Description
The second in a two-part series, this module describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors. or this assignment, you are to go through the online Iris Module Addressing Disruptive and Non Compliant Behaviors Part 2 (see link above). Then you are to answer the questions that are attached above as a word document and a PDF. You MUST include each of the questions before your answer. You can either work directly on the attached Microsoft word document or create your own document.
Online Iris Module: Addressing Disruptive and Non Compliant Behaviors Part 2. (Links to an external site.)
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This criterion is linked to a Learning OutcomeQ11. Why is a special education teacher a good resource to help deal with student behavior problems? (1 pt.) |
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This criterion is linked to a Learning OutcomeQ22. Explain how high-p requests work and why they increase the probability that a student will comply with a teachers request. (1 pt.) |
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This criterion is linked to a Learning OutcomeQ33. Imagine that you have a student in your class who acts out during independent math activities. Would you use high-p requests or choice making with this student? Explain your answer. (1 pt.) |
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This criterion is linked to a Learning OutcomeQ44. For what types of behaviors would you implement a DRL procedure? Give two example. (2 pts.) |
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This criterion is linked to a Learning OutcomeQ55. List two guidelines for teachers who implement DRI. (2 pts.) |
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This criterion is linked to a Learning OutcomeQ66. Mary Jo often spends time talking to her table group about topics not related to the instructional task. Design a DRO procedure to decrease non-instructional talk and to increase instructional talk. (2 pts.) |
