ECS 550 Child Guidance and Classroom Management for Typical and Atypical

ECS 550 Child Guidance and Classroom Management for Typical and Atypical

ECS 550 Child Guidance and Classroom Management for Typical and Atypical

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ECS 550 Child Guidance and Classroom Management for Typical and Atypical

ECS 550 Full Course Discussions GCU

ECS 550 Week 1 DQ 1

What internal and external factors influence authentic data collection?

ECS 550 Week 1 DQ 2

In our society, we tend to assign meaning to others’ behaviors. For example, when we drive down the road and someone cuts into our lane suddenly, we often assume the person intended to harm us, when, in fact, there may be many other reasons for the driver’s actions. Can you think of a time when you went to school and a teacher made an incorrect assumption about something someone in your class, or you, did? What happened as a result? How could the situation have been handled differently?

ECS 550 Week 2 DQ 1

Why do some early childhood students have difficulty with transitions in the classroom? Identify and describe two strategies specific to students effectively transitioning.

ECS 550 Week 2 DQ 2

What types of environmental factors would cause students to not want to participate in activities in the classroom? What can teachers do to address this? What motivational strategies have you observed in the classroom that you plan to use in your professional practice?

ECS 550 Week 3 DQ 1

How are the RTI and MTSS systems similar and different from one another?  Is there anything you see in either system that appears more beneficial that you would like to use in your future classroom?

ECS 550 Week 3 DQ 2

How do you plan on involving students in the intervention process or in developing interventions?

ECS 550 Week 4 DQ 1

Once a child has been identified as benefitting from a Functional Behavior Assessment, why is it important to ensure that families are involved in the data collection process? What are some of the concerns families might have? Describe two ways in which you can present data to parents to ease confusion.

ECS 550 Week 4 DQ 2

How have you observed expectations being communicated in regards to behavior management concerns within your classroom observations? Do you find these strategies to be effective? Do you have suggestions for improvement?

ECS 550 Week 5 DQ 1

How will you incorporate data into your classroom management plan? How will you collect data on the effectiveness of your designed classroom management plan to make continuous improvements?

ECS 550 Week 5 DQ 2

How can a teacher ensure a behavior intervention plan will be effective? What are some strategies you can include in your classroom management plan to incorporate students who are on a BIP?

ECS 550 Week 6 DQ 1

How can teachers model appropriate ways for children in early childhood to express their frustration/anxiety and avoid severe behaviors?

ECS 550 Week 6 DQ 2

When crisis situations happen in your classroom, how can you help your students work through any emotions they may experience as a result of this?

 

ECS 550 Full Course Assignments GCU

ECS 550 Week 1 Data Collection Tools Graphic Organizer

A primary responsibility of early childhood teachers is to observe, document, and respond to data that describes students’ behavior and abilities.

Part 1 Graphic Organizer

For this assignment, select three data collection tools you have either researched or observed in a classroom setting. Develop a graphic organizer comparing the three data collection tools, identifying the benefits and drawbacks of each tool, and the appropriate use of the tool to measure data in the classroom.

Part 2 Reflection

In a 250-500 word, reflect upon the following:

  • Which data collection tool, of the three identified, do you plan to use in your professional practice? Rationalize your choice.
  • Who are the stakeholders with whom you will share the data you collect on students’ behaviors and abilities?
  • What are the legal ramifications of sharing data with outside stakeholders?
  • Identify and describe two strategies you will use to ensure that the confidentiality of students is protected.

Support your findings with 2-3 scholarly resources.

Submit both the graphic organizer and the reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 550 Week 2 Clinical Field Experience A: Data Collection and Motivation

Allocate at least 7 hours in the field to complete this assignment.

Observe an early childhood classroom that includes children with exceptionalities, paying attention to data collection and motivation strategies. Observing an inclusive or resource room is acceptable.

Additionally, interview the early childhood classroom teacher about the same topics. Your interview should address the following questions:

  • How do you, as a teacher, record observations of student behaviors?
  • How do you document the data collected during instruction?
  • How do you communicate this information to other stakeholders (i.e., administration, parents)?
  • How do you use this data to adjust instruction and modify behaviors?
  • What strategies have worked for you in motivating early childhood children?
  • What obstacles do you experience in motivating early childhood aged children (Birth to Age 8)?
  • What classroom rules, routines, and procedures do you use?
  • How do you modify the classroom environment to meet the different behavioral and cognitive needs of children with and without exceptionalities?
  • What strategies do you feel are unique to your specific early childhood aged group?
  • What classroom rules and procedures do you use to support differentiated learning and interventions in the classroom?

