ESE656: POSITIVE BEHAVIOR SUPPORTS IN THE CLASSROOM
Instructor Guidance
Week 1
A warm welcome to ESE 656: Positive Behavior Supports in the Classroom!
Please be sure to review the Week One 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
This guidance begins with a few words about the importance of reading the weekly Instructor Guidance pages. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcomes. The document concludes with helpful information about active reading strategies and academic writing, which will be useful to you for excelling in this course and in future classes. About the Instructor Guidance Pages The guidance pages provide an overview of the week, a section with intellectual elaboration written by professors at Ashford University about the course topics explored during the current week, and additional specific guidance for the assessments (i.e., assignments and discussions) written by the course designers to supplement the instructions provided with the assessments and in the grading rubrics that are located on the weekly unit homepages. Supplemental resources are also included in the Instructor Guidance. You are encouraged to consider using these resources to support your completion of the weekly assessments beyond using the required and recommended resources provided on the weekly unit homepages and in the consolidated list of resources on the Course Materials page. Thus, you are strongly encouraged to review the Instructor Guidance each week as part of your study plan. Not only does the Instructor Guidance offer you insight and assistance with the weekly topics and activities, it models effective academic writing, which is expected of you in all of your coursework in this graduate-level course. The Scope and Outcomes of ESE 656 Through the assessments in ESE 656, you will have opportunities to examine and create original resources you can use as a professional educator. Upon successful completion of this course, you will have demonstrated your mastery of the five course learning outcomes, which are listed on the Syllabus. Review the Course Map on the Syllabus to learn how each assessment in the course aligns to the five course learning outcomes. The course learning outcomes guided the design of this course and all align to one or more of the weekly outcomes, which are more specific about what you will do each week and are listed on the weekly unit homepages. The course and weekly outcomes are aligned to the Master of Arts in Special Education (MASE) Program Learning Outcomes, which can be viewed from the MASE Program Details page on the Ashford University website. If you have questions about the scope and outcomes of ESE 656, please contact the instructor in the Ask Your Instructor discussion. Next, please continue reading to learn about active reading strategies and the importance of academic writing in this graduate-level course. Active Reading and Academic Writing in ESE 656 Each week in ESE656 you will complete a significant amount of reading from the Cohen & Spenciner (2009) textbook and other resources related to Positive Behavior Supports in the Classroom. It is strongly recommended that you start using strategies for active reading now if you do not already as part of your study routine. Review the Tips for Active Reading (Links to an external site.) tutorial to learn more about active reading. The tutorial is approximately ten-minutes long and explains the concept of active reading and practical strategies for active reading. This tutorial will be especially useful for you as you read the textbook. Additionally, remember that ESE 656 is a graduate-level course. As such, your writing and speaking in the discussion and assignment assessments each week is expected to demonstrate your best academic ability, including the area of academic writing and speaking. For a review of what academic writing entails, view the What is Academic Writing? (Links to an external site.) tutorial. Approximately fourteen-minutes in length, this video tutorial explains the fundamental components of academic writing and will provide helpful reminders about academic writing to support your writing in all assignments and discussions throughout the course.
Intellectual Elaboration
The focus for the week is an introduction to behavior identification and a beginning understainding of characterisitics of specific disability behavior. Week One is the foundational week for the Week Six Assignment. More specifically, in Week One you will choose a specific disability from those provided to focus your learning throughout this course. You are encouraged to read ahead in the course and review the Week Six Assignment. All Discussions and Assignments in this course build up to your final Assignment. This is an action packed week, so lets begin.
Our greatest natural resource is not oil or gas. It is the genius of human potential
New Jersey Mayor, Cory Booker
What is Challenging Behavior?
Is a child expressing an age appropriate behavior that is a part of their typical development or is the behavior atypical?
