Psychology Assignment Custom Writng

Neurocognitive Disorders | 2025 Custom Writing

Discussion 2: Neurocognitive DisordersDiagnosis of elderly clients may pose multiple challenges. Coupled with other symptoms from age and/or medical conditions, psychologists may encounter complications in making an accurate, differential diagnosis between neurocognitive disorders and psychological disorders. For example, as neurocognitive disorders involve a deficit or dysfunction in cognition, psychologists need eliminate alternate possibilities for the neurocognitive impairment to make an accurate diagnosis.For this Discussion, consider various complications that may arise with diagnoses of elderly clients. Select one neurocognitive impairment (delirium, Alzheimer’s disease, or a vascular based neurocognitive disorder) and one psychological disorder and consider the factors that may influence an accurate differential diagnosis in elderly clients. Then, consider how medications for elderly clients may complicate an accurate diagnosis.With these thoughts in mind:Post by Day 4 a description of the neurocognitive impairment and the psychological disorder you selected. Then describe three factors you must consider in making a differential diagnosis and explain why. Finally, explain how medications for elderly clients may complicate an accurate diagnosis.Be sure to support your postings and responses with specific references to the Learning Resources and current literature.·         American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders(5th ed.). Arlington, VA: American Psychiatric Publishing.o    Neurodevelopmental and Neurocognitive Disorderso    Disruptive, Impulse-Controlo    Conduct Disorderso    Elimination Disorders·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press..·         Chapter 12, Neurodevelopmental and Disruptive Behavioral Disorders·         Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172. Retrieved from the Walden Library databases.·         Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and Autism Spectrum Disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.·         Lord, C., & Jones, R. M. (2012). Annual Research Review: Re-thinking the classification of autism spectrum disorders. Journal Of Child Psychology & Psychiatry, 53(5), 490–509. Retrieved from the Walden Library databases.·         Ozonoff, S. (2012). Editorial perspective: Autism spectrum disorders in DSM-5—An historical perspective and the need for change. Journal Of Child Psychology & Psychiatry, 53(10), 1092–1094. Retrieved from the Walden Library databases.·         Volkmar, F. R., & Reichow, B. (2013). Autism in DSM-5: Progress and challenges. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.Addington, A., & Rapoport, J. (2012). Annual research review: Impact of advances in genetics in understanding developmental psychopathology. Journal Of Child Psychology And Psychiatry, And Allied Disciplines, 53(5), 510–518. Retrieved from the Walden Library databasesBambara, L. M., Mitchell-Kvacky, N. A., & Iacobelli, S. (1994). Positive behavioral support for students with severe disabilities: An emerging multicomponent approach for addressing challenging behaviors. School Psychology Review, 23(2), 263–278. Retrieved from the Walden Library databases.Copeland, W. E., Angold, A., Costello, E. J., & Egger, H. (2013). Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder.  American Journal of Psychiatry, 170, 173–179. Retrieved from the Walden Library databasesDuffy, M. (2003). Disruptive behavior: Systemic and strategic management. Clinical Gerontologist, 25(1/2), 91–103. Retrieved from the Walden Library databases.Hill, C. L., & Spengler, P. M. (1997). Dementia and depression: A process model for differential diagnosis. Journal of Mental Health Counseling, 19(1), 23–39. Retrieved from the Walden Library databases.Jones, K., Young, T., & Leppma, M. (2010). Mild traumatic brain injury and posttraumatic stress disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and diagnosis. Journal of Counseling & Development, 88(3), 372–376. Retrieved from the Walden Library databases.

 

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Psychology Assignment Custom Writng

“Fallacies and Errors in Sound Reasoning” Please respond to the following: | 2025 Custom Writing

There are several types of fallacies–equivocation, false authority, ad hominem, appeal to ignorance, false cause (post hoc ergo propter hoc), bandwagon, or slippery slope. Please provide two (2) different examples of advertising that show any of the above topics. Which of the above fallacies is used in each advertisement? Why do you think the advertisers used that fallacy in the ad? Did the advertisers use the fallacy effectively? If you were an advertiser, what would you have done differently to better use the fallacy?

 

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Psychology Assignment Custom Writng

