, his death brings new meaning as she breaks the chains preventing her from experiencing a free and true life (Berkove, 149). In the text, Chopin says, ‘And yet she had loved him-sometimes” This goes to show that there are times when Louise did not feel love for her husband. Worth noting, love was a non-factor because, in itself, it is a mystery that has never been solved. As such, love did not count in the face of self-assertion because it was until her husband’s death that Louise came to know the strongest impulse of her existence. Moreover, Louise is seen whispering the words, “Free Body and Soul Free.” The narrator in the story takes the reader to Louise’s mind, and they experience her struggles. It is clear that after she lost her husband, the only thing that Louse wishes to do is to live life for herself and on her terms. The Story of an Hour concerns beliefs about the institution of marriage and society at large. From the story, it is clear that for some reason, Louise sacrificed herself when her husband was alive, and now that he is no longer alive, she wakes up to the realization that she has the freedom she has been missing.

Works Cited

Berkove, Lawrence I. “Fatal Self-Assertion in Kate Chopin’s” The Story of an Hour”.” American Literary Realism 32.2 (2000): 152-158.

Caesar Augustus

Name:

Course:

Instructor:

Date:

Caesar Augustus

Caesar Augustus’ rule reigned from 31 BC – 14 AD. Caesar had to battle to achieve his throne actively. His government that lasted for many years, made him acquire many territories to expand the Roman Empire. The expansion of the Roman Empire will later fuel the start of a dynasty that would change Rome for good and for worse, over the following century. The guy had an unpromising start in life, but he maximized his potential and climbed the ladder and became one of the greatest leaders in Rome. Augustus’ family had close to no connections, not to mention him being a sickly child. Also, Augustus was destined for future greatness, according to the prophecies. At four years of age, Augustus lost his father, and it meant that his prospects were bleak. The engulfment of civil war led by the power-hungry factions made Rome a hostile place to live. Julius Caesar (his great-uncle) led one of the civil wars. Augustus managed to transform Rome barely from a republic to an empire, as a Roman emperor, at the time of tumultuous years after his adoptive father and a great-uncle died. Caesar consolidated his militia strength, lawmaking, not to mention his institution-building to achieving the sole rule of Rome. He laid a foundation for Roman peace (Pax Romana) that lasted for 200 years. Besides, he built an empire that reigned for nearly 1500 years.

In 46 BC, Augustus was a bit lucky as he emerged victorious in the civil war. To guarantee his position, Caesar needed an heir. He adopted Augustus since Caesar had no sons. Augustus had a perfect opportunity presented to him as a young man despite his lack of connections (Shotter, Pg. 3). His advisors at once murdered Caesar. Immediately, the situation led Augustus to become part of the untrustworthy world of Roman politics just at a tender of 19 years. A victorious general by the name Marc Antony formed a strategic alliance with Augustus.

After a few years, they had managed to suppress all Rome’s enemies, and the survivors ran to Greece for asylum. The survivors were killed by the alliance in what emerged in Roman history as the two bloodiest fights. Marc Antony and Augustus portioned the spoils since the assassinations had stopped, and the realm was now theirs. Marc got away with Egypt while Augustus kept Rome. The beautiful queen of Egypt (Cleopatra) influenced the Marc decision-making process, and it led to Romans thinking that the Egyptian queen wanted the throne for herself. Romans feared the relationship between Cleopatra and Marc, and it orchestrated the Romans’ hatred toward Marc. Following the deterioration of the Marc and August alliance, August rushed at attacking their empire before they could strike his Roman Empire. Three-quarters of the Egyptian fleet was destroyed in 32 BC, in the battle of Actium (Grebe, Pg. 37). Following the defeat of the Egyptian fleet, both Marc and Cleopatra committed suicide, and the pharaoh’s land was now part of the Roman Empire.

Consequently, Augustus was regarded as a hero back home. Merely at the age of 32 years, Augustus was the first Rome’s Emperor who brought hope in restoring peace and security. It was a daunting and risky task to win the war but was nowhere near the challenge of peace restoration. The separation of his wife and him and marrying of Livia (his mistress) who was pregnant made many to suspect him of trying to lay a foundation of dynasty rule for Rome that was to rule for generations to come (Evans, Pg. 7). To avoid what happened to Caesar, Augustus had to strategize on how to manipulate both the people and the Senate by pretending he wanted to surrender the power. However, the Romans had been terrified by a series of disasters. It led to people buying his idea of being their only savior, and they requested the Senate to make Augustus the absolute rule by casting the ballot. Augustus did his calculations so cleverly, and he agreed. As opposed to the creation of dynasty, Augustus deceived the Romans that he was serving for the best interests and traditions of their empire. The Romans did not hesitate to buy the idea.

