ESE 691 Week 5 DQ 2 Positive Behavior Intervention and Support (PBIS)

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  • ESE 691 Entire Course ESE 691 Week 1 Assignment Ms. Jungs Class ESE 691 Week 1 DQ 1 Case Study- Ms. BoscosClass ESE 691 Week 1 Journal Putting It All Together A Case Study ESE 691 Week 2 DQ 1 A Temper Tantrum ESE 691 Week 2Journal Cultural Awareness ESE 691 Week 2 Preventing School Violence ESE 691 Week 3 Assignment Single-Subject Design ESE691 Week 3 DQ 1 Data Collection ESE 691 Week 4 Assignment Functional Behavior Assessment ESE 691 Week 4 DQ 1 TheMedication Debate ESE 691 Week 4 Journal Where to Educate ESE 691 Week 5 DQ 1 Differential Reinforcement ESE 691 Week5 DQ 2 Positive Behavior Intervention and Support (PBIS) ESE 691 Week 5 School-Wide Positive Behavioral Intervention andSupports (SWPBIS) ESE 691 Week 6 DQ 1 Parent Partnerships ESE 691 Week 6 Journal Generalizing ESE 691 Week 6 FinalPaper ESE 691 Week 1 DQ 1 Case Study- Ms. Boscos Class As youve read in your text, theories about behaviormodification include social learning theory, classical conditioning, and operant conditioning. First, read the articles and watch thevideos below on each of these theories: a. Bandura Social Learning Theory b. Bobo Doll Experiment (Bandura) [Video file] c.Classical Conditioning d. Classical Conditioning [Video file] e. Skinner Operant Conditioning f. Overview of Operant Conditioning[Video file] Then, review the case study of Ms. Boscos class, Level A- Case 1 in Norms & Expectations. How might youincrease Rons understanding and commitment to the established classroom norms and procedures, beginning with the morningroutine? Think about the three behavior theories you learned this week. Which theory might best fit this situation for behaviormodification? Why? Guided Response: Review and respond to at least two of your classmates posts. Suggest ways to createschool to home consistency of routines and procedures ESE 691 Week 2 DQ 1 A Temper Tantrum Imagine that one of your closestfriends has two children; one child is 5 years old, and the other is almost 7 years old. Youve noticed that they fight with eachother 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 friends child had a full-out, feet-stomping, and screaming temper tantrumand could not be consoled or redirected for 10 minutes. What early intervention strategies could have been used to avoid this situationfrom happening in the first place? Using the information youve read this week, do you talk to your friend? Why or why not? Use atleast one additional source to support your decision. Guided Response: Review and respond to at least two of your classmatesposts. Build on what your classmates suggested and provide additional recommendations. Explain why you agree or disagree withtheir decisions based on your additional research ESE 691 Week 2 Preventing School Violence Due to a growing number of socialproblems and an increase in the at-risk population over the past two years, as displayed on the Time Line of Worldwide Schooland Mass Shootings, acts of violence in schools have increased significantly with physical violence, cyber-bullying, and destructionto property. Many principals have now initiated Preventing School Violence programs at their schools. For this assignment, imaginethat you have been given the task of constructing an intervention/prevention program aimed at either the high school or middle schoollevel to reduce acts of violence. Write a four- to five-page paper, or create a 15- to 20-slide PowerPoint or Prezi presentation in whichyou: a. Identify the cultures that populate your district and the behaviors that may be unique to school-age students in thosedemographic populations. b. Explain why this type of program is important for todays school environment. Be sure to includewhether 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 youve chosen and couldbe offered or tried. Be sure to include what aspects you would be careful to avoid in designing your program. d. Outline at least fivewarning signs that a student might display prior to committing an act of violence. e. Specify strategies to prevent school bullying. Inaddition to the course text, use at least two reliable web pages or journal articles to support your points. ESE 691 Week 3 AssignmentSingle-Subject Design The purpose of single-subject designs is to allow teachers to demonstrate experimental control andintervention effects with a single child or a small group of children. Thus, these designs are ideal for classroom teachers, parents, andother 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: a. Identify the independent variable (IV) and dependent variable (DV) from Case Study Level C, Case 2. b.Identify the behavior that needs to be changed or treated. The behavior must be specified as clearly as possible in order for it to bereliably measured. c. Explain how you can create a single-subject design for this student. Use key vocabulary words as part of yourdescription. d. Include how to read data collection charts to determine if your design is effectively managing the targeted behavior. e.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. f. Use at least one scholarly source in addition to the textbook and the sources already providedESE 691 Week 3 DQ 1 Data Collection Most new educators are nervous about the classroom management aspect of teaching. Theyare nervous thatwhen students wont listen, or when a particular student has recurring behavior problems. Prudence is a seventhgrade student in the general education class at her local middle school. She is very friendly and loves to help the teacher in any wayshe can including running errands, cleaning the boards, and tutoring other students. She is currently functioning at a second gradelevel 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 herpencil, getting a drink of water, or throwing something away; when she leaves her seat she accidently bumps into otherstudents chairs, angering them. When they turn around to say something to her, she gets very defensive and shouts, Ididnt do anything! Why are you always blaming me?! Which behavior should be the target to change, and why? What is thebest means for collecting data on this behavior? Which method would not be effective, and