Scientific Article - Applied Sciences
Please read the following article attached and answer in paragraph format the following questions. This is a discussion so I only need 400-450 words.
What is the purpose of the study?
What is the independent and dependent variable?
What is the experimental question? What kind of experimental question is it?
Based on the Discussion section of this article, formulate an original experimental question that could be used as a follow-up study.
_______________________________________________________________________________
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2012, 45, 281–298 NUMBER 2 (SUMMER 2012)
COMPARING THE TEACHING INTERACTION PROCEDURE TO
SOCIAL STORIES FOR PEOPLE WITH AUTISM
JUSTIN B. LEAF, MISTY L. OPPENHEIM-LEAF, NIKKI A. CALL, JAN B. SHELDON,
AND JAMES A. SHERMAN
UNIVERSITY OF KANSAS
AND
MITCHELL TAUBMAN, JOHN MCEACHIN, JAMISON DAYHARSH, AND RONALD LEAF
AUTISM PARTNERSHIP
This study compared social stories and the teaching interaction procedure to teach social skills to
6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills
with social stories and 18 social skills with the teaching interaction procedure within a parallel
treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across
the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of
4 of the 18 social skills across the 6 participants. Participants also displayed more generalization
of social skills taught with the teaching interaction procedure to known adults and peers.
Key words: autism, behavioral skills training, social skills, social stories, teaching interaction
Autism spectrum disorders (ASD) are
marked by qualitative impairments in social
behavior (American Psychiatric Association,
2000) that can lead to failures in developing
meaningful friendships (e.g., Bauminger &
Kasari, 2000), depression (e.g., M. E. Stewart,
Barnard, Pearson, Hasan, & O’Brien, 2006),
and problems in school (e.g., Ladd, Birch, &
Buhs, 1999). Over the past 30 years, a variety
of methods have been implemented to teach
social behaviors, including video modeling
(e.g., Charlop-Christy, Le, & Freeman, 2000),
discrete-trial teaching (e.g., Lovaas, 1981),
pivotal response training (e.g., Stahmer, 1995),
Justin B. Leaf is now at Autism Partnership, Seal Beach,
California, and Great Strides Behavioral Consulting, St.
Louis, Missouri; Misty L. Oppenheim-Leaf is now at Behavior
Therapy and Learning Center, Seal Beach, California.
This investigation was conducted to meet, in part, the
requirements for the doctoral degree in Behavioral Psychology
at the University of Kansas. We thank Sarah Johnson for her
work throughout the project. We also thank Keith Miller,
Nancy Brady, and Matthew Reese for their help on an earlier
version of this study.
Correspondence concerning this article should be
addressed to Justin B. Leaf, 200 Marina Drive, Seal
Beach, California 90807 (e-mail: [email protected]).
doi: 10.1901/jaba.2012.45-281
behavioral skills training (e.g., K. K. Stewart,
Carr, & LeBlanc, 2007), social stories (e.g.,
Gray & Garand, 1993), and the teaching
interaction procedure (e.g., Leaf et al., 2009).
Despite the numerous interventions to help
people with ASD improve their social skills,
relatively few studies have compared these
different interventions.
Social stories are brief passages, written by a
teacher, that describe a behavior to be displayed
by a participant. The story describes when the
participant should display the desired behavior,
why he or she should display the desired
behavior, and how displaying the desired
behavior will affect others (Gray & Garand,
1993). Teachers either read the stories aloud to
the students or students read the stories to
themselves or out loud. In some studies, the
teacher either asked the participant comprehen-
sion questions (e.g., Delano & Snell, 2006) or
role-played the social skill with the participant
(e.g., Thiemann & Goldstein, 2001) after the
participant read the story.
Gray and Garand (1993) and Gray (1994)
provided several guidelines related to the
implementation of social stories to teach social
281
mailto:[email protected]
282 JUSTIN B. LEAF et al.
skills. First, participants should be in the
‘‘trainable mentally impaired range or higher
who possess basic language skills’’ (Gray &
Garand, p. 2). Second, the teacher should write
an individualized story at the participant’s
comprehension level. Third, social stories
should include four sentence types: descriptive
sentences that specify when, where, and why the
participant should display the desired social
behavior; perspective sentences that describe the
reactions and feelings that others may have if
the participant displays the social behavior;
affirmative sentences that describe a shared
belief of society; and directive sentences that
specify how the participant should display the
behavior. Gray (1995) recommended a total of
two to four descriptive, affirmative, or perspec-
tive sentences for every directive sentence in the
story. Subsequent research on social stories has
evaluated several presentation variations, in-
cluding the use of pictures or icons (e.g., Barry
& Burlew, 2004; Brownell, 2002), different
story layouts (e.g., book format or single-page
format), role playing (e.g., Thiemann & Gold-
stein, 2001), and comprehension checks (e.g.,
Delano & Snell, 2006), and found each to be
effective.
The teaching interaction procedure is anoth-
er method to teach social skills to children with
autism. In the teaching interaction procedure,
the teacher describes a skill, provides a rationale
for why the participant should display the skill,
describes the cues and characteristics of situa-
tions in which the participant should display the
skill, divides the skill into smaller behavioral
components, models the skill, and role plays the
skill with the participant. During role playing,
the teacher provides simulated opportunities for
the participant to display the social skill and
provides feedback (e.g., praise, tangible conse-
quences, or corrective feedback) based on the
participant’s performance.
The teaching interaction procedure first was
implemented and evaluated as a component of
the Achievement Place Teaching-Family Model
(Phillips, Phillips, Fixsen, & Wolf, 1971, 1974).
Subsequent research has demonstrated the
effectiveness of this strategy in both one-on-one
(Leaf et al., 2009) and group (Leaf, Dotson,
Oppenheim, Sheldon, & Sherman, 2010) teach-
ing arrangements. In addition, the teaching
interaction procedure is similar to another well-
researched procedure, behavioral skills training;
the main difference between the two is the
inclusion of rationales in the teaching interaction
procedure (K. K. Stewart et al., 2007).
Thus, available evidence indicates that both
social stories and the teaching interaction
procedure are effective methods for teaching
social behaviors to children and adolescents
with ASD. However, the relative effectiveness of
the two procedures is unknown, in that no
direct comparison of these teaching strategies
have been conducted to date. This study was
designed to compare these two interventions.
We selected these two procedures because they
both have been implemented with numerous
children and adolescents with autism, share
common components, and have been found to
be effective in the empirical research. The
purposes of the current study were (a) to assess
the relative effectiveness of the two procedures
in teaching social skills to children and
adolescents with ASD and (b) to assess the
level of generalization of the social skills taught
by each method.
METHOD
Participants
Six boys, ages 5 to 13 years old, were
recruited to participate in this study. Each
participant met the following criteria: (a) He
had been diagnosed with an ASD; (b) he spoke
in full sentences; (c) he had no immediate
history of self-injury, severe aggression, or severe
disruptive behaviors; and (d) he had a standard
score of 70 or higher (i.e., within two standard
deviations of the average range and considered
to be a moderately low score) on the Peabody
Picture Vocabulary Test 4 (PPVT-4).
283 COMPARING SOCIAL SKILLS INTERVENTIONS
Buddy was a 6-year-old boy who had been
diagnosed with autistic disorder. The PPVT-4
placed him in the 27th percentile of receptive
language with a standard score of 91 (6 years
1 month age equivalent). He had a Mullen’s
intelligence score (IQ) of 87, and a Social Skills
Rating Scale-Parent (SSRS-P) score of 69 (2nd
percentile of children his age). Buddy attended
a general education kindergarten classroom
without supports and previously had been
taught with both social stories and the teaching
interaction procedure prior to this study.
Hank was a 5-year-old boy who had been
diagnosed with pervasive developmental disor-
der not otherwise specified. The PPVT-4 placed
him in the 97th percentile of receptive language
with a standard score of 128 (8 years 3 months
age equivalent). He had a Wechsler Intelligence
Scale for Children (WISC IV) IQ score of 117,
a SSRS-P score of 91 (27th percentile of
children his age), and a Vineland Adaptive
Behavior Composite score of 87. He attended
an early intervention clinic for children with
ASD and had a prior history with both social
stories and the teaching interaction procedure.
