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AR300 Ashworth College Adam and Eve Iconography Analysis
Assignment 08
AR300 Art History
Directions:Be sure to make an electronic copy of your answer before submitting it to Ashwo ...
AR300 Ashworth College Adam and Eve Iconography Analysis
Assignment 08
AR300 Art History
Directions:Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Part AIn this first portion of the assignment you are asked to analyze the iconography of the artworks listed below. Defined in the textbook, iconography is an understanding of the subject matter and symbols of an artwork (Stokstad and Cothern, 2016, pg. 6).Based on your understanding of the cultures and time periods you have encountered over the past 4 lessons of textbook readings, analyze the following artworks in terms of their iconography.
Adam and Eve, Albrecht Dürer, 1504. Engraving. Located on page 357 of the textbook.
The Founding of Tenochtitlan page from the Codex Mendoza, Aztec, 1545 CE. Located on page 411 of the textbook.
The Hip Pendant Representing an Iyoba (“Queen Mother”), Nigeria, c. 1550 CE. Located on page 433 of the textbook.
Tar Beach, Faith Ringgold, 1988. Acrylic on canvas, and pieced cloth. Located on page 572 of the textbook.
Part BCompare and contrast the function of the above works. Focus your analysis on how each artwork functioned spiritually and/or politically in their original context. Your discussion should include the importance of the artwork at the time of its creation for the viewer at that time. For instance, you could address issues such as, was the artwork used as a visual teaching of a concept, was it used as an historical record to document an event? Compare and contrast the function of the four artworks and distinguish the connections that can be made, pointing out patterns you find.
Conclude your essay with a short discussion on the use of symbols in the 21st century to communicate, applying what you learned regarding the use of symbolic imagery throughout the centuries of art studied in the past 4 weeks. (Think of advertising logos or emojis etc. when considering 21st century examples.)
Grading Rubric
FILLER TEXT
Please refer to the rubric on the next page for the grading criteria for this assignment.
Columbia College Chapter 22 Global Feminism Making the Modern World Paper
Based upon your careful reading of chapter 22, the primary sources in the “Working with Evidence section (pp. 1006-1015) ...
Columbia College Chapter 22 Global Feminism Making the Modern World Paper
Based upon your careful reading of chapter 22, the primary sources in the “Working with Evidence section (pp. 1006-1015), and the Historians’ Voices section at the very end of the chapter, what variations or conflicting feminist perspectives can you identify in the “Working with Evidence” section? Which seem most important and why? As always, be sure to use specific evidence from the reading to support your argument.Attached is the Working with evidence and Historians voices from chapter 22 of my textbook. Below is the textbook that we useVOLUME 2Since the Fifteenth CenturyWays of the WorldA Brief Global History with SourcesFOURTH EDITIONRobert W. StrayerThe College at Brockport: State University of New YorkEric W. NelsonMissouri State University
the murder of Yeardley Love, law homework help
Conduct an internet search about the murder of Yeardley Love. After researching the story, write a 500-750-word essa ...
the murder of Yeardley Love, law homework help
Conduct an internet search about the murder of Yeardley Love. After researching the story, write a 500-750-word essay addressing the following. Assuming there was abuse occurring prior to the death of Yeardley Love, hypothesize how it may have been difficult for a counselor to assess and identify this abuse. Describe how a counselor’s knowledge of the abuse cycle would assist in detecting partner abuse.Include a minimum of two scholarly references in addition to the textbook.Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Hostos Community College History of The Bronx Discussion
"Where Hip Hopwas born"and How the Bronx Gave us Hip Hop"(WNYC) and Christina Knight (Thirteen with media impact)Watch Ted ...
Hostos Community College History of The Bronx Discussion
"Where Hip Hopwas born"and How the Bronx Gave us Hip Hop"(WNYC) and Christina Knight (Thirteen with media impact)Watch TedTaik"The Story of Mavel`s first Queen Latina Super hero"1 Both Chalfant and Perla de Leon captured life in the Sputh Bronx .How do you think their social positions and background influence their Views of the Bronx ?Consider it to your post .Why did you select this photograph?What did you know about hip hop in the Bronx before you read the assigned articles?What did you learned about both articles ?List a few "new facts".Summarize Gabby Rivera`s message in the TedTalk (why did she create America?What dose she stands for )In what ways can you Identify or relate with Gabby?
