Creating an ELA summative assesment.
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Creating an ELA summative assesment.
Please view attachment!! APA Style **files (1)** – ## Assignment3Unit.docx **## Assignment3Unit.docx** **RED 567** **Assignment #3** **Using The Scaffolded Reading Experience to Develop a Content Area Unit** **Directions:** Develop three 50-minute lesson plans from a unit that integrates reading and…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please view attachment!!
APA Style
**files (1)**
– ## Assignment3Unit.docx
**## Assignment3Unit.docx**
**RED 567**
**Assignment #3**
**Using The Scaffolded Reading Experience to Develop a Content Area Unit**
**Directions:**
Develop three 50-minute lesson plans from a unit that integrates reading and writing in a secondary school classroom subject area. The unit should cover one topic and the lesson plans should build on each other. Use The Scaffolded Reading Experience (PP. 426 – 437) as a guide for developing before, during, and after reading/writing activities (ILA Standard 1.2)
Address each of these elements: Topic Standards:
Florida B.E.S.T. Standard(s)
[https://www.cpalms.org/Homepage/BEST_Standards.aspx](https://www.cpalms.org/Homepage/BEST_Standards.aspx) that the lesson addresses (write the grade, content, indicator – ex.
_5.R.2.1 and the standard statement_): Retrieve the B.E.S.T Language Arts standards and choose the suitable standards for your unit. Objectives
Grade Level
Prior knowledge of students
Materials
Procedures to follow in detail
(ILA Standard 2.1)
Address accommodations for ELL/special needs students (ILA Standard 4.1)
Include a detailed assessment strategy for each day and explain why they used (ILA Standard 3.1) See Appendix A Lesson Plan Template
**Scoring Rubric for Assignment #3**
| | | | |
| — | — | — | — |
| **Element** | **Not Met** | **Met** | **Exceeded** |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates demonstrate knowledge of the major theoretical, conceptual, historical and evidence-based aspects of writing development, writing processes, and<br>foundational skills and their relationships with other aspects of literacy (ILA<br>1.2) | The candidate did not develop 3 adequate 50minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, and/or did not use The Scaffolded Reading Experience strategy. | The candidate developed 3 acceptable 50-minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, using at The Scaffolded Reading Experience strategy. | The candidate developed a superior 50-minute lesson plan for a subject area topic that integrated reading and writing in a secondary school classroom, using The Scaffolded Reading<br>Experience strategy. |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA<br>2.1) | The candidate did not design 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 comprehensive lessons that included objectives, grade level, prior knowledge, materials, procedures, and a detailed assessment strategy and why it is being used. |
| Points | 0 – 3 | 4 | 5 |
| Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction. (ILA Standard 4.1). | The candidate did not provide<br>accommodations for ELL/special needs students. | The candidate provided accommodations for ELL/special needs students. | The candidate provided several<br>accommodations for ELL/special needs students. |
| Points | 0 – 3 | 4 | 5 |
| Candidates understand the purposes, attributes, formats, strengths/limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools. (ILA<br>Standard 3.1) | The candidate did not provide an appropriate assessment strategy. | The candidate provided an appropriate assessment strategy in detail. | The candidate provided more than one appropriate assessment strategy and discussed why it was chosen. |
| Total Possible Points | | | 30 |
Due Week 6
Total Points: 30 Points will be deducted for the following:
Late submission: -1 point per day
Excessive spelling, mechanical and/or grammatical errors Incorrect APA format
**## Assignment3Unit.docx**
**RED 567**
**Assignment #3**
**Using The Scaffolded Reading Experience to Develop a Content Area Unit**
**Directions:**
Develop three 50-minute lesson plans from a unit that integrates reading and writing in a secondary school classroom subject area. The unit should cover one topic and the lesson plans should build on each other. Use The Scaffolded Reading Experience (PP. 426 – 437) as a guide for developing before, during, and after reading/writing activities (ILA Standard 1.2)
Address each of these elements: Topic Standards:
Florida B.E.S.T. Standard(s)
[https://www.cpalms.org/Homepage/BEST_Standards.aspx](https://www.cpalms.org/Homepage/BEST_Standards.aspx) that the lesson addresses (write the grade, content, indicator – ex.
_5.R.2.1 and the standard statement_): Retrieve the B.E.S.T Language Arts standards and choose the suitable standards for your unit. Objectives
Grade Level
Prior knowledge of students
Materials
Procedures to follow in detail
(ILA Standard 2.1)
Address accommodations for ELL/special needs students (ILA Standard 4.1)
Include a detailed assessment strategy for each day and explain why they used (ILA Standard 3.1) See Appendix A Lesson Plan Template
**Scoring Rubric for Assignment #3**
| | | | |
| — | — | — | — |
| **Element** | **Not Met** | **Met** | **Exceeded** |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates demonstrate knowledge of the major theoretical, conceptual, historical and evidence-based aspects of writing development, writing processes, and<br>foundational skills and their relationships with other aspects of literacy (ILA<br>1.2) | The candidate did not develop 3 adequate 50minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, and/or did not use The Scaffolded Reading Experience strategy. | The candidate developed 3 acceptable 50-minute lesson plans for a topic that integrated reading and writing in a secondary school classroom, using at The Scaffolded Reading Experience strategy. | The candidate developed a superior 50-minute lesson plan for a subject area topic that integrated reading and writing in a secondary school classroom, using The Scaffolded Reading<br>Experience strategy. |
| Points | 0 – 7 | 8 – 9 | 10 |
| Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners (ILA<br>2.1) | The candidate did not design 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 lessons that included clear objectives, grade level, prior knowledge, materials, procedures, and assessment strategy. | The candidate designed 3 comprehensive lessons that included objectives, grade level, prior knowledge, materials, procedures, and a detailed assessment strategy and why it is being used. |
| Points | 0 – 3 | 4 | 5 |
| Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction. (ILA Standard 4.1). | The candidate did not provide<br>accommodations for ELL/special needs students. | The candidate provided accommodations for ELL/special needs students. | The candidate provided several<br>accommodations for ELL/special needs students. |
| Points | 0 – 3 | 4 | 5 |
| Candidates understand the purposes, attributes, formats, strengths/limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools. (ILA<br>Standard 3.1) | The candidate did not provide an appropriate assessment strategy. | The candidate provided an appropriate assessment strategy in detail. | The candidate provided more than one appropriate assessment strategy and discussed why it was chosen. |
| Total Possible Points | | | 30 |
Due Week 6
Total Points: 30 Points will be deducted for the following:
Late submission: -1 point per day
Excessive spelling, mechanical and/or grammatical errors Incorrect APA format
Kindly View Attachment!! APA Style **files (1)** – ## Assignment2PDP.docx **## Assignment2PDP.docx** **RED 567** **Assignment #2** **Professional Development Plan: Using Technology to Teach a Lesson** **Directions:** Prepare a Power Point, Prezi, or similar presentation for other educators. It shoul…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Kindly View Attachment!!