Nick was a 5-year-old boy who had been
diagnosed with autistic disorder. The PPVT-4
placed him in the 8th percentile of receptive
language with a standard score of 79 (3 years
11 months age equivalent). He had a Kaufman
IQ score of 65, a SSRS-P score of 70 (2nd
percentile of children his age), and a Vineland
Adaptive Behavior Composite score of 68. He
attended a general education kindergarten
classroom without any supports and had a
previous history of being taught with social
stories but not with the teaching interaction
procedure.
Lang was a 5-year-old boy who had been
diagnosed with Asperger syndrome. The PPVT-
4 placed him in the 61st percentile of receptive
language with a standard score of 104 (5 years
11 months age equivalent). He had a Wechsler
Preschool and Primary Scale of Intelligence
(WPSSI-3) IQ score of 89, a SSRS-P score of
106 (66th percentile of children his age), and a
Vineland Adaptive Score of 85. He had been
placed in a general education kindergarten
classroom setting with supports and had a
previous history of being taught with both social
stories and the teaching interaction procedure.
Apollo was a 12-year-old boy who had been
diagnosed with autistic disorder. The PPVT-4
placed him in the 47th percentile of receptive
language with a standard score of 99 (12 years
1 month age equivalent). He had a WISC-IV
IQ score of 80, and a SSRS-P score of 73 (4th
percentile of children his age). He attended a
general education sixth-grade classroom without
supports and had a previous history of being
taught with social stories but not with the
teaching interaction procedure.
Mickey was a 13-year-old boy who had been
independently diagnosed with autistic disorder,
attention deficit hyperactivity disorder, and
Tourette syndrome. The PPVT-4 placed him
in the 73rd percentile of receptive language with
a standard score of 109 (14 years 3 months age
equivalent). He had a WISC IV IQ score of 82
and a SSRS-P score of 96 (39th percentile of
children his age). He attended a general
education junior high school (seventh grade)
without supports and had a previous history of
being taught with social stories but not with the
teaching interaction procedure.
Setting
One 45-min session was conducted 3 to
6 days per week, either in a research room at a
midwestern university, at the participants’
homes (Lang, Apollo, and Mickey), or both
(Buddy, Hank, and Nick). All teaching sessions
and performance probes were conducted in the
same location. Some of the generalization
probes were conducted in the same location,
and some generalization probes were conducted
in other research rooms or in other rooms in the
participant’s house. The research room at the
university was 3 m by 1.5 m and contained a
cabinet, two chairs, toys, and a one-way mirror
that allowed the participants’ parents to observe
284 JUSTIN B. LEAF et al.
Table 1
Skills Taught
Participant Teaching Interaction Skill 1 Social Story Skill 1 Teaching Interaction Skill 2
Buddy Losing graciously (3 steps) Negotiation ( 4 steps) On-topic conversation (7 steps)
Hank Sportsmanship (4 steps) Losing graciously (3 steps) Changing the conversation (4 steps)
Nick Giving compliments (2 steps) Appropriate greetings (5 steps) Sportsmanship (4 steps)
Lang Cheering up a friend (6 steps) Changing the conversation (4 steps) Losing graciously (3 steps)
Apollo Showing appreciation (3 steps) Negotiation (4 steps) On-topic conversation (3 steps)
Mickey Reciprocal compliments (5 steps) Providing assistance (3 steps) Losing or wining graciously (3 steps)
the research sessions. Sessions at the partici-
pants’ homes took place in a living room or in a
basement. Available items in the participants’
homes included a table, chairs, couches,
cabinets, and entertainment equipment (e.g.,
television, video game consoles, DVD player).
Skills Taught
The experimenter used parent answers on the
Social Skills Rating Scale (Greshman & Elliot,
1990), informal parental interviews, and direct
observation of the participants to identify six
social skills to be taught to each participant. Each
social skill was divided into smaller steps,
including a set of basic skill steps (e.g., face the
person, look the person in the eye, have a relaxed
body posture, use a neutral voice tone, smile,
display no aggression, use no curse or nonsense
words, and engage in no crying) and a varying
number of skill-specific steps (e.g., providing a
negotiation statement). Table 1 provides infor-
mation on the number of skill-specific steps in
each of the social skills taught (contact the first
author for a listing of the skill steps).