As he was growing older, Augustus achieved a lot of greatness during his reign. He managed to invade Germany, expanded the jurisdiction of the Roman Empire, acquiring the central part of Europe, northern Spain, and Egypt. Augustus spearheaded a more conservative approach that got its future blueprint through the utilization of Rome’s old methodology. However, there existed a problem. His daughter, Julia, promiscuous acts had clashed with his moral conservatism, and he had to exile her. Also, Augustus was aging and becoming weaker. The plotting continued despite all the greatness and success. Augustus faced crisis after crisis, and everything that he dedicated himself to achieving was nearing the collapse (Osgood, Pg. 1). However, he managed to reign for another decade and died in 14 AD. Following his death, Augustus was declared as God by the Senate. The leadership thrown went to Tiberius, his stepson since Augustus’ two grandsons were already dead.

To conclude, Augustus successfully achieved to bring to an end the civil war that lasted for ten decades. For more than 40 years, he spearheaded the Roman Empire into internal peace and prosperity. Augustus’ authority and vision led to the Roman Empire expansion from a mere collection of countries to a diverse society and a significant economic hub where people across many parts of the globe traveled under the protection of Rome. Augustus had established a dynasty and prevailed over the Senate. In any case, this would highlight the same number of scoundrels as legends and would take Rome on an exciting ride into death, insanity, and dread.

Works Cited

Evans, Rhiannon. Utopia Antiqua: readings of the golden age and decline at Rome. Routledge, 2007.

Grebe, Sabine. “Augustus’ Divine Authority and Vergil’s” Aeneid”.” Vergilius (1959-) (2004): 35-62.

Osgood, Josiah. Claudius Caesar: image and power in the early Roman empire. Cambridge University Press, 2011.

Shotter, David. Augustus Caesar. Routledge, 2005.

Accomplishing the terminal class objectives will facilitate my success in management because it provides well mapped out and

Accomplishing the terminal class objectives will facilitate my success in management because it provides well mapped out and informative guidelines regarding different aspects of management. It has exposed me to essential and critical management information such as goal setting and planning, monitoring and feedback, and the significance of an excellent manager-employee relationship. Some of the challenges a manager might encounter for failing to adhere to these objectives include miscommunication with employees, inability to solve conflicts within a team, performance problems, and clinging to unproductive employees, hence recording poor performance.

The SWOT analysis allows an organization to evaluate its strengths and weaknesses based on factual and accurate data external and internal factors that might affect its operations. Current data is essential in SWOT analysis because it facilitates the accuracy of the results and recommendations of the SWOT analysis used by an organization. Current data also enables the analysis to point out the appropriate solutions to threats for an organization and quickly grab opportunities suitable for it hence experiencing success in its operations.

In a fictitious firm, the SWOT analysis is identified using the products marketed and sold by the firm, the geographical areas targeted by the firm, and the target consumers in the market. The information gathered from these aspects of a business will help identify SWOT analysis and its implementation in the organization to facilitate increased sales and profits, improved customer base, and growth in the firm’s overall performance.

The SWOT factors that should be specific to the firm include but are not limited to profitability, employee competencies, company culture, and turnover. On the other hand, the generic factors include developing technologies, industry regulations, government’s role, and competitors.

According to Boffey (2015), there were more than a million prescriptions of Ritalin in 2014

According to Boffey (2015), there were more than a million prescriptions of Ritalin in 2014. This was more than double the rate of prescription of the same drug that was experienced a decade ago. This significant increase has led to an increase in concern among professionals in the fields of behavioral and mental health. These figures are considered to be an indication of a system that has been run down, leading to a massive increase in the number of cases of misdiagnosis and unnecessary prescription of stimulants such as Ritalin. The guideline given by the National Institute for Health and Care Excellence suggests that prescription of stimulants such as Ritalin should be a last resort (Artkinson & Hollis, 2010). This is based on the fact that there are safer alternatives. However, the high rate which Ritalin is prescribed is an implication that the guide line by the National Institute for Health and Care Excellence is not being followed diligently. Therefore, it can be said that over prescription Ritalin is a serious problem in the field of mental health.

There are systems that are supposed to offer support for children with ADHD. However Johnston, O’Malley, Miech, Bachman, & Schulenberg (2017) assert that such systems have insufficient funding and resources, thus leading to a high rate in which is UK-based, it is easier for children suffering from ADHD to end up taking Ritalin. Therefore, it can be said that over prescription of Ritalin is a problem that results from the real or perceived inability of preferable alternatives to serve all the children who are suffering from ADHD.

Jaber, Rigler, Shuper & Diamond (2017) are of the opinion that when it comes to the treatment of ADHD and other mental disorders, many professionals opt for what is the easiest prescription to give. As far as the use of Ritalin is concerned, all the professionals have to do is give the prescription. After the prescription, it becomes the responsibility of the patients and their loved ones to make sure that the prescription are followed. Despite the fact that programs such as parent training programs have provided to be effective in the treatment of ADHD, (Mills 2014) asserts that such programs are barely being offered. Therefore, Ritalin often turns out to be a reasonable option. In the spirit of patient centered care, there has also been an increase in the extent to which parents and guardian choose Ritalin over the other option. The most commonly given reason for the choice of Ritalin over the available alternatives is the reduction of the time and engagement needed to make most of the alternatives successful. Even with such reasons, it is still clear that the use of Ritalin should be a last resort for the treatment of ADHD.

