Tag: DSM-5 Diagnostic Criteria & Case Formulations

[Solved] Lecture Signature

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**files (1)** – ## SignatureInstructions.pdf **## SignatureInstructions.pdf** For your signature assignment, compose a 3- to 4-page case analysis (in addition to a title page, abstract, and reference list page) written in APA Style citing at least 3 references with one non-Internet reference. The fo…

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Assignment Prompt & Instructions

**files (1)**

– ## SignatureInstructions.pdf

**## SignatureInstructions.pdf**

For your signature assignment, compose a 3- to 4-page case analysis (in addition to
a title page, abstract, and reference list page) written in APA Style citing at least 3
references with one non-Internet reference. The following should be covered in the
paper:

● Title Page: Case Title, Full Name, Section, Date, Instructor, and Campus
● Abstract: Summarize the case o One non-indented paragraph on a

separate page. This will be page 2.
● Introduction: The physiological importance of the liver, pancreas, and

kidneys for the proper functioning of the human body
● Body: Response to the prompts: Organize your analysis with headings

that thoroughly answer the prompts (e.g., “Abnormal Glucose Levels” for
question 1).

○ Explain each prompt in depth with physiological concepts and
provide sufficient evidence from the literature for each
prompt. o Include normal physiological ranges (if it applies).

○ Maintain the order of questions when answering.
● Conclusion: Summarize the paper in a paragraph.

Support your opinions with evidence from your readings and research. Review the
rubric for complete grading criteria.

Case: End-Stage Kidney Disease

Cynthia, a 53-year-old female presented to the emergency room due to feeling
constantly tired, hungry, thirsty, and with frequent urination. Her past medical
history is significant for cirrhosis and end-stage kidney disease. Physical
examination had revealed yellowish discoloration to the skin, multiple bruises,
bilateral edema, and weakness lasting more than three weeks. Laboratory tests
were ordered (results provided below) after which she was prescribed metformin
and informed to contact a doctor if she starts experiencing nausea, vomiting, fast
breathing, and/or lethargy, as metformin has been known to cause metabolic
acidosis.

Complete Blood Count (CBC)

Sodium 126 mEq/L

Glucose 220 mg/dl

Calcium 7.1 mg/dl

Red blood cell
count

3.9 million cells/ul

Iron 40 mcg/dL

Albumin 2.5 g/dl

Vitals

Blood pressure 86/56 mmHg

Hormone Panel

Renin Low

ADH Elevated

Aldosterone Low

Vitamins

Vit D Low

Vit K Low

Vit E Low

Vit A Low

Urine and Stool Sample

Stool color Gray

Stool content Increase fat
content

Urine color Clear

Glucose Present

Answer the following questions regarding Cynthia’s case:

1. What hormone is not functioning properly causing Cynthia’s glucose
levels to be abnormal? Furthermore, explain in depth how this hormone
regulates blood glucose levels.

2. What other hormone(s) are responsible for maintaining normal glucose
levels? Explain in depth how they work.

3. Explain why Cynthia is presenting with excessive thirst (polydipsia),
tiredness and hunger (polyphagia), and frequent urination (polyuria).

4. Explain why Cynthia is experiencing hypotension. How does the body
and its various organ systems bring the blood pressure back towards
homeostasis?

5. What do you expect Cynthia’s heart rate and end-diastolic volume (EDV)
to be (elevated, normal, or low) and justify your expectation with
cardiovascular formulas such as cardiac output (CO) and stroke volume
(SV).

6. What is the importance of iron in the body and the consequence of it
being 40 mcg/dL?

7. Explain in detail what gluconeogenesis is and where in the body it
occurs? Knowing that gluconeogenesis helps maintain blood glucose
level, what is the effect of metformin on the management of diabetes
mellitus type 2?

8. Looking at Cynthia’s albumin levels, what effect does it have on her (a)
blood osmolarity (b) glomerular filtration rate (GFR) and (c) urine
volume?

9. Explain how glucose is normally reabsorbed by the kidneys? What is
happening in Cynthia’s kidneys resulting in glucosuria and what effect
does glucosuria have on her blood pressure?

10. If Cynthia ends up developing metabolic acidosis, what would the levels

of her pH, CO2, and HCO3 be in the blood? Furthermore, how would the
body compensate and address both renal and respiratory compensation
(optional: show the compensation via a flow chart)?

Rubric

PHYS 261 Signature Assignment Rubric

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #1

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details. Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details. Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly. Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #2

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details. Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details. Information is mostly
scientifically sound, thorough, necessary and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly. Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #3

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details. Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details. Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly. Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #4

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details.Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details.Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly.Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #5

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details.Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details.Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly.Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #6

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #7

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #8

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information
may not be scientifically sound, necessary, or sufficient.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #9

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #10

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Organization
and
Assignment
Requirement
s

5.6 to >4.76 ptsDemonstrates a sophisticated understanding of the
topic(s) and issue(s). Introduction, abstract, and conclusion serve to
bring cohesion and clarity to the assignment topic. Presents
coherently and logically organized ideas that are thoughtful and
in-depth. Meets all length requirements and addresses all aspects of
the assignment. Meets the required number of resources, and all
sources meet the assignment specifications.

4.76 to >4.03 ptsDemonstrates an adequate understanding of the
topic(s) and issue(s). Introduction, abstract, and conclusion generally
serve to bring cohesion and clarity to the assignment topic, but there
may be some redundancy or unnecessary information. Ideas are
mostly coherent and organized. Meets all length requirements and
addresses all aspects of the assignment. Meets the required number of
resources, and all sources meet the assignment specifications.

4.03 to >3.3 ptsDemonstrates a vague or incorrect understanding of the
topic(s) and issue(s). Introduction, abstract, and conclusion do not add
cohesion and clarity to the assignment topic. Several ideas are
incoherent and disorganized. Meets some length requirements and
addresses some aspects of the assignment. Meets the required number
of resources, and some meet the assignment specifications.

3.3 to >0 ptsDemonstrates little or no understanding of the topic(s) and
issue(s). Introduction, abstract, and conclusion are missing or
insufficient. Meets few, if any, assignment and reference criteria.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

APA and
Mechanics

8.4 to >7.14 ptsThe assignment consistently follows current APA format
and is free from errors in formatting, citation, and references. There
are no grammatical, spelling, or punctuation errors. All sources are
cited and referenced correctly.

7.14 to >6.05 ptsThe assignment consistently follows current APA
format with only isolated and inconsistent mistakes and/or has a few
grammatical, spelling, or punctuation errors. Most sources are cited
and referenced correctly.

6.05 to >4.96 ptsThe assignment does not follow current APA format
and/or has many grammatical, spelling, or punctuation errors. Many
sources are cited and referenced incorrectly, or citations and
references are missing where needed.

4.96 to >0 ptsNo attempt to follow APA format is indicated. Sources are
not used and/or there is no reference page. Mechanical errors
significantly interfere with the readability of the paper.

8.4
pts

Total Points: 70

– Case: End-Stage Kidney Disease
– Rubric

**## SignatureInstructions.pdf**

For your signature assignment, compose a 3- to 4-page case analysis (in addition to
a title page, abstract, and reference list page) written in APA Style citing at least 3
references with one non-Internet reference. The following should be covered in the
paper:

● Title Page: Case Title, Full Name, Section, Date, Instructor, and Campus
● Abstract: Summarize the case o One non-indented paragraph on a

separate page. This will be page 2.
● Introduction: The physiological importance of the liver, pancreas, and

kidneys for the proper functioning of the human body
● Body: Response to the prompts: Organize your analysis with headings

that thoroughly answer the prompts (e.g., “Abnormal Glucose Levels” for
question 1).

○ Explain each prompt in depth with physiological concepts and
provide sufficient evidence from the literature for each
prompt. o Include normal physiological ranges (if it applies).

○ Maintain the order of questions when answering.
● Conclusion: Summarize the paper in a paragraph.

Support your opinions with evidence from your readings and research. Review the
rubric for complete grading criteria.

Case: End-Stage Kidney Disease

Cynthia, a 53-year-old female presented to the emergency room due to feeling
constantly tired, hungry, thirsty, and with frequent urination. Her past medical
history is significant for cirrhosis and end-stage kidney disease. Physical
examination had revealed yellowish discoloration to the skin, multiple bruises,
bilateral edema, and weakness lasting more than three weeks. Laboratory tests
were ordered (results provided below) after which she was prescribed metformin
and informed to contact a doctor if she starts experiencing nausea, vomiting, fast
breathing, and/or lethargy, as metformin has been known to cause metabolic
acidosis.

Complete Blood Count (CBC)

Sodium 126 mEq/L

Glucose 220 mg/dl

Calcium 7.1 mg/dl

Red blood cell
count

3.9 million cells/ul

Iron 40 mcg/dL

Albumin 2.5 g/dl

Vitals

Blood pressure 86/56 mmHg

Hormone Panel

Renin Low

ADH Elevated

Aldosterone Low

Vitamins

Vit D Low

Vit K Low

Vit E Low

Vit A Low

Urine and Stool Sample

Stool color Gray

Stool content Increase fat
content

Urine color Clear

Glucose Present

Answer the following questions regarding Cynthia’s case:

1. What hormone is not functioning properly causing Cynthia’s glucose
levels to be abnormal? Furthermore, explain in depth how this hormone
regulates blood glucose levels.

2. What other hormone(s) are responsible for maintaining normal glucose
levels? Explain in depth how they work.

3. Explain why Cynthia is presenting with excessive thirst (polydipsia),
tiredness and hunger (polyphagia), and frequent urination (polyuria).

4. Explain why Cynthia is experiencing hypotension. How does the body
and its various organ systems bring the blood pressure back towards
homeostasis?

5. What do you expect Cynthia’s heart rate and end-diastolic volume (EDV)
to be (elevated, normal, or low) and justify your expectation with
cardiovascular formulas such as cardiac output (CO) and stroke volume
(SV).

6. What is the importance of iron in the body and the consequence of it
being 40 mcg/dL?

7. Explain in detail what gluconeogenesis is and where in the body it
occurs? Knowing that gluconeogenesis helps maintain blood glucose
level, what is the effect of metformin on the management of diabetes
mellitus type 2?

8. Looking at Cynthia’s albumin levels, what effect does it have on her (a)
blood osmolarity (b) glomerular filtration rate (GFR) and (c) urine
volume?

9. Explain how glucose is normally reabsorbed by the kidneys? What is
happening in Cynthia’s kidneys resulting in glucosuria and what effect
does glucosuria have on her blood pressure?

10. If Cynthia ends up developing metabolic acidosis, what would the levels

of her pH, CO2, and HCO3 be in the blood? Furthermore, how would the
body compensate and address both renal and respiratory compensation
(optional: show the compensation via a flow chart)?

Rubric

PHYS 261 Signature Assignment Rubric

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #1

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details. Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details. Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly. Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #2

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details. Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details. Information is mostly
scientifically sound, thorough, necessary and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly. Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #3

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details. Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details. Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly. Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #4

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details.Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details.Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly.Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #5

5.6 to >4.76 ptsExceeds ExpectationsAddresses the entire prompt
correctly with great depth and details.Information is scientifically
sound, thorough, necessary, and sufficient.

4.76 to >4.03 ptsMeets ExpectationsAddresses the entire prompt
correctly without depth or any details.Information is mostly
scientifically sound, thorough, necessary, and sufficient.

4.03 to >3.3 ptsApproaches ExpectationsPartially addresses the prompt
correctly. Information is mostly insufficient and may not be scientifically
sound.

3.3 to >0 ptsDoes Not Meet ExpectationsDoes not address any portion
of the prompt correctly.Information is not scientifically sound,
necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #6

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #7

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #8

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information
may not be scientifically sound, necessary, or sufficient.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #9

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Content/Info
rmation
Prompt #10

5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth
and details. Information is scientifically sound, thorough, necessary,
and sufficient.

4.76 to >4.03 ptsAddresses the entire prompt correctly without depth
or any details. Information is mostly scientifically sound, thorough,
necessary, and sufficient.

4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is
mostly insufficient and may not be scientifically sound.

3.3 to >0 ptsDoes not address any portion of the prompt correctly.
Information is not scientifically sound, necessary, or sufficient.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

Organization
and
Assignment
Requirement
s

5.6 to >4.76 ptsDemonstrates a sophisticated understanding of the
topic(s) and issue(s). Introduction, abstract, and conclusion serve to
bring cohesion and clarity to the assignment topic. Presents
coherently and logically organized ideas that are thoughtful and
in-depth. Meets all length requirements and addresses all aspects of
the assignment. Meets the required number of resources, and all
sources meet the assignment specifications.

