discussion i need 3 paragraphs i need it 60 minutes

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This week we’ll be looking at religion and the state. Using the primary source documents in chapters 14 and 16, I want you to think about the role of religion in different early modern states. How did leaders deal with religions other than their own in their empires? What was the effect among their subjects (as in, did new traditions arise, was there a reaction against imperial policy, etc.)? Why/how did this differ in different areas?

Be careful about chronology here. The information on the Mughal, Ottoman and Chinese empires in your textbook are pretty straight forward, but I’ve uploaded a PowerPoint with links to a few web pages to give you help on the Reformation in Europe, which is a rather complicated topic. I have also provided links (required – remember that the links replace in-class lectures) to brief internet articles on the Mughal and Ottoman empires.

 

 

Also, here’s a breakdown of the assigned documents by region to help you out:

Document 14.2-5
Documents 16.1, 16.4-5

Europe:
French State Building and Louis XIV (1670/80)
Martin Luther: Table Talk (Early 16th century)

Islamic World (Ottoman and Mughal Empires):
Jahangir – Memoirs (1605-27)
An Outsider’s View of Suleiman I (mid-16th century)
The Poetry of Kahbir (Late 15th century) (India – Sikhism)
Wahhab: History and Doctrine of the Wahhabis (1807)

advance tax 1

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700 words

 

Your client has been informed that an S corporation is a popular business form and wants to know more about it. Please write a professional memo to your client responding to his inquiry. Be sure to at least discuss the following items:

  • What is an S corporation?
  • When is it advisable to be taxed as an S corporation?
  • How does an organization become an S corporation?
  • If The Car Wash is a corporation, can they be taxed as an S corporation?
    • Why or why not?
    • What criteria must be met?
  • If The Car Wash is a LLC, can it be taxed as an S corporation?
    • If so, what does it need to do to elect S corporation status?
  • How would The Car Wash report and pay tax if it is an S corporation?

information management 8

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Assignment Details

In your own words, answer this unit’s discussion questions in a main post (recommended minimum 300 words)

This assignment has three parts:

  1. Is information systems (IS) performance linked to business performance? Share a specific company example that you feel supports your position.
  2. Based on your knowledge, what types of products do not fit well in the E-commerce model? Why?
  3. Have you ever been involved in any step of the System development life cycle? If so, what did you learn? If not, how does the system development life cycle impact an organization?

Discussion Board Reminders:




short responce

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1

Each business needs to remain profitable in order to continue operations, but the pursuit of profit should never stop a company from fulfilling its basic societal obligations. Some companies, though, put a strong emphasis on social responsibility and will actually forego some profit in order to provide a greater overall benefit to society.

 

2.

It seems that Wal-Mart and other big box retailers have substantially changed the relationship between goods manufacturers (suppliers) and giant retail buyers (like Wal-Mart). In what way has this relationship changed? Why is this important to consider and discuss? Does the current relationship help or hurt our nation’s economy? If it helps, how does it help? If it hurts, how does it hurt? Explain your answer fully.

PSY7709 UNIT 10

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Unit 10

 

  • PRINT

  • Stimulus Equivalence

    INTRODUCTION

    When teaching clients or students new behaviors and stimuli, it is impossible to teach labels and functions to every possible stimulus that a client may encounter. To be successful in the natural environment, students must learn to respond appropriately when they encounter new stimuli or situations. According to Cooper, Heron, and Heward (2007), “stimulus equivalence is the emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations” (p. 398).

    This unit will describe and provide examples of stimulus equivalence and discuss tests for stimulus equivalence.

    Instructional Activities

    In this unit, you will complete instructional activities through your participation in an ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements covered during these activities include:

    • B-15: Define and provide examples of derived stimulus relations.
    Reference

    Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

  • LEARNING ACTIVITIES

    Collapse All

  • Toggle Drawer

    [u10s1] Unit 10 Study 1

    Studies

    Readings

    Use your Applied Behavior Analysis text to read the following:

    • Pages 497–508 in Chapter 20, “Engineering Emergent Learning with Nonequivalence Relations.”

    Use the Capella library to read the following:

    Learning Components

    This activity will help you achieve the following learning components:

    • Provide examples of derived stimulus relations.

