Positive Behavior Intervention and Support (PBIS) Review Positive Behavioral Interventions & Supports (Links to an external site.)Links to an external site. and Positive behavior support plan (Essential elements)Preview the documentView in a new window Positive behavioral intervention and support (PBIS) can either be individually based or school wide (SWPBIS), and in many cases both. The whole school can have a behavior intervention plan that involves system-wide positive rewards for following the school’s code of conduct and consistent negative reinforcement for code violations. Individually based behavior plans are dependent on the student’s unique target behavior and what the student finds as a motivator. The main goal of either a school-wide or individual-based PBIS is to teach students to generalize positive behaviors in the “real world” without adult support or external rewards. Thomas was a fourth grader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as defined on his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of his instruction in separate special education class that was located within the general population. Thomas’ teachers described his problem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touching peers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problems arise. Thomas really likes getting the teacher’s attention, high-fives, and getting calls home to say he is doing a great job.

Positive Behavior Intervention and Support (PBIS) Review Positive Behavioral Interventions & Supports (Links to an external site.)Links to an external site. and Positive behavior support plan (Essential elements)Preview the documentView in a new window

Positive behavioral intervention and support (PBIS) can either be individually based or school wide (SWPBIS), and in many cases both. The whole school can have a behavior intervention plan that involves system-wide positive rewards for following the school’s code of conduct and consistent negative reinforcement for code violations. Individually based behavior plans are dependent on the student’s unique target behavior and what the student finds as a motivator. The main goal of either a school-wide or individual-based PBIS is to teach students to generalize positive behaviors in the “real world” without adult support or external rewards.

Thomas was a fourth grader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as defined on his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of his instruction in separate special education class that was located within the general population. Thomas’ teachers described his problem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touching peers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problems arise. Thomas really likes getting the teacher’s attention, high-fives, and getting calls home to say he is doing a great job.

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School Wide Positive Behavioral Intervention and Supports (SWPBIS) View the presentation, School-Wide Positive Behavior Support: Getting Started.Preview the documentView in a new window For this assignment, your school principal has asked for your assistance in creating a School-Wide Positive Behavioral Intervention and Supports (SWPBIS) system. Choose a school level (elementary, middle, or high school) to create a SWPBIS plan. Use the information found in the presentation provided as your foundation. Your plan must include: Rationale and features. Describe what will be included in the plan. For example: Discipline School safety Attendance Character education School spirit Implementation. Discuss how you will implement this practice. Discuss how will you inform students and keep it enforced. For example: Any teacher can hand out a ticket Tickets can only be given out during certain times of the day Student’s name must immediately be written on the ticket Rewards. State who will be in charge of administering the rewards. Describe the kinds of rewards you will offer the students, and how often will they be administered. For example: Students will collect tickets from any teacher when they are caught doing something good. At the end of the semester, there will be a “price” guide where the tickets can be traded Students will be acknowledged each semester for things like perfect attendance, good citizenship, and service to the school and community Peer nominations for specific awards You will create a presentation using Prezi (Links to an external site.)Links to an external site. or PowerPoint. Your SWPBIS plan must be 10 to 15 slides in length, with a title slide, an introduction slide, and a reference slide. Your plan should also be formatted according to APA guidelines, as outlined in the Ashford Writing Center. Be sure to use at least three scholarly sources in addition to the textbook.

School Wide Positive Behavioral Intervention and Supports (SWPBIS)

View the presentation, School-Wide Positive Behavior Support: Getting Started.Preview the documentView in a new window For this assignment, your school principal has asked for your assistance in creating a School-Wide Positive Behavioral Intervention and Supports (SWPBIS) system. Choose a school level (elementary, middle, or high school) to create a SWPBIS plan. Use the information found in the presentation provided as your foundation.

Your plan must include:

Rationale and features. Describe what will be included in the plan. For example: Discipline School safety Attendance Character education School spirit Implementation. Discuss how you will implement this practice. Discuss how will you inform students and keep it enforced. For example: Any teacher can hand out a ticket Tickets can only be given out during certain times of the day Student’s name must immediately be written on the ticket Rewards. State who will be in charge of administering the rewards. Describe the kinds of rewards you will offer the students, and how often will they be administered. For example:

Students will collect tickets from any teacher when they are caught doing something good. At the end of the semester, there will be a “price” guide where the tickets can be traded Students will be acknowledged each semester for things like perfect attendance, good citizenship, and service to the school and community Peer nominations for specific awards You will create a presentation using Prezi (Links to an external site.)Links to an external site. or PowerPoint. Your SWPBIS plan must be 10 to 15 slides in length, with a title slide, an introduction slide, and a reference slide. Your plan should also be formatted according to APA guidelines, as outlined in the Ashford Writing Center. Be sure to use at least three scholarly sources in addition to the textbook.