4.76 to >4.03 ptsDemonstrates an adequate understanding of the
topic(s) and issue(s). Introduction, abstract, and conclusion generally
serve to bring cohesion and clarity to the assignment topic, but there
may be some redundancy or unnecessary information. Ideas are
mostly coherent and organized. Meets all length requirements and
addresses all aspects of the assignment. Meets the required number of
resources, and all sources meet the assignment specifications.

4.03 to >3.3 ptsDemonstrates a vague or incorrect understanding of the
topic(s) and issue(s). Introduction, abstract, and conclusion do not add
cohesion and clarity to the assignment topic. Several ideas are
incoherent and disorganized. Meets some length requirements and
addresses some aspects of the assignment. Meets the required number
of resources, and some meet the assignment specifications.

3.3 to >0 ptsDemonstrates little or no understanding of the topic(s) and
issue(s). Introduction, abstract, and conclusion are missing or
insufficient. Meets few, if any, assignment and reference criteria.

5.6
pts

This
criterion is
linked to a
Learning
Outcome

APA and
Mechanics

8.4 to >7.14 ptsThe assignment consistently follows current APA format
and is free from errors in formatting, citation, and references. There
are no grammatical, spelling, or punctuation errors. All sources are
cited and referenced correctly.

7.14 to >6.05 ptsThe assignment consistently follows current APA
format with only isolated and inconsistent mistakes and/or has a few
grammatical, spelling, or punctuation errors. Most sources are cited
and referenced correctly.

6.05 to >4.96 ptsThe assignment does not follow current APA format
and/or has many grammatical, spelling, or punctuation errors. Many
sources are cited and referenced incorrectly, or citations and
references are missing where needed.

4.96 to >0 ptsNo attempt to follow APA format is indicated. Sources are
not used and/or there is no reference page. Mechanical errors
significantly interfere with the readability of the paper.

8.4
pts

Total Points: 70

– Case: End-Stage Kidney Disease
– Rubric

November 6, 2026
[Solved] discussion post

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November 6, 2026
[Solved] Amanda

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Assignment Prompt & Instructions

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November 6, 2026
[Solved] reflex 2

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attached **files (6)** – ## link.docx – ## pinpointinformation.docx – ## REFLE2.docx – ## rubric.docx – ## rubricassessmentfromtheprofessor.docx – Ethics-Code-for-Behavior-Analysts-240830-a1.pdf **## link.docx** Link for the assignment [Sup-Essentials-3—Measurement-and-Evaluation-FULL](https://uwf…

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Assignment Prompt & Instructions

attached

**files (6)**

– ## link.docx

– ## pinpointinformation.docx

– ## REFLE2.docx

– ## rubric.docx

– ## rubricassessmentfromtheprofessor.docx

– Ethics-Code-for-Behavior-Analysts-240830-a1.pdf

**## link.docx**

Link for the assignment

[Sup-Essentials-3—Measurement-and-Evaluation-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=12&z=1&u=914f28a0-c15c-4308-9425-dd242b8023ee&node=66407552&isExternalPlayRequest=true)

**## pinpointinformation.docx**

**pinpoint a specific behavior or output.**

Are we going to be doing a pinpoint, like, like what we just did now in class?

**Professor**: yes, some of the task list items are going to be pretty simple, so it might not be as complex of a pinpoint. yes, write a pinpoint like we've chatted about here.

Class information(chat) and example:

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

## image1.jpeg

## image2.jpeg

## image3.jpeg

## image4.jpeg

**## REFLE2.docx**

Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

_Remember to review the Reflection Paper rubric._

_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

**## rubric.docx**

Reflection Paper Rubric

**Final Reflection Paper Rubric (30 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | | | |
| — | — | — | — |
| Scoring Domains |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference. | The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |
| **Originality** | The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence. | The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected. | The author’s response is heavily verbatim or typical output of artificial intelligence. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**## rubricassessmentfromtheprofessor.docx**

| | | |
| — | — | — |
| **Reflection Paper Rubric 4.9.26 Edits** |
| **Criteria** | **Ratings** | **Pts** |
| **Length**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Reflection paper is between 150 and 500 words**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Reflection paper is less than 150 words or more than 500 words**<br>**0 pts**<br>**Does not Meet Expectation**<br>**The reflection paper is less than 100 words.** | **5 / 5 pts** |
| **Grammar, Usage, and Spelling** | **5 to >3 pts**<br>**Meets Expectations**<br>**Reflection paper contained less than 2 grammar, usage, or spelling errors.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Reflection paper contained 3-4 grammar, usage, or spelling errors.**<br>**0 pts**<br>**Does not Meet Expectation**<br>**Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent.** | **5 / 5 pts** |
| **References and Utilization of Outside Resources**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference.**<br>**Comments**<br>**Your APA formatting looks good however you did not cite any course material so it’s been clear where you integrated the information from** | **3 / 5 pts** |
| **Addressing the Prompt**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas.**<br>**Comments**<br>**You missed a couple elements related to criteria that the trainee needs to meet before starting supervision and you did not include a task analysis as indicated in the prompt** | **3 / 5 pts** |
| **Application**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s post does not demonstrate application of the week’s assigned topic/reading.**<br>**Comments**<br>**All the information aligns with course content, you did not reference or indicate information you learned from the course content** | **3 / 5 pts** |
| **Originality**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s response is heavily verbatim or typical output of artificial intelligence.** | **5 / 5 pts** |
| **Total Points: 24** |

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10554047)

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10554047)

**## link.docx**

Link for the assignment

[Sup-Essentials-3—Measurement-and-Evaluation-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=12&z=1&u=914f28a0-c15c-4308-9425-dd242b8023ee&node=66407552&isExternalPlayRequest=true)

**## pinpointinformation.docx**

**pinpoint a specific behavior or output.**

Are we going to be doing a pinpoint, like, like what we just did now in class?

**Professor**: yes, some of the task list items are going to be pretty simple, so it might not be as complex of a pinpoint. yes, write a pinpoint like we've chatted about here.

Class information(chat) and example:

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

## image1.jpeg

## image2.jpeg

## image3.jpeg

## image4.jpeg

**## REFLE2.docx**

Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

_Remember to review the Reflection Paper rubric._

_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

**## rubric.docx**

Reflection Paper Rubric

**Final Reflection Paper Rubric (30 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | | | |
| — | — | — | — |
| Scoring Domains |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference. | The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |
| **Originality** | The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence. | The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected. | The author’s response is heavily verbatim or typical output of artificial intelligence. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**## rubricassessmentfromtheprofessor.docx**

| | | |
| — | — | — |
| **Reflection Paper Rubric 4.9.26 Edits** |
| **Criteria** | **Ratings** | **Pts** |
| **Length**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Reflection paper is between 150 and 500 words**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Reflection paper is less than 150 words or more than 500 words**<br>**0 pts**<br>**Does not Meet Expectation**<br>**The reflection paper is less than 100 words.** | **5 / 5 pts** |
| **Grammar, Usage, and Spelling** | **5 to >3 pts**<br>**Meets Expectations**<br>**Reflection paper contained less than 2 grammar, usage, or spelling errors.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Reflection paper contained 3-4 grammar, usage, or spelling errors.**<br>**0 pts**<br>**Does not Meet Expectation**<br>**Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent.** | **5 / 5 pts** |
| **References and Utilization of Outside Resources**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference.**<br>**Comments**<br>**Your APA formatting looks good however you did not cite any course material so it’s been clear where you integrated the information from** | **3 / 5 pts** |
| **Addressing the Prompt**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas.**<br>**Comments**<br>**You missed a couple elements related to criteria that the trainee needs to meet before starting supervision and you did not include a task analysis as indicated in the prompt** | **3 / 5 pts** |
| **Application**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s post does not demonstrate application of the week’s assigned topic/reading.**<br>**Comments**<br>**All the information aligns with course content, you did not reference or indicate information you learned from the course content** | **3 / 5 pts** |
| **Originality**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s response is heavily verbatim or typical output of artificial intelligence.** | **5 / 5 pts** |
| **Total Points: 24** |

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10554047)

**## link.docx**

Link for the assignment

[Sup-Essentials-3—Measurement-and-Evaluation-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=12&z=1&u=914f28a0-c15c-4308-9425-dd242b8023ee&node=66407552&isExternalPlayRequest=true)

**## pinpointinformation.docx**

**pinpoint a specific behavior or output.**

Are we going to be doing a pinpoint, like, like what we just did now in class?

**Professor**: yes, some of the task list items are going to be pretty simple, so it might not be as complex of a pinpoint. yes, write a pinpoint like we've chatted about here.

Class information(chat) and example:

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

![](https://www.sweetstudy.com/questions/reflex-2)

## image1.jpeg

## image2.jpeg

## image3.jpeg

## image4.jpeg

**## REFLE2.docx**

Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

_Remember to review the Reflection Paper rubric._

_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

**## rubric.docx**

Reflection Paper Rubric

**Final Reflection Paper Rubric (30 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | | | |
| — | — | — | — |
| Scoring Domains |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference. | The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |
| **Originality** | The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence. | The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected. | The author’s response is heavily verbatim or typical output of artificial intelligence. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**## rubricassessmentfromtheprofessor.docx**

| | | |
| — | — | — |
| **Reflection Paper Rubric 4.9.26 Edits** |
| **Criteria** | **Ratings** | **Pts** |
| **Length**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Reflection paper is between 150 and 500 words**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Reflection paper is less than 150 words or more than 500 words**<br>**0 pts**<br>**Does not Meet Expectation**<br>**The reflection paper is less than 100 words.** | **5 / 5 pts** |
| **Grammar, Usage, and Spelling** | **5 to >3 pts**<br>**Meets Expectations**<br>**Reflection paper contained less than 2 grammar, usage, or spelling errors.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Reflection paper contained 3-4 grammar, usage, or spelling errors.**<br>**0 pts**<br>**Does not Meet Expectation**<br>**Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent.** | **5 / 5 pts** |
| **References and Utilization of Outside Resources**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference.**<br>**Comments**<br>**Your APA formatting looks good however you did not cite any course material so it’s been clear where you integrated the information from** | **3 / 5 pts** |
| **Addressing the Prompt**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas.**<br>**Comments**<br>**You missed a couple elements related to criteria that the trainee needs to meet before starting supervision and you did not include a task analysis as indicated in the prompt** | **3 / 5 pts** |
| **Application**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s post does not demonstrate application of the week’s assigned topic/reading.**<br>**Comments**<br>**All the information aligns with course content, you did not reference or indicate information you learned from the course content** | **3 / 5 pts** |
| **Originality**<br>**view longer description** | **5 to >3 pts**<br>**Meets Expectations**<br>**The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.**<br>**3 to >0 pts**<br>**Partially Meets Expectations**<br>**The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.**<br>**0 pts**<br>**Does not Meet Expectations**<br>**The author’s response is heavily verbatim or typical output of artificial intelligence.** | **5 / 5 pts** |
| **Total Points: 24** |

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10554047)

November 6, 2026
[Solved] D2- Responses

✓ Verified Academic Solution Available

Executive Solution Overview

Please follow the Instructions At least 100 words Any sources cited must have been published within the last five years and all references must be formatted in current APA style. – [\ \ RespondtoOctasia.docx](https://www.sweetstudy.com/files/respondtooctasia-docx "RespondtoOctasia.docx") – [\ \ …

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Assignment Prompt & Instructions

Please follow the Instructions

At least 100 words

Any sources cited must have been published within the last five years and all references must be formatted in current APA style.

– [\
\
RespondtoOctasia.docx](https://www.sweetstudy.com/files/respondtooctasia-docx "RespondtoOctasia.docx")
– [\
\
RespondtoAndi.docx](https://www.sweetstudy.com/files/respondtoandi-docx "RespondtoAndi.docx")

November 6, 2026
[Solved] prof double

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Discuss the latest government healthcare expenditures in the United States. How does this spending compare to that in other countries? In your journal, argue whether you believe the government can continue to spend at this level. Support your position. Submit assignment as a 1- to 2-page Microsoft W…

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Assignment Prompt & Instructions

Discuss the latest government healthcare expenditures in the United States. How does this spending compare to that in other countries? In your journal, argue whether you believe the government can continue to spend at this level. Support your position.

