Fluent Essays

see inbox Kim PLEASE COMPLETE EDITS ON THIS. TEMPLATE. IF YOU FOLLOW ALONG ON THE ZOOM YOU WILL SEE THIS EXACT WORK. THEN ADD 2B IN THE CORRECT SECTION, YOU WILL SEE IT PAGE 26 STATEMENT OF PROBLEM. NOW MY TOPIC IS THE DILEMMA FACING AUTISTIC STUDENTS IN AFTERSCHOOL PROGRAM BOYS AND GIRLS CLUB. PLEASE BRIDGE THE GAP BECAUSE SHE FOUND TO MANY MISTAKES ON THIS PAPER THAT WAS MINOR. PROOF READ AND SLOW DOWN.. Table of Contents Page Part 1: Critical Analysis 1 Researcher’s Role 1 Description of the Setting 2 Organizational Background and History 3 The Mission Statement 4 The Vision Statement 6 The Value Statement 7 Organizational Reputation and Sustainability 7 Relevant Terms 8 Identify Potential Gaps or Areas for Growth 9 Strengths, Weaknesses, Opportunities, Threats (SWOT) 9 Internal Factor Evaluation (IFE) 13 External Factor Evaluation (EFE) 17 Part 2: Define the Problem 20 Synthesis of Literature Related to the Problem 20 Research Methods 24 Pertinent Models, Frameworks, or Theories 25 Summary of Findings 26 Statement of the Problem # Description of the Context of the Problem # Scope and Significance of the Problem # Rationale for Investigating the Problem # Well-Defined Problem Statement # References 33 Appendices A Mission Statement 35 B Vision Statement 37 C Value Statement 39 Tables 1 Strengths and Weaknesses (SWOT) Factors 11 2 Opportunities and Threats (SWOT) Factors 12 3 Internal Factor Evaluation (IFE) 13 4 External Factor Evaluation (EFE) 17 Figure Title in Initial Caps and Lower Case # Part 1: Critical Analysis Researcher’s Role When autistic children are not enrolled in school, after-school activities may offer social and behavioral stimulation outside of the classroom environment. As a former high school mentor in the program, I am currently an unpaid consultant with the boys and girls club. As a consultant with boys and girls I help with the creation of curriculum and the creation of assessment tools used to determine the programs efficiency. Autism is a developmental condition that affects childrens ability to engage socially and communicate. Autism is classified as an autism spectrum disorder (ASD) since it presents differently in everyone, ranging from mild to severe. Specific enrichment programs require admission based on a particular autism diagnosis or level of functioning on the spectrum (Monz et al., 2019). Autism, autism spectrum disorder, and pervasive developmental disorder (PDD) are terms used interchangeably to describe a set of complicated brain development problems. The condition is characterized by verbal and nonverbal communication problems, social engagement, and repetitive conduct (Monz et al., 2019). PDD children have more excellent linguistic skills than autistic children, yet they cannot talk or engage socially (Arbreton, 2009). Many schools have specialized in treating children with autism and other developmental disorders throughout the globe, intending to assist children in living self-sufficient, prosperous lives as contributing members of their communities. The Boys and Girls Program, for example, is an excellent example of an afterschool program. The following sections discuss residential programs for autistic children that go above and beyond what boarding schools typically offer. While academic success is valued at an ASD-focused school, students also get intense therapy in addition to their regular classes. The therapeutic methods will differ depending on the programs objectives and philosophy (Monz et al., 2019). For example, Applied Behavior Analysis is at the core of the Anderson Center for Autism in Staatsburg, New York, which aims to improve the personal care, communication, social interaction, leisure, play, and community integration skills of children with autism (Swigert & Boyd, 2010). Pivotal response treatment and verbal behavior therapy are two more therapeutic techniques used in autistic childrens residential schools (Arbreton, 2009). Throughout their school experience, autistic children often get customized programs that assist them in interacting with them (Swigert & Boyd, 2010). While these special attention programs are offered during the school day, they are not available after school, and students must overcome extra hurdles to succeed in these programs after school. To that end, the investigators role, in this case, is to investigate The Dilemma Facing Autistic Students in After-School Boys and Girls Clubs. Description of the Setting To support its operations and assist all after-school students, including autistic youngsters, the Club offers various activities. The Character and Leadership Development Program prepares and empowers children to assist and influence their Club and society, form meaningful relationships with others, develop a positive self-image, participate in a democratic process, and respect their own and other cultures (Arbreton, 2009). Education and professional development programs help young people enhance their fundamental education abilities, apply what theyve learned, and utilize