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Parent Partnerships As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below. Frank Smith, a student in your seventh grade English class, has been creating quite a stir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship? Use the following resources to help you decide the next step in reaching out to Frank’s mother. School, family and community partnershipsPreview the documentView in a new window Family Involvement and PBISPreview the documentView in a new window Creating home-school partnerships by engaging families in schoolwide positive behavior supportsPreview the documentView in a new window

Parent Partnerships As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below.

Frank Smith, a student in your seventh grade English class, has been creating quite a stir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?

Use the following resources to help you decide the next step in reaching out to Frank’s mother.

School, family and community partnershipsPreview the documentView in a new window Family Involvement and PBISPreview the documentView in a new window Creating home-school partnerships by engaging families in schoolwide positive behavior supportsPreview the documentView in a new window

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INDIVIDUAL ARGUMENTATIVE ESSAY The paper should be between 1,900 – 2,000 words (Do not exceed word limit).  The paper must include a title page, introduction, multiple supporting body paragraphs and a conclusion and a reference page.  Students must use a minimum of 10 references. All references must come from peer-reviewed academic journals (FDU University Library); additional references may be from trade and practitioner publications or online search engines.  Students must use APA format when citing literature.  Students are encouraged to use Safe-Assign to avoid plagiarism. If a student is found to have demonstrated plagiarism in the assignment, he/she will receive an automatic fail on that assignment.  Students must ensure the paper has no spelling errors, is grammatically sound, and that argument is supported by research and literature.  Do not exceed the word-limit TITLE OF THE PAPER: CONFLICT MANAGEMENT STRATEGIES OF MANAGERS AS PERCEIVED BY EMPLOYEES IN THE WORKPLACE • Introduction • Concept of workplace conflict • Causes of workplace conflict • Effect of workplace conflict in the organization • What types of workplace conflict exist (discuss a minimum of three types)? Give an example of the types of the tool(s), methods, and practical applications that can be used to resolve conflict in the work’s place. • What methods and tools can be used for preventing and resolving workplace conflict? • What steps can be taken to avoid conflict early in the discussion to diffuse anger, and facilitate conflict? When should mediation be used (third-party intervention)? • Conclusion • List of references Take Note: The bolded write-ups that are from 5 to 7 should have more details than the ones that are not bolded. Also, construct the bullet points as a subtopic in your writing. Bere in mind that this is an argumentative essay.

INDIVIDUAL ARGUMENTATIVE ESSAY The paper should be between 1,900 – 2,000 words (Do not exceed word limit).  The paper must include a title page, introduction, multiple supporting body paragraphs and a conclusion and a reference page.  Students must use a minimum of 10 references. All references must come from peer-reviewed academic journals (FDU University Library); additional references may be from trade and practitioner publications or online search engines.  Students must use APA format when citing literature.  Students are encouraged to use Safe-Assign to avoid plagiarism. If a student is found to have demonstrated plagiarism in the assignment, he/she will receive an automatic fail on that assignment.  Students must ensure the paper has no spelling errors, is grammatically sound, and that argument is supported by research and literature.  Do not exceed the word-limit TITLE OF THE PAPER: CONFLICT MANAGEMENT STRATEGIES OF MANAGERS AS PERCEIVED BY EMPLOYEES IN THE WORKPLACE • Introduction • Concept of workplace conflict • Causes of workplace conflict • Effect of workplace conflict in the organization • What types of workplace conflict exist (discuss a minimum of three types)? Give an example of the types of the tool(s), methods, and practical applications that can be used to resolve conflict in the work’s place. • What methods and tools can be used for preventing and resolving workplace conflict? • What steps can be taken to avoid conflict early in the discussion to diffuse anger, and facilitate conflict? When should mediation be used (third-party intervention)? • Conclusion • List of references Take Note: The bolded write-ups that are from 5 to 7 should have more details than the ones that are not bolded. Also, construct the bullet points as a subtopic in your writing. Bere in mind that this is an argumentative essay.

