Alcoff and working with text

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Writing to Prepare for Class

Student’s Name

Department/Institution

Course

Instructor

Date

 

  1. Alcoff and working with text

Passage 1:

These three major differences present obstacles to Asian Americans and Latinos following the path of white ethnics to “become” white. It is still proving difficult enough t to be seen as “American.” The claim that Asian Americans and Latinos will become white ignores the issues of color and other racial differences, takes no notice of the varying symbolic meanings and historical challenges posed by these groups in regard to “American” metanarratives of moral and political superiority, and forgets the problem of “assimilability.” It thus returns us to the problem of misidentification discussed earlier, refusing to recognize the specificity and complexity by which people are vilified. To give another example of this complexity, Asians and Jews have been similarly grouped together in the representative representations of their cultures as superior, threatening, and monolithic. In other words, unlike for African Americans and Latinos, Asians and Jews are not seen as having inferior intelligence or primitive cultures, but as groups with collective goals to take over the world and/or evil intent towards those outside their groups (the “yellow peril” and “Jewish world conspiracy”). This kind of ideology requires specific analysis, because it operates differently vis-à-vis, among other issues, affirmative action concerns in regard to higher

Paraphrase:

            Compared to White ethnic groups, Asian Americans and Latinos face challenges that are different than the ones that the Whites faces when it comes to being seen as “American”. The assumption that these groups can become white ignores their unique cultural and historical experiences, including “yellow peril” or “Jewish conspiracy” stereotypes. These labels showcase that different groups have their distinct and unique ways and this undermines the assumption that race is just about Black and White.

Explanation:
I chose this passage because it shed light on how the racial experiences of Asian Americans and Latinos are oversimplified by the Black-White binary, ignoring the complexities of how racism targets different groups in distinctive ways. Alcoff support the recognition of this diversity instead of putting all non-whites into one category.

Passage 2:

            Of the many questions that one might like to go back and pose to Charles Murray, perhaps the most obvious is the following: if black and white are oppositional terms, then, instead of black meaning nonwhite, doesn’t it just as logically follow that white could mean nonblack, in which case all people of color except African Americans would be white? This conclusion is no more or less fallacious or absurd than Murray’s conclusion that black means nonwhite. That such an idea was, apparently, beyond the imagination of the court at that time begins to reveal the strategy at work here. Defining whites as only those without one drop of “other”- blood has been a tool to maintain a clear and distinct border around white identity. On the other hand, the borders of other identities-their distinctiveness from each other-are not important for the law to define and maintain. The controlling term here is not race but whiteness. To be black is to be nonwhite, but this equation is not reversible if one is using the usual meaning of “black” today, since for Murray “black” includes virtually every Arian American, Latino, Native American, and mixed-race person as well as all those of African origin. Although this case began with a strategy to link the Chinese to American Indians, it ends in a ruling that prescribes a black/white binary. The ruling essentially allowed the state to make one all-purpose argument against the civil and political rights of nonwhites, thus increasing the efficiency with which it could maintain discrimination.

Paraphrase:

            The assumption that “black” means “nonwhite” does not reverse logically, and this means that “Whites” does not necessarily mean “nonblack.” This distinction is crucial, particularly because the justice systems have historically maintained a clear boundary around whiteness, viewing and presenting it as opposition to all others while failing to rigidly define other nonwhite identities.

Explanation:

            I decided to analyze this passage because it critiques the role of the legal system in the reinforcement of the Black-White binary, and this demonstrates how it has been strategically designed and positioned to protect whiteness as pure, exclusive category. This phenomenon maintains racial hierarchies. From a critical point of view, the law fails to put sufficient emphasis on other racial identities, and this paints a picture of how whiteness is prioritized.

Passage 3:

            Racism can and has operated in ways in which color is not central but other physical features, cultural characteristics and original, and status as “native” or “non-native” operate to the same effect. It is important to note that these other axes are forms of racism that produce other ways to classify and delimit subsets of people and then justify discrimination against them.

Paraphrase:

            Racism is not primarily centered in color as it can also be based on other characteristics, including physical features, culture, or status such as native or non-native. These are also some of the ways through which society justifies discrimination, categorizing people in order to maintain power.

Explanation:

            I chose this passage because it plays an essential role in showcasing that laying emphasis only on color misses the broader ways through which racism works. Agreeably, limiting race discussions to Black and White only ignores other forms of discrimination on the basis of culture and origin, emphasizing the importance of gaining a more comprehensive understanding of race.

  1. Okihiro and working with text

Passage 1:

We are a kindred people, African and Asian Americans. We share a history of migration, interaction and cultural sharing, and commerce and trade. We share a history of European colonization, decolonization, and independence under neo colonization and dependency. We share a history of oppression in the United States, successively serving as slave and cheap labor, as peoples excluded and absorbed, as victims of mob rule and Jim Crow. We share a history of struggle for freedom and the democratization of America, of demands for equality and human dignity, of insistence on making real the promise that all men and women are created equal. We are a kindred people, forged in the fire of white supremacy and struggle, but how can we recall that kinship when our memories have been massaged by white hands, and how can we remember the past when our storytellers have been whispering amid the din of Western civilization and Anglo-conformity?

Paraphrase:

            African Americans and Asian Americans have a link that is characterized by shared migration, cultural interactions, and trade. This link is also characterized by similar histories of European colonization, late independence, and continued struggles under new control forms. In the United States, for instance, African Americans and Asian Americans experience exploitations in the form of slaves and cheap labor, exclusion, as well as mob violence. However, their shared fight for freedom and equality plays an essential role in upholding the idea that all humans are born equal despite the distortion of this shared memory by white dominance, which often makes it hard for them to remember their unity.

Explanation:

            I chose this passage because it demonstrates the role of historical experiences and external forces such a White Supremacy in shaping race and racism. It also proves to us that the construction of race has real consequences, particularly in cases when the shared history of marginalized communities undergoes alteration or erasure. Additionally, it provides useful insights into how collective straggles can be undermined by dominant narratives, and this shows us how racism is not only an individual prejudice but also a broader social manipulation of both history and identity.

Passage 2:

            The question is multilayered. is yellow black or white? is a question of Asian American identity. Is yellow black or white? is a question of Third World identity, or the relationships among people of color. Is yellow black or white? is a question of Ameri can identity, or the nature of America’s racial formation.” Implicit within the question is a construct of American society that defines race relations as bipolar-between black and white-and that lo- cates Asians (and American Indians and Latinos) somewhere along the divide between black and white, Asians, thus, are “near- whites” or “just like blacks.” The construct is historicized, within the progressive tradition of American history, to show the evolution of Asians from minority to majority status, or “from hard- ship and discrimination to become a model of self-respect and achievement in today’s America.”

