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  Unit 40: Lead Positive Behavioural Support

  $50.00

  Unit code: O32

  Analyse theories underpinning Positive Behavioural Support

  2.1 Explain the importance of ensuring functional analysis is based on formal assessment Functional Behavioural Assessment

  2.2 Work with others to produce behavioural assessment reports

  2.3 Apply indirect assessment schedules and collect direct observation data

  2.4 Triangulate and analyse data collected

  2.5 Formulate and test hypotheses on the function of identified challenging behaviours

  3.1 Determine a set of primary prevention interventions with others to address all fast and slow behavioural triggers identified via a functional analysis of challenging behaviour

  3.2 Develop a schedule of structured activities and required support with others to maximise an individual’s participation throughout each day

  3.3 Design a detailed skill teaching procedure with others to address an identified challenging behaviour

  3.4 Lead the implementation of agreed person-centred primary prevention interventions

  3.5 Apply tests of social validity to all primary interventions designed for an individual

  4.1 Identify and define with others the early warning signs of agitation for an individual

  4.2 Construct with others a set of secondary prevention strategies derived from the functional analysis of an individual’s behaviour

  4.3 Lead the implementation of agreed person-centred secondary prevention interventions

  4.4 Apply tests of social validity to all secondary interventions designed for an individual

  5.1 Critically compare the use of non-aversive and aversive reactive strategies

  5.2 Justify the use or absence of reactive strategies for an individual: Justify the use of reactive strategies –

  6.1 Collaborate with others to produce a Positive Behavioural Support Plan for an individual to promote a helpful culture and environment which contains

  6.2 Support others to understand the detail of the Positive Behavioural Support Plan

  6.3 Support others to develop knowledge, understanding and skills to implement the Positive Behavioural Support Plan

  6.4 Provide others with constructive feedback on their implementation of the Positive Behavioural Support Plan

  7.1 Explain how the attitudes and skills of others may impact on a Positive Behavioural Support Plan

  55 Pages
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  How might you apply ethical philosophies and principles

  $3.00

  2a. How might you apply ethical philosophies and principles that summarize what you perceive to be the top five ethical issues challenging health care delivery today?
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  Describe the Stages-Heuristic theory of the policy process

  $3.00

  Describe the Stages-Heuristic theory of the policy process. What are the stages of policy development it includes? Discuss this theory and compare it to the other dominant theoretical frameworks. Then, select one other theory and discuss its strengths and weaknesses as compared to the Stages-Heuristic framework.
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  Phl 215 Week 1 Discussions

  $17.50

  1. How do philosophical questions differ from scientific or factual questions?
  2. How did the approaches to philosophical inquiry progress from the Pre-Socratics to Socrates, Plato, and finally to Aristotle? How do these changing approaches reflect cultural influences that affected the philosophers of ancient Greece?
  3. How are philosophical opinions justified?

  6 Pages
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  PHL 458 Critical and Creative Thinking in Short Essays

  $15.00

  Present  on each of the following topics with a slide or two/bullet:

  Describe a situation in which critical and creative thought could have been used for a better outcome. This could be a personal or societal problem or issue. Describe why it is important to think critically and creatively in similar situations (2 slides).

  Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts, and how they may bear on your problem or issue (4 slides).

  Identify three hindrances to the critical/creative thinking process. Determine methods for overcoming these hindrances. Identify   a hindrance in critical or creative thinking that affected you’re solution or approach to the problem or issue here. Describe a method you could use to overcome the hindrances (3 or 4 slides).

  Identify a message in advertising, or a perception related to your problem/issue. Describe how you perceive the message of the advertisement (or problem/issue). Try to determine the reality. Distinguish between your perception and the reality of the message/problem (2 or 3 slides).

  Format- PowerPoint Presentation is preferred, with Slides & Speaker Notes, a Title/Introduction Slide, and Conclusion Slide. Be sure to use a variety of illustrations, and try to be creative!
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  PHL 458 Week 3 Solution Presentation – DOMESTIC VIOLENCE ISSUES

  $7.00

  Most great solutions to problems begin with some initial flaws. Quality solutions arise by refining ideas. Refine your solution to the problem defined in your Week Two Individual Assignment by following the Three Steps in Refining process outlined in Ch. 10 and Ch. 11 of your text.

  Produce your refinements using ONE form of Visual Organizer (see below). Include the following components in your Organizer:

  • Original issue
  • Initial solutions
  • Critical examination of best solution
  • Evaluation of the argument
  • Revised argument
  • Refined solution with implementation plan
  • Final solution

  Format your final Visual Organizer by selecting ONE of the forms listed on the Website [www.graphic.org/goindex.html], and include a Title Page, Introduction (stating the purpose of the assignment) and a Conclusion (stating what you learned in terms of the creative and critical process through this assignment). The website listed above is the best source for selection of a Visual (also called a Graphic) Organizer. This website includes a definition, how-to’s, resources, examples, mind mapping, helps for organizing an essay, links to other sites, and much more. You will find many other resources and sources for VO or GO’s on the Internet as well. (Note that Word, Excel, and PowerPoint software does have built-in resources for building specific kinds of VO and GO’s).

  P.S. The paper is in doc file
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  PHL 458 Think Different Exercise

  $5.00

  In 1997, Apple, Inc. supported its “Think Different” marketing campaign with a 1-minute commercial featuring black-and-white footage of 17 iconic 20th-century personalities. The commercial was conceptualized by the Los Angeles-based advertising agency TBWA/Chiat/Day.

  Find a copy of this commercial, also known as the “Crazy Ones” commercial, on the Internet and watch it. Identify the 17 individuals shown in the background and, as a team, discuss the following questions:

  • What did each of the individuals contribute to the world?
  • How was each of these contributions rooted in creative thinking; that is, how did each change existing paradigms of seeing or experiencing the world?
  • Are there defining characteristics shared among all or most of the individuals?
  • What is the value of imagination and thinking outside the box with regard to their contributions?

  Summarize your findings in a 350- to 700-word word paper and be prepared to discuss them in class.

  Format your summary consistent with APA guidelines.
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  PHL 458 Week 1 Assignment

  $7.50

  Week 1 Assignment

  1. Describe a situation in which critical and creative thought could have been used for a better outcome. Describe why it is important to think critically and creatively in similar situations.
  2. Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts.
  3. Identify three hindrances to the critical thinking process. Determine methods for overcoming these hindrances. Identify a time in which you experienced a hindrance in critical thinking. Describe a method you could use to overcome the hindrances.
  4. Identify a message in advertising. Describe how you perceive the message of the advertisement. Try to determine the reality of the advertisement. Distinguish between your perception and the reality of the message.
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  TDA 3.1: Communication and professional relationships with children, young people and adults

  $12.50

  TDA 3.1: Communication and professional relationships with children, young people and adults.

  1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults.

  1.2 Explain the principles of relationship building with children, young people and adults.

  1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

  2.1 Explain the skills needed to communicate with children and young people.

  2.2 Explain how to adapt communication with children and young people for The age of the child or young person