This is a question that families and educators may ponder when identifying behaviors in young children that may pose a challenge. Behavior that is challenging can be defined as behavior that interferes with a childs ability to learn and/or is aggressive or harmful toward others and may be considered typical or atypical (Kaiser & Raminsky, 2012). Lets look at behaviors in young children that may be challenging but typical and representative of a normal developmental phase. A common example includes the tendency for toddlers to fight over a desired toy, say mine!! to every object, throw objects in anger or frustration and bite one another. These behaviors are challenging but completely age appropriate (HELP, 2010). A child using the word mine to identify ownership of a toy has developed the expressive language to communicate what he wants or feels but has not yet developed the ability to understand that not everything in the immediate landscape is mine. All children display challenging behaviors. This is a normal part of development. It is when these behaviors are constant and children do not seem to be growing out of the challenging behaviors as expected that more specific behavior guidance strategies need to be utilized (USDHHS, 2006). For example, while it is normal for a toddler to have difficulty sharing and taking turns, it is not considered normal for a typically developing six-year-old child to be unable to share and take turns. But what are some of the reasons for challenging behaviors to persist? Children present challenging behaviors in order to get what they want or express how they feel. They may display negative behaviors in order to receive attention from another person. They may also display negative behaviors because they do not know how to express themselves in any other way. One of the key questions to answer, through observation and assessment, is why are they doing it? Knowing how to identify the difference and the reason for the behavior is very important. Knowledge of the normal ranges of behavior for all the developmental domains is one key. Another is to take the time when working with children to observe their behavior. Common examples of challenging behavior include children who do not play typically with toys and/or do not make eye contact, children who cannot self soothe, and/or children who show excessive aggression towards others without the ability to self-regulate appropriately (Hearron & Hildebrand, 2013). Non-compliance, tantrums, out of set behavior, eloping (i.e., running away), or self-stimulatory behaviors are additional common challenging behaviors seen in a classroom or home environments. When looking at these examples of challenging behaviors, what do you conclude? Is the behavior a red flag or is it normal for that child? This is why observation and digging deeper into the factors behind the behavior is needed. Challenging behaviors impair relationships with peers, families, family members, and other adults outside of the family. Families may limit public appearances due to fear of a public outburst and possible embarrassment. Peers may ostracize the child by running away when they see him/ her or bullying or otherwise excluding the child. According to a recent report by the United States Health and Human Services Head Start Bureau (2006), implementing appropriate behavior strategies can assist the child to decrease challenging behaviors while supporting the child in becoming more resilient. Cognitive Development Lets take a look at the basic terms: cognitive development. Cognition One of the basic terms is cognition, the processes by which knowledge is acquired (Bjorklund, 2012). This process cannot be directly observed, although there is an amazing amount of research on infant cognition that utilizes sophisticated technology and tools. The visual is an example of the work of Dr. Martha Ann Bell and her colleagues at Virginia Tech (Bell, Kraybill,, & Diaz, 2014). One focus of her research is the development of working memory as it relates to cognition and emotions. Development Another key term is development. The term development denotes change in structure and form over time. Just as children grow both physically taller AND their body parts change in relation to one another, so cognition is a function of development. Cognitive development is the result of a complex interaction of both genetic predisposition and the environment (Bjorklund, 2012). Development is species-specific and as such, is predictable with variations in individuals. For example, orchid seeds develop into orchid plants but there are many variations from plant to plant even within the same species. This is due partly to environmental factors and partly to inherited factors. Bjorklund (2012) describes cognitive develop in five truths (Bjorklund, 2012, p. 7) of cognitive development. These five truths are the authors own concept but they are useful as constructs for considering cognitive development. Most theorists can agree on these five presuppositions or