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ESE656: POSITIVE BEHAVIOR SUPPORTS IN THE CLASSROOM

Instructor Guidance

Week 6

Congratulations! And, welcome to the final week of ESE 656:Positive Behavior Supports in the Classroom!

Please be sure to review the Week Six 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

Now is the time to reflect upon all you have learned and experienced in this course. In Week Six you will prepare your Final Project consisting of the requirements in the guidance.  Also, you have the opportunity to reflect deeply on your learning from Weeks One through Five in the discussion forum.

Intellectual Elaboration

“Follow effective action with quiet reflection.

From the quiet reflection will come even more effective action.”

--Peter Drucker

Why Reflect? Through reflective practice, a practitioner of any type can reframe a troubling situation so problem-solving actions may occur. Reflection is part of the learning process, whether a novice or an expert. It allows one to utilize a repertoire of understanding, images, and actions so as to respond most effectively (Merickel, 1998).  Progressing into the Week Six Discussion and Final Project requires you to contemplate your learning experiences, the weekly assessments, and the concepts examined during the course and determine their overall impact on you. Putting It All Together: Generalization of Positive Behavior Support Skills In The Classroom While you have focused on a single challenging behavior and disability category throughout the course, it is important to not that the skills we have discussed can be used not only with your chosen disability category, but also with any other challenging behavior in a classroom whether or not the individual has been identified with with a disability. When learning the steps of the process, it can be helpful to use a consistent example. Take a moment to think about our steps of PBS. In what ways might the skills you’ve practiced be useful for a student that you have encountered?

Assessment Guidance

This section includes additional specific assistance for excelling in the discussions for Week Six beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Six, contact your instructor using the Ask Your Instructor discussion before the due date. Both the Discussion and Final Project are opportunities for you to further demonstrate mastery with the four course learning outcomes, which are noted on the course Syllabus. Discussion: A Career Goal/Reflection In this final discussion you will have the opportunity to discuss your take-aways from this course. As well, you will reflect on your career goals and discuss with your peers your future goals after completing your MAES program. Finally, you will create a short professional presentation for your colleagues summarizing your behavior plan.   Final Project: Behavior Plan For this final assignment you will be assuming the role of a special educator and will create a Behavior Plan. Using the Behavior Plan rubric provided complete the form on a fictious student. Be sure to complete all sections of the rubric. As well, in a second document you will provide a reflection on the process and how completing a Behavior Plan is relevant to your future career goals.

Reference

Merickel, M. (1998). Reflective practice: The reflective practitioner (Links to an external site.). Retrieved from http://oregonstate.edu/instruct/pte/module2/rp.htm