technology to excel in their chosen field - investing in healthcare and life skills. The program teaches young people how to participate in healthy activities that improve their well-being, establish personal objectives, and live independently as adults (Boys & Girls Clubs of America, n.d.). Arts programs assist children in developing their creativity and cultural knowledge via visual arts, crafts, performing arts, and creative writing (Swigert & Boyd, 2010). They also assist pupils in enhancing their communication abilities. Sport, exercise, and leisure activities help people improve their physical health, make better use of their free time, acquire stress management techniques, and better understand the environment and society. Some Boys & Girls Clubs have been at the forefront of local youth development from the Organizations foundation. Children between the ages of six and eighteen are welcome to join any Boys & Girls Club, regardless of where they live or how much money they have. They keep their costs low to attract as many boys and girls as possible to enroll, and scholarships are offered to help with expenditures (Monz et al., 2019). Furthermore, they provide highly low-cost transportation to and from nearby schools. No one has ever turned away due to a lack of funds. This is especially important for autistic youngsters. Organizational Background and History The Boys and Girls Clubs of America (BGC) was founded in 1860 by three ladies from Hartford, Connecticut, to provide a safe environment for youngsters. Mary Goodwin, Alice Goodwin, and Elizabeth Hammersley were among those killed. They founded the first group because they believed that street youngsters deserved a better life. The key to the experience was the development of an environment that piqued boys attention, altered their behavior, and raised their expectations and goals. It was a signal indicating the start of a movement. In 1906, several Boys Clubs banded together to establish an organization. The founding of the Federated Boys Clubs of Boston in 1898, with 53 member groups, signaled the start of a national movement and the creation of our National Organization. Boys Clubs of America was founded in 1931 as the successor organization to the American Boys Club Federation, founded in 1910. As part of its 50th-anniversary celebrations in 1956, the Boys Clubs of America received an official proclamation from the United States Congress. In 1990, the national parent companys name was changed to Boys and Girls Clubs of America to reflect better that the Organizations mission now encompassed both young women and children (Arbreton, 2009). Consequently, the United States Congress amended and expanded our nations founding document, the Constitution. B&G Clubs of America celebrated its centenary in 2006, commemorating a century of providing hope and opportunity to young people across the United States and its territories. Boys and Girls Clubs offer nearly 4 million young people a haven to discover their potential in a positive environment, preparing them for a bright future. Millions of young people are still impoverished and will be unable to overcome the gap on their own (Boys & Girls Clubs of America, n.d.). As a result, the American Boys and Girls Club has made a concerted effort to help more people, especially physically or intellectually challenged ones. The Mission Statement As stated in its mission statement, Boys and Girls Clubs of America seeks to assist all young people, especially the most vulnerable, in realizing their potential as productive members of their community who are creative, compassionate, and responsible citizens. Boys and Girls Clubs are committed to providing a safe, healthy, and well-publicized environment for all its members to achieve their goals (Our Mission & Story, n.d.). The Boys & Girls Clubs of America encourages children and adolescents of every race, ethnicity, nationality, transgender status, sexual identity, sexual orientation, physical ability, socioeconomic situation, or religious affiliation to reach their full potential (Swigert & Boyd, 2010). The Boys and Girls Clubs of Americas mission statement emphasizes the importance of reaching underprivileged communities of young girls as their main goal. It is supported by a proclamation of the Organizations vision (Boys & Girls Clubs of America, n.d.). The phrase also implies that the company promotes the employment of various methods to assist workers in improving their overall personality development. This shows that the stated mission is focused on human development. The Boys and Girls Clubs of America (BGCA) assists people in need to enhance their life chances. In an ideal world, the Organization would strive to bridge the gap between poor Americans and the rest of the world by helping them during one of lifes most crucial periods. This explains why the Boys and Girls Clubs of America refer to their programs as after-school activities. The operations of this Organization are aimed at addressing issues affecting these children as soon