Following social skill selection, the experi-
menter then attempted to pair social skills
together that had roughly the same number
of skill steps, and randomly assigned (by a
computer program) the skills either to the
teaching interaction procedure or to the social
stories procedure. In addition, if a particular
social skill was taught to two different partic-
ipants and the other skills being taught to the
two participants were equivalent in number of
steps, the particular social skill was taught using
the randomly assigned procedure for one
participant and the other procedure for the
other participant. Unfortunately, skills taught in
the teaching interaction procedure for Buddy
and Hank resulted in a greater number of steps.
In addition, not all skills were taught with both
procedures.
Dependent Measure
The dependent variable was the percentage of
skill steps exhibited by the participant during
performance probes with the experimenter,
generalization probes with other known adults,
and generalization probes with peers. Perfor-
mance probes were conducted during baseline,
intervention, and maintenance conditions (de-
scribed below) to determine mastery of each of
the social skills taught. The mastery criterion
was defined as the participant displaying 100%
of all skill steps correctly during performance
probes for three consecutive sessions during
intervention. If the participant reached the
mastery criterion for one of the two skills, but
did not reach mastery criterion for the third
skill (e.g., a participant reached mastery crite-
rion for a skill taught with the teaching
interaction procedure but did not reach mastery
criterion for a skill taught with social stories),
teaching continued for the nonmastered skill
until at least five additional teaching sessions for
that skill and at least a total of 12 performance
probes had been completed.
Generalization probes were conducted be-
fore, during, and after the intervention (de-
scribed below). Probes with other adults were
conducted to determine whether participants
would generalize the social skills to known
285 COMPARING SOCIAL SKILLS INTERVENTIONS
Table 1.
(Extended)
Social Story Skill 2 Teaching Interaction Skill 3 Social Story Skill 3
Sportsmanship (4 steps)
Showing off work (4 steps)
Making empathetic statements (3 steps)
Explaining a prior ‘‘cool’’ event (4 steps)
Losing or winning graciously (3 steps)
Showing interest (7 steps)
Clarifying instructions (7 steps)
Interrupting (7 steps)
Changing the game (6 steps)
Joining into a game (7 steps)
Changing the game (6 steps)
Changing the game (6 steps)
Changing the conversation(4 steps)
Cheering up a person (6 steps)
Showing appreciation (3 steps)
Interrupting appropriately (7 steps)
Disagreeing appropriately (6 steps)
On-topic conversation (6 steps)
adults (e.g., parents or research assistants) who
had not taught the various social skills.
Generalization probes with peers were conduct-
ed to determine if participants would generalize
social skills to situations during which peers
were present.
Design and General Procedure
Design. A parallel treatment design (Gast &
Wolery, 1988) was used to evaluate the
effectiveness of the two social skills interven-
tions. Differences in effectiveness would be
indicated if one of the teaching procedures
reliably produced more behavioral change in a
shorter time than the other teaching procedure.
The study consisted of three phases: an initial
baseline, intervention, and maintenance. Due to
the nature of the design, during the interven-
tion, some skills were being taught while other
skills that had been previously taught were in
the maintenance condition, and skills not yet
taught were in the baseline condition. Perfor-
mance and generalization probes took place
during baseline, intervention, and following
treatment.
Performance probes. During performance
probes, the experimenter engaged in a behavior
that set the occasion for the participant to
display one of the social skills. Multiple
exemplars (two or more) were used during
performance probes, except for the skills of
sportsmanship and cheering up a person. For
example, for giving a compliment, the experi-
menter showed the participant a picture that the
experimenter had drawn or a photograph that
the experimenter had taken and waited to see if
the participant would respond. After approxi-
mately 1 min, the experimenter recorded which
steps the participant displayed and which steps
the participant did not display. No reinforce-
ment or other consequences were provided
during probes.
Generalization probes. Generalization probes
with adults were similar to performance probes
except that they were conducted with an adult
who was not involved in teaching. The adults
were instructed to use multiple exemplars (two
or more) during generalization probes (except
for the skills of sportsmanship and cheering up
a person). During generalization probes with
adults, there were no consequences for partic-
ipant performance. Generalization probes with
peers were the same as generalization probes
with adults, except that peers conducted them.
