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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. 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
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ESE 691 Week 1 Assignment Ms. Jungs Class  
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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ESE 691 Week 1 DQ 1 Case Study- Ms. Bosco's
Class  
Then, review the case study of Ms. Boscos class,
Level A- Case 1 in Norms Expectations. How
might you increase Rons understanding and
commitment to the established classroom norms and
procedures, beginning with the morning routine?
Think about the three behavior theories you
learned this week. Which theory might best fit
this situation for behavior modification? Why?
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ESE 691 Week 2 DQ 1 A Temper Tantrum  
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 as with other children when
you got the playground. The other day, the
youngest grab be dab all 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 tantrum and
could not be consoled or redirected for 10
minutes.
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ESE 691 Week 2 Preventing School Violence    
Identify the cultures that populate your district
and the behaviors that may be unique to
school-age students in those demographic
populations. Explain why this type of program is
important for todays school environment. Be sure
to include whether you are focusing on high
school or middle school students.
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ESE 691 Week 3 Assignment Single-Subject
Design  
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  
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.
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ESE 691 Week 4 Assignment Functional Behavior
Assessment  
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 691 Week 4 DQ 1 The Medication Debate  
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 691 Week 5 DQ 1 Differential
Reinforcement  
Every time I turn my back, Michael is either
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. When he behaves like that, it causes the
entire class to be off task. I just dont know
what to do.
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ESE 691 Week 5 DQ 2 Positive Behavior
Intervention and Support (PBIS)  
What would you choose as the one target behavior
that needs to be modified? Which differentiated
response would you choose to use to modify the
behavior and why? How will you teach this new
skill? What will you use as a reward? What will
you use as a negative reinforcer? What are two
short-term goals (1 month each) you can use to
achieve your long term goal?
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ESE 691 Week 5 School-Wide Positive Behavioral
Intervention and Supports (SWPBIS)  
. Any teacher can hand out a ticket. Tickets can
only be given out during certain times of the day
. Students name must immediately be written on
the ticket Rewards. Who will be in charge of
administering the rewards? What kinds of rewards
will you offer the students, and how often will
they be administered?
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ESE 691 Week 6 DQ 1 Parent Partnerships  
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, bothering students on the way to
his desk, and submitting incomplete work.
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ESE 691 Week 6 Final Paper  
. 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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The Best way to predict the Future is to create
it.....To Best way....
www.snaptutorial.com