Addressing Disruptive And Noncompliant Behaviors
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Write My Essay For MeWeek 2
Addressing Disruptive and Noncompliant Behaviors (Part 1):
Understanding the Acting-Out Cycle
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. List three reasons why some students continue to cause problems even when there is a good classroom management plan in place?
2. Discuss at least one benefit and one challenge of intervening early in the acting-out cycle to prevent problem behaviors from escalating.
3. Think back to the Challenge at the beginning of this module. Ms. Rollison is having trouble with Patrick, who is a model student on some days and is rude and disruptive and refuses to work. Unfortunately, she probably does not have enough information to figure out what Patrick’s triggers are. Although not discussed explicitly in the module, can you think of three methods by which Ms. Rollison could determine his triggers?
4. tameka refusing workMs. Rollison is also having trouble with Tameka, who refuses to do any written work. In this case, Ms. Rollison does have enough information to figure out what Tameka’s trigger is. What is it?
5.miss rollison worrying Once either Patrick or Tameka enters the Agitation Phase, what would you recommend that Ms. Rollison do? If she doesn’t recognize the Agitation Phase, what would you recommend differently for the Acceleration Phase?
6. What is the primary reason that teachers are often reluctant to engage in debriefing during the Recovery Phase? Why is it important to debrief in spite of this reluctance?
Addressing Disruptive and Noncompliant Behaviors (Part 2):Behavioral Interventions
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. meeting at tableWhy is a special education teacher a good resource to help deal with student behavior problems?
2. Explain how high-p requests work and why they increase the probability that a student will comply with a teacher’s request.
3. 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.
4. For what types of behaviors would you implement a DRL procedure? Give one example.
5. List a consideration for teachers who implement DRI.
6. 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.
Week 3
Classroom Behavior Management (Part 1):Key Concepts and Foundational Practices
Assessment
Take some time now to respond to the items below. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have difficulty responding, go back and review the Perspectives & Resources pages in this module.
1. Briefly describe three of the benefits of implementing comprehensive classroom behavior management.
2. Using your own words, explain the meaning of “cultural gaps” and describe two culturally sustaining practices teachers can use to address them.
3. Identify three of the six key principles of classroom behavior management outlined in the module and offer specific example of how a teacher might use each of them in the classroom.
4. Ms. Rollison wishes to develop a positive climate in her classroom.
a. List two of the practices listed in the module.
b. Explain two action steps that Ms. Rollison can take to implement these practices.
5. https://iris.peabody.vanderbilt.edu/wp-content/uploads/2021/07/assessment-1.jpgMr. Kwon is a new teacher setting up a structured classroom for 25 4th-grade students. Though he is excited to use lots of hands-on activities and types of instruction across content areas, he is uncertain how to structure his classroom to keep his students on task, engaged, and learning throughout the school day.
a. Offer two considerations that Mr. Kwon should keep in mind when arranging the physical elements of his classroom.
b. Explain why each of these is important.
6. Mr. Kwon also wants to set up a routine for a daily morning meeting to encourage interaction and engagement before the students start their academic work. Describe at least two tips to help Mr. Kwon successfully implement this classroom routine.
7. Sierra, a student in Ms. Gardner’s 8th-grade science class, is usually shy and anxious. When she works with a partner at a lab station, however, she often becomes very talkative. This disruptive behavior regularly causes her and her partner to miss important teacher directions and not complete labs on time.
a. Name at least two surface management strategies that Ms. Gardner could use to address Sierra’s disruptive behavior.
b. Explain why you chose each of these strategies.
Classroom Behavior Management (Part 2, Elementary):Developing a Behavior Management Plan
Assessment
Take some time now to respond to the items below. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have difficulty responding, go back and review the Perspectives & Resources pages in this module.
1. At the beginning of the school year, you created a classroom behavior management plan, and for the most part it has been working well. Lately, however, you’ve noticed a number of students eating candy and chewing gum during class. List two changes that you could make to your behavior plan to address this increasingly problematic behavior.
2. Most teachers create procedures for routine activities (e.g., walking in the hallway, going to the restroom). Just as important are procedures for less-frequent activities (e.g., attending an assembly, responding to a fire or tornado drill). Select a less-frequent activity and write out a new procedure to address it.
3. You developed a step-by-step crisis behavior plan to address serious problem behaviors that might arise in the classroom. Now consider what you would do if a behavior crisis occurred while your students were a) in an assembly or b) on the playground. Create a separate crisis plan to address one of these situations.