FCLINICAL COUNSELING: MENTAL HEALTH COUNSELING, Psychology homework help
CLINICAL COUNSELING: MENTAL HEALTH COUNSELINGSTATE: CONNECTICUT1. Rationale for seeking specialization in a clinical couns ...
FCLINICAL COUNSELING: MENTAL HEALTH COUNSELING, Psychology homework help
CLINICAL COUNSELING: MENTAL HEALTH COUNSELINGSTATE: CONNECTICUT1. Rationale for seeking specialization in a clinical counseling-related programThis section must address: • Your clear understanding of the clinical program area, with attention to licensure and the role of a licensed counselor. • The clear link between the program you selected and your career goals. Your
substantive, carefully considered reasons for seeking a clinical
graduate degree in counseling. (Beyond merely being a good listener or
wanting to help others).4. Self-awareness•
The characteristic ways in which you process life events and
challenges, and how those ways have helped you develop strengths
relevant to your chosen program area.Your
discussion of self-awareness should demonstrate emotional stability and
readiness to undertake a graduate degree program in counseling.2. Impact of previous employment, volunteer work, and other human service or counseling experiences•
If you have no experience in human services, please identify specific
ways you could gain related experience, such as volunteer work.3. Culturally relevant interpersonal skillsThis section must address: • Your ability, based on life experience, to relate interpersonally to individuals from different cultural contexts (e.g. age,5. Future professional goals in counselingThis section must address: • Your specific career goals and the licensure requirements you will need to achieve them. •
Since licensure requirements vary from state to state, be specific
about the requirements in the state where you intend to practice. disability,
ethnicity, gender, religion, sexual orientation, socioeconomic status,
etc.) in both individual and small group settings.•Your
understanding of the importance of culturally relevant interpersonal
skills in the role of a counselor, and at least 2 steps you plan to take
to further the development of these skills.
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functio ...
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functional Assessment text. Create a blank Functional Analysis Observation Form (FAOF) using page 264-265 in your Functional Assessment text as a guide to document the behaviors of James.The disruptive target behaviors for this analysis include James':Hits and kicks adults when confronted for inappropriate behavior.Noncompliant behavior.Off-task behavior.Disruptive Behavior.Property Destruction.You will also target his cooperative behavior.Use the table you have created to record:The antecedents (A) that trigger the behavior.The consequences (C) that follow the behavior.The setting events (SE) that may be affecting behavior.Remember that there may not be setting events for each instance of behavior, but they may be present throughout the activity. Antecedents and consequences may also occur across paragraphs.Once you have completed the table:Use the space below the table to list the patterns or consistencies in antecedents and consequences that appear to be related to the disruptive behaviors.Develop a summary statement concerning antecedents, disruptive behaviors, and consequences. Then develop a summary statement concerning antecedents, cooperative behavior, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention. How does this ensure effective treatment?Assignment RequirementsYour assignment should meet the following requirements:Written communication: Should be free of errors that detract from the overall message.APA formatting: References and citations are formatted according to current APA style guidelines.Describe the antecedents that trigger specific behaviors.Describe the consequences that follow specific behaviors.Select the setting events that may be affecting specific behaviors.Analyze patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.Summarize the antecedents, disruptive behaviors, and consequences.Summarize the antecedents, cooperative behaviors, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention to ensure effective treatment.Resources: A sufficient number of scholarly or professional resources.Length: 2–3 double-spaced pages.Font and font size: Times New Roman, 12-point.CASE STUDY: Identify Generalization and Maintenance and Prevention Strategies and Identify Additional Strategies to EmployCase Study Provided by Edward CancioJamesJames is a third-grade student who is attending Port Washington Elementary School. He is a student identified with emotional and behavior disorders (E/BD). James is receiving special education services in a self-contained classroom for students with E/BD.James has consistently struggled with academic tasks and does not like school or his teachers. His cognitive ability is within the average range. When he is successful while working in one-to-one situations, he is compliant and he can complete his class work. Additional strengths include athletic ability, positive peer interactions outside of the special education classroom (e.g., P.E., lunchroom activities, assemblies, recess), and he can ignore the inappropriate behaviors of other students when he is academically focused. James’s favorite classes are P.E., art, and music.In addition to E/BD, James has been diagnosed with a learning disability (LD) and attention-deficit/hyperactivity disorder (combined type). The related services that James receives are