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Students have access to a free version of Microsoft. Office 365 Education for Students to install on up to 5 PCs, Macs, SafeAssign on Blackboard. understanding of or preparation for the demands of online course work. or is available for free at the Real website: Learn some theories that form the bases for psychological interventions This can be done by checking in SafeAssign and also.

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SPE 531 Syllabus


SPE 531: Methods of Applied Behavior Analysis for Exceptional Populations

Mary Lou Fulton Teachers College

Arizona State University

Spring A 2016

                                    Class Number(s): 15418 & 15419



Dates of classes    January 11 – March 1, 2016


Instructor Information

Instructor:                  Kylan Turner, Ph.D., BCBA


Office Hours:            Please contact for appointment - emails and/or phone calls will be returned within 24 hours.

Office Location:        Online.


Catalog Description

Behavior management approaches for classroom behavior of exceptional children.


Detailed Description

In this course, students will learn about ABA-based behavior management approaches for exceptional children. Students will learn how to develop an objective, behavioral definition of problem behavior, conduct functional behavior assessments, and generate recommendations for the development of intervention.


Pre-requisite Course(s): None.


Course Format

Online - This class will be conducted as an online learning course including online synchronous team discussions, quizzes, assignments, and functional behavior assignment project. For a 3-credit, 7.5-week course, students are expected to spend a minimum of 6 hours online each week.


Required Course Texts, Materials and Resources


  1. Relias (formerly known as ATS/Relias) Autism & Applied Behavior Analysis Online Video Textbook provides video demonstrations of principles and procedures covered in this class and throughout the program. The video-based materials are interspersed with pre- and post-tests and end of chapter competency checks. Your Relias license includes access to resources such as data forms, procedural checklists, protocols, etc.


  • What do I need to do if I have PREVIOUSLY purchased (ATS) Relias access? If you have previously purchased ATS/Relias access in another ASU online program course (after January 1, 2014), you will continue to use your current ATS UserID and password for this course – no additional action is required to obtain access to the ATS/Relias Online Video Textbook assignments for this course.


  • What do I need to do if I have NOT previously purchased (ATS) Relias access? If you have not purchased the Relias Online VideoTextbook in another ASU course, purchase only as follows:


 1. Copy-and-paste this URL in your browser:

This URL will take you to a page entitled “ASU Relias Academy”.


2. Select the “Autism & ABA Video Textbook” and click the ADD TO CART button. 


3. Apply the student coupon code: abastudent  (The price will discount to $50 for the  digital textbook.)


4. Click the CHECKOUT button and follow the instructions provided.


  • You must use your own individual account, issued in your name, to access the Relias resources for this course. You may not use another student’s account or an account provided in the name of another institution.


  • Remember: If you have previously purchased an ATS/Relias Online Video Textbook in another ASU online program course, you do not need to purchase again at this time. Use your existing ATS UserID and password to access the ATS/Relias Online Video Textbook assignments for this course.


2.   Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed.). Columbus, OH: Merrill. (Purchase this text from the ASU Bookstore or  another retailer of your choosing.)


3.   Microsoft Excel software (if you do not already have a copy installed on your computer, you may find that the best pricing is to purchase as part of a Micosoft package, using a student discount). You will use Excel as a resource throughout your Program to create and display graphs of behavior.


4.  Additional readings and viewings provided in the online course materials. ASU Online Course Materials are available via myASU ( in the My Classes area. All ASU students have free access to these web resources.  







Recommended Course Text


Cooper. J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.


This book will be used throughout the Program – students are encouraged to obtain this textbook at the beginning of their Program.



Other Required Resources

All students will receive access to Adobe Connect (free of charge). Adobe Connect is a web-based, synchronous (live) collaborative resource. Students will use Adobe Connect for weekly discussion team meetings. An earphone/microphone (the type used with a mobile phone) and a webcam are needed for discussion team meetings (please see the Adobe Connect link in our course site for additional information on earphone/microphones and webcams).


All students in SPE 531 will receive (free of charge) a Digication ePortfolio account.  This account will be used throughout your Program to assemble artifacts and examples of your work and experiences.  In this course you will begin to assemble your professional ePortfolio – a web based resource showcasing your learning accomplishments. No prior experience with ePortfolio development is required—you will be provided with specific instructions on assembling your portfolio. Your ePortfolio will demonstrate your abilities to analyze, synthesize and apply information and experience gained through your Program. All assignments completed in this course will be uploaded to your portfolio and ‘aligned’ with the BACB standards and guidelines or the DD/ASD content standards.



Important Note About Technical Issues

If you experience any technical issues at any time during the course, please contact the ASU Help Desk as the first step.

  • The best solution is to use Live Chat (can be accessed through the Technical Support link in the course Main Menu, or through the Help tab in MyASU.
  • If you prefer to call, please use either the local number (480-965-6500) or the toll free number (1-855-278-5080).
  • Both Live Chat and telephone communication are available to you 24 hours a day, 7 days a week.









Student Learning Outcomes


Course Objective

Upon completion of this course, student will be able to:



Task List 4 (TL4)


Demonstrate knowledge and understanding of

  • Lawfulness of  behavior
  • Selectionism (phylogenic, otogenic, cultural)
  • Determinism
  • Empiricism
  • Parsimony
  • Pragmatism
  • Environmental explanations of behavior (as opposed to mentalistic)
  • Distinguish between radical behaviorism, methodological behaviorism, and structuralism
  • Distinguish among the conceptual analysis of behavior, experimental analysis of behavior, applied behavior analysis, and behavioral technologies


FK01 – FK09


Define and provide examples of

  • Behavior, response, response class, environment, stimulus and stimulus class, stimulus equivalence (US, UR), respondent conditioning (CS, CR)


  • Operant conditioning, responded-operant interactions, unconditioned reinforcement, conditions reinforcement, unconditioned punishment, conditioned punishment


  • Schedules of reinforcement and punishment, extinction, automatic contingencies (conditioning occurring in the absence of contrived contingencies), stimulus control (Sdelta/Sd/S+), multiple effects of a single stimulus


  • Unconditioned motivating operations, conditioned  motivating operations, transitive, reflexive, surrogate motivating operations, distinguish between Ds and MO, distinguish between MO and reinforcement effects


  • Behavioral contingencies, contiguity, functional relations, conditioned discriminations, stimulus discrimination, response generalization, stimulus generalization


  • Behavioral contrast, behavioral momentum, matching law, contingency-shaped behavior, rule-governed behavior

