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Chaining Forward and Chaining Backwards

When teaching life skills such as dressing, grooming or perhaps even cooking, a special educator often has to break down the task to be taught in small discrete steps. The first step for teaching a life skill is to complete a task analysis. Once the task analysis is complete, the teacher needs to decide how it is to be taught: chaining forward, or chaining backward? Chaining Whenever we do a complete, multistep task, we complete the component parts in a specific order (though there can be some flexibility.) We start at some point and complete each step, one step at a time. Since these tasks are sequential we refer to teaching them step-by-step as chaining. Chaining Forward When chaining forward, the instructional program starts with the beginning of the task sequence. After each step is mastered, instruction begins at the next step. Depending on how severely a students abilities are compromised by their disability will depend on what level of support the student will need for each step of instruction. If a child is unable to learn the step by having it modeled and then imitating it, it may be necessary to provide hand over hand prompting, fading instructional prompting to verbal and then gestural prompts. As each step is mastered, the student completes the step after begin given a verbal command (prompt?) and then begins instruction in the next step. Each time the student has completed the part of the tasks they have he or she has mastered, the instructor will complete the other steps, either modeling or hand over handing the tasks in the order you will be teaching the student. An Example of Chaining Forward Angela is pretty severely cognitively disabled. She is learning life skills with therapeutic support staff (TSS) aid provided by the county mental health organization. Rene (her aide) is working on teaching her independent grooming skills. She can wash her hands independently, with the simple command, Angela, its time to wash your hand. Wash your hands. She has just begun to learn how to brush her teeth. She will follow this forward chain: Angela gets the pink toothbrush from her cup and the toothpaste from the top vanity drawer.When she has mastered this step, she will unscrew the cap, she will wet the bristles and put the paste on the bristles.When she has mastered opening the toothpaste and squirting it on the brush, the child needs to open his, her mouth wide and begin to brush the top teeth. I would divide this into several steps and teach it over a couple of weeks: Up and down on the bottom and top on the side opposite the dominant hand, up and down on the same side, up and down in front and back of the front teeth. Once the whole sequence is mastered, the student can move on to:Rinsing the toothpaste out, front and back. This step will have to be modeled: there is no way to hand over hand this skill.Replace the toothpaste cap, put the cap, brush and rinsing cup away. An Example of Backward Chaining Jonathon, aged 15, lives at a residential facility. One of the goals in his residential IEP is to do his own laundry. In his facility, there is a two to one ratio of staff to students, so Rahul is the evening staff member for Jonathon and Andrew. Andrew is also 15, and also has a laundry goal, so Rahul has Andrew watch as Jonathon does his laundry on Wednesday, and Andrew does his laundry on Friday. Chaining Laundry Backwards Rahul completes each of the steps Jonathon will need to complete the laundry, modeling and reciting each step. i.e. First we separate the colors and the whites.Next we will put the dirty whites in the washing machine.Now we measure the soap (Rahul might choose to have Jonathon open the soap container if twisting off lids is one of Jonathons already acquired skills.)Now we choose the water temperature. Hot for whites, cold for colors.Now we turn the dial to regular wash.Now we close the lid and pull out the dial.Rahul gives Jonathon a couple of choices for waiting: Looking at books? Playing a game on the iPad? He may also stop Jonathon from his game and check out where the machine is in the process.Oh, the machine is done spinning. Lets put the wet clothing in the dryer.Lets set the drying for 60 minutes.(When the buzzer goes off.) Is the laundry dry? Lets feel it? Yes, lets take it out and fold it. At this point, Jonathon would assist in taking the dry laundry out of the dryer. With assistance, he would fold the clothing, matching socks and stacking white underwear and t-shirts in the correct pile s. In backward chaining, Jonathon would observe Rahul do the laundry and would begin by assisting with removing the laundry and folding it. When he has reached an acceptable level of independence (I wouldnt demand perfection) you would back up, and have Jonathon set the dryer and push the start button. After that is mastered, he would back up to removing the wet clothing from the washer and putting it in the dryer. The purpose of backward chaining is the same as that of forward chaining: to help the student gain independence and mastery in a skill that he or she can use for the rest of their life. Whether you, as the practitioner, choose forward or backward chaining will depend on the childs strengths and your perception of where the student will be most successful. His or her success is the real measure of the most effective way to chain, either forward, or backward.

Causes of Teen Pregnancy Free Essays

Causes of Teen Pregnancy Lack of sex education is the most important but not the only cause of teenage pregnancy. Following are some other teenage pregnancy causes that can not be ignored. First is the psychological factors. We will write a custom essay sample on Causes of Teen Pregnancy or any similar topic only for you Order Now The immature and irresponsible behavior arising due to complex teenage psychology is another important cause of teenage pregnancies. Teenagers often go through a number of emotions because of their own transition from childhood and peer pressure. In addition, weak family relationships fail to provide the emotional support that teenagers require. This lack of attention and affection from family resulting in depression forces them to seek love and support from other people, especially members of the opposite sex. The next cause of teen pregnancy is the adolescent sexual behavior. As adolescence marks the onset of sexual maturity, it is but obvious that both the sexes show interest in and explore the much hyped topics of sex, thank to the irresponsible and careless approach of mass media. This makes them vulnerable to teenage sex and pregnancy without adequate sex education. Lack of sexual education causes teens to get abortions as they ultimately realize their inability to bear the responsibilities of being a parent at such a young age. The another cause is lack of discipline and control. Factors like alcohol and substance abuse accompanied by unrestricted interaction with the opposite sex can ignite the sparks of lust and passion in youngsters very easily ultimately leading to teenage pregnancy. Nonetheless, at times, parents put too many restrictions of their children, especially girls to protect them from dangers. This overprotection gives rise to frustration and a feeling of not being loved and cared for. Thus, balance is the key to avoid this problem. Moreover, sexual abuse of teenage girls is also one of the most disgraceful causes of teenage pregnancy. Sexual relationships between teenage girls and older men are more likely to end up in teenage pregnancy as compared to sexual relationships between teenage boys and girls. Last but not least is the socio-economic factors. Childhood environment, lower educational and income levels have also been associated with high rates of teenage pregnancy because of negligence towards birth control methods. How to cite Causes of Teen Pregnancy, Essay examples