social work and nursing services. The classroom is staffed by one full-time special education teacher and one full-time paraprofessional. The program serves 13 students with E/BD. James’s primary teacher, Ms. Butke, has requested behavioral consultation to more effectively deal with James’s disruptive and aggressive behavior. Ms. Butke indicates that James exhibits the following challenging behaviors at various times throughout the day:• Hits and kicks adults when confronted for inappropriate behavior• Noncompliant behavior• Off-task behavior• Disrupts the classroom by roaming around the room, trying to distract students from their academic activities• Throws objects in class• Destructive toward propertyMs. Butke is concerned with the safety of the other individuals in the classroom (both students and staff) and the effect of James’s behaviors on the amount of instructional time he and his classmates miss. Ms. Butke feels that if the staff can teach James more self-control and assist him in asking for help when it is needed, his aggressive, noncompliant, disruptive, and off-task behavior will substantially decrease.The district’s behavioral consultant observed James in various settings and was able to see many of the behaviors identified by Ms. Butke. The consultant was able to observe examples of prosocial behavior. In addition, the consultant noted the contexts in which James’s challenging behavior occurred (antecedents and setting events) and potential consequences for those behaviors. These are described on the following ABC recording chart.Antecedents and Setting EventsBehaviorConsequenceJames reported to reading class 20 minutes late (reading follows lunch hour)After teacher explained what James needed to work on, he sat for 20 minutesTeacher did not respond to off-task behaviorSitting in seat during reading classAfter 20 minutes of off-task behavior, James wanders around the classroomTeacher did not respond to out-of-seat behaviorReading classTakes marker off teacher’s desk, scribbles on the teacher’s edition of the reading bookTeacher ignores behaviorReading classTakes ruler out of teacher’s desk, walks to bulletin board, and slides ruler from the top of the classroom rules poster and catches ruler at the bottom of the posterTeacher does not respond to behaviorReading classTears classroom rules poster off the board, rips up poster, and throws pieces across the roomTold to return to his seatTold to return to his seatRefusesTeacher tells him he will have to go to the officeTold he would have to go to the officeTumbles a room dividerTeacher calls the office for assistance, the assistant principal removes James from class, suspended for 5 daysWritten language lesson, working with teacherOn task, compliantPraise, awarded bonus pointsCorrecting written language assignment in groupsWorks cooperatively with groupPraise to group, group receives 5 minutes free timeFree-time activityPlays board game with peersPraiseMath assignment, independent workThrows wadded-up pieces of paper at classmatesTold he would miss class movie after mathMath assignment, independent workLeaves desk, moves to teacher’s desk, tips over room divider on top of teacherRemoved from class, suspended for 7 daysAnalysis of the ABC recording form indicates that the antecedent conditions that are in effect when James engages in appropriate behavior are situations in which he understands the concepts of the lesson, when he works one-on-one with the teacher or paraprofessional, when he works in group activities, or when he participates in social activities with his peers.In contrast, circumstances that precede his challenging behavior typically include situations in which he doesn’t understand concepts presented during instruction, when he works independently, when he is left alone for periods of time, or when he is confronted for inappropriate behavior (e.g., off-task behavior, roaming around the room).The function of James’s challenging behavior is negative reinforcement. His behavior results in escape and avoidance from academic activities or assignments. The negative reinforcement function was primarily selected because James engages in challenging behavior during academic-related tasks. James has had a chronic history of academic failure. For James, difficult academic tasks are aversive, and he demonstrates challenging behaviors when presented with these tasks. The consequences for his behaviors (e.g., conflicts with staff, then left alone) effectively terminate aversive antecedent tasks, activities, or assignments.The negative reinforcement function was also identified because James does not engage in these behaviors during social and nonacademic-related activities (e.g., social interactions with peers, P.E., lunch, music, and art). Rather, during nonacademic antecedent conditions, he engages in prosocial behavior. Consequently there are apparent differences in the types of antecedent/setting event conditions that trigger prosocial versus challenging behavior.In addition to negative reinforcement, James’s challenging behavior is also maintained by positive reinforcement. The consequences for both prosocial and challenging behavior usually provide some form of attention from peers, teachers, or paraprofessionals. Conditions that precede James’s challenging behavior often **The table is included in the case study**
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AR300 Ashworth College Adam and Eve Iconography Analysis
Assignment 08
AR300 Art History
Directions:Be sure to make an electronic copy of your answer before submitting it to Ashwo ...