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The research project will give the graduate student an opportunity to think independently to address issues in an area of network security that is of interest to the student. The work should be documented in the form of an analytic research paper, which includes a review of the recent literature of a topic approved by me. To get my approval, please submit a short research proposal (no more than 2 pages, double spaced) of your topic (Title, Abstract and Bibliography) by the fourth week of the course. You may supplement and/modify the references proposed in the final report. There is no grade for this proposal. However, your failure to get my blessing may lead to doing the research project “at risk.” Your final report may be turned down leading to no point for the research paper. The research project should review the literature, distill the primary issues, discuss the various possible solutions to the issues raised, identify “trends,” and formulate a position. The final output is a paper, 10-12 pages double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. The paper must use APA formatting and reference citations with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. This report is due at the end of the 11th week of the course. The paper will account for 20% of the semester grade. The paper will be graded on technical content, format, clarity, and writing skill. The rubric for the paper is as follows: Abstract (Short summary of problem, approach, expected/final result): 5% Clear statement of problem(s) investigated: 10% Technical Content (depth and accuracy of information and analysis, originality): 50% Results and Conclusion: 15% Clarity, organization, grammar and spelling: 10% Sufficient and appropriate references and their citing (in APA Style): 10% EXAMPLES OF TOPICS FOR THE INDIVIDUAL RESEARCH PAPER: Secure Internet routing Distributed denial of services attacks Web security Email security Traffic analysis Wireless network security Mobile ad hoc network security Sensor network security Creating and managing wireless security policy Creating and managing firewall security policy Security threats in TCP/IP networks (in one or more layers) Securing virtualized environments Defining corporate mobile policies “Bring Your Devices” security policy Enterprise network firewalls – case studies and solutions Cloud computing security These are only general suggestions in a random order. If you have a specific topic, in which you have interest, please describe it, so I can evaluate its suitability. Remember, that since most of the topics are very broad, you should narrow down your research to some specific subtopic or technical aspects related to the subject. Ideally, try to focus upon real situations in an organization. POLICY ON ACADEMIC INTEGRITY (Plagiarism) and Use Of Turnitin “Plagiarism is the intentional or unintentional presentation of another person’s idea or product as one’s own. Plagiarism includes, but is not limited to the following: copying verbatim all or part of another’s written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students can avoid unintentional plagiarism by carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources in footnotes.”

The research project will give the graduate student an opportunity to think independently to address issues in an area of network security that is of interest to the student. The work should be documented in the form of an analytic research paper, which includes a review of the recent literature of a topic approved by me.

To get my approval, please submit a short research proposal (no more than 2 pages, double spaced) of your topic (Title, Abstract and Bibliography) by the fourth week of the course. You may supplement and/modify the references proposed in the final report. There is no grade for this proposal. However, your failure to get my blessing may lead to doing the research project “at risk.” Your final report may be turned down leading to no point for the research paper.

The research project should review the literature, distill the primary issues, discuss the various possible solutions to the issues raised, identify “trends,” and formulate a position. The final output is a paper, 10-12 pages double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. The paper must use APA formatting and reference citations with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. This report is due at the end of the 11th week of the course. The paper will account for 20% of the semester grade. The paper will be graded on technical content, format, clarity, and writing skill. The rubric for the paper is as follows:

Abstract (Short summary of problem, approach, expected/final result): 5% Clear statement of problem(s) investigated: 10% Technical Content (depth and accuracy of information and analysis, originality): 50% Results and Conclusion: 15% Clarity, organization, grammar and spelling: 10% Sufficient and appropriate references and their citing (in APA Style): 10% EXAMPLES OF TOPICS FOR THE INDIVIDUAL RESEARCH PAPER:

Secure Internet routing Distributed denial of services attacks Web security Email security Traffic analysis Wireless network security Mobile ad hoc network security Sensor network security Creating and managing wireless security policy Creating and managing firewall security policy Security threats in TCP/IP networks (in one or more layers) Securing virtualized environments Defining corporate mobile policies “Bring Your Devices” security policy Enterprise network firewalls – case studies and solutions Cloud computing security These are only general suggestions in a random order. If you have a specific topic, in which you have interest, please describe it, so I can evaluate its suitability. Remember, that since most of the topics are very broad, you should narrow down your research to some specific subtopic or technical aspects related to the subject. Ideally, try to focus upon real situations in an organization.

