Austin Powers 2 Parents Guide

Results indicated implementation of SWAT Support was accompanied by increased and maintained independence among all participants in completing the work-break activities in a community job. SWAT Support required a brief amount of time to implement and was consistently carried out by the job coach in an accurate manner. In light of the results and qualifications just noted, the following suggestions for routine practice are offered. First, support staff should be trained via instructions, role play, and feedback to use the embedded teaching strategy.

The acronym "SWAT" could serve as a mnemonic cue regarding how to prompt the individual through the activity. It is further recommended that SWAT Support be used as a supplement to more traditional, pre-planned community-based instruction (Cooper & Browder, 1998, 2001). At this point it would seem advantageous to use formal community-based instruction for skills that are more complex (e.g., requiring numerous task-analyzed steps) and are known to be needed in a setting that is likely to be encountered routinely. Embedded teaching could be used in addition to formal community-based instruction for simple skills and for activities that are encountered on a first-time or infrequent basis. We evaluated a brief, embedded teaching strategy for increasing the independence of adults with autism in performing community activities.

Initially, community situations were observed to identify an activity that a support staff was performing for an individual. The staff person was then trained to implement SWAT Support involving least-to-most prompting and praise to teach the individual on the spot to complete the activity. SWAT Support was implemented by support staff with 3 adults during break activities at a community job , with 1 adult in a grocery store , and with another individual in a secretary's office . All applications of embedded teaching were accompanied by increased participant independence, which generally maintained across follow-up periods of up to 33 weeks. Results are discussed regarding how practitioners could use the teaching strategy to reduce staff and caregiver completion of activities for adults with autism and increase active community participation.

In a very similar case, the MPAA recently took a great deal of flak for using an R rating to protect kids from the swearing in an otherwise solemn historical film without a hint of sex, violence, mature themes, or other tricky adult issues. It's a hoot to watch Firth's sad stuffed-shirt trying to think up new forbidden things to say, while generally looking like a young child who realizes he's getting away with being bad. Alas, Firth's breakthrough moment includes more than one "Fuck!

Thank goodness; our country has enough moral turpitude as it is without 17-year-olds being tempted to say "Fuck" because their cinema heroes are doing it. Each adult showed increased independence each time SWAT Support was implemented across the three settings, and each displayed independent performance across follow-up periods ranging up to 33 weeks. The teaching strategy required a brief amount of time to implement and the 2 support staff consistently implemented the strategy following a brief amount of training . It is particularly noteworthy that one of the support staff had no prior relevant training or experience, yet she learned the SWAT Support procedures quickly and implemented them with high integrity. This finding suggests that behavior analysts can successfully teach a variety of individuals to implement SWAT Support, including caregivers and family members. The intervention consisted of the job coach's systematic use of brief, least-to-most prompting with contingent praise.

The three-step prompting process (Wilder, Atwell, & Wine, 2006) was referred to as SWAT Support, an acronym for "say, wait and watch, act out, and touch to guide." SWAT Support consisted of the following steps. Step 1 involved the job coach vocally instructing the worker to perform the target activity (e.g., "Mel, turn on the radio"). Step 2 involved waiting at least 3 s for the worker to initiate the task. The job coach re-initiated the guidance if the worker stopped performing the behavior or engaged in an incompatible behavior.

The Step 4 process continued until the worker completed each behavior necessary to complete the target activity. Throughout the prompting process, if a supported worker continued engaging in the behaviors necessary to complete the activity, the job coach refrained from interacting with the worker but closely monitored the worker's behavior. Once the worker completed the activity with SWAT Support, the job coach praised the worker's performance . Because Greg had a severe hearing loss, the process was altered slightly by using manual signing for Step 1 instead of a vocal instruction and signing "good" instead of delivering vocal praise. An alternative approach to community-based instruction would be for support staff to embed brief instructional trials on an impromptu basis as the activities are encountered.

Instead of the staff doing an activity for an individual, the staff would briefly instruct the individual in the skills to complete part or all of the activity. Various formats of embedded teaching have been used with children in early intervention settings and classrooms (Johnson, McDonnell, Holzwarth, & Hunter, 2004; Schepis, Reid, Ownbey, & Parsons, 2001). However, like community-based instruction in general, research on embedded teaching has focused on instructional strategies for use within routines that are known beforehand. There has been a lack of emphasis on impromptu, embedded teaching with adults with severe disabilities in community settings. The purpose of this investigation was to evaluate use of a brief, embedded teaching strategy in community settings with adults who have severe autism.

The focus was on adults with severe autism because relatively little research has been conducted with this population (Lattimore et al., 2008; McClannahan, MacDuff, & Krantz, 2002). Additionally, adults with autism are among those for whom the prevailing community-support movement is intended (Smith & Philippen, 2005). Sex nudity 5 alcohol drugs smoking 1 frightening intense scenes 1 certification. Rated r for strong erotic sexual content some graphic nudity and language. Parents should be aware that this story both the book and movie depicts a consensual sexual relationship that flirts with violence including bondage sex. In considering the results, it should be noted that independent performance was defined as completing the community activity in response to an instruction by a support staff.

