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. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?

Use the following resources to help you decide the next step in reaching out to Frank’s mother.

1.   School, Family & Community Partnerships

2.   Family Involvement and PBIS

3.   “Creating Home-School Partnerships by Engaging Families in Schoolwide Positive Behavior Supports” 

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 Center’s “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 child’s learned behavior, and why?

2.   The target behavior

. What is the behavior you are looking to modify, and why?

3.   The differentiated response

. Which differentiated response are you going to use, and why?

4.   A plan for collecting data

. How do you plan on collecting data, and why have you chosen this plan?

5.   Two methods for increasing positive behaviors

. Use at least one scholarly resource in addition to your text for support.

6.   Two methods for decreasing negative behaviors

. Use at least one scholarly resource in addition to your text for support.

7.   A long-term annual measurable objective to achieve this behavior over the school year

8.   Three short-term, measurable goals to achieve this new behavior

9.   A strategy for how you will fade this plan

. How will you slowly remove the reinforcement plan?

10.                     The technique you will use if the student begins to regress

11.                     How you plan to teach the student to generalize the new behavior

12.                     A total of at least four scholarly resources, in addition to the course text      

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

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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. 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.

Thomas was a fourth grader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as defined on his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of his instruction in separate special education class that was located within the general population. Thomas’ teachers described his problem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touching peers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problems arise. Thomas really likes getting the teacher’s attention, high-fives, and getting calls home to say he is doing a great job.

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? What is your long-term goal (at the conclusion of 6 months)? How will you teach him to generalize this goal? 

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

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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. 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.

Thomas was a fourth grader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as defined on his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of his instruction in separate special education class that was located within the general population. Thomas’ teachers described his problem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touching peers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problems arise. Thomas really likes getting the teacher’s attention, high-fives, and getting calls home to say he is doing a great job.

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? What is your long-term goal (at the conclusion of 6 months)? How will you teach him to generalize this goal?