Week 6 Case Study # 2 -Special Education. Education Essay

Please see attachment for instructions. There are 3 options to choose from for the case study. I am thinking # 2 however choose the one you feel comfortable writing about. Both will be hypothetical scenarios as we can't really interview teachers or analyze a school but gather facts that are realistic and write the paper. However to have to refer to the PBS Framework ( Tier level 1,2,3)which u can find on google. Thanks

Case Study #2 EDU 6816 Due at the end of Week 6 There are 3 options for Case Study #2. Choose 1 of the 3 options below. NOTE: To protect the privacy of individuals, please do not use any identifying information, including personal names, names of schools or districts, etc. in the Case Study paper. Papers containing any identifying information will be sent back to the class participant for editing prior to scoring. OPTION #1: Student Focused Case Study This option involves exploring the behavior of an individual student using the PBS framework, and can only be completed by teachers who are currently working in general or intervention classrooms. [NOTE: No identifying information can be used, including student name, name of school or of district. Papers containing any identifying information will be sent back to the class participant for editing prior to scoring.] Using the format for understanding behavior presented in Chapters 4 and 5 of Wheeler and Richey (2014), explore the following components. (1) Presenting Behavior. Briefly describe the presenting, or target, behavior; when and where it occurs and does not occur, with approximate measures of frequency, duration, etc. (actual data are not required; descriptive accounts will suffice). (2) Setting Events and Antecedents. Describe situational or contextual variables, such as instructional strategies, activities, persons present, environmental configurations, etc., that might serve as “setting events” for the behavior. Describe any antecedents that seem to “trigger” the behavior, and where and when these seem to occur. (3) Function and Communicative Intent. Present the “function” of the behavior (that is, what it is attempting to achieve for the student) and communicative intent (that is, why the student desires or needs to achieve that goal). Discuss how you determined each. What other possible functions and communicative intents were considered and why were they dismissed? What others might still be considered? How did you incorporate other “theoretical viewpoints” regarding behavior to determine function and communicative intent? How have others (including the student) been included in understanding function and intent? (4) Consequences. What are the consequences of the behavior (that is, what typically happens after it is performed)? Discuss whether and how they are or have been effective or ineffective. How have issues of beneficence and trust been incorporated into consequences? How might consequences need to be restructured in order to communicate beneficence and trust? (5) New Perspectives and Strategies. Based on course material, online resources, etc., how have you changed in your overall understanding of or analysis of this behavior? What additional strategies might you employ or information might you consider as you develop or modify an intervention plan in terms of environmental, contextual, or instructional factors? Cite the source(s) for the strategies mentioned. Paper: The written paper (approx. 6 – 8 pages, double spaced) should include all five categories presented. All materials from other sources should be clearly cited and referenced according to APA 6th ed. Case Study #2: Student Focused Score Rubric Possible Points (1) Presenting Behaviors well described with several indicators 2 (2) Setting Events & Antecedents clearly described including situational and contextual variables 4 (3) Function & Communicative Intent thoroughly presented and supported. Incorporation of other theoretical frameworks clearly presented and connected to the behavior. Involvement of others addressed. 5 (4) Consequences clearly stated and discussed in terms of effectiveness. 2 (5) New Perspectives and Strategies clearly presented, justified and linked to appropriate sources. 4 (6) Writing, grammar, spelling; proper citation and referencing of all sources. 3 TOTAL POINTS 20 OPTION #2: School Focused Case Study The purpose of this activity is to explore ways in which a school site has developed and implemented programs and interventions addressing student behavior issues utilizing the 3-Levels PBS framework. [Note: To protect privacy, avoid use of any identifying information, including name of school and district, or any individuals therein, in the paper. Papers containing any identifying information will be sent back to the class participant for editing prior to scoring.] The paper should contain the following components. (1) Levels 1 – 3 Programs. Briefly describe the various programs and types of interventions at Level 1 (whole school), Level 2 (specific skill training for individuals and small groups) and Level 3 (highly specified and individualized programs) in the school. (2) Stakeholders. In this section examine the role of stakeholders in the INPUTS, PROCESSES, and OUTCOMES stages. How has buy-in from all stakeholders (including