Sample Education Essays on Implementation Plan: Topic Identification and Group Organization

The aim of this project will be to introduce teachers and parents on the aspect of ABA, and lead them through acceptable strategies of behavior modification. My working group will consist of children in early education classe, who will be targeted to receive special education through a discrete trial training approach. Topics in the DTT would be decided in August when the semester is due to begin. Four learning groups will be created, each consisting of at least six supervisors and leaders with a better understanding of the topic. I would make the topic choices based on course targets set to be achieved at the end of each semester. To group the trainers , I would assess their levels of knowledge in the subject or topic, behavior, communication skills, and cognitive abilities. Additionally, they will be expected to implement strategies learned with children in their settings so as to improve their competence. Overall, the phase would be implemented in two weeks of assessment. I would use strongly skilled students to influence group members to modify their social, cognitive, and learning behavior. After grouping, I would gather adequate, prompt cues for visual, gestural, environmental, physical, and verbal guidance. They would include geographical charts, labels, props, and pointing instruments. Evaluation of this phase can be completed through interaction assessment, level of class participation, and the simplicity of suggested topics. Positive changes in behaviour and the ability to follow instructions will be used to assess children’s progress in this level. Finally, supervisors will be having frequent interactions to evaluate and make necessary changes to the project.

Phase Two: Design Planning

In this phase, groups would be required to plan on how they would handle the topics independently, through role sharing and well-defined goals that they set to achieve in the next three weeks. The design should use all available resources and properly outline how each metric will be used to promote learning and behavioral outcomes (Alberto & Troutman, 2013). If the design fails to meet all the criteria, the team will have to design a new set of plans that applies the recommended actions. Evaluation in this phase would include response time or punctuality, equality of roles distributed, clarity and achievability of goals, and the ability to follow design instructions. In every design stage, data should be acquired, recorded, and graphed to create patterns of progress useful in evaluation.

Phase Three: Schedule Following

The schedule to be followed here is the individual implementation of the assigned tasks and group monitoring. Since there will be four groups, it would take me a month to complete monitoring, with each group taking a week. I would expect the students to research and discuss amongst themselves on the assigned tasks, but complete as individual assignments. Moreover, I would be open for consultation and clarifications if any student or group encounters a challenge. I would recommend approaches to use, add opinions, and give feedback on progress, basically aimed at motivating the students to work independently. If any student gets stuck in their work, I would offer supplemental aid using the identified cues to enhance their understanding of the topic and allow them to gain adequate individual confidence. Students would be required to transition effectively through learning objectives at the designated time; I would ensure that each student can complete his/her tasks on time and also give instructional guidelines or warnings to keep them on track. I would evaluate responsiveness during the consultation session, ability or readiness to ask for help or clarification, and the ability to initiate tasks on their own.

Phase Four: Presentation Planning

Within two weeks, I would assist the supervisors and leaders in gathering presentation materials, such as props, technological tools, print visuals, and physical items. It would be up to the students to decide the correct tools to use to enhance their presentations, but for those facing challenges, either group members or myself would assist. However, I will have faded my availability and assistance to build individual skills, and reasoning to solve simple tasks without prompts. Any deficiency in the process would be recorded and highlighted for evaluation processes. The ability or diversity to choose appropriate cues and assistive elements in the presentation planning phase would mark stage success. I would consider proper technology use, use of cultural aspects, and environmental elements’ integration as a proper understanding of the stage requirements.

Phase Five: Extensive Festival

A festival with invited external supervisors would be held at the end of the semester. Each student would display his/her presentations for their projects. Expectations would be proper audience interaction, content clarity, and adequate answering of questions asked by the supervising team after the presentation. Students are to use their physical cues, such as gestures, body movements, and expressions to enhance their presentations. Instruments gathered would also be used either as content to symbolize or display content or answer structured questions from the panel. Rewarding would be used to motivate presenters and recognize achievements. I would motivate each student before they climb on stage and after they finish their presentations to give them confidence and acknowledge their efforts, respectively.

Phase Six: Evaluation

Two major metrics would be used to grade or evaluate the implementation process: academic self-efficacy and motivation. The belief that a student can learn and accomplish tasks on his/her own graded from all the five steps above would be used to evaluate the whole process. Those who are confident of their skills, knowledge, and approaches display success. Those who learned the competencies and displayed them effectively through intrinsic motivation during presentation also add to the category. Various aspects of academic self-efficacy would include motor skills exhibited, academic competencies, communication, expression, and social skills (Cooper, Heron & Heward, 2007). Extrinsic and intrinsic motivation scales would be used to grade each student from the analyzed data in each phase.

Social and behavioral skills will be evaluated in aspects of the ability to decent language and reduced uncouth behavior. Behavioral aspect before the survey and recorded attributes during the presentation would be compared to check for progress. the ability to maintain positive behaviour, will also be assessed by comparing results in each phase, and checking for an outlined pattern of positive behaviour. Such metrics will include interaction with peers, ability to teach others, ability to ask for help, and the level of coachability. Finally, the aspect of trust-building will be evaluated to determine the ability and willingness to improve behaviour. All the phases will be conducted in understandable Arabic to enhance cooperation and improve rates of success in terms of behavior modification.

 

References

Alberto, P., & Troutman, A. C. (2013). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis.