case study assignment educ 623

EDUC 623 Principles of Behavior Management

• Course Description

An examination of the principles of behavior management as applied to children and youth in the classroom setting. Positive approaches for dealing with behavior problems are emphasized. Contemporary research in the area is analyzed and discussed.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

Requires a student login to access.

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Difficulty with classroom management is the number one reason given by teachers leaving the classroom for other careers. An understanding of behavior management serves as a foundation for classroom success with special education and general education students.

Course Assignment

Textbook readings and lecture presentations.

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Candidate Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt. Each thread must be at least 300 words, include at least 2 scholarly citations and 1 scriptural reference in current APA format, and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 classmates’ threads. Each reply must be at least 150 words. (CLO: A, B, C)

Functional Behavior Assessment Assignment

The candidate will complete the FBA Interview and create a Behavior Intervention Plan based on the information provided in a simulated student scenario. (CLO: B, C)

edTPA Task 1 Lesson Plan Assignment or Behavior Resource List Assignment

edTPA Task 1 Lesson Plan Assignment – MAT candidates will use the provided template to create a lesson plan for a 15–20-minute mini-lesson. (CLO: C)

Behavior Resource List Assignment – M.Ed, Ed.S, and Ed.D candidates will create an annotated bibliography containing 20 beneficial resources related to a classroom or behavior management topic. Each annotation must consist of at least 5 sentences. Resources may include websites, texts, scholarly research articles, etc. (CLO: C)

Field Experience Observation Assignment

The candidate will be required to observe 1 student in a classroom setting for 2 hours. During this observation, the candidate will record all of the behaviors displayed by the student and complete an ABC Chart. The candidate will create a comprehensive list of specific behaviors and write a detailed 400–500-word summary of the observation. (CLO: D)

Case Study Assignment

The candidate will complete a case study from the Iris Center (open access resource) that addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured. Using the resources provided in the case study (i.e., STAR Sheets) and the assignment template, the candidate will answer each item in full. Case study templates will be evaluated based on the candidate’s ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting. (CLO: B)

Behavior Management Philosophy Presentation Assignment

The candidate will share his or her philosophy of individual behavior management and a description of legal procedures that must be followed when working with students with exceptional learning needs. (CLO: A, B, C)

Dispositions Assignment

The candidate will complete this reflective assignment to address the LU School of Education conceptual framework and SCRIP mnemonic. The candidate will answer a series of questions regarding his/her overall performance as it relates to social responsibility, commitment, reflective practice, integrity, and professionalism. (CLO: A)

Have questions about this course or a program?

Speak to one of our admissions specialists.

Inner Navigation

• Assignments

Have questions?

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level

Bachelor’s

Master’s

Certificate

Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE

EDUC 623 Troy University IRIS Center Defining Behavior Case Study

by ella | Mar 26, 2024 | Writing

Description

The IRIS Center (Open Access) is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

Using the resources provided in the case study (i.e., STAR Sheets) and the corresponding case study template, answer each item in the case study in the unit in full. Case studies will be evaluated based on your ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

Case Study Unit 1: Defining Behavior

This case study addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured or counted.

Access the case study unit here .

Submission Instructions:

1.Access the case study unit via the link above.

a.If you have issues accessing the case study unit through the link above go the IRIS Center Resource Center (see https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/ ) and enter the name of the Case Study using the search function.

2.Download the respective Case Study Template.

3.Complete the respective Case Study Template.

CAE STUDY TEMPLATE ATTACHED!!!!

Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A

• Santa Monica College Critics Of The Camus Guest The Inadmissible Complicity Discussion

Homework Simple

Test prep, discussion boards, essays

EDLC 623 Case Study

Home » Downloads » EDLC 623 » EDLC 623 Case Study

EDLC 623 Case Study Assignments

• EDLC 623 Case Study Defining Behavior
• EDLC 623 Case Study Encouraging Appropriate Behavior

The candidate will complete two case studies from the Iris Center (open access resource) that addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured and how to encourage behavior that is appropriate. Using the resources provided in the case studies (i.e., STAR Sheets) and the assignment templates, the candidate will answer each item in full. Case study templates will be evaluated based on the candidate’s ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

You May Also Like

• EDLC 623 Field Experience Observation
• EDLC 623 Dispositions
• EDLC 623 Behavior Management Powerpoint

has been added to your cart!

have been added to your cart!

