Training and Intervention Program Assignment

Training and Intervention Program Assignment

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Training and Intervention Program Assignment

Training and Intervention Program
The value of a good assessment comes from the ability to conceptualize a situation and provide some language and a vehicle to promote change. Too many times in treatment, an assessment is completed as a task of the first few sessions and then left in the chart never to be reviewed again. This is a mistake, and good practice includes a constant review and update to the assessment as well as a plan of action.

Using the following case study and attached LASA 1 (Assessment) you will be able topractice making a difference in a child’s life by creating a training and intervention program for the adults in that child’s life.

Write a summary assessment of the case study to be handed out in the school meeting with the family and professionals. This summary should include the following:
Background information about the child, explaining his or her behavior and the current situation
Possible determinates of the stated behaviors focusing on the family
Possible determinates of the stated behaviors focusing on the school
Create a presentation, with detailed speaker notes, to train the parents and school personnel to better understand the socialization of this particular child and to create a training and intervention program for both parents and school personnel. The presentation should provide research support from at least two peer-reviewed articles and include the following:
Separate title and reference slides.
Provide a review of the role this child plays in his or her family, how that correlates with the expressed behavior, and specific interventions recommended to change problematic behaviors.
Provide a review of the role this child plays in his or her school and peer group, how that correlates with the expressed behavior, and interventions recommended to change problematic behaviors.
Create a guide for parents to find the resources needed in the community or methods to gain the services needed for their child. Be sure to also identify four or five resources in your own community, and provide a description of the services they provide that would be useful.
Provide information on resiliency and the research literature that best applies to this particular case study. Present the strength areas of the child, family, and school integrated with this resiliency literature to provide positive intervention strategies.
CASE STUDY 2

BRANDON IS AN AFRICAN AMERICAN EIGHT YEAR OLD CHILD IN THIRD GRADE, WHO IS IN DANGER OF HAVING TO REPEAT THE GRADE. HE CONTINUES TO STRUGGLE WITH BEING ABLE TO CONCENTRATE IN CLASS, AND SAYS HE IS ‘BORED’ WHEN STUDENTS HAVE TO JUST SIT AND READ, SOMETIMES HE TALKS AND WALKS AROUND THE CALSS AND OTHER TIMES HE DRAWS PICTURES AND PAYS NO ATTENTION AT ALL. HE FREQUENTLY GETS SENT TO THE PRINCIPAL’S OFFICE FOR THIS BEHAVIOR, BUT DOES NOT SEEM TO MIND BECAUSE THE PRINCIPAL LETS HIM LAY AND GIVES HIM SNACKS (AS HE ALWAYS COMPLAINS ABOUT BEING HUNGRY). OFTEN THE PRINCIPLE COMPLIMENTS HIM ON HIS ARTWORK.

WHEN HIS PARENTS WERE TOLD ABOUT HIS BEHAVIOR, THEY WERE EXASPERATED. THE PARENTS SAID HE BEHAVES EVEN MORE POORLY AT HOME, STEALING AND BREAKING HIS SIBLINGS’ THINGS AND SNEAKING FOOD INTO HIS ROOM. HE EVEN HAS NIGHTLY BED WETTING ACCIDENTS ON A FAIRLY REGULAR BASIS (THE DOCTOR HAS RULED OUT PHYSICAL PROBLEMS AS A REASON FOR THESE).

HIS MOTHER WORKS AS A PART-TIME JOB AT A LOCAL GAS STATION WHEN THE KIDS ARE IN SCHOOL. HIS FATHER USED TO COME HOME AROUND DINNERTIME AND WAS OFTEN TIRED; BUT HE RECENTLY WAS LAID OFF AND IS DEPRESSED AND SPENDS A LOT OF TIME IN BED.

Write a 2-page summary assessment in Word format and develop a 15–20-slide presentation (with detailed speaker notes) in PowerPoint format. Apply APA standards to citation of sources, including use of in-text citations and full references.

Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.

Grading Criteria and Rubric

Assignment ComponentsMax Points
Presented a 2-page review of the previous assessment of the child (mostly a summary from LASA 1), which included background information about the child, explaining his or her behavior, and the current situation and possible determinates of the stated behaviors focusing on the family, as well as on the school.

28
Reviewed the role this child plays in his or her family, and how that correlates with the expressed behavior (in both the slide/s and speaker notes).

28Recommended specific interventions in the family environment to change problematic behaviors (in both the slide/s and speaker notes).40Reviewed the role this child plays in his or her school and peer group, and how that correlates with the expressed behavior (in both the slide/s and speaker notes).28Recommended specific interventions in the school environment to change problematic behaviors (in both the slide/s and speaker notes).32Developed a resource-guide strategy for parents to find the resources needed in the community or methods to gain the services needed for their child (in both the slide/s and speaker notes); and provide actual local resources (4–5).44Integrated information from resiliency research with the case study to present strength areas of the child, family, and school and recommend positive intervention strategies (in both the slide/s and speaker notes).36Presentation Components
Organization (16)

Usage and Mechanics (16)

APA Elements (24)

Style (8)

64Total:300

Training and Intervention Program Assignment

Training and Intervention Program Assignment

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.