De Vry University Abstract on Mental Health: Target Group


Question Description

  1. General Information 10% (organization and presentation)
  1. In this paper the student will demonstrate his/her ability to correlate mental health concepts into his/her nursing practice.
  1. This report is to be a scholarly paper. Points may be deducted for errors in grammar, punctuation, typing and spelling as well as lack of documentation of sources. Non-scholarly papers will be returned.
  1. A minimum of two resources is required. (CDC, Healthy People 2020, Institute of Medicine& Surgeon General Reports)
  1. Documentation must follow the appropriate style and format as indicated in the Publication Manual of the American Psychological Association (6th Edition). (see sample in SAKAI)
  1. The paper should range from 6-7 typewritten pages.
  1. Specific Information (90%)
  1. Identify the target group
    1. Conduct a literature review
    2. Specify risk factors
  1. Identify the most important mental health issues for this target population
  1. Interview health care team members to assess appropriateness of content and determine priorities.
  1. Identify the goals of the teaching activity.
  1. Determine specific plans such as timing of program, length, intervention modes to be used, evaluation/feedback tools and responsibility for specific content.
  1. Design a method to evaluate the impact of your teaching project. Evaluation methods may include written feedback, verbal feedback and/or pre-post test.


Paper Organization and Presentation (10 points)

APA Style: Format guidelines followed; Abstract, References cited appropriately and adequately

Compositional Syntax and Level of Discourse: Ideas presented in an organized, logical, and cohesive manner; Level of discourse exhibits scholarly dialogue; at least 6-7 pages

Target Group Learning Needs Assessment (33 points)

Literature Review: Identifies and discusses physical and mental health problems and risk factors for target group; Includes current CDC epidemiology data; Target group learning needs are prioritized (2-3 pages)

Mental Health Issues: Identifies the most important mental health issues and content for this target population and discusses the information from the interviews.

Staff and Participant Input: Involves learner, members of healthcare, and/ or educational team as sources of information; Input acquired and reported

Resources: Organizational and informational resources available locally, regionally, and nationally for the target group are reportedGrammar, Punctuation, Spelling: Requires minimal to no correction

References: At least 2 scholarly (professional/ academic journal) references cited

Teaching Activity Plan (33 points)

Purpose: Purpose and overall goal of teaching activity clearly stated (1-3 sentences)

Learning Outcomes: Meaningful, clear, and realistic learner-centered outcomes identified for applicable cognitive, affective, and psychomotor domains of learning (3-4 bulleted outcomes)

Content: Teaching content outlined; Not overly broad or too narrow in scope of coverage; Guided by and relevant to the learning outcomes

Plan and Strategies: Describes how teaching plan and strategy is tailored to participants’ physical, cognitive, and psychosocial needs; Correlates with learning outcomes; Setting/ Environment described; Time estimated/ allotted for teaching of outcomes stated; Instructional resources and materials to be used are identified and supported with collaborative input and/ or literature evidence; Anticipated teaching obstacles are addressed and contingency plans formulated; Applies professional and consumer needs input

Teaching Activity Evaluation (24 points)

Evaluation Method and/ or Tool: Designed and administered to evaluate effectiveness of teaching activity; Evaluation strategy is appropriate for learning outcomes; Rationale for chosen method discussed and supported; Example of written tool, if used, is included.

Outcome Evaluation: Using evaluation method chosen, evidence of learning is provided; Each learning outcome is revisited and analyzed as successfully met or not met

Process Evaluation: Utilizing participant feedback, healthcare team feedback, and self-evaluation, presenter(s) discuss(es) what went well and what would have been done differently in the future to improve the teaching activity; Reasons for unmet outcomes stated; Recommendations for future teaching on topic and/or for target group discussed

