FASD In Video Analysis

After watching the two AAIDD videos, my perspective on self-determination has grown. I never realized before just how important self-determination was to a student who has intellectual or developmental disabilities’ ability to succeed. Teachers and parents should provide a supportive environment that will foster these self-determination skills such as goal setting. By setting their own goals, they are working on developing skills that will help them have a higher quality of life later as they transition into adulthood. Setting goals and working toward goals was just a normal part of my education, but I didn’t realize just exactly what they provide skills wise for students who have exceptionalities. It is important for these students to gain

Once upon a time there was a 13 year old girl named Emily Anderson who lived in Iowa with her 15 year old brother Jeff and their uncle Ben. It had been 10 years since Emily and Jeff's parents died in a car crash. Emily, Jeff, and their uncle Ben were all super heroes. Emily and Jeff had always questioned their uncle Ben about how they were superheroes, but he would always say they were very lucky but Emily is the special one in the family.

Trinity will be distributing over 1,000 postcards to participating doctor's offices in teh community. Each post card contains lifesaving information about teh effects of FASD and what you can do to keep your child safe from the disorder.

A common element in the videos of Una Chica Afroperuana is the reference to being perceived as an “Other” by other non-afro descendant Peruvians, and the conflict between this and her self-identification that is also rooted in her national origin. In the first video of the vlog titled “Things Afro-Peruvians are tired of hearing”, she identifies the continuous questioning by referring to phrases as “where are your really from?”, “You don’t look Peruvian” and “You are too pretty to be Peruvian”. When addressing these questions, she interacts with other people inside of the video and comments on the lack of representation that the Afro-Peruvians have in the media, by pointing this as one of

Paley and O’Connor report some of the challenges being cognitive, physical, and behavioral impairments. Also, learning disabilities, intellectual disabilities, language and speech delays are all common problems children with FASD face. In addition, many children also have difficulty with behavior and social deficits. School age children highlight the academic problems they face with the following statistics. 42% of students with FASD are in the special education program, 66% are enrolled in a resource classroom, while 65% have to receive some sort of remediation. These numbers are largely due to deficits in short term/working memory (Coons). Behaviorally, there are reported problems with children with FASD exhibiting antisocial and delinquent characteristics. Many children are diagnosed with attention deficit hyperactivity disorder and oppositional defiant disorder. They also show poor impulse control and often have social skill deficits three standard deviations below their peers. 92% of people who have FASD will be diagnosed with a mental health disorder. Furthermore, 40% of adults and adolescents will make suicide threats. Unfortunately, these are all problems that continue into adolescence and into adulthood. Many adults with FASD will be incarcerated, and 73% of a sample taken abuse alcohol or illegal drugs (Coons

In the spring of 2015, I was a junior in high school. The day I initially heard about the “SAE” video, started like any other. I had gotten ready to leave for school when my mom stopped me to watch something on the news. This wasn’t abnormal at all so I looked to see what she was talking about. As we heard the story and what had happened we were both flabbergasted. Neither of us could believe that that had happened, much less at the University of Oklahoma. When I got to school, the video was the major talk considering we had people recently graduate from our high school and pledge to that fraternity. It seemed as if our school was in shock that people, specifically the people we knew, would say and participate in something so horrific.

In the short video we were presented with, Myth Busters were attempting to venture off and hypothesize whether or not driving while talking on a cell phone was just as dangerous, if not more, than driving while intoxicated. The conditions used to to test this hypothesis are two individuals who were given three driving tests all on the same course, followed by analyzing the results of the driving exams. After configuring the data that they had obtained, they came to the irrefutable conclusion that, although both highly menacing, driving while on a cellular device was much more perilous than driving impaired. Like every other experiment, this too has an independent and dependent variable. The independent variable in this observation are the drivers

After watching this video, I started thinking about where I would stand as an interpreter because there are six interpreters on this interpreting team. Would I stand on the stage next to the speaker, on the steps of the stage, or ground level in front of the audience. I would also have to think about where to stand where the Deaf audience members could see me along with the cameras filming the presentation. Also as an interpreter of this event, I would hope the presenter would give the interpreters the copies of the slide that she would be using in the presentation, that way I would be familiar with all the terminology. Another thing I would need to know is the spelling of different places and signs for those different places. Also, I would have a team of interpreters with me, I would hope, we would plan out who would be sign for what speaker and also that we would have planned the type of signing we would do during that presentation.

The woman in the clip is not happy with the commitment of the guy as he has failed her. She grabs her collar and hangs her up and as the guy begs her for mercy, she plans a different way of giving what she thinks he deserves. She tears his t-shirt up and attempts a bit of foreplay. She further loses her jacket to display her cleavage and to make him excited. As the guy in the clip thinks s that she is going to intimate with him, she takes an alter from her back and plays with it on his body. She puts it on his neck and slits his throat spilling blood all over her cleavage. She then rubs it o her as she fancies the punishment that she has executed.

Yes, I know what you mean my children do the same thing as well. They are always talking about why do I have to do it and they don’t and after that they always end up saying that’s not fair. Children are very vigilant they notice everything and how everyone is treated differently. The video that professor Mundle posted was very beneficial not only is it good for the teacher to use but as well as the parents. After watching the video, I can explain to my children and future class about fairness I do feel it will be beneficial and the home or class will run

What are the top three ideas that you will remember from this week’s F.A.T. City video?

The feedback I received for my focus video covered an array of topics. Some positive feedback was about my calm affect, and was seen as a strength in the video. According to the feedback, my calm affect helped to control the energy in the room. Another piece of feedback I received was complementing the high level of rapport I have with my client. I agreed with both of these pieces of positive feedback and found it reassuring that the way I was presenting myself was therapeutic for the situation. One area of feedback for me to work on was to focus on reflecting the significant aspects of the session instead of reflecting just anything.

UNB Media Production presents two videos about discrete trial training. In the first training video ABA intervention for discrete trial are discussed using example videos showing therapists working with students. For a discrete trial the therapist shows the student what they would like the student to do such as; get up and dance or clap your hands. In addition, the therapist prompts the students by helping them up or showing them exactly what they would like the student to do. The three parts of a discrete trial are the SD, which is the clear task the student is asked to do, student response or prompt by teacher, and finally the reward or correction (UNB Media Production, 2012). A discrete trial in math could be find the one out of a set of three numbers. In addition, you could use three letters and ask for the student to find one of the letters. You could easily simplify a common core standard to use discrete trials. Goals could be written to state “Johnny with identify one letter shown in a set of three with 80% accuracy.” In addition, you could change it to “Johnny with follow two-step directions for 3 out of 5 trials.” Discrete trials could be used

In the video’s Sensory Integration Disorder, and How Occupational Therapy Helps with Sensory Integration Issues, sensory processing disorders were discussed on a personal level. 1 in 20 children are affected by SPD every day (STAR, 2016).

Twentieth century Europe was filled with diversity from Russia to Germany. People were driven to be liberated from the abuse from their government. And they were able to do this with the help of the second industrial revolution (Brose, 13). The revolution brought more transportation and more opportunities for work, but it also brought the art of warfare with the colonies having access to natural resources like oil and rubber. These resources helped manufacture the weaponry in Europe, weapons like rifles, high-caliber shells, and TNT (Brose, 18). Furthermore, the industrial revolution made it to where the bourgeoisie was taking advantage of the proletarians even more than before (Brose, 25). This resulted in the clash of the classes, and also