Fluent Essays

Self-Assessment Letter Instructions: Reflection and self-assessment letter Address the cover letter to your instructor. The letter can be very similar in form and format to a 2–4 page cover letter you would submit along with a resume. The letter can be as formal or as informal as you like, as long as it reflects the kind of professional conversation you want to have with your instructor. Following are the guidelines for your letter: Review your experience with the end-to-end writing process, and each writing product you develop during the course. Treat the letter as the first impression your work will make, much as a cover letter for a job interview makes a first impression. Discuss what you have learned throughout the course, and explain how and where your work demonstrates that learning. Address your own strengths and weaknesses as a writer, explaining how and where your work demonstrates them. Explain how you will apply what you have learned in this course to the writing you will do in the professional or academic areas of your life. Demonstrate the ability to write and submit purposeful, error-free prose. You can organize your letter in the manner you prefer, but do not simply write an answer to each of the bullet points above in the order they are presented. Your letter must demonstrate your ability to organize and synthesize material, and must demonstrate your critical thinking skills. You may find it helpful to practice revision as you write this letter, setting it aside and returning to it later, with fresh eyes and clear perspective. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Scoring Your assignment will be scored on the following criteria: Address strengths and weaknesses as a writer. Reflect on personal and professional experience of the writing process. Discuss the future implications of developing scholarly writing skills. Organize and synthesize material in purposeful, error-free prose. Resources3/16/2021 Self-Assessment Letter Scoring Guide https://courserooma.capella.edu/bbcswebdav/institution/WRIT/WRIT6088/201000/Scoring_Guides/u10a1_scoring_guide.html 1/1 Self-Assessment Letter Scoring Guide Due Date: Unit 10 Percentage of Course Grade: 10\%. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Address strengths and weaknesses as a writer 25\% Does not address strengths and weaknesses as a writer. Attempts to address strengths and weaknesses as a writer. Addresses strengths and weaknesses as a writer. Attempts to make recommendations based on best practices using professionally validated criteria to evaluate the appropriateness of the recommendations. Completely addresses strengths and weaknesses as a writer. Makes recommendations based on best practices, supported by current literature, and uses professionally validated criteria to evaluate the appropriateness of the recommendations. Reflect on personal and professional experience of the writing process 25\% Does not reflect on personal and professional experience of the writing process. Performs only basic reflection on personal and professional experience of the writing process. Reflects on personal and professional experience of the writing process. Reflects extensively on personal and professional experience of the writing process. Discuss the future implications of developing scholarly writing skills 25\% Does not discuss the future implications of developing scholarly writing skills. Performs only basic discussion of the future implications of developing scholarly writing skills. Discusses the future implications of developing scholarly writing skills. Extensively discusses the future implications of developing scholarly writing skills. Organize and synthesize material in purposeful, error- free prose 25\% Does not organize or synthesize material in purposeful, error-free prose. Performs only a basic demonstration of the ability to write purposeful, error-free prose. Organizes and synthesizes material in purposeful, error-free prose. Comprehensively demonstrates the ability to organize and synthesize purposeful, error-free prose.Running head: Autism Self-Management Treatment 1 Autism Self-Management Treatment 2 Autism Self-Management Treatment Introduction Autism is defined as category of developmental disabilities that may lead to significant social, behavioral and communication challenges. People affected by autism are known to communicate, interact and behave in a different manner from the rest of the people. For people with autism, the abilities to solve problems, think and learn may be quite challenging. As a result, such people require special attention and help from other individuals. Diagnosis of autism spectrum disorder comprises of various conditions that can be diagnosed separately. These include Developmental Disorder, Autistic Disorder, and Asperger Syndrome. Autism can be treated through self- management technique, which involves the replacement of the inappropriate language with verbal labeling. (Kavon & McLaughlin, 1995) Assessment and treatment of Autism Psychologists assist in the process of assessment and diagnosis of autism condition. They work closely with psychiatrists and speech pathologists to diagnose Autism Spectrum Disorder. In this case, the diagnosis is mostly based on of observations and specific arrangement of behaviors. In addition to diagnosis, psychologists help with the management of the mental health for individuals with autism or those who are suspected to have Autism. Assessment may be carried out at any level of the individuals life and often involve the input from different health professionals. The general health care professionals have the capacity to refer individuals to psychologists when suspected to have autism or when there is a concern about their mental health. In other instances, self-referrals are made to the psychologists. Children affected by autism sometimes face some kinds of rejection. Studies have shown that bullying is a major empirical case that leads to potential traumatization of the children living with Autism. Previous researches have also shown the existence of cognitive and neurological differences that may contribute to social impairment of children who face rejection. Rejection of children living with autism in the social interactions involves the presence of more than one individual since the social difference may happen through judgment, perception as well as the social decisions that are made by the people surrounding them. (Healy& Leader, (2011). Societal view of Autism The first impression of the individuals living with autism is derived from what happens in the real world of social behavior, which is viewed to be associated with the minimized intentions to achieve social interaction for such people. This kind of behavior towards the people living with autism occur within little time, and increased exposure may not change it but rather persists in the child groups. (Kavon,& McLaughlin, 1995). Such biases may only end when impressions based on conversa