  • Toggle Drawer

    [u10v1] Stimulus Equivalence Procedures

    Stimulus Equivalence Procedures

    Click the linked Stimulus Equivalence Procedures title above to launch the media. In this activity, you develop a deeper understanding of stimulus equivalence and discriminate between reflexivity, symmetry, and transitivity.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course.

    An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

    Learning Components

    This activity will help you achieve the following learning components:

    • Discriminate between reflexivity, symmetry, and transitivity.

    Resources

  • Toggle Drawer

    [u10v2] ABA Terminology Flashcards – Unit 10

    ABA Terminology Flashcards – Unit 10

    In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

    • Click the linked ABA Terminology Flashcards – Unit 10 title above to launch the media and master your knowledge of the terms used in this unit.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

    An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

    Learning Components

    This activity will help you achieve the following learning components:

    • Define common terms used in the field of applied behavior analysis.

    Resources

  • Toggle Drawer

    [u10a1] Unit 10 Assignment 1

    Instructor Contact Session

    In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

    ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

    • Attending ICS by phone or Zoom.
    • Actively providing spoken or written input during ICS.
    • Responding to a majority of the ASRs through polls in Zoom.

    If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    Resources

  • Toggle Drawer

    [u10d1] Unit 10 Discussion 1

    Stimulus Equivalence and Transfer of Stimulus Control

    Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

    Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

    General Guidelines

    Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

    Unit 10, Discussion Prompt Option 1

    Practice

    Consider an intervention that uses stimulus equivalence training to help a brain injured woman to be able to remember a name by speaking the name, visually seeing it written down, and then seeing a picture of the person whose name they are learning.

    Describe in detail which example of stimulus equivalence this intervention is using and explain why you chose that option.

    Unit 10, Discussion Prompt Option 2

    Real Life

    Verbal prompts are typically described as being the least intrusive prompts. However, vocal verbal prompts can be the most difficult to fade. Have you ever struggled to engage in behavior without a vocal verbal prompt or have you worked with clients who appeared dependent on vocal verbal prompting? How might you transfer stimulus control to a naturally occurring stimulus?

    Unit 10, Discussion Prompt Option 3

    Ask, Answer, Share

    In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

    Learning Components

    This activity will help you achieve the following learning components:

    • Discriminate between different versions of stimulus equivalence.
    • Develop an example of a particular kind of stimulus equivalence.

    Resources

  • Toggle Drawer

    [u10q1] Unit 10 Quiz 1

    Quiz 10

    This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competency:

    • Competency 3: Analyze the basic verbal operants and associated principles outlined in Skinner’s analysis of verbal behavior.

    Please carefully read the following instructions before beginning the quiz:

    • You must complete and submit the quiz by Friday at 11:59 p.m. Central time.
    • Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
    • There is no time limit for this or any other courseroom quizzes.
    • You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

    Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

    Resources

  • Toggle Drawer

    Updates and Handouts

    Periodically, information will be posted in this space for the good of the class.

  • Toggle Drawer

    Ask Your Instructor

    This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

assess and compare the market types of two major corporation

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In this group case study project, you will join forces with three of your peers to make an investment recommendation on either of two corporations: Exxon Mobil or Coca-Cola. The task for your team will be to compare the two companies based on both the supporting information and any external research that you conduct, and ultimately recommend one over the other as having stronger investment potential.

As a further twist, your team will have some competition. Other teams will be given the same opportunity to prepare their information package on the same two companies using the same case studies as a starting point. Consequently, your team should try to package your information and recommendation that is the most engaging, creative, and persuasive.

Instructions

verall, your team will study the case studies provided, and then conduct additional research on the companies in order to get information to address the same sorts of questions as in the Individual Research Paper/Case Analysis, as well as these particular comparative questions:

