Description
SPD 300 Full Course Discussions GCU
SPD 300 Topic 1 DQ 1
SPD 300 Topic 1 DQ 2
SPD 300 Topic 2 DQ 1
SPD 300 Topic 2 DQ 2
SPD 300 Topic 3 DQ 1
SPD 300 Topic 3 DQ 2
Consider the following scenario:
Francisco is a fifth grade student who meets the eligibility requirements for emotional behavioral disorder. While his testing indicates no cognitive deficiencies, he consistently performs in the average to below average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.
In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.
The IEP team has been working with Francisco on his goals and an FBA has already been completed. The function of the behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.
Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).
Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved away from him because of his outbursts when he refused to go to the office.
What additional steps might the team take to assist Francisco? How should they determine whether a different placement is needed? How might FAPE and LRE affect this decision-making? Rationalize your choices.
SPD 300 Topic 4 DQ 1
SPD 300 Topic 4 DQ 2
SPD 300 Topic 5 DQ 1
SPD 300 Topic 5 DQ 2
SPD 300 Topic 6 DQ 1
SPD 300 Topic 6 DQ 2
SPD 300 Topic 7 DQ 1
SPD 300 Topic 7 DQ 2
Read the scenario below:
Mrs. Peterman serves as the intervention specialist in autism spectrum disorder for a K-8 school. Mrs. Peterman was asked to focus on traveling to classrooms to provide support for her students and to work with students in her own classroom when deemed necessary.
Kris is one of Mrs. Peterman’s students this year and spends his day in Mr. Lujano’s classroom, the only general education teacher in the sixth grade.
Recently Mrs. Peterman made the decision to keep Kris with her for reading and math. Performance reports for Kris indicate he has average to low-average skills in both areas. Mrs. Peterman wants to keep Kris for these two core subjects because she does not approve of Mr. Lujano’s teaching techniques.
What is the ethical dilemma presented? How should this dilemma be dealt with in order to promote respect and success for Kris as well as the teachers involved?
SPD 300 Topic 8 DQ 1
SPD 300 Topic 8 DQ 2
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SPD 300 Full Course Discussions GCU
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ACCT 553 DeVry, BIAM 500 DeVry, CIS 500 STR, CIS 558 STR, ENG 105 GCU, FIN 390 DeVry, FIN 504 GCU, HCA 545 GCU, HCA 699 GCU, HLT 306 GCU, HLT 362 GCU, HLT 555 GCU, HLT 610 GCU, HLT 665 GCU, HOSP 594 DeVry, HRM 600 DeVry, MAT 144 GCU, MGMT 600, MGT 599 STR, MGT 655 GCU, MKT 373 GCU, PSY 362 GCU, PSY 565 GCU, PSY 575 GCU, PSY 665 GCU, SOC 102 GCU, SOC 320 GCU, SOC 372 GCU, SOC 412 GCU, NSG 6440 SU, HIM 515 GCU, NSG 4029 SU, HIM 615 GCU, NSG 3029 SU, NSG 4055 SU, NSG 6630 SU, NSG 6005 SU, CRMJ 310, PSY 510 GCU, CRMJ 300 Devry, CRMJ 425, SPD 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 GCU, MGT 640 GCU, CIS 527 STR, SOC 436 GCU,ACC 502 GCU, FIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVry, NETW 203 DeVry, NETW 205 DeVry, ECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU ,BIAM 570 DeVry, PSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR, ACC 667 GCU, ACC 622 GCU, ACC 623 GCU, ENTR 510 DeVry, DNP 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
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