1). How many boys in the Superhero clothes condition thought…

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Question Answered step-by-step 1). How many boys in the Superhero clothes condition thought… Image transcription textClothing Condition (1 = Superhero, 2 = Street Clothes) * When do superheroes work harder? CrosstabulationWhen do superheroes work harder? In their costume In their street clothes Total Clothing Condition Boysdressed in Count 27 4 31 (1 = Superhero, 2= Superhero clothes % within Clothing Street Clothes) … Show more… Show more 1). How many boys in the Superhero clothes condition thought superheroes work harder while in their Superhero costume than in their street clothes, and how many boys in the Street clothes condition thought Superheroes work harder while in costume than when in street clothes?A. A total of 27 boys (87.1%) in the Superhero clothes condition thought Superheroes work harder in costume. A total of 7 boys (24.1%) in the Street clothes condition thought Superheroes work harder in costume.B. A total of 49 boys (81.7%) in the Superhero clothes condition thought Superheroes work harder in costume. A total of 11 boys (18.3%) in the Street clothes condition thought Superheroes work harder in costume.C. A total of 27 boys (75.9%) in the Superhero clothes condition thought Superheroes work harder in costume. A total of 22 boys (87.1%) in the Street clothes condition thought Superheroes work harder in costume.D. A total of 27 boys (87.1%) in the Superhero clothes condition thought Superheroes work harder in costume. A total of 22 boys (75.9%) in the Street clothes condition thought Superheroes work harder in costume.E. A total of 31 boys (100%) in the Superhero clothes condition thought Superheroes work harder in costume. A total of 29 boys (100%) in the Street clothes condition thought Superheroes work harder in costume. Math Statistics and Probability PSY 3215 Share QuestionEmailCopy link Comments (0)

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QuestionAnswered step-by-stepAutism 1. It may be difficult for a person with Autism to...Autism 1. It may be difficult for a person with Autism to understand why his sister is upset when he breaks her doll. True False2.How could direct support professionals build on an individual's obsession with Elvis Presley to create recreation/leisure opportunities for her in the community? List at least two ways. 3. Challenging behavior may be triggered by overuse of words such as "stop", "wait", and "not right now". True False4 When an individual makes a mistake during discrete trial training, the direct support provider should ignore the mistake. True False5.The example below shows a non-specific prompt that really doesn't provide enough information for a person with Autism who has difficulty following non-specific directions. Following the non-specific prompt there is an example of how staff might revise the prompt to provide enough information so that Ryan knows what he should do: EXAMPLE: Desired Outcome: Ryan will go to the kitchen and get a snack.NON-SPECIFIC PROMPT: "It's snack time."SPECIFIC Prompt: "Go to the cupboard and choose your snack QUESTION: Modify the following non-specific prompt to make it SPECIFIC enough for an individual with Autism who has difficulty following non-specific directions:Desired Outcome: Erin will go to the break room for her break at work.Non-Specific Prompt: "It's time for your break"SPECIFIC Prompt:  6. The example below shows a non-specific prompt that really doesn't provide enough information for a person with Autism who has difficulty following non-specific directions. Following the non-specific prompt there is an example of how staff might revise the prompt to provide enough information so that Ryan knows what he should do: EXAMPLE: Desired Outcome: Ryan will go to the kitchen and get a snack.NON-SPECIFIC PROMPT: "It's snack time."SPECIFIC Prompt: "Go to the cupboard and choose your snack QUESTION: Modify the following non-specific prompt to make it SPECIFIC enough for an individual with Autism who has difficulty following non-specific directions: Desired Outcome: Jane will put her clean laundry away in her dresser.Non-Specific Prompt: "Go downstairs and get the laundry basket"SPECIFIC Prompt: 7. It is recommended that _____ assist with implementing social skill development plans.               direct support professionalspeer       family, co-workers, others in natural environmentsall of the above8. Indicate two environmental adaptations which could be made to support individuals with Autism who demonstrates the trait: "Distractibility by sensory input (touch, smell, sounds, and light)".Adaptation #1Adaptation #2 9. Mark all of the traits that correctly describe  how to use Discrete Trial Training. (More than one answer may be correct)Prompts and support provider changes over time to promote generalization         Support provider uses concrete instructions         Individual receives reinforcers for all responses (correct and incorrect)10. It is recommended that support providers wait up to  10 seconds for a person with Autism to respond before repeating an instruction or prompt. True False11. In the box below, indicate the possible function/ purpose that the challenging behavior serves for the individual with Autism who is displaying it. Specify a program idea to reduce or replace the challenging behavior.Challenging Behavior: Ryan hits his head after his employer gives him a direction. 12. In the box below, indicate the possible function/purpose that the challenging behavior serves for the individual with Autism who is displaying it. Specify a program idea to reduce or replace the challenging behavior.Challenging Behavior: Annie hits Susan at the dinner table. 13. In the box below, indicate the possible function/purpose that the challenging behavior serves for the individual with Autism who is displaying it. Specify a program idea to reduce or replace the challenging behavior.Challenging Behavior: Sam constantly asks when it's time for lunch or break. 