  • Main Questions from the Individual Research Paper Analysis
    • What kind of market (Perfect Competition, Monopolistic Competition, Oligopoly, or Monopoly) does the company belongs to?
    • What is the Price Elasticity of Demand for the goods that the company sells? Is the demand elastic or inelastic?
    • What kind income elasticity the product(s) of the company face?
    • Who are the company’s closest competitors?
    • Are there any close substitutes or complements?
    • Is the demand for the product of your chosen company growing? Explain why.
    • Can the labor force of your chosen company be trained further to increase productivity and lower cost of production?
    • As a business is your chosen company profitable? Will it be able sustain profitability?
    • How can it make its profit grow?
  • Comparative Questions
    • What is the price elasticity of demand for gasoline? Is it elastic or inelastic? How about carbonated beverages?
    • What is the Income Elasticity of demand for carbonated beverages and gasoline? Which one has the higher elasticity?
    • What kind of industry do these two companies belong to: Perfect Competition, Monopolistic Competition, or Oligopoly? Explain your answer and substantiate why it might influence your decision-making.
    • What is the cross price elasticity of demand between Coke and Pepsi? Between Exxon gas and Shell gas?
    • What is the Cross Price Elasticity between Coke and Exxon gasoline?
    • Which company has higher fixed costs? Which has higher marketing costs? Why does Coke advertise all the time but Exxon Mobil hardly ever?
    • What other issues with regards to the social, political, labour, or environmental practices of these two companies might you include that could impact your decision?

    ** Please note that each group has a place to discuss their project under the Forums Title of Group Case Study Project which is found in Unit 3. This is a place dedicated to only your group and you are able to discuss any details regarding your project for the full duration of your project.

Remember that your ultimate goal is two-fold:

  • To provide the best evidence to support the choice of one company over the other as a place to invest.
  • To do so in the most compelling, informative, and creative way you can.

To that end, your group will need to produce a package consisting of the following:

  • A 7-page research essay in which all your information about the two companies is organized, the comparison indicators presented, and your ultimate choices for investment are made. Your paper should be a maximum of 7 pages, double-spaced with 12-point font, not including cover page and references. Your paper should follow APA formatting standards.
  • An accompanying media presentation of your findings that will be posted for your classmates in the Final Case Work Discussion Forum, listed in Unit 11. This can take any form your group has the skills to produce, but it is where your package will really distinguish itself from the others:
    • This is not to be a live (synchronous) presentation, but rather the creation of some sort of digitally submittable file that will most help support and sell your findings to your client. (If you need motivation, imagine that your client will only pay for the most interesting and engaging package submitted – your reputations are at stake!)
    • It can take the form of a PowerPoint presentation, a photo collage, or an audio or video recording – anything goes. Just be sure that you have permission to use any copyrighted materials (photos, audio, or video), because these packages will be shown to the class online and in our online world, unlike the brick and mortar classroom, that constitutes “republishing,” which is a copyright infringement unless you have permission.

PSY7709 UNIT 9

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Unit 9

 

  • PRINT

  • Verbal Behavior: Intraverbals and Echoics

    INTRODUCTION

    Skinner’s analysis of verbal behavior is very important in the science of behavior. The analysis of verbal behavior has led to techniques in ABA that increase functional language in learners. Functional language naturally increases independence, resulting in socially significant behaviors. In this unit, you will take a deeper look at verbal behavior through more detailed examples and explanations of Skinner’s verbal operants.

    Instructional Activities

    In this unit, you will complete instructional activities through your participation in an ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements covered during these activities include:

    • B-14: Define and provide examples of the verbal operants.
  • LEARNING ACTIVITIES

    Collapse All

  • Toggle Drawer

    [u09s1] Unit 9 Study 1

    Studies

    Readings

    Use your Applied Behavior Analysis text to read the following:

    • Pages 438–442 in Chapter 18, “Verbal Behavior.”

    Learning Components

    This activity will help you achieve the following learning components:

    • Define different kinds of verbal operants.
    • Provide examples of different kinds of verbal operants.

  • Toggle Drawer

    [u09v1] Verbal Operant Identification

    Verbal Operant Identification

    Click the linked Verbal Operant Identification title above to launch the media. In this activity, you learn how to identify four of B. F. Skinner’s elementary verbal operants—mand, tact, echoic, and intraverbal.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course.

    An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

    Learning Components

    This activity will help you achieve the following learning components:

    • Identify different types of verbal operants.

    Resources

  • Toggle Drawer

    [u09v2] ABA Terminology Flashcards – Unit 9

    ABA Terminology Flashcards – Unit 9

    In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

    • Click the linked ABA Terminology Flashcards – Unit 9 title above to launch the media and master your knowledge of the terms used in this unit.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

    An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

    Learning Components

    This activity will help you achieve the following learning components:

    • Define common terms used in the field of applied behavior analysis.

