Milestone 2 help

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This is the 2nd milestone of the semester. I have attached milestone one. Here is the guidelines for 2:

HSE 215 Milestone Two Guidelines and Rubric Program Evaluation: Analysis Draft When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically, several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.

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HSE 215 Milestone Two Guidelines and Rubric Program Evaluation: Analysis Draft When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically, several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone. We recommend using the NREPP website or similar scholarly database to begin your search. Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and resiliency factors that you believe the interventions will address. Specifically, the following critical elements must be addressed in this milestone: II. Analysis A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program? What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants? B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For example, teaching cooperation should take different forms for different age groups. Why is this important? C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group? Are they too generalized, or more appropriate for a different age group? D. What is the role this program and its interventions play in promoting the improvement of personal and social functioning of children from birth to adolescence? In other words, how does this program contribute to the development of the future adult? Provide specific examples. E. Explain how this program and its interventions incorporate or fail to incorporate evidence-based practices. Some questions to consider include the following: How are evidence-based practices used? What evidence is provided that tell us the practices are effective? What benefit does incorporation of these practices provide? Are there any drawbacks to them not being incorporated? Where are there opportunities for further incorporation of evidence-based practices, and how did you identify these gaps? F. How do risk and resiliency factors for the targeted age group influence the type of interventions provided by the program? G. How do the specific interventions take into consideration risk and resiliency factors? Rubric Guidelines for Submission: Your paper must be at least 2 pages in Microsoft Word, with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format on a separate reference page. Critical Elements Analysis: Needs of the Selected Age Group Analysis: Interventions Tailored Proficient (100%) Accurately identifies developmental needs of the selected age group with respect to personal and social functioning Accurately assesses how the program’s interventions are tailored to developmental needs Analysis: Interventions Not Tailored Accurately assesses how the program’s interventions are not tailored to developmental needs Analysis: Personal and Social Functioning Describes how the program promotes the improvement of personal and social functioning of children, providing concrete examples Explains how the program incorporates evidence-based practices and discusses related benefits and/or drawbacks Analysis: Evidence-Based Practices Analysis: Risk and Resiliency Factors Accurately describes how risk and resiliency factors for this age group influence the type of intervention Analysis: Interventions and Risk and Resiliency Factors Accurately describes how the program’s interventions take into consideration developmental risk and resiliency factors Needs Improvement (75%) Identifies developmental needs of the age group but does not connect these to the problem, is missing information, or is inaccurate Assesses how the program’s interventions are tailored to developmental needs but with gaps in accuracy Assesses how the program’s interventions are not tailored to developmental needs but with gaps in accuracy Describes how the program promotes the improvement of personal and social functioning of children but does not provide concrete examples Either does not explain how the program incorporates evidence-based practices or does not discuss related benefits and drawbacks Describes how risk and resiliency factors influence the type of intervention, but information is inaccurate or incomplete Describes how the program’s interventions take into consideration developmental risk and resiliency factors, but description is inaccurate or incomplete Not Evident (0%) Does not identify developmental needs Value 15 Does not assess how program interventions are tailored to meet developmental needs 15 Does not assess how program’s interventions are not tailored to meet developmental needs 15 Does not describe how the program promotes the improvement of personal and social functioning of children Does not explain how the program incorporates evidence-based practices and does not discuss related benefits or drawbacks Does not describe how risk and resiliency factors influence the type of intervention 15 Does not describe how the program’s interventions take into consideration developmental risk and resiliency factors 10 15 10 Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas Total 5 100% 1 Milestone 1 Daniel McAlister SNHU 9/16/18 Milestone One 2 Evaluation is a process, which significantly investigates a particular community or schoolbased program. This process incorporates gathering and analyzing data concerning the program's activities, effects