Peers were primed prior to the session on how
to conduct probes, and the experimenter
remained present during the probes to prompt
the peer on when to initiate probes. The peers
were instructed to use multiple exemplars (two
or more) during generalization probes (except
for the skills of sportsmanship and cheering up
a person). For Mickey and Apollo, generaliza-
tion probes with peers were conducted before
and after the intervention. For Buddy, Nick,
and Lang, these probes were conducted only
after the intervention. No generalization probes
with peers were implemented for Hank, because
his family moved before they could be
conducted.
Initial baseline. In the initial baseline, each
session began with the experimenter imple-
menting performance probes for each of the six
286 JUSTIN B. LEAF et al.
social skills to be taught. The order of the
performance probes was determined randomly
ahead of time. The probes were followed by a short
5-min break during which the participant played
with toys or other items in the room. After this
short break, a research assistant or the participant’s
parent implemented generalization probes with
adults for each of the six social skills. The order was
determined randomly ahead of time.
After all six generalization probes with adults
had been conducted for Buddy, Hank, Nick,
and Lang, the session ended. However, Apollo
and Mickey had another 5-min break, during
which time they could play with toys or other
items in the room. Following this short break,
generalization probes were conducted with
peers. The order of the generalization probes
was determined randomly.
Intervention. Two social skills (one assigned to
the teaching interaction procedure and one
assigned to social stories) were taught while the
other four skills were exposed to either the
baseline or maintenance conditions. Each session
began with the implementation of performance
probes for both social skills that were currently
being taught and for some of the other randomly
selected social skills that were in either the
baseline or maintenance conditions. The order
of the performance probes for each skill was
determined ahead of time. A 5-min break was
provided after all of the performance probes were
conducted. Participants were allowed to play with
toys or other items during this break. After this
break, the experimenter implemented one of the
two teaching conditions (i.e., teaching interaction
or social stories) followed by another 5-min
break. After this break, the experimenter imple-
mented the other teaching condition. The order
of the two teaching conditions was selected
randomly before each session. Following imple-
mentation of both procedures, the session either
was terminated or the participant had a 10- to 20-
min break, during which he could play with toys
or could interact with other people. Next,
generalization probes with adults were conducted.
Maintenance. After the participant had
reached the mastery criterion for a social skill,
performance and generalization probes were
periodically conducted during certain sessions.
After the participant had reached the mastery
criterion for all social skills, all three types of
probes were implemented three more times.
Reinforcement procedures. Potentially reinforc-
ing stimuli were selected for each participant
prior to beginning the teaching conditions.
These potential reinforcers were identified
based on interviews with the participants’
parents and teachers and observations of
participants in their natural setting. Stimuli
included tangible reinforcers (e.g., bouncy balls
or Whoopie cushions) and privileges (e.g.,
going outside to play or visiting a professor).
A token economy was in place during the
teaching conditions (see further description
below). Participants did not earn tokens during
any of the probe sessions. At the end of each
session, participants could exchange tokens (i.e.,
tickets) for preferred items or activities. Partic-
ipants could also save tickets across sessions to
earn larger reinforcers (e.g., fountain pen or gift
card). Reinforcement opportunities were equat-
ed so that a participant had the possibility of
earning the same amount of tickets for both
teaching procedures within a given session. To
equate the amount of possible tickets to be
provided in the two conditions, we took the
total amount of possible tickets that a partici-
pant could earn in the social stories procedure
(i.e., one ticket per page of the social story and
four tickets for the four comprehension ques-
tions) and provided the same amount of
possible tickets in the teaching interaction
procedure.