Garasic & Lavazza (2016) assert that ADHD, which can be considered an essentially typical behavior among children, has been highly medicalized. Tantrums, naughtiness, and the inability to keep calm are common problems with children. Therefore, the high rate which medicinal solution such as the prescription of Ritalin should be a cause of concern. The rate in which prescription of Ritalin is increasing is a result of the choice of medication instead of the available alternatives. Garasic & Lavazza (2016) argue that while medication might have some positive results such as the improvement of the cognitive functions and calmness, the results are often not sustainable. Continued medications denies children the chance of developing specific strategies that might help them cope with ADHD. A study undertaken at Colorado University in 2010 revealed that when children with ADHD were given a sugar pill and told they were taking Ritalin, their symptoms disappeared in the same rate in which they did when the were given real Ritalin(Warner,2010). This is an implication that there are many situations in which Ritalin was unnecessarily prescribed.

Pereanez (2017) argues that the over prescription of Ritalin takes place because the loved ones of people who have ADHD often overlook the importance of finding an explanation for the symptoms before opting for medication. There are some cases that some of the symptoms associated with ADHD might have other causes. For instance, family stress, skills deficit, anxiety, and poor nutrition might sometimes lead to symptoms that can be misdiagnosed as ADHD. In such cases, the child or adult taking the drug will have been subjected to a scenario of misdiagnosis. This is the main reason as to why drugs such as Ritalin should always be limited. Such limitations can be effective in making sure that there is a reduction of cases where by family members jump to the conclusion that child has ADHD.

A study by Chang, Lichtenstein , Halldner , D’Onitrio, Serlachius, faze & Larsson (2014) shows that children who are medicated for ADHD are six times less likely to have drug abuse problems are compared to those who use alternatives remedies for ADHD. This is an implication that medication for ADHD can be a way through drug abuse among children and adults with ADHD can be limited. A study by Ashok, Mizuno, Volkow & Howes (2017) also reveals that there is no relationship between the use of Ritalin in the treatment of ADHD during childhood and the engagement in drug abuse in adulthood. When an individual has ADHD they always suffer from low levels of dopamine in the brain (Tarver, Daley, & Sayal, 2014). The role played by Ritalin is to raise the level of dopamine in the brain to the appropriate levels. This is a capability that none of existing alternatives have, and thus the reason as to why failure to use Ritalin might increase chances of drug abuse. When people with ADHD are not medicated, might end up seeking replacement of dopamine from other substances, thus leading to drug abuse.

Tarver, J., Daley, D., & Sayal, K (2014). Attention -deficit hyperactivity disorders (ADHD): an updated review of the essential facts. Child: care. Health and development, 40(6), 762-774.

Ashok, A.H., Mizuno.Y, Volkow, N.D, & Howes, O.D. (2017). Association of stimulant use with dopaminergic alterations in uses of cocaine, amphetamine, or methamphetamine: a systematic review and meta-analysis. JAMA psychiatry, 74(5), 511-519.

Chang, Z., Lichtenstein, P., Halldner, L., D’Onofrio, B., Serlachius, E., Fazel, S., & Larsson, H. (2014). Stimulant ADHD medication and risk for substance abuse, Journal of Child Psychology and Psychiatry, 55 (8), 878-885.

Boffey, D. (2015). Prescriptions for Ritalin and other ADHD drugs double in a decade. Retrieved from https://www.theguardian.com/society/2015/aug/15/ritalin-prescriptions-double-decade-adhd-mental-health

Garasic, M.D., & Lavazza, A. (2016). Moral and social reasons to acknowledge the use of cognitive enhancers in competitive -selective contexts. BMC medical ethics, 17(1), 18.

Pereanez, J.A.G.(2017). Arguments for Discussion in Bioethics, on the medication of Children with a Diagnosis of Hyperactivity (ADHD). DEStech Transaction on Environment, Energy and Earth Sciences, (eesd).

Warner, J. (2010). We’ve got issues: Children and parents in the age of medication. Penguin.

Johnston, L.D., O’Malley, P, M., Miech, R. A., Bachman, J.G., & Schulenburg, J. E (2017). Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescents Drug Use. Institute for social research.

Atkinson, M., & Hollis, C. (2010). NICE guideline: attention deficit hyperactivity disorder. Archives of Disease in Childhood-Education and Practice, 95(1), 24-27.

