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 Annotated Bibliography The assignment was submitted late. -10% The running head is not correct. It needs to be in the header. Annotated Bibliography Mia Franz A. Jones Walden University 1 Annotated Bibliography 2 Annotated Bibliography 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?—too short. Annotated Bibliography Williams, O., Leighton-Herrmann, E., DeSorbo, A., Eimicke, J., Abel-Bey, A., Valdez, L., & Teresi, J. A. (2016). Effect of two 12-minute culturally targeted films on intent to call 911 for stroke. Neurology, 86(21), 1992-1995. Retrieved from……….. William et al. (2016) highlights the changing terrain in special education provision and how these changes are affecting special education. The analysis of the trends listed is 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. ---this is it? Levenson, N. (2012). Boosting the quality and efficiency of special education. Thomas B. Fordham Institute. Retrieved from……………….. The report by Fordham Institute entitled, “Boosting the Quality and Efficiency of Special Education” by Levinson—which is it? Two authors? (2012) recommended various recommendations leading to a national debate that led to national reform in education sector. The Annotated Bibliography 3 office of special education programs adopted a paradigm shift towards a result-driven accountability that seeks to focus on results in the special education sector.---too short. Furthermore, Will? makes the important points that if implemented, could provide the elusive efficiency in special education provision. The advocating of technology as a way of enhancing individual learning capabilities and providing flexibility in the classroom is one trend that would a long way in transforming the special education. The article also advocates for students with autism as one of the people who really require a special focus in the special education debate. The focus on autism is mainly how such people can transit into adult and attain self-dependence. There has been debate that people with autism receive fair treatment when it comes to job opportunities and how more needs to be done. There is also the debate on whether children with disabilities who are better served by the English language can be helped and how this group can be instructed and assessed by use of this language, as they are an increasing presence in American schools. Repeated Williams, O., Leighton-Herrmann, E., DeSorbo, A., Eimicke, J., Abel-Bey, A., Valdez, L., ..& Teresi, J. A. (2016). Effect of two 12-minute culturally targeted films on intent to call 911 for stroke. Neurology, 86(21), 1992-1995” However, the article, “Effect of two 12-minute culturally targeted films on intent to call 911 for stroke”, remains a literature review that is solely focused on the trends and developments that have taken place over the past years concerning special education. The article is literal and lacks a deeper understanding of the special education sector. The article tends to focus on the students with disabilities showing little concern of the teachers. The role of other stakeholders is also not highlighted and how they shape such trends in the educational sector. The article does Annotated Bibliography 4 not offer a concrete way on how to resolve the challenges that may arise if these trends pose challenges were to arise.---way too short. Cole, S. R. (2014). Blurred Lines: Are Non-Attorneys Who Represent Parties in Arbitrations Involving Statutory Claims Practicing Law. UCDL Rev., 48(?), 921. Retrieved from… In their article on special education give a clear demarcation of the Special Education law—huh?, which stated that children with special education are not discriminated against and they have access to public education. The article, though brief, highlights the various legal challenges that schools and staff have to navigate in order to comply with the special education law. It highlights the need for various seminars and conferences to teach tutors and school heads on the knowledge they require to comply with the federal laws on provision of special education to the children with disabilities. The article helps to bring forth the challenges that schools continue to face in implementing the special education law. Through this article, conflicts are revealed in the stakeholders who are involved in the provision of special education. Some schools are depicted as not having proper policies and even the required human capital to cater for the children who experience the various forms of disabilities. The assistance of the IDEA—spell out the first time used to schools is also scrutinized with special emphasis on the Rehabilitation 504. For instance, it becomes hard to say that a teacher who has not been trained to handle children with disabilities to suddenly acquire skills to teach such children. There is also the debate on placement on children with the focus on the least restrictive environment. The problems highlighted show that the special education law accomplished some roles but not wholly. There exist some loopholes, which can be exploited by unscrupulous tutors and staff to the disadvantage of the children with special needs. Annotated Bibliography 5 Samwels, C. & Samwels, D. (2008). The impact of federal public policy on curriculum and instruction for students with disabilities in the general classroom. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 5-11. Retrieved from…… In the article, “The impact of federal public policy on curriculum and instruction for students with disabilities in the general classroom,” Samwels and Samwels (2008) go through the journey of four decades since the special education law was enacted in 1975. Various challenges are brought forth in the implementation. First, it is revealed that the formula used to share the funds for special education has not been revised for the last twenty years. This is a dangerous trend since there has been population growth, which is uneven in most states and thus the formula should be revised to cater for such realities. The problem of the delicate act of meeting all the requirements of IDEA is also covered and how schools struggle to avoid reaching the red tape of this act. Cultural shift also shows that people with disabilities are no longer viewed as people who are entrenched to them by the federal government by the law but rather as a people trying to lead a normal live just like the rest. The above articles can be used to illustrate the need for a review of the special education law. This law should be updated to reflect the current reality in the country on the conditions of the students with disabilities. There is also the need to view how the current technological advancements can be funded with a special focus on the learning of the students with disabilities. Technological companies should be funded to focus on how better to focus on students with disabilities and how best they can be helped to ease their education. The articles can also be used to seal the current loopholes that currently exist in the special education law to make it more effective and accommodating to people with disabilities. Mia Franz – Good job with the first assignment in this course. I really enjoyed reading your annotated bibliography. Please review my comments and corrections. Thank you for your hard work. Kind regards, Dr. Marino Grade – 2.5 - .3 (late) = 2.2 points
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