ASH ESE 691 ENTIRE COURSE Flashcards
ESE 691 Complete Class
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ESE 691 Complete Class
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ESE 691 Week 1 Assignment Ms. Jung’s Class
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Ms. Jung’s Class. Read the case study of Ms. Jung’s class, Level C, Case 1 in “Norms and Expectations.” Then, in a four- to five-page paper, complete the assignment found on page 11, at the bottom of Level C,
Case 1. To complete this assignment, you will need to review the Case Study Set Introduction on page 2 and the STAR sheets on the four strategies on pages 12 through 14. Within your paper, you will need to:
Include a statement describing how each of the four strategies will be implemented as Ms. Jung works with her newly structured class.. Stating expectations clearly. Implementing classroom rules and procedures . Supporting expectations consistently. Reevaluating established norms
Select a classroom norm that would allow successful student movement to outside instruction as needed and maximize time for learning.
. This norm may be stated as a rule.
. Explain why you believe the norm will be effective.
Write two expectations Ms. Jung should state clearly to the entire class to help establish this norm.
State a specific procedure concerning movement she must teach Lew (refer back to the classroom schedule).
State a specific procedure concerning movement she must teach Myra (refer back to the classroom schedule).
You must support your thoughts with evidence from the IRIS model and at least one scholarly resource in addition to the text.
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ESE 691 Week 1 Assignment Ms. Jung’s Class
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ESE 691 Week 1 DQ 1 Case Study - Ms. Bosco’s Class
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Case Study: Ms. Bosco’s Class. As you’ve read in your text, theories about behavior modification include social learning theory, classical conditioning, and operant conditioning. First, read the articles and watch the videos below on each of these theories:
Bandura – Social Learning Theory
Bobo Doll Experiment (Bandura) [Video file]
Classical Conditioning
Classical Conditioning [Video file]
Skinner – Operant Conditioning
Overview of Operant Conditioning [Video file]
Then, review the case study of Ms. Bosco’s class, Level A- Case 1 in “Norms & Expectations.” How might you increase Ron’s understanding and commitment to the established classroom norms and procedures, beginning with the morning routine? Think about the three behavior theories you learned this week. Which theory might best fit this situation for behavior modification? Why?
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ESE 691 Week 1 DQ 1 Case Study - Ms. Bosco’s Class
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ESE 691 Week 2 DQ 1 A Temper Tantrum
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A Temper Tantrum. Imagine that one of your closest friends has two children; one child is 5 1⁄2 years old, and the other is almost 7 years old.
You’ve noticed that they fight with each other often as well as with other children when you go to the playground. The other day,the youngest grabbed a ball from another child. When you gave the ball back to its rightful owner, your friend’s child had a full-out, feet-stomping, and screaming temper tantrum and could not be consoled or redirected for 10 minutes. What early intervention strategies could have been used to avoid this situation from happening in the first place? Using the information you’ve read this week, do you talk to your friend? Why or why not? Use at least one additional source to support your decision.
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ESE 691 Week 2 DQ 1 A Temper Tantrum
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ESE 691 Week 2 Journal Cultural Awareness
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ESE 691 Week 2 Journal Cultural Awareness
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ESE 691 Week 2 Journal Cultural Awareness
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ESE 691 Week 2 Journal Cultural Awareness
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ESE 691 Week 2 Preventing School Violence
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Due to a growing number of social problems and an increase in the at-risk population over the past two years, as displayed on the “Time Line of Worldwide School and Mass Shootings,” acts of violence in schools have increased significantly with physical violence, cyber-bullying, and destruction to property. Many principals have now initiated Preventing School Violence programs at their schools.
For this assignment, imagine that you have been given the task of constructing an intervention/prevention
program aimed at either the high school or middle school level to reduce acts of violence. Writeafour-tofive- page paper, or create a 15- to 20-slide PowerPoint or Prezi presentation in which you:
Identify the cultures that populate your district and the behaviors that may be unique to school-age students in those demographic populations.
Explain why this type of program is important for today’s school environment. Be sure to include whether you are focusing on high school or middle school students.
c. Describe features you would most want the program to have, citing at least four specific examples of programs or intervention strategies that apply to the age group you’ve chosen and could be offered or tried. Be sure to include what aspects you would be careful to avoid in designing your program.
Outline at least five warning signs that a student might display prior to committing an act of violence.