By way of introduction, I am XX, an Xx-year-old young and ambitious individual

Name

Professor’s name

Course

Date

By way of introduction, I am XX, an Xx-year-old young and ambitious individual with interests in mental health studies and psychoanalysis in particular. I am applying for the Master’s Program at BGSP Boston Graduate School of Psychoanalysis. My interest in pursuing this course stems from my negative life experiences throughout my life. I want to pursue a Master’s in Psychoanalysis, seeing that I have been in individual and group therapy for fourteen years. Growing up, I did not buy into the idea of therapy. This changed when I had an accident and had to go through life-changing surgery. After the incident, my parents thought it would be good if I talked to a professional. Although it took time, the therapy played a significant role in my recovery. After seeing how much therapy helped me deal with the trauma of the accident, I became drawn to the field. Therapy helped me accept my scars and helped me heal from the emotional damage that I was going through. I was embarrassed by the scars that I acquired from the accident, but now I wear them proudly; they are reminders of my triumph. Specifically, I want to pursue a Master’s in psychoanalysis because I would like to contribute to positive change in society by helping other people deal with issues that they go through.

Besides going through therapy for many years, I have worked as an assistant at a wellness Centre near me. I had volunteered for the position as I wanted to acquire first-hand experience in Psychoanalysis. The wellness center deals with recovering drug addicts. I gained relevant skills that prepared me for advanced studies in this field during my time there. I mastered skills that include empathy, patience, being non-judgmental, and coping with emotional situations. Enrolling in a course in Psychoanalysis is the perfect way to put my skills to use. Because I have related to individuals in need of the treatment, I will be better placed to relate to the studies and research in the course. Upon completing and graduating from the course, I intend to start my private practice and provide psychoanalysis services to people who need it the most.

Accomplishments in the Classroom and their Positive Impacts

Accomplishments in the Classroom and their Positive Impacts

Institution:

Name of Student:

Accomplishments in the Classroom and their Positive Impacts

When I was first introduced to the classroom, I noticed that most students came late to school, some didn’t do their assignments and those that did presented a shoddy job. There was an overall lack of concentration especially with the students who sat at the back with most of them whispering during classes. I turned all this around. It was sheer hard work but soon the mood in the classroom was good during classes marked by high concentration levels. Assignments were done on time and class attendance was good too.

I promoted happiness, warmth and safety during the classes. I set rolling team building activities that helped students be comfortable with each other and help debunk me as a god of some sort. Lessons encouraging friendship, support and openness were enhanced to create a good attitude towards the classes. I also talked to the parents during our meetings to help the students come early to school by waking them up early and ensuring that they don’t stay up late. The parents were also advised to remind the students to do their homework.

My progress was tracked through observation. I observed the behavior of the students in the classroom focusing on their punctuality to class, delivery of assignments and level of concentration during classes.

The issue of student’s concentration needs to be addressed. The quality of engagement needs to be one that is active, inclusive and respectful so as to create an active class. An inclusive warm up activity will help improve the concentration and thus make the students active during the class and it can be made inclusive by involving all the students through questions and rewarding those who are active. The promise of a test also helps improve the student’s concentration. In addition, the warm up activity should be made simple and should not surpass the understanding of the students to enhance comprehension.

`The students were whispering in the back due to distractions or because they were bored with what they were being taught. They could also be whispering because they had something to say but did not have the guts to do so. Openness should therefore be encouraged to build confidence in the student to speak freely during class and not whisper between them. The class should also be made fun so as to reduce boredom. The number of distractions should be kept at a minimum e.g. getting rid of unnecessary objects in class. Reshuffling could also help minimize the whispering in case close friends sat together in class.

Modernization theory

Modernization theory

The Washington Consensus drafted by Williamson in the late 1980s was aimed at improving the economic conditions in developing countries. (Williamson, 2004) claimed that its initial intention was not to prescribe the development but rather, to reveal policies that made Washington desirable to the Southern American countries economically. Later on, the policies were termed as, Williamson, (2004), “… set of economic policies advocated for developing countries in general by official Washington.” This further evolved the concept of neoliberal policies that had began discussions earlier in the decade which according to Alam, (2003), “the neoliberal, open door economic regimes imposed on the periphery by core capital … have produced no economic miracles.” Economics critics have given different opinions on neoliberal policies and concepts such as open trade towards development of third world countries. This paper gives the views of economists Bhagwati, (2002) and Chang, (2008) towards the free trade as a rescuer for developing countries.

Basically, (Bhagwati, 2002) states that with the practice of trade, countries experience positive growth which in turn decreases poverty. The author also argues against the controversy of trade as a promoter of poverty rather than reducer. From his research, there is adequate evidence of the reduced poverty that many developing countries such as India have been able to achieve within a short period of time. There is also a mention of China as a country that experienced wide growth and poverty reduction through trade, thus reports by the World Bank and IMF of the 10% and 6% GDP increment in China and India respectively (Bhagwati, 2002). Static argument relates poverty in developing countries to the low wages earned by workers without professional skills. The dynamic argument on the other hand focuses on the trade as a variable of growth and a necessity toward improvement on economy and reduction of poverty (Bhagwati, 2002). The trade argument here approves the interpretation of the neoliberal policies as economic policies which were formulated by Williamson, 2004.

