Respond in a paragraph to the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100

Respond in a paragraph to the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words.  Each answer separately. Use APA 7. Peer1 Giraldo Needs Assessment I Summary The significance of assessing the needs of children who have been addicted to video games in developing and implementing effective intervention cannot be refuted. It is from the needs assessment that an effective action plan for addressing the identified needs can be developed. Video game addiction is indeed dangerous to students. Spending more time on playing video games is severely disruptive to work, school, and real-life social contacts. The primary objective of this paper is to develop an effective intervention plan for curbing addiction to video games. Using the IGD-20 test questionnaire as the prime needs assessment instrument, it was possible to ascertain the symptoms and behavior exhibited by the child after becoming addicted to video games. These behaviors and symptoms inform the development of a highly effective intervention plan for reducing addiction to video games. As evident, the reason for choosing the stated instrument rests on its reliability and validity. The following represents the IGD-20 test questionnaire instrument used for data collection on the issue that the investigator is trying to resolve, which in this case concerns addiction to video gaming. References Griffiths, M. D., King, D. L., & Demetrovics, Z. (2014). DSM-5 Internet gaming disorder needs , 4, 1e4. Griffiths, M. D., Kuss, D. J., & King, D. (2012). Video Game addiction: past, present and future. (4), 308e318. Király, O., Griffiths, M. D., & Demetrovics, Z. (2015). Internet gaming disorder and the DSM-5: Conceptualization, debates, and controversies. , (3), 254-262. Lemmens, J. S., Valkenburg, P. M., & Gentile, D. A. (2015). The Internet gaming disorder scale. , (2), 567. Lemmens, J. S., Valkenburg, P. M., & Gentile, D. A. (2015). The Internet gaming disorder scale. , (2), 567. Mihara, S., & guchi, S. (2017). Cross‐sectional and longitudinal epidemiological studies of I nternet gaming disorder: A systematic review of the literature. , (7), 425-444. Pontes, H. M., & Griffiths, M. D. (2014). Assessment of internet gaming disorder in clinical research: Past and present perspectives. , (2-4), 35-48. Schivinski, B., Brzozowska-Woś, M., Buchanan, E. M., Griffiths, M. D., & Pontes, H. M. (2018). Psychometric assessment of the internet gaming disorder diagnostic criteria: an item response theory study. , , 176-184. Sprong, M. E., Griffiths, M. D., Lloyd, D. P., Paul, E., & Buono, F. D. (2019). Comparison of the Video Game Functional Assessment-Revised (VGFA-R) and Internet Gaming Disorder Test (IGD-20). , . Wu, T. Y., Lin, C. Y., Årestedt, K., Griffiths, M. D., Broström, A., & Pakpour, A. H. (2017). Psychometric validation of the Persian nine-item Internet Gaming Disorder Scale–Short Form: Does gender and hours spent online gaming affect the interpretations of item descriptions? , (2), 256-263. Peer2 Zulema Needs Assessment I Summary Considering the unique background of every learner, it is imperative to conduct a needs assessment to ascertain the unique needs of learners and to tailor instructions in a way that addresses such unique needs in an individualized way. There are different assessment tools for assessing reading fluency and comprehension. Each of these tools geared to assess specific literacy areas. Despite the existence of many assessment instruments for reading fluency and comprehension, the one used in this case was Curriculum-Based Measurement (CBM). The choice of this assessment instrument rests on its ability to assess learner’s needs with regards to word-identification, letter sound, and fluency in passage reading, which is the focus of the study at hand. Graney et al. (2010) have described CBM as an extremely critical instrument in measuring reading skills among students. The rationale of action research is to develop a proactive intervention, method, or strategy for addressing the challenges that learners could be facing. References Anderson, S., Jungjohann, J., & Gebhardt, M. (2020). Effects of using curriculum-based measurement (CBM) for progress monitoring in reading and an additive reading instruction in second classes. , (1), 151-166. Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. , (1), 1–18. Cusumano, D. L. (2007). Is it working?: An overview of curriculum based measurement and its uses for assessing instructional, intervention, or program effectiveness. (1), 24-34. . Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical and historical analysis. , (3), 239–256. Good, R. H., Kamininski, R. A., Simmons, D., & Kame’enui, E. J. (2001). Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model. , , 1–24. Graney, S. B., Martínez, R. S., Missall, K. N., & Aricak, O. T. (2010). Universal screening of reading in late elementary school. , (5), 368–377. Jungjohann, J., DeVries, J. M., Gebhardt, M., & Mühling, A. (2018, July). Levumi: A web-based curriculum-based measurement to monitor learning progress in inclusive classrooms. In (pp. 369-378). Springer, Cham. Jungjohann, J., Gebhardt, M., Diehl, K., & Mühling, A. (2017). . Universitätsbibliothek Dortmund. Stecker, P. M., Fuchs, L., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. , , 795–819. Wren, S. (2002). Methods of Assessing Cognitive Aspects of Early Reading Development.

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