APA Style
**files (1)**
– ## Assignment2PDP.docx
**## Assignment2PDP.docx**
**RED 567**
**Assignment #2**
**Professional Development Plan: Using Technology to Teach a Lesson**
**Directions:**
Prepare a Power Point, Prezi, or similar presentation for other educators. It should be about 30 minutes
(at least 10 slides.). The topic you will address is strategies for teaching reading using a technology tool
(i.e., blog, You Tube, Kaput!, digital storytelling, Blooket, Padlet, Plickers, JigSpace, CNN 10, Nearpod, Schoology, or a tool of your choice.). This should be prepared for teaching students in the middle grades.
Address the following components:
Description of the tool being used including accessibility and safety features
Rationale for using this technology tool as an aid to teaching
At least two strategies for using this tool to teach a content area lesson
You will upload this presentation to the discussion board by the end of week 3. Your colleagues will provide you with input by the end of week 4 and you must also provide input to two of your colleagues by the end of week 4. Submit a reflective essay describing your presentation including input given to you by colleagues (one page) when you submit your final presentation at the end of week 5. Incorporate your colleagues’ input into a self-reflection about the merits of your presentation. For example, would you change anything based on this feedback? Include this in your essay.
**You must also state what input you gave your colleagues and why.**
**Scoring Rubric for Assignment #2:**
| | | | |
| — | — | — | — |
| **Element** | **Not Met** | **Met** | **Exceeded** |
| Points | 0 – 9 | 10 – 11 | 12 |
| Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts. (ILA Standard<br>5.3) | The candidate did not effectively describe the technology tool used, its accessibility, and its safety features and/or did not clearly explain the rationale for using this technology to teach a content area lesson. | The candidate described the technology tool used,<br>its accessibility, and its safety features and explained the rationale for using this technology to teach a content area lesson. | The candidate described the technology tool used in detail along with its accessibility and safety features and provided a comprehensive rationale for using this technology to teach a content area lesson. |
| Points | 0 = 7 | 8 – 9 | 10 |
| Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts (ILA Standard<br>5.3) | The candidate did not effectively demonstrate two strategies for teaching using the tool | The candidate effectively demonstrated two strategies for teaching using the tool | The candidate effectively demonstrated more than two strategies for teaching using the tool |
| Points | 0 = 6 | 7 | 8 |
| Candidates collaborate with and coach school-based educators in developing, implementing, and evaluating literacy instructional practices and curriculum (ILA<br>Standard 2.4) | The candidate did not demonstrate knowledge of self-reflection of the presentation and/or did not utilize the feedback of colleagues and/or did not offer input to colleagues | The candidate offered input to colleagues and demonstrated knowledge of self-reflection by summarizing the presentation and discussing the feedback of colleagues | The candidate demonstrated knowledge of self-reflection of the presentation by effectively discussing the presentation and considering the feedback of colleagues to make revisions. The candidate offered constructive input to others. |
| Total Possible Points | | | 30 |
Due Weeks 3, 4, 5
Total Points 30
Points will be deducted for the following:
Late submission: -1 point per day
Excessive spelling, mechanical and/or grammatical errors
Incorrect APA format
Missing or incorrect title page and references
**## Assignment2PDP.docx**
**RED 567**
**Assignment #2**
**Professional Development Plan: Using Technology to Teach a Lesson**
**Directions:**
Prepare a Power Point, Prezi, or similar presentation for other educators. It should be about 30 minutes
(at least 10 slides.). The topic you will address is strategies for teaching reading using a technology tool
(i.e., blog, You Tube, Kaput!, digital storytelling, Blooket, Padlet, Plickers, JigSpace, CNN 10, Nearpod, Schoology, or a tool of your choice.). This should be prepared for teaching students in the middle grades.
Address the following components:
Description of the tool being used including accessibility and safety features
Rationale for using this technology tool as an aid to teaching
At least two strategies for using this tool to teach a content area lesson
You will upload this presentation to the discussion board by the end of week 3. Your colleagues will provide you with input by the end of week 4 and you must also provide input to two of your colleagues by the end of week 4. Submit a reflective essay describing your presentation including input given to you by colleagues (one page) when you submit your final presentation at the end of week 5. Incorporate your colleagues’ input into a self-reflection about the merits of your presentation. For example, would you change anything based on this feedback? Include this in your essay.
**You must also state what input you gave your colleagues and why.**
**Scoring Rubric for Assignment #2:**
| | | | |
| — | — | — | — |
| **Element** | **Not Met** | **Met** | **Exceeded** |
| Points | 0 – 9 | 10 – 11 | 12 |
| Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts. (ILA Standard<br>5.3) | The candidate did not effectively describe the technology tool used, its accessibility, and its safety features and/or did not clearly explain the rationale for using this technology to teach a content area lesson. | The candidate described the technology tool used,<br>its accessibility, and its safety features and explained the rationale for using this technology to teach a content area lesson. | The candidate described the technology tool used in detail along with its accessibility and safety features and provided a comprehensive rationale for using this technology to teach a content area lesson. |
| Points | 0 = 7 | 8 – 9 | 10 |
| Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts (ILA Standard<br>5.3) | The candidate did not effectively demonstrate two strategies for teaching using the tool | The candidate effectively demonstrated two strategies for teaching using the tool | The candidate effectively demonstrated more than two strategies for teaching using the tool |
| Points | 0 = 6 | 7 | 8 |
| Candidates collaborate with and coach school-based educators in developing, implementing, and evaluating literacy instructional practices and curriculum (ILA<br>Standard 2.4) | The candidate did not demonstrate knowledge of self-reflection of the presentation and/or did not utilize the feedback of colleagues and/or did not offer input to colleagues | The candidate offered input to colleagues and demonstrated knowledge of self-reflection by summarizing the presentation and discussing the feedback of colleagues | The candidate demonstrated knowledge of self-reflection of the presentation by effectively discussing the presentation and considering the feedback of colleagues to make revisions. The candidate offered constructive input to others. |
| Total Possible Points | | | 30 |
Due Weeks 3, 4, 5
Total Points 30
Points will be deducted for the following:
Late submission: -1 point per day
Excessive spelling, mechanical and/or grammatical errors
Incorrect APA format
Missing or incorrect title page and references
**files (1)** – ## 635Module5responcediscassion.docx **## 635Module5responcediscassion.docx** 1.Kimberly 635-Module 5 Discussion Board 1. **How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?** Although IFSPs and IEPs both…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**files (1)**
– ## 635Module5responcediscassion.docx
**## 635Module5responcediscassion.docx**
1.Kimberly
635-Module 5 Discussion Board
1.
**How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?**
Although IFSPs and IEPs both aim to support children with disabilities, the procedures for developing them reflect two different but connected systems: early intervention (birth–3) and special education (3–21). An IFSP is built around the whole family, typically developed through a highly collaborative, routine-based process that begins by learning about the child’s strengths and the family’s priorities in everyday life (Cook et al., 2020). The team—which usually includes the family, service coordinator, and relevant specialists—works together to write functional outcomes that fit naturally into daily routines, such as mealtimes or play, and to decide on services that can be delivered in the child’s typical environments (Cook et al., 2020; IamDeidreM, 2024). In contrast, IEP procedures are more school- and instruction-focused. The IEP team (which includes parents, general and special education teachers, a school representative, and others as needed) follows a structured process: reviewing evaluation data, identifying present levels of performance, documenting strengths and needs, and then developing measurable annual goals; specially designed instruction; accommodations; and, when appropriate, related services (New York State Education Department [NYSED], 2023; WeTeachNYC, n.d.).