FK10 – FK14





FK15 – FK20




FK21 – FK25





FK26 – FK30





FK31 – FK36





FK37 – FK42



Demonstrate knowledge and application of specific behavior change procedures

  • Using interventions based on antecedents, such as: contextual or ecological variables, motivating operations, and discriminative stimuli
  • Using discrimination training procedures
  • Using instructions and rules
  • Using contingency contracting (e.g., behavioral contracts)
  • Using independent, interdependent and dependent group contingencies
  • Using stimulus equivalence procedures
  • Planning for behavioral contrast effects
  • Using the matching law and recognizing factors influencing choice
  • Arranging high and low probability request sequences to increase and decrease behavior
  • Using the Premack Principle
  • Using pairing procedures to establish new conditioned reinforcers (e.g., people, tokens, praise, activities)
  • Using errorless learning procedures
  • Using matching to sample


E01- E13



Prepare and conduct assessment:

  • Define behavior in observable and measurable terms
  • Define environmental variables in observable and measurable terms
  • Design individualized behavioral assessment procedures
  • Design measurement of existing behavior-environment relations
  • Design assessment procedures that alter both environmental antecedents and consequences
  • Organize, analyze and interpret observed data
  • Make recommendations regarding behaviors that must be established, maintained, increased or decreased


I01 – I07


Review, use and evaluate experimental designs:

  • Use the dimensions of ABA for evaluating interventions
  • Review literature and interpret behavior analytic literature
  • Identify and use experimental designs
  • Component analysis and conduct analysis

B01 – B11



Board Certified Behavior Analyst Task List edition 4 – Course content alignment

This course provides the following course hours for the specified content areas:


Content Area



Concepts & Principles of Behavior Analysis (FK)

25 hrs.

FK01 - FK09

FK10 - FK42

Specific Behavioral Change Procedures (E)

20 hrs.

E01 - E13

Theme addressed throughout: Ethics



Theme addressed throughout: B01 – B11, I01 – I07


B01 – B11

I01 – I07


Course Assignments

A brief list of the course assignments is provided below. An expanded explanation of the course assignments is found in the online course materials.




Course Objectives Addressed

BACB Task List 4 (TL4)

Functional Behavior Assessment


Objectives: 1, 2, 3, 4, 5

FK01 – FK42

E01 – E13

B01 – B11

I01 – I07

To demonstrate understanding and application of basic concepts of behavioral analysis, students will conduct 3 FBAs with sequentially greater degrees of independence by reviewing indirect assessments and conducting descriptive assessments (ABC recording). Indirect and descriptive assessments will be analyzed and a Functional Assessment (FBA) Summary will be developed for each individual. Students will then develop a recommended behavior intervention plan.

(FBA1 = 60 points; FBA2 = 95 points; FBA3 = 95 points)



Graphing Assignment


Objectives: 2, 3

FK10 – FK42

E01 – E13

Students will create a line graph to display data demonstrative of an AB single subject research design.  Students will refer to Chapter 5 of the course text and textbook pages 131-134 and will provide graphic display of hypothetical data that has been provided to them by their instructor.



Data Collection Assignment


Objective 4

I01 – I07

Students will review multiple videos and collect data on identified behaviors. Multiple methods of data collection will be practiced.



Team Discussion


Objectives: 1-7

G01 – G08

H01 – H05

I01 – I07

J01, J02, J04,

J05 – J09, J11, J12, J15

K01 – K10

C01 – C03

B01 – B11

Through online synchronous and asynchronous team discussion, students will develop and refine their ability to comprehend and communicate key concepts and principles of applied behavior analysis. Students will respond to an assigned discussion topic, engage in collaboration with a team of classmates, and submit specified products. Assignments are evaluated based upon participation and quality. (4 discussions x 20 points each = 80 points total)



Relias (ATS) Module Post Quizzes



Objectives: 1, 2, 3, 4, 5

FK01 – FK42

E01 – E13

B01 – B11

I01 – I07

Module Post Quizzes will help guide students through the readings and demonstrate their understanding of course content and readings. (6 modules x 10 points each = 60 points total)




Pass/ No Pass

Objectives 1 – 5

FK01 – FK42

E01 – E13

B01 – B11

I01 – I07

Students will assemble course artifacts and experiences in their ePortfolio. Evaluated as Pass/No Pass, ePortfolio assignments are required.




Field Notes


Objectives 1-5


G01 – G08

H01 – H05

I01 – I07

J01, J02, J04,

J05 – J09, J11, J12, J15

K01 – K10

C01 – C03

B01 – B11

Students will compose “field notes” for each course Lesson, conveying relevant observations and reflection on experience and focus of study during each lesson. Through field notes, students will examine alignment of activities with course and BACB TaskList objectives and guidelines for responsible conduct. (7 lessons x 5 points = 35 points)


BACB TaskList          Self-Assessment


Objectives 1-5

D01 – D21

E01 – E13

F01 – F08

J01 – J15

C01 – C03

K01 – K10

Students will conduct a self-evaluation of their knowledge and ability to apply each of the BACB TaskList (4th edition) content area objectives. Students will compose a document summarizing the results of their self-evaluation and identify areas for additional focus. Students will create a plan for continued professional development.




Grading Procedure

Grades reflect your performance on assignments and adherence to deadlines (see the Late and Missing Assignments policy below). Graded assignments along with written feedback will be available by the end of the following lessons via the course Grade Book. For example, grades and feedback for Lesson 1 will be available by the end of Lesson 2. All grading is based on priority of the assignment.

Students must submit their own original work. All material submitted for assignments in this course must be developed specifically for this course during the session in which the course is conducted.  Material previously submitted to other courses may not be resubmitted to meet assignment obligations of this course. Resubmission of material previously submitted to satisfy assignment requirements in other courses, in whole or in part, will result in a score of 0 for the assignment and will be considered self-plagiarism, a violation of the ASU Academic Integrity policy. All original sources of material used in assignments must be properly cited in accordance with APA Guide to Style and the BACB Compliance Code.

Collaborative Work

The student must independently complete all assignments, tests, activities, etc., unless specifically stated otherwise. In situations where collaboration is part of the assignment, the expectations will be clearly stated in the assignment overview. In all collaborative efforts, you must work only within your assigned group, and include names of all individuals who worked on the submitted assignment.


Only the names of students participating in the collaborative Team Discussion assignment may be listed as participants. Presence and participation in team meetings and response to peers as specified in the assignment is required. Each student will also submit Team discussion summaries individually to their own Blackboard assignment dropbox – signifying that they have met the participation and contribution requirements of the assignment.  Requirements for collaborative assignments must be met or the work will not be accepted. 



