Respond in a paragraph to the discussion board. In your response, DO NOT JUST AGREE OR DISAGREE IN THE RESPONSE, tell the reason for your response. Your response must be at least 100 words. Each answe

Respond in a paragraph to the discussion board. In your response, DO NOT JUST AGREE OR DISAGREE IN THE RESPONSE, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.

Peer1

Discussion Forum Week Ten

Giraldo

My action research project is based on designing and implementing an intervention geared towards reducing addiction to video games to a 9-year-old-child, single-subject experimental research. Addiction to video games is extremely dangerous to children as far as their schooling is concerned. Studies have shown the devastating effects of video games on children’s academic achievement justifying the need to incorporate strategies and mechanisms that can help to protect children from becoming highly addicted to video games. Existing studies show that American children aged between eight and ten spend a considerable amount of time on video games, something that negatively affects their academic achievement (Saquib, et. Al, 2017).

For instance, while playing such games, they lose control leading to various problems, which include loneliness, isolation, sleep problems, and depression among other diseases. Addiction to video gaming also leads to behavioral disorders, hence stimulating aggression. Violent video games are characterized by violent and harmful content with negative social effects, particularly among children. The situation is even worse during this pandemic that has forced children to spend a considerable amount of their time idle at home. Therefore, the present action research is interested in designing and integrating intervention for reducing addiction to video games to a 9-year-old-child. American Psychiatric Association (2013) posits that video game addiction can lead to distress and impairment among young children.

In my needs assessment, I strived to ascertain the symptoms as well as behaviors that a child exhibit after becoming an addict to video games. The IGD-20 test questionnaire was used as the prime tool for assessing the needs of the targeted groups. The identified symptoms and behaviors of children addicted to video games justified the development of an effective intervention plan for preventing or protecting a nine-year-old-child from becoming addicted to video games. The choice of the IGD-20 test was informed by the assertions that it is the best instrument or tool for assessing addiction to video games among the targeted children (Schivinski, Brzozowska-Woś, Buchanan, Griffiths, and Pontes, 2018; Pontes and Griffiths, 2014). Thus, the identified needs will inform the development of a robust intervention tool for addressing video game addiction among children.

References

Ahmed, U., & Ullah, I. (2013). Video Games Addiction: Positive and negative effects of playing video games on youth and children.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, D.C.: The author.

Pontes, H. M., & Griffiths, M. D. (2014). Assessment of internet gaming disorder in clinical research: Past and present perspectives. Clinical Research and Regulatory Affairs, 31(2-4), 35-48.

Saquib, N., Saquib, J., Wahid, A., Ahmed, A. A., Dhuhayr, H. E., Zaghloul, M. S., ... & Al-Mazrou, A. (2017). Video game addiction and psychological distress among expatriate adolescents in Saudi Arabia. Addictive behaviors reports, 6, 112-117.

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. Addictive Behaviors Reports, 8, 176-184.

Peer 2

Julia Hernandez

My action research project is based on a specific segment of the Autism Spectrum Disorder (ASD), which is that pertaining to children who are nonverbal and minimally verbal. Concretely, the intervention I have designed and performed aims to use action research to investigate methods for working with a nonverbal 8-year-old in an effort to improve their communicative and language skills. This is a particularly challenging area of research for many reasons. Primarily, the mechanisms of ASD are not completely understood despite recent advances that point to genetic causes of this particular disorder. In addition, it is not known why some children fail to develop at all in terms of language. Scholars have further noted that, to date, there are no universally embraced or proved methods for working with children who are nonverbal or minimally verbal (Koegel et al., 2019), further complicating this delicate area.

In my needs assessment, I attempted to overcome the lack of verbal development of the child by focusing it on the parents of the child. Typically, in ASD-related interventions of this nature, the parents are key as the child is unable to communicate verbally and their insights are necessary to proceed. The needs assessment revealed some of the areas where I would focus my intervention, and additionally demonstrated the expectations of the parents. In this case, this was important, as there is little to no expectation of my intervention producing measurable results in terms of the child expressing language (this is a child who is entirely nonverbal). Nevertheless, the fact that the needs assessment revealed some of the ways in which the child responds to the communications of others was essential in showing me some of the avenues to pursue eventually in the intervention. In this case, my findings reflect a parallel conclusion of many researchers, primarily that the parents are fundamental actors in any intervention involving nonverbal children who have ASD (Siller et al., 2012; Haebig et al., 2013).

References

Haebig, E., McDuffie, A., & Weismer, S. E. (2013). Brief report: Parent verbal responsiveness and language development in toddlers on the autism spectrum.Journal of Autism and Developmental Disorders,43(9), 2218-2227.

Koegel, L. K., Bryan, K. M., Su, P., Vaidya, M., & Camarata, S. (2019). Intervention for Non-verbal and Minimally-Verbal Individuals with Autism: A Systematic Review.International Journal of Pediatric Research,5(2). https://doi.org/10.23937/2469-5769/1510056

Lantz, J. (2020).Play Time: An Examination Of Play Intervention Strategies for Children with Autism Spectrum Disorders: Articles: Indiana Resource Center for Autism: Indiana University Bloomington. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/play-time-an-examination-of-play-intervention-strategies-for-children-with-autism-spectrum-disorders.html

Mills, G. E. (2014).Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Siller, M., Hutman, T., & Sigman, M. (2012). A Parent-Mediated Intervention to Increase Responsive Parental Behaviors and Child Communication in Children with ASD: A Randomized Clinical Trial.Journal of Autism and Developmental Disorders,43(3), 540–555. https://doi.org/10.1007/s10803-012-1584-y