4. You created an action plan to effectively implement your behavior management plan. Midway through the school year, though, two new students are assigned to your class.
a. How would you introduce these students to your classroom behavior management plan?
b. How would you introduce their parents to the classroom behavior management plan?
5. To complete the following activity, you will need to revisit (though not change) your classroom behavior management plan. Imagine you are teaching a 50-minute class and your students engage in the behaviors listed in the table below during that one period. Note: We recommend that you read through all of the behaviors once before beginning the activity.
a. In the table below, indicate how you would address each of these behaviors. First check whether you would deliver a positive or negative consequence. Then write down the consequence you would deliver.
b. Let’s assume that you have implemented a comprehensive behavior management plan and these behavioral issues continued to occur. Which parts of your plan should you consider revising?
Student Behavior
Emily sharpening her pencil Before class begins, Emily follows the procedure for sharpening her pencil correctly.
Should this receive a positive or negative consequence?
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Positive consequence
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Negative consequence
Your consequence
Type in your consequence below.
Caleb holding worksheet Caleb hasn’t turned in his homework for two days, claiming that his pet goldfish ate it. Today, however, he turns in his completed assignment on time.
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Positive consequence
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Negative consequence
Type in your consequence below.
Drew smiling in his seat Drew trips Nicole as she walks to the front of the room, sending her glasses flying across the room.
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Positive consequence
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Negative consequence
Type in your consequence below.
Nicole writing on board Nicole calmly retrieves her glasses and writes the correct answer to her problem on the board.
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Positive consequence
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Negative consequence
Type in your consequence below.
Jonathan interrupting Jonathan interrupts your instruction to ask to play an action game on the computer during computer time. He says he brought it with him to class, just in case.
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Positive consequence
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Negative consequence
Type in your consequence below.
Jason getting water bottle from backpack Jason gets up to get a drink of water without permission in the middle of your instruction. He tells you that unlimited water privileges are in his IEP, but you’re pretty certain they’re not.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Positive consequence
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Negative consequence
Type in your consequence below.
Jonathan standing with arms crossed Jonathan asks to play a football game on the computer during computer time. He says there’s lots of math in it.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Positive consequence
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Negative consequence
Type in your consequence below.
Kristen throwing wadded paper Kristen and Kaarima have recently been separated because they talk during instruction. Kristen throws a ball of paper containing a note across the room to Kaarima.
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Positive consequence
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Negative consequence
Type in your consequence below.
Megan at board Megan has a learning disability and is extremely shy. Since the beginning of the year, she has steadfastly refused to go to the board to answer questions. Today, however, she goes to the board and writes out the correct answer to her problem.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Positive consequence
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Negative consequence
Type in your consequence below.
Jonathan yelling Jonathan yells out again, wanting to know whether he can play a boxing game on the computer during his computer time. He says he’ll even let you play, too.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Positive consequence
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Negative consequence
Type in your consequence below.
Students working quietly After this rather chaotic lesson, your students actually work on their assignment quietly until class time is over.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Positive consequence
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/beh2-elem/beh2_elem_assess_includes/images/radio_off.png
Negative consequence
Type in your consequence below.
Week 4
Early Childhood Behavior Management:Developing and Teaching Rules
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. Explain how behavior expectations and classroom rules differ.
2. Assume that your school’s mascot is a wildcat and your school-wide behavior expectations center around this mascot. They are:
· Care about others and self
· Act responsibly
· Teamwork
· Stay positive
Using the matrix below, develop rules to align with the school’s behavior expectations and to reflect the guidelines for developing rules that you learned about in this module.
Behavior Expectations
Classroom Rules
Cafeteria (outside the classroom)
Circle time (inside the classroom)
Care about others and self
Act responsibly
Teamwork
Stay positive
3. Describe four ways you can intentionally and systematically teach the classroom rules you listed in the matrix above.
girl listening
4. Imagine you are a teacher who has a class of twelve 4–5 year olds. The children in your class have been doing a good job following all the rules with the exception of “listening when others talk.” Describe a classroom reinforcement system you could implement. Be sure to include:
a. What your system would (visually) look like
b. How you would involve the children
c. How you would acknowledge the children
5. Discuss three reasons why it is important to communicate with families about rules.
Functional Behavioral Assessment:Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.