Assignments for this course will be automatically be evaluated by SafeAssign, a plagiarism detection service. SafeAssign compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. After a paper has been processed, an originality report is generated detailing the percentage of text in the submitted paper that matches existing sources. Your group co-instructor will review the report before proceeding to grade your assignment.


Grading Scale

A= 93-100%

B= 85 - 92%

C= 75 - 84%

E= <75%

NOTE: The +/- grade scale will not be used in this class.



Late and Missing Assignments

Students must submit assignments on due dates indicated in the course schedule. Late assignments will result in a reduction of points as follows:


Quizzes/Study Questions must be submitted by the due date indicated unless advance arrangements were made with the instructor/co-instructor.

Discussions: Participation in synchronous Team Discussion activities is a required component of this course.  Attendance and participation in each discussion activity is necessary in order to receive points available for the assignment. 

Major Written Assignments: Late submission will result in a reduction of 5 points per day.  Assignments submitted later than 8 days from the due date will receive a score of 0.

Relias Completion certificates: Late submission will result in a reduction of 5 points per day. All assigned Certificates of Completion must be submitted in order to receive a passing grade for the course.

Pass / No Pass. In addition to points earned for each assignment, overall quality of assignments will be evaluated on a Pass / No Pass basis. Students are required to demonstrate satisfactory performance of the objectives of each assignment to receive a designation of ‘Pass’ for the assignment. To ensure that students demonstrate competency with each of the objectives of the course - regardless of total points accumulated for the course, each individual assignment must receive a Pass designation in order to receive a passing grade for the course. For example, if an assignment is greater than 8 days late, thereby receiving 0 points, the assignment must still be completed satisfactorily in order to receive a ‘Pass’ designation on the assignment. All assignments must receive a designation of ‘Pass’ by the end of the course session in order for a passing grade to be earned for the overall course.


Course Expectations and Policies 

Course expectations reflect those of a graduate level class. Students are expected to participate in classroom discussions, presentations and activities as well as produce written products of professional quality. Unless specifically stated, all assignments should conform to the APA style including the use of a 12-point font, appropriate grammar, tone, punctuation, and spelling.  All written work is required to be error-free, clear and well organized. Students who have difficulty in the area of writing will be referred to the ASU Writing Center in an effort to help students to strengthen this essential professional skill.


Attendance and Participation

To be successful in this online course and program, it is essential that students log on to the course a minimum of 3 times a week and allocate the amount of time necessary to complete the required work in each lesson. If you need to plan professional or personal travel during the course, please ensure you have continuous access to a reliable Internet connection. Online learning offers flexibility, however the accelerated nature of the course requires students to fully engage and participate during the class offering.


Each lesson's materials are made usually available to students at least one week ahead of the actual lesson start date, thereby allowing students to work actively on the current lesson and also preview the upcoming lesson and work ahead if interested. In addition, the course schedule provides a list of lesson readings so that you can read ahead to prepare for upcoming assignments and activities.




Course Announcements

Course announcements, updates and revisions will be posted as a course Announcement to the course Blackboard site. It is the student’s responsibility to review course announcements throughout the session and to ensure that their email address is correctly indicated in the course directory. 


Who Is My Course Contact?

In this course you will be assigned to a group co-instructor who will be your course contact.  All questions should be addressed to your co-instructor who will redirect them to the course lead instructor if necessary.


To receive the fastest response, please contact your co-instructor directly via email at the address provided in the Welcome message and Announcement provided by your co-instructor. Your co-instructor will inform you of the schedule for checking email – which will be at least once during each 24-48 hour period. If you would like to speak with your co-instructor by phone or Adobe Connect video conference, please provide in your email your contact information and availability.



Program and Course Policies

Email and Internet

ASU email is an official means of communication among students, faculty, and staff. Students are expected to read and act upon email in a timely fashion. Students bear the responsibility of missed messages and should check their ASU-assigned email regularly. All instructor correspondence will be sent to your ASU email account.


Course Access, Technical Support, and System Status

For help accessing the online course materials, including logging on, submitting work,

troubleshooting, etc. please refer to the ASU Online Technical Support page or the Technical Support page located in the online course materials.

To monitor the status of campus networks and services, please visit the ASU System Health portal.

Computer Requirements and Skills

This course requires reliable access to a computer, Internet, and the following resources:

  • A web browser (Mozilla Firefox is recommended. Please note – the Safari browser may not operate properly with some components of the course) (free)
  • Adobe Acrobat Reader (free)
  • Adobe Flash Player (free)
  • Adobe Connect (free)
  • ePortfolio Digication (free)
  • Microsoft Excel (price varies, but it is usually less expensive to purchase Excel as part of a Microsoft package, using a student discount)


Students participating in this course and an online program should be able to send and receive information, research, and communicate with others. At minimum, you need access to a computer that can access the Internet, preferably with a high-speed connection. You should have access to email, and word processing, presentation software, and other applications needed to perform a variety of educational functions. All ASU students have access to Google Drive (My Drive via My ASU), where they can create and share Google documents, presentations, spreadsheets and more.


Student Success

This is an online course. To be successful:

  • check the course Blackboard site daily
  • read all course announcements
  • read and respond to course email messages as needed
  • complete assignments by the due dates specified
  • attend and participate in all Team discussion meetings
  • communicate regularly with your group co-instructor and peers
  • create a study and assignment schedule to stay on track
  • keep copies and backups of all work submitted
  • in addition to submitting assignments to the Blackboard assignment dropbox - at the completion of the course, students must save copies of each of their assignments to their course ePortfolio

See the ASU Online orientation for additional suggestions and resources:

Grade Appeals

The professional responsibility for assigning grades is vested in the instructor of the course, and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute.  The process for grade appeals is set forth in the University Policy, which is available at .


Course/Instructor Evaluation

The course/instructor evaluation for this course will be conducted online 10-14 days before the last official day of classes of each semester or session.  Watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading.  The e-mail will be sent to your official ASU e-mail address, so make sure this mail forwards to an account you check regularly.  You can check this online by going to My ASU, choose Self Support and then E-mail Update (UPO). Response(s) to the course/instructor are anonymous and will not be returned to your instructor until after grades have been submitted.  


Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is important and appreciated.  The evaluations are used to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality.

Drop and Add Dates/Withdrawals
This course follows a compressed schedule and may be part of a sequenced program, therefore, there is a limited timeline to drop or add the course. Please refer to the ASU Academic Calendar for relevant deadlines and consult with your advisor on how to proceed. If you are considering a withdrawal, review the following ASU policies: Withdrawal from Classes, Medical/Compassionate Withdrawal, and a Grade of Incomplete.