    Resources

  • Toggle Drawer

    [u09a1] Unit 9 Assignment 1

    Identifying Verbal Operants

    In 1957, B. F. Skinner wrote the book Verbal Behavior in which he analyzed language based on the same environmental principles of behavior that he previously used to analyze nonverbal behavior. That analysis resulted in a classification system that allows for identification of different types of language. Based on this system, the elementary verbal operants originated, which include mands, tacts, echoic, and intraverbal (Sundberg, 1998). This assignment allows you to further solidify your understanding on this classification system.

    To complete this assignment, write an APA-formatted paper in which you:

    • Review the examples in the grid below and identify which verbal operant (mands, tacts, echoic, and intraverbal) is being presented. Either copy and paste the table into or recreate the grid in your paper. Fill in the third column.
    • Define each of the four verbal operants and justify the answers you provided. Why did you choose the verbal operant that you did?
    • Provide your own example of each verbal operant in narrative form.
    • Explain why it is beneficial for learners to increase their mand, tact, echoic and intraverbal repertoire, and any limitations to increasing each repertoire.
    Verbal Operant Grid
    As a result of… One has a tendency to… Verbal Operant
    Smelling smoke Say, “I smell smoke!”
    Parent says “no” Say, “no”
    “How was your day?” Say, “it was great!”
    Drinking water Says, “where’s the restroom?”

    Be sure to support your choices with the unit readings and other scholarly resources.

    Assignment Requirements

    Your assignment should meet the following requirements:

    • Written communication: Should be free of errors that detract from the overall message.
    • APA formatting: References and citations are formatted according to current APA style guidelines.
    • Resources: 2–3 scholarly or professional resources.
    • Length: 2–3 double-spaced pages of content, in addition to the title page and references page.
    • Font and font size: Times New Roman, 12-point.
    • SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

    Refer to the Identifying Verbal Operants Scoring Guide to ensure you understand the grading criteria for this assignment.

    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.

    Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.

    Reference

    Sundberg, M. L. (1998). Realizing the potential of Skinner’s analysis of verbal behavior. Analyzing Verbal Behavior, 15, 143–147.

    Resources

  • Toggle Drawer

    [u09a2] Unit 9 Assignment 2

    Instructor Contact Session

    In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

    ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

    • Attending ICS by phone or Zoom.
    • Actively providing spoken or written input during ICS.
    • Responding to a majority of the ASRs through polls in Zoom.

    If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    Resources

  • Toggle Drawer

    [u09d1] Unit 9 Discussion 1

    Verbal Operants

    Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

    Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

    General Guidelines

    Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

    Unit 9, Discussion Prompt Option 1

    Real Life

    Verbal behavior occurs all around us. How many of the basic verbal operants did you engage in today? What were they?

    For example:

    Today, I ordered a coffee (mand) because I was tired (EO) and the barista delivered that coffee (specific reinforcement). I was able to tact “cinnamon” (nonverbal SD) that I tasted in the coffee. The barista asked me what I had planned for the weekend (verbal SD) to which I responded “catching up on laundry!” (verbal response without point to point correspondence). The barista advised I check out an event and she stated the website, which I wrote down (transcriptive).

    Unit 9, Discussion Prompt Option 2

    Assignment Prep

    This week you will demonstrate an ability to identify and discriminate between the basic verbal operants. There are many clear benefits to each of these operants, but what might limitations to teaching each of these be? How might you minimize these limitations when teaching your clients?

    Unit 9, Discussion Prompt Option 3

    Ask, Answer, Share

    In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

    Learning Components

    This activity will help you achieve the following learning components:

    • Define the key aspects of verbal behavior analysis.
    • Compare different kinds of verbal operants.

    Resources

  • Toggle Drawer

    [u09q1] Unit 9 Quiz 1

    Quiz 9

    This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competency:

    • Competency 3: Analyze the basic verbal operants and associated principles outlined in Skinner’s analysis of verbal behavior.

    Please carefully read the following instructions before beginning the quiz:

    • You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
    • Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
    • There is no time limit for this or any other courseroom quizzes.
    • You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

    Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

    Resources

  • Toggle Drawer

    Updates and Handouts

    Periodically, information will be posted in this space for the good of the class.

