InstructionsFor Milestone Three, you will submit a draft of your sociocultural evaluation and a draft of your program evaluation. The Sociocultural Evaluation requires you to examine the selected program’s ability to be utilized across a diverse population. The goal is to collect information, present your findings, and receive feedback on how to improve each section for your final submission.For additional details, please refer to the Milestone Three Guidelines and Rubric document and the Final Project Document.I’VE ATTACHED MY MILESTONE ONE DOCUMENT FOR YOU TO USE. PLEASE COMPLETE MILESTONE THREE AS A CONTINUATION OF THIS AND THE MILESTONE TWO ASSIGNMENT YOU ARE ALSO WORKING ON FOR ME WITH THE SAME DISORDER.
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2019121412574420191210125233201912091649592019120615583320191125182859psy_632___3_2_final_project_milestone_one__draft_of_developmental_issue___janes__1_.docx
2019121412574520191210125232psy_632_final_project_document__1_.pdf
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PSY 632 Milestone Three Guidelines and Rubric
(Draft of Sociocultural Evaluation and Draft of Program Evaluation)
For Milestone Three, you will submit a draft of your sociocultural evaluation (Section IV of your final project) and a draft of your program evaluation (Section V of
your final project), including all critical elements as listed below.
The draft of your sociocultural evaluation (Section IV) requires you to examine the selected program’s ability to be utilized across a diverse population. This
should include an examination of the original population utilized to develop the program. This submission should include any additional research you’ve
conducted to demonstrate or support the program’s effectiveness with diverse populations, and a general analysis of any strengths and weaknesses across the
program’s foundational theory as it pertains to sociocultural effectiveness.
In the draft of your program evaluation (Section V), you will evaluate the program you selected in Milestone Two in four critical areas: core developmental
psychology themes; use of contemporary theories of development; impact of sociocultural influences on the communities and organizations using the program;
and the program’s ability to address typical or atypical development in children and adolescents across the physical, cognitive, and affective and social domains.
In this section, you will also consider program effectiveness in regard to prevention, assessment, and intervention strategies based on the type of program, as
well as contributions the program makes to future research and treatment.
Please keep in mind that Milestone Three will function as a rough draft for these sections of your final project. The goal is to collect information, present your
findings, and receive feedback on how to improve each section for your final submission.
Specifically the following critical elements must be addressed in your milestone submission:
IV.
Sociocultural Evaluation: Critique current assessment and intervention strategies utilized by the selected program for their applicability across
diverse populations for improving clinical sensitivity to the individual client context.
A. Identify the population that was originally utilized for program development in terms of cultural, ethnic, gender, and socioeconomic indicators.
i. Was the program developed to address a specific population or group with respect to cultural, ethnic, gender, and/or socioeconomic
indicators?
ii. In what geographic regions has the program been deployed and studied for data collection?
iii. What impact might the process of regional and sociocultural population have on the program?
B. Analyze the effectiveness of assessment and intervention strategies across different cultural or ethnic groups.
i. What methods were utilized to examine the effectiveness of assessment or intervention strategies across different cultural or ethnic
groups?
ii. What strengths of the selected program are apparent regarding the effectiveness to provide assessment and intervention strategies
across sociocultural groups?
iii. What limitations or concerns of the selected program are apparent regarding the effective provision of assessment and intervention
strategies across sociocultural groups?
V.
Program Evaluation
A. Analyze the selected program with regard to the core developmental psychology themes (nature vs. nurture, continuity vs. discontinuity, and
stability vs. change).
i. Which of the core developmental themes in psychology are reflected in the selected program? Explain.
ii. Given the identified core developmental themes reflected in the program, where on the continuum of each would the current
program lie and why?
B. Evaluate the selected program for the use of contemporary theories of development for key factors that impact child and adolescent
development with regard to prevention, assessment, and intervention strategies. Be sure to provide justification for your reasoning.
i. How effectively does the program’s use of prevention, assessment, and/or intervention strategies align with the original theoretical
model that you feel was utilized to establish the program?
ii. Discuss the evidence that prevention, assessment, and/or intervention strategies utilized in the selected program may originate from
additional or different developmental theories or models.
iii. What alternatives to prevention, assessment, and/or intervention strategies for the selected program would improve alignment with
the original developmental theory?
C. Assess the impact of sociocultural influences on the communities and organizations in which developmental psychology is practiced.
i. What are the impacts of the selected program on the communities and organizations in which it is currently operating?
ii. How does this program contribute to knowledge in the field of developmental psychology?
iii. What are the sociocultural implications of the program with regard to the communities and organizations in which developmental
psychology is practiced?
D. Assess the ability of the selected program to address typical and atypical development in children and adolescents across physical, cognitive,
affective and social domains for informing prevention, assessment, and intervention strategies.
i. If the selected program targeted health promotion (typical development), what determines if it is effective at meeting this goal? What
statistics or measures exist to support it? If not, recommend an approach for assessing the program’s ability.
ii. If the selected program targeted a developmental issue or diagnosis (atypical development), what determines if it is effective at
meeting this goal? Do statistics or measures exist to support it? If not, recommend an approach for assessing the program’s ability.