constructs. In other words, most developmental scientists believe these five maxims to be true and will use them as a frame of reference in their research and other work. The First Truth The first truth is that cognitive development (like all other development) proceeds as a result of the dynamic and reciprocal transaction of internal and external factors. While most developmental scientists can agree on this statement, it is in the proportion of the influence of the internal (genetic and biological) and external (environment, culture) factors that there are sometimes strong differences. A scientist with a Vygtoskian, or socio-cultural perspective, for example would believe that the environment is a stronger influence while an evolutionary biologist might argue that innate characteristics such as the architecture of the brain or the constraints of the developmental timing of growth events are more influential (Bjorklund, 2012). The Second Truth The second truth is that cognitive development is constructed within a social context. What does this mean? It means that where and when we live have an effect on our cognitive abilities. Our very perception changes depending on our birth language and the culture into which we are born and raised. The notion that culture and time and place (socio-historical perspective) impact cognition was brought into prominence by Lev Vygotsky (1978) and his colleagues. The Third Truth The third truth is that cognitive development involves both plasticity and stability over time. It is important to note that this truth is really the intersection of biology and the outer environment Bottom line: there seems to be an adaptive advantage to cognitive immaturity and trying to push cognitive development too fast may backfire. Although development tends to be stable over time, it is also transformational. As Piaget noted, there are dramatic changes between stages of development and the plasticity of the brain that allows for new learning to take place in these later stages. The take away message is that good learning experiences are important at all stages of life. The Fourth Truth The fourth truth is that information is represented by infants and children (and adults) in different ways, depending on age, maturity, and experience. Some cognitive scientists believe that children have cognitive abilities that they are not able to demonstrate because of the relative immaturity of the motor system while others disagree. The Fifth Truth The fifth and final truth has to do with the fact that as children mature they gain more and more intentional control over their behavior and cognition. The issue of self regulation and executive function is a topic of deep concern as children are being asked to manage more and more complex cognitive tasks earlier and earlier. (Bjorklund, 2012, p. 25). It is an important concept related to culture and the appropriate opportunities to practice those cognitive skills values by the culture. The development of complex thinking in young children is not a trivial concern and for teachers, the question of how one teaches becomes as important as what one teaches (Yamauchi, Im, Lin, & Schonleber, 2012). The theory on culture and behavior will be discussed more in Week Two of this course. As you read further in this Instrucor Guidance on cognative development think about these five truths and how they relate to other developmental research.
Truths of Cognitive Development:
First Truth
Cognitive development (like all other development) proceeds as a result of the dynamic and reciprocal transaction of internal and external factors.
Second Truth
Cognitive development is constructed within a social context.
Third Truth
Cognitive development involves both plasticity and stability over time.
Fourth Truth
Information is represented by infants and children (and adults) in different ways, depending on age, maturity, and experience.
Fifth Truth
As children mature they gain more and more intentional control over their behavior and cognition.
Biological Bases of Behavior Evolutionary developmental scientists ask what it is about human cognition that makes us human and investigate our cognitive abilities have been influenced over hundreds of thousands of years through evolutionary processes. This is a multi-disciplinary field that draws from anthropology, archaeology, economics, evolutionary biology, neuroscience, philosophy and psychology. Recent findings, according to Hayes (2011) indicate that the evolution of human cognition has been gradual and incremental. Culture, technology, social experiences and genetic changes have all interacted to produce our amazing powers of cognition today. Critical and Sensitive Periods The time in development when a specific skill or ability is most easily acquired .is called a critical or sensitive period. To be more specific, the critical period is when a particular skill MUST be acquired or it will never be possible. An example is the famous experiment with kittens (Links to an external site.). This video