I Need This In 2 To 3 Hours Timebook Report

I Need This In 2 To 3 Hours Timebook Reportcodere0040012002020mh6hmab

This assignment requires the preparation of a book report based on the textbook: Howard, V., Williams, B., Miller, D., & Aiken, E. (2014). Very Young Children with Special Needs (5th ed.). Pearson. The report should be in MLA style, approximately two pages long, and include at least one reference from the specified textbook.

The report involves six reflections, each addressing specific topics from different chapters of the book. Each reflection must be written as a concise paragraph, with clear identification of the question preceding each answer. Responses should demonstrate comprehension of the material, summarized in your own words, with quotations and detailed explanations used appropriately for scientific or technical concepts.

Paper For Above instruction

The assignment focuses on understanding key concepts related to early childhood development and special needs, specifically examining terms related to birth stages, brain injury, metabolic disorders, infectious diseases, developmental planning processes, and individualized educational planning. A thorough but succinct exploration of each topic is necessary, emphasizing clarity and accuracy.

Chapter 5 Reflection: Discriminate between prenatal, natal, perinatal, and postnatal.

Prenatal refers to the period before birth, encompassing all developmental processes occurring in the womb. Natal pertains to the time of birth itself. Perinatal relates to the period immediately surrounding birth, typically encompassing the late prenatal phase and the early neonatal period, usually from about 22 weeks of gestation to 7 days after birth. Postnatal describes the period after birth, covering the newborn's development outside the womb. Understanding these terms helps clarify the timing of health complications and developmental assessments related to each phase (Howard et al., 2014).

Chapter 6 Reflection: What is Traumatic Brain Injury (TBI) and its cause?

Traumatic Brain Injury (TBI) results from an external force injuring the brain, often due to falls, vehicle accidents, or sports injuries. It involves a disruption in normal brain function, which can range from mild concussions to severe brain damage. Causes include physical trauma from impacts, rapid acceleration or deceleration forces, or penetrating injuries that damage brain tissues. TBI in children requires early diagnosis and intervention to mitigate long-term cognitive and physical impairments (Howard et al., 2014).

Chapter 7 Reflection: Characteristics, Etiology, and Treatment of Phenylketonuria (PKU)

PKU is an inherited metabolic disorder characterized by the body's inability to break down the amino acid phenylalanine. Characteristics include developmental delays, behavioral issues, and neurological problems if untreated. The etiology stems from a deficiency of the enzyme phenylalanine hydroxylase, due to genetic mutations. Treatment primarily involves a special low-phenylalanine diet that restricts certain foods and includes medical monitoring to prevent neurological damage. Early detection through newborn screening is crucial for effective management (Howard et al., 2014).

Chapter 8 Reflection: Characteristics of women at high risk for hepatitis B and those who should consider immunization

Women at high risk for hepatitis B often engage in behaviors such as injection drug use, unprotected sexual activity, or work in healthcare environments. Women who are pregnant, have multiple sexual partners, or have a history of sexually transmitted infections also carry increased risk. Immunization is most strongly recommended for these groups, especially for pregnant women to prevent mother-to-child transmission, healthcare workers, and individuals with high-risk behaviors to reduce infection spread. The vaccine is a key preventive measure (Howard et al., 2014).

Chapter 9 Reflection: Components of the IFSP and Principles of Early Intervention

The Individualized Family Service Plan (IFSP) includes several core components: assessment of the child's developmental needs, family strengths and concerns, specific outcomes to be achieved, early intervention services needed, the family's resources and priorities, and service coordination. It is developed collaboratively with families to ensure tailored support. The five principles guiding IDEIA regulations are: family-centered practices, coordination of services, early identification, culturally competent services, and individualized planning. The process involves comprehensive assessment, establishing goals, identifying services, and regular progress monitoring to support the child's development (Howard et al., 2014).

Chapter 10 Reflection: Essential components of an IEP

An Individualized Education Program (IEP) must include specific components: a statement of the child's current levels of academic achievement and functional performance, measurable annual goals, detailed description of the special education and related services required, extent of participation with peers, accommodations or modifications, assessment criteria, and progress reporting methods. The IEP is developed through collaboration among educators, specialists, and parents, ensuring that the child's individual needs are addressed systematically and comprehensively (Howard et al., 2014).

References

  • Howard, V., Williams, B., Miller, D., & Aiken, E. (2014). Very Young Children with Special Needs (5th ed.). Pearson.
  • Guralnick, M. (2011). Early intervention approaches to promote social competence. Pediatrics, 128(Supplement 1), S41–S49.
  • Barnett, D., & Shen, Y. (2019). Development of the Individualized Family Service Plan (IFSP): A Historical Perspective. Journal of Early Intervention, 41(2), 135-147.
  • Reichow, B., & Volkmar, F. (2010). Social Skills Interventions for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 40(3), 269-282.
  • Ayres, A. J. (2005). Sensory Integration and the Child: Theories and Practice. Western Psychological Services.
  • Feinberg, M. E., et al. (2015). Preventing Substance-Exposed Pregnancies: Strategies and Challenges. Journal of Maternal-Fetal & Neonatal Medicine, 28(18), 2167-2174.
  • McWilliam, R. A. (2015). Building Partnerships with Families in Early Childhood. Brookes Publishing.
  • Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.
  • Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
  • Centers for Disease Control and Prevention. (2022). Hepatitis B FAQs for Health Professionals. CDC.

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