d5 1
Steven911
Professornotes.docxESE656: POSITIVE BEHAVIOR SUPPORTS IN THE CLASSROOM
Instructor Guidance
Week 5 Welcome to Week Five of ESE 656: Positive Behavior Supports in the Classroom!
Please be sure to review the Week Five homepage for this course to see:
· The specific learning outcomes for the week
· The schedule overview
· The required and recommended resources
· The introduction to the week
· A listing of the assessments
Next, be sure to read this entire Instructor Guidance page.
Overview
Week Five continues our learning on writing goals for students that increase general positive behaviors and decrease problem behaviors. This week you will focus on write replacement behavior goals. This is is all about the skill in writing goals.
Intellectual Elaboration
Individual Positive Behavior Supports The theory behind “Individual Positive Behavior Supports” is that no child WANTS to be ‘bad’; this is a learned behavior that can be replaced through rewards. Conversely, punishing negative behavior does not teach what to do correctly, only what NOT to do incorrectly. Analyzing Data & Graphing Collecting data is nothing if the data are not used. Data analysis can be done as formative or summative evaluation (Alberto & Troutman, 2013). If progress is monitored through direct observation and data collection, immediate and informed decisions can be made for student IEPs and BIPs. One way to communicate the progress and performance is through graphic display. Graphing data provides a quick visual analysis for educators to make program decisions, but also provides a visual representation to share with parents, the student, and other stakeholders in the IEP committee. The type of graph depends on the behavior or skill being measured and the intended audience. Some simple options include line graphs, cumulative graphs, and bar graphs. Simple graphs can be created in common programs available to you online and on your computer:
Closing Remarks
Visual analysis of progress is useful for making both immediate and long term program decisions, maintaining consistency of instruction between instructors and staff, and sharing information with all stakeholders in the student’s IEP and education.
Assessment Guidance
This section includes additional specific assistance for excelling in the discussions for Week Five beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Five, contact your instructor using the Ask Your Instructor discussion before the due date. Discussion One: Goals For this discussion, you will utilize the skills that you learned observing behavior to write student goals that are observable and measurable. This skill is essential as it will be used in creating Behavior Plans for behaviors and decrease problem behaviors. You will be provided with two positive behaviors that you will seek to increase and two negative behaviors that you seek to decrease. Discussion Two: Social Skills According to Cohen and Spenciner (2009), recent research suggests that when “young children at risk or with emotional disabilities receive structured training in social skills in combination with teacher training in behavior management and instruction of parents in positive discipline, there are socially important outcomes years later,” (p. 260). For this assignment you will continue to focus on writing goals as you have done in the Discussion for this week. However, the goals for this assignment are for replacement behavior. Assignment: Data Collection & Analysis In this assignment, you will record data documenting challenging behavior observed in an A-B-C Chart. You will then graph a data set based on the behavior that you observe. Make a statement regarding the progress the student is making (e.g. the intervention is decreasing the rate of challenging behavior; the behavior seems to have no change; more time is needed or the intervention needs to be changed, as the challenging behavior is increasing; etc.). Be sure you statement is data-based.
References
Alberto, P.A. & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson.
Cohen, L. & Spenciner, L. (2009). Teaching students with mild and moderate disabilities: Research-based practices. 2nd Edition. Upper Saddle River, NJ: Pearson Publication.