The argument regarding trade as mentioned above contrasts with Chang, (2008) argument. Though both authors agree on the importance of free trade, (Chang, 2008) agues that trade cannot work independently and should be supported by other variables such as privatization of some ventures owned by the government and deregulation of foreign direct investment (FDI). The author demonstrates the concept based on the developed countries before they had their economic breakthrough. Counties like he USA and Japan took full advantage of free trade introduced when they were developing to interact economically with other sates. However, they limited the invasion to their market by foreign traders through regulating FDIs. Chang, (2008) states that, “In the 19th century, the US banned or heavily regulated FDI in natural resource exploitation.” Further, the author elaborates how the countries like Netherlands self exploited their resources and marketed the unique ones, thus taking advantage of the open market. Thus, though free trade is commendable for the reduction of poverty, it is not independent and has certain determinants as mentioned above.

In conclusion, the contrast in the view of the two authors is clearly evident. They both approve the context of the neoliberal policies and the Washington consensus as interpreted by economists, thus elaborate on importance of free trade. However, the many considerations made are worth noting. Basically, (Chang, 2008) criticizes the exploitation of developing countries by the already developed by FDIs when they minimized their foreign investment during the development process. The two arguments generally contradict in the variables of the poverty elimination using free trade. As (Bhagwati, 2002) strongly believes in free trade despite foreign intervention in the market, (Chang, 2008) is for the idea of self exploitation and regulating foreign forces for beneficial use of free trade.

Works Cited:

Alam, Shahid. Two Decades of Neoliberal Policies. Pauperizing the Periphery. 2003. Web. 9 August, 2010.

Bhagwati, Jagdish., & Srinivasan T. N. Trade and Poverty in the Poor Countries. 2002. Web. 19 August, 2010.

Chang, Ha-Joon. Under-explored Treasure Troves of Development Lessons. Lessons from the Histories of Small Rich European Countries. Amsterdam: Amsterdam University Press, November, 2008. Web. 19 August, 2010.

Williamson, John. The Washington Consensus as Policy Prescription for Development. Practitioners of Development. 13 January, 2004. Web. 19 August, 2010.

Modeling and Social Skills

Modeling and Social Skills

Student’s Name

Institutional Affiliation

Professor’s Name

Course

Date

Modeling and Social Skills

Introduction

Applied Behavior Analysis (ABA) is a therapeutic technique that helps modify the behavior of an individual with autism disorder. The ABA can manage behaviour based on changing the environment to impact an individual behavior that leads to the production of positive actions and eradication of the negative moves. Notably, ABA analyzes the order of occurrence of the behavior of an individual with autism for the identification of the antidescent that comes before the behavior, the consequence, and the behavior itself. Behaviour is reinforced or discouraged by the aftermath action. Applying behaviour analysis is used to treat autism as a developmental disability that arises due to differences in the brain. An individual suffering from autism is often associated with difficulties in social interaction and communication through repetitive and restricted behaviors. As such, there is a need to ABA analysis as a practical therapeutic approach to improve the social behavior of an individual suffering from autism. This paper explains the critical elements involved in the overview of autism and ABA, the scientific field of ABA and its relationship to autism, the roles of behaviorally based interventions, and the principles or values guiding the decision-making processes of the interventions.

Critical Elements involved in Overviewing Autism and ABA

Task Analysis

Task analysis involves helping individuals with the autism spectrum disorder understand and modify their behaviors. It also entails assessing individuals’ and family members’ skills, preferences, and goals. The skill evaluation helps in the initial assessments, which are the foundation of the specific treatment goals. The skills include language, communication, social interactions, academic, and hygiene skills (Felzer-Kim et al., 2021). An individual with the audism understands basic skills by focusing on mastering individual steps in a complex process. After identifying steps and creating directions, an instructor devises a learning plan customized to the goals and needs of the student. Consequently, task annalist improves the quality of life for all the family members by inculcating strong communication skills, social interaction, and interpersonal relations, giving people with autism a chance to survive an independent life.

Scientific Field Of Task Analysis as ABA and its Relationship to Autism

Consistency

As a teaching method, task analysis is characterized by consistency where the reinforcement and presentations of a single learning approach get presented in every learning situation. Consistency relates to intervening in autism conditions by creating an environment of reinforcing the positive behavior in the learning approach for quick mastery of content (Felzer-Kim et al., 2021). Also, an autistic individual relives the negative thoughts through consistent provision of tasks.

Individualization

The task analysis bases its facts on individualization, where the tasks are varied as per the ability of an individual (Felzer-Kim et al., 2021). Treating an individual with autism as an individual enhances emotional wellbeing. It also helps in the progression of targets and easy preparation for transitions and changes.

Systematic Instruction

Most importantly, systematic instruction characterizes the task analysis, where the activities are divided into small steps to culminate the end goals. Scientific instruction is also a scientific process that involves experimentation until achieving success through setting the criteria for mastery (Baker et al., 2019). It improves the quality and quantity of understanding of an individual with autism.

