Special education experience needed

Module 6 requires reading textbook chapters 9 and 10. Use chapter 9 and 10 for part 1 and part 2. Also use the attached power points. Module 7 requires reading textbook chapters 11 and 12. Use chapter 11 and 12 to complete part 3 and 4. Also use the corresponding power points. Book access: WWW.Vitalsource.com username:Vanitrabrown(atsign)gmail.com Password: Chan2020* Book Title: Behavior Management: Principles and Practices of Positive Behavior Supports (4th ed.). Person. PART 1: Module 6: Discussion -- Increasing Appropriate & Positive Replacement Behaviors. Provide a written response to each of the discussion questions below: 1. Describe how reinforcement programs coincide with the various stages of learning i.e., acquisition, fluency, maintenance and generalization. 2.Explain the purpose of teaching functionally equivalent replacement behaviors to learners. 3. Describe the factors that can inhibit the success of replacement behaviors when teaching new skills to learners with challenging behavior. What in essence should you be mindful of in the selection of replacement behaviors and what can you do to promote their success? 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. All postings will be graded using the discussion rubric inserted below. PART 2: Module 6: Assignment 2 -- Video Reflection - Positive Behavior Support In the video entitled Positive Behavior Support, Rosemarie Allen (2016) provides a TED Talk presentation whereby she stresses that we can best manage children’s behavior by first managing our own adult behaviors. Instructions: In one-to-two paragraphs reflect on the video https://www.youtube.com/watch?v=995j6uhxN9g&feature=youtu.be and discuss the meaning of Rosemarie Allen's statement. Express your personal views or reactions to what she proposed in her presentation. Provide specific examples were appropriate. Submission Instructions: Format your paper according to the APA Guidelines provide (in the Getting Started Module); include a cover page. Please submit a Word Document, do not submit a PDF file. Your assignment will be graded according to the Reflections Rubric. PART 3: Module 7: Discussion -- Minimizing Challenging Behaviors & Teaching Self-Determination Instructions: Provide a written response to each of the discussion questions below: 1. Address the importance of a universal system of positive behavior supports. Include the rationale for this model, the methods to ensure its successful implementation and the positive benefits of this approach for preventing challenging behaviors. 2. Describe what criteria you might use to be sure that PBS planning and implementation would support an individual’s quality of life. 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 inserted below. PART 4: Module 7: Assignment 1 -- Case Study Analysis and Recommendation (2) Read the following short case study about "Paul Anderson", a student who has been receiving services for behavior disorders for two years. His aggressive behaviors, however, have increased. Both the school and his mother are concerned about his needs and the safety of the other students. Case Study: (Introduction to Exceptional Children - Handout, 2004, Allyn and Bacon) Paul Anderson has had many difficulties, both in and out of school, for a while. During the first and second grades, his teachers reported that he was frequently angry. He argued excessively with peers and adults and often fought, sometimes injuring other children. Academically, Paul also performed poorly. However, his teachers felt he was quite capable of understanding and completing his schoolwork. Initially, the school staff tried several interventions. School detention, behavior contracts, conferences with the school counselor, and homeschool contact were used. None proved effective. Mrs. Anderson, a single parent, also expressed concern at that time. She stated that Paul was often noncompliant and aggressive toward his two younger siblings. In the third grade, a formal referral process was initiated. Paul was subsequently identified as having a serious behavior disorder. He began receiving services in a self-contained classroom with other children with similar needs. A structured classroom behavior management system was used. Paul was given clear expectations, consequences, and rewards contingent on his behavior. He did well, for a while, in the special education classroom. By fifth grade, while he still was able to complete work and engage in appropriate behavior in the special education classroom, his problems mounted outside of the classroom: in the lunchroom, on the bus, and at home. Paul was banned from riding the bus with his peers because of physical and verbal abuse. Because of throwing food and other objects in the lunchroom, Paul ate his lunch in the classroom. The principal at Paul’s school, Mr. Montoya, has also become increasingly concerned. Paul has violently threatened several other students. His mother also stated she has been unable to leave him unsupervised with his siblings because of her uncertainty of his behavioral outbursts. Now, his special education teacher, school principal, and mother are concerned about Paul’s placement. They are anxious about their abilities to meet Paul’s needs and to balance the safety of the other children. An IEP conference is scheduled and they meet. The special education teacher reports that she is unable to supervise and monitor Paul in all school environments. Mr. Montoya, the principal, finds that because of Paul’s disability, school suspension is not an option, yet he is concerned about school safety and Paul’s escalating violent behaviors. Mrs. Anderson state she feels helpless because consequences she initiates at home no longer work. The other children at home are not only fearful of their brother, but also complain about the time and problems he causes. “I don’t want to give up, but I’m not sure what to do anymore,” she cries. “Maybe, we should consider other possible options and placements,” Mr. Montoya suggests. Case Study Discussion Questions: 1. What specific characteristics does Paul exhibit as an individual identified with an emotional or behavioral disorder? 2.How have these characteristics changed throughout elementary school? 3. What interventions were initially successful? Why might they have been successful in some environments and not in others? Are there other possible interventions that might be tried? 4. What types of support might be available to Paul’s mother and family? Instructions: After reading the case study, answer the four questions. Please edit your responses before submission, following the APA guidelines; include a title page with your responses. Your assignment will be graded according to the grading rubric provided below. Click on the link to access the rubric.