Page 1

AED 222 Week 8 DQ 1 and DQ 2 Click Here to Buy the Tutorial For more course tutorials visit

Discussion Questions

Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study? What additional information could they have included to clarify the exceptionality or the student’s needs? What information was particularly useful for you in the identification process? Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile.

In the following scenarios, determine which level of behavior management is addressed and describe the factors involved that led you to these conclusions:

Scenario One

Carter is a 4th grade student who has displayed repetitive minor behavioral problems throughout the school year. The consequences contained within the classroom behavior management plan do not seem to be working for him, so his classroom teacher, Mr.Brunk, seeks the help of Mrs. Wright, the school counselor. Mrs. Wright invites Carter to join the school's Social Skills Club. She works with Carter regularly, both individually and in small groups, on the social skills he needs. He is given a positive behavior support plan and is explicitly taught the

desired behaviors. In the club, Carter is asked to demonstrate the modeledbehavior or social skill and also practice and review the behavior or skill through role-play activities. Carter is given a behavior contract to use in the classroom and his parents reinforce the desired behaviors at home. After several weeks, Carter begins to respond to his support plan and contract by exhibiting better classroom behavior and social skills.

Scenario Two

Monica is a 5th grader with a history of violent behavior at school. She has been involved in several fights and suspended numerous times this school year. A group of school personnel including her classroom teachers, counselor, and assistant principal develops a behaviorintervention plan for Monica. It is soon determined, however, that this plan is ineffective for addressing her problems and that further intervention is needed. A team of behavior support specialists, psychologists, counselors, social workers, and administrators meets to develop a comprehensive intervention plan for Monica. Monica is assigned to short-term individual therapy sessions. She also receives services from juvenile justice personnel and mental health service providers outside of school. In addition, Monica's parents are involved in the sessions because family empowerment is a major emphasis of the overall comprehensive behavior intervention plan for Monica.

Scenario Three

The bell rings, signaling a new day in Mrs. Brooks' 2nd grade classroom. As the students quietly enter the room, they go directly to their lockers, put away all of their personal items, and take out their daily folders, which they place in a special daily folder basket next to the doorway. Students then choose a book for independent, silent reading at their desks until the morning announcements begin. Mrs. Brooks moves around the room handing out tickets (which may later be traded in for prizes) to students who are on task. After the announcements, Mrs. Brooks calls the class to the rug in an open area of the room for the morning meeting. Josh is chosen from a set of cards as the Student of the Day. Michael is upset that Josh is chosen over him, and complains that it is unfair. Mrs. Brooks moves into close proximity to Michael and reminds him that everyone will get an opportunity to be the Student of the Day and that his turn will be coming soon. As Michael continues to complain, Mrs. Brooks calmly gives him a warning, which is the next step in her classroom behavior management plan, then proceeds with the routine. Michael continues to interrupt the class and is instructed to turn his card from green to

yellow, meaning that he will miss 10 minutes of recess later in the day. For the rest of the morning meeting, Michael behaves appropriately.

Aed 222 week 8 dq 1 and dq 2  

AED 222 Week 8 DQ 1 and DQ 2 AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies AED 222 week 7 Exercise C...