as possible and giving equal opportunities for successful adult life on par with those of other children in the community (Boys & Girls Clubs of America, n.d.). The Boys and Girls Clubs of America (BGC) declare that the safety and well-being of its members is their priority. This is just one of the numerous ways the Organization helps young children have a better opportunity in life by working to keep them safe. They are improving the quality of life in the neighborhood. The Boys and Girls Clubs of America (BGCA) demonstrates in this section of their purpose and vision statement that its impact extends beyond assisting individual young members. It does this by identifying and combating the many societal problems that endanger children today, such as the marginalization of the physically and intellectually handicapped, as well as the LGBT communities. For example, the Boys and Girls Clubs of America recognizes that childrens capacity to think about and prepare for their future is impaired by fear of physical harm, which significantly affects the society in which they live. As a result, the Organization works to establish favorable conditions in these cultures to guarantee that children survive and flourish. This strategy is based on the notion that when young people succeed, their communities benefit as well. The Vision Statement Providing a world-class experience that convinces every young man entering our doors that achievement is within reach of all graduates on a path to high school with a long-term scheme demonstrating outstanding character and citizenship and leading a healthy lifestyle, states the vision of Boys and Girls Clubs of America. The company aims to improve the overall outcome of its lives by creating programs that assist young people in reaching their full potential. To fulfill this aspect of its mission statement, the Boys and Girls Clubs of America provide clubs for young people and incorporate activities that positively impact their lives throughout their whole program. The following components of the Boys & Girls Clubs of America vision statement: Experiment with a world-class club atmosphere (Our Mission & Story, n.d.). For instance, the Organization collaborates with military groups in the United States to help children whose lives are often disrupted by frequent relationships and other problems. Additionally, homeless, and underprivileged indigenous youth are given a place to call home, enabling them to compete with other youth throughout the country. The Boys and Girls Clubs of America distinguishes itself via these efforts from more conventional juvenile groups that do much less (Our Mission & Story, n.d.). Creating a plan. Boys and Girls Clubs of America meets the criteria of this component via a range of programs that offer hands-on skill development opportunities for all its young members. One example is developing athletic and recreational skills and refining creative talents, career guidance, character and leadership development, and other life skills, such as the promotion of healthy lifestyles. Over 91\% of people who benefit from the Organizations activities have shown their capacity to participate in democratic processes and advocate on their behalf. The Boys and Girls Clubs of America shows that such individuals have a significant role in life. The Value Statement The fundamental principles of the Boys & Girls Clubs of America are being presented, inclusiveness, and collaboration. The guiding principles that guide the actions of all Boys and Girls Clubs of America workers and stakeholders are as follows. To be successful, the Boys and Girls Clubs of America must first raise public awareness of the need for assistance among youngsters (Monz et al., 2019). Furthermore, the group promises to help all adolescents in need, regardless of race, ethnic origin, or other kinds of prejudice, and it seeks the governments and well-wishers full support. Organizational Reputation and Sustainability The Organization has received many honors bestowed upon former members who have lauded the groups achievements and success. Consequently, the group has an excellent reputational credit rating. The Boys and Girls Clubs of America is funded in several ways, including via government grants. The Office of Juvenile Justice and Delinquency Prevention of the Justice Department and other federal agencies Additional funding sources include substantial donations and sponsorships from organizations and businesses like these. This adds to its continued viability and functionality. Relevant Terms Autism –Autism is a condition characterized by various conditions such as retarded development, social and cognitive skills, and speech problems (Munib,2019) Autistic children –Autistic children have difficulty communicating, have narrow interests, and need physical activities and therapy to enhance their development. Enrichment programs –Enrichment programs are part of after school activities that give autistic children or other children a chance to develop their interests outside the classroom (Harpine, 2013) After school programs –These are programs that teenagers or youths can voluntarily engage in outside the regular school days, usually conducted by clubs (Harpine, 2013) Applied behavior analysis –applied behavior analysis is a scientific principle focused on analyzing behavioral and learning changes, usually among autistic children or children with related conditions, and how they are affected by the environment (John et al,2020)  Indigenous youths –Indigenous youths are youths aged between 15 to 24 years.  