Prudence is a seventh grade student in the general education class at her local middle school. She is very friendly and loves to help the teacher in any way she can including running errands, cleaning the boards, and tutoring other students. She is currently functioning at a second grade level in reading comprehension; therefore, her IEP team recommends one hour each week of pull-out resource reading assistance. You notice that Prudence never finishes her class work because she always has “something” to do, such as sharpening her pencil, getting a drink of water, or throwing something away; when she leaves her seat she “accidently” bumps into other students’ chairs, angering them. When they turn around to say something to her, she gets very defensive and shouts, “I didn’t do anything! Why are you always blaming me?!”Which behavior should be the target to change, and why? What is the best means for collecting data on this behavior? Which method would not be effective, and why? How can you use an ABA chart for this student? You must cite at least one additional scholarly source in your post.
Monday, 25 September 2017
Data Collection Most new educators are nervous about the classroom management aspect of teaching
Data Collection Most new educators are nervous about the classroom management aspect of teaching. They are nervous that students won’t listen, or that a particular student has recurring behavior problems.
Prudence is a seventh grade student in the general education class at her local middle school. She is very friendly and loves to help the teacher in any way she can including running errands, cleaning the boards, and tutoring other students. She is currently functioning at a second grade level in reading comprehension; therefore, her IEP team recommends one hour each week of pull-out resource reading assistance. You notice that Prudence never finishes her class work because she always has “something” to do, such as sharpening her pencil, getting a drink of water, or throwing something away; when she leaves her seat she “accidently” bumps into other students’ chairs, angering them. When they turn around to say something to her, she gets very defensive and shouts, “I didn’t do anything! Why are you always blaming me?!”Which behavior should be the target to change, and why? What is the best means for collecting data on this behavior? Which method would not be effective, and why? How can you use an ABA chart for this student? You must cite at least one additional scholarly source in your post.
Prudence is a seventh grade student in the general education class at her local middle school. She is very friendly and loves to help the teacher in any way she can including running errands, cleaning the boards, and tutoring other students. She is currently functioning at a second grade level in reading comprehension; therefore, her IEP team recommends one hour each week of pull-out resource reading assistance. You notice that Prudence never finishes her class work because she always has “something” to do, such as sharpening her pencil, getting a drink of water, or throwing something away; when she leaves her seat she “accidently” bumps into other students’ chairs, angering them. When they turn around to say something to her, she gets very defensive and shouts, “I didn’t do anything! Why are you always blaming me?!”Which behavior should be the target to change, and why? What is the best means for collecting data on this behavior? Which method would not be effective, and why? How can you use an ABA chart for this student? You must cite at least one additional scholarly source in your post.
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