ESE 691 Complete Class Flashcards
ESE 691 Complete Class
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ESE 691 Week 1 Assignment Ms. Jung’s Class
ESE 691 Week 1 DQ 1 Case Study- Ms. Bosco’s Class
ESE 691 Week 1 Journal Putting It All Together A Case Study
ESE 691 Week 2 DQ 1 A Temper Tantrum
ESE 691 Week 2 Journal Cultural Awareness
ESE 691 Week 2 Preventing School Violence
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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:
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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
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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 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
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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.
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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.
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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).”
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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.
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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
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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.
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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?
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