POLICY ON ACADEMIC INTEGRITY (Plagiarism) and Use Of Turnitin

“Plagiarism is the intentional or unintentional presentation of another person’s idea or product as one’s own. Plagiarism includes, but is not limited to the following: copying verbatim all or part of another’s written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students can avoid unintentional plagiarism by carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources in footnotes.”

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Comparative Justice Systems Classification Analysis Focus on examining global criminal activity by creating a comparative justice systems classification strategy. The activities completed throughout the course have provided you with knowledge of the various types of laws, criminal justice systems, and criminal activities that occur across the world. Additionally, you have learned about the cultures and processes of the courts, policing and investigative agencies, and corrections in countries worldwide. You will compare, contrast, examine, and classify each country’s criminal justice system, including key cultures and processes in policing, corrections, investigative agencies, and the courts. You will also make recommendations for improvements to these systems within the United States based on what has proven successful for other countries. You will evaluate the global criminal activity and criminal justice systems in each country; analyze the differing cultural perspectives on policing, courts, and corrections in each country; evaluate the international policing and investigative agencies; and, lastly, compile all of this information by creating a comparative justice classification strategy. First, select two countries from this list: •Argentina •Australia •Brazil •Canada •China •England and Wales •Finland •France •Germany •Ghana •Great Britain •India •Italy •Japan •Mexico •New Zealand •Nigeria •North Korea •Norway •Peru •Poland •Portugal •Russia •Saudi Arabia •Scotland •Somalia •South Africa •South Korea •Spain •Sweden •Venezuela Then, compare and contrast the court system, policing, corrections, and investigative agencies in these countries with those of the United States. This should be accomplished by creating a table in landscape format using either Microsoft Word or Microsoft Excel. Column headings should include courts, policing/law enforcement, corrections, and investigative agencies. Remember to include your cited resources in correct APA format whether in the table or written portion of the assignment. In the essay portion of your Final Project, create your assignment based on the information you reviewed when comparing and contrasting the United States with the two countries you chose. In your paper •Provide at least one recommendation for improvement to the United States criminal justice system for each of the following: ◦Court system ◦Policing ◦Corrections ◦Investigative agencies •Provide a rationale, with supporting resources, for the reasons you are recommending these changes to the United States criminal justice system. •Evaluate the criminal justice systems by examining the global criminal activity in the two countries you chose. •Analyze the differing cultural perspectives on policing, courts, and corrections of your chosen countries. •Evaluate international policing and investigative agencies while creating this comparative justice classification strategy. The Final Project •Must be at least 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style •Must include a separate title page with the following: ◦Title of paper ◦Student’s name ◦Course name and number ◦Instructor’s name ◦Date submitted •Must use at least nine credible sources in addition to the course text. There should be at least three scholarly sources per country analyzed in this Final Project (the United States and the two countries chosen by the student). ◦The Scholarly, Peer Reviewed, and Other Credible Sources •Must document all sources in APA style •Must include a separate references page that is formatted according to APA style

Comparative Justice Systems Classification Analysis Focus on examining global criminal activity by creating a comparative justice systems classification strategy. The activities completed throughout the course have provided you with knowledge of the various types of laws, criminal justice systems, and criminal activities that occur across the world. Additionally, you have learned about the cultures and processes of the courts, policing and investigative agencies, and corrections in countries worldwide. You will compare, contrast, examine, and classify each country’s criminal justice system, including key cultures and processes in policing, corrections, investigative agencies, and the courts. You will also make recommendations for improvements to these systems within the United States based on what has proven successful for other countries. You will evaluate the global criminal activity and criminal justice systems in each country; analyze the differing cultural perspectives on policing, courts, and corrections in each country; evaluate the international policing and investigative agencies; and, lastly, compile all of this information by creating a comparative justice classification strategy. First, select two countries from this list: •Argentina •Australia •Brazil •Canada •China •England and Wales •Finland •France •Germany •Ghana •Great Britain •India •Italy •Japan •Mexico •New Zealand •Nigeria •North Korea •Norway •Peru •Poland •Portugal •Russia •Saudi Arabia •Scotland •Somalia •South Africa •South Korea •Spain •Sweden •Venezuela

Then, compare and contrast the court system, policing, corrections, and investigative agencies in these countries with those of the United States. This should be accomplished by creating a table in landscape format using either Microsoft Word or Microsoft Excel. Column headings should include courts, policing/law enforcement, corrections, and investigative agencies. Remember to include your cited resources in correct APA format whether in the table or written portion of the assignment. In the essay portion of your Final Project, create your assignment based on the information you reviewed when comparing and contrasting the United States with the two countries you chose. In your paper •Provide at least one recommendation for improvement to the United States criminal justice system for each of the following: ◦Court system ◦Policing ◦Corrections ◦Investigative agencies •Provide a rationale, with supporting resources, for the reasons you are recommending these changes to the United States criminal justice system. •Evaluate the criminal justice systems by examining the global criminal activity in the two countries you chose. •Analyze the differing cultural perspectives on policing, courts, and corrections of your chosen countries. •Evaluate international policing and investigative agencies while creating this comparative justice classification strategy.