Paraphrase:
The question “Is Yellow Black or White?” is a reflection of Asian American identity in a contemporary society, defining race primarily through a Black-White binary. In most cases, Asians tend to viewed either as “almost white” or just like Blacks”. As a result, they are portrayed as having risen from hardships to model minority status, a phenomenon that masks the complexity of their racial experience.

Explanation:

            I decide to focus on this passage because it shed light on how society is organized by racism into a Black-White dichotomy, resulting in the erasure of the nuanced experiences of other races. In addition, it questions the relevance of the binary approach that a significant number of people, especially Whites adopt to race and expounds on how this simplified approach results in the maintenance of inequality. Besides, through this passage, one realizes that different groups can be marginalized in unique ways when people view race relations as more complex, perpetuating stereotypes like the model minority myth.

Passage 3:

But yellow is not black either, and the question posed is, in a real sense, a false and mystifying proposition. The question is only valid within the meanings given to and played out in the American racial formation, relations that have been posited as a black and white dyad. There are other options. Whites considered Asians “as blacks” or, at the very least, as replacements for blacks in the post-Civil War South, but whites imported Chinese precisely because they were not blacks and were thus perpetual aliens, who could never vote. Similarly, whites upheld Asians as “near-whites” or “whiter than whites” in the model minority stereotype, and yet Asians experienced and continue to face white racism “like blacks” in educational and occupational barriers and ceilings and in anti-Asian abuse and physical violence. Further, in both in- stances, Asians were used to “discipline” African Americans (and other minorities according to the model minority stereotype). That marginalization of Asians, in fact, within a black and white racial formation, “disciplines” both Africans and Asians and constitutes the essential site of Asian American oppression. By seeing only black and white, the presence and absence of all color, whites render Asians, American Indians, and Latinos invisible, ignoring the gradations and complexities of the full spectrum between the racial poles. At the same time, Asians share with Africans the status and repression of nonwhites as the Other-and therein lies the debilitating aspect of Asian-African antipathy and liberating nature of Asian-African Unity.

Paraphrase:

            The idea of viewing Asians as either Black or White is not only false but also founded on a racial framework that fails to take other racial identities into consideration. Asians have been historically placed by Whites in different roles, including those of being replacements for Blacks and at other times being “near-whites” through the model minority stereotype.

Explanation:

            I chose this passage because it challenges the Black-White racial construct in a direct manner, and this plays a crucial role in painting a vivid and clear picture of how Asians and other non-Black, and non-White groups are marginalized. Besides, this passage demonstrates the ways through which racism is leveraged to divide minority groups whereby they are positioned against each other. From a critical point of view, this underscores the need to recognize the diversity within racial identities and experiences instead of oversimplifying them via binary frameworks.

  1. Dear Kao Kalia Yang

            I just concluded reading Black Ink on White Papers and I wanted to let you know that it has resonated deeply with me. The way you have explored the Asian American experiences within a predominantly White cultural framework felt significantly powerful. I was particularly struck by your description of the erasure and distortion of our stories in mainstream narratives, as well as how other communities, especially Whites oversimplify or ignore the complexity of Asian Americans identity. From a personal standpoint, your work has played an essential role in helping me reflect on the criticality of reclaiming our voices.

I have also been moved by your personal encounters and how they connect with broader themes of identity and belonging. Your expression of how Hmong community suffered and struggled add an extra layer of depth that is not only enlightening but also informative. This made me think about the challenges that a significant number of immigrant families faces while navigating their cultural identities and seeking acceptance in a new and unfamiliar world.

However, I have a few questions. How do you envision the future of Asian American literature? And what advice would you give to aspiring writers who wish to tell their own stories?

I am grateful for your remarkable work and I am inspired to think in a critical manner about representation and my identity.

With gratitude,

Student’s Name.

Identity

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Identity

 

The passage from IBé provides varying perceptions regarding the aspect of identity. The author affirms that like black and white, they cannot be referred to race but classifications. In the passage, ‘If Black, like White, is not a race, then it must be a classification. And as with all classifications, there must be a shared characteristic among al members of this group.’ The author perceives individuals as a classification and their characteristic is something that needs to be considered. The passage showcases that identity should not be static and instead should shift based on the individual perceptions and the experiences one encounters. For the second passage, Heid E. Erdrich writes, ‘The law used words like ‘colored’ or ‘octoroon,’ but Indigenous people are not exactly People of Color. We may be generally brown (we can be and are black), but we are not immigrants, forced pr otherwise, and we do not have a uniform racial identity.’ The passage is selected considering its analysis of the overall societal situation and how people might choose to identify with a specific group. Lastly, Maalouf asserts, ‘Identity is one of those false friends. We all think we know what the word means and go on trusting it, even when it’s slyly starting to stay the opposite.’ The passage was selected as it affirms the aspect of identity and how the issue is subjective in various situations.

From the assessment of the three passages, it is evident that identity is an element that is defined in various ways. It is important to have an understanding of the situation based on the context. IBé affirms that identity can be perceived as a form of classification that categorizes people based on their specific characteristics. Therefore, identity can be perceived as an entity that puts together groups of people that share the same systems of beliefs or have the same characteristics.

In contemporary society, identity is defined based on various entities and this is based on context. Social sophistication has brought about diverse subsets that can be used to define identity. In some cases, identity is decided by individual but mostly it is externally imposed by the society (Maalouf, 2001). The society focuses on primary aspects such as race and religion and ignores the specific multifaceted nature of an individual. From the assessment of this scenario, it is evident that external forces play an objective part in limiting personal beliefs and identity, and this, one is limited to the societal labels.

The aspect of deciding a person’s identity should be done in a holistic and fluid manner so that the individuals cannot feel as outsiders. According to Erdrich, self-determination is crucial as it ensures that a person can be in a position to connect with the inner self and not be influenced by external sources (Shin, 2016). Notably, each individual has ultimate authority to determine their identity and this is informed through their unique stories and experiences. It is also important to understand that there are no fixed identities as IBé affirms. The author reiterates that there should be an expansive pool for the creation of self-defined identity one that is not bound by external categorizations. The idea reiterates that identity needs to be fluid and self-determined.

In conclusion, it is important to understand that identity is a crucial entity when seeking to understand an individual or a society. Having an idea of the personal and societal conditions is crucial in developing an identity that define the entities. The authors provide thought-provoking ideas and positions associated with the definitions of identity.

 

References

Maalouf, A. (2001). In the name of identity: Violence and the need to belong. Arcade Publishing.

Shin, S. Y. (2016). Good Time for the Truth: Race in Minnesota. Minnesota Historical Society Press.

Thinking about the microbiome and human health

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This week’s lab is a little bit of unit 1 and a little bit of unit 2.

 

Thinking about the microbiome and human health

These questions have no specific “right” answers that I am looking for.  If you can justify your thinking with accurate facts, your answer will count.