Submit assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Journals are informal documents and written in the first person. You do not need a cover sheet. You will need to cite resources for any information that you find on websites or in articles or books. Sources should be cited according to APA style.

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

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**files (2)** – ## AdvancedWritingandResearch.docx – ## RoughDraftResearchPaper1.docx **## AdvancedWritingandResearch.docx** Advanced Writing and Research-DAX-DL03 Milagros M Velasco Research Paper 1:Final Draft-MLA Format **Submit the Final Draft for Paper 1 in MLA format.** · Carefully revise your…

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Assignment Prompt & Instructions

**files (2)**

– ## AdvancedWritingandResearch.docx

– ## RoughDraftResearchPaper1.docx

**## AdvancedWritingandResearch.docx**

Advanced Writing and Research-DAX-DL03 Milagros M Velasco

Research Paper 1:Final Draft-MLA Format

**Submit the Final Draft for Paper 1 in MLA format.**

· Carefully revise your draft based on the feedback you received.

· Double-check your work using the MLA checklist provided in the weekly folder.

·
**Important Notes**

· Only submissions with
**20% similarity or lower** will be accepted.

·
**Plagiarism or the use of Artificial Intelligence will result in an automatic zero.**

There must be at least 1 in-text citations in each of the body paragraphs.

*Do NOT use Wikipedia, Infoplease, Answers.com, WebMd, Psychology Today as a source.

Similarity (Originality Report): Up to 20% of similarity will be accepted with no penalty.

\*\*\*\* Papers assisted by any Artificial Intelligence software will not be accepted, and it will be considered an act of academic dishonesty.

Use the
**same MLA paper template you used for the first draft.**

**Documentation**: You must use at least six (6) sources from within the last 5-10 years. They must be from reliable databases; ProQuest Central is highly recommended.

**## RoughDraftResearchPaper1.docx**

Rivero 2

Susana Rivero

Florida National University

Advanced Writing and Research-

Professor: Milagros M Velasco

May 24, 2026

**The Use of Applied Behavior Analysis to Teach Safety Skills in Children**

Children face numerous safety risks daily, including interacting with strangers, crossing streets, responding to emergencies, and handling dangerous objects. Traditional methods such as lectures or videos often fail to create lasting changes because they lack repeated practice and reinforcement in natural environments. Applied Behavior Analysis (ABA) provides a structured, evidence-based approach using techniques like Behavioral Skills Training (BST) and In-Situ Training (IST).

Applied Behavior Analysis (ABA) is an effective approach for teaching safety skills in children because it increases awareness of dangerous situations, improves appropriate responses to threats, and reduces risk-taking behaviors.

**Increasing Awareness of Dangerous Situations**

One of the core strengths of ABA is its ability to significantly increase children’s awareness of potential hazards through systematic discrimination training. Therapists and parents teach children to differentiate between safe and unsafe stimuli by presenting multiple examples across various settings. This process involves clear instructions, modeling the correct behavior, rehearsal, and immediate feedback the four components of Behavioral Skills Training (BST) (Kum et al. 2025).

Recent research supports this approach. Baruni (2023) surveyed practicing behavior analysts and found that safety skills training, particularly hazard recognition, is a high priority in clinical work. Similarly, Magnet ABA (2025) reported that children who receive ABA interventions show marked improvement in identifying risks such as unsafe environments, potential abductions, and poisonous substances compared to those taught through traditional methods. For example, Kum et al. (2025) used generalization-enhanced BST to teach poison safety skills to preschool-aged children with autism. The study demonstrated that participants not only learned to avoid dangerous items but also generalized the skill to new environments.

This heightened awareness is especially important because many children with developmental disabilities do not naturally connect abstract warnings (like “don’t talk to strangers”) to real-life encounters. ABA addresses this gap by using multiple exemplars — different types of strangers, various street scenarios, and diverse home hazards — during training sessions. Soaring High ABA (2025) emphasizes that repeated practice in varied contexts helps children develop better discrimination skills, reducing the likelihood of overlooking dangers. Furthermore, involving parents and caregivers in the training process increases consistency and helps maintain the learned skills over time.

**Improving Appropriate Responses to Threats**

ABA also stands out for teaching children specific, observable safety responses they can use when faced with real threats. Instead of just telling children what to do, ABA practitioners have them actively rehearse the behaviors until they become fluent and automatic. This includes responses such as saying “no” and walking away, stopping at the curb before crossing the street, or calling for help when lost.

A 2025 doctoral dissertation by Spencer found that parent-led BST combined with in-situ training was highly effective for teaching abduction-prevention skills to children with autism. Parents were trained to act as primary interventionists, conducting rehearsals in natural settings and providing immediate feedback. Results showed substantial gains in correct responding, with skills maintained during follow-up probes. Step Ahead ABA (2025) adds that these structured rehearsals build confidence and reduce anxiety in both children and caregivers.

Video modeling has also proven valuable as a supplementary technique. Lynn (2024) demonstrated success using BST to teach online safety skills, while other studies extend this to pedestrian and fire safety. In community settings, children learn to look both ways, cross only at designated areas, and seek adult assistance when needed. RightWay ABA (2025) highlights that ABA’s focus on positive reinforcement makes learning engaging rather than frightening, encouraging children to practice more willingly.

The benefits extend beyond immediate safety. Children who master these responses often show improvements in overall independence, social skills, and self-confidence. This is critical for long-term development, as safety skills contribute to greater participation in school and community activities.

**Reducing Risk-Taking Behaviors**

Finally, ABA effectively reduces risk-taking behaviors by addressing the underlying functions that maintain them and replacing them with safer alternatives. Through functional behavior assessments, practitioners identify why a child might wander off, approach strangers, or ignore safety rules often because these behaviors produce attention, escape, or sensory stimulation. Interventions then make safe choices more reinforcing.

Lynn (2024) showed that BST with in-situ feedback successfully decreased risky online behaviors in individuals with developmental disabilities. Similar principles apply to physical risks. New Patterns ABA (2025) explains that combining BST with noncontingent reinforcement helps maintain appropriate behaviors during delays or challenging situations. This approach prevents problem behaviors that could lead to dangerous outcomes.

Broader research from 2025 indicates that ABA safety programs promote generalization and long-term maintenance. Children learn not only in clinical settings but also at home, school, and in the community. Magnet ABA (2025) notes that these programs reduce caregiver stress by equipping families with practical tools to support ongoing skill development. As a result, children gain greater independence while parents feel more confident in their child’s ability to navigate the world safely.

Challenges remain, such as the need for consistent implementation and individualized adaptations. However, ongoing studies continue to refine these techniques, incorporating virtual reality and telehealth options to make training more accessible (Cross River Therapy 2025).

**Conclusion**

Applied Behavior Analysis provides a robust, evidence-based framework for teaching safety skills to children. By systematically increasing awareness of dangerous situations, strengthening appropriate responses under pressure, and reducing risky behaviors, ABA delivers measurable and generalizable outcomes that traditional passive methods rarely achieve. Recent studies from 2023 to 2025 consistently demonstrate the power of Behavioral Skills Training and In-Situ methods, particularly when parents and educators are actively involved. As the demand for effective interventions grows, integrating ABA safety protocols into homes, schools, and therapy programs represents a proactive investment in child protection and autonomy. Continued research, training for caregivers, and widespread access to these techniques will play a vital role in safeguarding children and helping them thrive in an increasingly complex world.

**Works Cited**

April ABA. “The Role of ABA Therapy in Teaching Safety Awareness.” 30 Jan. 2025,
[https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism](https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism).

Baruni, Rasha R. “A Survey of Safety Skills Training Used by Behavior Analysts in Practice.”
_Behavior Analysis in Practice_, vol. 17, no. 1, 2023, pp. 270–82.
[https://doi.org/10.1007/s40617-023-00835-8](https://doi.org/10.1007/s40617-023-00835-8).

Kum, A. M., et al. “Teaching Home Safety Skills to Children with Autism Spectrum Disorder.”
_PMC_, 2025,
[https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/](https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/).

Lynn, R. “Using Behavioral Skills Training to Promote Online Safety Skills in Individuals with Developmental Disabilities.” Thesis, University of Missouri-St. Louis, 2024,
[https://irl.umsl.edu/thesis/453/](https://irl.umsl.edu/thesis/453/).

Magnet ABA. “ABA Strategies for Teaching Safety Skills.” 5 Sep. 2025,
[https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills](https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills).

New Patterns ABA. “The Role of ABA Therapy in Teaching Safety Skills in the Home and Community.” 20 Mar. 2025,
[https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community](https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community).

Soaring High ABA. “Teaching Safety Skills Using ABA Therapy Strategies.” 9 June 2025,
[https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/](https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/).

Spencer, K. N. “Abduction Prevention Intervention for Children With Autism: Behavioral Skills Training With In-Situ Parent-Led Training.” Doctoral dissertation, Nova Southeastern University, 2025,
[https://nsuworks.nova.edu/fse_etd/844/](https://nsuworks.nova.edu/fse_etd/844/).

Step Ahead ABA. “The Vital Role of ABA Therapy in Community Safety.” 13 Mar. 2025,
[https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94](https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94).

**## RoughDraftResearchPaper1.docx**

Rivero 2

Susana Rivero

Florida National University

Advanced Writing and Research-

Professor: Milagros M Velasco

May 24, 2026

**The Use of Applied Behavior Analysis to Teach Safety Skills in Children**

Children face numerous safety risks daily, including interacting with strangers, crossing streets, responding to emergencies, and handling dangerous objects. Traditional methods such as lectures or videos often fail to create lasting changes because they lack repeated practice and reinforcement in natural environments. Applied Behavior Analysis (ABA) provides a structured, evidence-based approach using techniques like Behavioral Skills Training (BST) and In-Situ Training (IST).

Applied Behavior Analysis (ABA) is an effective approach for teaching safety skills in children because it increases awareness of dangerous situations, improves appropriate responses to threats, and reduces risk-taking behaviors.

**Increasing Awareness of Dangerous Situations**

One of the core strengths of ABA is its ability to significantly increase children’s awareness of potential hazards through systematic discrimination training. Therapists and parents teach children to differentiate between safe and unsafe stimuli by presenting multiple examples across various settings. This process involves clear instructions, modeling the correct behavior, rehearsal, and immediate feedback the four components of Behavioral Skills Training (BST) (Kum et al. 2025).

Recent research supports this approach. Baruni (2023) surveyed practicing behavior analysts and found that safety skills training, particularly hazard recognition, is a high priority in clinical work. Similarly, Magnet ABA (2025) reported that children who receive ABA interventions show marked improvement in identifying risks such as unsafe environments, potential abductions, and poisonous substances compared to those taught through traditional methods. For example, Kum et al. (2025) used generalization-enhanced BST to teach poison safety skills to preschool-aged children with autism. The study demonstrated that participants not only learned to avoid dangerous items but also generalized the skill to new environments.

This heightened awareness is especially important because many children with developmental disabilities do not naturally connect abstract warnings (like “don’t talk to strangers”) to real-life encounters. ABA addresses this gap by using multiple exemplars — different types of strangers, various street scenarios, and diverse home hazards — during training sessions. Soaring High ABA (2025) emphasizes that repeated practice in varied contexts helps children develop better discrimination skills, reducing the likelihood of overlooking dangers. Furthermore, involving parents and caregivers in the training process increases consistency and helps maintain the learned skills over time.

**Improving Appropriate Responses to Threats**

ABA also stands out for teaching children specific, observable safety responses they can use when faced with real threats. Instead of just telling children what to do, ABA practitioners have them actively rehearse the behaviors until they become fluent and automatic. This includes responses such as saying “no” and walking away, stopping at the curb before crossing the street, or calling for help when lost.

A 2025 doctoral dissertation by Spencer found that parent-led BST combined with in-situ training was highly effective for teaching abduction-prevention skills to children with autism. Parents were trained to act as primary interventionists, conducting rehearsals in natural settings and providing immediate feedback. Results showed substantial gains in correct responding, with skills maintained during follow-up probes. Step Ahead ABA (2025) adds that these structured rehearsals build confidence and reduce anxiety in both children and caregivers.

Video modeling has also proven valuable as a supplementary technique. Lynn (2024) demonstrated success using BST to teach online safety skills, while other studies extend this to pedestrian and fire safety. In community settings, children learn to look both ways, cross only at designated areas, and seek adult assistance when needed. RightWay ABA (2025) highlights that ABA’s focus on positive reinforcement makes learning engaging rather than frightening, encouraging children to practice more willingly.