Copyright Notice

Copyright law may protect some course materials available through this system.  This material is only for the use of students enrolled in the specific course(s), and must be used in accordance with the United States Copyright Act, Title 17 of the U.S. Code.  Protected materials on this site may not be retained on the user’s computer or other electronic storage device for longer than the duration of the specific class for which they are assigned, nor further disseminated by the user to any other persons.


Changes in Syllabus/Schedule

The syllabus and schedule are subject to change at the discretion of the instructor and/or college. Every effort will be made to avoid changing the syllabus or course schedule but the possibility exists that unforeseen events will make changes necessary. If so, changes will be communicated via ASU email and/or the course site.




University/Mary Lou Fulton Teachers College Policies


Student Conduct


  • Student Online Conduct and Professional Behavior

Appropriate online behavior is defined by the instructor and includes all electronic communication in the course. Inappropriate contributions may be deleted by the instructor and, if relevant, no credit given. The instructor reserves the right to determine whether a post or other entry is unsuitable.

It is expected that students exhibit professional behavior in all settings: during intern placements, working with other students on assignments related to this class, in synchronous and asynchronous team discussion meetings, in addition to behavior in the online classroom. If at any time a student's behavior does not meet the standards of the program as delineated in the Professionalism Rubric ( > Satisfactory Academic Progress and Professional Conduct) the instructor may refer the student for academic probation.


  • Academic Integrity/Plagiarism

ASU policy states: “The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities.” For more information see


Assignments for this course will be automatically evaluated by the SafeAssign plagiarism detection service. This service generates an originality report that identifies all material in the student paper that appears to be derived from other sources, including both sources that are properly acknowledged and cited and any that are not. Your instructor will review the report before proceeding to grade your assignment. Students must submit their own, original work. Material previously submitted, in whole or in part, in other courses may not be resubmitted to meet assignment obligations in this course. All original sources used in student work must be properly cited in accordance with APA Guide to Style and the BACB Guidelines for Professional Conduct.  


Confidential information such as exam items and answers may not be re-distributed in any format – including but not limited to verbally, in print, or through electronic resources such as email, portfolios, or social media sites.  Distribution of confidential information may constitute a violation of College and University academic integrity policy.


ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status.  If you feel you are being harassed for these reasons, contact Student Life:

  • Downtown campus: 522 N. Central Ave., Post Office Room 247, 480-496-4111
  • Polytechnic campus: Administration Building suite 102, 480-727-1060
  • Tempe campus: Student Services Building room 263, 480-965-6547
  • West campus: UCB 301, 602-543-8152

Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity.  Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited.  An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university.  If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at


Acceptable use of university computers, internet and electronic communications can be found in the Student Code of Conduct ( ) and in the University’s Computer, Internet, and Electronic Communications Policy (





  • Disability Accommodations for Students

Students who feel they may need disability accommodation(s) in class should obtain the necessary information from the Disability Resource Center on campus ( It is the student’s responsibility to make the first contact with the DRC. Instructors may provide accommodations only as specified by the DRC documentation.


  • Religious Accommodations for Students

Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible.  Students will need to identify the specific holiday or obligatory function to the faculty member.  Students will not be penalized for missing class due to religious obligations/holiday observance, but must make arrangements for making up tests/assignments within a reasonable time as determined by the instructor.  


  • Military Personnel Statement

A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation. For information, please see






SPE 531 Schedule




SPE 531: Tentative Course Schedule

Important Note about Deadlines

  • Your instructor reserves the right to modify the course calendar according to the needs of the class. Any schedule changes will be communicated to students.
  • Each course lesson begins Monday at 12:01am and concludes the following Sunday at 11:59pm. All times are AZ All deadlines will be based on that start date and can be found in the schedule below.
    • Monday: Lesson starts. Begin work on all lesson materials.
    • Thursday: Initial post for discussion board deadline by 11:59pm.
    • Sunday: Peer response post for discussion board deadline by 11:59 pm.
  • Sunday: All other assignments are due at the end of the lesson by 11:59 pm unless otherwise noted.
  • For information on important University deadlines,  please see the ASU Academic Calendar at:


Lesson & Dates

 Lesson & Discussion Topic(s)


Required & Recommended Readings

Assignments Due

Lesson 1


Jan. 11 -

Jan. 17

Principles of ABA; Related Concepts and Terms; Ethical Use

Required Readings

Alberto & Troutman


Relias Modules

  • Principles of Behavior: Reinforcement (2 hrs.)
  • Principles of Behavior: Behavior Reduction (2 hrs.


  • Additional required readings are provided within the lesson


Recommended Readings

Cooper et al.

Due Sun. 1/17:

  • Complete Doodle team meeting availability Poll


  • Relias Module Post-Tests
  • Principles of Behavior: Reinforcement
  • Principles of Behavior: Behavior Reduction


  • Create your course ePortfolio using the SPE 531 Digication ePortfolio template.


  • Post your professional bio to your course ePortfolio.


  • Submit Field Notes to Blackboard


Lesson 2


Jan. 18 – Jan. 24


Defining Behavior; Identify Behavior and Develop Behavioral Goals

Required Readings

Alberto & Troutman


Relias Module

  • Recording Behavior (3 hrs.)


  • Additional required readings are provided within the lesson


Recommended Readings

Cooper et al.







Due Sun. 1/24:

  • Relias Module Post-Test
  • Recording Behavior


  • Submit Field Notes to Blackboard




Lesson 3


Jan. 25 – Jan. 31

Data Collection and Graphing

Required Readings

Alberto & Troutman


Relias Modules

  • Graphing and Progress Evaluation (2.5 hrs.)


  • Additional required readings are provided within the lesson


Recommended Readings

Cooper et al.









Due Sun. 1/31:

  • Hold Team Discussion Meeting and submit Summary #1


  • Relias Module Post-Tests
  • Graphing and Progress Evaluation


  • Data Collection Assignment    


  • Submit Field Notes to Blackboard



Lesson 4


Feb. 1 –

Feb. 7

Determining the Function of Problem Behavior:

Indirect and direct assessment of problem behavior


Required Readings

Alberto & Troutman


Relias Modules

  • Functions of Behavior and FBA (3 hrs.)
  • Virtual FBA pdf


  • Additional required readings are provided within the lesson


Recommended Readings

Cooper et al.







Due Sun. 2/7:

  • Hold Team Discussion Meeting and submit Summary #2


  • Functions of Behavior and FBA



  • Submit Field Notes to Blackboard


  • Begin working on FBA assignments



Lesson 5


Feb. 8 – Feb. 14


Arranging Consequences that Increase and Decrease Behavior

Required Readings

Alberto & Troutman


Relias Modules

  • Consequence Interventions (2 hrs.)


