Difficulties in measuring health It is always important to quote the source of the data, when referring to statistics and should be treated with caution. Moreover, they should be collected from official sources may not offer an accurate picture of patterns of health and illness. For instance, some people may visit the doctor even though they may not be very ill, and on the other hand some people who are actually ill may not visit the doctors. There are the same symptoms for different diagnosis, so therefore doctors may give a different diagnosis than what you actually have. Ken Browne (2006) provided a useful framework to explain this problem.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
The Systemic and Individual approach have both similarities and differences in treatments for clients. They both are interested in a clinets life story and agree that behavior affects both clients and those around them (Corey, 2017). However, the System appraoch finds that exploring family systems is more valuable than exploring an individuals experiances and perceptions. The systemic approach doesn't believe that change can occur unless the family system is altered. This is done by encouraging family memebers to attend therapy sessions with an individual.
Through the implementation of CBI, the target student, thus promoting self-management, accountability for actions, and independence, completes three procedures. (Yell et al., 2009) The first phase is for the child to record the rate that the behavior occurred. Self- monitoring is said to be very successful in promoting positive relations between learners. In order for students to successfully record their behavior they must identify that the behavior is actually happening, then the behavior is recorded. This is usually done on graphic organizer or journal provided by the teacher.
In rural or underserved areas, access to a physician may be very limited, so more patients depend on nurse practitioners for care. With more lenient prescriptive authority also comes the opportunity for nurse practitioners to have more autonomy, in some cases they may choose to open their own practices depending on their state regulations. This would greatly improve access to care. Nurse practitioners having more prescriptive authority and more autonomy can also ultimately decrease healthcare costs. Per Fairman, Rowe, Hassmiller, and Shalala (2011), up to twelve nurse practitioners can be trained for the cost of educating a single physician.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
Health is viewed as the absence of disease, which is biologically specific, and so mental phenomena are not related to disturbances in bodily function. The patient is passive in receiving treatment and expected to be cooperative in the process. This model is the dominant perspective within health sciences, healthcare, and among healthcare professionals. It is indeed relevant for many illnesses that have a basis in disease and is supported by biological evidence. While the biomedical model is undoubtedly useful, it is still limited it how it cannot fully explain many forms of illness.
Some conceptual approaches can be systematical, experimental or learned, and existential (Menderas, 2008). Systematic conceptual approach to learning teaches an individual to learn from a system of thought (Menderas, 2008). An example would be a child in a regular elementary school. The teachers will often teach or to instruct students through various ways of systematic thinking. Young children will learn how to count first, then add, subtract, multiply, and then how to divide.
A Child Study Team (CST) is a group of education professionals that meet on a regular basis to discuss, assess and formulate plans to intervene when a student is showing signs of difficulty in a regular education environment. This team is part of the pre referral process before a struggling student is formally assessed for special educational services. The CST group follows the Response to Intervention (RTI) pyramid schedule, and when a student does not perform at grade level in Tier 1 in the RTI plan, that student is moved to Tier 2. According to Roger Peirangelo and George A. Guiliani from the textbook “Assessment in Special Education”, When progress monitoring and teacher observation show that Tier 1 RTI strategies are not working, they will move to Tier 2 RTI. () Child Study Teams are important to the education process because they help determine if a student is struggling due to an issue outside of a learning or behavioral deficit or if a least restrictive modification can be incorporated into the child’s education plan.
Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).