Modelling and Discrete Trial Approaches

Moreover, there exist the modelling and discrete trial approaches, which the instructor used as a task analysis framework. The discrete trial instructions provide short, clear, and prompt instructions that help an individual complete the task through guidance on their response (Baker et al., 2019). The instructor removes the prompts and progresses gradually by offering immediate positive feedback on accurate responses and providing recommended guidance on incorrect responses. Modelling involves showing the individual target behavior and giving instruction for the behavior imitation. Through modelling, individuals with autism have exhibited self-help and social skills.

Chaining

Chaining as an instructional strategy in the applied behavior analysis theory involves recognizing an individual with autism as a requirement of task mastery. It also involves breaking the tasks into small steps and teaching the steps in sequences. Once an individual learns the initial skill, the next step involves showing an action (Radley & Dart, 2022). The technique is profitable in assisting children with autism in learning repetitive routine tasks like a bathroom, wearing clothes, and shoes. Notably, chaining helps the instructor and the family members teach the kids to perform complex, multi-step tasks by breaking them down into essential components.

Scientific Field of Chaining as an ABA and its relationship to autism

Total Task Chaining

The total task chaining approach involves working together with an individual with autism. The work should be step by step to break and prompt tasks as necessary (Radley & Dart, 2022). It also occurs where the instructor teaches the fundamental skill by giving the learner the support for the challenges.

Forward Chaining

Forward chaining involves showing an individual the criteria for doing the first step of the task independently. The instructor, therefore, prompts the child for the consequent task (Choi, 2019). After an individual child with autism has completed the first step independently without the prompt, he or she can independently complete the significant steps.

Backward Chaining

It involves the completion of all the steps with prompting. An instructor needs to save the individual child from completing the task. Backward chaining is advantageous depending on the taught skills. It links the independent task completion for immediate reinforcement and reward. In backward chaining, the child with autism is given the opportunity to complete the last step independently and the next to last step independently (Choi, 2019). As evidence-based ABA, the backward chaining enables an individual to reach their full potential by overcoming the autism challenges.

Roles of Behaviorally-Based Interventions and the Principles Guiding the Decision Making

The Roles of Task Analysis and its Principles Guiding the Decision making

Task analysis induces the new skills to replace the problem behaviors, making an individual with autism learn what to do rather than what not to do. Also, the task analysis improves cognitive skills by making an individual quickly learn academically. It continues to enable an individual child with autism to generalize skills and apply them in the classroom and outside environment (Felzer-Kim et al., 2021). Moreover, it teaches self-control and task monitoring for job-related and social capabilities. Through positive responses to individual behavior, the task analysis prevents unintentional rewards for the problematic behaviors. As such, an individual can comply with the specific task, acting as a motivation paradigm.

Role of Chaining and its Principles in Guiding the Decision Making

Chaining breaks the task into steps and teaches an individual with autism the steps and the sequences of undertaking the instructions. It is also essential in enabling the child with autism to learn routine and repetitive tasks (Radley & Dart, 2022). The principle of repetition enables the individual child with autism to correctly complete all the behaviors in sequence. Notably, through the predetermined accuracy standard, an individual can be taught the next step using reinforcement depending on the ability to finish the previous steps.

Conclusion

Overall, the applied behavior analysis approach enables the instructor to effectively give the therapeutic intervention to an individual suffering from autism. The intervention involves changing the behavior through reward and reinforcement. Chaining and task analysis are the primary applied behavior analysis that enables the instructor to extensively use the behavioral mechanism to mitigate the positive behavior exhibited by an individual with autism. The elements are characterized by the scientific approaches, which play an amicable role in moulding and enhancing the positive behavioral changes of an individual with autism.

References

Baker, J. N., Rivera, C., Devine, S. M., & Mason, L. (2019). Creating a Task-Analysis for Teaching Emergent Literacy Skills to Students with Autism. Intervention in School Clinic, 54(3), 166. https://digitalcommons.georgiasouthern.edu/teach-elementary-facpubs/42/Choi, J. (2019). A Comparison of forwarding and Backward Chaining on the Acquisition of Solitary Play Skills (Doctoral dissertation, The Chicago School of Professional Psychology). https://search.proquest.com/openview/1e5d22e0ae61cbb1eaaf2ba36786bb52/1?pq-origsite=gscholar&cbl=18750&diss=yFelzer-Kim, I. T., Campbell, H., Vallabheneni, N., Peterson, A., & Hauck, J. L. (2021). Working With Children With Autism in General Physical Education: Useful Applied Behavior Analysis Concepts. Journal of Physical Education, Recreation & Dance, 92(9), 50-55. https://www.tandfonline.com/doi/abs/10.1080/07303084.2021.1977741Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis. Guilford Publications. https://books.google.com/books?hl=en&lr=&id=Xbb2DwAAQBAJ&oi=fnd&pg=PP1&dq=Applied+Behavior+therapy+and+autism+management&ots=DV4eyYRhVe&sig=sj8R46I-HWC5D4MaiYQQ2Tih9PwRadley, K. C., & Dart, E. H. (2022). Other Behavior Analytic Strategies. Social Skills Teaching for Individuals with Autism (pp. 127-140). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-91665-7_11