  • Additional required readings are provided within the lesson


Recommended Readings

Cooper et al.

  • Chapter 11, 12, 14, 15, 21 & 22







Due Sun. 2/14:

  • Hold Team Discussion Meeting and submit Summary #3


  • ATS Module Post-Tests
  • Consequence Interventions



  • Submit Field Notes to Blackboard


Lesson 6


Feb. 15 – Feb. 21


Differential Reinforcement:

Antecedent Control & Shaping


Required Readings

Alberto & Troutman


  • Additional required readings are provided within the lesson


Recommended Readings

Cooper et al.

  • Chapter 16, 17, 18, 19, 20 & 23




Due Sun. 2/21:



  • Submit Field Notes to Blackboard


Lesson 7


Feb. 22 –

Feb. 28


Generalization of Behavior Change;

Teaching Self-Monitoring and Self-Management


Required Readings

Alberto & Troutman


Recommended Readings

Cooper et al.

Due Sun. 2/28:

  • Hold Team Discussion Meeting and submit Summary #4



  • Submit Field Notes to Blackboard



Wrap Up


Feb. 29 –

Mar. 1


NOTE: (Only 2 days)



Due Tues. 3/1:


  • Submit Task List self-assessment and TaskList Self-Assessment Summary to the assignment dropboxes and add to your ePortfolio


  • Add all assignments, certificates, team summaries and submit completed ePortfolio



summer ‘10


Faculty Development Technology

Workshops - Descriptions

Finding articles & e-journals in-depth

This hands-on workshop will cover searching for articles

and journals online in greater detail. You will find full-text

e-journals, historical newspaper articles, scholarly/peerreviewed

articles in library databases, and learn the use

of Article Linker and Google Scholar to link back to the

Touro library databases.

Note: Deans and chairs are encouraged to arrange a

general information session and/or a subject-based session

for their own departments or schools. •

want to attend a faculty workshop?

You need to register:

212.463.0400 ext 5674 or fill out the online form

If you can’t attend, please call to cancel:

212.463.0400 ext. 5674

For the latest workshop status:

212.463.0400 ext. 5428

Have comments or suggestions?

Phil Charach

212.463.0400 ext. 5688

The Microsoft Work-at-Home Program

By: Albert Bina, Academic Computing Technical Support Manager





for mac

As part of Touro’s Microsoft Campus Agreement, we have acquired Work at Home

rights for College faculty and staff. This means that you can install MS Office or an

upgraded version of Windows, on your home PC or laptop, for free.*

More details about the Microsoft “Work at Home” program, including usage restrictions

and how to enroll, are available on the program Web site at:

Should you have any questions regarding the program,

please contact:

Arjun Mahat

sailesh Bhusal

212.463.0400 ext. 5240 212.463.0400 ext. 5240

over 150

satisfied faculty


to date

* Currently there is no charge for the installation media. However, in the future, we may begin to charge a nominal fee

to cover the cost of the media.

10 summer ‘10 Faculty Technology Guide

From the Desk of the Chief

Academic Computing Officer

Dear Touro Faculty


I am pleased to present

you with the Summer

2010 issue of the Touro

College Guide to Touro

College Computing Resources

and Training.

Academic Computing

is once again taking a

leadership position in

moving technology forward. For example, one technology

that has been adopted at 95% of U.S. universities is webenhancement

of courses using Blackboard. Blackboard is

considered the Cadillac of LMS (Learning Management

Systems). Within Blackboard, we transitioned from Blackboard

7.3 to Blackboard 8.0 at all Touro schools except

for the Graduate School of Education and Psychology,

which will move to the new platform this summer.

Once again we are offering free technology workshops

to enhance your Microsoft Word 2007, Excel 2007,

PowerPoint 2007 skills, as well as getting a deeper

understanding in Information Literacy, E-Reserves and

Desktop Publishing software. Additionally, you will learn

to engage your students by familiarizing yourself with

using Response Pads – Clickers, and you will learn to

make your classes livelier by experiencing How to Use to

Use Video in your classroom.

Another important training tool that you might want to

use is Atomic Learning, which is a web-based learning

tool, an anytime/anywhere software training resource.

So, should your schedule not permit attending a regular

workshop, you could still learn the subject matter with

Atomic Learning. For a more detailed description of

Atomic Learning, please see page 16.

For your convenience, this summer, we have extended the

workshop schedule all the way through September 2010.

We hope that you will take advantage of these opportunities

to upgrade your technology skills and you will

register and attend one or more of these free workshops.

We appreciate your ideas and suggestions on ways

of making our instructional technology resources and

workshop offerings more responsive to your needs, and

have incorporated many of your suggestions. We hope

that you will continue to provide us with your ideas and

to communicate them to Phil Charach, Director of Instructional

Technology (

Ext. 5688), who is always available to discuss instructional

technology at Touro with you.

Best wishes for a restful summer,

Dr. Issac Herskowitz

Chief Academic Computing Officer

We are always seeking to deliver technology to you in

the most efficient and innovative manner. Using Adobe

Connect to present Faculty Workshops as Webinars, is

another example of innovation and forward thinking, as

this allows you to attend workshops virtually where ever

you are, and you are not confined to the physical location

where the workshop is held.

Faculty Technology Guide

Instructor Guide

The following questions have been taken from the Technology Central course. The list of questions there will continue to grow, but newly added questions will not appear in this list. If you do not find the answer to your question here, you may check in Technology Central under the BlackBoard tab.

Why is a student who dropped still in BlackBoard?

The official roster for your course is kept in CampusConnect. When students enroll, they automatically load into BlackBoard. However, when they drop, they are not automatically dropped from BlackBoard. If a student drops before classes actually begin, you may request that someone in CIDT delete the student. In this case, let us know which course and which student. After the course has begun, rather than deleting the student, we simply make the student unavailable. This preserves any data regarding logins or work done in the case of a future appeal or complaint of any kind.

You can make a student unavailable yourself from your Control Panel. Click on Users and Groups, then Users. Click the drop down arrow next to the specific student’s name, and select “Change User’s Availability.” Then, you will change the “yes” to a “no.” After this, you may want to hide the student in your grade center as well.

Hiding the student in the grade center alone does not prevent the student from accessing the course, getting announcements, and receiving notifications for late work. Students complain often when they receive announcements and notifications from courses they have dropped.

My content disappeared! What happened?!

If you’ve been working on your course, and suddenly nothing is there, the most likely cause is that edit mode is off. Edit mode is a button toward the top right of the window. If it says, “off,” simply click it to say “on.” Turning edit mode off is a simplified student view to see what is or is not available. If the content you’ve created is not yet available to students, you will not be able to see it when you turn edit mode off.

