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Independent Study

Ways to Prepare and Maintain Students with Disabilities for General Education Classrooms:

An Emphasis on the Principles of Applied Behavior Analysis and Positive Behavior Interventions

Name:Cohort #:

The following is required to be completed prior to the scheduled date of your Saturday virtual seminar.  

READ: PBIS Frequently Asked Questions and Bates Behavior Definitions and Consequences Use PowerPoint, slides 1-79 for reference
CHOOSE ONE Listen or Read ABA Inside Track-The Good Behavior Game Episode Can be accessed via the link above, or by searching wherever you listen to podcasts: ‘ABA inside track, The Good Behavior Game’. It is episode #21.   There is No Such Thing As a Bad Boy: The Circumstances View of Problem Behavior by Pat Friman
Submit the following documents on the moodle (all included in this template-below):½ Page Reflections:What has been your experience with Applied Behavior Analysis and PBIS?What are some changes that could be made in your school or classroom to help improve PBIS? Good Behavior Game Podcast: Could you use the GBG in your classroom or school? Why or why not? What changes might you need to make? Or Circumstances View of Problem Behavior: How might this view change how you think about instruction and classroom management? Does this validate (or invalidate) methodologies of instruction in your classroom/school? How so? Data Collection:   Trashing and Non-Compliance (Video)Operational Definition of target behaviors in videoData Collection on target behaviors with operational definitionsOperationally Define three target behaviors for increase, three target behaviors for decrease. 6 Video Clips (embedded in the PPT, slides 73-78)What is the function of the behavior and how should we address it (x6, slides 73-78)
Name:Cohort #:
Question #1 What has been your experience with Applied Behavior Analysis and Positive Behavioral Interventions & Supports (PBIS)? ½ Page Response
                       
Question #2 What are some changes that could be made in your school to help improve PBIS? ½ Page Response, must address all questions above for full credit.
                   
Question #3 Good Behavior Game Podcast: Could you use the GBG in your classroom or school? Why or why not? What changes might you need to make? Or Circumstances View of Problem Behavior: How might this view change how you think about instruction and classroom management? Does this validate (or invalidate) methodologies of instruction in your classroom/school? How so? ½ Page Response In order to get full credit for this response, you must reference the source you chose (podcast or article).
                     
Question #4 Each time the behavior occurs in the video, tally in order to measure frequency Slide 26 or Slide 29 (same video)
TrashingNon-Compliance
  
Operationally Define one of the behaviors in the video (refer to PPT, slide 25)
Operational Definition:
Frequency of Operationally Defined Behavior:
 
Think about a student with whom you have worked. The student may be current or previous. If you do not work with students, you may consider your own child, a spouse, or a pet. Name and operationally define 3 Target Behaviors for Increase & 3 Target Behaviors for Decrease. This will be used for your final product during the virtual seminar.
Target Behaviors for Increase: (each behavior needs a name and a definition)       Target Behaviors for Decrease: (each behavior needs a name and a definition)      
Question #5 Use the slides to consider the function of behavior and how we should address it. 
Video #What is the function of the behavior?How should we address the behavior?
1-Slide 74  
2-Slide 75  
3-Slide 76  
4-Slide 77  
5-Slide 78  
6-Slide 79  

🛑 STOP HERE INDEPENDENT STUDY WORK COMPLETE 🛑

________________________________________________________________________________

VIRTUAL SEMINAR FINAL PRODUCT TEMPLATE

Ways to Prepare and Maintain Students with Disabilities for General Education Classrooms:

An Emphasis on the Principles of Applied Behavior Analysis and Positive Behavior Interventions

Name:Cohort #:
BEHAVIOR SUPPORT PLAN
Student Name: Date of Plan: 
Student ID: Date of Revision: 
Date of Birth: Approved By: 
School: Teacher: 
Para 1: Para 2: 
OBJECTIVE
 
DEFINITION OF TARGET BEHAVIORS
Target Behaviors for Increase      
Target Behaviors for Decrease      
FUNCTIONAL BEHAVIOR ASSESSMENT – FBA RESULTS
 
ANTECEDENT EVENTS FOR CHALLENGING BEHAVIOR 
 
PRECURSOR BEHAVIORS 
 
ANTECEDENT (PREVENTATIVE) STRATEGIES 
 
SPECIFIC INTERVENTIONS
REINFORCEMENT STRATEGIES
Student BehaviorTeacher Behavior
  
  
  
CONSEQUENCE  STRATEGIES
Student BehaviorTeacher Behavior
  
  
  
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