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• ESE 691 Entire Course

• 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.

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

• 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 Bandura
  Social Learning Theory
• Bobo Doll Experiment

• 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.

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• ESE 691 Week 2 Preventing School Violence

• 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.

• 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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• ESE 691 Week 3 DQ 1 Data Collection

• ESE 691 Week 4 Assignment Functional Behavior
  Assessment

• Prudenceisaseventhgradestudentinthegeneraleducatio
  nclassatherlocalmiddleschool. 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

• 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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• ESE 691 Week 4 DQ 1 The Medication Debate

• 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

• 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

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

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

• 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.

• Positive behavioral intervention and support
  (PBIS) can either be individually based or school
  wide (SWPBIS), and in many cases both. 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 6 DQ 1 Parent Partnerships

• ESE 691 Week 6 Final Paper

• FrankSmith,astudentinyourseventhgradeEnglishclass
  ,hasbeencreatingquiteastirinyourclasslately. This
  is not his typical behavior. Usually he come into
  class, sits down, and starts his warm-up, but
  recently hes been walking in five minutes late
  without a pass.

• 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

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