week 4 for WIZARD KIM | 2025 Custom Writing

Assignment: t-TestUsing data to compare a sample to the whole population or another targeted sample of people can help researchers make predictions about future behavior or phenomena. Comparisons and predictions such as these can answer research questions and can make an argument or statement more persuasive. When there are two groups to compare, tools such as the one-sample t-test and the two-sample t-test allow researchers to make such predictions and comparisons.This application will allow you to further practice hypothesis testing by using a t-test to compare scores from two samples in order to determine if results are statistically significant. Download the data set that you will use for this assignment from the Weekly Data Set forum found on the course navigation menu. Be sure to watch this week’s instructional video in the introduction or Learning Resources folder before beginning your Application Assignment.Scenario: Imagine you are a researcher who is interested in studying whether sleep deprivation leads to increased reaction times (i.e., being slower) when driving. You randomly select a sample of 30 licensed drivers. Fifteen participants are randomly assigned to get 5 hours of sleep for three consecutive nights. The other 15 participants are randomly assigned to get 8 hours of sleep for three consecutive nights. For the purposes of this Assignment, assume that all participants sleep exactly the required amounts. After the third night, all participants take a driving simulation test that measures their reaction times.You can find the data for this Assignment in the Weekly Data Set forum.By Day 7To complete this Assignment, submit a response to each of the following. Use SPSS to determine if amount of sleep is related to reaction time.Explain whether the researcher should use an independent-samples t-test or a related-samples t-test for this scenario. Provide a rationale for your decision.Identify the independent variable and dependent variable.Knowing the researcher believes that people who sleep less will have slower reaction times, state the null hypothesis and alternate hypothesis in words (not formulas).Explain whether the researcher should use a one-tailed test or two-tailed test and why.Identify the obtained t value for this data set using SPSS.State the degrees of freedom and explain how you calculated it by hand.Identify the p value using SPSS.Explain whether the researcher should retain or reject the null hypothesis. Provide a rationale for your decision. Are the results statistically significant?Explain what the researcher can conclude about the relationship between amount of sleep and reaction times.Be sure to fully explain the rationale for your answer to each question, including evidence from the text and Learning Resources.Provide an APA reference list.Submit three documents for grading:Your text (Word) document with your answers and explanations to the assignment questions, your SPSS Data file, and your SPSS Output file, your SPSS Data file , and your SPSS Output file.Submission and Grading InformationTo submit your completed Assignment for review and grading, do the following:Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.Next, from the Attach File area, click on the Browse My Computer button. Find the first document you want to attach (your Word doc, SPSS Data file, or SPSS Output file) and click Open. Repeat this for the remaining two documents.If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.Click on the Submit button to complete your submission.

 

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Psychology Assignment Custom Writng

WEEK TWO DISCUSSION FOR PSY 640: | 2025 Custom Writing

WEEK TWO DISCUSSION FOR PSY 640:Debating Ability TestingPrior to beginning work on this discussion, read Chapters 5 and 6 in the textbook and the required articles for this week, and view the IQ: A history of deceit (Links to an external site.)Links to an external site. video.For your initial post, you will present at least two viewpoints debating professional approaches to assessment used in psychology for your assigned age group. Please see the list below for your assigned age group. In addition to the required reading, research a minimum of one peer-reviewed article from the Ashford University Library on ability testing research at is pertains to your assigned age group.In your initial post, you must·         Briefly compare and discuss at least two theories of intelligence and the contemporary assessment measures related to those theories.·         Analyze challenges related to assessing individuals in your assigned age group and describe any special ethical and sociocultural issues which must be considered.·         Analyze and provide evidence from validation studies supporting and opposing the use of specific instruments with your assigned population.·         Present the pros and cons of individual versus group assessment of ability.·         Summarize the implications of labelling and mislabeling individuals in your assigned age group as a result of testing and assessment.Last name begins with·         A through E: Preschool-aged children through age 7·         F through J: Children ages 7 through 16·         K through O: Adolescents and young adults ages 16 through 25·         P through T: Adults ages 26 through 60·         U through Z: Adults age 61 and olderGuided Response: Review several of your colleagues’ posts and respond to at least two of your peers, at least of one whom was assigned a different age group than you, by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. Be sure to review the assigned articles before constructing your reply.Which of the assessment instruments presented by your classmate demonstrates the strongest validity, and which (if any) do not show strong validity for the age group being discussed? Were there appropriate age, socioeconomic, language, and/or cultural considerations your classmate did not mention but should have been included in her or his initial post? What ethical consideration(s), in addition to those mentioned by your classmate, might you recommend be included? Provide a rationale for the inclusion of these considerations. Use information from the required resources as well as any other appropriate peer-reviewed articles to support your statements. Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.Search entries or author Filter replies by unread [removed]Subscribe SubscribedReply to Main DiscussionTop of FormHTML Editor Rich Content EditorAttachCancel Post ReplyBottom of Form·Collapse SubdiscussionLisa PenningtonLisa PenningtonJun 10, 2017 Local: Jun 10 at 6:16pmCourse: Jun 10 at 4:16pmIMPORTANT CHANGE TO THE DISCUSSION Hi Class, There is an uneven distribution of names so please follow the list below for which age group you will discuss based on your last name: A-E  Preschool children through age 7 F-J   Children ages 8-16 K-P  Adolescents through young adults age 17 through 25 R-S     Adults 26-60 T-X  Adults 61 and olderManage Discussion Entryo    Go To Topico    IMPORTANT CHANGE TO THE DISCUSSIONHi Class,There is an uneven distribution of names so please follow the list below for which age group you will discuss based on your last name:A-E  Preschool children through age 7F-J   Children ages 8-16K-P  Adolescents through young adults age 17 through 25 This is the one that I have to doR-S     Adults 26-60T-X  Adults 61 and older

 

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Psychology Assignment Custom Writng

Family Intervention PHASE 2 IP | 2025 Custom Writing

4 TO 6 PAGES LESS THAN 20% OV SCOREThis is your second session with the Robertsons. Dan appears to be resistant to family counseling; he refuses to accept responsibility for his choices that have caused so many family problems. Dan states, “If I have a drug or alcohol problem, it’s because of them. She won’t clean the house and he’s failing school. I don’t have the problem. They do.” Dan leaves the session. Marie states, “He expects the house to be clean, but most days I don’t even feel like getting out of bed. I just want to sleep.” Peter states, “He’s always nagging me about the Fs on my report card, but no one helps me with my homework so I don’t even try anymore.”In your report of the session, you will describe the following:How will you engage Marie and Peter even though Dan is not ready to participate?Explain the nonconstructive behaviors of Dan, Marie, and Peter that contribute to the family’s dysfunction.Identify the appropriate interventions for family recovery.

 

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