1.E: Module 1 Assessment


The purpose of this lesson is to demonstrate your mastery of the objectives in Module 1.


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Complete assignment 1.E at


You have completed the first assessment of our course!

Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. List three reasons why some students continue to cause problems even when there is a good classroom management plan in place?

2. Discuss at least one benefit and one challenge of intervening early in the acting-out cycle to prevent problem behaviors from escalating.

3. Think back to the Challenge at the beginning of this module. Ms. Rollison is having trouble with Patrick, who is a model student on some days and is rude and disruptive and refuses to work. Unfortunately, she probably does not have enough information to figure out what Patrick’s triggers are. Although not discussed explicitly in the module, can you think of three methods by which Ms. Rollison could determine his triggers?

4. Ms. Rollison is also having trouble with Tameka, who refuses to do any written work. In this case, Ms. Rollison does have enough information to figure out what Tameka’s trigger is. What is it?

5. Once either Patrick or Tameka enters the Agitation Phase, what would you recommend that Ms. Rollison do? If she doesn’t recognize the Agitation Phase, what would you recommend differently for the Acceleration Phase?

6. What is the primary reason that teachers are often reluctant to engage in debriefing during the Recovery Phase? Why is it important to debrief in spite of this reluctance?

The most important reason for monitoring each child's development is to find out if a child's development is on track. It is important to act early if there are signs of potential development delay because early treatment is so important for improving a child's skills and abilities.

Developmental disabilities are surprisingly common

If you have not already had a child in your care with a developmental delay or disability, chances are, you will. The Centers for Disease Control and Prevention estimates that about 1 in 6 children has a developmental disability 1 . Children with developmental problems are at increased risk for poor outcomes in many areas important to health, well-being, and success in life.

Developmental disabilities increase a child's risk for poor school performance, frequent absences from school, and repeating a grade, as well as for having more health problems.

Most children with developmental delays are not identified early enough for them to benefit from early intervention services you can help change that.

Although about 1 in 6 children has a developmental disability, less than half of these children are identified as having a problem before starting school. This is a problem that you can help solve 1 . Too often, adults don’t recognize the signs of a potential developmental disability, they are not sure if their concern is warranted, or they don’t have resources to help make their concern easier to talk about. But pinpointing concerns and talking about them is very important to getting a child the help he or she might need.

Early treatment is important

Because early treatment can make a big difference in a child’s ability to learn new skills, it is very important for children with developmental disabilities 2, 3 . Speech therapy, physical therapy, and other services are available in every state for free or at low cost to parents.* However, if a developmental concern is not identified early, parents can't take advantage of these services.

*Parents refers to the primary caregivers of children in your care.

Warning: Authorized by law, early treatment, known as intervention, is available in every state and territory of the United States. The Individuals with Disabilities Education Act (IDEA) requires it. Part C of IDEA serves children under the age of 3 and Part B serves children ages 3 - 22. That's why you'll sometimes hear early intervention for very young children referred to as Part C or for school-age children, Part B.

If you monitor the development of each child in your care, you can identify children who might need services and support and help their parents get it for them as early as possible. You will also be able to reassure parents when their children’s development is on track.

It's important to understand the difference between developmental monitoring and developmental screening.

Developmental Monitoring

  • Done by parents, teachers
  • Ongoing process - begins at birth
  • Sample tool - "Learn the Signs. Act Early." Milestone Checklists

Developmental Screening

  • Formal process
  • Recommended by the American Academy of Pediatrics at 9, 18, and 24 or 30 months
  • Uses a validated screening tool
  • Done by medical professionals and may be done by teachers with special training
  • Sample tool - Ages and Stages questionnaire
  • Look for developmental milestones
  • Important for tracking signs of development and identifying concerns

Developmental monitoring means observing and noting specific ways a child plays, learns, speaks, acts, and moves every day, in an ongoing way. Developmental monitoring often involves tracking a child’s development using a checklist of developmental milestones.

Developmental screening is a more formal process that uses a validated screening tool at specific ages to determine if a child's development is on track or whether he or she needs to be referred for further evaluation.

Both developmental monitoring and developmental screening should be done for all young children however, this course focuses on the easy and important practice of developmental monitoring. If you already conduct developmental screening in your program this course will help you learn ways to encourage families to monitor their child’s development and how to communicate with families about the development of children in your care.