Leadership and Teambuilding- Free-Samples- Myassignmenthelp.com

Question: Summarize the results of the relevant self-assessments in your learning journal. Answer: Leadership Leadership is viewed differently by different people globally and occurs under different circumstances. Individual have been part of leadership in some way. Leadership is the ability to lead. Leadership can be inborne as well as acquired through practice. For example, it could be political related, community, religious or organizational leadership. Despite its ubiquity, leadership plays an important role in all aspects of todays society. Research exploring about leadership has been discussed by theorist and practitioners in the past decades. In fact, writers have in their lifetime been striving to identify characteristics of what good leadership is. By late 1960s, it evidently became clear that no exclusive leadership style for all situations was available. There are historical definitions of leadership as well as theories. Older theories are addressed by three level model which include Public, Private and Personal leadership. Scouller (2011), referred Public leadership as the simultaneous actions that leaders take to influence a group of people and Private leadership as dealing with individual separately due to their diverse characteristics, while Personal leadership as the overall behavior of a leader. According to Gachter et all., (2012), in order to reach an ultimate goal, a leader works closely and alongside those they lead. Therefore, in the following paragraphs, I will discuss various areas pertaining to leade rship in an organization. In regard to companies, leadership is determined by culture and goals that are set by an organization. Organization offer different leadership styles depending on tasks allocated to different departments and their needs; Autocratic, Participative, Transactional and Transformational. However, to understand how effective leadership is achieved, the problems in an organization have implications and must be addressed through training. Participative leadership, values the contribution of all the stakeholders but the final decision rests entirely to the participative leader. The missions in an organization are defined by leaders, but leaders must as well coordinate all activities and motive others to achieve the mission requirements. Additionally, the interaction between the team leader and the team must be constant. The efforts of the members are appreciated and respected by their leaders. This serves as an indication that a team is comprised of a leader and his team mates who are supportive and committed towards achieving their objectives. Mullins Constable (2013) states that it is important for team work in an institution. Transactional leadership, rewards or punishes team members based on how they perform. For example, an organization rewarding employee of the year by given them vouchers to shop anywhere that suits them best. Managers using transactional leadership must be in a position to formulate a plan and implement the plan that works in the systems that are already in existence within an institution and which leads to motivating others. As a result, employees who are motivated by their leaders show creativity enhancement. However, the relationship between the leaders and employees become tense when leaders adopt the behavior of monitoring and controlling employees (Zhou Ren, 2011). Transformational leadership, depends on the level of communication from the management to employees. Hence, for the success of an institution, communication is paramount. The discussions and debates surrounding transformational leadership are still ongoing but just to mention a few. Transformational leaders stimulate interest among employees, motivate and empower them. Transformational leadership looks at ways leaders motivate employees through communication and engaging them in the process of work. Sarros et al. (2008), indicates that transformational leadership is connected with environment and that it contributes in transforming behaviors, activates identification as well as social identification with the group. For example, a leader delegates smaller tasks while they focus on the bigger picture within the organization. Autocratic leadership, managers possess the authority and impose strict rules on employees. They are the final decision makers without the contribution of others. It is characterized by controlling, self-centered, and close-minded style of leadership (Bass, 2009). For example, Cuba is under autocratic leadership. In conclusion, leadership is dynamic and it is based on the relationship between the leaders and followers. However, for leadership growth and development, it is important to be aware of the weaknesses and strengths of a leader. Leaders, on the other hand, must learn how to motivate their employees. References Bass, B. M., Bass, R. (2009). The Bass handbook of leadership: Theory, research, and managerial applications. New York: Simon Schuster Gchter, S., Nosenzo, D., Renner, E., Sefton, M. (2012). Who Makes a Good Leader? Cooperativeness, Optimism, and Leading?By?Example.Economic Inquiry,50(4), 953-967. Mullins, C. and Constable, G. (2013). Leadership and teambuilding in primary care. Oxford: Radcliffe. Sarros, J.C., B.K. Cooper and J.C. Santora, 2008. Building a climate for innovation through transformational leadership and organizational culture. J. Leadership Organ. Stud., 15: 145-158 Scouller, J. (2011).The three levels of leadership: How to develop your leadership presence, knowhow, and skill. Management Books 2000. Zhou, J. and R. Ren, 2011. Striving for Creativity: Building Positive Context in the Workplace. In: Cameron, K.S. and G.M. Spreitzer (Eds.), Ch. 8, the Oxford Handbook of Positive Organizational Scholarship. Oxford University Press, Oxford