Secondary Citations in APA, Chicago, and MLA - Proofed

Secondary Citations in APA, Chicago, and MLA - Proofed Secondary Citations in APA, Chicago, and MLA Referencing is a fundamental part of academic writing. Sometimes, though, you’ll come across something that you want to use in your work, only to find that you can’t access the original source. This is when secondary citations come into play. What Are Secondary Citations? We use secondary citations to cite something we’ve read about elsewhere when the original text is unavailable. You might, for instance, come across a statistic in an article, but then discover that the book it was taken from is out of print. Using a secondary citation- i.e., citing the source in which the unavailable text is cited- will let you use the information required despite not having access to the original source. With all of the referencing systems listed below, however, this approach is best reserved as a last resort. Make sure to check that the source is really unavailable before using a secondary citation! Ask a librarian if you need help. They have magical book-finding powers. Secondary Citations in APA With APA referencing, secondary citations are indicated using the phrase â€Å"as cited in† in the in-text citation. The citation should also include the author’s name and year of publication for the text where you found the inaccessible source referenced: According to Charles (as cited in Maconie, 2013), funk and soul music are fundamental aspects of U.S. culture. In the reference list, you should provide full publication detail for the source you’ve been able to access. In relation to the example above, then, the Maconie source would be referenced in full. Secondary Citations in Chicago With Chicago referencing, the correct approach depends on which version of the system you’re using and whether you’re citing or quoting a source. For author–date style referencing, when simply citing a source, you should add â€Å"cited in† to your in-text citations (we’ll use the Charles/Maconie example throughout for clarity): Charles (cited in Maconie 2013) praises Bootsy Collins. If you were quoting the same source, you’d use â€Å"quoted in† instead. You’d also give a page number for where the quote appears in the secondary source: Charles (quoted in Maconie 2013, 34) describes Bootsy Collins as â€Å"the greatest† bass player of his time. A snappy dresser, too.(Photo: Jester Jay Goldman/flickr) The same â€Å"cited in†/†quoted in† distinction applies when using Chicago-style footnote citations, but you need to provide full publication information (and page numbers) for both sources: 1. C. Charles, A History of Funk and Soul (New York: PMP Publications, 1994), 216, quoted in S. Maconie, Musical Freaks (Chicago: PI Press, 2013), 34. Whichever system you use, list the secondary source (e.g., in the examples above, Maconie) in the reference list/bibliography. Secondary Citations in MLA MLA uses â€Å"qtd. in† (short for â€Å"quoted in†) to indicate a secondary citation, such as in the following: Charles writes that Bootsy Collins would â€Å"put bass in your face† (qtd. in Maconie 46). As with the other systems here, you should list the secondary source (i.e., the text you’ve been able to access) on the â€Å"† page.

Using Behavioral Objectives in IEP Goals

Using Behavioral Objectives in IEP Goals When a student in your class is the subject of an Individual Education Plan (IEP), you will be called upon to join a team that will write goals for her. These goals are important, as the students performance will be measured against them for the remainder of the IEP period, and her success can determine the kinds of supports the school will provide.   For educators, its important to remember that IEP goals should be SMART. That is, they should be Specific, Measurable, use Action words, Realistic, and Time-limited.   Behavioral objectives, as opposed to goals linked to diagnostic tools such as tests, are often the best way to define progress for mild to severely mentally disabled children. Behavioral goals show clearly if the student is benefiting from the efforts of the support team, from teachers to school psychologist to therapists. Successful goals will show the student generalizing the skills learned in various settings into his daily routine. How to Write Behavior-Based Goals Behavior goals are statements that will describe no more than three things about the individuals behavior.They will state precisely the behavior to be exhibited.  Describe how often and how much the behavior is to be exhibited.Indicate the specific circumstances under which the behavior will occur. When considering desirable behavior, think about verbs. Examples could be: feed self, run, sit, swallow, say, lift, hold, walk, etc. These statements are all measurable and easily defined. Lets practice writing a few behavioral goals using some of the above examples. For feeds self, for example, a clear SMART goal might be: Student will use a spoon without spilling food on five attempts to feed. For walk, a goal might be: Student will walk to the coat rack at recess time without assistance. Both of these statements are clearly measurable and one can determine if the objective is being met successfully or not. Time Limits An important aspect of the SMART goal for behavior modification is time. Specify a time limit for the behavior to be achieved. Give students a number of attempts to complete a new behavior, and allow for some attempts to not succeed. (This corresponds to an accuracy level for the behavior.) Specify the number of repetitions that will be required and state the accuracy level. You can also specify the level of performance you are looking for. For example: student will use a spoon without spilling food. Set the conditions for the pinpointed behaviors. For example: Student will eat meals, using a spoon without spilling food on at least five attempts at lunch time. Student will  motion for the teachers attention after a task has been completed when the teacher is NOT busy with another student. In summary, the most effective techniques for teaching students with mental disabilities or developmental delays come from changing behaviors. Behaviors are easily evaluated in students for whom diagnostic tests are not the best option. Well-written behavior objectives can be one of the most useful tools for planning and evaluating the exceptional students educational goals. Make them a part of the successful Individualized Education Plan.