The benefits extend beyond immediate safety. Children who master these responses often show improvements in overall independence, social skills, and self-confidence. This is critical for long-term development, as safety skills contribute to greater participation in school and community activities.

**Reducing Risk-Taking Behaviors**

Finally, ABA effectively reduces risk-taking behaviors by addressing the underlying functions that maintain them and replacing them with safer alternatives. Through functional behavior assessments, practitioners identify why a child might wander off, approach strangers, or ignore safety rules often because these behaviors produce attention, escape, or sensory stimulation. Interventions then make safe choices more reinforcing.

Lynn (2024) showed that BST with in-situ feedback successfully decreased risky online behaviors in individuals with developmental disabilities. Similar principles apply to physical risks. New Patterns ABA (2025) explains that combining BST with noncontingent reinforcement helps maintain appropriate behaviors during delays or challenging situations. This approach prevents problem behaviors that could lead to dangerous outcomes.

Broader research from 2025 indicates that ABA safety programs promote generalization and long-term maintenance. Children learn not only in clinical settings but also at home, school, and in the community. Magnet ABA (2025) notes that these programs reduce caregiver stress by equipping families with practical tools to support ongoing skill development. As a result, children gain greater independence while parents feel more confident in their child’s ability to navigate the world safely.

Challenges remain, such as the need for consistent implementation and individualized adaptations. However, ongoing studies continue to refine these techniques, incorporating virtual reality and telehealth options to make training more accessible (Cross River Therapy 2025).

**Conclusion**

Applied Behavior Analysis provides a robust, evidence-based framework for teaching safety skills to children. By systematically increasing awareness of dangerous situations, strengthening appropriate responses under pressure, and reducing risky behaviors, ABA delivers measurable and generalizable outcomes that traditional passive methods rarely achieve. Recent studies from 2023 to 2025 consistently demonstrate the power of Behavioral Skills Training and In-Situ methods, particularly when parents and educators are actively involved. As the demand for effective interventions grows, integrating ABA safety protocols into homes, schools, and therapy programs represents a proactive investment in child protection and autonomy. Continued research, training for caregivers, and widespread access to these techniques will play a vital role in safeguarding children and helping them thrive in an increasingly complex world.

**Works Cited**

April ABA. “The Role of ABA Therapy in Teaching Safety Awareness.” 30 Jan. 2025,
[https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism](https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism).

Baruni, Rasha R. “A Survey of Safety Skills Training Used by Behavior Analysts in Practice.”
_Behavior Analysis in Practice_, vol. 17, no. 1, 2023, pp. 270–82.
[https://doi.org/10.1007/s40617-023-00835-8](https://doi.org/10.1007/s40617-023-00835-8).

Kum, A. M., et al. “Teaching Home Safety Skills to Children with Autism Spectrum Disorder.”
_PMC_, 2025,
[https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/](https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/).

Lynn, R. “Using Behavioral Skills Training to Promote Online Safety Skills in Individuals with Developmental Disabilities.” Thesis, University of Missouri-St. Louis, 2024,
[https://irl.umsl.edu/thesis/453/](https://irl.umsl.edu/thesis/453/).

Magnet ABA. “ABA Strategies for Teaching Safety Skills.” 5 Sep. 2025,
[https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills](https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills).

New Patterns ABA. “The Role of ABA Therapy in Teaching Safety Skills in the Home and Community.” 20 Mar. 2025,
[https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community](https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community).

Soaring High ABA. “Teaching Safety Skills Using ABA Therapy Strategies.” 9 June 2025,
[https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/](https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/).

Spencer, K. N. “Abduction Prevention Intervention for Children With Autism: Behavioral Skills Training With In-Situ Parent-Led Training.” Doctoral dissertation, Nova Southeastern University, 2025,
[https://nsuworks.nova.edu/fse_etd/844/](https://nsuworks.nova.edu/fse_etd/844/).

Step Ahead ABA. “The Vital Role of ABA Therapy in Community Safety.” 13 Mar. 2025,
[https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94](https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94).

**## AdvancedWritingandResearch.docx**

Advanced Writing and Research-DAX-DL03 Milagros M Velasco

Research Paper 1:Final Draft-MLA Format

**Submit the Final Draft for Paper 1 in MLA format.**

· Carefully revise your draft based on the feedback you received.

· Double-check your work using the MLA checklist provided in the weekly folder.

·
**Important Notes**

· Only submissions with
**20% similarity or lower** will be accepted.

·
**Plagiarism or the use of Artificial Intelligence will result in an automatic zero.**

There must be at least 1 in-text citations in each of the body paragraphs.

*Do NOT use Wikipedia, Infoplease, Answers.com, WebMd, Psychology Today as a source.

Similarity (Originality Report): Up to 20% of similarity will be accepted with no penalty.

\*\*\*\* Papers assisted by any Artificial Intelligence software will not be accepted, and it will be considered an act of academic dishonesty.

Use the
**same MLA paper template you used for the first draft.**

**Documentation**: You must use at least six (6) sources from within the last 5-10 years. They must be from reliable databases; ProQuest Central is highly recommended.

**## RoughDraftResearchPaper1.docx**

Rivero 2

Susana Rivero

Florida National University

Advanced Writing and Research-

Professor: Milagros M Velasco

May 24, 2026

**The Use of Applied Behavior Analysis to Teach Safety Skills in Children**

Children face numerous safety risks daily, including interacting with strangers, crossing streets, responding to emergencies, and handling dangerous objects. Traditional methods such as lectures or videos often fail to create lasting changes because they lack repeated practice and reinforcement in natural environments. Applied Behavior Analysis (ABA) provides a structured, evidence-based approach using techniques like Behavioral Skills Training (BST) and In-Situ Training (IST).

Applied Behavior Analysis (ABA) is an effective approach for teaching safety skills in children because it increases awareness of dangerous situations, improves appropriate responses to threats, and reduces risk-taking behaviors.

**Increasing Awareness of Dangerous Situations**

One of the core strengths of ABA is its ability to significantly increase children’s awareness of potential hazards through systematic discrimination training. Therapists and parents teach children to differentiate between safe and unsafe stimuli by presenting multiple examples across various settings. This process involves clear instructions, modeling the correct behavior, rehearsal, and immediate feedback the four components of Behavioral Skills Training (BST) (Kum et al. 2025).

Recent research supports this approach. Baruni (2023) surveyed practicing behavior analysts and found that safety skills training, particularly hazard recognition, is a high priority in clinical work. Similarly, Magnet ABA (2025) reported that children who receive ABA interventions show marked improvement in identifying risks such as unsafe environments, potential abductions, and poisonous substances compared to those taught through traditional methods. For example, Kum et al. (2025) used generalization-enhanced BST to teach poison safety skills to preschool-aged children with autism. The study demonstrated that participants not only learned to avoid dangerous items but also generalized the skill to new environments.

This heightened awareness is especially important because many children with developmental disabilities do not naturally connect abstract warnings (like “don’t talk to strangers”) to real-life encounters. ABA addresses this gap by using multiple exemplars — different types of strangers, various street scenarios, and diverse home hazards — during training sessions. Soaring High ABA (2025) emphasizes that repeated practice in varied contexts helps children develop better discrimination skills, reducing the likelihood of overlooking dangers. Furthermore, involving parents and caregivers in the training process increases consistency and helps maintain the learned skills over time.

**Improving Appropriate Responses to Threats**

ABA also stands out for teaching children specific, observable safety responses they can use when faced with real threats. Instead of just telling children what to do, ABA practitioners have them actively rehearse the behaviors until they become fluent and automatic. This includes responses such as saying “no” and walking away, stopping at the curb before crossing the street, or calling for help when lost.

A 2025 doctoral dissertation by Spencer found that parent-led BST combined with in-situ training was highly effective for teaching abduction-prevention skills to children with autism. Parents were trained to act as primary interventionists, conducting rehearsals in natural settings and providing immediate feedback. Results showed substantial gains in correct responding, with skills maintained during follow-up probes. Step Ahead ABA (2025) adds that these structured rehearsals build confidence and reduce anxiety in both children and caregivers.

Video modeling has also proven valuable as a supplementary technique. Lynn (2024) demonstrated success using BST to teach online safety skills, while other studies extend this to pedestrian and fire safety. In community settings, children learn to look both ways, cross only at designated areas, and seek adult assistance when needed. RightWay ABA (2025) highlights that ABA’s focus on positive reinforcement makes learning engaging rather than frightening, encouraging children to practice more willingly.

The benefits extend beyond immediate safety. Children who master these responses often show improvements in overall independence, social skills, and self-confidence. This is critical for long-term development, as safety skills contribute to greater participation in school and community activities.

**Reducing Risk-Taking Behaviors**

Finally, ABA effectively reduces risk-taking behaviors by addressing the underlying functions that maintain them and replacing them with safer alternatives. Through functional behavior assessments, practitioners identify why a child might wander off, approach strangers, or ignore safety rules often because these behaviors produce attention, escape, or sensory stimulation. Interventions then make safe choices more reinforcing.

Lynn (2024) showed that BST with in-situ feedback successfully decreased risky online behaviors in individuals with developmental disabilities. Similar principles apply to physical risks. New Patterns ABA (2025) explains that combining BST with noncontingent reinforcement helps maintain appropriate behaviors during delays or challenging situations. This approach prevents problem behaviors that could lead to dangerous outcomes.

Broader research from 2025 indicates that ABA safety programs promote generalization and long-term maintenance. Children learn not only in clinical settings but also at home, school, and in the community. Magnet ABA (2025) notes that these programs reduce caregiver stress by equipping families with practical tools to support ongoing skill development. As a result, children gain greater independence while parents feel more confident in their child’s ability to navigate the world safely.

Challenges remain, such as the need for consistent implementation and individualized adaptations. However, ongoing studies continue to refine these techniques, incorporating virtual reality and telehealth options to make training more accessible (Cross River Therapy 2025).

**Conclusion**

Applied Behavior Analysis provides a robust, evidence-based framework for teaching safety skills to children. By systematically increasing awareness of dangerous situations, strengthening appropriate responses under pressure, and reducing risky behaviors, ABA delivers measurable and generalizable outcomes that traditional passive methods rarely achieve. Recent studies from 2023 to 2025 consistently demonstrate the power of Behavioral Skills Training and In-Situ methods, particularly when parents and educators are actively involved. As the demand for effective interventions grows, integrating ABA safety protocols into homes, schools, and therapy programs represents a proactive investment in child protection and autonomy. Continued research, training for caregivers, and widespread access to these techniques will play a vital role in safeguarding children and helping them thrive in an increasingly complex world.

**Works Cited**

April ABA. “The Role of ABA Therapy in Teaching Safety Awareness.” 30 Jan. 2025,
[https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism](https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism).

Baruni, Rasha R. “A Survey of Safety Skills Training Used by Behavior Analysts in Practice.”
_Behavior Analysis in Practice_, vol. 17, no. 1, 2023, pp. 270–82.
[https://doi.org/10.1007/s40617-023-00835-8](https://doi.org/10.1007/s40617-023-00835-8).

Kum, A. M., et al. “Teaching Home Safety Skills to Children with Autism Spectrum Disorder.”
_PMC_, 2025,
[https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/](https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/).

Lynn, R. “Using Behavioral Skills Training to Promote Online Safety Skills in Individuals with Developmental Disabilities.” Thesis, University of Missouri-St. Louis, 2024,
[https://irl.umsl.edu/thesis/453/](https://irl.umsl.edu/thesis/453/).

Magnet ABA. “ABA Strategies for Teaching Safety Skills.” 5 Sep. 2025,
[https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills](https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills).

New Patterns ABA. “The Role of ABA Therapy in Teaching Safety Skills in the Home and Community.” 20 Mar. 2025,
[https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community](https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community).

Soaring High ABA. “Teaching Safety Skills Using ABA Therapy Strategies.” 9 June 2025,
[https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/](https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/).

Spencer, K. N. “Abduction Prevention Intervention for Children With Autism: Behavioral Skills Training With In-Situ Parent-Led Training.” Doctoral dissertation, Nova Southeastern University, 2025,
[https://nsuworks.nova.edu/fse_etd/844/](https://nsuworks.nova.edu/fse_etd/844/).