2. Discuss at least two benefits of conducting an FBA to address problem behaviors.
3. Watch the video below and fill out the ABC analysis form on Kira, the girl in the white shirt. What do you think is the function of Kira’s behavior?
https://iris.peabody.vanderbilt.edu/module/fba/cr_assess/#content – VIDEO
(time: 0:58)
Video Player
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· English
View Transcript | Click to the view the ABC analysis form in a new window Click to download the ABC analysis form)
4. nigelNigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. Which direct observation method would you use to collect data on Nigel’s problem behaviors? Explain your answer.
5. Look at the matrix below for Nigel. Use this information to determine a possible function of the behavior and to develop a hypothesis statement.
Functions of Behavior
Obtain
Avoid
attention
•
Teacher interview summary: Nigel is very bright and has no problems academically. He does not initiate contact with peers and, when they initiate contact with him, he curses, yells, spits, and shoves chairs at them.
•
Student interview summary: I just like being by myself.
•
Parent interview summary: Nigel doesn’t like playing with other kids after school. He prefers solitary activities.
•
Ranking on teacher behavior rating scales: “Avoidance” ranked moderately high.
•
A-B-C analysis: Function of behaviors #2, 3, 7, and 8* appears to be peer avoidance.
•
Direct observation: During independent and group work, Nigel spends 85% of his time alone and not participating (average of 3 observations).
tangibles or activities
•
A-B-C analysis: Function of behaviors #1 and 5* appears to be to obtain “quiet time”; Nigel gets sent to the corner, where he is able to read a book of his choice.
•
Direct observation: Nigel had an average of 5 yelling incidents and 2 spitting incidents during three, 20-minute group activities.
•
Teacher interview summary: I let Nigel read a book when he’s upset. It seems to calm him down.
sensory conditions
6. Look at the graph below. The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.
Nigels graph
Description
7. Discuss why it is important to evaluate implementation fidelity. Be sure to explain the role of social validity ratings.
Week 5
Assessment
Write a full page on the link above
Week 6
Youth with Disabilities in Juvenile Corrections (Part 2):Transition and Reentry to School and Community
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method she or he requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. Answer the questions below about some of the statistical characteristics of youth in JC settings:
a. What percentage of incarcerated youth have disabilities?
b. What are three of the most common disabilities in JC settings?
2. List and describe the four stages of transition in the juvenile justice system.
3. List at least three factors that make transition and reentry difficult for youth.
4. What is transition planning and why is it important that it begins when a youth enters a facility?
5. https://iris.peabody.vanderbilt.edu/wp-content/uploads/2017/02/shutterstock_58601296.jpgFifteen-year-old Jerry will be incarcerated for six months in a JC facility for car theft. He has a history of missing school and has earned only a few credits towards graduation. During his intake interview, Jerry reports than he has ADHD, and his school record confirms that he has an IEP and has been receiving special education services. He also indicates that he really likes cars and would someday like to have a job working with them. Jerry would like to return home after being released, and his parents are very supportive of this plan. However, they report needing help supervising Jerry after school because he is on his own at home until his mother gets off work.
a. List at least four people who would be on Jerry’s transition team and describe their roles.
b. In the table below, describe one action the transition team can take DURING RESIDENCY to help prepare Jerry for reentry in each key area (education, employment, independent living)
c.
Action
Education
Employment
Independent Living
Week 7
file:///C:/Users/cswhite/Downloads/APPLIED_BEHAVIOR_ANALYSIS_FOR_TEACHERS_N.pdf
ROOT OF APPLIED BEHAVIOR ANAYSIS (CH. 1)
1. Mr. King is a consultant teacher for students with special needs in an elementary school. He is working with Ms. Lowe, a third-grade teacher, who wants Jaylon, one of her students, to stop wandering around the room and to finish, or at least attempt to finish, his assignments. When Mr. King suggests a program using stickers to reinforce Jaylon’s appropriate behavior, Ms. Lowe states that the boy is ADHD and that nothing will help until his parents agree to put him on medication because ADHD is a medical problem. What should Mr. King say to Ms. Lowe? 2. Mr. King has suggested to Ms. Nakamura that she use stickers that can be traded for free time to help Maria, one of her kindergarten students who becomes easily frustrated and cries a lot when asked to work independently. Ms. Nakamura decides to give Maria a sticker whenever she works independently for several minutes and reports that she doesn’t think Maria is crying as much and that the program seems to be working. She thanks Mr. King for his help. Is Ms. Nakamura practicing applied behavior analysis? Does it matter? Should Mr. King tell her?