Completing the activity in this manner was considered independent (i.e., in contrast to performing the activity in response to a more natural cue in the community setting) because of the situation in which the activity was relevant. The intent of SWAT Support was to be a quick, on-the-spot means of teaching an individual to perform at least part of an activity that a support staff would typically perform for the individual. As indicated previously, there are likely many situations in which activities are encountered in community settings that are not specifically anticipated and that occur infrequently.

As such, it may not be viable to target these skills with a task analysis, simulated instructional trials, etc. In these situations, an individual with severe autism would not be expected to initially perform an activity without instruction from a support staff because the individual would likely have no knowledge of what is expected. If some of the activities were encountered repeatedly over time, however, it would be more desirable for an individual to respond to a natural cue to perform an activity.

Such an outcome was observed on a number of occasions after the formal SWAT Support condition was completed. For example, Mel turned on the radio , Greg got his sketch pad , Mel pushed the grocery cart , and Mike got the cups after handing the note to the secretary without a staff instruction. Although community-based instruction has been successful in many situations, research on its application seems incomplete for thoroughly assisting people with severe disabilities in functioning more independently in the community. As just indicated, community-based instruction usually involves the identification of relevant community skills and then formally teaching those skills.

However, it is improbable that the entire universe of community-participation skills likely to be needed by people with severe disabilities can be identified prior to them accessing various community settings. Consequently, providing repeated instructional trials on skills relevant to a particular setting is difficult, as is teaching with a pre-established task analysis. Despite widespread acceptance of the community support movement (Smith & Philippen, 2005; Wolfe et al., 1996), challenges with putting this philosophy into practice have been recognized (Thompson et al., 2004). One noted concern is an apparent deemphasis on the skill-acquisition needs of people with severe disabilities .

Relatedly, concern exists that support staff may do things for people with severe disabilities rather than teach them skills necessary to participate in ongoing activities (Brown, Farrington, Knight, Ross, & Ziegler, 1999). In these situations, people with severe disabilities tend to fill passive community roles and are prohibited from learning functional skills (Sowers & Powers). "Liar Liar" (PG-13)--A very funny comedy, despite its predictable plot. Jim Carrey plays a successful attorney who neglects his 5-year-old son and can't stop inventing excuses for any mishap. The movie contains plenty of sexual innuendo, a non-graphic bedroom scene and a bathroom joke.

Austin is in bed talking with his wife about the sexual positions in the Kama Sutra they haven't attempted yet. Female droid has the barrels of two machine guns poking out of her breasts. A game of chess is sexualized as the two players touch and stroke phallic or nipple-like chess pieces. RON That was a euthanasia story, based on a real event, where a younger brother had been beseeched by the other to end it after a horrible accident. There's a courtroom scene where he's talking about how much he loves his brother and Clint was going through a difficult time during this period. It was one of the most personal moments I ever generated onscreen, because I was channeling my own sense of love and despair for what Clint was going through.

The tears and the emotions were real — they came from my own gut. CLINT I worked on "Gentle Ben," I was one of the coleads of a television series that was really popular for a short period of time. What really knocked my chin in the dirt was getting hired to work on a TV series called "The Cowboys." The job ended up just sucking. Dad and Mom warned us about this period of show business.

There was just no way to really quantify how I was going to feel about it. I think I would show this to anyone I would let watch PG-13 movies. There is some questionable content here and there, but nothing exceptionally graphic. The violence is much less of an issue for me than the sexuality, and I wouldn't mind showing the "Nagato gets impaled by spears" scene to anyone as young as about ten.

On the other hand, the severe groping/computer club issue is something that I would rather not show to someone under the range. I think I would show the series to anyone as young as twelvish, maybe eleven, but no further than that. In 1995, the British film Angels And Insects—a costume drama for adults—was initially tagged with an NC-17 for a distant, brief shot of an actor with an erection.

In 1998, Todd Solondz's indie comedy Happiness chose to forgo a rating rather than take the NC-17 it received for a scene of ejaculate splattering against a bedroom wall. The MPAA takes a lot of deserved knocks for being too restrictive, but critics might not be so vehement if they had some sense that the MPAA was consistent. Raunchy comedies nearly always gets a pass that serious dramas don't, even though comedies are more likely to appeal to the children that the MPAA is empowered to protect. The participant, Mike, attended an adult education program at a large multi-service agency that provided supports for people with disabilities from a residential facility and the local community.

Mike was 43 years old and had been diagnosed with autism and severe intellectual disabilities. He communicated using short phrases when specifically prompted. Mike usually followed simple, familiar requests from adults.