AR300 Ashworth College Adam and Eve Iconography Analysis
Assignment 08
AR300 Art History
Directions:Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Part AIn this first portion of the assignment you are asked to analyze the iconography of the artworks listed below. Defined in the textbook, iconography is an understanding of the subject matter and symbols of an artwork (Stokstad and Cothern, 2016, pg. 6).Based on your understanding of the cultures and time periods you have encountered over the past 4 lessons of textbook readings, analyze the following artworks in terms of their iconography.
Adam and Eve, Albrecht Dürer, 1504. Engraving. Located on page 357 of the textbook.
The Founding of Tenochtitlan page from the Codex Mendoza, Aztec, 1545 CE. Located on page 411 of the textbook.
The Hip Pendant Representing an Iyoba (“Queen Mother”), Nigeria, c. 1550 CE. Located on page 433 of the textbook.
Tar Beach, Faith Ringgold, 1988. Acrylic on canvas, and pieced cloth. Located on page 572 of the textbook.
Part BCompare and contrast the function of the above works. Focus your analysis on how each artwork functioned spiritually and/or politically in their original context. Your discussion should include the importance of the artwork at the time of its creation for the viewer at that time. For instance, you could address issues such as, was the artwork used as a visual teaching of a concept, was it used as an historical record to document an event? Compare and contrast the function of the four artworks and distinguish the connections that can be made, pointing out patterns you find.
Conclude your essay with a short discussion on the use of symbols in the 21st century to communicate, applying what you learned regarding the use of symbolic imagery throughout the centuries of art studied in the past 4 weeks. (Think of advertising logos or emojis etc. when considering 21st century examples.)
Grading Rubric
FILLER TEXT
Please refer to the rubric on the next page for the grading criteria for this assignment.
Columbia College Chapter 22 Global Feminism Making the Modern World Paper
Based upon your careful reading of chapter 22, the primary sources in the “Working with Evidence section (pp. 1006-1015) ...
Columbia College Chapter 22 Global Feminism Making the Modern World Paper
Based upon your careful reading of chapter 22, the primary sources in the “Working with Evidence section (pp. 1006-1015), and the Historians’ Voices section at the very end of the chapter, what variations or conflicting feminist perspectives can you identify in the “Working with Evidence” section? Which seem most important and why? As always, be sure to use specific evidence from the reading to support your argument.Attached is the Working with evidence and Historians voices from chapter 22 of my textbook. Below is the textbook that we useVOLUME 2Since the Fifteenth CenturyWays of the WorldA Brief Global History with SourcesFOURTH EDITIONRobert W. StrayerThe College at Brockport: State University of New YorkEric W. NelsonMissouri State University
the murder of Yeardley Love, law homework help
Conduct an internet search about the murder of Yeardley Love. After researching the story, write a 500-750-word essa ...
the murder of Yeardley Love, law homework help
Conduct an internet search about the murder of Yeardley Love. After researching the story, write a 500-750-word essay addressing the following. Assuming there was abuse occurring prior to the death of Yeardley Love, hypothesize how it may have been difficult for a counselor to assess and identify this abuse. Describe how a counselor’s knowledge of the abuse cycle would assist in detecting partner abuse.Include a minimum of two scholarly references in addition to the textbook.Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Hostos Community College History of The Bronx Discussion
"Where Hip Hopwas born"and How the Bronx Gave us Hip Hop"(WNYC) and Christina Knight (Thirteen with media impact)Watch Ted ...
Hostos Community College History of The Bronx Discussion
"Where Hip Hopwas born"and How the Bronx Gave us Hip Hop"(WNYC) and Christina Knight (Thirteen with media impact)Watch TedTaik"The Story of Mavel`s first Queen Latina Super hero"1 Both Chalfant and Perla de Leon captured life in the Sputh Bronx .How do you think their social positions and background influence their Views of the Bronx ?Consider it to your post .Why did you select this photograph?What did you know about hip hop in the Bronx before you read the assigned articles?What did you learned about both articles ?List a few "new facts".Summarize Gabby Rivera`s message in the TedTalk (why did she create America?What dose she stands for )In what ways can you Identify or relate with Gabby?
