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Behavioral Implications of Developmental Changes, 2006.
A look at how human behavior has developed over thousands of years.
2,400 words (approx. 9.6 pages), 13 sources, MLA, £ 50.95
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Abstract
This paper takes a look at the developmental changes that have occurred among homo sapiens in the last two millennia and how these changes have influenced human behavior. In order to understand these behavioral changes, this paper reviews the nature of human behavior and the occurrences leading up to, and influencing the change in human behavior.
Introduction
Nature of Human Behavior
Effects of Development on Human Behavior
Evolutionary Ecology's Contribution to Human Behavior
Bipedalism
Brain Size
Language Development
Current Behavioral Implications Modern Humans
Conclusions
From the Paper
"Human behavior is more complex and varied than behavior exhibited by other organisms, however the basic processes share between humans and non-humans is not much different (Barnes-Holmes, et. al, 2003). Darwin suggests that no fundamental difference exists between man's behavior and other higher mammals with respect to certain mental abilities, suggesting that a continuity of sorts exist between the two and hence comparisons can be made between humans and non-humans with respect to behavior.
Others including Skinner shy away from non human studies believing but do suggest that such studies are useful for "assessing what behaviors and traits are distinctly human vs. those that are not" (Skinner, 1969: 101). For purposes of this evolution primarily human behaviors and traits will be explored in relation to developmental patterns over time. Human behavior will be examined as a direct correlate to developmental changes that have occurred in human beings since the dawn of time. "
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Inappropriate Behavior of Children with Developmental Disabilities, 2005.
A paper on the use of everyday activities to reduce inappropriate behavior displayed by children with autism and other developmental disabilities.
9,070 words (approx. 36.3 pages), 50 sources, APA, £ 130.95
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Abstract
This dissertation study tests the effectiveness of an everyday activities-based protocol for managing challenging and disruptive behaviors of 13-23 year old residential students (male and female) with autism who live at Melmark Homes and attend school or adult day programs. The study applies behavior analysis and focuses on everyday occupations (activities) and combines this analysis and focus during the intervention phase. The study also uses reinforcements sub-task completion and the duration of participation, but not for the absence of target maladaptive or disruptive behaviors. Behavior analysis is used, however, to document the frequency/duration of the target behaviors during each condition. In the study, interventions occur daily, Monday through Friday and a single-subject, multiple-baseline, across-subjects design with nine subjects is used to evaluate change in behaviors under alternating conditions. Data is analyzed using graphical, semi-statistical, and statistical techniques, including slopes, 2 standard deviation bands, and the C-statistic. The projected outcome of the study is the validation of an activities-based protocol to enable greater participation of individuals with Autism in everyday activities and in their communities, be they residential or non-residential (home-based) communities.
Research Question
Significance
Background
Review of the Relevant Literature
From the Paper
"Historically, documented disruptive behaviors displayed by residential students diagnosed with autism and other developmental disabilities include noncompliance, physical and verbal aggression, inappropriate verbalizations not characterized as aggression, poor social skills, as well as deficits in attention to task (Green, 1996; Luce, 1981; Maurice, 1996). These behaviors require residential treatment and preclude participation in community based activities, (Luce, 2004). Educators generally agree that deficits in academic skills result from a decrease in on-task behaviors because of disruptive off-task behaviors (Skinn, Ramsey, Walker, Stieber, & O'Neill, 1987)."
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Autism and Behavioral Assessment, 1999.
Describes the disorder and assumptions, process, scales and the effectiveness of behavioral analysis (not behavior modification).
2,250 words (approx. 9.0 pages), 10 sources, £ 54.95
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Abstract
After providing a brief definition of the developmental disorder of autism, this paper examines the ways in which behavioral analysis or behavioral assessment has been used as a treatment strategy for this syndrome in children.
From the Paper
"Abstract
After providing a brief definition of the developmental disorder of autism, this paper examines the ways in which behavioral analysis or behavioral assessment has been used as a treatment strategy for this syndrome in children. Behavioral analysis sets aside questions of the complex and opaque etiology of this syndrome to attempt to provide effective treatment by altering the environment of autistic individuals so that they can in turn control their systems. This is a substantial shift in emphasis from earlier methods of treatment that attempted to directly affect or to control the autistic individual without altering environment stimuli in necessary ways. The literature on this form of treatment is reviewed to demonstrate that researchers believe such behavioral analyses are by far the most effective ways known current ..."
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Nursing Implications, 2007.
A discussion on whether or not the implications of nursing pediatric patients recovering from transplant therapy differ from the implications of nursing adult and/or geriatric patients.