  • Toggle Drawer

    Ask Your Instructor

    This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

PSY7709 UNIT 8

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Unit 8

  • PRINT

  • Verbal Behavior: Mands and Tacts

    INTRODUCTION

    To improve socially significant behavior, you must focus on human behavior. According to Cooper, Heron, and Heward (2007), “one of the socially significant aspects of human behavior involves verbal behavior” (p. 527). In this course, you are introduced to the analysis of verbal behavior, which was first theorized by B. F. Skinner in 1934. In this unit, you will familiarize yourself with the terminology associated with this topic, including Skinner’s elementary verbal operants.

    Instructional Activities

    In this unit, you will complete instructional activities through your participation in an ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements covered during these activities include:

    • B-14: Define and provide examples of the verbal operants.
    Reference

    Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

  • LEARNING ACTIVITIES

    Collapse All

  • Toggle Drawer

    [u08s1] Unit 8 Study 1

    Studies

    Readings

    Use your Applied Behavior Analysis text to read the following:

    • Pages 412–423 in Chapter 18, “Verbal Behavior.”
    • Pages 436–437 in Chapter 18, “Verbal Behavior.”

    Learning Components

    This activity will help you achieve the following learning components:

    • Define different kinds of verbal operants.
    • Provide examples of different kinds of verbal operants.
  • Toggle Drawer

    [u08v1] ABA Terminology Flashcards – Unit 8

    ABA Terminology Flashcards – Unit 8

    In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

    • Click the linked ABA Terminology Flashcards – Unit 8 title above to launch the media and master your knowledge of the terms used in this unit.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

    An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

    Learning Components

    This activity will help you achieve the following learning components:

    • Define common terms used in the field of applied behavior analysis.

    Resources

  • Toggle Drawer

    [u08a1] Unit 8 Assignment 1

    The Power of Manding

    Xavier a three-year-old child who was just diagnosed with autism. He has never had functional language and exhibits frequent tantrums in the form of crying, hitting, and throwing items. Xavier recently began receiving ABA therapy and is your new client. Xavier’s grandmother is his guardian and wants his therapist to focus on teaching him his alphabet, shapes, colors, and numbers.

    In this assignment, write a paper responding to Xavier’s grandmother and include the following:

    • Analyze the importance of teaching manding skills to Xavier first.
    • What are the benefits of teaching mands?
    • How can teaching mands lead to developing skills in other areas of development?
    • Explain the relationship between manding and challenging behaviors.

    Be sure to provide your responses in a way that is respectful and supportive of Xavier’s grandmother.

    Assignment Requirements

    Your assignment should meet the following requirements:

    • Written communication: Should be free of errors that detract from the overall message.
    • APA formatting: References and citations are formatted according to current APA style guidelines.
    • Resources: 2–3 scholarly or professional resources.
    • Length: 2–3 double-spaced pages of content, in addition to the title page and references page.
    • Font and font size: Times New Roman, 12-point.
    • SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

    Refer to The Power of Manding Scoring Guide to ensure you understand the grading criteria for this assignment.

    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

    Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.

    Resources

  • Toggle Drawer

    [u08a2] Unit 8 Assignment 2

    Instructor Contact Session

    In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

    ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

    • Attending ICS by phone or Zoom.
    • Actively providing spoken or written input during ICS.
    • Responding to a majority of the ASRs through polls in Zoom.

    If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    Resources

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    [u08d1] Unit 8 Discussion 1

    Development of Verbal Behavior

    Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

    Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

    General Guidelines

    Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

    Assignment Prep

    While we will prioritize manding with Xavier, this does not mean that he cannot learn the names of letters and numbers through manding. Think of some ways in which you could use the CMO-T to teach Xavier to request numbers and letters. Do you think Xavier can acquire new vocabulary through manding? Do you think this vocabulary is likely to generalize? Explain your rationale.

    Unit 8, Discussion Prompt Option 2

    Think About It

    Skinner began working on a behavioral analysis of language in 1934. In 1957, Skinner was able to fill in the details of his published book Verbal Behavior, which proved to be his most important work. Although this work was extremely significant, it had a slow appreciation.

    Have you encountered any treatments, strategies, or programs that appear logical or promising, but lack empirical evidence? Would you compare this to Skinner’s verbal behavior at the time of publication given the lack of research? Why or why not?

    Unit 8, Discussion Prompt Option 3

    Ask, Answer, Share

    In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

    Learning Components

    This activity will help you achieve the following learning components:

    • Explain why there was a slow acceptance of B. F. Skinner’s verbal behavior work.
    • Explain the importance of empirical evidence when assessing the value of a particular strategy.