In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ECS 550 Week 2 Classroom Organizational Design Plan

Early childhood teachers must be proactive in managing their classrooms by setting clear behavioral expectations for the children and using motivation techniques, modifications, and interventions to help them succeed. Establishing this environment will also increase the students’ sense of safety and trust.

Part 1: Classroom Layout Plan

Design a classroom layout plan to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention by drawing and labeling the floor plan.  Take into consideration motivation, modification, and interventions.  Make this your dream classroom.

Part 2: Rationale

In 750-1,000 words, describe your classroom layout.  Your classroom organizational design plan should include the following, and make sure to justify your answer for each bullet point:

  • How do you modify the classroom environment to meet the different behavioral and cognitive needs of children with and without exceptionalities?
  • What strategies do you feel are unique to your specific early childhood aged group?
  • What classroom rules and procedures do you use to support differentiated learning and interventions in the classroom?

Support your rationale with 3-5 scholarly resources.

Submit both the Classroom Layout Plan and the Rationale as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 550 Week 3 Clinical Field Experience B: Response to Intervention or Multi-Tiered System of Support

Allocate at least 7 hours in the field to complete this assignment.

Observe an early childhood classroom that includes children with exceptionalities, paying attention to Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) preparation and procedures.  Many times RTI in early childhood is done outside of the classroom environment, so observing an inclusive or resource room is acceptable. Additionally, interview the early childhood classroom teacher about his or her RTI or MTSS preparation and procedures.

Your interview should address the following questions:

  • Who are the key stakeholders in a RTI or MTSS meeting? What is the role of each individual?
  • How do you document assessment results and other data specific to RTI or MTSS? What does your data collection process entail?
  • How is your RTI or MTSS system organized?
  • How are the assessment results and other data used to develop behavioral and academic interventions? How do you identify and select the interventions? How do you provide support to teachers?
  • What are the legal implications of the RTI or MTSS process?
  • How can data collection be used to form a Functional Behavior Assessment (FBA) for a student who is having behavior issues?
  • What collaborative communities have been provided at the site and also to help support the families?

In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice.

With any remaining hours, spend time observing different classrooms with the focus on RTI and interventions.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic.  Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ECS 550 Week 3 Response to Intervention Graphic Organizer

Early childhood teachers will have students with a variety of skill levels and behavior needs in the classroom. The data teachers gather from observations and other assessments of the children will allow them to classify these characteristics using RTI or MTSS so that the teacher can best meet each child’s individual learning needs.

Design a graphic organizer depicting the three tiers of RTI. Within each tier, use research to identify and briefly describe five examples of academic interventions and five examples of behavior interventions that align to that tier (for a total of 30 interventions).

In 250 words, reflect upon the evolution of interventions throughout the RTI tiers.  How do you motivate these learners to learn and grow?  Be sure to explain how you will use your findings in your future professional practice.

Submit the Response to Intervention Graphic Organizer and Response to Intervention reflection as one submission.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 550 Week 4 Clinical Field Experience C: Functional Behavior Assessment Processes

Allocate at least 6 hours in the field to support this assignment.

Observe an early childhood classroom that includes children with exceptionalities, paying attention to behaviors that may require a Functional Behavior Assessment (FBA). Observing an inclusive or resource room is acceptable. Additionally, interview one or more school administrators (i.e., principal, school psychologist) about FBA processes and best practices.

Your interview should address the following questions:

  • Regarding a Functional Behavior Assessment, who usually observes the student and collects the data?
  • Is the student observed in more than one environment?
  • Is information from the parent included in the data collection? How is the data collected?
  • What are some of the most common behaviors you have observed?
  • How are the FBA results used to make decisions about children’s development and learning?
  • How is consistency regarding behavior management promoted throughout the school?
  • How are expectations communicated throughout the school?