demonstrates a sensitive period is when the organism is most primed and ready to learn a particular skill. The Notion of Plasticity Childhood is itself a sensitive period. Human traits can be molded, yet people maintain a certain durability of identity. This gives us hope because change is possible; but keeps it real because development builds on what has come before. Gene-Environment Interaction Different cognitive developmental scientists subscribe to different theories about how genes and the environment interact. One that is very common is called the developmental systems approach. Another that is common is the genotype environment theory. With the developmental systems approach, the concept of epigenesis is a key. An example of recent research on the possible influence of what are called epi-markers (Links to an external site.) in homosexuality. Within the genotype environment theory is the concept that genetics have a strong influence on behavior. It is a controversial theory posits that our genetic make-up draws us to those environments that make us feel most comfortable. Developmental Function and Individual Differences Developmental function is considered to be reciprocal and bidirectional. That is, both environment and genetics play a role and each influences the other. Structure and function, too, are reciprocal. The structure of an arm for example, is related to its function but if it is not ever used, it will not develop fully. Many researchers study the form and function of the brain as it relates to cognition. An example is the work of Shafto, Stamatakis, Tam and Tyler, (2010) who are researching cognition and aging. Their research is very interesting and provides a fascinating window into the notion of function and structure and is a great example of changes in developmental function through time. In addition to the fairly predictable unfolding of developmental function in all humans, there is of course, individual variation! My private theory is that Mother Nature likes variation as a way to preserve the species. We know what can happen with mono-crops if a disease crops up that the mono-crop is not resistant to. The challenges come when our social structures are not organized to take all the variations into account. The Development of the Brain A discussion on cognative development would not be complete without a discussion on brain development. Our brains seem to be wired with what are called experience-expectant and experience-dependent processes. Patricia Kuhl (Links to an external site.) has done some amazing experiments with infants in the area of language development and her research suggest that use is a key in neuronal development and connection. Behavior Behavior is anything an organism does (Cooper, Heron, & Heward, 2009). In education and special education, the focus on observable and measurable behaviors across academic, social, and behavioral domains provides us with a framework of establishing levels of performance and measuring progress. It is important to think about all skills from math facts to challenging behavior under the term behavior, as all can be assessed and measured through observation. In addition, we must remember that all behavior has a function: To gain attention, to gain access to objects/activities/events, to gain sensory stimulation, to escape attention/interactions, to escape or avoid tasks, to escape or avoid uncomfortable/painful sensory stimulation, or some combination of those six (Alberto & Troutman, 2013). Identifying the function of a behavior is important in assessing and changing behavior. Core Features of Positive Behavior Supports Positive behavior supports (PBS) is based on several assumptions regarding human behavior. Behavior has a function, behavior is changeable, and outcomes should have a positive effect on lives. There are four core features of PBS (Dunlap, Sailor, Horner, & Sugai, 2009):
· Application of Behavioral Science
· Practical, Multicomponent Interventions
· Lifestyle Outcomes
· Systems Change
Individuals with Disabilities Education Act (IDEA) A key piece of federal legislation tailored to support students with disabilities and other impairments is the reauthorized Individuals with Disabilities Education Act (IDEA) enacted in 2004. IDEA ensures that public schools meet the educational needs of students with disabilities and requires that schools provide special education services to students as described in a students Individualized Education Program (IEP). Schools and school districts must also provide a Free and Appropriate Public Education (FAPE) in the least restrictive environment (LRE)two protective rights of every eligible student in the U.S. and U.S. Territories (National Center for Learning Disabilities, 2006).
Closing Remarks
Obviously, there is a great deal of research done and being done on cognitive development. While this class does not focus soley on cognitive development you should have a foundational understanding of the theory when working in the special education profession.
