Annotated Bibliography (4-5 pages), writing homework help

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Assignment: Annotated Bibliography

Throughout the program, you will compile a list of resources you find as you complete assignments. This will be a resource for your Final Project and good preparation for your doctoral study, capstone, or dissertation. By the end of the program, you will have a significant amount of resources to help guide your doctoral study, capstone, or dissertation.

There are several free online tools that can help you manage and easily update your annotated bibliography as you collect your research over the course of the program. CitelighterGoogle DocsDropbox, and Pathbrite are reliable options to consider. If you know of other useful cloud storage and document sharing tools, please share them with your colleagues in the Class Café.

To begin your annotated bibliography, find two articles that address educational laws governing employment practices in educational settings, and two articles addressing laws and policies guiding the practices of financial resources. Add an annotation for each article to your bibliography. Refer to the Learning Resources for an example annotated bibliography (see attachment below).

Basics of Annotated Bibliographies

An annotated bibliography is a combination of the words annotation and bibliography. An annotation is a set of notes, comments, or critiques. A bibliography is list of references that helps a reader identify sources of information. An annotated bibliography is a list of references that not only identifies the sources of information but also includes information such as a summary, a critique or analysis, and an application of those sources' information.

Note: The instructor is very strict with APA 6th edition formatting. Please use correct APA formatting and proper reference and citation formatting. If you are not sure please google how to correctly format your references. Do not forget to list your references and you must include the in-text citations. Also please use current (meaning within the past 2 years) scholarly journal articles as references. Thanks.


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Running head: SAMPLE 1 Sample Annotated Bibliography Student Name Here Walden University SAMPLE 2 Sample Annotated Bibliography Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism. Annotated Bibliography Kenny, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association. In this chapter from Play Therapy in Middle Childhood, Kenny, Dinehart, and Winick (2016) provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of childcentered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role SAMPLE 3 that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions. CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. (2016) acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy. Kenny et al.’s (2016) explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD. Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association. Stagmitti (2016) discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning SAMPLE 4 autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti (2016) provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program. Stagmitti (2016) provided an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti (2016) noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting. Although Stagmitti’s (2016) overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school SAMPLE 5 system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs. Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776014 Wimpory and Nash (1999) provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills. Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash (1999) wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus SAMPLE also means that other researchers beyond these fields may not find the researcher’s findings applicable. This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash (1999) provided a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research. 6
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Running head: Annotated Bibliography on Employment Laws in Education Setting

ANNOTATED BIBLIOGRAPHY ON EMPLOYMENT LAWS GOVERNING
EDUCATION SETTING

NAME

INSTITUTIONAL AFFILIATION

1

ANNOTATED BIBLIOGRAPHY ON EDUCATIONAL LAWS

The debate on educational laws has been ongoing with much emphasis being on special
education needs. The main question lingering in most people’s minds is how effective the
measures currently put in place have contributed in promoting special education and their
effectiveness. What really translates to a good outcome in the investment in good education?
Do the tutors entrusted with this noble act fully understand the vital role they play in shaping
the future of children with disabilities and what more needs to be done?
Will J. Gordillo, Top 10 Trends To Watch in Special Education, 2016
Will in this article highlights the changing terrain in special education provision and how
these changes are affecting special education. The analysis of the trends listed are interesting
to think about but the question asked whether increased spending on special education
translates to successful implementation of the special education is debatable. However, the
writer quotes studies by Fordham Institute, 2012 that could not confirm the hypothesis that
increased spending leads to successful special education programs. The report by For...


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