Instructions:
<
<
Responses to question/statement below must be a minimum of 400 words combined (10 points). Provide scholarly answers with depth. Support your statements. Use evidence and provide a rational for your points. The word count does not include the questions/statements being posed to you to answer. IMPORTANT: You may not use word for word information from the textbook or any other source.
<
<
Response to one classmate must be a minimum of 200 words (5 points). The goal of a peer response is to support your peer and build upon what they shared. Peer responses should be unique and specifically discuss/identify what you found interesting in the post. Do not restate what you wrote in your original post.
<
<
Please include the prompts you are asked to answer in your responses and separate each response with each prompt. This will help me identify which information goes with which prompt and will help with grading.
<
<
Discussion Post Prompt:
<
<
Students with special needs in K-12 education sometimes display off-task and disruptive behavior. Strategies must be used in order to increase academic engagement by the disruptive and off-task students. One goal is to teach kids to control their own behavior in order to increase on-task behavior.
<
<
Download and read the Brooks et al. (2003) study and Then answer the following prompts:
<
<
1. Identify the participant in this study and discuss why they were chosen for this study.
<
<
2. The Design and Procedure section of the article provides numerous citations to support the authors approach to developing the method used in the study. Discuss why this is important and what type of evidence it supports.
<
<
3. Why do you think a time-series multiple-baseline design across settings was used? Be specific.
<
<
4. What were the results of the study? Did self-management work for Hannah?
<
<
5. Discuss the limitations of the study.
<
<
6. How could teaching a student self-management skills to remain on-task help the student and also the teacher?