The Final Project •Must be at least 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style •Must include a separate title page with the following: ◦Title of paper ◦Student’s name ◦Course name and number ◦Instructor’s name ◦Date submitted •Must use at least nine credible sources in addition to the course text. There should be at least three scholarly sources per country analyzed in this Final Project (the United States and the two countries chosen by the student). ◦The Scholarly, Peer Reviewed, and Other Credible Sources •Must document all sources in APA style •Must include a separate references page that is formatted according to APA style

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The practice of quantitative research not only involves statistical calculations and formulas but also involves the understanding of statistical techniques related to real-world applications. You might not become a quantitative researcher nor use statistical methods in your profession but as a consumer, citizen, and scholar-practitioner, it will be important for you to become a critical consumer of research, which will empower you to read, interpret, and evaluate the strength of claims made in scholarly material and daily news. For this Assignment, you will critically evaluate a scholarly article related to factorial ANOVA. To prepare Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources. Search the Walden Library for a quantitative article that applies factorial analysis of variance. Note that sometimes these are referred to as “two-way ANOVAs.” The Assignment Write a 2- to 3-page critique of the research you found in the Walden Library that includes responses to the following prompts: Why did the authors select factorial ANOVA in the research? Do you think this test was the most appropriate choice? Why or why not? Did the authors display the results in a figure or table? Does the results table stand alone? In other words, are you able to interpret the study from it? Why or why not?

The practice of quantitative research not only involves statistical calculations and formulas but also involves the understanding of statistical techniques related to real-world applications. You might not become a quantitative researcher nor use statistical methods in your profession but as a consumer, citizen, and scholar-practitioner, it will be important for you to become a critical consumer of research, which will empower you to read, interpret, and evaluate the strength of claims made in scholarly material and daily news.

For this Assignment, you will critically evaluate a scholarly article related to factorial ANOVA.

To prepare

Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources. Search the Walden Library for a quantitative article that applies factorial analysis of variance. Note that sometimes these are referred to as “two-way ANOVAs.”

The Assignment

Write a 2- to 3-page critique of the research you found in the Walden Library that includes responses to the following prompts:

Why did the authors select factorial ANOVA in the research?

Do you think this test was the most appropriate choice? Why or why not?

Did the authors display the results in a figure or table?

Does the results table stand alone? In other words, are you able to interpret the study from it? Why or why not?