Moderator Tom Miller (2)

Moderator Tom Miller:

Good Evening. National attention has been focused on the problems of the American Negro for the past several weeks. Major civil rights legislation from President Kennedy is now before Congress; huge demonstrations have been held across the country. Violence has erupted in many places. Last week on Florida forum we discussed the racial situation with Governor George Wallace of Alabama who tried unsuccessfully to bar the entrance of two Negro students to the University of Alabama. This week, we have invited author and playwright, James Baldwin, to express his views in this growing controversy. Mr. Baldwin is the best-selling author of several books that reflect on racial conflict. He is offered his intellectual and moral support to the cause of the American Negro and, tonight, he has interrupted his schedule in Puerto Rico, where he is writing a play, to answer questions from our panel and studio audience. Questioning Mr. Baldwin tonight will be WCKT newsman Al Dempsey and Dr. Charlton Tebeau, chairman of the history department of the University of Miami. There will also be questions from our studio audience, after this message.

To begin tonight’s program, we will ask Mr. Baldwin to state briefly if he feels the racial conflict in Alabama and Mississippi could happen here in Florida.

James Baldwin:

“Well, in my view, which I think is the view, I think, of most  American Negroes or the experience of most American Negroes, the situation in Alabama and Mississippi, which is spectacular and surprises the country, is nationwide. Not only could it happen in Florida, it could happen in New York or Chicago, Detroit or anywhere there is a significant Negro population. Because, until the day all the Negroes in this country, in one way or another, in different fashions, North or South, are kept in what is, in effect, prison. In the North, one lives in ghettos and, in the South, the situation is so intolerable as to become sinister not knowing for Mississippi or for Alabama, or for Florida,but for the whole future of this country. White people are surprised, I think, at the vehemence of the Negro feeling and the depth of the danger, but I don’t think it has caught any Negro by surprise. One has been in a terrible, terrible situation for a very, very long time.”

MODERATOR:

“Now, to our panel, Mr. Dempsey.”

Al Dempsey:

“Well, why could it happen? Why does it have to be violence? Why can’t it be something other than violence?

James Baldwin:

“Well, part of the reason is one is doing one’s best to avoid violence. One of the reasons it could happen that way is because for so long, four hundred years, the American republic, in general, has ignored and denied the whole situation that Negroes have operated within – to be a source of cheap labor, for example, north or south, is to be, in effect, oppressed. Now, the oppression is bad enough. But the myth that the country’s created about the object of the oppression: the myth about the negro being happy in his place, is something the republic has managed to believe and, so that in addition to the fact of the oppression, one has also the fact that within the country for one hundred years there’s been a way of life occurring in the country, which most of the country knows nothing about. And it’s reflected, for example, in the way Negroes talk to each other. It’s a kind of language which does not really exist on what we like to think of as a major level of the American culture.”

Al Dempsey:

“But hasn’t there been a lethargy on the part of the American negro for that 100 year period too, along with the white supremacy added to it?”

James Baldwin:

“Um, I don’t think so. No. I think that’s, again, part of the myth. One has to remember, after all – I may sound very rude – but you have to remember who writes the history books and toward what end? I have never known a lethargic Negro. I’ve known demoralized Negroes. But that is not the same thing. The truth is that the Negroes have been fighting for this hundred years to obtain their rights and the country has ignored it. And the technique of the country has been mainly to accommodate it or to contain it, but never really to change the situation. And what has happened in our time, in these last few years, is that it’s no longer possible to contain it and the technique of accommodation has broken down. For the first time, really, the situation is now in the open. No American can ignore it, as has been true, let us say up until 1954.

Al Dempsey:

“All right. Why did it happen? Why do you think it happened? In 1954.”

James Baldwin:

“Well, the one thing, what happened in the South is that when the Supreme Court desegregated schools, or tried to desegregate schools, the South, which until that time had really ignored pleas, on the part the NAACP or responsible Negro leaders, to do something about creating a situation in the South…they were not asking for desegregation but to honor the separate but equal clause. And, the schools of the South were not equal.

Now, this meant, after ’54, the South which had ignored the necessities on the part of Negroes to be educated suddenly what leaped into that breach is now building schools for Negroes to keep the schools segregated. And this meant, in effect, that if I were a college president in the Deep South at a state college, that I had lost my position. I could no longer bargain. I couldn’t…I no longer had to go to the governor to get a new dormitory or a new chemistry lab. The governor was all too anxious to give me a new chemistry lab. That meant that I no longer had any effect, no power whatever. I couldn’t guarantee the facility of my students. The bargaining table had suddenly disappeared. This is what really happened, I think.”