Tutor Answer

School: Purdue University


1. Abstract
2. Introduction
3. Literature Review
4. Significant Health problems from ASD population
5. Appropriateness of the Interviews’ Content on the ASD Mental Issues
6. Resources Available for the Autistic Population
7. Teaching Activity Plan
8. Learning outcome
9. Plan and Strategies of Teaching Activity
10. Teaching Activity evaluation
11. Conclusion
12. Reference



Autistic Population Learning Needs Assessment
Institutional Affiliation:



Autistic Students’ Learning Needs Assessment
The autism spectrum disorder gets regarded as a broad range of health conditions associated with
repetitive behavior, social skills, speech as well as non-verbal communication. Ways in which
ASD people think, learn or solve their problems might be challenging. This paper thus centers on
the learning needs of the autistic students critical for the instructors within the school
environment to assist in improving their learning outcome. The mental health problems
associated with ASD incorporate anxiety, attention issues and depression. Saggers et al. (2015)
outline the emotional and social needs of ASD students to impact their learning process. Sensory
experiences are the most significant challenge that affects the learner’s participation and learning
abilities. ASD epidemiology is 1 in 59 kids. It is four times more usual in boys as compared to
girls. Risk factors include genetic factors, the low weight of birth, older parents, and sibling
having ASD. Resources include ASHFAA, Autism Society, ARI and Autism Speaks. Teaching
activity plan meets the learning needs of these ASD scholars. The learning outcomes are
improved communication skills, developed social interaction, appropriate behavior, like coping
with change and operational academic capabilities. The evaluation method is verbal feedback.



Internationally, individuals have been suffering from various health conditions, including
autism. Scientifically, autism, commonly considered as the autism spectrum disorder serves as an
umbrella terminology, which accounts for the multiple neurodevelopmental conditions.
Correctly, it gets regarded as a broad range of health conditions associated with repetitive
behavior, social skills, speech as well as non-verbal communication. Since the disease is a
spectrum disorder, every autistic individual possesses a different set of challenges and strengths
(Demetriou et al., 2018). As a result, ways in which these people think, learn or solve their
problems tend to range from extremely skilled to the seriously challenged. Furthermore, some
autistic population might need critical assistance in their day-to-day lives, while others might
require minimal support, and in some situations, live entirely independently. This paper thus
centers on the learning needs of the autistic students critical for the instructors within the school
environment to assist in improving their learning outcome.
Literature Review
As a result of the factual information obtained from various investigations on the
suspected autistic individuals, the literature clearly outlines multiple risk factors as well as
psychological and physical health issues associated with the people on the autism spectrum. First
and foremost, Baio et al. (2018) and Bralten et al. (2018) consider autism spectrum disorder,
ASD as a developmental disability characterized by the diagnostic criterion, which incorporates
deficits in social interaction, social communication, and the restricted presence.
It also states that individuals, including scholars on the autism spectrum, show repetitive
behavior patterns activities as well as interests, which can endure during their lifetime. Some of
the mental health problems associated with ASD incorporate anxiety, attention issues and
depression. For instance, with communication deficits, the autistic student has delayed speech,
which in turn impacts access to learning. They can as well find it hard to follow directions and
comprehend asked questions.
Furthermore, with social interaction deficits, the student can never learn through
associating with their peers. For instance, small autistic children find imaginative play harder;
thus, when asked in schools to picture being someone from another place, it might be difficult for
them. With repetitive behavior, the students on the autism spectrum tend to portray unusual
actions that seem barriers to attempting new things and their learning that, in turn, causes
restricted interests.
Due to the deficits in social interaction, communications and other indicators like
repetitive behaviors, Saggers et al. (2015) reveals that there are various learning needs that
educators need to know while dealing the scholars on the autism spectrum to help them thrive in
their education process. As earlier stated, these health conditions resulting from ASD might
cause variations in how autistic students think, learn and solve their problems. They create
challenges to these victims, thus severely impacting their learning. Saggers et al. (2015),
therefore confirm that awareness of such issues can help the instructors to inclusively tackle the
learning needs of their students on the autism spectrum.


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Good stuff. Would use again.

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