Implementation also looks different. For IFSPs, a key consideration is ensuring that services are family-centered, culturally responsive, and integrated into natural routines instead of feeling like separate “therapy sessions” (Cook et al., 2020). For IEPs, the focus is on aligning goals with the curriculum, ensuring access to the general education environment to the maximum extent appropriate, and making sure all educators know their responsibilities under the IEP so that supports show up in day-to-day instruction (NYSED, 2023; WeTeachNYC, n.d.).
2.
**Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?**
Both IFSPs and IEPs are meant to be living documents, so amending them is a normal part of supporting a child over time. IFSPs are often revisited more flexibly—teams can meet whenever there is a significant change in the child’s needs, family priorities, or routines, not just at an annual review. Because IFSPs are grounded in family goals and daily life, any suggestion to amend the plan should start with careful listening: Have the family’s priorities shifted? Has there been a new diagnosis or transition (like starting childcare) that affects participation in routines (Cook et al., 2020; IamDeidreM, 2024)? Educators and service providers need to consider whether proposed changes are still functional, realistic in the family’s context, and clearly connected to outcomes that matter to the caregivers, while also checking that services remain coordinated and not overwhelming (Cook et al., 2020). For IEPs, amendments typically occur through a formal review process—either at the annual IEP meeting or through an agreed-upon amendment without a full meeting, depending on local procedures. When educators suggest changes to an IEP, they should be guided by updated data (classroom performance, progress monitoring, evaluations), as well as student and family voice (NYSED, 2023; WeTeachNYC, n.d.). Factors to consider include whether the student is making adequate progress toward current goals, whether goals or services need to be intensified or faded, and how any changes will affect the student’s access to the general education curriculum and least restrictive environment (NYSED, 2023). In both IFSPs and IEPs, amendments should be clearly documented, explained in family-friendly language, and made through genuine collaboration so that families feel like partners rather than bystanders in decision-making (Cook et al., 2020; WeTeachNYC, n.d.).
**Questions:**
1. What is one main difference between an IFSP and an IEP in terms of who they are designed to support?
2. Why is family involvement especially important in the development of an IFSP?
3. How can an IEP help a student participate in the general education classroom?
4. Why might a team decide to change (amend) a child’s IFSP or IEP during the year instead of waiting until the annual review?
References:
Cook, R. E., Klein, M. D., & Chen, D. (2020).
_Adapting early childhood curricula for children with disabilities and special needs_. Pearson.
Grammarly. (2024).
_Grammarly_ (Version 1.0) [Computer software].
[https://www.grammarly.comLinks to an external site.](https://www.grammarly.com/)
IamDeidreM. (2024, December 11).
_IFSP vs. IEP: What’s the difference? | Early intervention vs. special education explained_ [Video]. YouTube.
[https://www.youtube.com/watch?v=D08K3DBj2bYLinks to an external site.](https://www.youtube.com/watch?v=D08K3DBj2bY)
New York State Education Department. (2023).
_Guide to quality individualized education program (IEP) development and implementation_ (Rev. ed.). The University of the State of New York.
WeTeachNYC. (n.d.).
_Unpacking the IEP_. WeTeachNYC.
[https://www.weteachnyc.org/resources/resource/unpacking-the-iep/?collection_id=742Links to an external site.](https://www.weteachnyc.org/resources/resource/unpacking-the-iep/?collection_id=742)
2.
[**Xiaoling Yang**](https://touro.instructure.com/courses/162762/users/121283)
Jun 28 10:42pm| Last reply Jun 30 1:10pm
Reply from Xiaoling Yang
**Question 1: How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?**
The IFSP is designed for children from birth to age 3 and their families. What makes it unique is that it's truly family-centered, which means it looks at both the child's development and what the family needs to support them. Services happen in the natural enviroment like the home or community, not in a clinic (Cook et al., 2020, p. 347). A service coordinator is assigned to help families navigate the system, schedule meetings, and connect with resources (Cook et al., 2020, p. 301). IFSPs are reviewed every 6 months (Cook et al., 2020, p. 286).The implementation of the IFSP is mostly family-led,and the service coordinator helps the family access the services. They value family’s goals and respect what matters to them the most(Cook et al., 2020, p. 284).
The IEP serves children from ages 3 to 21 and is more child-centered, focusing on educational needs. Services are provided in the least restrictive environment, meaning children should learn alongside their typically developing peers as much as possible (Cook et al., 2020, p. 347). The local school district takes the lead, and the special education teacher typically serves as the "case carrier" (Cook et al., 2020, p. 348). IEPs are reviewed annually (Cook et al., 2020, p. 350). The implementation of the IEP is different from IFSP. The biggest concern is ensuring the child is included with peers as much as possible. The agency needs to come up with an IEP plan that includes the teaching strategies and materials (Cook et al., 2020, p. 142). Parents have to understand the IEP process and their rights. Special eduction teacher has to monitor the student and request an EIP adjust if needed (Cook et al., 2020, p. 350).
**Question 2: Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?**
IFSPs are reviewed every 6 months (or more often if needed) (Cook et al., 2020, p. 286). When thinking about changes, educators should ask: What truly matters to this family? The outcomes should be practical and meaningful? They should fit into the family's everyday life, not just look good on paper (Cook et al., 2020, p. 298). And remember, informed written consent is required before any changes can be made (Cook et al., 2020, p. 291).
IEPs are reviewed annually, but parents or teachers can request a meeting anytime if there are concerns (Cook et al., 2020, p. 350). Following are some situations when a parent or a teacher would suggest a change: the child is not making progress; (Cook et al., 2020, p. 313). a parent has a concern; the least restrictive emvironment is not the best option for the child; change the suport method (accommodation (changing how something is taught) or a modification (changing what is taught))(Cook et al., 2020, p. 344).
**Questions:**
1. In my classroom, a mother disagreed with the IEP team's recommendation that her child had autism. Because she said no, the team could only give the child 5 hours of service per week. The textbook says parents have the right to disagree. How should teachers handle it when parents do not agree with the team's recommendations? What can we do to build trust with families?
2. In my situation, the mother disagreed with the autism diagnosis, so the team could not give more services. What should teachers do when they think a child needs more help than the parent will allow? How should the school document this?
3. IFSP services happen in "natural environments" like home, while IEP services happen in the "least restrictive environment" at school. How are these two ideas different? Which do you think works better for young children? Why?
4. The IFSP ends the day before a child's third birthday. Why do you think the age of 3 is the cut-off? What happens when a child turns 3?
**References:**
## image1.png
**## 635Module5responcediscassion.docx**
1.Kimberly
635-Module 5 Discussion Board
1.