Collecting and Analyzing Data

Staff development that impacts results must begin with a needs assessment that is data-based. Collecting and analyzing needs assessment data is important for several reasons:

  • Data replaces our hunches and hypotheses about the needed content for the adult learners.
  • Data allows us to target the specific learning objectives for the adult learners so precious staff development time is not wasted.
  • Data on the adult learner’ needs increases the likelihood the adult will be engaged in the learning opportunity and increases the likelihood that new learning will transfer and have impact on performance.

Reflect on the data you collected and analyzed for developing a recent staff development activity. Think about these questions.

  • Did you use a single data source or multiple sources?
  • Which type or types of needs assessment did you use?
  • As the design was implemented, how well did you find you had targeted the needs of the participants?

Now take a look at some helpful hints for gathering and analyzing data using some of the Broward County HRD Department recommended tools. Click on any of the tools to learn helpful information. Be sure to click and review the tool that you have decided to use with your design project.

Focus Group



Public Health Assessment Training

The Public Health Assessment Training (PHAT) provides with the basics to conduct the public health assessment or PHA. The PHA is the Agency for Toxic Substances and Disease Registry (ATSDR)&rsquos method to evaluate community exposures to hazardous substances from hazardous waste sites.

PHAT consists of eight modules based on a realistic environmental health case study, problem-solving exercises, and comprehensive resources and references to conduct PHAs.

Below, you will find links to Modules 1-8 of PHAT. We encourage learners to, progressively, complete the eight modules. However, you might decide to study only those that you need.

In Modules 1-3 you will learn what ATSDR is, its PHA method, and how to gather and document site information and data. In Module 4 you will learn to evaluate the exposure pathways for contaminants at hazardous waste sites. In Module 5 you will study how to select sampling data that are appropriate for the PHA. In Module 6 you will learn the basics of the screening analysis used in the PHA process. In Module 7 you will learn how to conduct a health effects evaluation to closely examine potential contaminants of concern. Finally, In Module 8 you will learn how to write and communicate environmental health information in clear language.

Social Determinants of Health

Five modules that cover how the social determinants of health affect a patient's ability to engage in their care, how providers can support these patients and how shared decision making applies in this context. Each module is made up of a PowerPoint presentation with speaker notes, handout, and e-mail follow ups that a facilitator can send to trainees between modules. This subject also includes a pre and post evaluation to assess participants' change in knowledge and a planning guide for a facilitator to organize when they will teach these modules and use the follow up content. Select the links below to download these training materials.

If a facilitator teaches the Clinical Conversations topics in an order other than the one suggested on the "About this Program" page, they should consider teaching the following modules with the Cultural Humility section to ensure participants have a background in relevant NLM resources.

  • Health Literacy Module 3: Resources for Health Literacy- after SDOH module 5 to further describe the resource introduced during module 2
  • Health Literacy Module 8: Resources for Health Literacy (2)- after SDOH module 5 to offer an additional resource specifically for supporting patients who speak a language other than English

Module 1: SDOH Overview

Module 2: SDOH & Health Disparities

Module 3: SDOH & Food Insecurity

Module 4: The Psychology of Scarcity

Module 5: Shared Decision Making & Social Determinants of Health

More Information

The goal of Clinical Conversations is to increase awareness of and discussion around clinical topics related to health information and health literacy. While they are valuable tools for busy clinical settings, there are additional resources for someone who wants to dive deeper into one of the module topics. Additional education and training on the concepts in the Social Determinants of Health topic include:

Social Determinants of Health (Agency for Healthcare Research and Quality)
Resource page that links to research, data and tools related to the social determinants of health for clinicians. The links focus on SDOH as they relate to healthcare.

Social Determinants of Health (SDOH) Training Plan (Public Health Foundation)
This training plan provides an overview of the Social Determinants of Health (SDOH). Upon completion of this training plan, learners will be able to: (1) describe fundamental aspects of SDOH, (2) explain social contexts and effects of SDOH on specific populations and (3) apply SDOH knowledge to design targeted interventions for improving public health.

Health Services Research Information Central Health Disparities Topic Guide (National Library of Medicine)
List of links to search queries, news, data and statistics, toolkits and publications related to health disparities.