If this is not the case, another possibility is that you are using Internet Explorer. Explorer does not always get along well with BlackBoard. The issues that occasionally arise seem somewhat random, but they are always related in some way to missing or distorted content. This may occur for both students and teachers, and the problem may be unique to an individual. It is likely that in these cases, updating your browser would fix the issue. However, it is a good idea to have more than one browser downloaded on your computer so that you can try using a different browser to test such issues. Other browsers include Google Chrome, Mozilla Firefox, and Apple Safari.

If you test both of these, and neither are the cause, call CIDT for more assistance!

The course menu disappeared! How do I get it back?

There is an arrow that shows up on the right side of the course menu when you drag your cursor near it. Then the menu is visible, the arrow points to the left. Clicking it will collapse the menu to give you more working space in the rest of the window. To expand it, drag your cursor near the left edge of the window until the arrow appears. It will now be pointing to the right. Clicking on the arrow will make the menu visible to you again.

Why is there a blue circle in the Grade Center instead of a yellow exclamation mark?

The blue circle means that the assignment is in progress. The student may be actively taking a test at the time, or if you required multiple posts in a discussion board, the blue circle means they have submitted some but not yet all. Sometimes the blue circle shows up because a student saved a draft instead of submitting it. In such a case, the student will need to reenter BlackBoard and submit the assignment before you can grade it.

I set up a test, but my students can’t see it. Why aren’t they seeing it?

The most common problem here is that the test was not made available. Often, teachers enter availability dates, but checking the yes/no box to make it available is an override to the availability dates. If you have dates set, check yes to make it available. It will appear only during those times. The default answer on this setting is no, so you must always change it to yes if you want your students to access the test.

To check on this setting, click the drop down arrow next to the test in your content area. Then select “Edit the Test Options.” This setting is just below the text box.

If the setting to make it available is already set to yes, check the availability dates to ensure they are current.

Next, see if you have entered Test Availability Exceptions. The test may be available only to one or a few.

If none of these are the case, click cancel, and return to the drop down arrow next to the test name. This time, click “Adaptive Release.” See if you have a conflicting date entered here or if you have a requirement to be met before students can access it in either membership, grade, or review.

If none of these options resolve the issue, call CIDT at 580-745-3185 or 580-745-3075.

How do I use Safe Assign? (Plagiarism Checker)

The format for creating a SafeAssignment has changed. Instead of choosing between an Assignment and a SafeAssignment, you can now do both! When creating (or editing) an assignment, you can click the gray bar labeled “Submission Details.” There, you will find the options for turning on SafeAssign. This allows you to have the in-line grading benefits of a regular assignments as well as the originality report provided by SafeAssign.

If you did not apply SafeAssign but are suspicious of a paper and would like to run it through SafeAssign yourself, you may do so my going to the Control Panel > Course Tools > SafeAssign. Then click Direct Submit.

*Note: Safe Assign reports on originality, not necessarily plagiarism. If the percentage is higher than you are comfortable with, look through the report to see the cause. Quotes and citations may be flagged. Depending on your instructions, you may have required a higher or lower level of originality versus quotation of sources. Take that into consideration. In some cases, SafeAssign may be able to tell you exactly where the information originated from.

Is There a Way to Change All the Dates at Once?

Yes! Go to the Control Panel at the bottom left of the BlackBoard window and click on “Course Tools.” Then, click “Date Management.” You will have three options.

Use Course Start Date
This option will ask for the start date of the original course semester (the one you copied from) and then start date for the current course semester. BlackBoard will replace the original day one with the new day one and move all the dates up the same distance. This may not get you exactly where you need to be, but it will be close enough to then use the drag and drop feature on the calendar to clean up the rest.

Not familiar with the calendar? Click your name at the top right corner of BlackBoard. Then click the calendar icon on the left. You will now see a calendar that displays any due dates for your courses. You may select which courses to display, and which colors will represent each with the color code on the left. If you’d like to change a date, simply click on an assignment, and drag it to the date you’d prefer it to be. Then drop it into that date. BlackBoard will automatically change the date for you within the assignment and grade center. (You can also edit assignment from here by double clicking on an assignment!)

Adjust by Number of Days
This feature is similar to the one described above, but it allows you to enter a specific number of days to move forward rather than having Bb calculate that based on start dates. Refer to the notes above regarding the calendar to extra clean up.

List All Dates for Review
After selecting this option, be sure to click “Run.” This option will generate a list of all the items that have associated dates in your course. This includes both availability dates and due dates. You will then be able to edit them individually. This works well if there are only a few programmed dates in the course. Otherwise, instructors sometimes like to use this option as a second check after running one of the two options above.

If you start adjusting dates before learning about these options, do realize that if you use one of the first two options, the dates already adjusted will be moved up to the same degree. You may want to move all dates up and then use the third option to re-correct those dates you started with.

Another quick way to check on the due dates (but not availability dates) is to look in the full grade center. There, you can click “Manage.” Then click “Column Organization.” A column to the right will be labeled “due dates.” This will provide you a quick view to ensure all are within the correct semester time frame.

BlackBoard Had Been Grading all the Tests Automatically, but the Last Few have Yellow Exclamation Marks. Why Did it Not Grade Those?

As long as there are no essay or file format questions that need to be graded by hand, BlackBoard will grade your tests automatically. However, if a student submits a test after the due date, BlackBoard recognizes that you may want to deduct points for for being late, so it does gives a yellow exclamation mark so that you know it needs your attention. If you do not intend to deduct points, simply click the drop down arrow next to the yellow exclamation mark and click “View Attempt.” Then click “Save and Exit.” This will record the student’s grade. If you do want to deduct points, follow the steps listed, but change the final points before clicking “Save and Exit,” OR you can save it as is and then enter a manual over ride from the full grade center view.

How Can I See My Course the Way My Students See It?

Edit Mode

If you just want to do a quick check to see if things are available as they should be, you can quickly turn off edit mode at the top right. This is the button that says “ON” or “OFF” and has a green dot next to it when on. This will allow you to see what is currently available, but it will not allow you to submit work, such as tests, that will be recorded in the grade center, etc.
Full Student View

To really see everything as if you were a student, click what resembles an eyeball to the left of Edit Mode (top left of BlackBoard, below My SE, My Courses, etc.). This student mode will allow you to take tests, submit assignments, participate in the discussion board etc. and will even record those in the grade center. You can see your grades by clicking on “Student Tools” (in the course menu) and then “My Grades.” When you are finished with the student mode, you will have the option to either delete anything done while there, or save the work. If you save the work, you will be able to see the Preview Student in the Grade Center and issue grades, which you could then re-enter student mode and view the feedback just as your students do.

