Special education experience needed ESE-528-AP-2004B: INSTRUC STRATEGIES STU W/EBD

Part 1: Module 1: Discussion -- Defining EBD and Theoretical Models of Behavior In Module I you reviewed the definition of EBD and identified the overall characteristics of students classified under this exceptionality. In addition, you reviewed the major theoretical models that provide differing viewpoints and explanations about human behavior and the underlying factors that reinforce or predict specific actions or behaviors. The following discussion questions are designed to help you more closely examine the the characteristics of students classified as EBD and the theoretical models of human behavior. Instructions: Provide a written response to each of the discussion questions below: 1.a) What are the defining characteristics of individuals classified as having EBD? 1.b) In addition, explain which theoretical model you think best defines or explains the underlying causes of defiant or challenging behaviors. Provide a rationale for your response. 2.a) Identify and discuss what you perceive are the merits or strengths of Positive Behavioral Supports (PBS) and the three-tiered model as a method for promoting positive behavior. 2.b) Do you perceive any limitations or weaknesses with this model? Explain why or why not. Submission Instructions: Answer all questions thoroughly, following the APA guidelines when citing references from the book and other sources. Your response to each question should be a minimum of 3-4 sentences and clearly written without grammatical and/or spelling errors. Students are reminded to use respectful language that is void of any derogatory terms or slurs. These instructions are to be applied to both posts--your initial response and feedback provided to your peers. Part 2: Module 1: Assignment 1 -- Theoretical Models of Behavior Matrix Chapter one of your text has provided you with a comprehensive overview of the major theoretical models of human behaviors. Each model provides a unique perspective of the factors that define or are the primary cause(s) of human behavior. Each model provides a plausible explanation of the atypical and challenging behaviors students might display in the classroom setting. Instructions: Complete the attached matrix of the theoretical models discussed in Chapter 1 of your text. Under each column, highlight and summarize the key concepts and components for each of the six theoretical models. To help you get started and to give you an idea of how to complete the matrix, some key ideas and concepts relative to the specific theoretical model were inserted. Elaborate and add additional comments to those descriptions provided. Submission Instructions: Your assignment will be graded according to the criteria outlined in the Theoretical Models Rubric provided. Part 3: Module 2: Discussion -- Partnering with Families & Ensuring Ethical Practices Instructions: Provide a written response to each of the discussion questions below. 1. Describe how general education and special education reform have impacted or influenced the partnerships between families and education professionals. 2a. What do you see as some of the roles that parents might play in the development, implementation, and evaluation of positive behavior supports for their children? Be specific with regard to what they might do and how they might participate. 2b. What are some of the factors that influence how parents might participate? Submission Instructions: Answer all questions thoroughly, following the APA (7th edition) guidelines when citing references from the book and other sources. Your response to each question must be a minimum of 3-4 sentences and clearly written without grammatical and/or spelling errors. I strongly suggest you write out your initial responses to each question in Microsoft Word, correct all spelling and grammatical errors there, then upload your responses were indicated at the end of the assignment description. Students are reminded to use respectful language that is void of any derogatory terms or slurs. These instructions are to be applied to both posts--your initial response to the questions asked and your feedback provided to at least two of your peers. All postings will be graded using the discussion rubric. Part 4: Legal Overview and EBD Subtypes The following video clipping of the Legal Definition of EBD and The CEC Characteristics and Subtypes Summary Brief provides a quick review of the EDB classification. This information is provided in addition to the PowerPoint presentation I shared with you in our first Synchronous Session (review the recorded session if necessary). Review the video clipping and the CEC Summary Brief by clicking on the links below: Video: Legal Brief: Students with Emotional and Behavioral Disorders (Links to an external site.) Legal Brief: Students with Emotional and Behavioral Disorders CEC Summary Brief: http://community.cec.sped.org/ccbd/about/ebddefintion (Links to an external site.) Reflect upon all sources provided and respond to the following question: What unique characteristics distinguish students with EBD from those with other exceptionalities? Who are more frequently identified as EBD and why is it considered an under-served classification? Instructions: Respond to the above question in a short paragraph of 4 – 5 sentences. Present your paper according to the APA formatting guidelines provided in the Getting Started Module. Include a cover (title) page with the inserted running head and page number in your paper. Provide citations, wherever appropriate, of any resources used. The reference page should be on a separate page and it is the last page of your response paper.