Specify strategies to prevent school bullying.
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ESE 691 Week 2 Preventing School Violence
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ESE 691 Week 3 Assignment Single Subject Design
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The purpose of single-subject designs is to allow teachers to demonstrate experimental control and intervention effects with a single child or a small group of children. Thus, these designs are ideal for classroom teachers, parents, and other teachers who want to demonstrate the effectiveness of their behavior reduction strategies.
Review the article “Single-Subject Design” and the PowerPoint presentation “Single-Subject Designs.” Also view the video, ABAB Withdrawal Designs, on how to read the collected data. Then, read Case Study Level C, Case 2 from Measuring Behavior.
In a two- to three-page paper, address the following:
Identify the independent variable (IV) and dependent variable (DV) from Case Study Level C, Case 2.
Identify the behavior that needs to be changed or treated. The behavior must be specified as clearly as possible in order for it to be reliably measured.
Explain how you can create a single-subject design for this student. Use key vocabulary words as part of your description.
Include how to read data collection charts to determine if your design is effectively managing the targeted behavior.
Use the data collected in the study to design an ABA change format for Rachel. Include at least three short-term, measurable goals, and one long-term measurable goal.
Use at least one scholarly source in addition to the textbook and the sources already provided.
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ESE 691 Week 3 Assignment Single Subject Design
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ESE 691 Week 3 DQ 1 Data Collection
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Most new educators are nervous about the classroom management aspect of teaching. They are nervous thatwhen students won’t listen, or when a particular student has recurring behavior problems. Prudenceisa seventh grade student in the general education class at her local middle school. Sheisveryfriendly and loves to help the teacher in any way she can including running errands, cleaning the boards, and tutoring other students. She is currently functioning at a second grade level in reading comprehension; therefore, her IEP team recommends one hour each week of pull-out resource reading assistance. You notice that Prudence never finishes her class work because she always has “something” to do, such as sharpening her pencil, getting a drink of water, or throwing something away; when she leaves her seat she “accidently” bumps into other students’ chairs, angering them. When they turn around to say something to her, she gets very defensive and shouts, “I didn’t do anything! Why are you always blaming me?!” Which behavior should be the target to change, and why? What is the best means for collecting data on this behavior? Which method would not be effective, and why? How can you use an ABC chart for this student? You must cite at least one additional scholarly source in your post.
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ESE 691 Week 3 DQ 1 Data Collection
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ESE 691 Week 4 Assignment Functional Behavior Assessment
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Every behavior is exhibited either to gain or avoid something. When learning to modify a target behavior, the first step is to find out what is the function of the behavior (gaining or avoiding), and then identify its purpose.
Read Chapter 8, Formal Behavior Assessment, and Chapter 9, Functional Behavior Assessment, in your textbook. Then, read the articles, “Functional Behavior Assessment (FBA),” and “Functional Behavioral Assessment: Conducting a Functional Behavioral Assessment (FBA).”
Complete the STAR legacy module, Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan, beginning with the “Challenge” section and following the self-guided tutorial. Complete the seven “Assessment” questions at the conclusion of the module. Each of your answers should be at least half a page in length, double spaced. Include additional outside sources and personal experiences to support your answer (with the exception of questions 3 and 6). Your paper should be four to six pages in length, excluding the title page and reference page, and written in APA format, as outlined in the Ashford Writing Center. The assessment questions can also be found below:
Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.
Discuss at least two benefits of conducting an FBA to address problem behaviors.
Watch the video (located in the assessment section of the module), and fill out the A-B-C analysis form on Kira, the girl in the white shirt. What do you think is the function of Kira’s behavior?
Nigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. What type of a easurement system would you use to collect data on Nigel’s problem behaviors? Explain your answer.
Look at the matrix for Nigel (located in the assessment section of the module). Use this information to determine a possible function of the behavior and to develop a hypothesis statement. Look at the graph (located in the assessment section of the module).
The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.
How would you go about evaluating an unsuccessful intervention? Include two specific factors that you would examine and explain why they are important.
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ESE 691 Week 4 Assignment Functional Behavior Assessment
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ESE 691 Week 4 DQ 1 The Medication Debate
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Over the past 10 years, children being diagnosed with behavioral problems relating to disabilities such as ADHD and bipolar disorder have risen exponentially. Furthermore, the Center for Disease Control (CDC) states that in 2007, 5.4 million children, ages 4 to 17, have been diagnosed with ADHD, and 2.7 million are taking some type of prescribed medication (Centers for Disease Control and Prevention, 2013).
