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• ASHFORD ESE 691 Entire Course

• ASHFORD ESE 691 Week 1 Assignment Ms. Jungs
  Class

• 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

• 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.

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• ASHFORD ESE 691 Week 1 DQ 1 Case Study-
  Ms.Bosco's Class

• ASHFORD ESE 691 Week 2 DQ 1 A Temper Tantrum

• 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

• 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.

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• ASHFORD ESE 691 Week 2 Preventing School Violence

• ASHFORD ESE 691 Week 3 Assignment Single-Subject
  Design

• 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.

• 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.

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• ASHFORD ESE 691 Week 3 DQ 1 Data Collection

• ASHFORD ESE 691 Week 4 Assignment Functional
  Behavior Assessment

• 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. Sheisveryfriendly
  and loves to help the teacher in any way she can
  including running errands

• Functional 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.

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• ASHFORD ESE 691 Week 4 DQ 1 The Medication Debate

• ASHFORD ESE 691 Week 5 DQ 1 Differential
  Reinforcement

• 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

• Differential Reinforcement. Review the various
  types of differential reinforcement explained in
  Behavior Advisor and how to set up a token
  economy system
• 1. DRL Differential Reinforcement of Lower Rates
  of Behavior
• 2. Differential Reinforcement of Other Behaviors

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

• ASHFORD ESE 691 Week 5 School-Wide Positive
  Behavioral Intervention and Supports (SWPBIS)

• Positive 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.

• 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.

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• ASHFORD ESE 691 Week 6 DQ 1 Parent Partnerships

• ASHFORD ESE 691 Week 6 Final Paper

• 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
• 1. The theoretical underpinnings of your plan
• . Which behavior theory fits the childs learned
  behavior, and why?

• 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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