  1. Give me three reasons the microbiome should be considered a human organ.

 

  1. The microbiome is involved in various essential bodily functions, including digestion, nutrient absorption, and immune system regulation, all of which are done by other body organs. For instance, it helps break down complex carbohydrates such as fiber, which often presents digestion difficulties to our own digestive system.
  2. Another reason is that microbiome depicts a symbiotic relationship with the body where it provides crucial metabolic and protective functions, a process that is the same to other organs that interact with other body system.
  3. They are also characterized by a large mass and functional complexity that plays an essential role in rivaling traditional organs such as the liver, a factor that influences homeostasis and overall health, as well as other multiple body systems such as metabolism and central nervous system.

 

  1. Give me three reasons the microbiome should not be considered a human organ.
  1. Unlike traditional body organs, the microbiome is made up of foreign microorganisms instead of human tissue.
  2. The composition of the microbiome varies greatly from one person to another and over time, and this decreases its stability and undermines its permanency, a phenomenon that is directly opposite to typical body organs.
  3. The microbiome lacks an anatomical structure with defined boundaries like other body organs. It presents itself as a dynamic collection of microorganisms that are spread across a wide range of systems.

 

  1. Should doctors test for “healthy” and “diseased” microbiomes as part of their diagnostic exams? Why or why not?
  1. I believe doctors should conduct a test to determine if microbiomes are healthy or diseased. The rationale for this is that microbiomes play an essential role in a wide range of health conditions, including digestive disorders, immune system dysfunctions, and mental health. Agreeably, testing has the capacity to provide valuable insights into conditions such as irritable bowel syndrome and obesity, making it indispensable.

—————————–

Microbiome: Gut Bugs and You | Warren Peters | TEDxLaSierraUniversity

Just a note: The short video greatly simplifies (perhaps oversimplifies) the issue of the microbiome, but it is good enough to get you thinking about the topic.

https://www.youtube.com/watch?v=IDqMB6C1uys&ab_channel=TEDxTalks

  1. How does the number of genes in the microbiome compare to the number of genes in either the human or the rice plant?

 

According to Warren (2016), humans are believed to have approximately 26,000 genes, whereas the rice plant has close to 46,000 genes. Besides, the human microbiome comprises more than 100,000 microbial genes, and this surpasses both human and rice plant genes.

 

  1. What are some examples given in the video of good and bad things the gut microbiome does for us? List a few.

 

In the context of good, the microbiome is involved in fermenting food residues, and this produces short-chain fatty acids that contribute to the support of a healthy immune system. Besides, it aids in the harvesting of calories from fiber-rich food, and this has been linked with helping humans survive when food is scarce. However, microbiomes are not without limitations as their imbalance, also known as dysbiosis causes health issues such as irritable bowel syndrome, colitis, and other autoimmune diseases.

 

  1. What happened to the skinny mouse that got a fecal transplant from the obese mouse?

 

According to Warren, the skinny mouse became obese after its body was introduced to a fecal transplant from the obese mouse.

 

  1. What does that potentially tell you about the microbiome and obesity?

 

 

This showcases that microbiomes are highly involved in metabolic conditions and obesity. Specifically, bacterial families such as Firmicutes, which are associated with the effective harvesting of calories contribute to weight gain.

 

  1. Can staying up late studying for exams too often potentially affect your microbiome? If so, how?

 

Yes, staying up late has a negative effect on the microbiome. This is due to the fact that both humans and their gut bacteria have what is known as circadian rhythms. As such, any disruption in sleep can result in an imbalance in the microbiome, and this can have an effect on overall health.

 

Dan Knights- How We Study the Microbiome

https://www.ted.com/talks/dan_knights_how_we_study_the_microbes_living_in_your_gut

  1. What happens to the microbiome of Hmong and Karen people moving to the United States? What impact does this have on their health?

 

When Hmong and Karen people move to the United States, there is a high likelihood of losing approximately 20% of their microbiome diversity because they adopt a Western diet and lifestyle (Knight, 2017). This loss is associated with an increased risk of developing conditions such as obesity and diabetes; diseases that were previously uncommon in their communities. From a critical point of view, the microbiome changes results in health issues, and this reflects the negative impact of a Westernized setting on their gut health.

You will have noticed that in both Ted Talks, they mentioned that it is difficult to determine whether the microbiome causes health problems, or whether health problems lead to a change in the microbiome.

 

This is a very exciting field of research, and it is likely you will be hearing more about this if you go into any health-related field professionally!

 

 

And last but not least!

You have a choice! For 5 points:

You can either

  1. Research a case or situation where forensic analysis of bone was involved and write two paragraphs about the use of bone forensics in that instance. This could be true crime, natural disaster investigation, ect.

 

  1. Write two paragraphs on the pros and cons of attempting to identify biological sex and ethnicity from skeletons and identify your position on the issue.

 

The identification of both biological sex and ethnicity from skeletal remains is characterized by both practical benefits and ethical concerns. In the context of benefits, determining biological sex can play a crucial role in assisting forensic scientists and anthropologists narrow down the identity of unknown remains. This is particularly important when it comes to the identification of missing persons. In the same light, using skeletal features such as cranial shape and dental patterns to estimate ethnic background can assist in providing additional clues about the origin of an individual. Irrefutably, this is critical in criminal investigations and archaeological research.

Nonetheless, there are a few limitations and risks associated with the adoption of these methods. Skeletal traits that are related to sex and ethnicity can vary widely and in most times, their reliability as indicators is inconsistent, particularly due to environmental, genetic, and individual variations. As a result, there is a likelihood of arriving to inaccurate conclusions, and this can reinforce stereotypes or assumptions associated with race and gender.

If you are stuck and don’t know where to start, this might help for option A Medical Detectives (Forensic Files) – Season 7, Ep 30: Tooth or Consequences https://www.youtube.com/watch?v=FykyEtMgMHw&ab_channel=FilmRiseTrueCrime (Content warning for death, violence, sexual abuse), or you can see the links provided in the most recent powerpoint about the issues surrounding identification of skeletal remains. You do not have to use my examples.

 

 

References

Knight, D. (2017). Update browser. TED: Ideas change everything. https://www.ted.com/talks/dan_knights_how_we_study_the_microbes_living_in_your_gut/transcript?subtitle=en

Warren, P. (2016). Microbiome: Gut Bugs and You | Warren Peters | TEDxLaSierraUniversity [Video]. YouTube. https://www.youtube.com/watch?v=IDqMB6C1uys&ab_channel=TEDxTalks

 

 

 

 

Science Communication Assignments: (4x)

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Science Communication Assignments: (4x)

  • Topic: You will choose a medical condition related to one of the anatomical systems we covered in the class sections leading up to when the assignment is due.
    1. Or, you may pick subjects related to anatomy that interest you or are relevant to future career goals
    2. Current events are okay too!
    3. Basically, just tell me why/how you picked your topic if you do something other than what we are covering in class.
    4. Conditions we covered in class are allowed. Visible Body also has pathology sections you can use.
  • You will then prepare a short communication for the public on your chosen topic. When picking your audience, consider your friends, family, and future patients.
    1. Example communications
      1. A brochure from a doctor’s office or health care clinic (single brochure length, you may use templates to design it)
      2. A letter to a relative indicating your concerns about their or your health (approx. two pages double-spaced)
  • A buzzfeed article (approx. two pages double spaced, excluding space for images)
  1. A short powerpoint lecture on your topic (approx. 5-10 slides)
  2. A short youtube educational video (not to exceed 10 minutes)
  3. A Tik Tok or series of educational Tik Toks on your topic (not to exceed 10 minutes total)
  • A short podcast segment on your topic (not to exceed 10 minutes)
  • You may also use images if you create them yourself OR properly cite/source where you got the images from.
  • Since these assignments are in an informal format, a formal in-text citation is not needed. A reference list should be provided for each assignment, but any citation format is okay.
  • You do not have to upload the assignments to your own social media- as long as you provide them in a format I can open and I know what the intended format was, that’s good enough. Linking me to media on your google drive is okay too as long as the link is shared so I can open it.
  • You may work together to get feedback from other members of the class on your assignment, but every student should turn in a unique final product.

 

Grading rubric:

Condition Name1 point
Anatomy Affected1 point
Is the anatomy discussed relevant to what we are covering currently in class or my personal interest2 points
Known Risk Factors1 point
Knowing Screening or Testing1 point
Known Treatments (“no treatment” if none known)1 point
Identifiable public audience- shows intent to communicate (not just a book report or a list of facts)2 points
Creativity/Artistic (was effort made in presentation)1 point

 

 

 

[Mis] Education

/in /by

 

 

 

 

 

 

[Mis] Education

Student’s Name

Institution affiliation

Course

Date

 

A. Kohl and working with text

Passage 1:

“The counselor, to our astonishment, refused to accept the class and told us that he wasn’t sure Akmir was repentant enough. He informed us that he would release the diploma at his own pleasure. I pleaded and did everything I could to convince him to change his mind, including trying to use the prestige of Teachers College. I even threatened to go to the Board of Education and create a scandal, but nothing worked. The counselor was adamant. Akmir was devastated. There was no appeal, though, and we both left the school ready to blow the place up.”

Why I chose this passage: This moment points out a random display of power by an authority character, in which the counselor’s individual judgement of Akmir’s ‘repentance’ became the motive for denying him his diploma. The idea of authority figures withholding something as important as education based on personal biases is worrying and reflects the larger oppression theme.

Relation to my own experience: In my education realm, I have come across situations in which authority characters made choices that felt more about power dynamics than fairness. While I haven’t gone through anything severe as Akmir, I recall times when teachers used their position to enforce judgement or rules that seemed unrelated to academic performance, which created frustration. In contrast, I was lucky to have other supportive educators who prioritized fairness over individual prejudices.

Passage 2:

“As it turned out, Akmir didn’t really need the diploma. He was going to be drafted anyway. But he was devastated by that rejection, which seemed to him to be the end of everything. After that, he began wandering the streets aimlessly. I found him a few times in the Village, but he didn’t have much to say. I felt the pain of having failed him, not being able to convince the counselor to give him his diploma. He ended up being abandoned in the emergency room of a nearby hospital where he died of an overdose of heroin—one more victim of what he spent his life not-learning. I felt that I had failed him again.”

Why I chose this passage: This excerpt demonstrates how profound emotional devastation, caused by personal struggles and systemic barriers, can lead to tragic outcomes. Akmir’s overdose is framed not only as a individual loss but as a consequence of the universal forces that excluded him leading to his ‘not-learning’. It’s a authoritative annotation on how societal rejection and systematic failure affect vulnerable people.

Relation to my own experience: While I have not experienced systematic rejection to the Akmir’s level, I have seen peers struggling with feeling of alienation by the education system, which was usually rigid and not tailored to diverse requirements. The idea of “not-learning” because the system fails to respect or include individual is something I can relate with. The excerpt made me mirror on how educational settings can either contribute to decline or nature students based on how exclusive or inclusive they are.

Passage 3:

“Imitating your oppressors and trying to integrate yourself into their society might work better in the short run and keep you out of trouble, but it costs more in the long run. Akmir was among those brave people who refused to abandon self-respect or allow himself to be consumed by hatred and self-hatred. Not-learning to think white was a strength that got him in trouble with those who believed in that kind of thinking, but so far as I’m concerned, his life was honorable and his death a tragic loss. He didn’t give in to the way things were. He didn’t assimilate, and he didn’t try to fit in where he wasn’t wanted.”

Why I chose this passage: This echo on Akmir’s decision to resist integration into a society that oppressed him echoes deeply. The ideology of “not-learning to think white” speaks to the larger identity and self-preservation theme in the aspect of systematic racism. Kohl respect’s Akmir’s position, even though it brough hardships, leading to an authoritative argument for the value of upholding integrity.

Relation to my own experience: This passage reminds me of the subtle pressures to conform within educational spaces. While I didn’t face the extreme circumstances Akmir did, there were moments when I felt that success was tied to fitting into specific molds or ideologies. This passage challenged me to think about the fine line between integrating into a system and losing one’s identity. It makes me appreciate the importance of educators who create spaces where students can succeed without sacrificing their uniqueness.

 

A. Mura and working with text

Passage 1:

“In 1992, I worked with a number of local Asian Americans to start the Asian American Renaissance, an Asian American community arts organization. During the inaugural conference of the AAR, at a party at my house, theater artists Rick Shiomi and Dong-il Lee started a conversation about creating an Asian American theater company here, and the two became the co-founders of what is now called Mu Performing Arts. In the years since, the Twin Cities have become a center for Asian American art and artists (Mu is the second-largest Asian American theater company in the country).”

Why I chose this passage: This except points to the significance of creating community spaces for the alienated voices, particularly for Asian Americans in the arts. Mura’s role in launching the Asian American Renaissance shows how intentional efforts can lead to success of cultural spaces that provide opportunity and visibility to underrepresented groups.

Relation to my own experience: In my educational journey, there were usually student groups formed around cultural identities, but they were faced with difficulties in gaining appreciation or institutional support. Visualizing how Mura’s efforts helped create a significant space for Asian American artists makes me mirror on how powerful grassroots organizing can be. I appreciate that creativities led by those withing disregarded groups, like Mura’s, can be transformative for the whole community, opposing with my own experience of limited institutional support for diversity initiatives.