Step Ahead ABA. “The Vital Role of ABA Therapy in Community Safety.” 13 Mar. 2025,
[https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94](https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94).

**## AdvancedWritingandResearch.docx**

Advanced Writing and Research-DAX-DL03 Milagros M Velasco

Research Paper 1:Final Draft-MLA Format

**Submit the Final Draft for Paper 1 in MLA format.**

· Carefully revise your draft based on the feedback you received.

· Double-check your work using the MLA checklist provided in the weekly folder.

·
**Important Notes**

· Only submissions with
**20% similarity or lower** will be accepted.

·
**Plagiarism or the use of Artificial Intelligence will result in an automatic zero.**

There must be at least 1 in-text citations in each of the body paragraphs.

*Do NOT use Wikipedia, Infoplease, Answers.com, WebMd, Psychology Today as a source.

Similarity (Originality Report): Up to 20% of similarity will be accepted with no penalty.

\*\*\*\* Papers assisted by any Artificial Intelligence software will not be accepted, and it will be considered an act of academic dishonesty.

Use the
**same MLA paper template you used for the first draft.**

**Documentation**: You must use at least six (6) sources from within the last 5-10 years. They must be from reliable databases; ProQuest Central is highly recommended.

**## RoughDraftResearchPaper1.docx**

Rivero 2

Susana Rivero

Florida National University

Advanced Writing and Research-

Professor: Milagros M Velasco

May 24, 2026

**The Use of Applied Behavior Analysis to Teach Safety Skills in Children**

Children face numerous safety risks daily, including interacting with strangers, crossing streets, responding to emergencies, and handling dangerous objects. Traditional methods such as lectures or videos often fail to create lasting changes because they lack repeated practice and reinforcement in natural environments. Applied Behavior Analysis (ABA) provides a structured, evidence-based approach using techniques like Behavioral Skills Training (BST) and In-Situ Training (IST).

Applied Behavior Analysis (ABA) is an effective approach for teaching safety skills in children because it increases awareness of dangerous situations, improves appropriate responses to threats, and reduces risk-taking behaviors.

**Increasing Awareness of Dangerous Situations**

One of the core strengths of ABA is its ability to significantly increase children’s awareness of potential hazards through systematic discrimination training. Therapists and parents teach children to differentiate between safe and unsafe stimuli by presenting multiple examples across various settings. This process involves clear instructions, modeling the correct behavior, rehearsal, and immediate feedback the four components of Behavioral Skills Training (BST) (Kum et al. 2025).

Recent research supports this approach. Baruni (2023) surveyed practicing behavior analysts and found that safety skills training, particularly hazard recognition, is a high priority in clinical work. Similarly, Magnet ABA (2025) reported that children who receive ABA interventions show marked improvement in identifying risks such as unsafe environments, potential abductions, and poisonous substances compared to those taught through traditional methods. For example, Kum et al. (2025) used generalization-enhanced BST to teach poison safety skills to preschool-aged children with autism. The study demonstrated that participants not only learned to avoid dangerous items but also generalized the skill to new environments.

This heightened awareness is especially important because many children with developmental disabilities do not naturally connect abstract warnings (like “don’t talk to strangers”) to real-life encounters. ABA addresses this gap by using multiple exemplars — different types of strangers, various street scenarios, and diverse home hazards — during training sessions. Soaring High ABA (2025) emphasizes that repeated practice in varied contexts helps children develop better discrimination skills, reducing the likelihood of overlooking dangers. Furthermore, involving parents and caregivers in the training process increases consistency and helps maintain the learned skills over time.

**Improving Appropriate Responses to Threats**

ABA also stands out for teaching children specific, observable safety responses they can use when faced with real threats. Instead of just telling children what to do, ABA practitioners have them actively rehearse the behaviors until they become fluent and automatic. This includes responses such as saying “no” and walking away, stopping at the curb before crossing the street, or calling for help when lost.

A 2025 doctoral dissertation by Spencer found that parent-led BST combined with in-situ training was highly effective for teaching abduction-prevention skills to children with autism. Parents were trained to act as primary interventionists, conducting rehearsals in natural settings and providing immediate feedback. Results showed substantial gains in correct responding, with skills maintained during follow-up probes. Step Ahead ABA (2025) adds that these structured rehearsals build confidence and reduce anxiety in both children and caregivers.

Video modeling has also proven valuable as a supplementary technique. Lynn (2024) demonstrated success using BST to teach online safety skills, while other studies extend this to pedestrian and fire safety. In community settings, children learn to look both ways, cross only at designated areas, and seek adult assistance when needed. RightWay ABA (2025) highlights that ABA’s focus on positive reinforcement makes learning engaging rather than frightening, encouraging children to practice more willingly.

The benefits extend beyond immediate safety. Children who master these responses often show improvements in overall independence, social skills, and self-confidence. This is critical for long-term development, as safety skills contribute to greater participation in school and community activities.

**Reducing Risk-Taking Behaviors**

Finally, ABA effectively reduces risk-taking behaviors by addressing the underlying functions that maintain them and replacing them with safer alternatives. Through functional behavior assessments, practitioners identify why a child might wander off, approach strangers, or ignore safety rules often because these behaviors produce attention, escape, or sensory stimulation. Interventions then make safe choices more reinforcing.

Lynn (2024) showed that BST with in-situ feedback successfully decreased risky online behaviors in individuals with developmental disabilities. Similar principles apply to physical risks. New Patterns ABA (2025) explains that combining BST with noncontingent reinforcement helps maintain appropriate behaviors during delays or challenging situations. This approach prevents problem behaviors that could lead to dangerous outcomes.

Broader research from 2025 indicates that ABA safety programs promote generalization and long-term maintenance. Children learn not only in clinical settings but also at home, school, and in the community. Magnet ABA (2025) notes that these programs reduce caregiver stress by equipping families with practical tools to support ongoing skill development. As a result, children gain greater independence while parents feel more confident in their child’s ability to navigate the world safely.

Challenges remain, such as the need for consistent implementation and individualized adaptations. However, ongoing studies continue to refine these techniques, incorporating virtual reality and telehealth options to make training more accessible (Cross River Therapy 2025).

**Conclusion**

Applied Behavior Analysis provides a robust, evidence-based framework for teaching safety skills to children. By systematically increasing awareness of dangerous situations, strengthening appropriate responses under pressure, and reducing risky behaviors, ABA delivers measurable and generalizable outcomes that traditional passive methods rarely achieve. Recent studies from 2023 to 2025 consistently demonstrate the power of Behavioral Skills Training and In-Situ methods, particularly when parents and educators are actively involved. As the demand for effective interventions grows, integrating ABA safety protocols into homes, schools, and therapy programs represents a proactive investment in child protection and autonomy. Continued research, training for caregivers, and widespread access to these techniques will play a vital role in safeguarding children and helping them thrive in an increasingly complex world.

**Works Cited**

April ABA. “The Role of ABA Therapy in Teaching Safety Awareness.” 30 Jan. 2025,
[https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism](https://www.aprilaba.com/resources/the-role-of-aba-therapy-in-teaching-safety-awareness-to-children-with-autism).

Baruni, Rasha R. “A Survey of Safety Skills Training Used by Behavior Analysts in Practice.”
_Behavior Analysis in Practice_, vol. 17, no. 1, 2023, pp. 270–82.
[https://doi.org/10.1007/s40617-023-00835-8](https://doi.org/10.1007/s40617-023-00835-8).

Kum, A. M., et al. “Teaching Home Safety Skills to Children with Autism Spectrum Disorder.”
_PMC_, 2025,
[https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/](https://pmc.ncbi.nlm.nih.gov/articles/PMC12699146/).

Lynn, R. “Using Behavioral Skills Training to Promote Online Safety Skills in Individuals with Developmental Disabilities.” Thesis, University of Missouri-St. Louis, 2024,
[https://irl.umsl.edu/thesis/453/](https://irl.umsl.edu/thesis/453/).

Magnet ABA. “ABA Strategies for Teaching Safety Skills.” 5 Sep. 2025,
[https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills](https://www.magnetaba.com/blog/aba-strategies-for-teaching-safety-skills).

New Patterns ABA. “The Role of ABA Therapy in Teaching Safety Skills in the Home and Community.” 20 Mar. 2025,
[https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community](https://www.newpatternsaba.com/blog/the-role-of-aba-therapy-in-teaching-safety-skills-in-the-home-and-community).

Soaring High ABA. “Teaching Safety Skills Using ABA Therapy Strategies.” 9 June 2025,
[https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/](https://soaringhighaba.com/teaching-safety-skills-using-aba-therapy-strategies/).

Spencer, K. N. “Abduction Prevention Intervention for Children With Autism: Behavioral Skills Training With In-Situ Parent-Led Training.” Doctoral dissertation, Nova Southeastern University, 2025,
[https://nsuworks.nova.edu/fse_etd/844/](https://nsuworks.nova.edu/fse_etd/844/).

Step Ahead ABA. “The Vital Role of ABA Therapy in Community Safety.” 13 Mar. 2025,
[https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94](https://www.stepaheadaba.com/blog/why-aba-therapy-is-essential-for-teaching-safety-in-the-community-5bf94).

November 6, 2026
[Solved] LP748 week 3

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**files (3)** – ## Topic_YourWickedProblemJournalPart3.pdf – ## Topic_Week3Week4Extended_Non-traditionalDB_LiveQuadDiscussions_.pdf – ## Week3_ReadingsandVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf **## Topic_YourWickedProblemJournalPart3.pdf** Due Jun 7 2 points Your …

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Assignment Prompt & Instructions

**files (3)**

– ## Topic_YourWickedProblemJournalPart3.pdf

– ## Topic_Week3Week4Extended_Non-traditionalDB_LiveQuadDiscussions_.pdf

– ## Week3_ReadingsandVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf

**## Topic_YourWickedProblemJournalPart3.pdf**

Due Jun 7 2 points

Your Wicked Problem Journal, Part 3
Your Wicked Problem Journal, Part 3

Choosing Your Wicked Problem: Stakeholders, Influence, & Systems Dynamics.

This week formally begins your Wicked Problem Strategy Presentation process. You will now
choose the wicked problem you plan to explore throughout the remainder of the course. Your
weekly journal entries will help you gradually build the components of your final presentation.

For this journal, you're asked to continue the process. Reflect on the Influence model and
perhaps skim the Influence interview with Dr. Cohen. Using this week’s readings, the Influence
model, and the case study, reflect on the systems and relational dynamics surrounding your
chosen wicked problem.

Respond thoughtfully to 3 – 5 of the prompts below. Integrate course concepts, systems
thinking, stakeholder perspectives, and personal reflection where appropriate.

Prompts:

1. Reflect on your own style of influencing. What is your reaction to the model in light of your own
style? Which parts of the model can you see working for you, and which parts would be tricky?

2. Set yourself a few goals for how you want to influence people when you start working on your
Wicked Problem. In particular, name whatever challenges you think you might have in adopting
the influence model and think about what you might do to mitigate those challenges.

3. Reflect briefly on your own tendencies in influence. How do you typically respond when
navigating disagreement, tension, or competing priorities?

4. How might collaborative influence matter more than positional authority in addressing this
issue?

5. What systems constraints or unintended consequences might complicate efforts toward
change?

Reply

Course Chat 

**## Topic_Week3Week4Extended_Non-traditionalDB_LiveQuadDiscussions_.pdf**

Review what happened in the case
Why did the lunch lady succeed where others failed?
What the lunch lady applying some of the Influence model principles?
What else might we learn about engaging with wicked problems from the lunch lady?

Prompts for Week 4:

Multiple Perspectives and Wicked School Lunch Systems

For week 4 we continue exploring the school lunch system through the lenses of systems
thinking, multiple perspectives, ethical complexity, and inclusion. Using the Lunch Lady case,
Meadows’ systems thinking concepts, De Bono’s Six Thinking Hats, and this week’s readings on
school meal reform and equity, we will examine how wicked problems are shaped by systems
relationships, lived experiences, and competing stakeholder realities.

In your Quad DB, or DB post, consider the following:

1. Apply at least four of De Bono’s Six Thinking Hats to the school lunch system.
How might different stakeholders interpret the issue differently depending on the lens being
used?

2. Drawing from Meadows’ systems thinking concepts, identify at least two systems dynamics,
feedback loops, or unintended consequences connected to school meal systems.
How do changes in one part of the system influence other parts of the system over time?