How do I Upload a Video in BlackBoard?

There are several ways to put video into your course, and you can put it anywhere that there is a text box, even in the grade center feedback! First, make sure that you have the full tool bar. If you have a text box with only one row of tools, click the double arrow at the far top right of the text box.This will cause the tool bar to expand to three rows. In the grade center, you can click the A at the bottom left corner to be given a full text box.

In the third tow of the tool bar, there is a red dot record button. This button will allow you to access your own YouTube Channel. Here, you can either record a quick video on the spot or browse and select a video from within your own channel.

The fourth button fro the left on the bottom row of tools looks like a film strip with a play button. This is another option for inserting a video file. This will allow you to browse your computer for the video you’d like to upload. The file size limit is 300mg. This is great if you have taken a video with your phone or have a short clip on your computer that you’d like to upload that isn’t already in YouTube or another site.

The sixth button from the left on the bottom row of tools is labeled “Mashups.” When you click on this, you will see YouTube listed as an option. This area will allow you to browse YouTube and find a video to use. You may notice that if you have already searched the same topic in, your results list will look a little different. That is mainly because this option for YouTube will pull those videos marked for education. If you already know what video you are looking for, it is best to copy and paste in the exact title and or author.

Another way to add video using the tool bar is the HTML button. Those letters sound scary to those who do not consider themselves technically inclined. However, as long as you know how to copy and paste, you can take advantage of this button. Where this button comes in handy is when you have already found a video that you want to use, either in YouTube or another site. If the site has a share button (In YouTube, it is just below the video), you can click Share and then select the option labeled “Embed.” There you will be given code that you can simply copy. Then, in BlackBoard, click the HTML button, which is the next to last button on the right of the third row of tools. A new text box will open. Paste in the code, and click Update. In your text box, you will see a yellow place holder box where the video will be. After clicking “Submit,” you will see the video correctly.

There are also a couple of other video options outside the text box. One excellent source is has prepared numerous videos on a variety of topics. (In general, the videos are skills based rather than philosophy based.) They provide very in-depth tutorials. To use one, scroll over “Build Content” in any Content Area. Then select “ course” at the bottom right of the list. You will be taken into, where you will have a search box to look for your topic. When you find a tutorial you’d like to use in your class, just click the black “Add” button just under the video.

Lastly, you can use Big Blue Button to present a class lecture, tutoring, etc. Any session in Big Blue Button can be recorded by clicking the record button at the top left. To access Big Blue Button, click on “Student Tools” in the Course Menu. Then select “Big Blue Button.” If you are then stuck on a screen that says “Launch LTI Link,” you need to allow popups. There will be an X, a lock, or a shield at the top right in the address bar or as a ribbon at the top or bottom of the screen. Clicking that will give you the option to allow popups. You may need to click the back button and re-enter Big Blue Button. Once you are in, you will have a blue button at the top labeled “Join Meeting.” There, you can present and record a session on your own, or ideally, you will invite students to participate live, which can also be recorded for those who could not attend live to watch later. You can turn on your webcam and mic (as can your students). You can write or type on the white board. You can upload documents or PowerPoints to move through, and you can type messages, either to all or to individual students. This is a great tool for distance education classes. If a session is recorded, it will automatically be date stamped and placed in a list just under the “Join Meeting” button. Do not be alarmed if the recording does not show up right away. It will take a llittle while to load after ending the session.

Should I use a Discussion Board or a Blog?

Discussion Boards and Blogs can be used for similar purposes; however, the most significant deciding factor from the instructor’s perspective is how you will be grading the collaboration. Discussion Boards make it easy to view all the contributions from a single user to verify the number of posts any given student has made and how appropriate and substantive that participation has been. Although Blogs allow students to comment on each other’s posts, grading comments is more difficult and takes much more time to look through and ensure that students have participated sufficiently. However, if the assignment is meant to be seen by peers and comments are optional but not graded, they are an excellent choice.

Should I use a folder or a module?

Folders and Modules look similar as they are being created from the teacher’s perspective but they are much different from the student’s perspective.

When a folder is opened, the student simply scrolls down the screen to see all the contents. Ideally, folders should either contain only a few items, or the items should be time released so that the quantity of the content is not overwhelming.

A module allows the student to see only one item at a time. A table of contents is provided on the left. Students can navigate by clicking a “next page arrow” at the top right of the box or above the table of contents. They can also click on an item in the table of contents to go directly there.

A work of caution – A module allows you to type information in the text box of certain items such as web links, but these are not actually seen by the student because when landing on that item, the web page automatically opens. To ensure all your information is always seen, it is a good idea to place web links and files into “Items” instead.

How do I copy content from one course to another?

There are multiple ways of sharing information between courses. First, if you want to copy a single item, you may do so by clicking the drop down arrow next to the item name and selecting “Copy.” Here, you will have the option of selecting a Destination Course. This will provide a list of all courses you are an instructor for. After selecting a destination course, you will select where in that course you want the item placed. This ability only applies to items, web-links, files, and other non interactive materials. Assignments, tests, and Discussion Boards cannot be copied in this way.

To copy a single test, survey or pool, you can export and import it as a zip file. To do this, go to the Control Panel > Course Tools > Tests, Surveys and Pools > Tests (or surveys or pools). Click the drop down arrow next to the specific test you want to copy, and click “Export.” This will download a zip file on your computer. Next, go to the course you want to place the test in. Again, go to the Control Panel > Course Tools > Tests, Surveys, and Pools > Tests. This time, click “Import” at the top. You will then be able to browse your computer and select the zip file. This will place the test in the test bank, but it will not place it in a particular content area where students can access it. To do this, go to the area of the course where you want students to see it. Scroll over Assessments at the top and select “Test.” You should see the particular test you just imported in the box. Select it and click “Next.” Options will not copy over this way. You will need to enter all the options here. Make sure that you select the option to make the test available!

To copy all of a given section over, such as all discussion boards, or all tests, you may use the Course Copy feature. This is found in the Control Panel > Packages and Utilities > Course Copy. Here, you will select a destination course and then select what in the course you want to be moved over. Assignments will only copy if you have selected grade book settings as well as the two are always tied together. Remember that this will copy ALL of the given section over to the new course. If you have begun moving some over manually or recreating some, you may have duplications to deal with when the copy is complete. It is best to do this when you are completely finished with a section and before you begin working on that section in the other course. Items from multiple courses can be copied in. They will appear as duplicates. This process will not delete anything already present in either course. Remember that in this process, if you move over all the tests, but not the content area, the tests will appear in the test bank, but not in the content area. You will be able to check to see if they are there by going to the Control Panel > Course Tools > Tests, Surveys, and Pools > Tests. If they are there, you will then need to then go to the content area you’d like students to see them, scroll over Assessments and click on Test and select each given test. If in the copy you “select all” and move the entire course at the same time, this will not be the case.