**How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?**
Although IFSPs and IEPs both aim to support children with disabilities, the procedures for developing them reflect two different but connected systems: early intervention (birth–3) and special education (3–21). An IFSP is built around the whole family, typically developed through a highly collaborative, routine-based process that begins by learning about the child’s strengths and the family’s priorities in everyday life (Cook et al., 2020). The team—which usually includes the family, service coordinator, and relevant specialists—works together to write functional outcomes that fit naturally into daily routines, such as mealtimes or play, and to decide on services that can be delivered in the child’s typical environments (Cook et al., 2020; IamDeidreM, 2024). In contrast, IEP procedures are more school- and instruction-focused. The IEP team (which includes parents, general and special education teachers, a school representative, and others as needed) follows a structured process: reviewing evaluation data, identifying present levels of performance, documenting strengths and needs, and then developing measurable annual goals; specially designed instruction; accommodations; and, when appropriate, related services (New York State Education Department [NYSED], 2023; WeTeachNYC, n.d.).
Implementation also looks different. For IFSPs, a key consideration is ensuring that services are family-centered, culturally responsive, and integrated into natural routines instead of feeling like separate “therapy sessions” (Cook et al., 2020). For IEPs, the focus is on aligning goals with the curriculum, ensuring access to the general education environment to the maximum extent appropriate, and making sure all educators know their responsibilities under the IEP so that supports show up in day-to-day instruction (NYSED, 2023; WeTeachNYC, n.d.).
2.
**Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?**
Both IFSPs and IEPs are meant to be living documents, so amending them is a normal part of supporting a child over time. IFSPs are often revisited more flexibly—teams can meet whenever there is a significant change in the child’s needs, family priorities, or routines, not just at an annual review. Because IFSPs are grounded in family goals and daily life, any suggestion to amend the plan should start with careful listening: Have the family’s priorities shifted? Has there been a new diagnosis or transition (like starting childcare) that affects participation in routines (Cook et al., 2020; IamDeidreM, 2024)? Educators and service providers need to consider whether proposed changes are still functional, realistic in the family’s context, and clearly connected to outcomes that matter to the caregivers, while also checking that services remain coordinated and not overwhelming (Cook et al., 2020). For IEPs, amendments typically occur through a formal review process—either at the annual IEP meeting or through an agreed-upon amendment without a full meeting, depending on local procedures. When educators suggest changes to an IEP, they should be guided by updated data (classroom performance, progress monitoring, evaluations), as well as student and family voice (NYSED, 2023; WeTeachNYC, n.d.). Factors to consider include whether the student is making adequate progress toward current goals, whether goals or services need to be intensified or faded, and how any changes will affect the student’s access to the general education curriculum and least restrictive environment (NYSED, 2023). In both IFSPs and IEPs, amendments should be clearly documented, explained in family-friendly language, and made through genuine collaboration so that families feel like partners rather than bystanders in decision-making (Cook et al., 2020; WeTeachNYC, n.d.).
**Questions:**
1. What is one main difference between an IFSP and an IEP in terms of who they are designed to support?
2. Why is family involvement especially important in the development of an IFSP?
3. How can an IEP help a student participate in the general education classroom?
4. Why might a team decide to change (amend) a child’s IFSP or IEP during the year instead of waiting until the annual review?
References:
Cook, R. E., Klein, M. D., & Chen, D. (2020).
_Adapting early childhood curricula for children with disabilities and special needs_. Pearson.
Grammarly. (2024).
_Grammarly_ (Version 1.0) [Computer software].
[https://www.grammarly.comLinks to an external site.](https://www.grammarly.com/)
IamDeidreM. (2024, December 11).
_IFSP vs. IEP: What’s the difference? | Early intervention vs. special education explained_ [Video]. YouTube.
[https://www.youtube.com/watch?v=D08K3DBj2bYLinks to an external site.](https://www.youtube.com/watch?v=D08K3DBj2bY)
New York State Education Department. (2023).
_Guide to quality individualized education program (IEP) development and implementation_ (Rev. ed.). The University of the State of New York.
WeTeachNYC. (n.d.).
_Unpacking the IEP_. WeTeachNYC.
[https://www.weteachnyc.org/resources/resource/unpacking-the-iep/?collection_id=742Links to an external site.](https://www.weteachnyc.org/resources/resource/unpacking-the-iep/?collection_id=742)
2.
[**Xiaoling Yang**](https://touro.instructure.com/courses/162762/users/121283)
Jun 28 10:42pm| Last reply Jun 30 1:10pm
Reply from Xiaoling Yang
**Question 1: How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?**
The IFSP is designed for children from birth to age 3 and their families. What makes it unique is that it's truly family-centered, which means it looks at both the child's development and what the family needs to support them. Services happen in the natural enviroment like the home or community, not in a clinic (Cook et al., 2020, p. 347). A service coordinator is assigned to help families navigate the system, schedule meetings, and connect with resources (Cook et al., 2020, p. 301). IFSPs are reviewed every 6 months (Cook et al., 2020, p. 286).The implementation of the IFSP is mostly family-led,and the service coordinator helps the family access the services. They value family’s goals and respect what matters to them the most(Cook et al., 2020, p. 284).
The IEP serves children from ages 3 to 21 and is more child-centered, focusing on educational needs. Services are provided in the least restrictive environment, meaning children should learn alongside their typically developing peers as much as possible (Cook et al., 2020, p. 347). The local school district takes the lead, and the special education teacher typically serves as the "case carrier" (Cook et al., 2020, p. 348). IEPs are reviewed annually (Cook et al., 2020, p. 350). The implementation of the IEP is different from IFSP. The biggest concern is ensuring the child is included with peers as much as possible. The agency needs to come up with an IEP plan that includes the teaching strategies and materials (Cook et al., 2020, p. 142). Parents have to understand the IEP process and their rights. Special eduction teacher has to monitor the student and request an EIP adjust if needed (Cook et al., 2020, p. 350).
**Question 2: Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?**
IFSPs are reviewed every 6 months (or more often if needed) (Cook et al., 2020, p. 286). When thinking about changes, educators should ask: What truly matters to this family? The outcomes should be practical and meaningful? They should fit into the family's everyday life, not just look good on paper (Cook et al., 2020, p. 298). And remember, informed written consent is required before any changes can be made (Cook et al., 2020, p. 291).
IEPs are reviewed annually, but parents or teachers can request a meeting anytime if there are concerns (Cook et al., 2020, p. 350). Following are some situations when a parent or a teacher would suggest a change: the child is not making progress; (Cook et al., 2020, p. 313). a parent has a concern; the least restrictive emvironment is not the best option for the child; change the suport method (accommodation (changing how something is taught) or a modification (changing what is taught))(Cook et al., 2020, p. 344).
**Questions:**
1. In my classroom, a mother disagreed with the IEP team's recommendation that her child had autism. Because she said no, the team could only give the child 5 hours of service per week. The textbook says parents have the right to disagree. How should teachers handle it when parents do not agree with the team's recommendations? What can we do to build trust with families?
2. In my situation, the mother disagreed with the autism diagnosis, so the team could not give more services. What should teachers do when they think a child needs more help than the parent will allow? How should the school document this?