Marginalized groups –Marginalized groups are highly vulnerable members of society who often suffer exclusion from public forums limiting their participation or engagement in social and political life. Examples include senior citizens, persons with autism, and cognitive impairments.  Boys and Girls Clubs of America-Boys and Girls Clubs of America offer after-school activities to children between 6 to 2 years to enhance their physical health, improve their academic prowess and help them become better members of the community. Identify Potential Gaps or Areas for Growth A SWOT analysis is a tool used to analyze an organization’s strengths, weaknesses, opportunities, and threats. It enables an organization to focus on what it does well, address its shortcomings to reduce the effects of risk, and take advantage of the growth opportunities. I conducted a SWOT analysis for the Afterschool programs by the Boys and Girls Clubs of America. The SWOT Analysis entails a list of 40 internal and external factors that affect the organization. The internal factors are the strengths and weaknesses that accrue from within the organization, while the external factors are factors outside the organization that may positively or negatively impact the Boys and Girls Club of America. A rating score was assigned to each factor and used to develop a plan to ensure the organization attains its goals. Strengths, Weaknesses, Opportunities, Threats (SWOT) Strengths Autistic students have the following strengths exceptional long-term memory that enables them to easily comprehend events or things that have happened. they have the capability of Interacting in a straightforward manner and has arithmetic, computer, musical, and artistic abilities; they are dependable and prompt, and mostly honest (Capps, III & Glissmeyer, 2012). Intelligence ranges from average to above-average Dedicated to the smallest of detail; The ability to think independently indicates that they care less about what other people think of them. finally, they have the Loyalty and ability to listen without forming assumptions Weaknesses Among the many flaws of autistic children are the following: Sensitivity issues may show itself in several ways. Examples include social interactions, loud or chaotic environments, high sensory stimulation, and disruptions in anticipated routines. Other examples of sensitivity issues are Executive Mood Destabilization and Autism Shutdowns. Unorganized portions of the school day, such as lunch, may provide the greatest difficulties. Many children with autism spectrum disorders (ASD) find it difficult to write with a pencil and paper. Some people struggle with time management and regular organizing. Opportunities Autistic students have the following opportunities so they can be under supervision of Applied Behavior Analyst, and Occupational Therapist, among other things. A developmental psychologist, an autism spectrum disorder specialist, a psychiatric nurse, a developmental reading pathologist, and a speech-language pathologist are all occupations that may be pursued. There is also a Rehabilitation Therapist. Threats Autism is a complex disease to live with. Autistic students experience with social phobia, excessive nervousness, intense behavior, hyperarousal, or appearing shell shocked, phobias, anti-social behaviors, rigorous workouts, and resistance to change has resulted in positive and ego behavior, attempting to control behaviors – oppositional subterfuge, meltdowns, and shut down makes it a threat to me. Strengths and Weaknesses Strengths 1. provide professional and educational development 2.Enhanced participation in healthy activities 3.Wide Sources of finance 4.has a credible reputation 5.Acts as home to underprivileged youths 6. prioritizes safety and well-being of the autistic children 7. provide sporting activities that improve physical health 8.Keeps their charges low to attract more students 9. provide low-cost transportation to and from nearby schools 10.Offers hands on skills development opportunities Weaknesses 1.Has limited geographical existence 2.Limited support staff 3.Dealing with the sensitive members 4.Lack of enough specialists to attend to the members incase need arises 5.The institution lacks public awareness 6.The issue of time management 7.Disrganization due to the diverse needs 8.Frequent disruptions of the normal routines 9.Lack of trust by the members 10.Inability to attend to the different members needs Opportunities and threats Opportunities Factors 1.Collaborate with the military groups 2.Take advantage of the extra funding to expand its operations 3. put up additional programs to impact more lives 4.Exted its services to the families and the communities 5.Utilize its resources to ensure that the children survive and flourish 6.Give equal opportunities for successful transition of members into adult life 7.Incorporate stress management techniques through the sporting activities 8.Working with different specialists 9. promote physical activities to improve the member’s health 10.Use its good reputation to gain the public’s trust Threat Factors 1.Marginalisation of the physically and mentally handicapped children 2.Exposing students to social phobic members 3.the possibility of members developing complications due to the rigorous workouts 4.Cases of the members being resistant to change 5.Not having enough specialists to deal with hyperarousal’s 6.Dealing with the frequent melt downs and shutdowns 7.Conflict with the authorities due to loud and chaotic environments 8.Lack of faith by the members 9.The possibility of incurring losses due to destructions mad by the rogue members 10. 10. Reduced physical engagement due to the pandemic  . Internal Factor Evaluation (IFE) Boys and Girls Clubs focuses on improving the lives of autistic students by exposing them to activities such as sporting and art programs that enhance their development and improves their physical and mental health. The club has been successful due to its access to vast sources of finance, good reputation, low charges, and offering of skills that promote cognitive development. On the other hand, the club faces specific challenges such as frequent disruptions of the club activities, disorganization, and lack of trust. Internal Evaluation Factor Matrix Internal factor evaluation Matrix Weight Rating Weighted Score Strengths 1. provide professional and educational development 2.Enhanced participation in healthy activities 3.Wide Sources of finance 4.has a credible reputation 5.Acts as home to underprivileged youths 6. prioritizes safety and well-being of the autistic children 7. provide sporting activities that improve physical health 8.Keeps their charges low to attract more students 9. provide low-cost transportation to and from nearby schools 10.Offers hands on skills development opportunities 0.06 0.04 0.06 0.05 0.07 0.03 0.07 0.06 0.05 0.07 4 3 3 2 2 4 2 3 2 4 0.24 0.12 0.18 0.10 0.14 0.12 0.14 0.18 0.10 0.24 Weaknesses Weight Rating Weighted Score 1.Diverse members needs 2.Limited support staff 3.Dealing with the sensitive members 4.Lack of enough specialists to attend to the Members incase need arises 5.The institution lacks public awareness 6.The issue of time management 7.Disrganization due to the diverse needs 8.Frequent disruptions of the normal routines 9.Lack of trust by the members 10.Inability to attend to the different members needs 0.04 0.03 0.04 0.07 0.06 0.06 0.04 0.03 0.03 0.04 2 3 3 4 3 2 4 3 2 2 0.08 0.09 0.12 0.28 0.18 0.12 0.16 0.09 0.06 0.08 Total 1.00 2.82 Internal Factor Assessment · Enhanced participation in physical activities –The core strength of the Boys and Girls Club is it engaging the children, the autistic children, in physical activities. Studies show that physical activities improve autistic childrens motor skills, reduces aggressiveness, and improves overall health. · Provide sporting activities that improve physical health –The other internal factor is engaging the students in sporting activities such as arts programs that improve their motor and cognitive skills, a significant challenge for autistic children. Hence, providing such services enhances the Clubs reputation and creates avenues for increasing its financial base.  · Prioritizes the safety and wellbeing of autistic children –Most autistic children are not independent and may often wander off and do things that may jeopardize their safety in the absence of caregivers, specialists, or adults. It is therefore important to prioritize their safety even as one engages them in other physical activities.  · Offers hands-on skills development opportunities –Offering skills that enhance development opportunities is vital for autistic children. They are usually behind other children by six months in terms of gross motor skills; therefore, training them is an adept way of accelerating their motor and cognitive skills development.  · Frequent disruption of the regular routines –The weaknesses or the challenges likely to be faced by the organization is frequent disruption of routines as autistic children find it difficult trying to adapt to regular change of activities. Hence, the caregivers may have to make regular changes or disrupt the everyday routines to cater to their needs. · Dealing with sensitive members –One of the inevitable challenges that the organization may face is dealing with sensitive members. Hypersensitivity is a common characteristic of autistic children. They randomly shake their hands, produce strange noises or stare blankly at objects. Finding ways of dealing with such members without disrupting the everyday routines may be a challenge. · Disorganization due to the diverse needs –Closely related to the point above is experiencing frequent disorganizations while attempting to attend to the diverse needs. The organizations priority is to ensure the safety and wellbeing of the children; it will therefore have to overcome the obstacles and find ways of handling the diverse needs. · Lack of enough specialists to attend to the members diverse needs – not all the specialists can attend to each of the childrens needs. Autistic children need physical therapists, speech therapists, psychologists, pediatric neurologists, and developmental pediatrician, all of whom are not available at the Boys and Girls Club. External Factor Evaluation (EFE) The organizations access to vast sources of finance from large institutions exposes it to various opportunities that it can utilize to its advantage. It can collaborate with the military groups to improve the Clubs welfare, extend services beyond individuals to families and communities and, utilize its resources to ensure the safety of its members. On the other hand, the organization faces numerous threats such as neighborhood violence that may jeopardize their operations, dealing with members who are resistant to change, and possibly preexposure to social phobia. External Factor Evaluation Matrix External factor evaluation Matrix Weight Rating Weighted Score Opportunities 1.Collaborate with the military groups 2.Take advantage of the extra funding to expand its operations 3. put up additional programs to impact more lives 4.Exted its services to the families and the communities 5.Utilize its resources to ensure that the children survive and flourish 6.Give equal opportunities for successful transition of members into adult life 7.Incorporate stress management techniques through the sporting activities 8.Working with different specialists 9. promote physical activities to improve the member’s health 10.Use its good reputation to gain the public’s trust 0.06 0.04 0.03 0.06 0.07 0.05 0.08 0.06 0.04 0.03 3 2 2 4 3 3 4 4 3 2 0.18 0.08 0.06 0.24 0.21 0.15 0.32 0.24 0.12 0.06 Threats Weight Rating Weighted Score 1.Marginalisation of the physically and mentally handicapped children 2.Exposing students to social phobic members 3.the possibility of members developing complications due to the rigorous workouts 4.Cases of the members being resistant to change 5.Not having enough specialists to deal with hyperarousal’s 6.Dealing with the frequent melt downs and shutdowns 7.Conflict with the authorities due to loud and chaotic environments 8.Lack of faith by the members 9.The possibility of incurring losses due to destructions made by the rogue members 10. prone to neighborhood violence 0.03 0.05 0.04 0.03 0.06 0.06 0.05 0.05 0.04 0.07 2 3 3 4 4 3 3 2 3 4 0.06 0.15 0.12 0.12 0.24 0.18 0.15 0.10 0.12 0.28 Total … SECTION B INSTRUCTIONS AFTER YOU COMPLETE ALL THE PREVIOUS EDITS ! PLEASE WATCH THE ZOOM AND FIX EVERYTHING ONE BY ONE BECAUSE SHE CHECK FOR CONSISTENCY Part 2: Define the Problem The purpose of this section is to develop a well-defined problem that is based on the evidence you analyzed in Part 1 and informed by current literature. After reviewing qualitative and quantitative information from Part 1, you may have identified several gaps or areas for growth. A primary factor for consideration as you define which gap or area for growth you will select as the focus of the SRP is the current literature on similar or related problems. Thus, you will begin this section with a brief review of the related literature on at least one gap or area for growth you are interested in investigating. Then, after synthesizing the literature you reviewed, you will formulate a clear, well-defined problem statement that is grounded in both the data you collected in Part 1 and the current literature. B. Statement of Problem For this section, utilizing your findings from Part 1 and the review of research you conducted in this part, you will define your problem. Your problem statement should be one sentence that is clear, concise, and complete. The final product for this section will be a maximum of one full page narrative that includes the following components: (a) a brief description of the context of the problem in your selected organization, (b) an explanation of the scope and significance of the problem, (c) the rationale for investigating the problem including potential consequences if the problem is not addressed, (d) a well-defined problem statement, and (e) a summary of the relevant evidence to support your claims about the problem. Statement of the Problem Compile your evidence and validate your claims. Description of the Context of the Problem Compile your evidence and validate your claims. Scope and Significance of the Problem Compile your evidence and validate your claims. Rationale for Investigating the Problem Compile your evidence and validate your claims. Well-Defined Problem Statement Compile your evidence and validate your claims.