Passage 2:

“In part because so many of us artists of color here still feel shut out from the mainstream, so many of us feel unrecognized or under recognized, we don’t see art as a refuge from or as separate from political and racial concerns. And especially among the Asian American artists here, we’re more openly pissed with the status quo; we’re more up front about our identity and issues as Asian Americans than places where there are more substantial numbers of Asian Americans, as in parts of California.”

Why I chose this passage: This passage illustrates the frustration that many artists of color feel regarding exclusion from the mainstream. Mura captures the way art and activism intersect for marginalized groups, expressing that art is not just a space for creativity but also a means of confronting political and racial issues.

Relation to my own experience: This passage contrasts with how art was presented in my educational experience, where it was often discussed as a neutral, apolitical space. In school, artistic work was seldom linked to activism or social justice, even though many students of color, myself included, felt the weight of racial and political issues in our daily lives. Mura’s perspective here resonates with the realization that art can be a powerful form of resistance and self-expression for those who are otherwise excluded or silenced.

 

Passage 3:

“In the 1930s the Nation did a similar anthology. Langston Hughes wrote about Georgia; Sherwood Anderson about Ohio; Edmund Wilson about New Jersey. Sinclair Lewis, in his essay about Minnesota, talked about the strange new immigrants—the Swedes. Most white Minnesotans have forgotten that they were strangers here once. Or that they are not native to this land. One night at the Cabooze, back in the seventies, a Native American woman started talking to me, and she asked me to go with her to a Native bar on Franklin so she could show me her people. When I was younger and had long hair, there were times when Native Americans mistook me for Native, but this obviously wasn’t the case, since she used the phrase ‘my people’ and not ‘our people.’ Still, I sensed she wouldn’t have asked someone white to do this.”

Why I chose this passage: I picked this passage since it addresses both present day and historical issues of identity, belonging, and the way we define “outsiders” or “strangers”. Mura’s reflection on white Minnesotans overlooking their immigrant past attracts attention to how historical amnesia allows current dominant groups to alienate others. He also points out how Native American woman drew a boundary between “your people” and “my people” reminding Mura of the walls that persist even among the sidelined groups themselves.

Relation to my own experience: This passage resonates with the way I was thought history in my educational background, where the immigrant stories of European settlers were often romanticized, while the stories of original people or other racial minorities were alienated. In school, I saw how the struggles of non-white immigrants or native groups were either omitted or diminished, fostering a sense that we usually forget or ignore the manners in which we or those in out society, were once viewed as “strangers”. His insight pushes me to critically think regarding how societal narratives are constructed in favor of particular groups while dismissing others, which opposes with the selective history I was taught.

 

 

ADMN4101- Durham F24 – Thinking About Management

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ADMN4101- Durham F24 – Thinking About Management

– Professional Biography of a Manager Assignment –

 Guidelines and Requirements

 

This assignment allows each student to study the career of an entrepreneur, with a focus on the person’s managerial decisions and actions. The goal is to understand the decisions made by those who start businesses as they face challenges and manage through them as the business grows (or declines). It is a biography, but should be written from the perspective of a journalist interviewing or studying an entrepreneur.

 

The student selects the individual to write about. The one requirement is that the individual is an entrepreneur under the definition of ‘someone who has started and grown a business’. The purpose of this criteria is to observe how the individual navigates the pathways of business creation. (This can be compared to the final assignment where the goal is to observe large, established organizations.) The individual may be someone who, decades ago, started a business that has grown to a large organization, it may be an individual who started a business that remains an SME (small to medium enterprise) or it may be an individual who has started a company recently. Individuals who start social ventures are also acceptable as subjects.

 

Approval of a subject individual is not required, however, please do NOT write about Elon Musk, Jeff Bezos, Steve Jobs or Sarah Blakely.

 

Before committing to a topic, students should ensure that there is sufficient information available to complete the paper. Information may be drawn from any form of secondary source, including  interviews of the entrepreneur. Interviews available in print or video are acceptable, as are business publications, company records, academic publications, industry sources and books. Drawing from a variety of sources is encouraged to demonstrate academic rigour even if the primary source of information comes from interviewing the entrepreneur. (NOTE: You may interview the subject of your biography, if the entrepreneur agrees to be interviewed. See Appendix 1 for guidelines and requirements on interviewing people for this assignment.)

 

Recommended format:

 

Introduction – A brief paragraph (not more than 150 words) to identify the subject of the biography. Write this as though the reader has never heard of the subject. Note the industry environment the person works in, the company(s) they have started including product area. Avoid early life information (such as parents, education) – this type of information seldom appears in a professional biography. However, you may include the person’s career or life goals or motivations, especially for starting their business.

 

Body of paper – Select three key incidents, developments or issues faced by the entrepreneur in their professional life. Describe the incident in sufficient detail that it is clear why a decision was required. Many people will say ‘I decided to…’ and describe the course of action, without indicating the basis behind the decision or the alternatives. However, these should be in your paper. For each incident, describe the decision point, the options and the basis for the solution they chose. This is where your analysis will enter the paper. Include reflection on the subject’s personal motivations, ethical aspects of the issue and decision, and business strategy for each issue. Ideally, the issues discussed will be sequential, or connected in some way that can be seen to connect the decision-making process of the subject, or the person’s growth in managerial skills. Avoid including incidents where you are tempted to deem “there was no choice”. These do not tell you about decision-making.

 

Conclusion – Include a summary statement of the subject’s entrepreneurial pursuits. Incorporate what you have learned from the decisions made by the subject (not what you learned about the subject), or about the decision-making process used, in your conclusion of the paper.

 

This is an individual assignment. Students may write on the same topic as other students, however, each paper must clearly be an independent work. As the subject matter has a good deal of breadth and students will select from a wide range of information to present, it is expected that two papers on the same topic will be quite different.

 

The biography should be no more than 1,000 words, not including titles and references. Note that figures are not usually included in biographies. Appendices are not allowed. Sections of text beyond the word limit may not be read or included in grading.

 

In-text citations should be used for all information in the paper that is not the student’s original thought. Footnotes or endnotes are an acceptable format for the in-text citation. APA style should be used for the format of the references.

 

This biography should be written in first person, making it clear that you are writing about the subject (i.e. either ‘I have the opportunity to interview Mr. X  or read extensively about Ms. Y…). The concluding paragraph should be in first person as it reflects what you have learned.

 

Submissions are to be made in the appropriate folder in Blackboard. Documents should be in MS word format or PDF. It is the student’s responsibility to ensure the submission is correctly loaded and to retain a backup copy.

 

The following is a breakdown of the allocation of marks for the assignment:

  • 10% – informative introduction
  • 3 x 20% (60% total) – body of paper, divided for each issue discussed, clarity of why it is an important issue including alternatives, consideration of decision made and relevance to course concepts of individual strengths and motivations, ethical considerations, and business strategy
  • 15% – conclusion which draws together paper and reflects insights gained by student
  • 5% – accurate referencing
  • 5% – good grammar, word use, logical flow to paper.