2,324 words (approx. 9.3 pages), 10 sources, APA, £ 49.95
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Abstract
This paper explores whether or not the nursing implications change with regards to providing care to adult versus child transplant recipients. The paper looks at some of the obvious differences between children and adults but also takes time to explore the many similarities between patients of all ages. It also delves into the philosophical, possibly even moral, reservations some nursing professionals might have with treating certain patients and considers what the appropriate response should be. The paper also looks at the other "actors" - family members, even school officials - for whom the professional nurse must have proper deference and briefly considers the implications that these relationships will have upon the patients' long-term well-being.
From the Paper
"Transplant therapy for children versus transplant therapy for adults - especially older adults - is similar in the sense that both instances demand nursing professionals respect the pain and fearfulness of the subject's family. However, one can argue that any position which cleaves to the view that the two should not be treated differently is nonetheless a rather naive one. For one thing, elderly patients are not attending (or about to attend) school as are children. Because of this fact, Brosig (2006) insists that transplant teams should be in contact with school personnel so as to "optimize outcomes" via coming up with an individualized approach to facilitating the child's scholastic efforts."
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Pervasive Developmental Disorder (PDD), 2007.
This paper discusses pervasive developmental disorder (PDD), the "umbrella term" for a group of disorders including autism, Asperger's disorder, childhood disintegrative disorder, Rett's disorder and non-specific pervasive developmental disorder.
1,550 words (approx. 6.2 pages), 9 sources, APA, £ 34.95
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Abstract
This paper explains that all PDD are neurological disorders, which is usually evident by age 3, with the child demonstrating severe and pervasive impairment in the development of social interaction and communication skills. The author points out that intervention programs not only address the child but also the parents and their role in the child developmental process. The paper relates that the Education for All Handicapped Children Act of 1975 and the 1990 amendments support special education by requiring that states provide free special education for all children with disabilities from birth to age 21 years and that children be taught in the "least restrictive environment" possible while also receiving the necessary attention for their special needs.
From the Paper
"A medical diagnosis can affect many areas of a child and the family's life because of the disorder itself and the attitude and barriers toward the disorder that are within society. When a child has a disorder, they are labeled most of the time disabled. Children who have disabilities face a variety of challenges within their personal lives. A physical disability makes it difficult to perform daily activities, such as performing personal hygiene routines, eating, and simply dressing themselves. These challenges can be overcome by providing a disabled child with assistive devices, help from others,..."
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Treating Developmental Coordination Disorder, 2006.
This paper explains and discusses the treatment of developmental coordination disorders.
2,350 words (approx. 9.4 pages), 8 sources, APA, £ 50.95
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Abstract
In this article, the writer notes that developmental coordination disorder (DCD) is a diagnosis that is just coming into the spotlight in pediatric clinics across the world. The writer discusses that a referral to a physical, occupational, or behavioral therapist might only treat one of many symptoms and lead to an inefficient and limited treatment. With this disadvantage, a single therapist attempting to treat a child with DCD would be at a loss. The writer points out that due to its complex nature and wide-ranging symptoms, the best way to treat a child with DCD would be to attend to all of these symptoms with their respective therapists and address problems with the use of a team approach. The writer concludes that DCD is a multi-faceted disorder and its complexities present a number of challenges. The writer maintains that the key to providing the best treatment for children with DCD is to address each of these challenges with relevant treatments and maximize efficiency with a healthcare team.
Outline:
What is DCD?
What are the Treatments?
Physical Therapy
Occupational Therapy
Cognitive-Behavioral Therapy
How Can We Address These Needs?
Conclusion
From the Paper
"Since both bottom-up and top-down treatments are effective, there is little refuting either approach. Therapists are given the creative freedom to treat a child with either method, or a combination of the two. The collaboration of the bottom-up and top-down approaches, which could consist of strength training as well as treatment in gross motor skills, might be the most promising intervention in the physical therapy realm. The evidence, however, does show that physical therapy alone does not fully cure the problems that DCD presents. Children, even after the interventions, remained below the developmental level of their same-age peers, often because of psychosocial and fine motor issues. After physical therapy, children should be able to run without falling; however, they still might be unable to tie their shoes or continue to act out in class. Physical therapy is indeed crucial, but it must be used in tandem with the other necessary treatments to ensure that all aspects of the disability are addressed."
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Developmental Studies and Sociology, 2006.
Contrasts and compares the fields of scientific sociology and developmental studies.
2,551 words (approx. 10.2 pages), 3 sources, MLA, £ 53.95
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Abstract
This paper examines the fields of scientific sociology and the broader field of developmental studies, examining both similarities and differences in the two fields. The paper explains that while the worlds of scientific sociological investigation and developmental studies are indeed closely related, the field of scientific sociology has yet to overcome a great deal of its "snobbery," before it can work effectively with the newer and broader field of developmental study.
