Assessing Your Interventions Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Assessing Your Interventions Assignment
Assignment: Assessing Your Interventions
An explanation of disruptive behaviors from your selected student in grade.
Using Figure 10.2 in the text:
Briefly, respond to the following questions below.
- Explain the interventions you have tried and why they have or have not worked.
- Explain 3–5 interventions you might try with your selected student that you found in the Learning Resources or within your own research. Be sure to explain how each intervention is, designed to meet the diverse needs of your student and how you will implement each with respect to your specialization area.
- Explain at least one intervention listed which you would choose not to implement with your student and why.
Reference or helpful references
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234
Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223–231.
Figure 10.2 Observation and Assessment in the Learning Environment
Source: Schaumburg School District 54, Schaumburg, IL. Reprinted with permission.
STUDENT: I.D.#: BIRTH DATE: Circle Specific Interventions Used Person Responsible Specific Interventions and Date Initiated Outcome and Specify Duration 1. Classroom Environment
1. Provide preferred seating (i.e., carrel, dividers, move with peer model/tutor).
2. Alter location of school supplies for easy access or to minimize distractions.
3. Assign to quiet area in classroom for short periods.
4. Post and explain rules and consequences for inappropriate classroom behavior.
5. Increased teacher proximity for targeted student.
2. Instructional Modification
1. Assess student’s prerequisite skills.
2. Provide small-group and/or one-on-one instruction by:
2. Instructional assistant
3. Peer tutor
4. Cross-age tutor
3. Modify materials:
1. Address only essential skills
2. Simplify vocabulary of presented materials
3. Reduce workload
4. Alter pacing
5. Use programmed materials (e.g., SRA, computer drill, math kits)
6. Repeat and reinforce skills (e.g., record lesson, games, activity centers)
7. Change basal text
8. Provide assignments and tests in segments
9. Use calculator/computers
10. Provide study aids (e.g., highlight main ideas, outlines, study guides, number line, concrete materials)
4. Organize materials (e.g., folder, notebook, assignment sheet).
5. Set time expectations (e.g., use timer, set time allotment).
6. Use cues or gestures to indicate appropriate or inappropriate behaviors.
7. Vary student responses (e.g., writing on chalkboard, art projects, verbal response alone, recording, use manipulatives).
8. Modify instructions:
1. Preview questions/tests
2. Provide rewards/reinforcers
3. Ask student to repeat directions and then restate what he’s going to do to ensure understanding
9. Modify grades:
1. On specific reduced workload
2. Reflecting performance on essential skills
3. On report cards
3. Motivation/Behavior Strategies
1. Assess appropriateness of task.
2. Prioritize tasks to be completed.
3. Privately discuss and explain behavior and resulting consequences.
4. Use behavior modification techniques (e.g., reinforce appropriate behaviors, cueing, gestures).
5. Alter frequency of grouping changes to maximize or minimize child’s movements.
6. Change of schedule/group.
7. Adapt assignments (e.g., reduced workload, verbal responses).
8. Refer child to social worker/counselor/ psychologist.
9. Provide individual assignments/behavior sheets, charts, checklists, and so forth monitored by teacher, student, and administrator.
10. Set up reward/consequence system:
1. Goal setting—target individual behavior
2. Set up a contract
3. Provide reinforcers chosen from a menu (e.g., social praise, tangible/ stickers, activity/free time, games, good news notes)
11. Daily/weekly progress reports.
12. Parent/teacher/principal/child conferences, weekly, bimonthly, and so on.
4. Parent Contact/Support
1. Notes sent home (e.g., daily or weekly progress report, good news notes).
2. Parent/teacher check-in (e.g., mutually signed assignment sheets/notebooks).
3. Telephone contact (e.g., weekly, monthly, or as needed).
4. Home/school learning/behavior contracts.
5. Suggested in-district resources (parent group/TAP).
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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