Transnational Gangs

Research, investigate, and write about Transnational Gangs

The research will tie into the United States, and it’s role in protecting citizens from gang violence. It will focus in on the key factors that law enforcement is doing to combat the gang violence and crime that is continuing to rise.

Where did Transnational gangs originate, what does their gang structure look like, and what typical crimes are being committed by them.

Sample Solution

Transnational Gangs

Transnational gangs can be described as gangs that are located in multiple countries. They are able to move around efficiently from one place to another. They are not a normal street gang because they are much larger in size and located in more than one country and are considered to pose a significant threat for the safety of the countries they are located in. for example, MS-13 is a transnational criminal organization that started in the united states and is now active in the U.S. and many Central American countries. Most of its members are people from El Salvador, Honduras, and Guatemala. Brutal violence, robbery, drug-trafficking, extortion, and human smuggling are among the gang’s activities. The U.S. has set primary prevention programs, such as Gang Resistance Education and Training [GREAT] program, which target a wide population and attempt to teach youths the skills to resist peer pressure to join a gang. Secondary prevention programs narrow their focus by identifying and reaching out to youths at risk for joining gangs.

There was a three level prompt system with a stimulus fading strategy where the teacher presented the word card(s) between the child and the item, after the child made an initiation (McGee et al., 1986). Generalization probes occurred throughout the baseline and after every fifth session, along with changes in the types of stimuli (McGee et al., 1986). For example, changes in the font style and font size were made on the card (McGee et al., 1986). The results exhibited that incidental teaching yields generalization to functional reading and comprehension skills; therefore, indicating that incidental teaching is a valid procedure to use for other skills other than vocal communication (McGee et al., 1986). McGee et al. (1983) discussed that incidental teaching is a procedure that can teach language skills and other adaptive skills concurrently. These skills could include meal preparation, leisure activities, or self-care skills (McGee et al., 1983).

Incidental teaching is a very popular procedure among communication and has been proven very effective. It expands on the child initiation, so it is a good method for the child to understand the context of the word and/or phrase. However, not all children with autism make initiations that show clearly what they prefer or want, so it is difficult to use incidental teaching. Therefore, McGee et al. (1983) developed a modified incidental teaching procedure that is based on the principles of the standard incidental procedure, but it is aimed to increase the receptive language skills of autistic children who have severe language delays. The children who have severe language delays do not initiate interaction by language or gestures (McGee et al., 1983).

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