1. Write a short letter home to the parents or guardians of the students with whom you will be working this year. Describe your procedures (based on the principles of applied behavior analysis described in Chapter 1 ) without using any terminology likely to upset the parents.
2. One of your colleagues has cornered you in your classroom after school. She has heard that you are using “behavior modification” with your students and thinks that you are inhumane, coercive, and unethical. What will you say to her?
PREPARING BEHAVIORAL OBJECTIVES (CH.3)
1. Douglas and his teacher agreed that on the days he sat in his seat for the entire reading lesson he would be allowed to pick the teams for that day’s volleyball game. At the end of the second day Douglas and his teacher had a disagreement as to whether having his feet on his desk was appropriate in-seat behavior. a. What are two ways in which “in-seat behavior” could be operationalized such that Douglas is very clear what it means to be in his seat? b. How would you write a criterion statement for an objective for Douglas’s in-seat behavior? c. What should the teacher do if Douglas does meet the criterion for in-seat behavior but makes rude comments to Jenny during the lesson?
2. Replace each of the following vague verbs with one that is more specific: a. Mario will be able to discriminate between a few and a lot. b. Mario will be able to recall the major rivers of the United States. c. Mario will be able to identify the parts of a flower. d. Mario will be able to understand the results of global warming. e. Mario will know the 6 and 8 multiplication tables. f. Nikki will recognize the main characters of a story. g. Nikki will appreciate the differences among various cultures. h. Nikki will be competent in telling time. i. Nikki will appreciate the works of Monet. j. Nikki will learn to operate a calculator.
3. Most teachers are required to write objectives as part of lesson planning or in IEPs. Many teachers consider writing these objectives to be unnecessary paperwork. Does the time taken to write objectives improve instruction, or are those teachers right?
Week 8
1. Jerry’s behavior in his fifth-grade class was reported as “disruptive.” The consulting teacher visited his classroom to collect some initial referral data. (a) She went into his class for 30 minutes on 3 days to count instances of “disruptive” behavior. (b) On 3 days she checked every 20 minutes between 9 a.m. and noon to see if he was being disruptive. (c) For 1 hour on Tuesday morning and a Thursday afternoon, she sat in Jerry’s class and wrote down everything he did, what his teacher did, and significant actions of other students. What observational recording system did she use in each instance?
2. Susan never gets her math problems done before the end of class. To help determine the nature of her problems, the teacher could (a) give her a set of problems and record how long it was before she began to work, or (b) record how long it took her to complete the set of problems once she had begun. What recording system is being used in each instance?
3. Four student data collectors were observing John, a fourth-grade student. John was doing poorly in spelling. Observer 1 divided his observational time into 15-second intervals and noted whether John was working in his spelling workbook during each interval. Observer 2 went to John’s desk at the end of the spelling period and counted the number of answers John had written in his spelling workbook. Observer 3 counted each time John put his pencil PROCEDURES FOR COLLECTING DATA Z 105 on the workbook and wrote something. Observer 4 divided the period into 5-minute intervals and recorded whether John was working in his spelling workbook at the end of each interval. What recording procedure is each observer employing?
4. Mrs. Carrington wanted the students to help her check their knowledge of multiplication facts. The students were divided into pairs in order to ask each other the 7, 8, and 9 multiplication table facts and record their accuracy. Each student was given a packet of flash cards that had the problem statement on one side and the answer on the back of the card. Also, on the back was a place to mark whether the answer given by his or her partner was correct or incorrect. What recording procedure is being used by the students?
5. Why and how may the noticeable and possibly intrusive act of data collection in a classroom affect the behavior of the students being observed? How can potential changes in student behavior be mitigated?