• Liberty University
• Share this:

Quiz Collect

EDLC 623 Case Study

EDLC 623 Case Study Assignments

EDLC 623 Case Study Defining Behavior

EDLC 623 Case Study Encouraging Appropriate Behavior

The candidate will complete two case studies from the Iris Center (open access resource) that addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured and how to encourage behavior that is appropriate. Using the resources provided in the case studies (i.e., STAR Sheets) and the assignment templates, the candidate will answer each item in full. Case study templates will be evaluated based on the candidate’s ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

You May Also Like

• EDLC 623 Field Experience Observation
• EDLC 623 Dispositions
• EDLC 623 Behavior Management Powerpoint

WRSP 101 Quiz 4

Price: $4.00

WRSP 101 Quiz 4 WRSP 101 Quiz Discipleship Principles for Worship All of the following are benets of sustaining a choir ministry as part a church’s worship team, EXCEPT: Every Christian has a vocational calling to serve as a leader of worship. As worship leaders who strive to connect people to God through music we…

WRSP 101 Quiz 3

WRSP 101 Quiz 3 WRSP 101 Quiz History of Worship The Pre-Reformation clergyman best known for his belief that the Bible should be available to all people and in a language they could understand, not just Latin, was: “The Lord Is My Banner” is: The Roman Catholic clergy (prior to the Reformation) saw all congregants…

WRSP 101 Quiz 2

WRSP 101 Quiz 2 WRSP 101 Quiz Old and New Testament Worship The five books of psalms were written to correspond with: Which is not one of the lessons learned from Jehoshaphat’s war strategy? __________ led in the worship of the Israelites after God delivered them from captivity in Egypt. Out of the 38,000 members…

WRSP 101 Quiz 1

WRSP 101 Quiz 1 WRSP 101 Quiz Foundational Studies of Worship To experience honest worship that is dynamic and delightful, I must . . . The text notes a key passage of Scripture instructing us to worship God in the beauty of ______________. The short definition of the word, “worship” is . . . God…

EDUC 787 Powerpoint Assignment

Price: $3.99

EDUC 787 Reflective PowerPoint Presentation Assignment The candidate will create a PowerPoint presentation exploring one of the course topics more in depth. Additionally, the candidate must type a script to align with the PowerPoint for a 30-minute presentation incorporating relevant sources. $3.99 – Purchase Checkout Added to cart You May Also Like EDUC 787 Media Analysis Assignment…

EDUC 787 Media Analysis Assignment

EDUC 787 Media Analysis Assignment The candidate will compare coverage of a selected topic specific to The College and Its Governing Board and Staff in 3–4 different types of sources (newspapers, magazines, academic journals, books, professional association website). This assignment requires citations from 3-4 sources in current APA formatting. This media analysis will include a…

Provide details on what you need help with along with a budget and time limit. Questions are posted anonymously and can be made 100% private.

Studypool matches you to the best tutor to help you with your question. Our tutors are highly qualified and vetted.

Your matched tutor provides personalized help according to your question details. Payment is made only after you have completed your 1-on-1 session and are satisfied with your session.

EDUC 623 Troy University Educ 623 Functional Behavior Assessment Interview Form

User Generated

Troy University

Description

Final: Functional Behavior Assessment/Behavior Intervention Plan Instructions

PART 1: Functional Behavior Assessment (FBA)

During the course of your educational journey, you will encounter students who exhibit behavior that impedes the teaching/learning process. After trying unsuccessful strategies, a functional behavior assessment may be necessary. The primary goal of the FBA is to identify the purpose of the inappropriate or impeding behavior. One important data collection tool used in the FBA process is the Functional Assessment Interview (FAI).

For this assignment candidates will gather data from a provided student scenario or through student observations in the field to complete the provided Functional Assessment Interview (FAI) form. If you choose to use a student observation for this assignment instead of the scenario provided, please include a one page description of the student or the observation that you completed in module 3. Candidates MUST use the provided FAI Interview Form for this assignment. Each section of the form must be thoroughly completed using professional terminology and address the student data provided or collected.

If candidates are gathering data from a field observation, the observed student must have diverse learning needs and specific behavior difficulties.

Student Description

If the candidate is using data collected from student observations in the field, a thorough description of the observed student must be provided on the FAI Interview Form. Candidates will include a description of the student’s social interactions, overall academic performance, gender, and other relevant data. If the student has a documented disability, the description of the student should depict a clear understanding of the student’s disability, the criteria/characteristic for having a disability, and how this disability impacts their academic achievement and functional performance in the learning environment. The student description is not required if candidates are using a provided scenario to complete the assignment.

