Homework answers / question archive / Part 1 Intro to Study of Excep Childr For this discussion, you are tasked with sharing your reaction to the "Just Like You" video about Down Syndrome

Part 1 Intro to Study of Excep Childr For this discussion, you are tasked with sharing your reaction to the "Just Like You" video about Down Syndrome

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Part 1 Intro to Study of Excep Childr

For this discussion, you are tasked with sharing your reaction to the "Just Like You" video about Down Syndrome.  Share your overall reaction and at least 2 things that really made an impact on you.  These could be things you didn't know or that just make you stop and think - or something that you learned that you could apply in your classroom or the educational environment that you work in.

1. https://www.youtube.com/watch?v=5M--xOyGUX4

 

Part 2

1. Create a list of characteristics that come to mind when you think of someone with TBI.

2. Using reliable sources, research traumatic brain injury and create a table that includes causes, characteristics, and facts about TBI in school-age children.

3. Compare the characteristics in your chart with the list you made before you started the Internet search. Briefly describe any misperceptions you might have had.

4. Briefly discuss how TBI can affect a student’s school performance.

5. Describe one to two accommodations that teachers can provide to a student with a TBI to support his educational progress.

 

Part 3 management classroom behavior

Discussion

1. Describe one antecedent management strategy that you would consider using within your classroom to address a specific challenging behavior, and give a rationale behind your selection. Prevention Through Effective Instruction

2. Reflect on your experience in educational settings from a student until now as an adult, as it relates to ethical standards and ethical conduct. How has things changed from your time as a student in the classroom until now? What are the similarities and differences in your experiences? Ensuring Ethical Principles in the Delivery of Positive Behavior Supports

3. Collaborating with Families

In this chapter, you were introduced to several words that seems as if they are used interchangiably which often leads to confusion when discussing the relationship between education and parents and families. These terms are: family centered, parent involvement and participation, partnership, col-laboration, empowerment, and reliable alliances. Define each of  these terms/phrases, explain the relationships between the words, how they align and why they are important to the success of the students. Please DO NOT copy the definition straight from the book. You should paraphrase the definitions and other content that is used. 

 

4. Which of the theoretical viewpoints presented in Chapter 1 (Understanding Behavior in Youth) in your opinion has the most practical application with children and youth in learning environments? Explain why.

 

5. In order to shape (change) target behaviors the behaviors must be observed the same way by all that are involved. Therefore, it is important to have an operational definition (see Operationally Defining Behavior article under Module 3)  of behaviors so the teachers and other related professionals know exactly what they are looking for. Create an operational definition for the following targeted behaviors and give feedback to your peers on their definitions.

 

 

· Off-task behavior

· Defiance

· Hitting

· Tantrum

· Disrepect

 

6. Who are the stakeholders included in the planning and evaluation of PBIS and why is it important that they are involved? Describe the planning and evaluation process and the roles the stakeholders play in each process? 

7. Review the DEVELOPING A PLAN FOR TEACHING REPLACEMENT BEHAVIORS section (p. 231) in the text. Using the Elements of an Instructional Program, create a program for a student to teach them a replacement behavior for a challenging behavior. You must include each element of the program in your response and give feedback to your peers on their plan. Your feedback must include more than "good job" or "well done". The feedback must be thorough based on the components of that section in the text.

8. Define both positive and negative reinforcement. DO NOT copy definitions word for word from the text, but paraphrase the definitions in your own words. Next, give an example of both positive and negative reinforcement. Finally, identify why the examples are positive or negative reinforcement.

9. This chapter is focused on minimizing challenging behavior. Ofentimes educators focus on what the student does or needs to correct and not what they need to do. How do educators contribute to maintaining or increasing challenging behavior and what can they do to correct this problem. Give examples to support your answer.

 

 

Part 4

Chapter 10

In a seperate word document complete the following assignment:

1. For the following challenging behaviors you will need to operationally define each behavior behavior  

a. The student yells out answers during class.

b. The student shoots spitballs during reading.

c. The student refuses to do her work.

2. Identify positive replacement behaviors that you would like the students to exhibit.

3. Identify the method of teaching replacement behavior (i.e., direct instruction, modeling, role playing, etc.)

4. Identify schedule of reinforcement (e.g. intermittent or continuous) 

a. Take into consideration when to use each type of schedule of reinforcement 

i. Skill acquisition

ii. Maintenance

5. Time line for teaching replacement behaviors (how long will you use this plan) 

a. Will you make any changes? If so, when and why?

 

This assignment is worth 30 points. You will be graded on grammatical structure and accurate responses to the prompts (accurate replacement behaviors, concise operational definition, correcct identification of schedule of reinforcement, etc). Please refer back to the Behavior Intervention Guide: Addressing Student Behavior: A Positive Approach and Operationally defining behavior: Target and replacement behaviors resources located under Additional Readings tab for assistance with completing this assignment

Part 5

IRIS Module:

Answer the last questions in the IRIS module. Write or type out questions and answers. Number the questions so I can identify which answers go to which questions. 

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Questions and Answers Due on Black Board

Complete the scenario activities and answer the questions in the IRIS module. Number the questions so I can identify which answers go to which questions. 

Link to IRIS module:  https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Reinforcement_Positive_versus_Negative.pdf

Scenario 1: Jagan has ADHD. He has difficulty sitting still during 20-minute whole-group instructional time. During this activity, he often loses focus and begins playing with items on his desk and humming, which almost always creates distractions for others who sit near him and often disrupts the entire class. 

Scenario 2: Ashanti, who has high-functioning autism, performs well academically but struggles to work in small-group settings where she has to interact socially with her peers. Ashanti’s teacher has worked hard to make sure the classroom is welcoming, respectful, and safe for all students. One of her goals for Ashanti this year is to increase Ashanti’s social interactions and participation in small-group activities. 

Questions/Discussion 

1. For each of the students in the scenarios above, describe one positive and one negative reinforcement that their teachers could use to help them to be more successful in the classroom. Which do you think would be easier to implement in a classroom situation? 

2. When you think about the negative reinforcement you would use for each student, do any drawbacks or potentially undesirable side effects come to mind?

3. Try to think of an instance when a teacher inadvertently used negative reinforcement. It can be something you witnessed as a student or something you yourself did as a teacher. Now, complete the following:

a. Describe the scenario. 

b. What did you or the teacher you observed want or expect the student to do?

c. What did the student actually do? 

d. What could either you or the teacher you observed have done differently?