Answer the following question: In chapter 3 of the text, review the “Evidence-based Practices for Children and Youth with ASD” table. Based on the list, discuss three practices that you think are the most valuable and explain why.

Respond to student discussions:

(Monica )The three practices that I feel are the most valuable for ASD students in the classroom are prompting, positive reinforcement and visual supports.

Prompting is a step process for educators to use to help students learn and to become more independent in daily activities. The prompting sequence is full physical, partial physical, modeling, gestural, verbal and independent and the goal work towards having students at the independent stage. Teachers will work with students and fade as time goes on to decrease the number of prompts that a student needs to complete tasks. I feel that prompting is important for educators to use because many ASD students can become dependent on having a teacher “help” them and when the prompting sequence is utilized, they can learn to become more self-sufficient in the classroom.

Positive reinforcement can go hand in hand with prompting by rewarding the student when they are completing tasks and becoming more independent. Positive reinforcement is a way of positively rewarding students for good behavior and academics. Everyone needs motivation to work and positive reinforcement is a great way to do this. First the teacher should do a preference assessment and find out what the students are interested in and then use the results are a basis for setting up the reinforcements, like for example, if the student likes cars, then when they complete a task, they can play with cars. Students are more willing to comply and work and have good behavior when they are motivated with items that interest them.

Visuals are a must in classrooms that serve students with Autism. They need to know what is coming next in the day and what is expected of them and teachers need to make sure that the visuals are displayed around the classroom. When teachers use visual schedules, first then boards, social stories and expectations written out in picture form, the students have those visuals to refer to and look back on when the need arises and there is less stress throughout the day which leads to compliance and better days for students and teachers.

(Michelle) If I had to pick just three evidenced-based interventions or practices that I feel are the most valuable in treating autism spectrum disorder (ASD) I would have to choose the functional behavior assessment (FBA), naturalistic intervention, and pivotal response training (PRT). Every student is different and has a different antecedent, behavior, and consequence (ABC) associated with their behavior. Understanding the function of the behavior (FBA) is the first step into developing an individualized evidence-based intervention. After the FBA is completed the best course of action is to choose an intervention that incorporates the student’s natural environment and the ASD students’ natural interest such as a Naturalistic Intervention. Embedding interventions in a student’s natural environment help the student generalize the skills being taught (Tuchman-Ginsberg, n.d.). The next intervention that accompanies Naturalistic Intervention is Pivotal Response Training. Pivotal Response Training targets pivotal behaviors that once learned produces corresponding modifications that can be adapted to other targeted behaviors (Cooper, Heron, & Heward, 2019).

Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.). New York, NY: Pearson.

Tuchman-Ginsberg, L., (n.d.). Naturalistic Intervention. Retrieved from https://asdtoddler.fpg.unc.edu/book/export/html/252

(Elim) Every student with ASD is different and the dynamics of every classroom will be different. The list of Evidence-Based Practices for Children and Youth with ASD is a great list and there are several that I find valuable for the students I teach. I teach students with moderate to severe disabilities and those with ASD are on the “severe” end of the spectrum. They’re non-verbal, low measurable cognitive function, and exhibit aggressive behavior. There are others that are valuable as well but not all my students with ASD respond to those strategies. However, the 3 listed below is used with all students in my moderate to severe self-contained class. The three I find most valuable is 1) Antecedent-based interventions, 2) Functional Behavior Assessment, and 3) Naturalistic Intervention. Antecedent-based interventions is important for our students and classroom team. Many times, we’re required to be one step ahead of the students and address the antecedents before the situation becomes an undesired behavior. Addressing antecedent needs requires a functional behavior assessment sometimes. Even if not a formal assessment, going through the steps of a functional behavior assessment really helps in identifying the antecedent, behavior, and consequences to determine the appropriate intervention and support. Naturalistic intervention requires a lot of intentional intervention in natural settings. It requires the full attention of a staff to implement but is effective for our students who don’t necessarily learn from being pulled aside for a talk or understand conventional school consequences such as a phone call home or a missed recess. Implementing intervention in natural settings is our best tool in teaching appropriate behavior and responses and extinguishing undesirable ones.

Read “General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings,” by Loiacono and Valenti, from International Journal of Special Education (2010).

URL:

http://files.eric.ed.gov/fulltext/EJ909033.pdf

Read “School Factors that Facilitate or Hinder the Ability of Teaching Assistants to Effectively Support Pupils with Autism Spectrum Disorders (ASDs) in Mainstream Secondary Schools,” by Symes and Humphrey, from the Journal of Research in Special Educational Needs (2011).

URL:

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67133162&site=eds-live&scope=site

***Revision: Looking for someone to be STRONG in APA format. I have provided the screenshot of the edits that need to made to the paper. Please read ALL attachments and screenshots to understand what revisions need to be made.

Overview

Develop an 8–10-page proposal in which you pull together your prior recommendations and stakeholder analysis to create a compelling proposal for implementation of contemporary data analysis tools, and practices to improve organizational and patient outcomes.