6. How can the video function of a smart phone be used for data collection?
7. Describe the various dimensions of the following behaviors: a. mutual toy play b. writing in a daily journal c. kicking furniture d. cleaning the glass doors in the frozen food section of a supermarket e. writing the letters of the alphabet f. riding a tricycle g. using a mouse to select the correct answer on a computer screen h. completing a sheet of long-division problems i. initiating social greetings j. flicking fingers in front of one’s eyes
8. The following is an anecdotal report of one session of community-based vocational instruction. Todd, his classmate Lucy, and their teacher were at Pets-Are-Us. The session’s task was to move 4-pound bags of birdseed from the storeroom to the shelves at the front of the store. Transpose the information in the anecdotal report into the A-B-C column format. May 3, 9:20 a.m.: Teacher, Todd, and Lucy are in the storeroom. Teacher explains the task. She tells both students to pick up a bag and follow her. They do, and each places a bag on the proper shelf. She leads them back to storeroom. Teacher tells Todd to pick up a bag of seed; he walks away. She tells him a second time. Teacher picks up a bag and takes Todd by the hand and walks out to the shelf. She hands him the bag and points to where it belongs; he puts the bag on the shelf. She tells him to go back to storeroom for another. In the storeroom she tells him to pick up a bag from the pile. The third time he is told, he picks one up and goes out front and puts a bag on the shelf. On the way out to the floor with the next bag, Todd stops at a birdcage, drops the bag, and begins to talk to the birds. Several minutes later the teacher comes for him. He ignores her. She puts his hands on the bag then leads him to the shelf. She then takes him to the storeroom. He refuses to lift a bag. She hands him one. He drops it on the floor. This is repeated twice. She takes a bag and leads him back out to the shelf. She tells him to go back to the storeroom. She goes to check on Lucy. Ten minutes later she finds Todd sitting on floor eating candy from his fanny pack. She takes the candy and tells him it is for later. She tells him again to go to the storeroom. When she looks for him again, he is at the rabbit cage. She leads him back to storeroom. She tells him to pick up a bag. After the third delivery of instruction, the teacher holds a bag in front of him; he doesn’t move his arms. She places his arms around the bag. He lets it drop through his hands and it splits open. She scolds. She goes to get a broom. She returns, and he is sitting on the floor eating the birdseed. The teacher tells Todd, “Your behavior is not acceptable. Therefore, you will no longer be allowed to work today. Sit over there and time yourself out until we leave. I am very disappointed in your work behavior today.”
Chapter 5
What would be the most appropriate graphing format for each of the following situations? Why? 1. Wendy has been working on sight vocabulary words for several months. Her mother is concerned that she isn’t learning them very quickly, but you realize that having started from scratch, Wendy has acquired quite a few words during this time. You want to make it clear to Mom that Wendy has come a long way.
2. You are expected to include data summaries in the folders of each of your students for accuracy of performance in math computation, spelling accuracy, and reading fluency.
3. Your first-grade students love to see their progress in reading accuracy and fluency on the class bulletin board.
Chapter 6
1. Baseline data for Craig’s self-injurious behavior
indicate a mean occurrence of 17 instances per
40-minute observation period. What change in
his behavior would be clinically significant (as
demonstrated by enhanced functioning)?
2. Which single-subject design might a teacher use to
systematically introduce and teach 30 community
sight words?
3. During 3 weeks of multiplication instruction,
probes of Alison’s performance indicated that
she still could not multiply. Her teacher wants to
determine which of two alternative approaches to
teaching multiplication would be most effective
for Alison. Select two instructional methods. Select
an appropriate single-subject design and outline
the steps the teacher should follow to make this
determination.
4. Outline a procedure associated with a single-subject
design that would demonstrate the generalization of
an intervention across settings in a high school.
5. Draw lines of progress on the two sets of data
graphed below.
file:///C:/Users/cswhite/Downloads/APPLIED_BEHAVIOR_ANALYSIS_FOR_TEACHERS_N.pdf
6. Many of the studies that appear in professional
journals use “embedded” designs. That is, one
single-subject design is embedded within another.
This is illustrated in the following graph.
(a) Identify the components of the multiple
baseline within the graph; (b) identify the
components of the reversal within the graph;
and (c) identify the elements demonstrating
a functional relation.
(CH. 7)
1. Jenna’s teacher, Ms. Alvaraz, and a behavior
specialist have been asked to develop a hypothesis
as to why Jenna, who eats lunch independently
in school with no problem, becomes completely
unmanageable during mealtimes at home.
Introducing many variables such as noise,
movement, and different foods to Jenna in the
empty cafeteria has produced no challenging
behavior. Before even going to Jenna’s home,
Ms. Alvaraz and the behavior specialist brainstorm
to predict differences they might find. List
as quickly as possible as many such possible
differences as you and your colleagues can identify.
2. Many teachers of typical students and those with
mild disabilities attempt to determine the function
of their students’ behaviors by interviewing the
students. They repeatedly ask students “why” they
perform certain behaviors. Why is this unlikely to
be effective?