Teaching Procedure
Teaching interaction procedure. First, the
experimenter made a statement (e.g., ‘‘Today
we are going to talk about saying ‘hello.’’’) and
then asked the participant to state the skill to be
taught. If the participant accurately labeled the
287 COMPARING SOCIAL SKILLS INTERVENTIONS
skill within approximately 10 s of the instruc-
tion, positive reinforcement was provided (i.e.,
tickets and praise [e.g., ‘‘Good job dude.’’]). If
the participant did not label the skill correctly
or did not respond within 10 s of the
instruction, the experimenter provided correc-
tive feedback (e.g., ‘‘You need to try.’’ or
‘‘That’s not it.’’) and repeated the sequence (i.e.,
labeling the targeted skill and asking the
participant to repeat the skill) until the
participant accurately labeled the skill. Next,
the experimenter explained why the participant
should engage in the behavior (e.g., ‘‘If I say
‘hello,’ my friends might ask me to play.’’), and
asked the participant to state a rationale. The
participant was given approximately 10 s to
respond to the instruction and received the
same consequences as described above. Then,
the experimenter described times or situations
in which it might be appropriate to display the
skill (e.g., ‘‘I should say ‘hello’ when I see a
friend for the first time.’’) and asked the
participant to repeat the description. The
participant was given approximately 10 s to
respond to the instruction and received the
same consequences as described above.
After the first teaching session of a new skill,
the same procedures were used, except that the
experimenter simply asked the question (e.g.,
‘‘What skill are we going to talk about today?’’)
without providing the model of the correct
response. The participant was given 10 s to
respond and received positive reinforcement
(i.e., tickets and praise) if he responded
correctly (e.g., ‘‘saying ‘hi’’’). If the participant
did not respond within 10 s or responded
inaccurately (e.g., ‘‘saying ‘bye’’’), the experi-
menter provided corrective feedback (e.g.,
‘‘That’s not it.’’) and repeated the question. If
the participant responded correctly on this
remedial instruction, positive reinforcement
was provided (i.e., tickets and praise). If the
participant responded inaccurately or did not
respond within approximately 10 s, the exper-
imenter again provided corrective feedback
(e.g., ‘‘That’s not it.’’) and repeated the
question. This process continued until the
participant stated what skill he was working
on. The same procedure was implemented for
the participant providing a rationale and a time
and place when he should display the desired
social skill.
The skill was then divided into its smaller
behavioral steps. During the first teaching
session of a new skill, the experimenter named
the basic skill steps (e.g., face the person, look
him in the eyes, smile) and the skill-specific
steps and asked the participant to name the
steps. If he did not name all of the skill steps,
the experimenter restated the step and contin-
ued to do so until the participant repeated the
step. The same procedure was used to teach the
participant to name all of the steps of the social
skill. Throughout teaching, the participant
received praise and tickets for correct responses.
After the first teaching session, the participant
was asked to name all of the steps (i.e., basic and
skill specific) in the correct order (i.e., basic skill
steps followed by skill-specific steps). If the
participant correctly labeled all of the skill steps
in the correct order, he received praise and
tickets. If he did not name a step or named the
steps out of order, the experimenter had the
participant start over, asked him to state the first
step, and gave a verbal prompt (e.g., ‘‘The first
step was to look at the person in their eyes.’’).
Next, the experimenter demonstrated the
skill steps using either the participant or a
research assistant who set the occasion for the
skill to be displayed. In this demonstration, the
experimenter displayed all of the steps correctly,
displayed one or more steps incorrectly, or left
some steps out. Steps that the participant had
displayed inaccurately or had omitted during
the performance probe during that session were
the steps that the experimenter displayed
incorrectly or left out. If a participant displayed
all steps of a skill correctly in the performance
probe during that session, the experimenter’s
subsequent demonstration of the skill was
always complete and correct. After the first
demonstration, the participant was asked if the
288 JUSTIN B. LEAF et al.
experimenter provided a correct or an incorrect
demonstration of the social skill. If he answered
correctly, he was given praise and tickets and
was asked to name which steps the experimenter
had demonstrated correctly and which ones had
been demonstrated incorrectly or left out (if
applicable). If the participant did not respond
accurately, he was given corrective feedback and
again was asked to label each of the demon-
stration steps as correct, incorrect, or not
displayed. After feedback, the experimenter
demonstrated the social skill for the second
time; this time, however, the experimenter
always displayed all of the steps correctly and
followed the same procedure described above.
Immediately following the experimenter’s
correct demonstration of the skill, the participant
practiced …
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Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
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One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident