Maurice is reading his notes from science class. He wants to organize information the teacher presented about erosion-the causes, the effects, and relationships between weather conditions and erosion. He needs an effective learning strategy. Which of the following tools seems most likely to help Maurice meet his goal?
Read DetailsMrs. Thomas is a new fourth-grade teacher. In the third week of school, she is introducing a new science unit that includes several words that will probably be new to most of the students. The unit involves extensive declarative knowledge, and Mrs. Thomas has chunked the information into small segments that her students can grasp. Now she is in the classroom and ready to begin the introduction with the students. What is the first thing she must do in order to meet her goal of helping students learn?
Read DetailsFind the diagnosis for Gordon = List the diagnosis fully including all numbers, subtypes, and specifiers (4 points) List one treatment goal that matches/ ameliorates or resolves any of Gordon’s symptoms (1 point)Gordon was a 20-year-old college student who came to the clinic with this chief complaint: “I stopped my medicine, and my tics are back.” Gordon was the product of a full-term pregnancy and uncomplicated delivery; Gordon had developed normally until he was eight and a half. That was when his mother noticed his first tic. At the breakfast table, she was looking at him across the top of a box of Post Toasties. As he read what was written on the back, every few seconds he would blink his eyes, squeezing them shut and then opening them wide.”She asked me what was wrong, said she wondered if I was having a convulsion,” Gordon told the mental health clinician. He suddenly interrupted his story to yell, “Shit-fuck! Shit-fuck!” As he bellowed out each exclamation, he twisted his head sharply to the right and shook it so that his teeth actually rattled. “But I never lost consciousness or anything like that. It was only the beginning of my disorder.”Undeterred at his sudden outburst, Gordon calmly continued his story. Throughout the rest of his childhood, he gradually accumulated an assortment of facial twitches and other abrupt movements of his head and upper body. Each new motor tic earned renewed taunts from his classmates, but these were mild compared with the abuse he suffered once the vocal tics began.Not long after he turned 13, Gordon noticed that a certain tension would seem to accumulate in the back of his throat. He could not describe it – it did not tickle, and it did not have a taste. It was not something he could swallow down. Sometimes a cough would temporarily relieve it, but more often it seemed to require some form of vocalization to ease it. A bark or yelp worked just fine. When it was most intense, only an obscenity would do. “Shit-fuck! Shit-fuck!” he yelled again. Then, “Cunt!” Gordon shook his head again and hooted twice. Halfway through his junior year in high school, the vocal tics got so bad that Gordon was placed on “permanent suspension” until he could learn to sit in a classroom without creating pandemonium. The third clinician that his parents took him to prescribed haloperidol. This relieved his symptoms completely, except for the tendency to blink when he was under stress.He had remained on this drug until a month earlier, when he read an article about tardive dyskinesia and began to worry about side effects. Once he stopped taking the medication, the full spectrum of tics rapidly returned. He had recently been evaluated by his general physician, who had pronounced him healthy. He had never abused street drugs or alcohol.Gordon was a neatly dressed, pleasant-appearing young man who sat quietly for most of the interview. He really seemed quite ordinary, aside from exaggerated blinking, which occurred several times a minute. He sometimes accompanied the blinks by opening his mouth and curling his lips around his teeth. But every few minutes there occurred a small explosion of hoots, grunts, yelps, or barks, along with a variety of tics that involved his face, head, and shoulders. Irregularly but with some frequency, his outbursts would include expletives, as recorded above; these with more volume than conviction. Afterwards, without any apparent embarrassment, he would take up the thread of conversation where it had been left off.The remainder of Gordon’s mental status was not remarkable. When he was not having tics, his speech was clear, coherent, relevant, and spontaneous. He was worried about his symptoms but denied feeling depressed or especially anxious. He had never had hallucinations, delusions, or suicidal ideas. He also denied having obsessions and compulsions. “You mean like Uncle George,” he said. “He does rituals.”
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