Al Dempsey:

“Well, that was 1954. This is 1963. All of a sudden we have violence. That’s what we’re talking about here. Are you Negro leaders, and let’s consider you one of the Negro leaders…Are Negro leaders encouraging conditions of violence?”

James Baldwin:

“No. No responsible Negro leader can possibly – all the people I work with I know, are working as hard as they know how to channelize an energy which they know is there in order for it not to become violence. But, to be candid, there is something amazing, really, in the fact that the Negro has not been violent sooner, you know? There is something very impressive, in my view, in the ways which Negroes have managed to deal with this situation. And, the kind of discipline, the kind of interior discipline demanded of an adolescent to sit-in and to boycott and to undergo all the things one has to undergo is an extraordinary thing. And, if it were true that was a new Negro, that he’d never been seen before, that would be a miracle.

What has really happened is these people have been coming a long, long time. In the 30’s, for example, people like Roy Wilkins in the South, as hobos tried to organize unions and being beaten, and clubbed, and murdered. The Republic ignored all this. But every Negro child growing up knew something about it. It is the Republic, I repeat, that has been captured by its own myth of the subservient Negro and now is surprised to discover that the myth was never true.”

Dr. Charlton W. Tebeau:

“Mr. Baldwin, are you saying possibly that if “separate but equal” facilities had been provided for Negroes, that none of this might have happened?”

James Baldwin:

“No, I am not saying that at all. I didn’t mean to suggest that. But I did mean to suggest that the NAACP at that point, was not at that point trying to change the law, really, but doing, again, what Negroes are always trying to do, which is try and save the children. To try to get, to invest the children in the morale, and you can’t teach a child if the situation in which he is studying is intolerable. We all know that. Now, it is also true that you cannot really – no Negro child who is going to a segregated school, which costs millions of dollars, is fooled about why he’s there. He’s there because white people want him there and no place else. And you cannot educate a child in that context, either. You see?”

Dr. Tebeau:

“It seems to me also that while you are asking white people to change their estimate of the Negro – raise their estimate of the Negro – you are also saying to the Negro he ought to do something to raise his estimate of himself. Isn’t that true?

James Baldwin:

“It’s one of the great problems, let me put it this way, of being an American Negro in the first place; that you are taught, really, the entire weight of the republic teaches you to despise yourself. All the standards, when you open your eyes and look at the world, you look out at it, there is nothing reflecting you. As far as we can tell, for example, from television programs, there are no Negroes at all, or most Hollywood productions. The country has arbitrarily declared that kinky hair, dark skin, wide nose, and big lips is a hideous thing to be afflicted with. Now, the Negro parent, in this case, let’s say I am a Negro parent, has to use everything he can find to counteract the republic’s attempt to diminish this child. It is inevitable then, that when a boy becomes 20 or a girl becomes 20, they are in great battle inside to release themselves from what the country calls them. Do you see? Now, this estimate of oneself is a very difficult thing to change, but this is a part of the battle one has got to do that and, incidentally, by no means incidentally, I think that white Americans, themselves, assume something else. They assume that I live in a segregated society and they don’t realize that they live in a segregated society – that we do – and that the white child is really just as victimized by this peculiar medieval system as any Negro child. And what is worse for the Black child, the white child doesn’t know it and his whole attitude towards the world and toward reality is romantic.”

Dr. Tebeau:

“If I may have one more question… Why are you as doubtful as you are about what liberals are going to do for the cause of the Negro?”

James Baldwin:

“Because I’ve – I don’t mean to sound cruel – there are exceptions, but in general, my experience with liberals, they have attitudes, and they have all the proper attitudes. But they have no real convictions, and when the chips are down and you expect them to deliver and what you thought they felt they somehow are not there.”

Dr. Tebeau:

“Is that your estimate of the Kennedy administration to an extent?”

James Baldwin:

“My estimate of the Kennedy administration, part of my estimate of the Kennedy administration, is that, first of all, the Kennedy brothers, like almost all the white Americans, even with the best will in the world, know very little – in fact, I would hazard, until recently, virtually nothing about what we like to call the Negro problem. You know, most of the white Americans I’ve ever encountered – really, you know – had a Negro friend or a Negro maid or somebody in high school, but they never, you know, or rarely, after school was over or whatever, came to my kitchen. You know, we were segregated from the schoolhouse door. Therefore, he doesn’t know – he really does not know – what it was like for me to leave my house, leave school, and go back to Harlem. He doesn’t know how Negroes live and it comes as a great surprise to the Kennedy brothers and everybody else in the country, I’m certain, again, you know, that like most white Americans I’ve encountered, I am sure they have nothing against Negroes. That’s really not the question. The question really is a kind of apathy and ignorance, which is the price we pay for segregation. That’s what segregation means. You don’t know what is happening on the other side of the wall because you don’t want to know.”

SHARE THIS: