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SPED 669.Graphing and Visual Analysis Project (2)
SPED 669.Graphing and Visual Analysis Project
You are a consulting BCBA brought into a school district to provide and Independent FBA for a student who may be placed out of district due to their patterns of problem behavior. The district has attempted a variety of interventions and collected copious data, but there have been minimal improvements and even the occurrence of new problem behaviors more recently. As part of your independent FBA you want to complete a thorough records review. This should include an analysis and summary of the existing interventions and data sets.
For this project I want you to review the data and information below and develop a summative narrative a visual summary of past interventions. This will include an analysis of the interventions utilized, the effects on the environment and the behavior changes observed by the student themselves.
Data set 1.
Weekly data for first quarter (nine weeks)
Frequency of refusal attemptsIntervention elements
Week 1: 8Planned ignoring
Week 2: 7 Planned ignoring
Week 3: 6Planned ignoring
Week 4: 12Contingent attention and redirection
Week 5: 14Contingent attention and redirection
Week 6: 14Contingent attention and redirection
* One to one support started
Week 7: 16Contingent attention and redirection
* One to one support started
Week 8: 15 Contingent attention and redirection
* One to one support started
* Isolated hitting attempts
when para represents tasks.
Week 9: 13 Contingent attention and redirection
* One to one support started
*** Parent reported that a psychotropic medicine change was completed during Week 8 (due to increased refusal, per parent report), this was unchanged over the remainder of the school year.
Partial weekly data for second quarter
Week 10: 14 Contingent attention and redirection
* One to one support started
Week 11:18Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
Week 12: 19Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
* Isolated hitting attempts
when para represents tasks.
* Para left position, new para
assigned
Week 13: 17Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
Week 14: 16Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
Data Set 2
Academic performance (% of tasks completed sufficiently, weekly averages) over first two quarters of fall semester
Reading (small group)Social Skills Group Chorus
Week 1768556
Week 28289 45
Week 3698249
Week 4566852
Week 5455945
Week 6516235
Week 7415132
Week 8446341
Week 9505843
Week 10566052
Week 11374856
Week 12253253
Week 13343854
Week 14394152
Based on the data provided please address the following questions
Develop and summary graph of the data presented. (more than one graph is expected, but be sure your graphs complement one another in terms of time frames, phase changes and intervention labels)
Please be sure to include all relevant conventions (see elements of graphs outlined in Ch 6 in Cooper)
Again, include phase change lines and specific, descriptive labels for the interventions that were implemented over the first and second quarters of the school year. Remember to present your visual summaries (aka. Graphs) in a manner that each data set (refusal and % of participation) complement one another.
______ /20
Identify the potential critical environmental or instructional variables that appear to be affecting the student’s frequencies of refusal and academic performance. Listing them with short descriptors is sufficient
______/ 10
Describe (in words) the potential functional relations being observed within this data set. What functions, needs or skill deficits appear to be at play here? Remember no data set or context is perfectly consistent, be sure explore all potential functional relations that might be worthy of exploring as you continue you your assessment. Use the materials in the latter half (slides 27-43) of slides specifically as you complete this question
_____/ 10
Please complete your graphing in EXCEL and your narratives in WORD. You can then cut and paste the graphs into your word doc, then save it as a PDF (to ensure consistent formatting when submitting)
_____/ 10
Total _____ / 50
Comments and feedback ______________________________________
Specific Examples Of A Patriot In Jeff Shaara’s Rise To Rebellion
Specific Examples Of A Patriot In Jeff Shaara’s Rise To Rebellion
A patriot to me is a person who selflessly identifies himself with his country, people or nation. It might be in the context of the people who fought for the liberation of their countries from colonial masters, someone who does not care about risking his/her life for the good of his country. A patriot is simply a person who fights to the end and does not surrender until he/she wins.
In the book rise to rebellion by Jeff Shaara, patriotism is evident to a great extent. The fist instance of patriotism is the ceremony of citizens which took place during the 18th of March the year 2009. The immigrants emanating from sixty three countries in attendance during the event were mainly in attendance so as to hold similar Americans freedoms today CITATION Jef01 l 1033 (Jeff). The off springs of the people who contributed majorly during the American Daughters Revolution otherwise known as independence fight during the American Revolution, steered the new inhabitants via the Allegiance pledge to the American flag which of course their loud voices dominated a huge room. The fact that they sang with joy, pride and happiness within their voices was a undeniable evidence of the patriotism that dominated their world.
The American youths were also patriots in hat they shared in the ideas of their previous fathers. At some point an HTHCV student asserted that he was proud to be an American. Some other student also shared the same sentiments towards America by asserting that if lots of things were being said against America, then he should be striving to say positive things to neutralize it (Jeff). The ideas of the past about patriotism still penetrate towards America’s current young population, and that pride is still firm among the American youth.
The other patriots are such as John Adams who was an attorney with great ideas and dedicated to the law, he rose to eminence through the power of his speeches and defended those who fought for the liberation of America in court. Ben Franklin is also another patriot, the fact that is the most celebrated individual of his time and elder and daring philosopher and investor who withstands actual intimidating discrimination by the British government and does not give up. The other patriot is Thomas Gage who is a general in the British army assigned the complex role of bringing down a rebellion from the colony without igniting war. Other patriots are Washington George the elegant Virginian whose experience in the battlefield in the Indian and French war earns him the acknowledgement that promotes him to a colonial army commander. He also was a fascinating leader who actually kept his army together in realizing a less expected victory.
Charles Cornwallis was also another patriot a British general who did not tolerate nonsense in the battlefield. We also have Nathaniel Greene who was also a general in the British army who was elevated from the shadows to emerge as the best commander in the battlefield in the army led by Washington. I cannot also forget Marquis de Lafayette a Frenchman of tender age who brought America the soldier’s enthusiasm. Franklin Benjamin was also a patriot in that his brilliance in philosophy and science were so helpful in making him the best statesman of his time. There so many other patriotic icons from the initial colonial struggle family Thomas Jefferson, Samuel Adams, Abigael Adams, Richard Henry and Joseph Warren were captured fighting for the beautiful land of America.
Works Cited
BIBLIOGRAPHY Jeff, Shaara. Rise to rebellion. New York : Ballantine Books, 2001.
Species Depletion Essay
Species Depletion Essay
Name
Course
Lecturer
Date
An exotic species is a species with the ability of propagating that species in the habitat that is not native. Introduction of an invasive species in an ecosystem where it is not native leads to either economic or environmental harm. This invasion involves environmental boundaries. Since 1800 more than 25 exotic species of fish have entered the popular great lakes. These nonnative breeds of fish have a momentous impact on the food web in the great lakes. This is because they compete for habitat and food with others CITATION Joh93 l 1033 (Hartig & Commission, 1993). They are also responsible for degradation of wetlands in the coast leading to plant cover loss. It also leads to changing the natural habitat which the native species depend on.
Overfishing and introduction of exotic fish species for biological control and sport is evident. The zebra mussel for instance filters algae which provide the native fish with very valuable nutrients when it is in the water. These nutrients end up at the lake bed leading to an environment favorable for aquatic plants CITATION Bio01 l 1033 (Program, 2001). This compromises the prized walleye fish because they prefer cloudy water for both their defense and hunting.
The alewife invasion for instance Michigan and Huron lakes have suffered a lot of depletion of the native ciscoes. This has resulted in the species’ diversity in those lakes which are now dominated by alewife, bloaters and sculpins CITATION Joh93 l 1033 (Hartig & Commission, 1993). Lake Walleye, lake trout and sturgeon have are all victims of displacement. One of the lakes called trout was extinct.
Presence of sea lamprey has been noted in Lake Ontario since 1835. It entered through Wellend canal then penetrated to Lake Erie way back in 1921. It was discovered in Lake Michigan a decade later then it spread to Lake Huron. The sea lamprey had made its way in all great lakes, killing the thriving fish industry. Full restoration of the great Lakes into the original conditions is not possible considering the mass biotic changes resulting from exotic species invasion. Controlling its spreading to the neighboring waters is not practical CITATION Joh93 l 1033 (Hartig & Commission, 1993).
The ecological management objectives of these lakes should be preventing introduction of new exotic in the Great Lakes. One defense mechanism against fish species that invade is building of electric gates in the canals that feed the great Lakes CITATION Bio01 l 1033 (Program, 2001). They should also seek to understand the natural ecosystem and closely monitor all vessels to curb the invasion in the future. However, some of the exotic species can be eradicated by the rapid response action possible when the species is detected early enough. Management and control of such a species follows if the species cannot be completely eradicated. This should be done using an environmentally friendly method.
Conservation of fish in the United States is done by the “fish and wildlife service” which has the responsibility of conserving not just fish but also plants and another aquatic life. It has a very crucial role because the invasive species cause a lot of degradation of the natural habitat as well as competing with the native fish and other aquatic animals for shelter, food and space.
If the aquatic species are not given special attention, they are at a risk of becoming extinct. A report by Nature Conservancy shows that almost forty percent of fresh water fish are at a risk of becoming extinct. Also, more than fifty percent of crayfish in the United States have been jeopardized.
References
BIBLIOGRAPHY l 1033 Hartig, J. H., & Commission, G. L. (1993). A survey of fish-community and habitat goals/objectives/targets and status in Great Lakes areas of concern. New York: Great Lakes Fishery Commission.
Program, B. S. (2001). Biodiversity Support Program : a consortium of World Wildlife Fund, the Nature Conservancy, and World Resources Institute funded by the US Agency for International Development. Washington D.C: World Wildlife Fund.