In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ECS 550 Week 4 Functional Behavior Assessment

Early childhood teachers will encounter children with behaviors that are not within the typical realm of development for that age. To assist in meeting the needs of these children, teachers can collect data and conduct a Functional Behavior Assessment as a foundation to develop a plan to address the behaviors.

Read “Student Scenario: Mark” to inform the assignment.

Based on the information and data in the case study, complete a Functional Behavior Assessment for the student using the provided template.

In addition, identify two research-based interventions that would be appropriate for the student described. If the intervention ideas from your RTI Graphic Organizer assignment are applicable, you may use them.

In a 500-word summary, rationalize your intervention choices and Functional Behavior Assessment choices.

Support your findings with 2-3 scholarly resources.

Submit the template and the summary as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 550 Week 5 Benchmark – Classroom Management and Behavioral Intervention Plans

Part 1 – Create Classroom Management Plan

Review the “Functional Behavior Assessment Example” to inform this assignment. In 250-500 words design a basic classroom management plan including a classroom mission statement.  Your classroom management plan should include two specific modifications appropriate for the student described within the “Functional Behavior Assessment Example.” Modifications should support creating a healthy, respectful, supportive, and challenging learning environment for young children.

Support your findings with 1-2 scholarly resources.

Part 2 – Behavior Intervention Plan

Review the student information presented in the “Functional Behavior Assessment Example” to create a Behavior Intervention Plan for that student. Use the “Behavior Intervention Plan Template” and take into account the student’s readiness for learning and the multiple influences that may affect her development.

In addition, create two measurable IEP goals specific to the student’s needs, listing each under the “Goals” section of the Behavior Intervention Plan.

Compose a 250-500 word summary that outlines how you will communicate the Behavior Intervention Plan you developed to general educators and other applicable colleagues. Summarize how this communication will help in creating a safe learning environment and promote meaningful learning activities and social interactions for thestudent.

Support your findings with 1-2 scholarly resources.

Part 3 – Classroom Management Mini-Action Plan

In 250-500 words describe a mini-action plan including two interventions you are going to try with the student presented in the “Functional Behavior Assessment Example.”  The interventions should include:

  • Developmentally appropriate instructional interventions that address the young child with exceptionalities and how to adapt to different environments.
  • Strengths, interests, and needs that enable the student to advance and accelerate their learning.
  • Communication to family on how to support the student at home.

Summarize how this preparation and communication will help in creating a safe learning environment and promote meaningful learning activities and social interactions for the student.

Submit the Classroom Management Plan, the Behavior Intervention Plan, and Classroom Management Min-Action Plan as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 550 Week 6 Classroom Crisis Prevention and Intervention Plan

Teachers will sometimes encounter situations in which students become a danger to themselves or others. It is important for teachers to have a plan in place to respond in ways that are ethical, legal, and appropriate for all students involved. Teachers should incorporate behavior management strategies that are proactive in preventing the escalation of these behaviors, as well.

Design a handout (e.g., brochure, flyer) for paraprofessionals and substitute teachers that provides a visual representation of an intervention plan for a classroom. Your handout should include step-by-step procedures for incidents that involve severe/injurious behaviors (e.g., a student lashes out or becomes physical) as well as visual representations.

In addition, rationalize your choices in a 500-750 word summary. Justify the procedures outlined within your handout and discuss how you would communicate this plan with students.

Support your choices with 2-3 scholarly resources.

Attach the Classroom Crisis Prevention and Intervention Plan Handout and rationale as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 550 Week 6 Clinical Field Experience Verification Form*

Candidates must complete all programmatic requirements, including practicum/field experiences hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.

To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.

  • Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.
  • Complete all required fields on the Clinical Field Experience Verification Form.
  • Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.
  • Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.
  • Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
  • Submit the Clinical Field Experience Verification Form to LoudCloud.

*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

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ECS 550 Child Guidance and Classroom Management for Typical and Atypical

Best ECS 550 Child Guidance and Classroom Management for Typical and Atypical

ECS 550 Child Guidance and Classroom Management for Typical and Atypical

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR,  ACC 667 GCU,  ACC 622 GCU,  ACC 623 GCU,  ENTR 510 DeVryDNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU  , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU , SPD 320 GCU , ESL 533 GCU

 

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