Table of Contents
Thesis Statements
Comparisons and Contrasts of Sociology and Development
The Scientific Sociological Viewpoint
A Typical Example
The 4 S Society
Conclusions
From the Paper
"The Scientific Sociologist, Psychologists and other professionals in attendance at these various meetings received their "wake-up," calls where this issue was concerned. However, not all agreed that the events of the past quarter-century confirm Mead's precocious reasoning that academic scholars and professional societies have unwisely abdicated public education and cultural leadership to others. Putting it somewhat less politely, academic research relevant to the general public is a challenge that cannot be put off any longer."
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Developmental Disabilities, 2005.
A look at various aspects of life for individuals with developmental disabilities and their caretakers.
2,319 words (approx. 9.3 pages), 6 sources, APA, £ 49.95
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Abstract
This paper considers the many challenges and obstacles encountered by individuals with developmental disabilities and the caretakers of those individuals. The paper discusses the stress of caring for someone with a developmental disability, the harmful effects caused by negative stereotyping of the developmentally disabled and functional difficulties that the developmentally disabled experience in society.
Outline
Societal View
Stereotypes
Challenges for Families
Functioning in Society
Assisting Transitions
From the Paper
"The societal view of people with developmental disabilities such as autism, down's syndrome, and mental retardation is complicated. On the one hand, there is a tradition in Western healthcare of institutionalizing these clients and keeping them separate from society. On the other hand, there is a growing movement for the integration of these individuals into productive roles into society through assisted living, independent living, and other alternatives stressing independence and empowerment of the disabled individual. This is sometimes known as the respective eras of institutionalization and deinstitutionalization in respect to individuals with developmental disabilities and how society views them. Seltzer et. al (2001) remark that "Many agencies that provide services to individuals with mental retardation were created in the era of deinstitutionalization (sic) and many still serve individuals who previously lived in state institutions whose families may not be highly involved."
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Pervasive Developmental Disorders, 2002.
A detailed essay covering the diagnosis, symptoms, treatment, prevention and prognosis of each pervasive developmental disorder such as autism, Rett syndrome, etc.
4,075 words (approx. 16.3 pages), 6 sources, MLA, £ 75.95
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Abstract
A paper which covers the main points of Pervasive Developmental Disorders, including autism, Rett syndrome, childhood disintegrative disorder, Asperger's syndrome, and 'pervasive developmental disorder not otherwise specified' (PDDNOS). The treatment, prevention, diagnosis, signs and symptoms, and treatment of each disorder is covered.
Table of Contents:
Asperger's Syndrome
What is Asperger?s Syndrome?
Characteristics & Diagnosis
Diagnostic Criteria
Treatment
Autistic Disorder
What is Autism?
Causes, Incidence, Risk Factors
Prevention
Diagnosing Autism
Treatment
Prognosis
Childhood Disintegrative Disorder
What is Childhood Disintegrative Disorder?
Signs and Symptoms
Diagnostic Criteria
Causes, Incidence, Other Risk
Prevention
Diagnosis
Signs and Tests
Prognosis
Treatment
Monitoring the Condition
Pervasive Developmental Disorder Not Otherwise Specified
What is PPDNOS?
Symptoms
Diagnosis
Treatment
Prognosis
Rett Syndrome
What is Rett Syndrome?
Causes, Incidence
Diagnosis
Signs and Tests
Treatment
Prognosis
What we learned?
Bibliography
From the Paper
"Early diagnosis and appropriate educational programs are very important to children with autism or PDD. Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), includes autism as a disability category. From the age of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs. Educational programs for students with autism or PDD focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which can be carried out at home and school."
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Developmental Disabilities, 2007.
An analysis of effective transition practices for students with developmental disabilities.
3,105 words (approx. 12.4 pages), 20 sources, MLA, £ 62.95
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Abstract
This paper discusses how the challenges experienced by individuals who have developmental disabilities necessitate accessibility to transition practices and services. It looks at how these services aid individuals through the fostering of skills and provision of support, which may improve the likelihood that developmental disabilities will not hold individuals back from living up to potential and achieving goals. It contends that providing the skills, resources and support to ensure successful transition to adult life for students with developmental disabilities should be a priority for educators, clinicians and parents. The process should be approached from a longitudinal perspective, beginning in elementary school and extending through high school, into working life, and should continually be monitored and attended to throughout adult life.
From the Paper
"It is important to evaluate what types of educational and transitional experiences are most conducive to optimal functioning by individuals with developmental disabilities in integrated, post-school settings (Neubert, Moon, Grigal, 2002). Key features of successful transition practices have been identified, such as age-appropriate social interactions with same-age peers, attending classes and social functions on college campuses, working in the community, as well as participation in community-based instruction during the last few years of school (Neubert et al., 2002). Research has indicated a specific need for specialized transition services for individuals with developmental disorders who are between the ages of 18 and 21, which must include choices in regards to education, career, and support services (Neubert et al., 2002). "
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The Implications of Third World Military Industrialization, 1999.