Assessment Guidance
This section includes additional specific assistance for excelling in the assessments for Week One as a supplement to the instructions and grading rubrics. If you have questions about what is expected on any assessment for Week One, or any other week, contact your instructor using the Ask Your Instructor discussion before the due date. Discussion 1: Post Your Introduction The Post Your Introduction Video Presentation is your first opportunity to make a positive professional impression on classmates and the instructor. Discuss who you are and past experiences with problem or challenging behaviors. As well, you will pick a disability focus for the remainder of the course. Take time to review each and every disability option provided before selecting the topic. Picking a topic that is most foreign to you will help broaden your understanding of the special education profession and students you may have in the future. Remember it is highly recommended that you read the final assignment for this course, before selecting a topic. Be sure to follow the Guided Response prompt for all Discussions. Doing so helps to create a more robust discourse, which will lead to increased learning opportunities for everyone. Discussion 2: Cognitive Development For this discussion you will be a) describe characteristics of specific disabilities through stages of development over a time frame from young children through adolescence and b) analyze how developmental stages differ between disabilities. Remember to use the disability focus you chose in Post Your Introduction Discussion this week and read the final assignment for this course, as all work in this course lead up to the final Assignment. Assignment: Snap Shot The Week One assignment is an opportunity to demonstrate your ability with the course learning outcome: Identify the influences that early childhood, adolescence, and culture have on behavior. In this assignment you will get creative and create a visual representation of behavior characterisitics of a disability over a life span. More specificly, you will first identify the disability you have chosen for the focus of this course (selected in Week One, Post Your Introduction discussion) and describe the characteeristics of the disability from early childhood through school age in social and learning context.
References
Alberto, P.A. & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson.
Baker, M. (Dec 16, 2010). Harlow’s Studies on Dependency in Monkeys (Links to an external site.) . [Video File]. Retrieved from https://youtu.be/OrNBEhzjg8I
Bell, M.A., Kraybill, J. H., & Diaz, A. (2014). Reactivity, regulation, and remembering: Associations between temperament and memory. In P.J. Bauer & R. Fivush (Eds.), Handbook on the development of childrens memory (pp. 671-687). Hoboken, NJ: Wiley-Blackwell
Berger, K. (2012). The developing person through childhood and adolescence. (9th Ed.). New York: Worth
Bjorklund, D. F. (2012). Childrens thinking: Cognitive development and individual differences. (5th Ed.). Belmont, CA: Wadsworth
Bronfenbrenner, U. (1994). Ecological models of human development (Links to an external site.). In International Encyclopedia of Education, Vol. 3, 2nd Ed., Oxford: Elsevier. Reprinted in: Gauvain, M. & Cole, M. (Eds.), Readings on the development of children, 2nd. Ed. (1993, pp. 37-43). NY: Freeman. Retrieved from http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Dunlap, G., Sailor, W., Horner, R., & Sugai, G. (2009). Overview and history of positive behavior support. Handbook of Positive Behavior Support. New York, NY: Springer.
Gopnik, A. (2010). How babies think Preview the document. Scientific American. Retrieved from http://www.alisongopnik.com/papers_alison/sciam-gopnik.pdf
Gopnik, A.; A. Meltzoff; and P. K. Kuhl. 1999. The scientist in the crib: Minds, brains, and how children learn. New York: William Morrow.
Hawai`i Early Learning Profile (HELP) (2nd Ed.). (2010). Palto Alto, CA: Vort Corporation.
Hayes, C. (2011). New thinking: the evolution of human cognition. Philosophical Transactions of the Royal Society of London Biological Sciences, 367(1599), 2091-2096.
Hearron, P. F., & Hildebrand, V. (2013). Guiding young children. Upper Saddle River, NJ: Pearson.
Johnson, L. (2013, November 11). Tips for active reading (Links to an external site.) [Video file]. Retrieved from http://youtu.be/WoCrKa-rm1w
Johnson, L. (2014, September 2). What is academic writing? (Links to an external site.) [Video file]. Retrieved from http://youtu.be/Zn8Ja92b3ZI
Kaiser, B. & Raminsky, J. S. (2012). Challenging behavior in young children (3rd Ed.) Upper Saddle River: Pearson Education, Inc.
National Center for Learning Disabilities (2014). IDEA Parent Guide (Links to an external site.). Retrieved from http://www.ncld.org/wp-content/uploads/2014/11/IDEA-Parent-Guide1.pdf
Scruggs, B. (2009). Constructivist practices to increase student engagement in the orchestra classroom. Music Educators Journal, 95(4), 53-59.
