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ESE 691 ACADEMIC COACH / UOPHELP

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For more course tutorials visit www.uophelp.com 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 ESE 691 Week 3 Assignment Single-Subject Design ESE 691 Week 3 DQ 1 Data Collection – PowerPoint PPT presentation

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Title: ESE 691 ACADEMIC COACH / UOPHELP


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ESE 691ACADEMIC COACH
  • For more course tutorials visit
  • www.uophelp.com

2
ESE 691ACADEMIC COACH
  • ESE 691 Entire Course (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • ESE 691 Week 1 Assignment Ms. Jungs 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
  • ESE 691 Week 3 Assignment Single-Subject Design
  • ESE 691 Week 3 DQ 1 Data Collection
  • ESE 691 Week 4 Assignment Functional Behavior
    Assessment
  • ESE 691 Week 4 DQ 1 The Medication Debate

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ESE 691ACADEMIC COACH
  • ESE 691 Week 1 Assignment Ms. Jungs Class (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • Ms. Jungs Class. Read the case study of Ms.
    Jungs 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

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ESE 691ACADEMIC COACH
  • ESE 691 Week 1 DQ 1 Case Study- Ms. Bosco's Class
    (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • Case Study Ms. Boscos Class. As youve 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 691ACADEMIC COACH
  • ESE 691 Week 2 DQ 1 A Temper Tantrum (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • 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. Youve noticed that they fight with each
    other often as well aswithotherchildrenwhenyougoto
    theplayground. Theotherday,theyoungestgrabbedaball
    fromanother child. When you gave the ball back to
    its rightful owner, your friends child had a
    full-out, feet-stomping, and screaming temper
    tantrum and could not be consoled or redirected
    for 10 minutes.

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ESE 691ACADEMIC COACH
  • ESE 691 Week 2 Preventing School Violence (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • Preventing School Violence. 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.
  •  

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ESE 691ACADEMIC COACH
  • ESE 691 Week 3 Assignment Single-Subject Design
    (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • Single-Subject Design. 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 691ACADEMIC COACH
  • ESE 691 Week 3 DQ 1 Data Collection (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • Data Collection. Most new educators are nervous
    about the classroom management aspect of
    teaching. They are nervous thatwhen students
    wont listen, or when a particular student has
    recurring behavior problems.
  • Prudenceisaseventhgradestudentinthegeneraleducatio
    nclassatherlocalmiddleschool. 
  •  

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ESE 691ACADEMIC COACH
  • ESE 691 Week 4 Assignment Functional Behavior
    Assessment (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • unctional Behavior Assessment. 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 691ACADEMIC COACH
  • ESE 691 Week 4 DQ 1 The Medication Debate (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • The Medication Debate. 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).

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ESE 691ACADEMIC COACH
  • ESE 691 Week 5 DQ 1 Differential Reinforcement
    (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • Differential Reinforcement. 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
  •  

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ESE 691ACADEMIC COACH
  • ESE 691 Week 5 DQ 2 Positive Behavior
    Intervention and Support (PBIS) (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • ositive Behavior Intervention and Support (PBIS).
    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 schools code of conduct and
    consistent negative reinforcement for code
    violations. Individually based behavior plans are
    dependent on the students 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 691ACADEMIC COACH
  • ESE 691 Week 5 School-Wide Positive Behavioral
    Intervention and Supports (SWPBIS) (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • School-Wide Positive Behavioral Intervention and
    Supports (SWPBIS). View the presentation,
    School-Wide Positive Behavior Support Getting
    Started.
  • For this assignment, your school principal has
    asked for your assistance in creating a
    school-wide positive behavioral intervention and
    supports (SWPBIS) system. Choose a school level
    (elementary, middle, or high school) to create a
    school-wide positive behavioral intervention and
    supports plan. 
  •  

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ESE 691ACADEMIC COACH
  • ESE 691 Week 6 DQ 1 Parent Partnerships (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • Parent Partnerships. 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,astudentinyourseventhgradeEnglishclass,
    hasbeencreatingquiteastirinyourclasslately. This
    is not his typical behavior.
  •  

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ESE 691ACADEMIC COACH
  • ESE 691 Week 6 Final Paper (Ash)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • Read the case study of Mark, located in Level A,
    Case 1 of The Iris Centers Measuring Behavior.
  • Using this case study, create a six- to nine-page
    positive behavior support plan. Your plan should
    include the following
  • The theoretical underpinnings of your plan
  • . Which behavior theory fits the childs learned
    behavior, and why?
  • The target behavior
  • . What is the behavior you are looking to modify,
    and why?
  • The differentiated response

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ESE 691ACADEMIC COACH
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