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Diagnostic Coding Worksheet Complete Parts A through D of this worksheet. Resources: Ch. 4 and 18 of Medical Insurance: An Integrated Claims Process Approach, CMS.gov and internet coding resources PART A: Diagnosis Code Category Complete the tables below. Determine a diagnosis code for the following case studies and include your reference. Case Study Diagnosis Code or Resource EXAMPLE: A 44-year-old male presents to the office complaining of intermittent chest pain. The physician orders an EKG to rule out a possible cardiac event. Patient is diagnosed with atypical chest pain. Atypical chest pain: ICD10 code: R07.89 Source: CMS.gov 1. A 68-year-old male presents to the office complaining of pronounced weakness on the right side of his body and slurred speech for the past 24 hours. Based on the examination, the physician orders an MRI to investigate a possible transient ischemic attack (TIA). Patient is diagnosed with a TIA. 2. A 72-year-old diabetic female exhibits an open wound on her left foot. Initial encounter. 3. A 45-year-old male patient presents to the office complaining of headaches for the past 24 hours. Based on the examination, the physician orders an MRI to investigate a possible brain tumor. The MRI was negative. The patient was diagnosed with a migraine. PART B: More Coding Highlight the correct code that would be used when billing using the table of drugs and chemicals. Diagnosis Code 1. Unintentional Poisoning Antifreeze (Alcohol). Initial encounter. A. T44.0X1A B. T51.1X1A C. T45.8X3S D. T51.1X4D 2. Patient has a diagnosis of poisoning with intent to self-harm with Nadolol. Initial encounter. A. T45.8X1AD B. T50.8X6S C. T48.203A D. T44.7X2A 3. Patient has diagnosis of poisoning undetermined furniture polish. Subsequent encounter. A. T65.892S B. T65.894D C. T52.8X3S D. T50.6X6A 4. Patient has diagnosis under dosing Furosemide. Initial encounter. A. T50.1X6A B. T50.1X5A C. T45.8X1S D. T62.1X1D 5. Patient has diagnosis poisoning assault hair dye. Initial encounter. A. T458X1A B. T50.901D C. T573X3D D. T49.4X3A PART C Determine the correct code that would be used when referencing the Neoplasm table. Diagnosis Code 1. Patient has malignant primary neoplasm of the tonsil, unspecified A. C11.0 B. C09.9 C. C11.8 D. C09.0 2. Patient has secondary neoplasm of the stomach (body) A. C16.1 B. C24.0 C. D13.1 D. C78.89 3. Patient had benign neoplasm of the liver A. D13.4 B. C22.8 C. D01.5 D. D49.0 4. Patient has malignant neoplasm of the duodenum ca in situ A. D01.49 B. D13.2 C. C17.0 D. C17.2 5. Patient has unspecified neoplasm of the pancreas duct, unspecified A. C78.89 B. C25.0 C. D49.0 D. D37.0 PART D Define each external code. An example has been provided for you. Code Meaning W00.0XXA (EXAMPLE) Fall due to ice and snow on same level, initial encounter. 1. V01.00XD 2. V95.01XA 3. X10.1XXA 4. V50.6XXA

Diagnostic Coding Worksheet

 

Complete Parts A through D of this worksheet.

 

Resources: Ch. 4 and 18 of Medical Insurance: An Integrated Claims Process Approach, CMS.gov and internet coding resources

 

PART A: Diagnosis Code Category

 

Complete the tables below.

 

Determine a diagnosis code for the following case studies and include your reference.

 

Case Study Diagnosis Code or Resource
EXAMPLE: A 44-year-old male presents to the office complaining of intermittent chest pain. The physician orders an EKG to rule out a possible cardiac event. Patient is diagnosed with atypical chest pain.  

Atypical chest pain: ICD10 code: R07.89

 

Source: CMS.gov

1.     A 68-year-old male presents to the office complaining of pronounced weakness on the right side of his body and slurred speech for the past 24 hours. Based on the examination, the physician orders an MRI to investigate a possible transient ischemic attack (TIA). Patient is diagnosed with a TIA.  
2.     A 72-year-old diabetic female exhibits an open wound on her left foot. Initial encounter.  
3.     A 45-year-old male patient presents to the office complaining of headaches for the past 24 hours. Based on the examination, the physician orders an MRI to investigate a possible brain tumor. The MRI was negative. The patient was diagnosed with a migraine.  

 


PART B: More Coding

 

Highlight the correct code that would be used when billing using the table of drugs and chemicals.

 

Diagnosis Code
1.     Unintentional Poisoning Antifreeze (Alcohol).

Initial encounter.

 

A.    T44.0X1A
B.    T51.1X1A
C.    T45.8X3S
D.    T51.1X4D
2.     Patient has a diagnosis of poisoning with intent to self-harm with Nadolol.

Initial encounter.

 

A.    T45.8X1AD
B.    T50.8X6S
C.    T48.203A
D.    T44.7X2A
3.     Patient has diagnosis of poisoning undetermined furniture polish.

Subsequent encounter.

 

A.    T65.892S
B.    T65.894D
C.    T52.8X3S
D.    T50.6X6A
4.     Patient has diagnosis under dosing Furosemide.

Initial encounter.

 

A.    T50.1X6A
B.    T50.1X5A
C.    T45.8X1S
D.    T62.1X1D
5.     Patient has diagnosis poisoning assault hair dye.

Initial encounter.

A.    T458X1A
B.    T50.901D
C.    T573X3D
D.    T49.4X3A

 

 


PART C

 

Determine the correct code that would be used when referencing the Neoplasm table.