FCLINICAL COUNSELING: MENTAL HEALTH COUNSELING, Psychology homework help
CLINICAL COUNSELING: MENTAL HEALTH COUNSELINGSTATE: CONNECTICUT1. Rationale for seeking specialization in a clinical couns ...
FCLINICAL COUNSELING: MENTAL HEALTH COUNSELING, Psychology homework help
CLINICAL COUNSELING: MENTAL HEALTH COUNSELINGSTATE: CONNECTICUT1. Rationale for seeking specialization in a clinical counseling-related programThis section must address: • Your clear understanding of the clinical program area, with attention to licensure and the role of a licensed counselor. • The clear link between the program you selected and your career goals. Your
substantive, carefully considered reasons for seeking a clinical
graduate degree in counseling. (Beyond merely being a good listener or
wanting to help others).4. Self-awareness•
The characteristic ways in which you process life events and
challenges, and how those ways have helped you develop strengths
relevant to your chosen program area.Your
discussion of self-awareness should demonstrate emotional stability and
readiness to undertake a graduate degree program in counseling.2. Impact of previous employment, volunteer work, and other human service or counseling experiences•
If you have no experience in human services, please identify specific
ways you could gain related experience, such as volunteer work.3. Culturally relevant interpersonal skillsThis section must address: • Your ability, based on life experience, to relate interpersonally to individuals from different cultural contexts (e.g. age,5. Future professional goals in counselingThis section must address: • Your specific career goals and the licensure requirements you will need to achieve them. •
Since licensure requirements vary from state to state, be specific
about the requirements in the state where you intend to practice. disability,
ethnicity, gender, religion, sexual orientation, socioeconomic status,
etc.) in both individual and small group settings.•Your
understanding of the importance of culturally relevant interpersonal
skills in the role of a counselor, and at least 2 steps you plan to take
to further the development of these skills.
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functio ...
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functional Assessment text. Create a blank Functional Analysis Observation Form (FAOF) using page 264-265 in your Functional Assessment text as a guide to document the behaviors of James.The disruptive target behaviors for this analysis include James':Hits and kicks adults when confronted for inappropriate behavior.Noncompliant behavior.Off-task behavior.Disruptive Behavior.Property Destruction.You will also target his cooperative behavior.Use the table you have created to record:The antecedents (A) that trigger the behavior.The consequences (C) that follow the behavior.The setting events (SE) that may be affecting behavior.Remember that there may not be setting events for each instance of behavior, but they may be present throughout the activity. Antecedents and consequences may also occur across paragraphs.Once you have completed the table:Use the space below the table to list the patterns or consistencies in antecedents and consequences that appear to be related to the disruptive behaviors.Develop a summary statement concerning antecedents, disruptive behaviors, and consequences. Then develop a summary statement concerning antecedents, cooperative behavior, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention. How does this ensure effective treatment?Assignment RequirementsYour assignment should meet the following requirements:Written communication: Should be free of errors that detract from the overall message.APA formatting: References and citations are formatted according to current APA style guidelines.Describe the antecedents that trigger specific behaviors.Describe the consequences that follow specific behaviors.Select the setting events that may be affecting specific behaviors.Analyze patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.Summarize the antecedents, disruptive behaviors, and consequences.Summarize the antecedents, cooperative behaviors, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention to ensure effective treatment.Resources: A sufficient number of scholarly or professional resources.Length: 2–3 double-spaced pages.Font and font size: Times New Roman, 12-point.CASE STUDY: Identify Generalization and Maintenance and Prevention Strategies and Identify Additional Strategies to EmployCase Study Provided by Edward CancioJamesJames is a third-grade student who is attending Port Washington Elementary School. He is a student identified with emotional and behavior disorders (E/BD). James is receiving special education services in a self-contained classroom for students with E/BD.James has consistently struggled with academic tasks and does not like school or his teachers. His cognitive ability is within the average range. When he is successful while working in one-to-one situations, he is compliant and he can complete his class work. Additional strengths include athletic ability, positive peer interactions outside of the special education classroom (e.g., P.E., lunchroom activities, assemblies, recess), and he can ignore the inappropriate behaviors of other students when he is academically focused. James’s favorite classes are P.E., art, and music.In addition to E/BD, James has been diagnosed with a learning disability (LD) and