3. IFSP services happen in "natural environments" like home, while IEP services happen in the "least restrictive environment" at school. How are these two ideas different? Which do you think works better for young children? Why?
4. The IFSP ends the day before a child's third birthday. Why do you think the age of 3 is the cut-off? What happens when a child turns 3?
**References:**
## image1.png
**files (1)** – ## CHS450U2.2Assignment2021.1020.pdf **## CHS450U2.2Assignment2021.1020.pdf** Due Date: 11:59 pm EST Sunday of Unit 2 Points: 10 Overview: In this assignment, you will practice your objective observation and objective writing skills. Instructions: You will watch the following videos …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**files (1)**
– ## CHS450U2.2Assignment2021.1020.pdf
**## CHS450U2.2Assignment2021.1020.pdf**
Due Date: 11:59 pm EST Sunday of Unit 2
Points: 10
Overview:
In this assignment, you will practice your objective observation and objective writing
skills.
Instructions:
You will watch the following videos and write a brief observation note that is objective.
Focus on the skill and the child indicated.
the video marked "preschool". "
• Watch this video of Himayah and describe her self-regulation:
o https://eclkc.ohs.acf.hhs.gov/video/emotional-behavioral-self-regulation-video-1
• Watch the girl in the pink shirt and write an objective description about how she engages in
scientific inquiry:
o https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-
guides/scientific-inquiry-see
• Watch the video "Preschoolers. Attending and Understanding Video 2". (Scroll down on the webpage
to view the "Preschoolers" video.) Write an objective description of Hayden’s engagement in
conversation.
o https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
CHS450 – Observation, Assessment
& Individualization
Unit 2.2 Assignment: Objective Observation
[https://eclkc.ohs.acf.hhs.gov/video/emotional-behavioral-self-regulation-video-1](https://eclkc.ohs.acf.hhs.gov/video/emotional-behavioral-self-regulation-video-1)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see)
Evaluation Rubric for Unit 2.2 Assignment
CRITERIA Outstanding Good Fair Needs
Improvement
ECTC Standards (4 points) (3 points) (2 points) (1 points)
1a: Knowing and
understanding
young children's
characteristics
and needs, from
birth through age
8
Assignment
shows a
thorough
understanding of
child
development.
Assignment shows
a general
understanding of
child development.
Assignment
demonstrates some
understanding of
child development.
Assignment
demonstrates a lack
of understanding of
child development.
3a
Understanding
the goals,
benefits, and
uses of
assessment-
including its use
in development
of appropriate
goals, curriculum
and teaching
strategies for
young children.
Assignment
shows a
thorough
understanding of
appropriate and
relevant
information for
documentation.
Assignment shows
a general
understanding of
appropriate and
relevant
information for
documentation.
Assignment
demonstrates some
understanding of
appropriate and
relevant information
for documentation.
The assignment
includes
practices/information
that is not relevant
or developmentally
appropriate.
3.c. Knowing
about and using
observation,
documentation,
and other
appropriate
assessment tools
and approaches,
including the use
of technology in
documentation,
assessment and
data collection.
Assignment
consists of
objective
statements about
observed
children’s skills
and behaviors
and the context
of the
observation.
Assignment
includes primarily
objective
statements about
observed children’s
skills and
behaviors and the
context of the
observation.
Assignment
includes a mix of
objective and
subjective
statements about
observed children’s
skills and behaviors
and the context of
the observation.
Assignment includes
primarily subjective
statements about
observed children’s
skills and behaviors.
Presentation is
Clear and
Professional
The presentation
of reflection is
polished and
professional in
nature.
The presentation of
reflection includes
a few minor errors
that do not impede
professional
presentation.
Several minor errors
or a few significant
errors have a minor
impact on the
presentation.
Errors impede
professional
presentation of
reflection.
**## CHS450U2.2Assignment2021.1020.pdf**
Due Date: 11:59 pm EST Sunday of Unit 2
Points: 10
Overview:
In this assignment, you will practice your objective observation and objective writing
skills.
Instructions:
You will watch the following videos and write a brief observation note that is objective.
Focus on the skill and the child indicated.
the video marked "preschool". "
• Watch this video of Himayah and describe her self-regulation:
o https://eclkc.ohs.acf.hhs.gov/video/emotional-behavioral-self-regulation-video-1
• Watch the girl in the pink shirt and write an objective description about how she engages in
scientific inquiry:
o https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-
guides/scientific-inquiry-see
• Watch the video "Preschoolers. Attending and Understanding Video 2". (Scroll down on the webpage
to view the "Preschoolers" video.) Write an objective description of Hayden’s engagement in
conversation.
o https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
CHS450 – Observation, Assessment
& Individualization
Unit 2.2 Assignment: Objective Observation
[https://eclkc.ohs.acf.hhs.gov/video/emotional-behavioral-self-regulation-video-1](https://eclkc.ohs.acf.hhs.gov/video/emotional-behavioral-self-regulation-video-1)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/scientific-inquiry-see)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see)
[https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see](https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/attending-understanding-see)
Evaluation Rubric for Unit 2.2 Assignment
CRITERIA Outstanding Good Fair Needs
Improvement
ECTC Standards (4 points) (3 points) (2 points) (1 points)
1a: Knowing and
understanding
young children's
characteristics
and needs, from
birth through age
8
Assignment
shows a
thorough
understanding of
child
development.
Assignment shows
a general
understanding of
child development.
Assignment
demonstrates some
understanding of
child development.
Assignment
demonstrates a lack
of understanding of
child development.
3a
Understanding
the goals,
benefits, and
uses of
assessment-
including its use
in development
of appropriate
goals, curriculum
and teaching
strategies for
young children.
Assignment
shows a
thorough
understanding of
appropriate and
relevant
information for
documentation.
Assignment shows
a general
understanding of
appropriate and
relevant
information for
documentation.
Assignment
demonstrates some
understanding of
appropriate and
relevant information
for documentation.
The assignment
includes
practices/information
that is not relevant
or developmentally
appropriate.
3.c. Knowing
about and using
observation,
documentation,
and other
appropriate
assessment tools
and approaches,
including the use
of technology in
documentation,
assessment and
data collection.
Assignment
consists of
objective
statements about
observed
children’s skills
and behaviors
and the context
of the
observation.
Assignment
includes primarily
objective
statements about
observed children’s
skills and
behaviors and the
context of the
observation.
Assignment
includes a mix of
objective and
subjective
statements about
observed children’s
skills and behaviors
and the context of
the observation.
Assignment includes
primarily subjective
statements about
observed children’s
skills and behaviors.
Presentation is
Clear and
Professional
The presentation
of reflection is
polished and
professional in
nature.
The presentation of
reflection includes
a few minor errors
that do not impede
professional
presentation.
Several minor errors
or a few significant
errors have a minor
impact on the
presentation.
Errors impede
professional
presentation of
reflection.
Present two effective RTI and/or EBP strategies. You can do 2 of EBP or 2 RTI or 1 on each of the topics. discussion should reflect best practice as found in the literature and not just a personal preference. The posts do not have to be long, but complete enough that others can understand the interv…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Present two effective RTI and/or EBP strategies. You can do 2 of EBP or 2 RTI or 1 on each of the topics. discussion should reflect best practice as found in the literature and not just a personal preference. The posts do not have to be long, but complete enough that others can understand the intervention or strategy and how it is used.