Lastly, you may archive your course and then import package. To Archive, go to the Control Panel > Packages and Utilities> Export/Arhcive Course and click “Archive.” This will save the entire course as a zip file on your computer. To Import it into another course, go to the Control Panel > Packages and Utilities > Import Package/View Logs and select Import. You will then browse your computer and select the zip file to import.

When either running a course copy or importing an archived course, you will see a yellow ribbon at the top of the BlackBoard window that says first “Waiting,” Then “Running,” then “Complete.” Once it says Complete, you should be able to refresh and see all the content that you moved in.

I have one student who needs extra time on the test. How do I set that up?

When you click on the drop down arrow next to the test name in your content area, you should click “Edit the Test Options.” Toward the bottom of the settings, you will find an area labeled “Test Availability Exceptions” and an “Add User or Group” Option. When you click this, you will see a list of your students to select. Once a student has been selected, you can provide special settings that will only apply to him or her. You can give more time, give different availability dates, etc. You may enter as many students with differing unique settings as needed.

This settings is primarily for ADA compliance. However, it is also used to provide special accommodations to students who arrange to take a test early because they know they will be gone, or to allow a single student to make up a test after the due date.

You may notice that adding these special accommodations prevents the “Item is not available” message that would normally show up under the test name. If it is available for anyone, then it will not note that it is unavailable at all. To make sure students in general see what you intend for them to see, you should either turn off edit mode or enter the student view (the eyeball) at the top right of the Bb window.

Why is there a green check mark next to one of my column in the Grade Center?

IF BlackBoard were set up to automatically send the grades to CampusConnect for you, the green check mark would indicate which column’s information would be sent. However, we enter our grades manually instead, so this green check mark does not affect much. You may notice that you are not allowed to delete the column with the green check mark though. In general, it is still best to put the mark next to the intended final grade. To do this, click the drop down arrow to the right of the column name for your intended final grade. Then select “Set as External Grade.” This will move the green check mark to the correct column and allow you to delete (if so desired) the originally marked column.


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One can do so manually. For that you need to read the article several times. You will have to proof read it, focus on the markers or points that are to be changed. Emphasis on spell check and grammatical errors on the changed content needs to be given. Command over the language and an extensive vocabulary is necessary. As simple as it may appear but it's a time consuming process with a reasonable percentage of human error.

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Article rewriting can be done in two ways:

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Many of the online available tools do not provide the legacy of uploading the file to be rephrased and we have to copy and paste the content and we know it is a nasty thing to follow. Always look up for a site providing complete uploading of the file.

3. Is there any word limit?

Certain sites have word limits and we cannot exceed the limit. Don’t go for such sites. Look for the sites with no such word limit.


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In this type of article rewriting, the main focus is to remove the grammatical and spelling errors and the basic structure of the sentence remains the same. And along with it, we need to focus on the punctuation marks as well.

For example- The umbrella was black in color.

Here Color is the wrong word to use according to UK English written works.


As the name depicts, the sentence has to be reframed but keeping the originality and meaning intact.

For example- She planned to go for an outing. Then she thought first to visit temple and then shopping

She planned to visit the temple followed by shopping.


Herein, paragraph level rewriting the basic structure of sentences is changes along with the order of the sentence keeping the originality intact.

For example- She went to market. She took one umbrella. She bought two packets of chocolates. She took one purse also.

She bought one umbrella, two packets of chocolates and one purse from the market.


Here, the content is intended to be completely different from the original one. Hence, the order of sentence, paragraph needs to be completely transformed. The basic idea is kept same to the original one.


It is just the summary of the complete content where you can get the complete detail in a brief format.


Thus, article rewriter tools work according to the needs of the user. It is not necessary that the one who needs should be aware of the tools and their functioning but in today’s era we all should be aware of how to use these tools and work more effectively.


summer ‘10


Faculty Development Workshops Schedule

to register/ verify location:

call: 212.463.0400 ext. 5674 or visit:




Books, databases and more: an

introduction to the library’s resources &


Webinar Wed 5/12/2010 10:30AM-11:30AM

75 Finding articles & e-journals in-depth Webinar Wed 5/12/2010 11:45AM-12:45PM

76 Blackboard 8 Basics Webinar Wed 6/2/2010 12PM-2PM


Books, databases and more: an

introduction to the library’s resources &


Webinar Wed 6/9/2010 10:30AM-11:30AM

78 Finding articles & e-journals in-depth Webinar Wed 6/9/2010 11:45AM-12:45PM

79 Blackboard 8 Grade Center Webinar Wed 6/9/2010 1PM-3PM

80 NoodleTools for the ethical researcher Webinar Wed 6/16/2010 10:30AM-11:30AM

81 Blackboard 8 SafeAssign Webinar Wed 6/16/2010 12PM-1PM

82 Blackboard 8 Discussion Board & Tests Webinar Wed 6/23/2010 12PM-2PM

83 Word in the Classroom Webinar Wed 6/2/2010 2:30PM-3:30PM

84 Excel in the Classroom Webinar Wed 6/9/2010 2:30PM-3:30PM

85 Word in the Classroom Webinar Wed 6/16/2010 1:30PM-2:30PM

86 Excel in the Classroom Webinar Wed 6/23/2010 2:30PM-3:30PM


Books, databases and more: an

introduction to the library’s resources &


Webinar Wed 8/18/2010 10:30AM-11:30AM

88 Finding articles & e-journals in-depth Webinar Wed 8/18/2010 11:15AM-12:15AM

89 Blackboard 8 Basics Webinar Tue 8/24/2010 12PM-2PM

90 NoodleTools for the ethical researcher Webinar Wed 8/25/2010 10:30AM-11:30AM

91 Blackboard 8 Grade Center Webinar Tue 8/31/2010 12PM-2PM

92 Blackboard 8 SafeAssign Webinar Tue 9/7/2010 12PM-1PM

14 summer ‘10

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4 Replies to “Safeassign check online free - Free Activators”

  1. Augusto, você tá ligado que quando a Elrond está em stake quando você tira do stake tem um delay de 10 dias, né? Queria saber o que você pensa disso quando o mercado começar a entrar em baixa (bear market) e você quiser vender. Teria como me responder?

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