 

Appendix 1: Guidelines and Requirements for Interviewing Entrepreneurs for this Biography Assignment.

 

Note: These guidelines and requirements form part of the Research Ethics approval obtained for interviewing an entrepreneur for ADMN4101 Durham, F24, Professional Biography Assignment.

 

First, if an entrepreneur agrees to be interviewed by you for this assignment, be very grateful that they have given you their valuable time. Be respectful of their time and thankful for their assistance. Also treat any information they provide you as confidential until you know otherwise.

 

Before the Interview

 

To approach a potential interviewee, research their business and industry in secondary sources first. Use publicly available email or business phone (call, don’t text unless invited to do so) to inquire if the person would be interested in, and available for, an interview. If the business has a public outlet, you could also approach the entrepreneur in person. In your initial approach, you could use a script like the following one:

 

Hello,

 

I am [your name], a student at Trent University in the [Business program]. I am writing a paper on decision-making by entrepreneurs and wonder if I might interview you to hear about the decisions you have made in starting and building your company [name of company].

The interview would not take more than an hour of your time and can be scheduled for your convenience. I would need to complete the interview by early October to submit the paper on time.

My  paper is submitted to a Trent online system where only my professor and our Teaching Assistant can read it, so whatever you tell me during the interview will not be publicly available.

I think I will learn a lot more about business decision-making by talking to you and appreciate your consideration of this invitation.

 

Thank you.

 

 

Preparing for the Interview

 

Ask straightforward and direct questions. Ask follow up questions to ensure you understand the entrepreneur’s statements but avoid pushing for information, which may be confidential, about the business or the entrepreneur.

 

Below are a list of sample questions. Through your preparatory research, you can modify the question to be personalized to the entrepreneur and their business to elicit deeper insights. Prepare the questions before the interview. If the interviewee wishes to see them in advance, do provide them.

 

  1. Why did you decide to start your business? What alternatives were you considering at the time?

 

  1. How would you describe your business and the industry it competes in?

 

  1. Can you describe one or more of the most significant decisions you have made in starting your business? Follow up: what were the alternatives you considered when starting the business?

 

  1. Can you describe one or more of the most significant decisions you have made in building or growing your business?

 

  1. What are or were the biggest challenges you made in building or growing your business? How do you approach significant business challenges?

 

  1. What alternatives did you consider in making [a certain] decision?

 

  1. What factors enter into your business decision making?

 

During and after the interview

 

You are not required to ask any questions about the entrepreneur’s cultural background. If Indigenous individuals self-identify during the interview, you should ask whether they would like you to have culturally appropriate assistance to interpret, or support, what they tell you. If so, contact your instructor.

 

The total time of the interview should not exceed one hour. It is suggested you take notes, either hand written or typed into a document. It is generally NOT recommended that you record the interview (video or audio) due to concerns about protecting privacy. Notes you take should be protected from distribution. They should be kept in a password protected account, or secure physical place. Do not share them with anyone, in any form, and destroy them after the course is completed. The notes should not be used for any other purpose than writing your ADMN4101 assignment.

 

Unless you have the explicit permission of the interviewee, do not post anything on a public platform (e.g. social media) about the entrepreneur or the interview.

 

If at any time the person you approach wishes to decline the interview, including before or during the interview, accept this decision and thank them for their time. If this will present issues in completing your assignment on time, contact your instructor to make other arrangements.

 

If there are any questions you ask that the interviewee does not wish to answer, respect that request and move onto the next question. If an interviewee looks uncomfortable and hesitates to answer a question, ask if they would rather not answer it.

 

Summary

 

Overall, enjoy the opportunity to learn from an entrepreneur directly how they make their decisions. Treat the entrepreneur, and what they tell you, respectfully.

Characteristics of Students w/Autism Spectrum Disorders Module 11

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Characteristics of Students w/Autism Spectrum Disorders Module 11

Before completing the assignments, please read the readings and instructional lessons for this module. Please complete these items at the beginning of the module as they are the basis for your discussions and assignments.

 

·       Lit search verbal behavior and the verbal behavior approach and include as an addendum to next summary submission. Also, post in db as noted.

·       Tip Sheet – Communication and LanguageTip Sheet – Communication and Language(1).pdfDownload Tip Sheet – Communication and Language(1).pdf

 

Suggested Reading on Verbal Behavior:  http://pepsic.bvsalud.org/pdf/rbtcc/v9n2/en_v9n2a02.pdfLinks to an external site.

 

PPT: ED660.Module 11.pptx

 

Assignment 1, Module 11 Discussion Board: Lit search Verbal Behavior and/or the Verbal Behavior Approach and find 2 resources (as broad or narrow as you like)  of interest and related to your targeted observation of a person on the spectrum –  Post Citations to the discussion board and briefly describe how the approaches in the article would be relevant to communication issues for your student/person. No extensive description of the article required since it is a brief post (200-350 words). Read and comment on 2.

 

 

Solution

 

 

 

Assignment 1, Module 11 Discussion Board

Student’s Name

Institution

Course

Instructor

Date

 

            In her article, The Verbal Behavior Approach: How to Teach Children with autism and Related Disorders, Barbera (2007) emphasizes the importance of identifying the functions of behaviors, including problem behaviors like those depicted by Alex, who often flaps his hands when transitioning between activities. Here, Barbera (2007) indicates that problem behaviors can stem from the inability of students with autism to effectively communicate their desires and needs. In the case of Alex, this implies that it is important to understand that his behaviors may be caused by communication difficulties, especially in expressing what he wants or needs during transition. Viewing his problem behaviors from this approach can play an essential role in teaching him alternative methods to express his needs and wants instead of engaging in hand flapping. For instance, he can be taught how to use verbal or non-verbal communication such as squeezing a stress ball to request breaks or express what he prefers. In addition, Barbera (2007) underscores the importance of using augmentative communication devices to facilitate the ease of expressing one’s needs and desires among children with autism. Alex’s communication challenges extend beyond verbal communication, making this recommendation relevant. Specifically, Alex can be empowered to express himself effectively when frustrated or when transitioning between activities by providing him with communication tools tailored to address his individual communication challenges such as picture exchange systems. This can then reduce his reliance on problem behaviors as a form of communication. Read more

 

 

References

Barbera, M. L. (2007). The verbal behavior approach: How to teach children with autism and related disorders. Jessica Kingsley Publishers.

Vargas, E. A. (2007). BF Skinner’s Verbal Behavior: an Introduction. Revista Brasileira de Terapia Comportamental e Cognitiva, 9(2), 1-20.

 

 

 

 

Teaching Methods for Students with Autism Module 14

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Teaching Methods for Students with Autism Module 14

Why is it important to have team collaboration in a school or clinic setting (this includes parents/caregivers. How can true collaboration occur, what are obstacles that exist, or you have faced in your own experiences.