Posts and responses are to be reflective of the current literature, clearly state your position, and be brief but thorough. Focus the posts on specific strategies that fall under RTI and/or EBP.
Answer each question in 150-200 words each with at least 1 reference. 1. Describe the stages of the backward design process. What is the purpose of backward design? Discuss the benefits and potential challenges of this process. 2. Review the standards for physical science from the state you plan t…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Answer each question in 150-200 words each with at least 1 reference.
1. Describe the stages of the backward design process. What is the purpose of backward design? Discuss the benefits and potential challenges of this process.
2. Review the standards for physical science from the state you plan to teach in. Choose one physical science standard and describe a performance-based assessment that would match that standard. How can you differentiate that assessment to accommodate diverse student needs?
The state will be Tennessee
_**Note:**_ _When selecting state standards, be sure to copy and paste each standard in its entirety, this includes the standard code and the full verbiage as it appears on the state website._
Answer as a grad student and a high school football coach at northeastern high school in elizabeth city nc. Leadership is the cornerstone of the MCAA program, and this theme is carried throughout all our courses. Using what you have already covered in class, discuss the general requirements needed t…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Answer as a grad student and a high school football coach at northeastern high school in elizabeth city nc.
Leadership is the cornerstone of the MCAA program, and this theme is carried throughout all our courses. Using what you have already covered in class, discuss the general requirements needed to be an effective sports leader and then specifically identify the characteristics needed and the challenges presented in a sports leadership role. It will be important to research what a leader is, citing examples first in the non-sports world and then in the specific sports leadership role you have undertaken, i.e. Athletic Director, Coach, academic advisor to student-athletes, or another role that you have observed. As you identify a specific sports leadership role, please include not only the characteristics and duties but also the challenges that will need to be met and how you will meet those challenges. Your Personal Philosophy of Leadership Summary should reflect your authentic beliefs about what it means to be an effective leader. _Please conclude your summary with your definition of leadership_ _**.**_ Please include and weave the following into your content. The most important lesson or insight you gleaned from any of the course materials and videos (Cite at least 3 outside sources) you are welcome to use the three following books:
1. The Leadership Challenge
2. Mentor Leader
3. The DNA of an AD
4. Any of the Mini-Lectures
5. All Lesson Videos
– [\
\
560SamplePaper.pdf](https://www.sweetstudy.com/files/560samplepaper-pdf "560SamplePaper.pdf")
Please see attachments Topic:- **files (2)** – ## LiteratureReviewFinalDraftAssignmentInstructions.docx – ## LiteratureReviewTopicIdentification2.docx **## LiteratureReviewFinalDraftAssignmentInstructions.docx** HSCI 702 **Literature Review: Final Draft Assignment Instructions** Overview The breadth…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please see attachments
Topic:-
**files (2)**
– ## LiteratureReviewFinalDraftAssignmentInstructions.docx
– ## LiteratureReviewTopicIdentification2.docx
**## LiteratureReviewFinalDraftAssignmentInstructions.docx**
HSCI 702
**Literature Review: Final Draft Assignment Instructions**
Overview
The breadth and depth of a Literature Review is foundational to a good dissertation. Investing time in developing a focused and comprehensive literature review will prepare you to think critically about the research question (singular), methodologies, and data collection and analysis, thereby laying a solid foundation for your dissertation. Using feedback from prior assignments, you will synthesize relevant peer-reviewed literature to create a final draft of the literature review that identifies key themes, evaluates existing research, and highlights the gap (singular) in knowledge. You will demonstrate that the literature has been synthesized and not merely summarized.
Instructions
The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.
Do not merely copy and paste from prior assignments or the initial draft of your literature review. This is a final draft that incorporates feedback and course content from past weeks and demonstrates a robust review of the literature. While some references may be the same, the content of your paper should be robust as the assignment prompts are different.
Using the elements below at a minimum, write an essay of at least 4-7 pages in current APA format. Page counts do not include front matter and back matter.
Submit the literature review as a Word document. Your essay should be clear, have a logical flow, and be organized in level headings per current APA format and per textbook readings.
As stated above, be sure to include the following within your final draft at a minimum:
· Clearly state the objectives and purpose of the literature review. The introduction should contextualize the literature review within the broader scope of the dissertation.
· Synthesize findings from relevant scholarly literature.
· Analyze the key themes, theories, methodologies, and empirical findings emerging from the literature.
· Provide critical evaluation and synthesis of existing research to identify strengths, weaknesses, and the gap (singular). You must integrate findings from various sources to construct a cohesive narrative.
· Use appropriate in-text citations and references to acknowledge the contributions of each source.
· Ensure proper citation formatting according to the required citation style, APA current edition.
· Identify the gap (singular) and inconsistencies in the literature that warrant further investigation.
· Discuss the research question (singular) and any unresolved areas lacking sufficient research attention.
· Conclude the literature review with a summary of key findings and insights derived from the synthesized literature.
· Reflect on the implications of the literature review for the dissertation research.
· Suggest potential avenues for future research based on the identified gap (singular) based on your review of literature on the area of interest.
· The assignment should be written in APA current edition format. All doctoral students must use the professional version. More information can be found at these links:
[https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/](https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/)
https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2020/04/Sample-Paper-APA-7th-professional-version-06172020.pdf
A minimum of 10 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present. The sources used should generally be ones you used within the initial draft assignment. You may add some sources to and remove some sources from the Initial Draft assignment. However, be sure to meet you meet the source requirements for this assignment.
Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 10 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.
For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.
For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.
At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.
Page 2 of 2
**## LiteratureReviewTopicIdentification2.docx**
2
**Literature Review Topic Identification**
Jameire Jordan
Liberty University
May 21, 2026
**Literature Review Topic Identification**
**Topic Relevance to Health Sciences and Cognate**
The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.
This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.
The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.
**Gap in the Literature**
The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.
Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.
The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.
Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.
The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.
**Constructive feedback on the Literature Review and Critical feedback on the Literature Review**
While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.
The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).
The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.
Identify a subject for a literature review.
The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.
The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.
The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.
The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.
In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.
**References**
Bible, H. (1966).
_The holy bible_. Trinitarian Bible Society.
Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
_Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
[https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)
Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
_The Gerontologist_,
_62_(10), e564-e577.
[https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)
Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
_BMC Medical Ethics_,
_25_(1), 74.
[https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)
World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
[https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)
**## LiteratureReviewTopicIdentification2.docx**
2
**Literature Review Topic Identification**
Jameire Jordan
Liberty University
May 21, 2026
**Literature Review Topic Identification**
**Topic Relevance to Health Sciences and Cognate**
The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.
This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.
The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.
**Gap in the Literature**
The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.
Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.
The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.
Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.
The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.
**Constructive feedback on the Literature Review and Critical feedback on the Literature Review**
While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.
The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).
The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.
Identify a subject for a literature review.
The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.
The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.
The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.
The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.
In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.
**References**
Bible, H. (1966).
