Order Number |
675445276568965 |
Type of Project |
ESSAY/DISERTATION |
Writer Level |
PHD/MASTERS CERTIFIED |
Format |
APA/MLA/HARVARD/OXFORD |
Academic Sources |
10 -20 |
Page Count |
4-8 PAGES |
STAFF TRAINING: BUILDING CAPACITY FOR COMPASSION
Review what you’ve learned in Weeks 1–3 to create a 9–10 slide PowerPoint presentation that you would be able to present to your colleagues/staff to equip them to work with families of children with autism in a compassionate way. Include the following:
Title slide.
What is autism?
Brief history.
Current issues.
Screening and diagnosis.
Early intervention process.
Compassionate care.
Resources for families.
References slide. (At minimum, each of this week’s readings should be cited at least once.) Remember that slides should be succinct, readable, and visually appealing for an audience. Make sure your presentation is 9–10 slides long. Do not go over 10 slides.
This is not a presentation on intervention. Rather, it should be a presentation on general autism knowledge and general process for early intervention, with a heavy emphasis on compassionate care. Intervention will come later in this course. For this presentation, consider how would you prepare your colleagues or staff to effectively and compassionately support families of children with autism as they navigate the beginning steps in diagnosis and early intervention.
Overall, your assignment submission will be assessed on the following criteria:
Explain relevant characteristics, history, and current issues related to autism.
Summarize screening, diagnosis, and early intervention processes for autism.
Explain resources and strategies to help provide compassionate care for individuals with autism and their families.
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Create detailed speaker’s notes for the PowerPoint using APA format and citing appropriate references.
Some references that must be included:
IRIS Center. (n.d.). What is autism spectrum disorder? https://iris.peabody.vanderbilt.edu/module/asd1/cresource/q1/p01/#content
Baker, J. P. (2013). Autism at 70 — Redrawing the Boundaries. The New England Journal of Medicine, 369(12), 1089-1091. https://doi.org/10.1056/NEJMp1306380
Hyman, S. L., Levy, S. E., Myers, S. M., Kuo, D. Z., Apkon, S., Davidson, L. F., Ellerbeck, K. A., Foster, J. E. A., Noritz, G. H., Leppert, M. O., Saunders, B. S., Stille, C., Yin, L., Weitzman, C. C., Childers, D. O., Jr., Levine, J. M., Peralta-Carcelen, A. M., Poon, J. K., Smith, P. J., . . . Bridgemohan, C. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1). https://publications.aap.org/pediatrics/article/145/1/e20193447/36917/Identification-Evaluation-and-Management-of
Centers for Disease Control and Prevention. (2022). Autism spectrum disorder (ASD): Screening and diagnosis of autism spectrum disorder for healthcare providers. https://www.cdc.gov/ncbddd/autism/hcp-screening.html
NICHCY. (n.d.). Basics of the early intervention process under Part C of IDEA [PDF]. https://www.parentcenterhub.org/
Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666.
Wright, P. I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 805–809. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6834807/
Callahan, K., Foxx, R. M., Swierczynski, A., Aerts, X., Mehta, S., McComb, M.-E., Nichols, S. M., Segal, G., Donald, A., & Sharma, R. (2019). Behavioral artistry: Examining the relationship between the interpersonal skills and effective practice repertoires of applied behavior analysis practitioners [PDF]. Journal of Autism and Developmental Disorders, 49(9), 3557–3570.
RUBRIC | |||
Excellent Quality
95-100%
|
Introduction
45-41 points The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed. |
Literature Support
91-84 points The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed. |
Methodology
58-53 points With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached. |
Average Score
50-85% |
40-38 points
More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied. |
83-76 points
There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration. |
52-49 points
The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached. |
Poor Quality
0-45% |
37-1 points
The context and/or importance are lacking. There is no search history information supplied. |
75-1 points
There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references. |
48-1 points
There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached. |
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STAFF TRAINING: BUILDING CAPACITY FOR COMPASSION