After watching the video, The Medicated Child, Chapter 1: What is Going On?, and visiting the webpage, Drug Treatment of ADHD,state your opinion in regard to using medication to modify children’s behavior.
Do you believe that parents should be required to inform teachers if their child is taking a behavior modifying drug?
What medication do you feel should have mandatory disclosure, which should be optional, and why? Finally, should behavior therapy be mandatory for any child taking a prescribed behavior modification drug? Include at least one additional source to help support your argument.
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ESE 691 Week 4 DQ 1 The Medication Debate
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ESE 691 Week 4 Journal Where to Educate
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ESE 691 Week 4 Journal Where to Educate
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ESE 691 Week 4 Journal Where to Educate
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ESE 691 Week 4 Journal Where to Educate
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ESE 691 Week 5 DQ 1 Differential Reinforcement
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Review the various types of differential reinforcement explained in Behavior Advisor and how to set up a token economy system:
DRL: Differential Reinforcement of Lower Rates of Behavior Differential Reinforcement of Other Behaviors
DRI: Differentiated Reinforcement of Incompatible Behaviors
Classoom Token Economy (Antecedent Interventions): Classroom Interventions for Children with Attention Deficit Disorder
A fellow teacher and friend calls you pleading for help with his fifth grade class. When you ask what is going on he tells you:
Every time I turn my back, Michael is either throwing something, hitting someone playfully, or making fun of me. When I ask him to please stop, he gets defensive and says, “It wasn’t me!” but I know it was. The principal and the parents just scold him and he is just as disruptive the next day. When he behaves like that, it causes the entire class to be off task. I just don’t know what to do.
Because you have been taking this course, you feel equipped to help your friend by suggesting he try using differentiated reinforcement with a token economy system. Design a plan using one of the differentiated reinforcement techniques and the token economy system.
Support your reasoning for choosing a specific technique with one additional resource.
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ESE 691 Week 5 DQ 1 Differential Reinforcement
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ESE 691 Week 5 DQ 2 Positive Behavior Intervention and Support (PBIS)
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Review Positive Behavioral Interventions & Supports and Positive Behavior Support Plan (Essential Elements). Positive behavioral intervention and support (PBIS) can either be individually based or school wide (SWPBIS), and in many cases both. The whole school can have a behavior intervention plan that involves system-wide positive rewards for following the school’s code of conduct and consistent negative reinforcement for code violations. Individually based behavior plans are dependent on the student’s unique target behavior and what the student finds as a motivator. The main goal of either a school-wide or individual-based PBIS is to teach students to generalize positive behaviors in the “real world” without adult support or external rewards. Thomas was a fourth grader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as defined on his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of his instruction in separate special education class that was located within the general population. Thomas’ teachers described his problem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touching peers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problems arise. Thomas really likes getting the teacher’s attention, high-fives, and getting calls home to say he is doing a great job. What would you choose as the one target behavior that needs to be modified? Which differentiated response would you choose to use to modify the behavior and why? How will you teach this new skill? What will you use as a reward? What will you use as a negative reinforcer? What are two short-term goals (1 month each) you can use to achieve your long term goal? What is your long-term goal (at the conclusion of 6 months)? How will you teach him to generalize this goal?
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ESE 691 Week 5 DQ 2 Positive Behavior Intervention and Support (PBIS)
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ESE 691 Week 5 School Wide Positive Behavioral Intervention and Supports (SWPBIS)
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ESE 691 Week 5 School Wide Positive Behavioral Intervention and Supports (SWPBIS)
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ESE 691 Week 5 School Wide Positive Behavioral Intervention and Supports (SWPBIS)
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ESE 691 Week 6 DQ 1 Parent Partnerships
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As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below.
FrankSmith,a student in your seventh grade English class,has been creating quite astir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?
Use the following resources to help you decide the next step in reaching out to Frank’s mother. School, Family & Community Partnerships
Family Involvement and PBIS “Creating Home-School Partnerships by Engaging Families in Schoolwide Positive Behavior Supports”
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ESE 691 Week 6 DQ 1 Parent Partnerships
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