attention-deficit/hyperactivity disorder (combined type). The related services that James receives are social work and nursing services. The classroom is staffed by one full-time special education teacher and one full-time paraprofessional. The program serves 13 students with E/BD. James’s primary teacher, Ms. Butke, has requested behavioral consultation to more effectively deal with James’s disruptive and aggressive behavior. Ms. Butke indicates that James exhibits the following challenging behaviors at various times throughout the day:• Hits and kicks adults when confronted for inappropriate behavior• Noncompliant behavior• Off-task behavior• Disrupts the classroom by roaming around the room, trying to distract students from their academic activities• Throws objects in class• Destructive toward propertyMs. Butke is concerned with the safety of the other individuals in the classroom (both students and staff) and the effect of James’s behaviors on the amount of instructional time he and his classmates miss. Ms. Butke feels that if the staff can teach James more self-control and assist him in asking for help when it is needed, his aggressive, noncompliant, disruptive, and off-task behavior will substantially decrease.The district’s behavioral consultant observed James in various settings and was able to see many of the behaviors identified by Ms. Butke. The consultant was able to observe examples of prosocial behavior. In addition, the consultant noted the contexts in which James’s challenging behavior occurred (antecedents and setting events) and potential consequences for those behaviors. These are described on the following ABC recording chart.Antecedents and Setting EventsBehaviorConsequenceJames reported to reading class 20 minutes late (reading follows lunch hour)After teacher explained what James needed to work on, he sat for 20 minutesTeacher did not respond to off-task behaviorSitting in seat during reading classAfter 20 minutes of off-task behavior, James wanders around the classroomTeacher did not respond to out-of-seat behaviorReading classTakes marker off teacher’s desk, scribbles on the teacher’s edition of the reading bookTeacher ignores behaviorReading classTakes ruler out of teacher’s desk, walks to bulletin board, and slides ruler from the top of the classroom rules poster and catches ruler at the bottom of the posterTeacher does not respond to behaviorReading classTears classroom rules poster off the board, rips up poster, and throws pieces across the roomTold to return to his seatTold to return to his seatRefusesTeacher tells him he will have to go to the officeTold he would have to go to the officeTumbles a room dividerTeacher calls the office for assistance, the assistant principal removes James from class, suspended for 5 daysWritten language lesson, working with teacherOn task, compliantPraise, awarded bonus pointsCorrecting written language assignment in groupsWorks cooperatively with groupPraise to group, group receives 5 minutes free timeFree-time activityPlays board game with peersPraiseMath assignment, independent workThrows wadded-up pieces of paper at classmatesTold he would miss class movie after mathMath assignment, independent workLeaves desk, moves to teacher’s desk, tips over room divider on top of teacherRemoved from class, suspended for 7 daysAnalysis of the ABC recording form indicates that the antecedent conditions that are in effect when James engages in appropriate behavior are situations in which he understands the concepts of the lesson, when he works one-on-one with the teacher or paraprofessional, when he works in group activities, or when he participates in social activities with his peers.In contrast, circumstances that precede his challenging behavior typically include situations in which he doesn’t understand concepts presented during instruction, when he works independently, when he is left alone for periods of time, or when he is confronted for inappropriate behavior (e.g., off-task behavior, roaming around the room).The function of James’s challenging behavior is negative reinforcement. His behavior results in escape and avoidance from academic activities or assignments. The negative reinforcement function was primarily selected because James engages in challenging behavior during academic-related tasks. James has had a chronic history of academic failure. For James, difficult academic tasks are aversive, and he demonstrates challenging behaviors when presented with these tasks. The consequences for his behaviors (e.g., conflicts with staff, then left alone) effectively terminate aversive antecedent tasks, activities, or assignments.The negative reinforcement function was also identified because James does not engage in these behaviors during social and nonacademic-related activities (e.g., social interactions with peers, P.E., lunch, music, and art). Rather, during nonacademic antecedent conditions, he engages in prosocial behavior. Consequently there are apparent differences in the types of antecedent/setting event conditions that trigger prosocial versus challenging behavior.In addition to negative reinforcement, James’s challenging behavior is also maintained by positive reinforcement. The consequences for both prosocial and challenging behavior usually provide some form of attention from peers, teachers, or paraprofessionals. Conditions that precede James’s challenging behavior often **The table is included in the case study**
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