This week you are requested to respond on Discussion Board to the following topic:
Although Maine is considered one of the most homogenous US states, how, if at all, should, in your opinion, elementary schools promote cultural diversity? Are teachers prepared to embrace cultural diversity in their classrooms, in their instruction? Explain your point of view.
Religion is an irremovable part of any society (at least that’s what sociologists tell us). We are often reminded that teaching about religion should be, as our textbook states, “handled as objectively as possible”. Discuss and describe elementary school-based activities in which, in your opinion, teaching about religion could/should be incorporated. Do you feel, as a teacher, prepared to do so?
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Imagine that you are a counselor working with a child who is having some behavioral problems at her elementary school. As a scholar practitioner, you approach your work with her from an empirical standpoint and want to measure the effectiveness of your work. As such, you pose the following research question: “What impact does a designed intervention have in reducing off-task behavior, physical aggression, and verbal aggression for the identified child?” For the purposes of this research, the target behaviors for intervention are as follows:1. Off-task – failure to maintain eye contact with task at hand for more than 3 consecutive seconds2. Physical Aggression – hitting/pushing/kicking peers/teachers, throwing objects3. Verbal Aggression – threatening, yelling Consider the following observation report: During the first observation period, which was conducted on Monday (in math class) between 11:20 and 11:30, 10-minute, 10-second, partial interval recording was used to assess the frequency of off-task behaviors, physical aggression, and verbal aggression. Kaya was observed to be off-task 12% of the intervals observed, engaged in physical aggression 0% of the intervals observed, and engaged in verbal aggression 2% of the intervals observed. During the second observation (during recess), which was conducted on Wednesday from 9:00 to 9:30, Kaya was observed to be off-task 15% of the intervals observed, engaged in physical aggression 20% of the intervals observed, and engaged in verbal aggression 3% of the intervals observed. Kaya was also observed on Friday from 10:30 to 10:40 during a group activity. Kaya was observed to be off-task 20% of the intervals observed, was observed to engage in physical aggression 7% of the intervals observed, and was observed to engage in verbal aggression 10% of the intervals observed.Off task Physical aggression Verbal aggression12% 0% 2% 15% 20% 3% 20% 7% 10% Based on the above data, you determine that you must design a behavioral intervention for Kaya and determine if it is successful. As you begin the process of investigating your research question:• Briefly describe a time series design that you would use to investigate the impact of your intervention, and explain how you would collect and record the additional data. Be specific.• Select a method for graphically representing the provided data. Use the method to create a graph.• Analyze the data and provide a narrative description of your analysisImagine that you are a counselor working with a child who is having some behavioral problems at her elementary school. As a scholar practitioner, you approach your work with her from an empirical standpoint and want to measure the effectiveness of your work. As such, you pose the following research question: “What impact does a designed intervention have in reducing off-task behavior, physical aggression, and verbal aggression for the identified child?” For the purposes of this research, the target behaviors for intervention are as follows:1. Off-task – failure to maintain eye contact with task at hand for more than 3 consecutive seconds2. Physical Aggression – hitting/pushing/kicking peers/teachers, throwing objects3. Verbal Aggression – threatening, yelling Consider the following observation report: During the first observation period, which was conducted on Monday (in math class) between 11:20 and 11:30, 10-minute, 10-second, partial interval recording was used to assess the frequency of off-task behaviors, physical aggression, and verbal aggression. Kaya was observed to be off-task 12% of the intervals observed, engaged in physical aggression 0% of the intervals observed, and engaged in verbal aggression 2% of the intervals observed. During the second observation (during recess), which was conducted on Wednesday from 9:00 to 9:30, Kaya was observed to be off-task 15% of the intervals observed, engaged in physical aggression 20% of the intervals observed, and engaged in verbal aggression 3% of the intervals observed. Kaya was also observed on Friday from 10:30 to 10:40 during a group activity. Kaya was observed to be off-task 20% of the intervals observed, was observed to engage in physical aggression 7% of the intervals observed, and was observed to engage in verbal aggression 10% of the intervals observed.Off task Physical aggression Verbal aggression12% 0% 2% 15% 20% 3% 20% 7% 10% Based on the above data, you determine that you must design a behavioral intervention for Kaya and determine if it is successful. As you begin the process of investigating your research question:• Briefly describe a time series design that you would use to investigate the impact of your intervention, and explain how you would collect and record the additional data. Be specific.• Select a method for graphically representing the provided data. Use the method to create a graph.• Analyze the data and provide a narrative description of your analysis
Designing behavioral intervention for a student with behavioral problems involve keen observations and choices on how to deal with the individual. Kaya is an elementary student with behavioral problems; off-task – failure to maintain eye contact for more than 3 seconds-, physical and verbal aggression. A time series design was conducted on his behavior, at different intervals and showed high percentages of off task, physical aggression and verbal aggression.
Following a behavioral intervention conducted on Kaya, simple time series design was used to measure the effectiveness of the intervention. Observations were conducted on a programmed intervention, following up on the change process. The descriptive nature of simple time series design generated the following report collected on a period of time:
The first observation was conducted during class free time, a day after the intervention, on Tuesday between 5p.m and 6p.m. Intervals of ten minutes was used to determine how often the behavior problem occurred. Off task reduced to 8%, 1% physical aggression and 1% verbal aggression, total calculation of the ten minutes intervals.
The second observation was conducted during a music class on Friday between 1p.m and 2p.m. same ten minutes interval was used. The student showed 5% off task behavior, 0% physical and verbal aggression.
The third observation was done during sports day on Saturday between 3p.m and 4p.m. The student showed great sign of improvement with 1% off task, 0% physical and verbal aggression.
Open-ended interviews and direct observation data collection method was used and information recorded on excel spreadsheet. Open-ended interviews were conducted on randomly chosen students and teachers, who cooperated in answering questions concerning the student in question behavior. I also conducted a direct observation on the behavior of the student. The interviews were conducted by trained and assessed individuals fit for the task. The interviewees were fellow students in senior classes hence open-ended interview ran smoothly. Both information was recorded in excel spreadsheet making it easier for final assessment calculations.
Bar-charts are commonly used method of presenting data graphically. Bar-c…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. behavioral problems at her elementary school