Download a handout of these additional resources to distribute to training participants.

Welcome to the Overview of the Impact Assessment Act online training course

The intent of the e-Learning course Overview of the Impact Assessment Act is to improve awareness and provide a common knowledge and base of skills in impact assessments. This course is part of a larger training program developed and delivered by the Impact Assessment Agency of Canada (IAAC ).

This course contains 6 modules and a final quiz. Each module is designed to flow from one to the next, each building on material of the previous module. Use the Next button in the bottom right of the page to progress sequentially.

Select each heading to review the descriptions for each module.

This module will provide you with an overview of the Impact Assessment Act (IAA ).

Module 2: Impact Assessment Process, Phase 1 – Planning

This module will provide you with more detail on the Planning phase, including actions required of participants, sequence of tasks, and factors for consideration.

Module 3: Impact Assessment Process, Phase 2 – Impact Statement

This module will provide you with information on the Impact Statement phase, including steps, responsibilities, and requirements.

Module 4: Impact Assessment Process, Phase 3 – Impact Assessment

This module will provide you with information on the processes and responsibilities associated with the Impact Assessment phase.

Module 5: Impact Assessment Process, Phase 4 – Decision-Making

This module will provide you with information on the Decision-Making phase, including steps, responsibilities, and requirements.

Module 6: Impact Assessment Process, Phase 5 – Post Decision

This module will provide you with information on the processes and responsibilities associated with the Post Decision phase.

Your final quiz consists of 15 questions.

1.E: Module 1 Assessment

Please click on the Issue Brief to learn more about the impact of trauma. Then watch the Video Interviews to hear from individuals who provide background and share lessons learned. For a comprehensive list of links to additional resources and materials, click on Resources.

Resources Issue Brief Module 1 Feedback Survey

Introductory Video to Module 1.

Impact on the Brain. Children experience the impacts of traumatic stress not only emotionally but also through physical changes in the brain architecture. These changes significantly influence child development. This video provides information on the impacts of trauma on the developing brain, why these impacts matter, and how to use the information to develop programs to help children who have experienced trauma.

Historical and Intergenerational Trauma. Trauma can be experienced by entire groups such as American Indian, Alaska Native, and African American communities, that have experienced systematic abuse and injustices, resulting in the experience of historical trauma spanning several generations. In addition, other communities may still carry the scars of the oppression perpetrated against their forbears. Trauma is also often passed down from generation to generation. Parents with unaddressed trauma often transmit the symptoms of their trauma—such as maladaptive coping styles, lack of trust, and difficulty building healthy relationships—to their children. In this video, providers and policymakers primarily from Alaska and Montana discuss their experiences working with families and communities affected by historical or intergenerational trauma.

Importance of Culture. Culture is central to our identity. It provides us with a lens through which we relate to others, make sense of events, and cope. Similarly, culture plays an integral role in how we respond to trauma and treatment. Recognizing an individual&rsquos culture is essential when supporting individuals with a history of trauma. Sensitivity to culture must be implicit in any organizational program and policy decision that affect families that have experienced trauma. At times, that sensitivity includes adaptations to evidence-based treatments, modifications in the organization&rsquos physical environment, or assurance of appropriate language access. This video provides in-depth perspectives on the importance of culture as it relates to trauma.

Why Is Assessment Important?

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessment inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?"

Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills base and knowledge our students need require new learning goals these new learning goals change the relationship between assessment and instruction. Teachers need to take an active role in making decisions about the purpose of assessment and the content that is being assessed.

Grant Wiggins, a nationally recognized assessment expert, shared his thoughts on performance assessments, standardized tests, and more in an interview. Read his answers to the following questions from the interview and reflect on his ideas:

Do you agree with his statements? Why or why not? Discuss your opinions with your peers.

Grading System

Normally the Training Department of the participating universities is responsible for defining the way in which the credit hours are calculated for the degree program or non-degree program.

Assesment Criteria

Participating universities have their own grading system each and will continue to apply its current practice. This proposed grading system is based on the belief that knowledge (K), skills (S) and attitudes (A) are all important in becoming a good climate change actor. The assessment criteria are proposed as follows:

Watch the video: Module 1: Definition of Formative Assessment (December 2021).