Solution

 

 

Assignment 1, Discussion 15

Student’s Name

Institution Affiliation

Course

Date

 

 

Team collaboration

Team collaboration is paramount in both school and clinic settings, as it fosters an environment where diverse expertise and perspectives converge to achieve common goals. One significant reason for emphasizing collaboration is the holistic nature of addressing educational and healthcare needs (McLaney et al., 2022). In these settings, individuals with different skill sets, such as teachers, healthcare professionals, parents, and caregivers, each bring unique insights and knowledge that are integral to comprehensive care and education. According to McLaney et al., (2022), true collaboration occurs when all team members actively participate, communicate openly, and respect each other’s contributions. This involves sharing information, brainstorming ideas, and collectively problem-solving to provide the best possible support for students or patients. Additionally, establishing clear roles and responsibilities ensures that everyone understands their part in the collaborative process.

However, several obstacles can impede effective collaboration. One common challenge is a lack of communication or miscommunication among team members, leading to misunderstandings or conflicting approaches (McLaney et al., 2022). Differences in professional backgrounds or organizational cultures can also create barriers to collaboration, as individuals may struggle to find common ground or may prioritize their own objectives over collective goals.  Moreover, time constraints and resource limitations can hinder collaboration efforts, especially in busy school or clinic environments where there is constant pressure to meet deadlines or manage caseloads. Additionally, power dynamics within teams, such as hierarchical structures or unequal distribution of decision-making authority, can inhibit open dialogue and collaboration.

In my own experiences, I have encountered challenges related to communication breakdowns and conflicting priorities among team members. However, I have also witnessed the transformative power of collaboration when individuals are committed to working together towards a shared vision. Overcoming obstacles requires a commitment to building trust, fostering open communication, and valuing the expertise of all team members, including parents and caregivers who play a crucial role in supporting student or patient success.

 

 

References

McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022, March). A framework for interprofessional team collaboration in a hospital setting: Advancing team competencies and behaviours. In Healthcare management forum (Vol. 35, No. 2, pp. 112-117). Sage CA: Los Angeles, CA: SAGE Publications.

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Teaching Methods for Students with Autism Module 14 Peer Responses

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Teaching Methods for Students with Autism Module 14 Peer Responses

Please respond to my peer discussions listed below. All responses should 100-150 words peer response. Please agree with all discussion and provide evidence to support your responses.

 

Peer 1 Frankie Melendez: Team collaboration is important in creating effective treatment plans for individuals. When all members of a team are able to collaborate with each other, consistency in intervention implementation across settings and people can be upheld. Consistency is key in implementing intervention to obtain progress. When members of a team come together, they can provide information about behaviors observed by the individual in multiple settings and across multiple people. For example, the individual’s teacher can provide information on how they do not provide reinforcement for certain problem behavior and how this has proven to be effective in reducing the behavior. This information could be useful to the individual’s parent at home who may be struggling in reducing the same problem behavior. Obstacles in team collaboration may have to be overcome if there are misaligned goals between team members or mistrust between members. If there is a lack of communication or communication barriers between team members, this can also create obstacles in team collaboration which can lead to a lack of progress for the individual. So far, I have been able to effectively communicate and collaborate with the stakeholders and caregivers of my clients. I do, however, have one client whose parents I do not have contact with. This parent only has contact with the child’s BCBA and teacher but not the two RBT’s who interact with the child daily at school. I feel as though if I were able to collaborate and communicate with the parent, I could get a better understanding of his home life and how it may affect his behaviors at school.

Peer 2 Josh Jessee: Team collaboration in a school or clinic setting is very crucial, especially with parents and caregivers. When providing comprehensive and effective support to individuals, particularly those with special needs like autism collaboration has to be of the utmost importance for success. True collaboration occurs when all team members share information openly, respect each other’s expertise, and work towards common goals and the success of the individual. However, obstacles such as communication barriers, differing perspectives, and time constraints can hinder collaboration. In my experience, addressing these obstacles requires clear communication with all members, regular meetings to discuss progress and concerns, and to me, the most important is having a willingness to listen and compromise to ensure the best outcomes for the individual receiving services.

 

Solution

Peer 1 Frankie Melendez:

I agree with you that team collaboration is indeed crucial in creating effective treatment plans. Your example illustrates the importance of information sharing among team members, which ultimately leads to consistency in intervention implementation and better outcomes for the individual. By collaborating with the parent of your client, you can gain valuable insights into their home environment, which can significantly inform your strategies at school. Research supports the effectiveness of multidisciplinary collaboration in behavior analysis, highlighting its positive impact on intervention outcomes (Reed, 2011). Overcoming obstacles like misaligned goals or communication barriers is essential for maximizing the benefits of team collaboration and ensuring comprehensive support for the individual.

 

Reference:

Reed, F. D. D. (2011). The importance of interdisciplinary collaboration in the practice of applied behavior analysis. Behavior Analysis in Practice, 4(2), 13–17. https://doi.org/10.1007/BF03391762

 

 

Peer 2 Josh Jessee

Indeed, your emphasis on open communication, mutual respect, and shared goals reflects the essence of effective team collaboration. Research consistently supports the notion that collaboration among professionals, parents, and caregivers leads to improved outcomes for individuals with special needs (Mandell et al., 2013). Your proactive approach in addressing obstacles like communication barriers and differing perspectives is essential for fostering a collaborative environment. Regular meetings provide valuable opportunities for information exchange and problem-solving, contributing to the overall success of interventions. Additionally, your emphasis on active listening and willingness to compromise demonstrates a commitment to putting the individual’s needs first, which is fundamental in achieving optimal outcomes in behavioral intervention.

 

Reference:

Mandell, D. S., Stahmer, A. C., Shin, S., Xie, M., Reisinger, E., & Marcus, S. C. (2013). The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention. Autism, 17(3), 281–295. https://doi.org/10.1177/1362361312442606

 

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Language development among children with autism spectrum disorder

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Assignment 3, Final Paper

Student’s Name

Department/Institution

Course

Instructor

Date

 

The topic under analysis in this paper is issues in language development among children with autism spectrum disorder. Language use among children, developing an understanding of language, and expressing this language in grammar and words are among the most sophisticated developmental skills that this population acquires during their childhood. Besides, language development plays an essential role in long-term academic performance, as well as the ability of children to actively engage in social and economic activities in the future. However, children with autism spectrum disorder present with unique communication challenges. Statistics indicate that more than 63% of children with autism have language impairment (Georgiou & Spanoudis, 2021). This impairment is characterized by the inability to utilize language appropriately in various social contexts. Specifically, this demographic faces challenges in using and understanding nonverbal cues, maintaining eye contact, taking turns in conversations, comprehending other people’s perspectives, staying on topic, and interpreting social situations. Besides, children on the spectrum depict limited verbal communication, which is marked by the inability to communicate their thoughts and feelings verbally, use appropriate vocabulary, and develop sentences. In order to shed more light on this topic, the paper shall discuss various issues in language development, their causes, and the implications of this information for practicing behavior analysts, including myself.

