Benson family case | Education homework help

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The Benson Family The Benson’s have worked with the Early Intervention staff and enjoyed following up with their suggestions. Tyler, Molly’s brother, has been a great help with Molly and has helped out with the physical therapy exercises rather than playing on the tennis team as he has in the past. His teachers report that he misses tennis and has been complaining to his friends. Mr. Benson is not quite as busy as Mrs. Benson, who is a top executive with a manufacturing company about 20 miles outside of town. She states that it is very difficult for her to coordinate the meetings for the different therapies and still manage her work schedule. Mr. Benson is the president of his local Parent to Parent group and reports that he is frustrated that he still has to carry Molly around and sometimes he becomes very frustrated when she acts out. He wants her to hurry up and grow up. He says that he does not remember care for a child to be so demanding. He would like to apply for jobs but he is always taking Molly to different therapies and he no longer has the confidence that he can talk to an adult after spending every afternoon with Molly. Coordinating the appointments is difficult, but he wants information about when she will be able to ask for things. He claims that he does not know how to meet her needs. Mrs. Benson thinks he is takes things too seriously and is doing fine. About Molly (15 months) Assessments used: Early Intervention Developmental Profile Behavioral Observations Clinical Evaluations by the physical therapist Molly was very cooperative and smiled during the play assessments at the center. She saw me and crawled over on her hands and knees with a big smile on her face. Her teachers report that her disposition is usually pleasant. She sat and reached for some toys and easily manipulated the parts of the toy: had good hand control and finger movement. She pushed it towards me and grunted in an invitation to play. I asked her to “find the duck” and she was able to manipulate the “door” on the popup toy. She laughed when the duck popped up. I asked her to do it again and she did not respond. I covered the pop-up toy with a blanket when she wasn’t watching. I asked her “Molly, where’s the duck?” She removed the blanket and laughed. I stayed during lunch period and she successfully attempted self-feeding using her fingers and a training cup. Although she was slower than the other children, that was because she used gestures. She does not consistently point to body parts, toys, pictures in a book, etc. The language therapist reports that she has normal hearing. The early intervention teacher reports that they have many family and friends to help and that the parents have been very pleased with Molly’s progress in the early intervention program.

Directions: Once you have read about the Benson Family, answer the questions listed below. 1. When this child has their next IFSP meeting, according to the information that you have just read, who would make up the members of the IFSP team? 2. Identify 10 of Molly’s Strengths 3. Identify 3 of Molly’s Needs 4. Identify 6 of the families strengths 5. Identify 5 needs that the family has identified 6. Select two developmental areas that you believe are priorities (based upon the information you have just read) and provide support for your choices. 7. Develop 3 goals – a. 2 specific to Molly’s developmental progress b. 1 specific to the family’s needs c. Come up with activities (at least 2) to support each goal and tell me who will do the activity, it can be more than one person, you do not have to be the person responsible for working on the goal. d. How will progress toward the goal be monitored? *It will be important to remember components of a goal when completing this part of the assignment

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July 1, 2023

Distinguishing Inductive and Deductive Reasoning

Required Resources
Read/review the following resources for this activity:

· Textbook: Chapter 8, 9, 17 (Introduction)

· Lesson

· Minimum of 1 scholarly source (in addition to the textbook)

Click on the following tabs to review the concepts that will be addressed in this activity:

A valid structure is the way in which an argument is put together that assures it will pass the test of logical strength.

Deductive: In deductive arguments, the speaker asserts that her premises are true and, therefore, her conclusion must be accepted. Remember that in a deductive argument, logical strength does not depend on the literal truth of the premises. When we test for logical strength, we assume the premises are true. Once we determine that the argument is logically valid, we can then look at the actual – not presumed – truth of the premises.

Inductive: In inductive arguments, the speaker presents evidence that she claims support the probable truth of her conclusion – that her conclusion is the most likely true – and so you should accept it.

The Basic Structure of Deductive and Inductive Arguments
Argument examples:

Deductive Argument Example: “Tightening laws restricting the use and possession of firearms does not protect average law-abiding citizens; it only puts them at greater risk. Enforcing licensing restrictions, trigger locks, and waiting periods makes it more difficult for law-abiding citizens to defend themselves, and, as a result, encourages criminal activity. Only criminals benefit when ordinary citizens are deprived of their right to own a firearm and protect themselves, their homes, and their families" (Lott, 2000, p. 169)

Lott, J., (2000). More guns, less crime: Understanding crime and gun-control laws. University of Chicago Press.

The argument boils down to this:

· Laws that are obeyed by ordinary citizens and not obeyed by criminals are laws that put ordinary citizens at risk.

· Tight gun laws are laws that are obeyed only by ordinary citizens.

· Tight gun laws put ordinary citizens at risk.

However, the argument itself is composed of three intertwined syllogisms:

Only ordinary citizens are persons who respect tight gun laws.
Criminal persons are not ordinary citizens.
Therefore, criminals do not respect tight gun laws.

Tight gun laws restrict only ordinary citizens.
No criminal is an ordinary citizen.
No criminal is restricted by tight gun laws.

Laws that disfavor the good are laws that favor the bad.
Tight gun laws favor the bad.
Therefore, tight gun laws disfavor the good.

Notice that you cannot remove any of the “legs” and maintain the claim. Notice, also, that the reasons are closely connected and depend on or follow from each other. Notice, also, that the first premise (called the major premise) must be accepted as true, or the entire argument fails.

Inductive Argument: The United States is too dependent upon foreign oil. According to the U.S. Department of Energy, we rely on imported foreign oil for about 45% of our needs. Of the imported oil, most comes from Canada, but 22% comes from countries in the Middle East. Undeniably, this dependence shapes our foreign policy. We have vast oil reserves that could make us energy independent. Development of these resources would produce much-needed jobs, many of them in areas of the country suffering most from the recession. We should be developing an energy policy that makes us energy independent.

· Reason: We import 45% of our oil.

· Reason: Middle East oil imports shape our foreign policy.

· Reason: Our vast oil reserves could make us energy independent.

· Reason: Development of oil reserves could produce much needed jobs.

· Conclusion: For any or all of the above, independent reasons, we should become energy independent.

Notice that any one of these reasons, standing alone, could support the conclusions; they are not logically related to one another as they would be in a syllogism.

Initial Post Instructions
For the initial post, address the following:

· Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument.

· For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere.

oEditorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments.

oUse mapping and evaluative techniques to make sure it is an argument.

· Is it inductive or deductive? Explain why.

· Does it pass the tests of validity and strength? Explain.