 

Diagnosis Code
1.     Patient has malignant primary neoplasm of the tonsil, unspecified

 

A.    C11.0
B.    C09.9
C.    C11.8
D.    C09.0
2.     Patient has secondary neoplasm of the stomach (body)

 

A.    C16.1
B.    C24.0
C.    D13.1
D.    C78.89
3.     Patient had benign neoplasm of the liver

 

A.    D13.4
B.    C22.8
C.    D01.5
D.    D49.0
4.     Patient has malignant neoplasm of the duodenum ca in situ

 

A.    D01.49
B.    D13.2
C.    C17.0
D.    C17.2
5.     Patient has unspecified neoplasm of the pancreas duct, unspecified A.    C78.89
B.    C25.0
C.    D49.0
D.    D37.0

 

 


PART D

 

Define each external code. An example has been provided for you.

 

Code Meaning
W00.0XXA (EXAMPLE) Fall due to ice and snow on same level, initial encounter.
1.     V01.00XD  
2.     V95.01XA  
3.     X10.1XXA  
4.     V50.6XXA  

                                                                                                    

 

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In group meetings, some of your colleagues have a habit of interrupting and arguing with the speaker, taking credit for ideas that aren’t theirs, and shooting down ideas they don’t agree with. You’re the newest person in the group and not sure if this is accepted behavior in this company, but it concerns you both personally and professionally. Should you go with the flow and adopt their behavior or stick with your own communication style, even though you might get lost in the noise? In two paragraphs, explain the pros and cons of both approaches. Building Your Team Skills What’s the most effective organization structure for your college or university? With your team, obtain a copy of your school’s organization chart. If this chart is not readily available, gather information by talking with people in administration and then draw your own chart of the organization structure. Analyze the chart in terms of span of management. Is your school a flat or a tall organization? Is this organization structure appropriate for your school? Does decision making tend to be centralized or decentralized in your school? Do you agree with this approach to decision making? Finally, investigate the use of formal and informal teams in your school. Are there any problem-solving teams, task forces, or committees at work in your school? Are any teams selfdirected or virtual? How much authority do these teams have to make decisions? What is the purpose of teamwork in your school? What kinds of goals do these teams have? Share your team’s findings during a brief classroom presentation and then compare the findings of all teams. Is there agreement on the appropriate organization structure for your school? Developing Your Research Skills Although teamwork can benefit many organizations, introducing and managing team structures can be a real challenge. Search past issues of business journals or newspapers (print or online editions) to locate articles about how an organization has overcome problems with teams. Question 1. Why did the organization originally introduce teams? What types of teams are being used? 2. What problems did each organization encounter in trying to implement teams? How did the organization deal with these problems? 3. Have the teams been successful from management’s perspective? From the employees’ perspective? What effect has teamwork had on the company, its customers, and its products?

In group meetings, some of your colleagues have a habit of interrupting and arguing with the speaker, taking credit for ideas that aren’t theirs, and shooting down ideas they don’t agree with. You’re the newest person in the group and not sure if this is accepted behavior in this company, but it concerns you both personally and professionally. Should you go with the flow and adopt their behavior or stick with your own communication style, even though you might get lost in the noise? In two paragraphs, explain the pros and cons of both approaches.

Building Your Team Skills

What’s the most effective organization structure for your college or university? With your team, obtain a copy of your school’s organization chart. If this chart is not readily available, gather information by talking with people in administration and then draw your own chart of the organization structure. Analyze the chart in terms of span of management. Is your school a flat or a tall organization? Is this organization structure appropriate for your school? Does decision making tend to be centralized or decentralized in your school? Do you agree with this approach to decision making? Finally, investigate the use of formal and informal teams in your school. Are there any problem-solving teams, task forces, or committees at work in your school? Are any teams selfdirected or virtual? How much authority do these teams have to make decisions? What is the purpose of teamwork in your school? What kinds of goals do these teams have? Share your team’s findings during a brief classroom presentation and then compare the findings of all teams. Is there agreement on the appropriate organization structure for your school?

Developing Your Research Skills

Although teamwork can benefit many organizations, introducing and managing team structures can be a real challenge. Search past issues of business journals or newspapers (print or online editions) to locate articles about how an organization has overcome problems with teams.

Question

1. Why did the organization originally introduce teams? What types of teams are being used?

2. What problems did each organization encounter in trying to implement teams? How did the organization deal with these problems?

3. Have the teams been successful from management’s perspective? From the employees’ perspective? What effect has teamwork had on the company, its customers, and its products?