3. Reflect on the ethical and inclusionary dimensions of the school lunch system.
How do issues such as poverty, stigma, food insecurity, race, socioeconomic inequality,
disability access, or cultural identity shape the way students and families experience the
system?

4. Consider the idea that systems designed to help people can also unintentionally create
barriers or harm.
What examples of this do you see within school meal systems?

5. Finally, reflect on leadership within wicked systems.
What makes leadership difficult when systems involve competing realities, institutional
constraints, and ethical tensions?

As you engage with classmates, focus on exploring complexity, systems relationships, and
multiple perspectives rather than persuading others toward one “correct” solution.

Reply

Course Chat 

**## Week3_ReadingsandVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

Week 3: Readings and Videos

Read:

revenge of the lunch lady.docx (https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)
Part 2 of Bently & Toth
Cohen and Bradford on how to Influence without having authority
(https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

Review (optional):

A PowerPoint explaining each of the 'bubbles' in the Influence Model: influence presentation.pptx
(https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

Watch (optional):

One of the Influence authors being interviewed (https://www.youtube.com/watch?v=_YZicFgn1MQ %20)

Optional Systems Exploration Resources:
Course Chat 

[https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

These optional resources provide additional real-world context related to school food systems, public health,
systems resistance, educational outcomes, and the complexity of implementing large-scale change initiatives.

Oliver. J. (2026). The Morning.
https://www.youtube.com/watch?v=WdSHI_lTO7c (https://www.youtube.com/watch?v=WdSHI_lTO7c)

(https://www.youtube.com/watch?v=WdSHI_lTO7c)

Oliver, J. (2010). TedTalk: Teach every child about food.
https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food
(https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)
Belot & James (2011).pdf (https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

Ask yourself:

What strikes you about the way you're advised to engage with people in Influence Without Authority?
Anything seem "wrong" in there?
How does the "Six Leadership Practices" relate to "Influence"?
Why does the lunch lady succeed when Jamie Oliver doesn't?
What does the lunch lady story have to do with both Influence Without Authority and Wicked Problems?
Where might you yourself have used some of these lunch lady or influence techniques, maybe without
recognizing it?

Send

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

**## Week3_ReadingsandVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

Week 3: Readings and Videos

Read:

revenge of the lunch lady.docx (https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)
Part 2 of Bently & Toth
Cohen and Bradford on how to Influence without having authority
(https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

Review (optional):

A PowerPoint explaining each of the 'bubbles' in the Influence Model: influence presentation.pptx
(https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

Watch (optional):

One of the Influence authors being interviewed (https://www.youtube.com/watch?v=_YZicFgn1MQ %20)

Optional Systems Exploration Resources:
Course Chat 

[https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

These optional resources provide additional real-world context related to school food systems, public health,
systems resistance, educational outcomes, and the complexity of implementing large-scale change initiatives.

Oliver. J. (2026). The Morning.
https://www.youtube.com/watch?v=WdSHI_lTO7c (https://www.youtube.com/watch?v=WdSHI_lTO7c)

(https://www.youtube.com/watch?v=WdSHI_lTO7c)

Oliver, J. (2010). TedTalk: Teach every child about food.
https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food
(https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)
Belot & James (2011).pdf (https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

Ask yourself:

What strikes you about the way you're advised to engage with people in Influence Without Authority?
Anything seem "wrong" in there?
How does the "Six Leadership Practices" relate to "Influence"?
Why does the lunch lady succeed when Jamie Oliver doesn't?
What does the lunch lady story have to do with both Influence Without Authority and Wicked Problems?
Where might you yourself have used some of these lunch lady or influence techniques, maybe without
recognizing it?

Send

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

**## Topic_YourWickedProblemJournalPart3.pdf**

Due Jun 7 2 points

Your Wicked Problem Journal, Part 3
Your Wicked Problem Journal, Part 3

Choosing Your Wicked Problem: Stakeholders, Influence, & Systems Dynamics.

This week formally begins your Wicked Problem Strategy Presentation process. You will now
choose the wicked problem you plan to explore throughout the remainder of the course. Your
weekly journal entries will help you gradually build the components of your final presentation.

For this journal, you're asked to continue the process. Reflect on the Influence model and
perhaps skim the Influence interview with Dr. Cohen. Using this week’s readings, the Influence
model, and the case study, reflect on the systems and relational dynamics surrounding your
chosen wicked problem.

Respond thoughtfully to 3 – 5 of the prompts below. Integrate course concepts, systems
thinking, stakeholder perspectives, and personal reflection where appropriate.

Prompts:

1. Reflect on your own style of influencing. What is your reaction to the model in light of your own
style? Which parts of the model can you see working for you, and which parts would be tricky?

2. Set yourself a few goals for how you want to influence people when you start working on your
Wicked Problem. In particular, name whatever challenges you think you might have in adopting
the influence model and think about what you might do to mitigate those challenges.

3. Reflect briefly on your own tendencies in influence. How do you typically respond when
navigating disagreement, tension, or competing priorities?

4. How might collaborative influence matter more than positional authority in addressing this
issue?

5. What systems constraints or unintended consequences might complicate efforts toward
change?

Reply

Course Chat 

**## Topic_Week3Week4Extended_Non-traditionalDB_LiveQuadDiscussions_.pdf**

Review what happened in the case
Why did the lunch lady succeed where others failed?
What the lunch lady applying some of the Influence model principles?
What else might we learn about engaging with wicked problems from the lunch lady?

Prompts for Week 4:

Multiple Perspectives and Wicked School Lunch Systems

For week 4 we continue exploring the school lunch system through the lenses of systems
thinking, multiple perspectives, ethical complexity, and inclusion. Using the Lunch Lady case,
Meadows’ systems thinking concepts, De Bono’s Six Thinking Hats, and this week’s readings on
school meal reform and equity, we will examine how wicked problems are shaped by systems
relationships, lived experiences, and competing stakeholder realities.

In your Quad DB, or DB post, consider the following:

1. Apply at least four of De Bono’s Six Thinking Hats to the school lunch system.
How might different stakeholders interpret the issue differently depending on the lens being
used?

2. Drawing from Meadows’ systems thinking concepts, identify at least two systems dynamics,
feedback loops, or unintended consequences connected to school meal systems.
How do changes in one part of the system influence other parts of the system over time?

3. Reflect on the ethical and inclusionary dimensions of the school lunch system.
How do issues such as poverty, stigma, food insecurity, race, socioeconomic inequality,
disability access, or cultural identity shape the way students and families experience the
system?

4. Consider the idea that systems designed to help people can also unintentionally create
barriers or harm.
What examples of this do you see within school meal systems?

5. Finally, reflect on leadership within wicked systems.
What makes leadership difficult when systems involve competing realities, institutional
constraints, and ethical tensions?

As you engage with classmates, focus on exploring complexity, systems relationships, and
multiple perspectives rather than persuading others toward one “correct” solution.

Reply

Course Chat 

**## Week3_ReadingsandVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

Week 3: Readings and Videos

Read:

revenge of the lunch lady.docx (https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)
Part 2 of Bently & Toth
Cohen and Bradford on how to Influence without having authority
(https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

Review (optional):

A PowerPoint explaining each of the 'bubbles' in the Influence Model: influence presentation.pptx
(https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

Watch (optional):

One of the Influence authors being interviewed (https://www.youtube.com/watch?v=_YZicFgn1MQ %20)

Optional Systems Exploration Resources:
Course Chat 

[https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

These optional resources provide additional real-world context related to school food systems, public health,
systems resistance, educational outcomes, and the complexity of implementing large-scale change initiatives.

Oliver. J. (2026). The Morning.
https://www.youtube.com/watch?v=WdSHI_lTO7c (https://www.youtube.com/watch?v=WdSHI_lTO7c)

(https://www.youtube.com/watch?v=WdSHI_lTO7c)

Oliver, J. (2010). TedTalk: Teach every child about food.
https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food
(https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)
Belot & James (2011).pdf (https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

Ask yourself:

What strikes you about the way you're advised to engage with people in Influence Without Authority?
Anything seem "wrong" in there?
How does the "Six Leadership Practices" relate to "Influence"?
Why does the lunch lady succeed when Jamie Oliver doesn't?
What does the lunch lady story have to do with both Influence Without Authority and Wicked Problems?
Where might you yourself have used some of these lunch lady or influence techniques, maybe without
recognizing it?

Send

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

**## Topic_YourWickedProblemJournalPart3.pdf**

Due Jun 7 2 points

Your Wicked Problem Journal, Part 3
Your Wicked Problem Journal, Part 3

Choosing Your Wicked Problem: Stakeholders, Influence, & Systems Dynamics.

This week formally begins your Wicked Problem Strategy Presentation process. You will now
choose the wicked problem you plan to explore throughout the remainder of the course. Your
weekly journal entries will help you gradually build the components of your final presentation.

For this journal, you're asked to continue the process. Reflect on the Influence model and
perhaps skim the Influence interview with Dr. Cohen. Using this week’s readings, the Influence
model, and the case study, reflect on the systems and relational dynamics surrounding your
chosen wicked problem.

Respond thoughtfully to 3 – 5 of the prompts below. Integrate course concepts, systems
thinking, stakeholder perspectives, and personal reflection where appropriate.

Prompts:

1. Reflect on your own style of influencing. What is your reaction to the model in light of your own
style? Which parts of the model can you see working for you, and which parts would be tricky?

2. Set yourself a few goals for how you want to influence people when you start working on your
Wicked Problem. In particular, name whatever challenges you think you might have in adopting
the influence model and think about what you might do to mitigate those challenges.

3. Reflect briefly on your own tendencies in influence. How do you typically respond when
navigating disagreement, tension, or competing priorities?

4. How might collaborative influence matter more than positional authority in addressing this
issue?

5. What systems constraints or unintended consequences might complicate efforts toward
change?

Reply

Course Chat 

**## Topic_Week3Week4Extended_Non-traditionalDB_LiveQuadDiscussions_.pdf**

Review what happened in the case
Why did the lunch lady succeed where others failed?
What the lunch lady applying some of the Influence model principles?
What else might we learn about engaging with wicked problems from the lunch lady?

Prompts for Week 4:

Multiple Perspectives and Wicked School Lunch Systems

For week 4 we continue exploring the school lunch system through the lenses of systems
thinking, multiple perspectives, ethical complexity, and inclusion. Using the Lunch Lady case,
Meadows’ systems thinking concepts, De Bono’s Six Thinking Hats, and this week’s readings on
school meal reform and equity, we will examine how wicked problems are shaped by systems
relationships, lived experiences, and competing stakeholder realities.

In your Quad DB, or DB post, consider the following:

1. Apply at least four of De Bono’s Six Thinking Hats to the school lunch system.
How might different stakeholders interpret the issue differently depending on the lens being
used?

2. Drawing from Meadows’ systems thinking concepts, identify at least two systems dynamics,
feedback loops, or unintended consequences connected to school meal systems.
How do changes in one part of the system influence other parts of the system over time?

3. Reflect on the ethical and inclusionary dimensions of the school lunch system.
How do issues such as poverty, stigma, food insecurity, race, socioeconomic inequality,
disability access, or cultural identity shape the way students and families experience the
system?

4. Consider the idea that systems designed to help people can also unintentionally create
barriers or harm.
What examples of this do you see within school meal systems?

5. Finally, reflect on leadership within wicked systems.
What makes leadership difficult when systems involve competing realities, institutional
constraints, and ethical tensions?

As you engage with classmates, focus on exploring complexity, systems relationships, and
multiple perspectives rather than persuading others toward one “correct” solution.

Reply

Course Chat 

**## Week3_ReadingsandVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**

Week 3: Readings and Videos

Read:

revenge of the lunch lady.docx (https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)
Part 2 of Bently & Toth
Cohen and Bradford on how to Influence without having authority
(https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

Review (optional):

A PowerPoint explaining each of the 'bubbles' in the Influence Model: influence presentation.pptx
(https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

Watch (optional):

One of the Influence authors being interviewed (https://www.youtube.com/watch?v=_YZicFgn1MQ %20)

Optional Systems Exploration Resources:
Course Chat 

[https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005494?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005494/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005486?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005486/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1005497?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1005497/download?download_frd=1)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

[https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20](https://www.youtube.com/watch?v=_YZicFgn1MQ%C2%A0%20)

These optional resources provide additional real-world context related to school food systems, public health,
systems resistance, educational outcomes, and the complexity of implementing large-scale change initiatives.