PART 2: Behavior Intervention Plan (BIP)

Once difficult behaviors have been identified through the FBA, a Behavior Intervention Plan (BIP) will be created in an attempt to decrease those behaviors and increase (i.e., reinforce) replacement behaviors. For this part of the assignment candidates will create a Behavior Intervention Plan (BIP) for the student identified in Part 1 of the assignment. Candidates must use the provided BIP form to complete this portion of the assignment.

Attachments

The candidate will complete three attachments that support the content of the BIP. The first attachment will be the (a) behavioral contract that will be used to for this student. The document should be completed. The second attachment should be the (b) record keeping document that will be used by anyone identified in the BIP as responsible for the collection of data related to the student’s behavior. This document should not include any behavioral data. The third attachment will be a (c) letter to the student’s parent(s)/guardian(s) that briefly explains the plan and describes a system of ongoing communication regarding the student’s behavior.

Explanation & Answer

Attached. FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) INTERVIEW FORM Student’s Name: Student’s Date of Birth: Gender: Date of Interview: Interviewer: Respondents: A. DESCRIBE THE BEHAVIORS 1. For EACH of the behaviors of concern, define the topography (how it is performed), frequency (how often it occurs per day, week, or month), duration (how long it lasts when it occurs), and intensity (how damaging or destructive the behaviors are when they occur). Behavior Topography Frequency Duration Intensity a. Avoiding eye When interacting Everyday Throughout the Reduces social contact with classmates day interaction with and people she peers doesn’t know b. Withdrawal Avoids interacting Everyday A few hours per Limits social with family and day interactions friends c. Aggression When things do At least once per Occurs the whole Limits social and crying not go her way, week day interaction with for example, when peers she looses some of her collections d. Difficulty Uses short phrases Everyday Throughout the Limits ability to holding when day communicate her conversation communicating needs and wants to family and friends e. Repetitive Rocks to the front Occurs at least Lasts a minimum Disrupts learning movements or back when once per week of one hour Limits like rocking walking or sitting interpersonal interactions f. g. h. i. j. 2. Which of the behaviors described above are likely to occur together in some way? Do they occur about the same time? In some kind of predictable sequence or “chain”? In response to the same type of situation? Discuss in detail. Aggresison and repetitive movements are likely to occur together in a sequence. For example, Jill starts rocking herself if she is upset. After that, she will start to cry while throwing tantrums. Avoiding eye contact and withdrawal also occur together in a sequence. The inability to look at her classmates makes it difficult for Jill to hold reasonable conversations that can lead to quality relationship formulation B. DEFINE ECOLOGICAL EVENTS (SETTING EVENTS) THAT PREDICT OR SET UP THE PROBLEM BEHAVIORS 1. What medications is the person taking (if any), and how do you believe these may affect his or her behavior? No medications 2. What medical or physical conditions (if any) does the person experience that may affect his or her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures, problems related to menstruation)? Jill does not suffer any medical conditions 3. Describe the sleep patterns of the individual and the extent to which these patterns may affect his or her behavior. Jill sleeps without any problems. Jill does not sleep on time when she is upset. 4. Describe the eating routines and diet of the person and the extent to which these may affect his or her behavior. Jill’s diet includes all natural foods and dietary supplements. Eats sweets and treats only to a small extent. Prefers white rice and dislikes pudding and sauces. 5. a. Briefly list below the person’s typical daily schedule of activities. (Check the boxes by those activities the person enjoys and those activities most associated with problems.) Time Activity Description Enjoys Problems Wakes and sits at the kitchen counter to eat breakfast √ 8:00 Mother drives her to school √ 9:00 Attends classes √ 10:00 Recess √ 11:00 Class √ 12:00 PM Class √ 1:00 Eats lunch √ 2:00 Class √ 3:00 Class √ 6:00 AM 7:00 Leaves school and goes back home √ 8:00 Watches Tv √ 9:00 Goes to Sleep √ 4;00 5:00 6:00 7:00 10:00 b. To what extent are the activities on the daily schedule predictable for the person, with regard to what will be happening, when it will occur, with whom, and for how long? Very predictable c. To what extent does the person have the opportunity during the day to make choices about his or her activities and reinforcing events? (e.g., food, clothing, social companions, leisure activities) To a large extent 6. How many other persons are typically around the individual at home, school, or work (including staff, classmates, and housemates)? Does the person typically seem bothered in situations that are more crowded and noisy? More than five people Jill does not like crowded spaces 7. What is the pattern of staffing support that the person receives in home, s...