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Carvin has made a name for itself among serious guitarists by filling the gap between mass-produced and fully custom guitars. The company’s secret has been perfecting the art and science of mass customization, the ability to adapt standardized products to the tastes of individual customers. In five to seven weeks, and for roughly $700 to $1,500, Carvin can customize one of several dozen models of guitars and basses. All are available in a wide variety of woods, paints, stains, finishes, electronics, and even the slight curvature in the fingerboard; there are so many choices that the discussion boards on Carvin’s website buzz with debates about which combinations are “best” for specific styles of music. Carvin’s factory combines old-world craftsmanship with new-world technologies. Because the custom guitars are built on a standard set of body shapes and styles, Carvin can use computer-controlled cutting and milling machines that cut and shape the bodies and necks quickly and precisely. A diamondsurface finishing machine mills fingerboards to tolerances of a thousandth of an inch. A dehumidification chamber removes internal stresses from the wood used in the guitar necks to minimize the chance of warping years down the road. Experienced craftspeople with sensitive eyes and ears take over from there, performing such tasks as matching veneer pieces on guitar tops (veneers are thin sheets of wood, usually exotic or expensive species), adjusting the action (the feel of the strings against the frets), and listening to the tone quality of finished instruments. With this blend of automation and human touch, Carvin produces more than 5,000 instruments a year that win rave reviews from appreciative customers. “Nothing can touch it in terms of sound quality and workmanship” and “I haven’t seen anything close to this price that can outperform it” are typical of the comments that Carvin customers post online. Upon hearing a salesperson in another music store speak disparagingly of the brand, one indignant Carvin owner retrieved his guitar from his car and put on an impromptu concert for the store’s sales staff to demonstrate just how good the Carvin product sounded. With a proven manufacturing approach and customer loyalty like that, Carvin will be fulfilling the musical dreams of guitarists for years to come.34 Question 1. If Carvin experienced an increase in orders from its website over a period of two weeks, should it expand its production capacity to make sure it can handle increased demand in the future? Why or why not? 2. Watch the video of Carvin’s production in action at www .carvinchannel.com. How does this information help convince potential buyers to consider Carvin? 3. Wooden musical instruments have been carved by hand for hundreds of years. Why wouldn’t Carvin want to continue this tradition?

Carvin has made a name for itself among serious guitarists by filling the gap between mass-produced and fully custom guitars. The company’s secret has been perfecting the art and science of mass customization, the ability to adapt standardized products to the tastes of individual customers. In five to seven weeks, and for roughly $700 to $1,500, Carvin can customize one of several dozen models of guitars and basses. All are available in a wide variety of woods, paints, stains, finishes, electronics, and even the slight curvature in the fingerboard; there are so many choices that the discussion boards on Carvin’s website buzz with debates about which combinations are “best” for specific styles of music. Carvin’s factory combines old-world craftsmanship with new-world technologies. Because the custom guitars are built on a standard set of body shapes and styles, Carvin can use computer-controlled cutting and milling machines that cut and shape the bodies and necks quickly and precisely. A diamondsurface finishing machine mills fingerboards to tolerances of a thousandth of an inch. A dehumidification chamber removes internal stresses from the wood used in the guitar necks to minimize the chance of warping years down the road. Experienced craftspeople with sensitive eyes and ears take over from there, performing such tasks as matching veneer pieces on guitar tops (veneers are thin sheets of wood, usually exotic or expensive species), adjusting the action (the feel of the strings against the frets), and listening to the tone quality of finished instruments. With this blend of automation and human touch, Carvin produces more than 5,000 instruments a year that win rave reviews from appreciative customers. “Nothing can touch it in terms of sound quality and workmanship” and “I haven’t seen anything close to this price that can outperform it” are typical of the comments that Carvin customers post online. Upon hearing a salesperson in another music store speak disparagingly of the brand, one indignant Carvin owner retrieved his guitar from his car and put on an impromptu concert for the store’s sales staff to demonstrate just how good the Carvin product sounded. With a proven manufacturing approach and customer loyalty like that, Carvin will be fulfilling the musical dreams of guitarists for years to come.34

Question

1. If Carvin experienced an increase in orders from its website over a period of two weeks, should it expand its production capacity to make sure it can handle increased demand in the future? Why or why not?

2. Watch the video of Carvin’s production in action at www .carvinchannel.com. How does this information help convince potential buyers to consider Carvin?

3. Wooden musical instruments have been carved by hand for hundreds of years. Why wouldn’t Carvin want to continue this tradition?

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