Oliver. J. (2026). The Morning.
https://www.youtube.com/watch?v=WdSHI_lTO7c (https://www.youtube.com/watch?v=WdSHI_lTO7c)

(https://www.youtube.com/watch?v=WdSHI_lTO7c)

Oliver, J. (2010). TedTalk: Teach every child about food.
https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food
(https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)
Belot & James (2011).pdf (https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

Ask yourself:

What strikes you about the way you're advised to engage with people in Influence Without Authority?
Anything seem "wrong" in there?
How does the "Six Leadership Practices" relate to "Influence"?
Why does the lunch lady succeed when Jamie Oliver doesn't?
What does the lunch lady story have to do with both Influence Without Authority and Wicked Problems?
Where might you yourself have used some of these lunch lady or influence techniques, maybe without
recognizing it?

Send

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.youtube.com/watch?v=WdSHI_lTO7c](https://www.youtube.com/watch?v=WdSHI_lTO7c)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food](https://www.ted.com/talks/jamie_oliver_teach_every_child_about_food)

[https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1021520?wrap=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1021520/download?download_frd=1)

November 6, 2026
[Solved] Case Study: The Starving Time at Jamestown (1609-1610)

✓ Verified Academic Solution Available

Executive Solution Overview

**Part 2** (200 words or more) Byers (2011) describes how forensic anthropologists can assist in historical cases (pre-1900 for this Discussion) by reexamining human remains to answer questions about identity, relatedness, and cause of death. Find and describe one such case for classmates. For examp…

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Assignment Prompt & Instructions

**Part 2** (200 words or more)

Byers (2011) describes how forensic anthropologists can assist in historical cases (pre-1900 for this Discussion) by reexamining human remains to answer questions about identity, relatedness, and cause of death.

Find and describe one such case for classmates. For example, did you know that Benjamin Franklin's basement was literally full of skeletons? Why? Take a look at this [article](https://www.smithsonianmag.com/smart-news/why-was-benjamin-franklins-basement-filled-with-skeletons-524521/). Also, in 1940 remains were recovered on Nikumaroro Island which some believe could be the remains of Amelia Earhart. Initial research indicated that the remains were male, but with advancing techniques, it is believed that the initial interpretations could be flawed. Take a look at this [journal article](https://myclassroom.apus.edu/content/enforced/1278629-807425/Amelia%20Earhart%20and%20the%20Nikumaroro%20Bones_%20A%201941%20Analysis%20versus%20Modern%20Quan.pdf). **Don't use these examples, but rather search for your own.** Here is a link to the [Smithsonian's National Museum of Natural History's page](http://anthropology.si.edu/writteninbone/forensic_files.html) regarding forensic cases that might give you some good examples. **Remember, use Historical Cases (Pre-1900) only in this discussion. https://www.smithsonianmag.com/history/starving-settlers-in-jamestown-colony-resorted-to-cannibalism-46000815/**

Include this information in your post:

1) Summarize the case and its historical significance.

2) Describe why a forensic anthropologist was needed and what evidence the forensic anthropologist evaluated.

3) Discuss the impact of the new research. Was this an important question? Who benefited from the new analyses?

Steadman, D. W. (2015). _Hard Evidence: Case Studies in Forensic Anthropology_ (D. W. Steadman, Ed.; 2nd edition.). Routledge. https://doi.org/10.4324/9781315664057

– [\
\
ANTHRDISCUSSIONRUBIC.pdf](https://www.sweetstudy.com/files/anthrdiscussionrubic-pdf "ANTHRDISCUSSIONRUBIC.pdf")

November 6, 2026
[Solved] Psychology Discussion/Assignment/Project

✓ Verified Academic Solution Available

Executive Solution Overview

Please follow the instructions. No AI or ChatGPTs. Do follow the instructions **files (2)** – ## Topic_Week3_Discussion17.pdf – ## Week3_Assignment13.pdf **## Topic_Week3_Discussion17.pdf** ANALYZING MEDIA Recall a time when you took an instant liking to another person in a non-romantic way. It…

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Assignment Prompt & Instructions

Please follow the instructions. No AI or ChatGPTs. Do follow the instructions

**files (2)**

– ## Topic_Week3_Discussion17.pdf

– ## Week3_Assignment13.pdf

**## Topic_Week3_Discussion17.pdf**

ANALYZING MEDIA
Recall a time when you took an instant liking to another person in a non-romantic way. It
might be a teacher you liked from the first day of class, a coach you trusted immediately,
or a speaker at an event who clicked with you. Think about that individual’s influence on
you. Chances are that person had more potential to influence you than other teachers,
coaches, or speakers.

Why do some people have a greater ability to influence us than others? One way to
understand how influence works is by recognizing the relationship between our attitudes,
the context of a situation, and a person’s characteristics. When there is a connection
between people, those individuals can be persuaded. In many industries, the key to
success is in understanding that connection. Media experts, for example, know the
importance of connecting an audience to the characters on a show.

For this Discussion, you will analyze a fictional show on television or the Internet for
elements of influence demonstrated in characters’ traits, actions, and attitudes. As with
previous course activities, you will also consider the ethics of the strategies and
techniques used by the fictional character(s) to influence others.

To prepare:

Review the Week 3 Learning Resources.
If you have not done so already, choose a fictional show that is rated G or PG, such as
a situational comedy or a drama.

Note: If you are not sure about the appropriateness of a show, e-mail your
Instructor for approval.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

Watch one episode, paying attention to the situational factors, main characters’ traits,
and characteristics of their attitudes. Consider who is the chief influencer in the
episode and who is the main target of that influence.
Also, consider how the characters or theme of the show may influence viewers like
you.
Consider the influence of culture on the characters (i.e., their own culture or the
orgnaizational culture on the show) and how your own culture influences how you view
the characters and situations.
Using a relevant code of ethics (e.g., for a character’s situation or viewing the
character through the lens of the profession you are interested in), evaluate the ethics
of a main character’s influence on another character or on viewers.

Post responses to the following:

Identify the show you chose and summarize the context of the episode. Who was the
influencer, and who was being influenced? Include characters on the show and
audience members, if relevant.
Evaluate how the context of the show (norms and roles) influenced if the adult
persuader was successful or not and why.
Explain how the culture of the show and your own culture influenced you as a viewer
and influenced your analysis of the show.
Evaluate the influence of the persuader from an ethical perspective and discuss how
you applied a particular ethical code from an organization you see in the Resource
List. Be specific.

Note: Be sure to support the responses within your initial Discussion post (and
in your colleague reply) with information obtained from the assigned Learning
Resources, including in-text citations and a reference list for sources used. For
information regarding how your Discussion will be evaluated, please review the
Rubric, located in the Course Information area of the course.

Respond to one of your colleagues in one of the following ways:

Ask a probing question, and provide insight into how you would answer your question
and why.
Ask a probing question, and provide the foundation (or rationale) for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague, and offer additional (new) supporting information for
consideration.
Disagree with a colleague by respectfully discussing and supporting a different
perspective.

Support your reply to a colleague’s post with at least one reference (textbook or other
scholarly, empirical resources). You may state your opinion and/or provide personal

BY DAY 3

BY DAY 5

examples; however, you must also back up your assertions with evidence (including in-
text citations) from the source and provide a reference.

**## Week3_Assignment13.pdf**

ELABORATION LIKELIHOOD MODEL
When you listen to persuasive communication, what contributes to your decision to change your mind,
to buy a product, or to participate in an activity? How do factors related to who is speaking, the content
and context of the communication, and your motivation inform your attitude and behavior?

Think back to Week 2 when you examined ego involvement and its influence on decision making. This
week, you are exploring “routes to persuasion.” Consider in what ways your degree of involvement
informs how you process information. Keep in mind that “routes to persuasion” are constructs, not
physical pathways in the brain. The routes we take differ depending on the situation. Sometimes we
take more time to deliberate on information, which is the central route. However, we don’t always have
time—or want to take time—to consider all information that comes our way. We make a quick decision
by processing through the peripheral route, because it takes less effort and lower ego involvement.
Which route do you think you use most often?

For this Assignment, you will explore routes to persuasion by applying the Elaboration Likelihood Model
(ELM), presented in the text reading this week, to an experience in your life.

To prepare:

Review the Week 3 Learning Resources. Review this sample paper as you develop your paper.
Think of a time when you were influenced by someone else to make a substantial change in your
life (e.g., enroll in your program at Walden; change jobs; move to another city; or address a habit,
such as to stop smoking).
Recall the details of the situation, including the person who influenced you.
Analyze the situation and how you moved through it in terms of the components of the ELM
featured in the graphic (Figure 10.2) on page 195 of the text, paying particular attention to the
route(s) to persuasion that you used (e.g., when the routes overlapped for you, if they did, or
whether you used the same route throughout the situation).
Consider what informed how you engaged with the person(s) who influenced you and other aspects
of the situation.
Also, consider the ethics of the method(s) of influence, using the code of ethics you consider most
appropriate to the situation.

Submit a 3- to 5-page paper that addresses the following:

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1](https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

PSYC_3007_Week3_Assignment_Rubric

Describe the situation, the change you were influenced to make, who influenced you, and the
nature of the influence.
Apply the ELM model, and explain the experience for you in terms of the ELM components.
Explain the ethics of the influence you experienced and how your relationship with the person(s)
who influenced you was impacted.
Explain insights you gained from analyzing this experience using the ELM model that you would
apply the next time you want to make a change in your life or are encouraged to make a change by
others.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this Assignment.

Criteria Ratings Pts

Describe the
situation, the
change, who
influenced
you, and the
nature of the
influence (10
points)

10 pts

Apply the
elaboration
liklihood
model and
how your
relationship
was impacted
(30 Pts)

30 pts

10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

8.5 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

30 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

26 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

23 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Explain the
ethics of the
influence you
experienced
and how your
relationship
was impacted
(20 points)

20 pts

Explain
insights you
gained from
analyzing this
experience
using the ELM
(20 points)

20 pts

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

Total Points: 100

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains many
MUGS errors.
There is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

**## Week3_Assignment13.pdf**

ELABORATION LIKELIHOOD MODEL
When you listen to persuasive communication, what contributes to your decision to change your mind,
to buy a product, or to participate in an activity? How do factors related to who is speaking, the content
and context of the communication, and your motivation inform your attitude and behavior?

Think back to Week 2 when you examined ego involvement and its influence on decision making. This
week, you are exploring “routes to persuasion.” Consider in what ways your degree of involvement
informs how you process information. Keep in mind that “routes to persuasion” are constructs, not
physical pathways in the brain. The routes we take differ depending on the situation. Sometimes we
take more time to deliberate on information, which is the central route. However, we don’t always have
time—or want to take time—to consider all information that comes our way. We make a quick decision
by processing through the peripheral route, because it takes less effort and lower ego involvement.
Which route do you think you use most often?

For this Assignment, you will explore routes to persuasion by applying the Elaboration Likelihood Model
(ELM), presented in the text reading this week, to an experience in your life.

To prepare:

Review the Week 3 Learning Resources. Review this sample paper as you develop your paper.
Think of a time when you were influenced by someone else to make a substantial change in your
life (e.g., enroll in your program at Walden; change jobs; move to another city; or address a habit,
such as to stop smoking).
Recall the details of the situation, including the person who influenced you.
Analyze the situation and how you moved through it in terms of the components of the ELM
featured in the graphic (Figure 10.2) on page 195 of the text, paying particular attention to the
route(s) to persuasion that you used (e.g., when the routes overlapped for you, if they did, or
whether you used the same route throughout the situation).
Consider what informed how you engaged with the person(s) who influenced you and other aspects
of the situation.
Also, consider the ethics of the method(s) of influence, using the code of ethics you consider most
appropriate to the situation.

Submit a 3- to 5-page paper that addresses the following:

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1](https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

PSYC_3007_Week3_Assignment_Rubric

Describe the situation, the change you were influenced to make, who influenced you, and the
nature of the influence.
Apply the ELM model, and explain the experience for you in terms of the ELM components.
Explain the ethics of the influence you experienced and how your relationship with the person(s)
who influenced you was impacted.
Explain insights you gained from analyzing this experience using the ELM model that you would
apply the next time you want to make a change in your life or are encouraged to make a change by
others.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this Assignment.