3. A functional analysis has confirmed a hypothesis
that DeMarcus is engaging in yelling and hitting
adults in order to get out of doing undesired tasks
(escape from demand). What components might his
teacher include in a treatment plan for him? What if
he is doing it to gain social attention from peers or
adults? How would the plans be similar or different?
4. Anecdotal reports are one means of direct
information gathering for functional assessment.
The following is an anecdotal report of one session
of community-based vocational instruction. Todd,
his classmate Lucy, and their teacher were at
Pets-Are-Us. The session’s task was to move 4-pound
bags of birdseed from the storeroom to the shelves
at the front of the store. Convert this report into the
structure for analyzing anecdotal reports as shown
in Chapter 4 .
May 3, 9:20 a.m. Teacher, Todd, and Lucy are
in the storeroom. Teacher explains the task.
She tells both students to pick up a bag and
follow her. They do, and each places a bag
on the proper shelf. She leads them back to
storeroom. Teacher tells Todd to pick up a bag
of seed; he walks away. She tells him a second
time. Teacher picks up a bag and takes Todd by
the hand and walks out to the shelf. She hands
him the bag and points to where it belongs;
he puts the bag on the shelf. She tells him to
go back to the storeroom for another. In the
storeroom she tells him to pick up a bag from
the pile. The third time he is told, he picks one
up and goes out front and puts the bag on the
shelf. On the way out to the floor with the next
bag, Todd stops at a birdcage, drops the bag,
and begins to talk to the birds. Several minutes
later the teacher comes for him. He ignores her.
She puts his hands on the bag then leads him to
the shelf. She then takes him to the storeroom.
He refuses to lift a bag. She hands him one. He
drops it on the floor. This is repeated twice. She
takes a bag and leads him back out to the shelf.
Together they put the bag on the shelf. She tells
him to go back to the storeroom. She goes to
check on Lucy. Eight minutes later she finds
Todd sitting on the floor eating candy from his
fanny pack. She takes the candy and tells him it
is for later. She tells him again to go to the storeroom. When she looks for him again, he is at
the rabbit cage. She leads him back to the storeroom. She tells him to pick up a bag. After the
third delivery of instruction, the teacher holds
a bag in front of him; he doesn’t move his arms.
She places his arms around the bag. He lets it
drop through his hands, and it splits open. She
scolds. She goes to get a broom. She returns
and he is sitting down eating the birdseed. The
teacher tells Todd, “Your behavior is not acceptable. Therefore, you will no longer be allowed
to work today. Sit over there and time yourself
out until we leave. I am very disappointed in
your work behavior today.”
Week 9
Chapter 8 – ARRANGING CONSEQUENCES THAT INCREASE BEHAVIOR
The following scenarios depict implementations of reinforcement strategy gone wrong. Discuss why you believe
the teacher’s plan is not working and what you might do
to fix the situation.
1. Questions, questions, questions, etc.
Jack and Ryan call out “all the time”—when they have
answers to questions, when they have questions, when they
have information they want to share with Ms. Andrews
or their classmates. Ms. Andrews has been told they have
“poor impulse control.” She decides to reinforce them for
raising their hands. Each time either of them raises his
hand, she immediately calls on him and provides verbal
praise. Within 2 days both boys have reduced their callouts to less than one a day. Two days later Ms. Andrews is
satisfied that the boys have learned to raise their hands, so
she goes back to her usual procedure of randomly calling
on students who have their hands up. Two days after that,
the two boys’ calling out is back to its original rate.
2. From minor annoyances large disturbances can
grow.
Ms. Arnold is becoming concerned with Todd’s behavior.
Though a minor annoyance, it is disturbing and appears
to be happening more frequently. Not wanting to make a
big production, she decides to place the behavior on
extinction—planned ignoring. She knows she must not
make a show of ignoring the behavior, so she merely makes
a notation on the blackboard and shakes her head each
time the student does it. To her further annoyance, the
behavior continues to escalate.
3. Help from the principal.
Ms. Taber is at her wits’ end with Tracy and his aggressive verbal behavior. She has tried scolding, moving his
seat, and giving him extra assignments. There has been no
decrease in the frequency of his behavior. She decides she
needs help. Each time the student engages in the behavior,
she sends him to the principal’s office to discuss his behavior. If the principal has someone with her, Tracy sits outside
the office, where everyone who passes talks to Tracy about
his inappropriate behavior. Tracy continues his verbal
aggression in the classroom.