why? How can you use an ABC chart forthis student? You must cite at least one additional scholarly source in your post. ESE 691 Week 4 Assignment Functional BehaviorAssessment Every behavior is exhibited either to gain or avoid something. When learning to modify a target behavior, the first step isto find out what is the function of the behavior (gaining or avoiding), and then identify its purpose. Read Chapter 8, Formal BehaviorAssessment, and Chapter 9, Functional Behavior Assessment, in your textbook. Then, read the articles, Functional BehaviorAssessment (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 andDeveloping a Behavior Plan, beginning with the Challenge section and following the self-guided tutorial. Complete the sevenAssessment questions at the conclusion of the module. Each of your answers should be at least half a page in length, doublespaced. Include additional outside sources and personal experiences to support your answer (with the exception of questions 3 and6). Your paper should be four to six pages in length, excluding the title page and reference page, and written in APA format, asoutlined in the Ashford Writing Center. The assessment questions can also be found below: a. Give a school-based example of two ofthe following: positive reinforcement, negative reinforcement, punishment, or extinction. b. Discuss at least two benefits of conductingan FBA to address problem behaviors. c. 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 Kiras behavior? d. Nigels problembehavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. What type of ameasurement system would you use to collect data on Nigels problem behaviors? Explain your answer. e. Look at the matrix forNigel (located in the assessment section of the module). Use this information to determine a possible function of the behavior and todevelop a hypothesis statement. f. 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 Nigels problem behaviors (i.e. cursing, making derogatory comments towardother students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you werethe teacher, would you keep, modify, or discontinue the intervention? Explain your answers. g. How would you go about evaluating anunsuccessful intervention? Include two specific factors that you would examine and explain why they are important ESE 691 Week 4DQ 1 The Medication Debate Over the past 10 years, children being diagnosed with behavioral problems relating to disabilities suchas ADHD and bipolar disorder have risen exponentially. Furthermore, the Center for Disease Control (CDC) states that in 2007, 5.4million 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 childrensbehavior. Do you believe that parents should be required to inform teachers if their child is taking a behavior modifying drug? Whatmedication do you feel should have mandatory disclosure, which should be optional, and why? Finally, should behavior therapy bemandatory for any child taking a prescribed behavior modification drug? Include at least one additional source to help support yourargument. ESE 691 Week 5 DQ 1 Differential Reinforcement Review the various types of differential reinforcement explained inBehavior Advisor and how to set up a token economy system: a. DRL: Differential Reinforcement of Lower Rates of Behavior b.Differential Reinforcement of Other Behaviors c. DRI: Differentiated Reinforcement of Incompatible Behaviors d. Classoom TokenEconomy (Antecedent Interventions): Classroom Interventions for Children with Attention Deficit Disorder A fellow teacher and friendcalls 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 iseither throwing something, hitting someone playfully, or making fun of me. When I ask him to please stop, he gets defensive and says,It wasnt me! but I know it was. The principal and the parents just scold him and he is just as disruptive the next day. Whenhe behaves like that, it causes the entire class to be off task. I just dont know what to do. Because you have been taking thiscourse, 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 forchoosing a specific technique with one additional resource ESE 691 Week 5 DQ 2 Positive Behavior Intervention and Support (PBIS)Review Positive Behavioral Interventions & Supports and Positive Behavior Support Plan (Essential Elements). Positive behavioralintervention and support (PBIS) can either be individually based or school wide (SWPBIS), and in many cases both. The whole schoolcan have a behavior intervention plan that involves system-wide positive rewards for following the schools code of conduct andconsistent negative reinforcement for code violations. Individually based behavior plans are dependent on the students uniquetarget behavior and what the student finds as a motivator. The main goal of either a school-wide or individual-based PBIS is to teachstudents to generalize positive behaviors in the real world without adult support or external rewards. Thomas was a fourthgrader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as definedon his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of hisinstruction in separate special education class that was located within the general population. Thomas teachers described hisproblem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving andpointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touchingpeers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problemsarise. Thomas really likes getting the teachers attention, high-fives, and getting calls home to say he is doing a great job. Whatwould you choose as the one target behavior that needs to be modified? Which differentiated response would you choose to use tomodify the behavior and why? How will you teach this new skill? What will you use as a reward? What will you use as a negativereinforcer? What are two short-term goals (1 month each) you can use to achieve your long term goal? What is your long-term goal (atthe conclusion of 6 months)? How will you teach him to generalize this goal? ESE 691 Week 5 School-Wide Positive BehavioralIntervention and Supports (SWPBIS) View the presentation, School-Wide Positive Behavior Support: Getting Started. For thisassignment, your school principal has asked for your assistance in c...


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