24/7 Homework Help

Stuck on a homework question? Our verified tutors can answer all questions, from basic  math  to advanced rocket science !

Similar Content

Related tags.

writing assignment Industrial Revolution spiritual classis Maquiladora philosophy Common Core Standards formatting christian bible personality types Europe’s Cold War essay science

Don Quixote

by Miguel de Cervantes

The Good Earth

by Pearl S. Buck

by J. R. R. Tolkien

The Restless Wave

by John McCain

The Turn of the Screw

by Henry James

Alice in Wonderland

by Lewis Carroll

working on a homework question?

Studypool is powered by Microtutoring TM

Copyright © 2024. Studypool Inc.

Studypool is not sponsored or endorsed by any college or university.

Ongoing Conversations

Access over 20 million homework documents through the notebank

Get on-demand Q&A homework help from verified tutors

Read 1000s of rich book guides covering popular titles

Sign up with Google

Sign up with Facebook

Already have an account? Login

Login with Google

Login with Facebook

Don't have an account? Sign Up

• How It Works
• Privacy policy

Need help with your Discussion

Get a timely done, PLAGIARISM-FREE paper from our highly-qualified writers!

educ 623 case study template

Troy University , Writing

Question Description

The IRIS Center (Open Access) is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

Using the resources provided in each case study (i.e., STAR Sheets) and the case study template, answer each question on the template in full. The case study will be evaluated based on your ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

Case Study: Classroom Norms and Expectations

This case study covers scenarios and strategies for establishing classroom norms and expectations.

Access the case study unit here .

Submission Instructions:

1.Access the case study unit via the link above.

a.If you have issues accessing the case study unit through the link above go the IRIS Center Resource Center ( https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/ ) and enter the name of the Case Study using the search function.

2.Complete the Case Study Template.

3.Submit the completed template in the submission portal for the module 3 observation assignment by Sunday of module 3.

Have a similar assignment? "Place an order for your assignment and have exceptional work written by our team of experts, guaranteeing you A results."

"Place your order now for a similar assignment and have exceptional work written by our team of experts, guaranteeing you A results."

Our Service Charter

1.  Professional & Expert Writers : Eminence Papers  only hires the best. Our writers are specially selected and recruited, after which they undergo further training to perfect their skills for specialization purposes. Moreover, our writers are holders of masters and Ph.D. degrees. They have impressive academic records, besides being native English speakers.

2.  Top Quality Papers:  Our customers are always guaranteed of papers that exceed their expectations. All our writers have +5 years of experience. This implies that all papers are written by individuals who are experts in their fields. In addition, the quality team reviews all the papers before sending them to the customers.

3.  Plagiarism-Free Papers: All papers provided by Eminence Papers  are written from scratch. Appropriate referencing and citation of key information are followed. Plagiarism checkers are used by the Quality assurance team and our editors just to double-check that there are no instances of plagiarism.

4.  Timely Delivery:   Time wasted is equivalent to a failed dedication and commitment. Eminence Papers are known for the timely delivery of any pending customer orders. Customers are well informed of the progress of their papers to ensure they keep track of what the writer is providing before the final draft is sent for grading.

5.  Affordable Prices:  Our prices are fairly structured to fit in all groups. Any customer willing to place their assignments with us can do so at very affordable prices. In addition, our customers enjoy regular discounts and bonuses.

6.  24/7 Customer Support: At Eminence Papers , we have put in place a team of experts who answer all customer inquiries promptly. The best part is the ever-availability of the team. Customers can make inquiries anytime.

• Step 1: Fill the Order Form

• Step 2: Make Payment

• Step 3: The Writing Process

• Step 4: Download Paper

Our Advantages

• Best Prices in The Market (Starting At $9/Page)
• Delivery at Any Time (24/7)
• 0% Plagiarism Rate
• Highly Qualified Writers
• Free Revisions Within A 30 Day Period
• We Do Not Reject Hard/ Or Technical Assignments
• Flexible Pricing and Great Discount Programs

Useful Links

• Privacy Policy

• Free Essays
• Essay types
• Plagiarism Checker
• Free consultation
• Essay examples
• Dissertation assistance
• Free dissertations
• Coursework help

Stuck with your Assignment?