Rubric
Guidelines for Submission: Students should provide a five- to six-page essay as a Microsoft Word document that thoroughly addresses the critical elements
outlined above in APA format. No abstract is necessary, and the five to six pages should be the body; title and reference pages will not be credited as part of the
page count.
Critical Elements
Sociocultural Evaluation:
Indicators
Proficient (100%)
Comprehensively identifies the
selected program’s original
intended population in terms of
cultural, ethnic, gender, and
socioeconomic indicators
Needs Improvement (70%)
Identifies the selected program’s
original intended population, but
identification lacks specificity
with regard to cultural, ethnic,
gender, and socioeconomic
indicators
Sociocultural Evaluation: Comprehensively analyzes the
Analyzes the effectiveness of
Effectiveness
effectiveness of assessment and assessment and intervention
intervention strategies across
strategies, but analysis lacks
diverse populations
specificity with regard to diverse
populations
Program Evaluation: Core Comprehensively analyzes the
Analyzes the selected program
Themes
selected program with regard to but analysis lacks specificity with
the core developmental
regard to the core developmental
psychology themes
psychology themes
Program Evaluation:
Comprehensively evaluates the
Evaluates the selected program
Contemporary Theories selected program for the use of
but evaluation lacks specificity
contemporary theories with
with regard to contemporary
regard to prevention,
theories or does not connect with
assessment, and intervention
prevention, assessment, and
strategies
intervention strategies
Program Evaluation:
Comprehensively assesses the
Assesses the impact of
Sociocultural Influences impact of sociocultural influences sociocultural influences on the
on the field of psychology in
field of psychology in general, or
general, as well as on
on communities or organizations,
communities and organizations
but not all three, or assessment
lacks detail
Not Evident (0%)
Does not identify the selected
program’s original intended
population
Value
15
Does not analyze the
effectiveness of assessment and
intervention strategies
15
Does not analyze the selected
program with regard to the core
developmental psychology
themes
Does not evaluate the selected
program for the use of
contemporary theories
15
Does not assess the impact of
sociocultural influences
15
15
Program Evaluation:
Typical and Atypical
Development
Articulation of Response
Comprehensively assesses the
ability of the selected program to
address typical and atypical
development across physical,
cognitive, affective, and social
domains for informing
prevention, assessment, and
intervention strategies
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Assesses the ability of the
selected program to address
typical and atypical development,
but does not address physical,
cognitive, affective, and social
domains, or does not address
prevention, assessment, and
intervention strategies
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Does not assess the ability of the
selected program to address
typical and atypical development
15
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Earned Total
10
100%
Running head: DEVELOPMENTAL ISSUE
DEVELOPMENTAL ISSUE
Sharaya Janes
Southern New Hampshire University
November 7, 2019
1
2
Developmental Issue
EXPRESSIVE LANGUAGE DISORDER
An expressive language disorder is fundamentally a developmental disorder which affects
human beings. This condition is most common in children, whereby they experience difficulties
while expressing themselves verbally. Some of the characteristics include difficulties while
producing lengthy or complex sentences. At the same time, they also have a limited vocabulary.
The affected people experience delays while acquiring expressive language and often begin to
speak late. This disorder consequently interferes with the social and academic communication of
those affected (National Council for Special Education, 2019).
Expressive language disorder exists in two types; the acquired and the developmental
expressive disorder. The first type which is the acquired expressive language disorder is
inherently obtained as a result of brain damage. This kind of expressive language disorder occurs
suddenly after a traumatic injury to the head or due to stroke. It’s essential to note that it can be
acquired by any person regardless of their age and gender. The developmental expressive
language disorder doesn’t have a scientifically known cause and subsequently becomes evident
once the child begins to learn how to talk.
This is a developmental delay that has those affected being able not to effectively
communicate their wants, needs, and thoughts the same way as their peers. However, those
affected have a similar ability to understand and comprehend speech as much as their peers.
Additionally, their intelligence levels are not affected by this disorder. The developmental
expressive language disorder is much more common for children below the age of three. At the
Developmental Issue
3
same time, it’s more common in boys as opposed to girls. This developmental issue affects the
social domain of an individual. This is because one is not able to express their thoughts in a more
precise and understandable way. Quite often, affected individuals are misunderstood due to their
inability to express themselves effectively (Burman, 2016).
Expressive language disorder has no significant social-economic impact on children who
are suffering from it. However, socially, it affects how children interact with their peers. Adults
who develop the disorder later on in their lives encounter some challenges in their social,
economic life. This is due to the fact that effective self-expression is very crucial for the
development of meaningful social-economic relationships and prosperity.
Despite the symptoms of expressive language disorders being different among the people
affected, the treatment options are quite similar and only vary depending on the severity of one’s
impairment. Some of the common treatment options include; individual or group therapy
sessions and speech pathology, among other speech oriented programs.
