This is a written discussion board assignment. Please respond to the prompt below. Your response should be about 150-200 words long to make sure it is detailed enough to earn full credit.
Prompt:
You have now written an outline of your literature review aspect and the hypothesis aspect for your final proposal. You’ve received feedback on your literature review from a human (yes, your professor is a human) …and if your professor graded fast enough, on your hypothesis, too. Now it’s time to get some feedback from artificial intelligence!
Go to ChatGPT.com (or any other AI service you’re comfortable using). Then, in the message bar, type telling it to give you a peer review of your literature review outline. Attach your outline as a Word document (by clicking on the little paperclip icon) and then then send the message to ChatGPT. ChatGPT will then provide you with a “peer review” of your proposal. Repeat the process with your hypothesis aspect assignment.
Read both “peer reviews” with care. Copy and paste them into your discussion board post. Then, in an essay of about 100 words, critically evaluate the peer reviews you received from ChatGPT. Discuss at least one thing you agree with from the reviews and one thing you disagree with. Also critically discuss your thoughts about using AI as a tool in this way.
Purpose:
The purpose of this assignment is to get you to think about how AI can be used as a tool in ethical ways. AI tools like ChatGPT are here to stay, and so we need to think and talk about appropriate (and inappropriate) ways to use these tools in the context of conducting research. Clearly, simply copying-and-pasting the words of AI and passing them off as your own is plagiarism and unethical (just like copying-and-pasting from Wikipedia). But there are useful and ethical ways to use these tools. Many of us are unsure what these are, though, and we’re all still trying to figure that out together. This assignment is designed to help you think about these issues.
Remember to attach your completed AI-Assisted Learning Form:
Outline:
Paper Outline: The Effects of Early Intervention on Children with Autism Spectrum Disorder (ASD).
Simmone Cruz Sardinas
Paper Outline: The Effects of Early Intervention on Children with Autism Spectrum Disorder (ASD).
I. General Introduction
a. Definition of Autism Spectrum Disorder (ASD)
– ASD is a neurodevelopmental disorder that affects behavior, social skills, and communication.
b. Research Problem
– Early intervention plays a crucial role in improving long-term outcomes for children with ASD.
– Intervention effectiveness depends on its type, intensity, and timing.
c. Purpose of the Study
– To examine the impact of early interventions on language, social skills, and adaptive behavior.
– To assess how parental involvement contributes to the success of interventions.
II. Importance of Early Intervention
a. Definition and Goals
– Early intervention refers to therapeutic techniques applied between ages 2 and 5 to enhance developmental outcomes.
b. Benefits of Early Intervention
– Research shows early therapy improves communication, social interaction, and adaptive behavior (Maksimović et al., 2023).
c. Long-term Impact
– Children who receive early support have better academic, social, and emotional outcomes in adulthood.
III. Common Early Intervention Techniques
a. Applied Behavior Analysis (ABA)
– ABA focuses on reinforcing positive behaviors while reducing problematic ones.
– Research highlights ABA’s effectiveness in improving language and social skills.
b. Speech Therapy
– Targets communication challenges by improving verbal and nonverbal skills.
– Studies demonstrate improvements in language development and expressive skills.
c. Occupational Therapy
– Helps children develop fine motor skills and sensory integration.
– Studies support its role in increasing independence in daily activities.
d. Virtual Reality-Based Cognitive Training
– Emerging technology that enhances engagement and learning in children with ASD.
– A study by Zhao et al. (2021) found significant improvements in social communication and behavior.
IV. The Role of Parental Involvement
a. Why Parental Involvement Matters
– Parents play a key role in reinforcing learned behaviors and therapy techniques at home.
b. Evidence Supporting Parental Engagement
– Research shows children progress faster when parents actively participate in intervention programs.
c. Strategies for Parental Involvement
– Training programs for parents to implement therapy techniques in daily routines.
V. Evidence-Based Support for Early Intervention
a. Systematic Reviews and Meta-Analyses
– A meta-analysis by Daniolou et al. (2022) found that early interventions significantly improve developmental outcomes.
b. Comparing Early vs. Late Intervention
– Children who receive therapy before age five show greater improvements than those who start later.
c. Long-Term Benefits
– Reduced need for intensive support later in life.
VI. Research Plan
a. Research Question
– How does early intervention impact developmental outcomes in children with ASD?
b. Methodology
– Review peer-reviewed studies from PubMed, Google Scholar, and PsycINFO.
– Conduct surveys and interviews with therapists and parents to gather real-world insights.
c. Expected Findings
– Early intervention leads to significant improvements in communication, social skills, and adaptive behavior.
– Parental involvement further enhances the effectiveness of therapy.
VII. Conclusion
a. Summary of Key Findings
– Early intervention is essential for improving ASD outcomes.
– ABA, speech therapy, occupational therapy, and virtual reality training are effective interventions.
– Parental involvement is a critical factor in maximizing therapy success.
b. Implications
– Findings can inform treatment strategies and policy decisions regarding early ASD interventions.
c. Future Research Directions
– Exploring the long-term impact of various intervention methods.
– Investigating additional technology-based interventions for ASD therapy.
If/Then Logic: Children with autism spectrum disorder (ASD) who receive early intervention should show greater improvements in verbal communication than those who receive intervention later if early intervention programs, such as speech therapy and Applied Behavior Analysis (ABA), are implemented between the ages of 2 and 5 (Maksimović et al., 2023) and early intervention is linked to improved language development (Daniolou et al., 2022).
Stated Hypothesis: hypothesize that children with ASD who receive early speech therapy and ABA before the age of five will exhibit noticeably higher language proficiency than those who start intervention later because early intervention has been demonstrated to improve language skills in children with ASD and because children receiving therapy before the age of five show greater developmental gains (Maksimović et al., 2023).
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