Mike was selected for the study because he had severe autism and was periodically sent by his adult education teacher to the secretarial office with a note to obtain a particular supply item . The secretary, who served as the support staff person, was 49 years of age and had 16 years experience as a secretary. She had no formal training in how to teach people with disabilities.

Similar to results of Study 1, results of Study 2 indicated SWAT Support was accompanied by increased independence of the adult with autism in performing two activities that previously were being performed for the participant by the support staff. In contrast to Study 1, the participant in the current study appeared to have the skills to complete the activities in his repertoire or readily acquired the skills following an initial vocal instruction. However, he was not given an opportunity to perform the skills during baseline because the staff person was completing the activities. For the most part, the participants in Study 1 appeared to learn to complete the activities across repeated applications of the teaching strategy. Because no formal evaluations were conducted of the participants' skills in completing the activities prior to baseline, the actual degree to which they may have had the skills in their repertoire is unknown.

Hence, whether SWAT Support involved teaching new skills versus prompting to use existing skills cannot be conclusively determined. During baseline, the support staff and participant conducted the grocery shopping activity according to their usual procedures. Every 1 or 2 weeks on average, the support staff obtained a list of items from Mel's residence that needed to be purchased, escorted Mel in a van to the grocery store, and completed the shopping. During the SWAT Support intervention, the support staff used the same prompting and praise procedures described in Study 1.

The job coach was first asked to use SWAT Support with the push cart activity and to continue all other actions as he typically performed them. Subsequently, he was asked to use SWAT Support for the place items activity. Following completion of the formal SWAT Support conditions, the support staff was asked to continue using SWAT Support during his grocery shopping trips with the participant. Follow-up observations were then conducted 5 weeks later. The experimental design was a multiple baseline across the two target shopping activities.

Observations of the two target activities were conducted as in Study 1, with recordings of the participant's completion of a target activity being scored in one of the five mutually exclusive categories. However, in contrast to Study 1 in which only one performance opportunity was observed per work day per participant, there were multiple opportunities for the target activities to be observed during each shopping trip . Interobserver agreement checks occurred on 57% of all observations, including both experimental conditions and target activities.

There was only one disagreement between observers regarding the participant's response category across all interobserver agreement checks. One activity was place item in shopping cart, defined as the participant picking up a designated food or supply item from a shelf in the grocery store and placing the item in the shopping cart. The other activity was push cart, defined as pushing the shopping cart down the aisle after all items designated by the support staff were placed in the shopping cart at a given stop along the shopping aisle. During the pre-baseline observations, the support staff consistently placed items in the shopping cart and pushed the cart while the participant stood by or followed, respectively.

During baseline observations of performance opportunities for each target activity, the job coach completed every activity for each supported worker. Once SWAT Support was initiated, each supported worker immediately performed some of the behaviors for each activity. The level of independence then increased across performance opportunities during SWAT Support for Mel for take drink and turn on radio and for Ralph for take drink, and stayed relatively stable for Greg for take drink and get sketch pad. Each worker maintained or increased to independent performance of each target activity during the follow-up observations. Observations of each target activity were conducted on a probe basis across supported workers and experimental conditions by an experimenter or research assistant.

Occurrence of each target activity was recorded within one of five mutually exclusive categories along a continuum of worker independence. The least independent (recorded as "0") was no opportunity to perform due to the activity being completed by the job coach. A recording of "2" represented more independence in terms of the worker completing the activity with partial physical guidance by the job coach, through which the coach physically guided some but not all of the behaviors to complete the activity.

A recording of "3" represented increased independence relative to the preceding categories by the worker completing the behavior following descriptive gestures by the job coach. Finally, a recording of "4" represented the most independence in terms of the worker completing the behavior in response to an instruction to complete the activity. Of course you're in love, you're just not in the mood for getting naked under the covers. Sure, people joke about making dates for sex, but "remember, when you were dating, you did plan when you were going to have sex. You got ready for a night out and thought about it beforehand." When my dad got a new car in the early noughties with the "high-tech" ability to leave voice recordings in the stereo, my dad populated it with recordings of his best Scottish accent and Fat Bastard quotes. It's hard to say if I really loved the Austin Powers movies, or if I grew to love them because someone in my family was always watching them—but now I associate the films with good memories.

Fifty shades of grey 2015 parents guide add to guide. Watching sex scenes with your parents is objectively the most awkward thing known to man so we thought it would be interesting if we got our contributors to watch the famously sex filled fifty. While we can't recommend this film for any age of child, if your children do see it, you may want to discuss some items with them, including the many slang sexual references that may not be considered appropriate in your family. Powers is a groovy sex crazed free-love guy who has been transplanted into our time. He still lives in a "pad" and maintains a lifestyle that knows nothing of moral questions or STD's. Tall buxom women that are capable of secret agent self-defense moves even while wearing tiny shorts and tops that defy gravity usually augment his surroundings.