An examination of the trends and implications of third world militarization and arms procurement process to find the factors that shape its growth and development.
5,380 words (approx. 21.5 pages), 16 sources, £ 91.95
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Abstract
This paper discusses the implications of third world military industrialization. Section one is an introduction to the topic, which among others states that it: "would be useful to examine the trends and implications of Third World militarization and arms procurement process to find the factors that shape its growth and development. Section two is devoted to an explanation of what these authors have hypothesized on the subject of third world militarization and its implications: Rodney Jones and Steven Hildreth, James Katz, Edward Kolodziej and Robert Harkavy, Miles Wolpin, and Ross Peterson. Section three describes the key variables that the writers selected authors have used as well as those that the writer would use in his own hypothesis. Section four addresses questions such as, ?In view of your operationalizations, how should you test the validity of the hypotheses?? Section five is a short summation and explanation of how one would recognize whether or not the statistical results from the hypothesis were proved, or disproved. Along with this there is discussion of potential statistical findings in terms of specified parameters, and future directions of this research project.
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Developmental Theory, 2005.
An overview of developmental theory and its application to a student with hyperactivity disorder.
675 words (approx. 2.7 pages), 1 source, £ 18.95
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Abstract
This paper discusses developmental theory and applies it to a specific case of a student in elementary school with ADHD, hyperactivity disorder. Within the paper the practice of developmental theory is discussed, and then the theory is applied to the pertinent case. In this instance the child will need to be observed for what he is doing, and assessments made to provide him with a treatment plan.
From the Paper
"The concept of developmental theory relies on the examination of an individual's life experiences, as well as the person's emotional and physical growth within their society. While there may be standard expectations of growth within certain age groups, there are also elements of growth that can only be determined within each individual (Maier, 1994, p. 58). This is evident when it is considered that each person has varying experiences within life, and that these experiences have a direct affect on the development of every individual. Within the realm of developmental theory a child can be evaluated in several areas. These may include life transitions, personal values, attachments to others, personal interactions, and "trials and errors" (Maier, 1994 p. 59)."
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Childhood Developmental Stages, 2005.
This paper investigates the depiction in films of three childhood developmental stages.
920 words (approx. 3.7 pages), 2 sources, £ 21.95
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Abstract
This paper examines, using Erik Erikson's developmental model, infancy, toddlerhood, early childhood and middle childhood the way they are depicted in Hollywood movies. The author evaluates whether these stages are accurate depictions or whether they distort the psych-social crisis associated with the developmental stage. The paper includes films "Rebel without a Cause", "Man on Fire", "To Kill a Mockingbird", "The Straight Story" and "Sunset Boulevard".
From the Paper
"The purpose of this paper is to examine three developmental stages and the way they are depicted in the movies or on television programs emphasizing whether these depictions are accurate."
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The Ethical Implications of Human Cloning, 2004.
A consideration of the ethical implications of human cloning and the legal steps, if any, which should be taken to regulate this area of scientific development.
4,538 words (approx. 18.2 pages), 28 sources, APA, £ 81.95
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Abstract
This paper examines the ethical implications surrounding reproductive and therapeutic cloning, including issues such as the right to an open future, commodification of children, the risk of psychological harm to the clone, the right to indiviudality and the "Kantian Ends and Means Dictum". It shows that although many moral objections to cloning can be theoretically rebutted, by adopting an approach which views the welfare of the resultant clone as the paramount consideration in the cloning debate, it is concluded that such a practice should never be allowed. It also considers the current legal regulation of cloning and concludes that the status quo should be maintained.
Outline
Introduction
Reproductive Cloning
Current Situation
Procreative Autonomy
Safety Implications
Intrinsic Sense of Immorality
Individuality
The Right to an Open Future
Commodification
Psychological Harm
Human Dignity and the Kantian ?Ends and Means? Dictum
Fear of Eugenics
Therapeutic Cloning
The Moral Status of the Embryo
The ?Slippery Slope? Argument
Should Therapeutic Cloning be Permissible?
Legal Regulation of Cloning
Conclusion
From the Paper
"One of the central tenets of the cloning debate is whether a person has the right, as articulated by Dworkin, to ?procreative autonomy?. He defines this as a right to control one?s own role in procreation unless the state has a compelling reason for denying them that control. Following from this, Harris contends that ?genetic imperative? is a fundamental aspect of the right to procreative autonomy and since society grants the legitimacy of genetic aspirations in so many cases and indeed the use of advanced technology to meet such desires, only compelling and serious reasons could deny people such wishes in the case of cloning. Although Dworkin and Harris assert that there is insufficient evidence of harm to justify interfering with this freedom of an individual, a consideration of the following ethical issues will demonstrate that what is at stake if cloning is permitted outweighs the right of an individual to procreative freedom."
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