Implemented A Group Contingency Plan Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Implemented A Group Contingency Plan Assignment
Participant 9
Participant 9: Interview
Name of participant: LAZ
Teaching Certification(s): Elementary K-6;
Education Level (Highest degree attained) M.A.
Total years of teaching experience: 12
Years of teaching students in preschool through third grade? 9
Date &time of interview: 8/3/18- 5:00
Are you currently or have you ever implemented a group contingency plan to manage your students’ behavior? (If the response if “yes” then ask all questions-; if the response is “no” then proceed to use questions 8-10.)
No
PROBE: Why have you not implemented a group contingency plan? Please describe the specific reasons why you have not implemented a group contingency behavior plan with your students.
I feel that my students would not benefit, at the age and skill level that I teach, from that type of reinforcement system. Most of the students entering have very few skills. I need to teach basic readiness skills which need to be broken down and reinforced immediately. I am fortunate enough to have and always have had enough support in my classroom to have a staff/student ratio of 1:1 or 1:2 so that readiness skills can be taught and reinforced immediately in an individual format, rather than a whole class approach.I also feel like the students need to have some sort of social awareness of others for a dependent or interdependent group contingency plan to work. They need to realize that their behavior affects everyone else and care about that fact.
Have you ever implemented an individual contingency plan?
Yes, so I use a token boards for all my students for work completion. It could be for different things. Initially, clearly the children have to understand how a token works. So usually I would do a 1:1 token for a response and then maybe move to 5 or 10 responses. Then you would just change the ratio of how you would reinforce.
You can also change the number of tokens before a child earns a reward. it also could be a time based like you’re going to earn tokens over a certain amount of time. So, I have done it different ways, it depends on the student. so, there is usually a choice board, so they can choose what they want to work for, I would have a visual. And that would go on the board somewhere. And when they earn the token, they would receive their reinforcement.
The CST and the other teachers help me. I mean I think really everybody on the team, the related service providers, um you know are valuable in their own way. It can be based on their experience, or um you know whatever their expertise is. Sometimes there might be behaviors related to their area. So, if we are doing a gross motor activity and there is a problem, I can ask the OT or PT for suggestions to see if there is something I can do. I mean it’s really everybody that helps.
What behavior management resources/supports are currently available to you for managing classroom behavior?
The school psychologist and the school social worker have provided a lot of the resources that I use on a daily basis. These are very helpful to me.
Are there any final thoughts or feelings concerning behavior management you wish to share?
I think in my type of classroom if you can’t get the behavior under control, then it… that’s primary, you have to do that first or else you are never going to get to teach. And I also look like its that it is preschool and that social/emotional component um is almost more important in the very beginning than teaching the letters and the numbers.
I mean it’s almost secondary to focusing on behavior and how you…just generally thing about the behavior. And the other things like sitting in a chair, participating, those kind of learner behaviors. As well as refraining from hitting and screaming and all those things.
That primary and has to be focused on first before you can even get to anything else. I kind of feel like when we focus on those other things (not that they are not important) but it just like not accurate, if that can show all those skills, but can’t behavior, then those skills are not functional. You can’t use it if you can’t behave. So, it’s really… l I feel like my job with the kids I have, is to getting the behavior as under control as a I can in order to start teaching things other preschoolers may be learning.
This research participant did not complete a critical incident report since she does not implement group contingency plans
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. 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