    Resources

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    [u08q1] Unit 8 Quiz 1

    Quiz 8

    This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competency:

    • Competency 3: Analyze the basic verbal operants and associated principles outlined in Skinner’s analysis of verbal behavior.

    Please carefully read the following instructions before beginning the quiz:

    • You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
    • Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
    • There is no time limit for this or any other courseroom quizzes.
    • You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

    Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

    Resources

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    Updates and Handouts

    Periodically, information will be posted in this space for the good of the class.

  • Toggle Drawer

    Ask Your Instructor

    This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

2014genius

/in /by

MATHS PAPER 1If William Ruto was in power for 48hrs and 140 acres of land disappeared in Karen. how many acres would disappear if he was in power for 1 week

PSY7709 UNIT 7

/in /by

Unit 7

  • PRINT

  • Extinction

    INTRODUCTION

    When observing the behavior of clients, we often see behaviors that are considered disruptive or challenging. These behaviors are interfering with the client’s ability to learn or interact successfully with peers and the environment. The process of extinction can be used to decrease or eliminate these challenging behaviors. Extinction is a basic principle of behavior and is supported by years of basic and applied research demonstrating its effectiveness. Having a strong understanding of extinction is very important to know how to apply it. In this unit, you will further explore the basic principle of extinction and its side effects.

    Instructional Activities

    In this unit, you will complete instructional activities through your participation in an ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements covered during these activities include:

    • B-09: Define and provide examples of operant extinction.
  • LEARNING ACTIVITIES

    Collapse All

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    [u07s1] Unit 7 Study 1

    Studies

    Readings

    Use your Behavior Modification text to read the following:

    • Chapter 5, “Extinction,” pages 91–102.

    Use the Internet to read the following:

    Learning Components

    This activity will help you achieve the following learning components:

    • Define the concept of extinction in the context of applied behavior analysis.
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    [u07v1] ABA Terminology Flashcards – Unit 7

    ABA Terminology Flashcards – Unit 7

    In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

    • Click the linked ABA Terminology Flashcards – Unit 7 title above to launch the media and master your knowledge of the terms used in this unit.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

    An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

    Learning Components

    This activity will help you achieve the following learning components:

    • Define common terms used in the field of applied behavior analysis.

    Resources

  • Toggle Drawer

    [u07a1] Unit 7 Assignment 1

    Instructor Contact Session

    In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

    ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

    • Attending ICS by phone or Zoom.
    • Actively providing spoken or written input during ICS.
    • Responding to a majority of the ASRs through polls in Zoom.

    If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    Resources

  • Toggle Drawer

    [u07d1] Unit 7 Discussion 1

    Extinction Side-Effects

    Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

    Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

    General Guidelines

    Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

    Unit 7, Discussion Prompt Option 1

    Real Life

    Extinction is a procedure that allows us to decrease or completely remove behaviors by withholding the reinforcer that previously maintained that behavior. This procedure can be extremely effective; however, it is important to consider the potential side effects before deciding if this is the right approach for any behavior.

    Consider a time where one of your behaviors was placed on extinction by someone else. How did encountering extinction feel and did you engage in any of the side effects?

    Unit 7, Discussion Prompt Option 2

    What Do You Think?

    For more information on extinction, spontaneous recovery, and resistance to extinction, from the Internet, read Bereavement: A Behavioural Process which discusses a behavior analytic conceptualization of grief.

    Discuss your interpretation, thoughts, or questions.

    Unit 7, Discussion Prompt Option 3

    Ask, Answer, Share

    In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

    Learning Components

    This activity will help you achieve the following learning components:

    • Explain the side-effects of extinction.

    Resources

  • Toggle Drawer

    [u07q1] Unit 7 Quiz 1

    Quiz 7

    This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competency:

    • Competency 2: Analyze the principles of behavior associated with response rates and stimulus control.

    Please carefully read the following instructions before beginning the quiz:

    • You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
    • Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
    • There is no time limit for this or any other courseroom quizzes.
    • You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

    Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

    Resources

  • Toggle Drawer

    Updates and Handouts

    Periodically, information will be posted in this space for the good of the class.

  • Toggle Drawer

    Ask Your Instructor

    This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.