Category Archives: CE 300

Kaplan University CE 300 Unit 2 Screening Assessments Project latest

Kaplan University CE 300 Unit 2 Screening Assessments Project latest

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CE 300 Unit 2 Screening Assessments Project

For the Unit 2 Assignment, you will use the multiple resources throughout this unit and through your own research to create a chart on screening assessments for the infant through age 8. This chart needs to discuss five separate screening assessments used

from birth to age eight years of age that address at least THREE different developmental domains.

Be sure to closely review the summary tables in Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures(http://transition.acf.hhs.gov/sites- /default/files/assets/screeners_final.pdf).

CDC – http://www.cdc.gov/ncbddd/-childdevelopment/index.htmlWhen creating your chart, you must address the following:

• Screening Assessment Title-include the full name, including the publisher

• Developmental Domains Covered-what developmental domain does this screening assessment address? Motor, physical growth, social, emotional, behavior, communication, etc.

Age Range-what age child is this screening assessment appropriate to administer?

Purpose of the screening-what can an early childhood professional do with the results? What should happen next?

Kaplan University CE 300 Unit 6 Assignment ABC Analysis Chart and Behavior Change Chart latest

Kaplan University CE 300 Unit 6 Assignment ABC Analysis Chart and Behavior Change Chart latest

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CE 300 Unit 6 Assignment ABC Analysis Chart and Behavior Change Chart

Emily is an 18-month-old toddler developing typically. She attends a for-profit childcare center full-time. Emily’s parents are divorced and she lives half-time with each parent. She has two older brothers, ages 6 and 10. Emily’s father is a plumber and her mother is a cashier at a local grocery store. Emily has begun biting other children at the

childcare center. You have just been assigned to act as the lead educator in her classroom. The assistant is concerned about Emily’s biting and so are some of the parents of the other children, as she has left bite marks on two children, though the skin was not broken. During your first day in the classroom, you observe the following:

Emily is playing alone with a doll. Janesta, who is 23 months old, walks over to Emily and takes the doll Emily was playing with. Emily then bites Janesta on the arm. You swiftly pick Emily up and tell her, “We don’t bite,” and hold her in your lap for a fewminutes. Then she runs to play with blocks.

Later in the day, you witness Emily walk up to a boy in the class and bite him on the shoulder, without any apparent provocation. The assistant quickly picks Emily up and moves her to the reading area and reads her a book. Emily stays there for 10 minutes, quietly turning pages.

Part 1: ABC Analysis Chart

You will use the case scenario above to develop a hypothesis as to what is the likely function of the behavior. Be sure to use your Unit 6 readings on Functional Behavior Assessment to assist you in filling out the ABC chart template in DocSharing.

A=Antecedent. What happened immediately before the behavior? Was there any event or activity that preceded the behavior?

B=Behavior. The behavior should be defined in observable, objective terms. C=Consequence. What happened immediately following the behavior?

Function of behavior = this is your hypothesis. Using what you have learned about behavior, what is the most likely function? Is the child trying to get something, and if so, what? This could be tangibles such as access to a toy, a preferred activity or even attention. Is the child trying to escape from something, and if so, what? This could be escape from an unwanted task such as cleaning up toys.

Part 2: Behavior Change Chart

For Part 2, using your hypothesis and the information from your ABC chart, fill out the template in DocSharing and manipulate variables to determine if your hypothesis is correct in order to pick the best course of action to take with Emily. You can only manipulate one variable at a time in order to determine what would be most effective in modifying Emily’s behavior. First you will manipulate the antecedent. When you changed the antecedent (A), what do you predict will happen and why? If you do not get the desired behavior change (B), then you need to try manipulating another variable. In this case, you will then manipulate the consequence (C). What do you predict will happen with the behavior (B) and why?

Submit your completed project to the Unit 6: Project Dropbox. If you need help using the Dropbox, see the Dropbox Guide located in the Academic Tools tab.

Kaplan University CE 300 Unit 9 Assignment Video Assessment Project latest

Kaplan University CE 300 Unit 9 Assignment Video Assessment Project latest

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CE 300 Unit 9 Assignment Video Assessment Project

Part 1

In this unit’s reading, you will watch a video of an 18 month old child in preparation for this project. From this video, you will fill out two assessment instruments: an anecdotal record and developmental checklists. Since the child is 18 months old, you need to fill out both the one year old developmental checklist and the 2 year old developmental checklist as the child may have skills found at both one and two years of development. These forms can be found in this unit. Carefully watch the video and fill out these

assessment tools. Be sure to use objective, measurable language in your observations. Be sure to include your completed assessment forms in your submission for this project. You can expect to watch the video multiple times in order to be able to observe everything you need to do a thorough assessment. Remember, you need to address each of the developmental domains: cognition, social-emotional, physical and language. Observation and assessment are learned skills and take practice.

Part 2

You will write an essay discussing the results of the video observation data collection including additional assessment needs and possible instructional strategies. Please note: early childhood professionals can always use additional assessments and you must discuss additional assessment needs for this child. You should use the template provided for your project.

While you are encouraged to integrate material from the course readings and discussions, make sure to paraphrase (don’t copy word-for-word!) and provide the sources for your content.

Your paper should be 3-5 pages long, typed, double-spaced and in a 12-point font size (Arial or Times New Roman) with one-inch margins. You must include a title page and a reference page (but these do not count in the 3-5 page guideline). For help with citations/references please refer to the APA Quick Reference Guide under Course Home and also visit the KU Writing Center. The grading rubric that will be used to

evaluate your final project is located in your class Syllabus.

Submit your completed project and data in ONE document to theUnit 9: Project Dropbox. If you need help using the Dropbox, see the Dropbox Guide located in the Academic Tools tab.