The complexity of health information management (HIM) technology requires a sound strategy throughout the implementation phase and well into the end user experience. Continual and ongoing evaluation of the systems is very important to ensure compliance with regulations and appropriate use of electronic health records and other components. Health care managers must understand who their target audience is when developing a strategic plan related to HIM systems. They also need to have a strong understanding of the data that is collected through the systems and how that data impacts decision-making. In this assessment, you will have the opportunity to develop a strategic proposal analyzing the priorities of a typical health care organization. You will also be tasked with understanding how data drives decision-making processes and how health care organizations set strategic goals.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply emerging models or best practices to implement a health information system that improves operations and patient outcomes. (L8.4, L12.2, L14.3)
• Competency 2: Analyze administrative, clinical, management, and decision-support information technology tools. (L12.1, 12.2, 14.3)
• Competency 4: Apply evidence to influence buy-in from all stakeholders. (L10.5)
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. (L6.1, L6.2, L6.3, and L6.4)

• Analyze how contemporary data analysis trends could be leveraged to improve current practices in an organization.
• Recommend best practices for collecting data, securely storing data and converting data analytics into useful and understandable deliverables.

• Explain recommendations related to technological and logistical changes to an organization’s health information management system.
• Explain how data products and outcomes from recommendations align with an organization’s administrative and clinical goals.

• Apply relevant evidence and best practices to target proposal messaging to stakeholders.

• Communicate proposal in a professional, clear, and concise way.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Content

As a health care leader, you will likely be called upon in your career to create the direction of a project. Using research and data to support your direction and decisions is critical in the evidence-based era of health care management. Synthesizing previous work can enable you to create a succinct and rationale proposal that demonstrates the need and value of your proposition. A strong and well-supported proposal will be more likely to be considered by leadership.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

• Who is the target audience for your proposal and what are their strategic priorities?
• What are the data drivers that help substantiate the need for organization improvement and decision-making?
• What are the organization’s strategic goals?
• What types of key data can be extracted from the EHR or HIM to help improve workflow?
• What types of patient data are most valuable for reducing risk?
• What additional information should be added to the EHR or HIM to improve patient outcomes?

• How can the EHR or HIM help to achieve these?

Assignment Instruction

You should complete this assessment last.

Scenario

You have been asked to create a proposal for improving data collection and analysis using Vila Health’s current HIM system. Despite being Meaningful Use certified, the leadership team feels that the organization needs to make better use of patient data to improve clinical outcomes, quality, and efficiency.

Your board of directors has asked you to prepare a full proposal and they are relying on you to provide them with the most current and relevant information to help them decide on the next steps related to improvements and analysis.

Preparation

Before you begin to create your proposal, you should consider completing the following:

Step One – Understand Your Audience

Complete the following:

• Determine which key stakeholders and decision makers demonstrate the greatest influence on the organization.
• Identify each category of data required to drive decision making and improve organizational performance for implementation of an EHR or HIM system (for example, patient satisfaction surveys.)
• Align EHR or HIM components with the organization’s strategic goals.

• Who are the key stakeholders and what are their priorities?

Step Two – Data Analysis Recommendations

• Research methods for communicating data analysis recommendations to audiences that are not well versed in data practices or terminology.
• Determine the most relevant data best practices for the audience, organization, and EHR or HIM systems.
• Research contemporary data analysis best practices and tools.
• Remind yourself of Independence Medical Center’s clinical goals, needs, and financial and technical readiness.

Instructions

For this assessment, you will create an 8–10-page proposal that summarizes findings, aligns the appropriate data with the organization’s strategic goals, identifies current trends in data analytics, and provides recommendations for next steps based on your assessment of the organization’s readiness to proceed. You should feel free to draw on relevant aspects of the previous assessments in this course to help you complete this assessment.

Your proposal will be evaluated on the following criteria:

• Explain recommendations related to technological and logistical changes to an organization’s health information management system.
• Explain how data products and outcomes from recommendations align with an organization’s administrative and clinical goals.
• Analyze how contemporary data analysis trends could be leveraged to improve current practices in an organization.
• Recommend best practices for collecting data, securely storing data and converting data analytics into useful and understandable deliverables.
• Apply relevant evidence and best practices to target proposal messaging to stakeholders.
• Communicate proposal in a professional, clear, and concise way.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Additional Requirements

Your proposal should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to the current APA style and formatting standards.
• Number of resources: 3–5 peer-reviewed resources from scholarly journal articles.
• Length: 8–10 typed, double-spaced pages, excluding the title page and reference page. Please write an abstract for your submission.
• Font and font size: Times New Roman, 12 point.

Submit a summary of six of your articles used on your PICOT . Discuss one strength and one weakness to each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

Hi , I am taking my senior project class this semester and yet I do not have an idea of what to work on for my project. Would you please come for new 10 ideas whether it is a design or research ( please specify for each if it is a design or research ).

Note: My major is construction management and civil engineering technology.