students) been addressed? Are there groups or individuals who should be included? Explain why. Is there evidence that all stakeholders are supportive of the programs? Is implementation consistent and uniform? (3) Program Evaluation. Choose either Level 1, or Levels 2 – 3 programming. Describe how the programs and interventions are evaluated with respect to INPUTS, PROCESSES, and OUTCOMES (Cf. Wheeler & Richey, 2014, Ch. 8). How are multicomponent assessments and ecological validity incorporated in evaluation? Has evaluation been systematic and ongoing? Describe. How have evaluations led to changes or modifications in programs and/or interventions? (4) Strategies. Based on your exploration of a PBS system, list 4 strategies that are necessary in the design and implementation of a PBS school-wide or individual/small group focused program. Support each strategy from a research, theoretical or data based framework, citing appropriate sources. Paper: The written paper (approx. 6 – 8 pages, double spaced) should include all four categories presented above. All materials from other sources should be clearly cited and referenced according to APA 6th ed. Case Study #2: School Focused Rubric Possible Points (1) Description of the 3 levels; each addressed with examples presented. 3 (2) Stakeholders presented with all questions clearly addressed 3 (3) Evaluation of selected Level(s) according to INPUT, PROCESSES, and OUTCOMES clearly presented for each category. All required elements addressed. 6 (4) Strategies clearly presented and connected with appropriate frameworks. 5 (5) Writing, grammar, spelling; proper citation and referencing of all sources 3 TOTAL POINTS 20 OPTION #3: Teacher Focused Case Study This option involves interviews with 4 teachers--2 representing general education classrooms and 2 representing teachers who work specifically with students on IEPs. [NOTE: A counselor or an administrator can be substituted for one of the teachers if wished to provide an even broader perspective.] [NOTE: To secure privacy of participants, there must be no identifying information presented in the paper, such as names of participants or names of schools or districts. Papers containing any identifying information will be sent back to the class participant for editing prior to scoring.] Purpose: The purpose of the interviews is to obtain the views of educators regarding the programs in their schools and classrooms that address behavior issues—what is effective, where additional interventions or modifications might be proposed, etc., across the 3 Tiers or Levels of PBIS. Question Categories: In the interviews, address the four categories listed below. • Existing programs. What school-wide programs exist at your school? In your opinion, are they effective? Why or why not? What school-wide behavior areas do you feel still need to be addressed? • Student behaviors. In your opinion, what student behavior issues seem most prominent in the school and/or in the classroom? Do you feel interventions are currently and effectively addressing these issues? How are specific behaviors addressed? How do interventions address issues of beneficence, and trust? What changes might be suggested to design effective interventions that represent a “positive” approach to behavior? • Membership representative input. How are various individuals (students, teachers, parents, others) invited to provide input into planning and implementing programs and interventions that address behavior issues? Are there any individuals or groups that are underrepresented? • Advice to beginning teachers. If you were asked to give advice to a new teacher regarding effective behavior programs and interventions in the classroom, what advice would you give? Paper: The written paper (approx. 6 – 8 pages, double spaced) should include the following sections: (1) Participants: Without using any names or any other identifying information (including school or district), introduce the 4 participants (their role, grade level taught, subject area(s), years of teaching) (2) Responses: As you proceed question by question, summarize how participants responded. Compare and contrast the responses as you proceed. For example, did gen ed teachers respond similarly to their SPED counterparts? Where did you see similarity and divergence between the responses? (3) Analysis: From the data you collected, what are schools doing that seems to be effective? What gaps might exist that require changes or modifications to current programs/interventions (i.e., further areas to address)? (4) Strategies: Suggest four strategies for creating positive environments for school or individual behavior programs and interventions across the 3 Tiers or Levels of PBS that emerged from the data collected. Cite sources used for each strategy. NOTE: All material taken from sources should be clearly cited and referenced according to APA 6th Ed. Case Study #2: Teacher Focused Score Rubric Possible Points (1) Participant representation and introduction. 2 (2) Responses & Analysis: All four required question categories included and clearly presented. Analysis thoughtfully presented. 7 (3) Strategies clearly articulated and connected to data collected 8 (4) Writing, grammar, spelling, etc. Proper citation and referencing of all resources. 3 TOTAL POINTS 20