14. Young adults with Autism can be successful going to college. True False  15. Specify two possible accommodations which could be used to support an adult with Autism who has Social Skills Challenges in employment settings: 16. Specify two possible accommodations which could be used to support an adult with Autism who has Speaking and Communication Challenges: 17. Specify two possible accommodations which could be used to support an adult with Autism who has Concentration Challenges: 18. Specify two possible accommodations which could be used to support an adult with Autism who has Impulsivity and Over-activity: 19. Mark all of the learning characteristics that are common for individuals with Autism. (more than one answer may be correct)Difficulty tuning in to important cues or signals in the environmentRemembers things for a long timDifficulty with changes in routine or environment              Very strong in comprehension (understanding) 20. Mark all of the communication symptoms that are typical for many individuals with Autism. (More than one answer may be correct)Unable to communicate needsUses the same words or phrases repeatedly and/or repeats what others sa           Large vocabularies but poor at carrying on conversation  Uses challenging behavior to communicate a need     21. Mark all of the communication symptoms that are typical for many individuals with Autism. (More than one answer may be correct)Unable to understand body language, tone of voice, or expressionFacial expressions and gestures of the person with Autism may not match what the person with Autism is sayingLanguage development is similar to that of typically developing childrenSpeech is often high-pitched and "sing-song", or flat and robotic 22. Mark all of the strategies that are recommended  for direct support professionals supporting a person with Autism in developing friendships. (More than one answer may be correct) model respect and acceptance   let nature take its course and allow friendships to occur naturally              arrange opportunities for friendships to occurinclude the individual with Autism in naturally occurring activities 23. Mark all of the strategies that are recommended  for direct support professionals supporting a person with Autism in developing friendships. (More than one answer may be correct) focus on finding friends that also have Autismsupport the interaction with prompts and reinforcementfocus on finding friends who have similar interestsassist the person with Autism to learn and use basic social skillsmake modifications in support as the relationship develops or changes 24. The most effective model for providing therapy (speech, OT, or PT) to individuals with Autism is ___.in short sessions in therapy rooms with only the therapist and the individual with Autism present.               embedded in natural daily activities in natural environments by therapistsembedded in natural daily activities in natural environments by the people naturally found in that environmentall of the above 24. Mark all of the learning characteristics that are common for individuals with Autism. (more than one answer may be correct)Responds better if asked to respond to open-ended questions than if they are given choices between 2 or 3 options. Excellent ability to generalize skills across settings and support providerNeeds shorter response time than many learnersResponds well to key words and simple phrases 25. List at least two natural opportunities for an employee with Autism to work on the following social skills during a work shift: Initiating a new conversationOpportunity #1Opportunity #2 26. List at least two natural opportunities for an employee with Autism to work on the following social skills during a work shift: Asking for helpOpportunity #1Opportunity #2 27. How would you describe "self-determination" to someone who was unfamiliar with the term?Asperger Syndrome refers to the mildest and highest functioning condition on the Autism Spectrum. True False28. Asperger Syndrome refers to the mildest and highest functioning condition on the Autism Spectrum. True False29. If a person with Autism has poor gross motor skills, he will also have poor fine motor skills. True False  30. People with Autism are often able to self-monitor their own use of social skills. True False31. Individuals with Asperger Syndrome usually have strengths in social relatedness and social skills compared to other individuals on the Autism Spectrum. True False32. Give one example of the following teaching strategy: offering choices33. Give one example of the following teaching strategy: allowing plenty of response time34. Give one example of the following teaching strategy: establishing a predictable routine.35.Give one example of the following teaching strategy: using visual cues36. Provide three examples of visual supports that can be used to remind an individual with Autism about social rules.  37. Group homes or other congregate-type living arrangements are usually the best match for individuals with Autism. True False38. Emerging scientific evidence about the cause(s) of Autism points to various combinations of genetic and environmental factors. True False 39. When communicating with a person with Autism, phrase directions, prompts and requests in the form of questions (e.g., would you like to help with the dishes?). True False  40. Fix the following statement so that they provide clear expectations for an individual with Autism about his or her activity, routine, or schedule: "You might get to see Miranda sometime this week". (Miranda is the person's favorite support staff)41. After an individual with Autism learns to shop at one grocery store, it will be easy for him to shop at a different grocery store. True False42. The social world may be confusing to individuals with Autism because they have a hard time interpreting tone of voice, facial expressions, and body language. True False43. Reinforcers for one person with Autism may be very offensive to another person. True False44. Learning employment-related skills in a day supports program or sheltered work program will not prepare most individuals with Autism to perform at a job site. True False45. Plans for responding to challenging behavior are critical components of behavior support plans for a person with Autism. True False46. Discrete trial training refers to gradually introducing an object or activity that causes fear or anxiety in hopes that exposure will make his or her fear/anxiety go away. True False47. A functional curriculum teaches individuals with Autism the skills that he or she will need to live, work, and participate in the community. True False 48. Parents and support providers can trust information that they find about interventions for Autism in magazine articles and on Internet websites. True False49. Reasons for negative employment outcomes for adults with Autism include:  "Work readiness" requirements prevent people with Autism from opportunities to learn how to work in the natural settingMany people in the general workforce have a limited understanding of Autism and the potential of an individual with Autism to be a productive employee and valued co-worker.               