In development psychology, the theory of nature versus nurture relates to expressive
language disorder. The disorder may be naturally acquired from birth; this, therefore, means that
one has no control or choice when the disorder faces them. The influence that this disorder has
on the behavioral aspect of an individual is significant; this is because people tend to conform to
their naturally acquired attributes. Regardless of this, with speech therapy, this condition can be
remedied (Mcleod, 2018)
The relationship between expressive language disorder and the theory of continuity
versus discontinuity is enormous. The disorder relates to the discontinuity theory, whereby, it
Developmental Issue
4
occurs abruptly after a physical impact, or after one is born. The continuity aspect of the disorder
is evident through the fact that before and after one is born, the characteristic conditions of the
disorder are present, only that they are in a silent mode.
The theory of stability versus change is evident through expressive language disorder.
This is expressed through the change theory, which states that the personality of an individual is
modified or defined through one’s unique interactions with their immediate environment. An
expressive language disorder may be remedied through social and speech therapy sessions. This,
therefore, implies the development of an individual is subject to change as a result of social
interactions with the environment.
The American Speech-Language-Hearing Association is an organization which is
dedicated to helping people with expressive language disorders. In this facility, therapy sessions
are provided so as to assist in the recovery from the disorders. For an individual to be admitted
into the different programs offered by the association, one must have demonstrated signs of
having hearing or expressive disorders. Some of the methods that are employed in the facility
include therapy sessions and group activities that are aimed towards improving the expressive
skills of all those who are affected by the disorder.
Ideally, the American Speech-language Association targets individuals that have
expressive and hearing disorders. However, this has diversified to include other cognitive
disorders which can be remedied through social interactions and therapy. The programs provided
at the association have the ability to address social and cognitive typical and atypical conditions.
Developmental Issue
5
An expressive language disorder is a condition that is most common in boys as opposed
to girls. This condition affects the psychological development of the affected parties. Regardless
of its effects, this condition can be successfully remedied. Its impact on the behavioral aspect of
a person is significant. Those with this condition ought to be supported and embraced as normal
people since this condition isn’t a life sentence and can be corrected.
6
Developmental Issue
References
Burman, E (2016) Deconstructing Developmental psychology.
https://doi.org/10.4324/9781315727127
Mcleod, S (2018) Nature Vs. Nurture in psychology.
https://www.simplypsychology.org/naturevsnurture.html
National Council for Special Education (2019). Expressive language disorder
https://www.sess.ie/categories/specific-speech-and-language-disorders/expressivelanguage-disorder
PSY 632 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a program evaluation paper.
Developmental psychology is the scientific study of changes that occur in human beings over the course of their life. Originally concerned with infants and
children, the field has expanded to include adolescence, adult development, aging, and the entire life span. This field examines change across a broad range of
topics including motor skills and other psycho-physiological processes; cognitive development involving areas such as problem solving, moral understanding, and
conceptual understanding; language acquisition; social, personality, and emotional development; and self-concept and identity formation.
The development of the human mind is one of life’s great wonders. Everyone has experienced it firsthand and has seen it happen to family members, yet it still
holds many mysteries. For example, the parents of a toddler might show her a photo with her own image and say, “That’s you!” For some time the child might
point to it and say, “That’s you!” How and when does the child learn to say, “That’s me!”?
The most rapid development of the mind occurs early in life, and what goes right or wrong then can affect a person’s whole life thereafter. In this final project,
you will evaluate a program designed to promote healthy development, or address atypical development, in children.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final submission will occur in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:





PSY-632-01: Assess classic and contemporary developmental theories for their stance on core developmental psychology issues in forming a
foundational perspective on the field
PSY-632-02: Analyze contemporary developmental psychology research for key factors that impact child and adolescent development in recommending
prevention, assessment, and intervention strategies
PSY-632-03: Assess the impact of sociocultural influences on the field of psychology, as well as communities and organizations in which developmental
psychology is practiced in promoting the psychological well-being of individuals, communities, and organizations
PSY-632-04: Critique current assessment and intervention strategies for their applicability across diverse populations
PSY-632-05: Differentiate typical and atypical development in children and adolescents across physical, cognitive, affective, and social domains for
informing prevention, assessment, and intervention strategies
Prompt
The final project for this course is a program evaluation paper. You will select and research an existing program that is intended to promote healthy
development, or that addresses issues of atypical development. You will examine the theoretical foundations of the selected program, critique its ability or
consideration for meeting the needs of diverse populations, examine program effectiveness, and utilize concepts from the course to recommend potential
improvements to the program. You will place yourself in the role of a consultant who has been contracted to review the program to determine necessary
changes or make recommendations regarding future funding.
Specifically, the following critical elements must be addressed:
I.
Select a Developmental Issue: Identify and research a developmental issue for children or adolescents. Developmental issues can be examined from the
perspective of the promotion of healthy development, or you may select a particular developmental issue in the form of an impairment or diagnosis.
A. Describe the developmental issue you are examining for the purpose of this program evaluation, including if the issue is considered typical
development or atypical development in nature. [PSY-632-05]
i. What distinguishes this issue in terms of criteria, if applicable? For example, are you promoting healthy cognitive development,
addressing developmental delays, or addressing an actual diagnostic mental health disorder? What are the criteria or key identifier …
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