_The holy bible_. Trinitarian Bible Society.
Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
_Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
[https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)
Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
_The Gerontologist_,
_62_(10), e564-e577.
[https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)
Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
_BMC Medical Ethics_,
_25_(1), 74.
[https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)
World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
[https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)
**## LiteratureReviewFinalDraftAssignmentInstructions.docx**
HSCI 702
**Literature Review: Final Draft Assignment Instructions**
Overview
The breadth and depth of a Literature Review is foundational to a good dissertation. Investing time in developing a focused and comprehensive literature review will prepare you to think critically about the research question (singular), methodologies, and data collection and analysis, thereby laying a solid foundation for your dissertation. Using feedback from prior assignments, you will synthesize relevant peer-reviewed literature to create a final draft of the literature review that identifies key themes, evaluates existing research, and highlights the gap (singular) in knowledge. You will demonstrate that the literature has been synthesized and not merely summarized.
Instructions
The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.
Do not merely copy and paste from prior assignments or the initial draft of your literature review. This is a final draft that incorporates feedback and course content from past weeks and demonstrates a robust review of the literature. While some references may be the same, the content of your paper should be robust as the assignment prompts are different.
Using the elements below at a minimum, write an essay of at least 4-7 pages in current APA format. Page counts do not include front matter and back matter.
Submit the literature review as a Word document. Your essay should be clear, have a logical flow, and be organized in level headings per current APA format and per textbook readings.
As stated above, be sure to include the following within your final draft at a minimum:
· Clearly state the objectives and purpose of the literature review. The introduction should contextualize the literature review within the broader scope of the dissertation.
· Synthesize findings from relevant scholarly literature.
· Analyze the key themes, theories, methodologies, and empirical findings emerging from the literature.
· Provide critical evaluation and synthesis of existing research to identify strengths, weaknesses, and the gap (singular). You must integrate findings from various sources to construct a cohesive narrative.
· Use appropriate in-text citations and references to acknowledge the contributions of each source.
· Ensure proper citation formatting according to the required citation style, APA current edition.
· Identify the gap (singular) and inconsistencies in the literature that warrant further investigation.
· Discuss the research question (singular) and any unresolved areas lacking sufficient research attention.
· Conclude the literature review with a summary of key findings and insights derived from the synthesized literature.
· Reflect on the implications of the literature review for the dissertation research.
· Suggest potential avenues for future research based on the identified gap (singular) based on your review of literature on the area of interest.
· The assignment should be written in APA current edition format. All doctoral students must use the professional version. More information can be found at these links:
[https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/](https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/)
https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2020/04/Sample-Paper-APA-7th-professional-version-06172020.pdf
A minimum of 10 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present. The sources used should generally be ones you used within the initial draft assignment. You may add some sources to and remove some sources from the Initial Draft assignment. However, be sure to meet you meet the source requirements for this assignment.
Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 10 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.
For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.
For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.
At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.
Page 2 of 2
**## LiteratureReviewTopicIdentification2.docx**
2
**Literature Review Topic Identification**
Jameire Jordan
Liberty University
May 21, 2026
**Literature Review Topic Identification**
**Topic Relevance to Health Sciences and Cognate**
The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.
This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.
The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.
**Gap in the Literature**
The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.
Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.
The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.
Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.
The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.
**Constructive feedback on the Literature Review and Critical feedback on the Literature Review**
While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.
The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).
The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.
Identify a subject for a literature review.
The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.
The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.
The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.
The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.
In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.
**References**
Bible, H. (1966).
_The holy bible_. Trinitarian Bible Society.
Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
_Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
[https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)
Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
_The Gerontologist_,
_62_(10), e564-e577.
[https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)
Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
_BMC Medical Ethics_,
_25_(1), 74.
[https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)
World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
[https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)
**## LiteratureReviewFinalDraftAssignmentInstructions.docx**
HSCI 702
**Literature Review: Final Draft Assignment Instructions**
Overview
The breadth and depth of a Literature Review is foundational to a good dissertation. Investing time in developing a focused and comprehensive literature review will prepare you to think critically about the research question (singular), methodologies, and data collection and analysis, thereby laying a solid foundation for your dissertation. Using feedback from prior assignments, you will synthesize relevant peer-reviewed literature to create a final draft of the literature review that identifies key themes, evaluates existing research, and highlights the gap (singular) in knowledge. You will demonstrate that the literature has been synthesized and not merely summarized.
Instructions
The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.
Do not merely copy and paste from prior assignments or the initial draft of your literature review. This is a final draft that incorporates feedback and course content from past weeks and demonstrates a robust review of the literature. While some references may be the same, the content of your paper should be robust as the assignment prompts are different.
Using the elements below at a minimum, write an essay of at least 4-7 pages in current APA format. Page counts do not include front matter and back matter.
Submit the literature review as a Word document. Your essay should be clear, have a logical flow, and be organized in level headings per current APA format and per textbook readings.
As stated above, be sure to include the following within your final draft at a minimum:
· Clearly state the objectives and purpose of the literature review. The introduction should contextualize the literature review within the broader scope of the dissertation.
· Synthesize findings from relevant scholarly literature.
· Analyze the key themes, theories, methodologies, and empirical findings emerging from the literature.
· Provide critical evaluation and synthesis of existing research to identify strengths, weaknesses, and the gap (singular). You must integrate findings from various sources to construct a cohesive narrative.
· Use appropriate in-text citations and references to acknowledge the contributions of each source.
· Ensure proper citation formatting according to the required citation style, APA current edition.
· Identify the gap (singular) and inconsistencies in the literature that warrant further investigation.
· Discuss the research question (singular) and any unresolved areas lacking sufficient research attention.
· Conclude the literature review with a summary of key findings and insights derived from the synthesized literature.
· Reflect on the implications of the literature review for the dissertation research.
· Suggest potential avenues for future research based on the identified gap (singular) based on your review of literature on the area of interest.
· The assignment should be written in APA current edition format. All doctoral students must use the professional version. More information can be found at these links:
[https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/](https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/)
https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2020/04/Sample-Paper-APA-7th-professional-version-06172020.pdf
A minimum of 10 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present. The sources used should generally be ones you used within the initial draft assignment. You may add some sources to and remove some sources from the Initial Draft assignment. However, be sure to meet you meet the source requirements for this assignment.
Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 10 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.
For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.
For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.
At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.
Page 2 of 2
**## LiteratureReviewTopicIdentification2.docx**
2
**Literature Review Topic Identification**
Jameire Jordan
Liberty University
May 21, 2026
**Literature Review Topic Identification**
**Topic Relevance to Health Sciences and Cognate**
The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.
This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.
The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.
**Gap in the Literature**
The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.
Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.
The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.
Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.
The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.
**Constructive feedback on the Literature Review and Critical feedback on the Literature Review**
While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.
The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).
The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.
Identify a subject for a literature review.
The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.
The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.
The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.
The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.
In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.
**References**
Bible, H. (1966).
_The holy bible_. Trinitarian Bible Society.
Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
_Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
[https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)
Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
_The Gerontologist_,
_62_(10), e564-e577.
