Jacob Work Observation

For example, during writing tasks, rather than asking Connor to write a recount, he would be asked to only write the orientation. This would be broken down step by step into ‘when’, ‘who’, ‘what’ and ‘where’. To assist Connor to persist with more difficult tasks he is provided with constant feedback and encouragement to reinforce correct practice (Seely Flint et al., 2014; Woolfolk & Margetts, 2010). During cooperative learning activities Connor is paired with a supportive partner who can tutor, scaffold and extend him. The effectiveness of these strategies will be assessed through daily observations, analysis of Connor’s work and collection of checklists to see if they have been marked off properly.

After reviewing his schedule Jordan began attempting to locate his lunch items. Staff used gestural prompts to help Jordan locate the first two items and a verbal prompt to locate the final item. Jordan attempted to locate an open line but needed help with finding an “open” line. Jordan completed the rest of the checkout process but needed help with swiping his card. When arriving to the house, staff helped Jordan with preparing his lunch. Jordan consumed all of his lunch and then had some leisure time. Staff prompted Jordan to pack his gym bag before heading to the YMCA. Jordan arrived at the YMCA, checked in, and then navigated to the locker room to get dressed. Jordan located his machine but needed assistance starting it and setting the speed. Jordan stopped his workout to take a break but was able to quickly start back up and finish the task. Jordan navigated tot the locker room to complete his shower. Jordan needed a prompt to locate and wash his left leg and left arm. When finished, Jordan got dressed and headed back to paal to be picked

Since this video, it has been more common to see cases like the Jacob Ind story of murdering his mother and step father. I believe that the verdict at the time was the right one, as these cases were not as common. "A life for a life" is a phrase heard in the past, Jacob, with the help of his friend, murdered his family and openly accepted that he did, therefore he got the penalty of life in prison without parole. Through research, it has shown that the adolescent brain is not fully developed until the age of 21 as well the male mind is slower at processing thoughts and actions than females. Perhaps this is why most cases like these are within the male society. As young girl are matured far more than young men. In the video, the lady the befriended

I did not get to see this monument due to staying back, but a very great friend of mine did and described his moving experience that made it felt like I’ve been there before. When Jacob’s travel group went to see this memorial it was night time which made it look interesting in how it stood. Jacob was moved by how Dr. King’s memorial was depicted being that he was the hope for our nation to be a whole and equal again. Jacob also noticed how King’s memorial was facing Thomas Jefferson’s memorial. Jacob like how represented being both Americans who wanted to do rights for others. This moves me because these Americans really wanted to make the citizens and America be the best they can be and express their views freely. As an American citizen,

Session held at client's home. When DI arrived to session Lomax was playing the piano. Lomax did a great job ,following instructions given by DI such as cleaning his room, fixing his bed, clean ups his bathroom. Lomax need it more than two directive prompt and one model prompt to wash the dishes. Lomax refused to wash the dishes DI and client's mom need it to prompt after Lomax was done with the dishes Lomax did an science experiment to show to DI. DI and Lomax talk about middle school, based on Lomax information he is exited to go to middle school because he will have band Monday-Friday. I'd addition Lomax mentioned to DI that he doesn't like to ride the bus because there are kids go are mean to him and the kids on the bus are too loud. DI,

Session held at client's home. DI worked on establishing report. DI and Sofia worked executive function, social and language. During session Sofia need it 7 directive prompt and 1 partial physical prompt. DI and Sofia look at video for potty training. Sofia did a great job following instructions given by DI. Sofia was able to keep small conversations with DI and client's mom. Sofia's mom assisted, participated and facilitated during session.

Yuma did not respond well to the intervention. Yuma could not or did not want to explain what he has learned from the intervention. Yuma continues to have difficulty responding in sessions. Yuma is making minimal progress towards his goals. Yuma was provided verbal assistance during the session. Yuma was given chooses on how he can respond to the intervention. Yuma body language and his demean indicated that he did not want to participate in the session. Yuma responded by shaking his head, to indicate a yes to the question asked. Yuma was given examples of situation to choose from on how he may have used time-out during a conflict situation. Yuma was able to choose walking away and listening to music. Yuma was given choices of the answer to

Session held at the clinic. When Wyatt arrived to session, he independently walk inside and sit on the couch and need it several prompt to look at his dad's eye when he was talking to him. Based on data collection, Wyatt had it a hard time engaging on not preferred activity. 5/10 trails Wyatt need it more than two verbal prompt to finish table time. During out doors community before crossing the street, he independently said "look left, look right no cars". Wyatt did a awesome job holding DI hands while walking in the community without any verbal prompts. During session DI continued working on VB-MAPP.

Session held at the SVABA center from 8:30am to 10:09am. DI and Wyatt worked on on practice answer personal information Wyatt still needs prompt to answer when it asked what is your name, Wyatt will respond "Wyatt Butterfield". During adaptive skills, 2/2 trails Wyatt was able to urinate in the toilet independently but need it promoted to follow the toileting routine such as flush the toilet or pants down/up. DI still need to remain Wyatt to give personal space when his peer ask for.

Each of these three texts, Defending Jacob, “The Art of Resilience”, and “The Third and Final Continent” had a number of themes. However, they all shared a theme of appearances. Although these pieces of text were diverse, they all had a similar message. The general message among the passages was you should not judge someone by their presentation. Overall, this message, or theme, was conveyed throughout each text in contrasting forms.

Session held at the SVABA center. When Matteo arrived to session need it to be promoted to say "hi" to DI. Then he cry, DI and Matteo's mom asked why he was crying no respond from Matteo. DI re-direct Matteo by giving time to play bowling to warm up to be ready for session. 5/7 trails, Matteo was able to follow IF-Then instructions independently. During table time Matteo was able to complete 9 worksheets independently without being promoted. During self-help skills, DI and Matteo worked on toileting routine.

The novel “Defending Jacob” by William Landay is a legal thriller which makes you want to keep reading. Even though the beginning chapters are a little slow, it picks up from there on. I realized that from the beginning I thought Jacob was innocent because he was a quiet kid who didn't show any signs of possibly murdering someone. Since Andy barber was jacob’s father it was hard for him to realize that his son was a murderer until after Hope's death. Also I think Andy thought that because of his father's past, it was occurring in Jacob. I think Andy knew that if Jacob was the murderer that would cost him his reputation as a successful assistant district attorney, so andy personally couldn't accept the possibility of his son being a murderer.

A moody teenage boy named Jacob who thinks his imaginative grandfather is always telling stories. When Jacobs grandfater is murdered, Jacob's interest in uncovering the ysterious mysteries his grandfather always told has become his perogative. Jacob is on a mission to find out whether or not the weird powers his grandfather spoke about are actually true.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is

God interacts with the world in a very unique way. He works by using people as conduits with whom He will ultimately achieve His goal of the Divine Plan. Throughout the Book of Genesis, many cycles of protagonists appear with whom God chooses to interact. In one such cycle, the Jacob Cycle, God influences, molds, and guides Jacob in increasingly personal ways. God influences Jacob throughout his childhood, his journey to Haran, his journey from Haran, and finally, with one last test of will. Throughout the guidance, God’s increasing trust in Jacob allows for an eventual transformation of the relationship, where Jacob morphs into God’s Israel.