as well as its characteristics (Issel, & Wells, 2017). The primary purpose of the evaluation is creating decision making regarding a program for the improvement of its efficiency as well as informing a reprogramming decision. Early Head Start The Early Head Start curriculum is a state-sponsored community-based plan specifically for the low-income family units that have expectant mothers, infants as well as the toddlers up to the age of three years that is an age group of 0-3 years (Raikes et al., 2006). In addition to the provision of the needed services like education, medical, nutrition, and mental health, this course can as well offer an area for children within this age group to experience regular, nurturing associations and steady, consistent routines. The program provides various options to several families, including the center-based, home-based and the combination of the two options. Furthermore, the age group of 0-3 years has various needs and factors that the targeted infants would require or encounter as they grow. To begin with, the developmental needs for each child may include medical, learning to walk or run, learning to talk and eat, fostering relationships, obtaining mental health and forming ongoing habits (Galotti, 2015). Secondly, the risk factors associated with this age group that may impose harm or diseases to the child include the social isolation, developmental disabilities, and delayed development. Last but not least, the resiliency factors, which ensure that the toddler remains healthy incorporates proper parenting, healthy meals, and the appropriate developmental supports. 3 The Early Head Start program is involved with the provision of different services for the eligible infants and their families. They are family-oriented, based on the family concerns, resources, and priorities, and given in a child's natural setting. Some of the services provided include an infant stimulation in their homes or community. This form of Early Head Start service involves activities, which stir up the child's sense of taste, sight, smell, and touch. In the process, the service enhances the toddler's curiosity, memory, attention span, and nervous system growth. Such stimulated babies thus achieve developmental milestone rapidly, with good muscle coordination and a safer self-image (Galotti, 2015). The second service provided by this kind of program is the developmental therapies that consist of the physical, speech-language and occupational therapies. This service ensures that infants with special clinical needs frequently require several treatments to assist them in overcoming their developmental constraints (Galotti, 2015). However, there is repeatedly an overlap in the curing of various disabilities like feeding problems that may be analyzed and cured by speech-language and occupational therapists. The third service is the behavior service that is designed to aid the infant with the behavioral concern such as autism, communication disorders, and others. It is also helpful for toddlers of 0-3 years in assisting them to develop the knowledge and skills essential for success in childhood and independent functioning. Some of these behavioral services comprise of the parent education and training, feeding and nutrition planning, verbal, behavioral milestones evaluations and placement, and lastly the speech-language therapy. The last service given by the Early Head Start program is the Family Resource Centers for parent-to-parent sustain. This service entails providing parent-toparent support, information and referral services, and outreaches to the families whose babies having the individual needs as well as the disabilities and the experts who offer care to them. Such 4 centers facilitate help groups, parent members, and the education coaching (Raikes et al., 2006). For example, there is the Tri-Counties Regional Center involved with the provision of the ultimate services and assistance for those living in the counties such as the San Luis Obispo, Santa Barbara, and Ventura. References: Galotti, K. M. (2015). Cognitive development: Infancy through adolescence. Sage Publications. Issel, L. M., & Wells, R. (2017). Health program planning and evaluation. Jones & Bartlett Learning. Raikes, H., Green, B. L., Atwater, J., Kisker, E., Constantine, J., & Chazan-Cohen, R. (2006). Involvement in Early Head Start home visiting services: Demographic predictors and relations to child and parent outcomes. Early Childhood Research Quarterly, 21(1), 2-24.
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OUTLINE

1. INTRODUCTION
2. BODY
3. CONCLUSION
4. REFERENCE


Running head: SOCIAL SCIENCE

1

Milestone 2
Name
Institutional Affiliation
Instructor
Date

SOCIAL SCIENCE

2

Milestone Two
In the childhood stage, an individual functioning incorporates the internal experiences,
processes or events of a person while the common operation includes one's loose association
with their surrounding and the capability of fulfilling their responsibility in such ecosystems. In
the age group of 0-3 years, some of the social functioning consists of the social activities and
connections with families whereas the secret operation includes self-care skills such as cleaning
hands and face.
Concerning the personal and societal functioning targeted by the Early Head Start, the
basic developmental needs of the children of the age group of 0-3 years include promoting
relationships, learning to talk, training to walk, as well as a...


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