The understanding of issues in language development necessitates comprehending how children learn language first. Skinner provides a formidable analysis of how language development occurs in children. Specifically, Skinner’s theory of language acquisition holds that children learn language through environmental factors, including exposure and reinforcement (Vargas, 2007). Here, they observe and imitate the language that other individuals within their surroundings use.

For instance, consider Pat, a child who asks her mother for an orange when she is feeling hungry. Pat knows that she is hungry, and she knows what she would like to eat. She has previously observed others state what they want and then being provided that item. Pat’s mother gives Pat the orange. Skinner identifies the above concept as operant conditioning (Sturdy & Nicoladis, 2017). Here, children acquire language through operant conditioning by associating different words with their meanings and the consequences that follow their utilization. When caregivers, parents, teachers, or peers provide them with positive reinforcement, including praise or attention after saying a word, the likelihood of repeating that word in the future increases significantly. For example, if a child says “cat” and their parent responds with “Yes, that is a dog! Good job!”, the child is reinforced for using the word “dog” correctly, and this increases the likelihood of using it again whenever they see a dog. The key lesson from this analysis is that the continuation of communication behavior is highly influenced by reinforcement.

Skinner has also identified various types of language that are crucial for every child to possess as they facilitate fundamental communication. Among these languages include receptive and expressive languages. Receptive language is associated with the ability of the child to comprehend language, particularly words, sentences, and gestures. On the other hand, expressive language relates to the ability of children to leverage language to express their needs, feelings, and thoughts. Skinner argues that these two types of languages are learned through observation and imitation of others in an individual’s environment (Vargas, 2013). For instance, children can learn receptive language skills when they understand various commands from caregivers such as “Give me the ball” and expressive language skills when they imitate and use words they have heard from other people, including saying “ball” when they want to play it.

Verbal behavior is another important concept that has been introduced in Skinner’s theory of language acquisition. Here, Skinner posits that the responses of others in one’s environment play a crucial role in shaping and maintaining verbal behavior which refers to any behavior that involves the use of language to communicate with others (DeSouza et al., 2017). This insinuates that the potential of using language in a certain way is influenced by the consequences of using that language, including receiving attention, praise, and tangible rewards. However, Skinner insists that when teaching language, it is important to teach the function of words rather than just their labels. For instance, teachers should not only teach students, including those with autism to label a picture but also teach them the function of a pen such as writing to increase the understanding of their purpose. Verbal behaviors are further categorized into verbal operants such as tact, mand, echoic, intraverbal, and receptive (Gamba et al., 2015. Tact involves naming and labeling objects, actions, or events when a child gets into direct contact with them. For instance, a child may say “car” when he sees one. Mand, on the other hand, involves the ability of the child to request objects, actions, or events when they desire them. For instance, a child might say, “I want water” when feeling thirsty. Echoic involves repeating words or sounds that a child hears from others while intraverbal relates to the ability of a child to respond to verbal stimuli associated with words or phrases. For instance, responding “apple” when asked “What do you often have for lunch? Receptive is another form of verbal operant that pertains to comprehending and responding to verbal instructions. Nonetheless, as noted earlier, autism predisposes children to language development challenges.

Language development challenges among children with autism spectrum, including difficulties in communicating verbally are precipitated by several factors. Some of these factors are social disadvantages. Short et al. (2019) note that children who grow up in settings characterized by social disadvantages experience limited exposure to rich and varied language input, an aspect that has the potential of hindering language development. Agreeably, children in such an environment are unable to encounter and learn from a wide range of vocabularies, syntactic structures, and linguistic patterns, all of which contribute to the development of language. For example, consider a low-income household where parents often engage in multiple jobs to make ends meet. This reduces the time parents have to interact with their kids verbally and non-verbally through social cues, exacerbating the preexisting language deficits faced by children with autism spectrum disorder. Here, parents tend to be less nurturing and supportive due to family stress and depression, and this affects the quality and quantity of verbal interactions with the child. In the same light, low-income households predispose children to reduced access to educational resources, including books, educational toys, and early childhood programs (Attig & Weinert, 2020). From a critical point of view, educational resources, including the one named above contribute substantially to language development because they provide children with opportunities to engage in language-rich interactions, cognitive stimulation, and literacy experiences. For example, in low-income and underserved communities, schools may lack adequate funding, reducing access to age-appropriate resources for children with autism, and this limits language acquisition.

Read more….

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References

Attig, M., & Weinert, S. (2020). What impacts early language skills? Effects of social disparities and different process characteristics of the home learning environment in the first 2 years. Frontiers in Psychology, 11, 557751.

DeSouza, A. A., Akers, J. S., & Fisher, W. W. (2017). Empirical application of Skinner’s verbal behavior to interventions for children with autism: A review. The Analysis of Verbal Behavior, 33, 229-259.

Gamba, J., Goyos, C., & Petursdottir, A. I. (2015). The functional independence of mands and tacts: Has it been demonstrated empirically?. The Analysis of Verbal Behavior, 31, 10-38.

Georgiou, N., & Spanoudis, G. (2021). Developmental language disorder and autism: commonalities and differences on language. Brain Sciences, 11(5), 589.

Mountford, H. S., Braden, R., Newbury, D. F., & Morgan, A. T. (2022). The genetic and molecular basis of developmental language disorder: A review. Children, 9(5), 586.

Shi, B., Wu, W., Dai, M., Zeng, J., Luo, J., Cai, L., … & Jing, J. (2021). Cognitive, language, and behavioral outcomes in children with autism spectrum disorders exposed to early comprehensive treatment models: a meta-analysis and meta-regression. Frontiers in psychiatry, 12, 691148.

Short, K., Eadie, P., & Kemp, L. (2019). Paths to language development in at risk children: a qualitative comparative analysis (QCA). BMC pediatrics, 19, 1-17.

Sturdy, C. B., & Nicoladis, E. (2017). How much of language acquisition does operant conditioning explain?. Frontiers in psychology, 8, 299294.

Vargas, E. A. (2007). BF Skinner’s Verbal Behavior: an Introduction. Revista Brasileira de Terapia Comportamental e Cognitiva, 9(2), 1-20.

Vargas, E. A. (2013). The importance of form in Skinner’s analysis of verbal behavior and a further step. The Analysis of Verbal Behavior, 29, 167-183.

Warren, S. F., & Brady, N. C. (2007). The role of maternal responsivity in the development of children with intellectual disabilities. Mental retardation and developmental disabilities research reviews, 13(4), 330-338.