ESE 691 ACADEMIC COACH / UOPHELP

1. 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. 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 ESE 691 Week 4 Assignment Functional Behavior Assessment ESE 691 Week 4 DQ 1 The Medication Debate

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

4. 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. Bosco’s Class. As you’ve 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

5. 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. You’ve noticed that they fight with each other often as well aswithotherchildrenwhenyougototheplayground. Theotherday,theyoungestgrabbedaballfromanother child. When you gave the ball back to its rightful owner, your friend’s child had a full-out, feet-stomping, and screaming temper tantrum and could not be consoled or redirected for 10 minutes.

6. 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.

7. 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.

8. 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 won’t listen, or when a particular student has recurring behavior problems. Prudenceisaseventhgradestudentinthegeneraleducationclassatherlocalmiddleschool. 

9. 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).”

10. 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).

11. 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

12. 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 school’s code of conduct and consistent negative reinforcement for code violations. Individually based behavior plans are dependent on the student’s 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.

13. 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. 

14. 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.

15. 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 Center’s “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 child’s learned behavior, and why? The target behavior . What is the behavior you are looking to modify, and why? The differentiated response

16. ESE 691ACADEMIC COACH