Nesbett, R. (2003). The geography of thought: how asians and westerners think differently and why. New York: The Free Press
Pappas, S. (2011). Babies are capable of complex reasoning (Links to an external site.) [Blog post]. Retrieved from http://www.livescience.com/14344-babies-reasoning-complex.html
Shafto, M.A., Stamatakis, E.A., Tam, P.P., & Tyler, L.K. (2010). Word retrieval failures in old age: The relationship between structure and function. Journal of Cognitive Neuroscience, 22(7), 1530-1540.
U. S. Department of Health and Human Services, Head Start Bureau (2006). What is developmentally appropriate – and what is a concern? Preview the document(Technical Assistance Paper No. 10). Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ECLKC_Bookstore/PDFs/TA10%5B1%5D.pdf
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Yamauchi, L., Im S., Lin, C., & Schonleber, N. S. (2012). The influence of professional development on changes in educators facilitation of complex thinking in preschool classrooms. Early Childhood Development and Care. DOI:10.1080/03004430.2012.685934
eek 1 Guidance
Sheneka Bell
All Sections
No unread replies.No replies.
“Teaching is the one profession that creates all other professions. (Unknown)
PBIS (Positive Behavioral Interventions and Supports) is an evidenced-based, data-driven framework proven to reduce disciplinary incidents, increase a schools sense of safety, improve school climate, and support improved academic outcomes for all students (www.pbis.org). This framework invests in an academic focus in classrooms as less time is needed for discipline and more time is created for instructional priorities. The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety, and learning (Georgia Department of Education).
By the end of this week, you should be able to:
* Identify behavioral characteristics of specific disabilities. * Distinguish characteristics of specific disabilities through stages of development over a timeframe from young children through adolescence. *Describe the goals and process of positive behavior supports (PBS) with regard to preventing and managing interfering behavior.
This week, you will be introduced to behavior identification and understand the characteristic of disability behavior. Kaiser & Raminsky (2012) states that behavior is challenging can be defined as behavior that interferes with a childs ability to learn and/or is aggressive or harmful toward others and may be considered typical or atypical. My experiences as a self-contained Severe Emotional Behavior Disorder (SEBD) teacher have allowed me to gain first hand knowledge in how students’ disability has a direct influence on their behaviors. I look forward to sharing my experiences with you all.
This week you will have two discussions and an assignment. Make sure you read over the Assessment Guidance which provides more in depth information regarding this weeks expectations.
What’s Due this Week? *Post Your Introduction *Discussion *Snapshot
Please let me know if you have any questions.
References Cohen, L. & Spenciner, L. (2009). Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication. Chapter 1: Preparing to Teach Students with Mild and Moderate Disabilities Chapter 2: Understanding Students with Learning Disabilities, Attention Deficit Hyperactivity Disorders, and Other Health Impairments Chapter 10: Promoting Positive Behavior Considine, B. [Brendan Considine]. (2011, April 1). Challenging behaviors [Video file]. Retrieved from Challenging Behaviors.
Georgia Department of Education (2017). http://www.gadoe.org/Pages/Home.aspx
Huber, D. [Dan Huber]. (2007, March 29). Challenging behavior in young children. [Video file]. Retrieved from https://www.youtube.com/watch.Jing. (http://www.techsmith.com/jing.html
Kaiser, B. & Raminsky, J. S. (2012). Challenging behavior in young children (3rd Ed.Upper Saddle River: Pearson Education, Inc. PBS (2017). https://www.pbis.org/
PowerPoint. (2015). (http://office.microsoft.com/en-us/powerpoint
ScreencastOmatic. (https://screencast-o-matic.com/home
Applied Sciences
Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
Government
History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
Home
Homework Answers
Blog
Archive
Tags
Reviews
Contact
twitterfacebook
Copyright © 2021 SweetStudy.com
Recent Comments