Criteria Ratings Pts

Describe the
situation, the
change, who
influenced
you, and the
nature of the
influence (10
points)

10 pts

Apply the
elaboration
liklihood
model and
how your
relationship
was impacted
(30 Pts)

30 pts

10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

8.5 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

30 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

26 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

23 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Explain the
ethics of the
influence you
experienced
and how your
relationship
was impacted
(20 points)

20 pts

Explain
insights you
gained from
analyzing this
experience
using the ELM
(20 points)

20 pts

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

Total Points: 100

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains many
MUGS errors.
There is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

**## Topic_Week3_Discussion17.pdf**

ANALYZING MEDIA
Recall a time when you took an instant liking to another person in a non-romantic way. It
might be a teacher you liked from the first day of class, a coach you trusted immediately,
or a speaker at an event who clicked with you. Think about that individual’s influence on
you. Chances are that person had more potential to influence you than other teachers,
coaches, or speakers.

Why do some people have a greater ability to influence us than others? One way to
understand how influence works is by recognizing the relationship between our attitudes,
the context of a situation, and a person’s characteristics. When there is a connection
between people, those individuals can be persuaded. In many industries, the key to
success is in understanding that connection. Media experts, for example, know the
importance of connecting an audience to the characters on a show.

For this Discussion, you will analyze a fictional show on television or the Internet for
elements of influence demonstrated in characters’ traits, actions, and attitudes. As with
previous course activities, you will also consider the ethics of the strategies and
techniques used by the fictional character(s) to influence others.

To prepare:

Review the Week 3 Learning Resources.
If you have not done so already, choose a fictional show that is rated G or PG, such as
a situational comedy or a drama.

Note: If you are not sure about the appropriateness of a show, e-mail your
Instructor for approval.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

Watch one episode, paying attention to the situational factors, main characters’ traits,
and characteristics of their attitudes. Consider who is the chief influencer in the
episode and who is the main target of that influence.
Also, consider how the characters or theme of the show may influence viewers like
you.
Consider the influence of culture on the characters (i.e., their own culture or the
orgnaizational culture on the show) and how your own culture influences how you view
the characters and situations.
Using a relevant code of ethics (e.g., for a character’s situation or viewing the
character through the lens of the profession you are interested in), evaluate the ethics
of a main character’s influence on another character or on viewers.

Post responses to the following:

Identify the show you chose and summarize the context of the episode. Who was the
influencer, and who was being influenced? Include characters on the show and
audience members, if relevant.
Evaluate how the context of the show (norms and roles) influenced if the adult
persuader was successful or not and why.
Explain how the culture of the show and your own culture influenced you as a viewer
and influenced your analysis of the show.
Evaluate the influence of the persuader from an ethical perspective and discuss how
you applied a particular ethical code from an organization you see in the Resource
List. Be specific.

Note: Be sure to support the responses within your initial Discussion post (and
in your colleague reply) with information obtained from the assigned Learning
Resources, including in-text citations and a reference list for sources used. For
information regarding how your Discussion will be evaluated, please review the
Rubric, located in the Course Information area of the course.

Respond to one of your colleagues in one of the following ways:

Ask a probing question, and provide insight into how you would answer your question
and why.
Ask a probing question, and provide the foundation (or rationale) for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague, and offer additional (new) supporting information for
consideration.
Disagree with a colleague by respectfully discussing and supporting a different
perspective.

Support your reply to a colleague’s post with at least one reference (textbook or other
scholarly, empirical resources). You may state your opinion and/or provide personal

BY DAY 3

BY DAY 5

examples; however, you must also back up your assertions with evidence (including in-
text citations) from the source and provide a reference.

**## Week3_Assignment13.pdf**

ELABORATION LIKELIHOOD MODEL
When you listen to persuasive communication, what contributes to your decision to change your mind,
to buy a product, or to participate in an activity? How do factors related to who is speaking, the content
and context of the communication, and your motivation inform your attitude and behavior?

Think back to Week 2 when you examined ego involvement and its influence on decision making. This
week, you are exploring “routes to persuasion.” Consider in what ways your degree of involvement
informs how you process information. Keep in mind that “routes to persuasion” are constructs, not
physical pathways in the brain. The routes we take differ depending on the situation. Sometimes we
take more time to deliberate on information, which is the central route. However, we don’t always have
time—or want to take time—to consider all information that comes our way. We make a quick decision
by processing through the peripheral route, because it takes less effort and lower ego involvement.
Which route do you think you use most often?

For this Assignment, you will explore routes to persuasion by applying the Elaboration Likelihood Model
(ELM), presented in the text reading this week, to an experience in your life.

To prepare:

Review the Week 3 Learning Resources. Review this sample paper as you develop your paper.
Think of a time when you were influenced by someone else to make a substantial change in your
life (e.g., enroll in your program at Walden; change jobs; move to another city; or address a habit,
such as to stop smoking).
Recall the details of the situation, including the person who influenced you.
Analyze the situation and how you moved through it in terms of the components of the ELM
featured in the graphic (Figure 10.2) on page 195 of the text, paying particular attention to the
route(s) to persuasion that you used (e.g., when the routes overlapped for you, if they did, or
whether you used the same route throughout the situation).
Consider what informed how you engaged with the person(s) who influenced you and other aspects
of the situation.
Also, consider the ethics of the method(s) of influence, using the code of ethics you consider most
appropriate to the situation.

Submit a 3- to 5-page paper that addresses the following:

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1](https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

PSYC_3007_Week3_Assignment_Rubric

Describe the situation, the change you were influenced to make, who influenced you, and the
nature of the influence.
Apply the ELM model, and explain the experience for you in terms of the ELM components.
Explain the ethics of the influence you experienced and how your relationship with the person(s)
who influenced you was impacted.
Explain insights you gained from analyzing this experience using the ELM model that you would
apply the next time you want to make a change in your life or are encouraged to make a change by
others.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this Assignment.

Criteria Ratings Pts

Describe the
situation, the
change, who
influenced
you, and the
nature of the
influence (10
points)

10 pts

Apply the
elaboration
liklihood
model and
how your
relationship
was impacted
(30 Pts)

30 pts

10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

8.5 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

30 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

26 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

23 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Explain the
ethics of the
influence you
experienced
and how your
relationship
was impacted
(20 points)

20 pts

Explain
insights you
gained from
analyzing this
experience
using the ELM
(20 points)

20 pts

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

Total Points: 100

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains many
MUGS errors.
There is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

**## Topic_Week3_Discussion17.pdf**

ANALYZING MEDIA
Recall a time when you took an instant liking to another person in a non-romantic way. It
might be a teacher you liked from the first day of class, a coach you trusted immediately,
or a speaker at an event who clicked with you. Think about that individual’s influence on
you. Chances are that person had more potential to influence you than other teachers,
coaches, or speakers.

Why do some people have a greater ability to influence us than others? One way to
understand how influence works is by recognizing the relationship between our attitudes,
the context of a situation, and a person’s characteristics. When there is a connection
between people, those individuals can be persuaded. In many industries, the key to
success is in understanding that connection. Media experts, for example, know the
importance of connecting an audience to the characters on a show.

For this Discussion, you will analyze a fictional show on television or the Internet for
elements of influence demonstrated in characters’ traits, actions, and attitudes. As with
previous course activities, you will also consider the ethics of the strategies and
techniques used by the fictional character(s) to influence others.

To prepare:

Review the Week 3 Learning Resources.
If you have not done so already, choose a fictional show that is rated G or PG, such as
a situational comedy or a drama.

Note: If you are not sure about the appropriateness of a show, e-mail your
Instructor for approval.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

Watch one episode, paying attention to the situational factors, main characters’ traits,
and characteristics of their attitudes. Consider who is the chief influencer in the
episode and who is the main target of that influence.
Also, consider how the characters or theme of the show may influence viewers like
you.
Consider the influence of culture on the characters (i.e., their own culture or the
orgnaizational culture on the show) and how your own culture influences how you view
the characters and situations.
Using a relevant code of ethics (e.g., for a character’s situation or viewing the
character through the lens of the profession you are interested in), evaluate the ethics
of a main character’s influence on another character or on viewers.

Post responses to the following:

Identify the show you chose and summarize the context of the episode. Who was the
influencer, and who was being influenced? Include characters on the show and
audience members, if relevant.
Evaluate how the context of the show (norms and roles) influenced if the adult
persuader was successful or not and why.
Explain how the culture of the show and your own culture influenced you as a viewer
and influenced your analysis of the show.
Evaluate the influence of the persuader from an ethical perspective and discuss how
you applied a particular ethical code from an organization you see in the Resource
List. Be specific.

Note: Be sure to support the responses within your initial Discussion post (and
in your colleague reply) with information obtained from the assigned Learning
Resources, including in-text citations and a reference list for sources used. For
information regarding how your Discussion will be evaluated, please review the
Rubric, located in the Course Information area of the course.

Respond to one of your colleagues in one of the following ways:

Ask a probing question, and provide insight into how you would answer your question
and why.
Ask a probing question, and provide the foundation (or rationale) for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague, and offer additional (new) supporting information for
consideration.
Disagree with a colleague by respectfully discussing and supporting a different
perspective.

Support your reply to a colleague’s post with at least one reference (textbook or other
scholarly, empirical resources). You may state your opinion and/or provide personal

BY DAY 3

BY DAY 5

examples; however, you must also back up your assertions with evidence (including in-
text citations) from the source and provide a reference.

**## Week3_Assignment13.pdf**

ELABORATION LIKELIHOOD MODEL
When you listen to persuasive communication, what contributes to your decision to change your mind,
to buy a product, or to participate in an activity? How do factors related to who is speaking, the content
and context of the communication, and your motivation inform your attitude and behavior?

Think back to Week 2 when you examined ego involvement and its influence on decision making. This
week, you are exploring “routes to persuasion.” Consider in what ways your degree of involvement
informs how you process information. Keep in mind that “routes to persuasion” are constructs, not
physical pathways in the brain. The routes we take differ depending on the situation. Sometimes we
take more time to deliberate on information, which is the central route. However, we don’t always have
time—or want to take time—to consider all information that comes our way. We make a quick decision
by processing through the peripheral route, because it takes less effort and lower ego involvement.
Which route do you think you use most often?

For this Assignment, you will explore routes to persuasion by applying the Elaboration Likelihood Model
(ELM), presented in the text reading this week, to an experience in your life.

To prepare:

Review the Week 3 Learning Resources. Review this sample paper as you develop your paper.
Think of a time when you were influenced by someone else to make a substantial change in your
life (e.g., enroll in your program at Walden; change jobs; move to another city; or address a habit,
such as to stop smoking).
Recall the details of the situation, including the person who influenced you.
Analyze the situation and how you moved through it in terms of the components of the ELM
featured in the graphic (Figure 10.2) on page 195 of the text, paying particular attention to the
route(s) to persuasion that you used (e.g., when the routes overlapped for you, if they did, or
whether you used the same route throughout the situation).
Consider what informed how you engaged with the person(s) who influenced you and other aspects
of the situation.
Also, consider the ethics of the method(s) of influence, using the code of ethics you consider most
appropriate to the situation.

Submit a 3- to 5-page paper that addresses the following:

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1](https://waldenu.instructure.com/courses/224961/files/19481112?wrap=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1](https://waldenu.instructure.com/courses/224961/files/19481112/download?download_frd=1)

[https://waldenu.instructure.com/courses/224961/modules/items/9673913](https://waldenu.instructure.com/courses/224961/modules/items/9673913)

PSYC_3007_Week3_Assignment_Rubric

Describe the situation, the change you were influenced to make, who influenced you, and the
nature of the influence.
Apply the ELM model, and explain the experience for you in terms of the ELM components.
Explain the ethics of the influence you experienced and how your relationship with the person(s)
who influenced you was impacted.
Explain insights you gained from analyzing this experience using the ELM model that you would
apply the next time you want to make a change in your life or are encouraged to make a change by
others.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this Assignment.

Criteria Ratings Pts

Describe the
situation, the
change, who
influenced
you, and the
nature of the
influence (10
points)

10 pts

Apply the
elaboration
liklihood
model and
how your
relationship
was impacted
(30 Pts)

30 pts

10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

8.5 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

30 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

26 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

23 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Explain the
ethics of the
influence you
experienced
and how your
relationship
was impacted
(20 points)

20 pts

Explain
insights you
gained from
analyzing this
experience
using the ELM
(20 points)

20 pts

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

Total Points: 100

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains many
MUGS errors.
There is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

November 6, 2026