[https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)
Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
_BMC Medical Ethics_,
_25_(1), 74.
[https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)
World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
[https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)
Please see attachments **files (1)** – ## SEdwardstopicsubmission.docx **## SEdwardstopicsubmission.docx** This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please see attachments
**files (1)**
– ## SEdwardstopicsubmission.docx
**## SEdwardstopicsubmission.docx**
This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.
Possible topics chose only 1
**Option 1 (Strongest Recommendation)**
**Dissertation Title:** **The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**
**Why it works**
· Current national issue.
· Plenty of recent research.
· Can use quantitative, qualitative, or mixed methods.
· Direct policy implications.
· Strong foundation for future chapters.
**Possible research problem**
Many law enforcement agencies have adopted co-responder models that pair police officers with mental health professionals during behavioral health crises, but there is still limited evidence regarding their long-term effectiveness across different communities.
**Option 2**
**The Effectiveness of Evidence-Based Policing Strategies in Reducing Violent Crime While Maintaining Community Trust**
Focus:
· Hot spot policing
· Procedural justice
· Community policing
· Public confidence
**Option 3**
**The Relationship Between Officer Wellness Programs and Police Decision-Making During High-Stress Encounters**
Focus:
· PTSD
· Burnout
· Officer fatigue
· Decision making
· Public safety
**Option 4**
**The Impact of Artificial Intelligence and Predictive Policing Technologies on Fairness, Bias, and Criminal Justice Decision-Making**
Focus:
· AI
· Predictive policing
· Algorithmic bias
· Ethics
· Criminal justice reform
**Option 5**
**The Effectiveness of Body-Worn Cameras in Increasing Police Accountability and Public Trust**
Focus:
· Officer behavior
· Citizen complaints
· Use of force
· Transparency
**Option 6**
**The Impact of Bail Reform Policies on Recidivism and Court Appearance Rates**
Focus:
· Cash bail
· Public safety
· Criminal justice reform
· Court compliance
**Option 7**
**The Relationship Between Community Policing Strategies and Citizen Perceptions of Police Legitimacy**
Focus:
· Community engagement
· Procedural justice
· Trust
· Crime prevention
**Best Choice for a Doctoral Dissertation**
Considering current criminal justice issues, available research, and the likelihood of obtaining approval, this topic stands out:
**Proposed Dissertation Title**
**The Impact of Co-Responder Mental Health Crisis Response Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**
**Possible Research Problem**
Law enforcement officers increasingly respond to calls involving individuals experiencing behavioral health crises. Many agencies have implemented co-responder programs that pair officers with licensed mental health professionals to improve crisis outcomes. Although these programs continue to expand across the United States, limited evidence exists regarding their long-term effectiveness in reducing arrests, minimizing use-of-force incidents, and improving community trust. Additional research is needed to determine whether co-responder models produce better outcomes than traditional police-only responses.
**Possible Purpose Statement**
The purpose of this quantitative study is to examine the relationship between co-responder mental health crisis response programs and arrest rates, use-of-force incidents, and community trust in selected law enforcement agencies within the United States.
**Potential Research Questions**
1. Do co-responder mental health teams reduce arrest rates during behavioral health crisis calls?
2. Do co-responder programs reduce officer use-of-force incidents?
3. How do co-responder programs influence community perceptions of law enforcement?
4. What organizational factors contribute to successful implementation of co-responder programs?
**Who Benefits from the Study?**
· Law enforcement agencies
· Mental health professionals
· Criminal justice policymakers
· Local governments
· Community members
· Emergency management professionals
· Criminal justice researchers
This topic is highly relevant, addresses a significant gap in the current literature, aligns well with evidence-based policing, and is supported by a growing body of peer-reviewed research published within the last five years, making it a strong choice for a doctoral dissertation.
**## SEdwardstopicsubmission.docx**
This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.
Possible topics chose only 1
**Option 1 (Strongest Recommendation)**
**Dissertation Title:** **The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**
**Why it works**
· Current national issue.
· Plenty of recent research.
· Can use quantitative, qualitative, or mixed methods.
· Direct policy implications.
· Strong foundation for future chapters.
**Possible research problem**
Many law enforcement agencies have adopted co-responder models that pair police officers with mental health professionals during behavioral health crises, but there is still limited evidence regarding their long-term effectiveness across different communities.
**Option 2**
**The Effectiveness of Evidence-Based Policing Strategies in Reducing Violent Crime While Maintaining Community Trust**
Focus:
· Hot spot policing
· Procedural justice
· Community policing
· Public confidence
**Option 3**
**The Relationship Between Officer Wellness Programs and Police Decision-Making During High-Stress Encounters**
Focus:
· PTSD
· Burnout
· Officer fatigue
· Decision making
· Public safety
**Option 4**
**The Impact of Artificial Intelligence and Predictive Policing Technologies on Fairness, Bias, and Criminal Justice Decision-Making**
Focus:
· AI
· Predictive policing
· Algorithmic bias
· Ethics
· Criminal justice reform
**Option 5**
**The Effectiveness of Body-Worn Cameras in Increasing Police Accountability and Public Trust**
Focus:
· Officer behavior
· Citizen complaints
· Use of force
· Transparency
**Option 6**
**The Impact of Bail Reform Policies on Recidivism and Court Appearance Rates**
Focus:
· Cash bail
· Public safety
· Criminal justice reform
· Court compliance
**Option 7**
**The Relationship Between Community Policing Strategies and Citizen Perceptions of Police Legitimacy**
Focus:
· Community engagement
· Procedural justice
· Trust
· Crime prevention
**Best Choice for a Doctoral Dissertation**
Considering current criminal justice issues, available research, and the likelihood of obtaining approval, this topic stands out:
**Proposed Dissertation Title**
**The Impact of Co-Responder Mental Health Crisis Response Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**
**Possible Research Problem**
Law enforcement officers increasingly respond to calls involving individuals experiencing behavioral health crises. Many agencies have implemented co-responder programs that pair officers with licensed mental health professionals to improve crisis outcomes. Although these programs continue to expand across the United States, limited evidence exists regarding their long-term effectiveness in reducing arrests, minimizing use-of-force incidents, and improving community trust. Additional research is needed to determine whether co-responder models produce better outcomes than traditional police-only responses.
**Possible Purpose Statement**
The purpose of this quantitative study is to examine the relationship between co-responder mental health crisis response programs and arrest rates, use-of-force incidents, and community trust in selected law enforcement agencies within the United States.
**Potential Research Questions**
1. Do co-responder mental health teams reduce arrest rates during behavioral health crisis calls?
2. Do co-responder programs reduce officer use-of-force incidents?
3. How do co-responder programs influence community perceptions of law enforcement?
4. What organizational factors contribute to successful implementation of co-responder programs?
**Who Benefits from the Study?**
· Law enforcement agencies
· Mental health professionals
· Criminal justice policymakers
· Local governments
· Community members
· Emergency management professionals
· Criminal justice researchers
This topic is highly relevant, addresses a significant gap in the current literature, aligns well with evidence-based policing, and is supported by a growing body of peer-reviewed research published within the last five years, making it a strong choice for a doctoral dissertation.