ESE 691 ACADEMIC COACH / UOPHELP

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ESE 691ACADEMIC COACH

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ESE 691ACADEMIC COACH

• ESE 691 Entire Course (Ash)
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• 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)
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• 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)
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• 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)
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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. 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)
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• 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)
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• 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)
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• 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)
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• 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)
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• 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)
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• 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)
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• 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)
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• 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)
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• 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)
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• 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