Support providers/employers fail to identify necessary supports that could make the person successful in the workplace.        all of the above 50. There is broad agreement in the field of Autism about which interventions are most effective. True False 51. Which of the following medical issues are often associated with Autism?         Sleep disorder    Seizure disorder               Eating disorders such as pica, chronic constipation, or diarrhea    all of the above 52. Children with Autism are rarely attached to their parents. True False53. Seizure disorders are often associated with Autism. True False54. Strategies to prevent challenging behaviors are critical components of behavior support plans for a person with Autism. True False55. Almost all children with Autism develop normally until 18 months and then lose skills dramatically. True False56. Opportunities to practice previously learned skills in new settings is a critical part of teaching new skills to individuals with Autism. True False57. Sleep disorders are often associated with Autism. True False58. Adaptations and enablers are as important to a person with Autism as eyeglasses are to people with visual impairments. True False59. Eating Disorders are often associated with Autism. True False60. When decreasing inappropriate speech, it is important to teach the individual with Autism a more efficient way to communicate the same message. True False    61. Which of the following approaches is appropriate for an individual with Autism who has difficulty with self-management and following through with task completion?      Use a visual scheduleAsk the individual to repeat the directions            Use "first ____, then _____" statements all of the above 62. Give two examples of replacement behaviors that an individual with Autism who is non-verbal could use to request a break instead of screaming.63. What are two rules that could be set up for an adult with Autism who is preoccupied with talking about "Wheel of Fortune?"64. Individuals with Autism do not need to be taught about sexuality because they do not have adequate skills for social relationships. True False 65. The most effective model for providing therapy (speech, OT, or PT) to individuals with Autism is ___.in short sessions in therapy rooms with only the therapist and the individual with Autism present.               embedded in natural daily activities in natural environments by therapistsembedded in natural daily activities in natural environments by the people naturally found in that environment         all of the aboveHealth ScienceScienceNursingPRN 1032LLShare Question
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Question Answered step-by-step PostIdentify the disaster and resulting population health issue. a cohesive scholarly response that addresses the following:  Describe the epidemiological considerations resulting from this disaster. Support your response with specific examples and evidence from the literature.  Describe the factors that made the community's and/or nation's response effective or ineffective.  Nash, D. B., Skoufalos, A., Fabius, R. J. & Oglesby, W. H.  (2021). On the path to health equity. In Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. Chapter 3  addresses non-biomedical influences on health that impact health equity. This chapter is explored in four sections: (a) meaning of health equity, (b) issues of racism and discrimination, (c) cultural competency, and (d) achieving health equity. The authors ask the reader to consider how current efforts to the address social determinants of health may be applied to your workplace. Nash, D. B., Skoufalos, A., Fabius, R. J. & Oglesby, W. H.  (2021). Policy and advocacy. In Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. Chapter 13  discusses the role that public policy and advocacy play  in promoting and adapting public health initiatives and policies. Key players at the national level are identified. A common form of advocacy, lobbying is introduced. A vignette describing a successful coalition was described.  Levin, A. B., Bernier, M. L., Riggs, B. J., Zero, S. D., Johnson, E. D., Brant, K. N., Dwyer, J. G., Potter, C. J., Pustavoitau, A., Lentz, T. A., Jr, Warren, E. H., Milstone, A. M., & Schwartz, J. M. (2020). Transforming a PICU into an adult ICU during the Coronavirus disease 2019 pandemic: Meeting multiple needs. Critical Care Explorations, 2(9), e0201. https://doi-org/10.1097/CCE.0000000000000201  Sprung, C. L., Cohen, R., & Adini, B. (2010). Chapter 1. Introduction. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1). S4-10 This reading describes the efforts put forth as a result of a task force established by the European Society of Intensive Care Medicine in December 2007. The chapter examines the purpose and development of standard operating procedures (SOPs) to better address population needs during an infectious disease breakout or disaster. Richards, G. A., & Sprung, C. L. (2010). Chapter 9. Educational process. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1), S70-S79. As noted in this chapter, planning and education are imperative to adequately prepare intensive care units (ICUs) and hospitals for an influenza pandemic or mass disaster. The authors provide standard operating procedures (SOPs) and recommendations. Veenema, T. G., Deruggiero, K., Losinski, S., & Barnett, D. (2017). Hospital administration and nursing leadership in disasters. Nursing Administration Quarterly, 41(2), 151-163. doi: 10.1097/NAQ.0000000000000224.  Wu, X., Zheng, S., Huang, J., Zheng, Z., Xu, M., & Zhou, Y. (2020). Contingency nursing management in designated hospitals during COVID-19 outbreak. Annals of Global Health, 86(1), 70. https://doi-org.ezp.waldenulibrary.org/10.5334/aogh.2918  Federal Emergency Management Agency. (2011). Retrieved from http://www.fema.gov/ Explore the Federal Emergency Management Agency website, whose mission is to "support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards."  Health Science Science Nursing NURSING FN N586 Share QuestionEmailCopy link Comments (0)