4. Endless laughs.
Ms. Hughes is at her wits’ end with Oran and his clowning
around. She has tried scolding, moving his seat, subtracting
points, and giving him extra assignments. There has been
no decrease in the frequency of his behavior. She decides to
ignore the behavior and put it on extinction, understanding and expecting that the behavior will increase before it
decreases. Oran continues the behavior; it continues to be
disruptive and makes the other students laugh and talk
back to him. She studiously ignores each occurrence and
continues lessons and group work through the behavior. But
after 2 weeks without any decrease in the behavior, she is
giving up again.
5. Boy, he is a hard worker.
Troy is a hard worker and took to the point system from
day 1. He looked over the available backup reinforcers
and immediately identified two he wanted. He needed
115 points for the two items; he earned 145. On Friday
he cashed in for item one and “banked” his tokens for item
two for the next Friday. During the second week Troy
seemed to be in a world of his own rather than attending to
math and science.
6. This is how it’s going to work.
Mr. Kana wants to start a token economy. He provides
the basic information to his class: “We are going to start
our economy by earning points for two general behaviors
expected of all of you, and one behavior personal to each
of you. On day 1 you can earn 2 points each time you
raise your hand, and you will lose 1 point every time you
call out. The second behavior is work completion. You can
earn 5 points per completed assignment. You will lose
1 point per assignment component not completed within time
limits. Points lost will increase by one each day through
Friday. Each personal behavior will be developed through
a contract between you and me.” The students were each
given a written copy of the rules. Hand raising and task
completion increased the first day, then showed a decreasing trend for the remainder of the week.
7. Good citizenship.
Ms. Stafford has confirmed that her students Ali, Ben,
Manny, and LaToya think cheesy fish crackers are great.
She decides to use them to reinforce the eight basic “good
citizen” behaviors posted in her classroom on a CRF schedule. From when she starts on Wednesday through the following Monday, the students are perfect good citizens. By
Thursday, however, the chaos rate is on the rise.
8. Fishing for reinforcers.
Ms. Gonzales talked to Ms. Stafford during the early days
of her cheesy fish program. By show of hands she confirms
that her students think the crackers are great too. She decides to use them to reinforce hand-raising behavior during
their whole-class lesson each day and during small-group
reading. Her data indicate that she is having overall success with her management plan; however, Kyle and Rudy’s
data indicated they continued calling out as much as ever.
9. Sharing best practice.
At a staff development workshop a teacher shared the idea
of using stickers as tokens. Ms. Briggs decided to use seasonal sticker tokens with her third-grade class. She began
using stickers for in-seat behavior during group instruction
sessions and center times. The students were enthusiastic,
and the roaming around the room so prevalent in her class
was greatly reduced. After the weekend, however, the students were still trading in stickers but the roaming behavior
was back.
10. A fraction of the skill.
Ms. Heller introduced multiplying fractions to Eric and
Anu. She understood that when teaching a new behavior,
she needed to provide a reinforcer every time the behavior
was performed correctly. Within nine sessions the students
were accurately adding fractions with like denominators.
Ms Lowell then stopped the continuous reinforcement in
order to allow internal reinforcers and self-esteem to take
the place of the external reinforcer. When she did the next
weekly maintenance check, the students were no longer
adding accurately.
11. No thank you.
Ivan is reviewing the catalogue of backup reinforcers that
are available within the token economy at Pioneer High
School. After reviewing pages containing pictures of boyband posters, various monitorships, fast-food restaurant coupons, art materials, and so on, he put his Game Boy back in his pocket and went to sleep on his desk
ARRANGING CONSEQUENCES THAT DECREASE BEHAVIOR
Chapter 9
For each of the following scenarios, decide what has gone
wrong and suggest ways to improve the intervention.
1. Can he sit and work?
Morse, a student in Mr. Sharpton’s special education class,
has the opportunity to attend a seventh-grade computer
class during the second period each day. The teacher who
has agreed to this said that before he can come to her class,
Morse, who can barely sit still for 15 minutes, must be able
to stay in his seat for 40 consecutive minutes. Mr. Sharpton
spoke to Morse about this opportunity and Morse indicated
he wanted to be in the class. So Mr. Sharpton told him if he
would sit and work for 40 minutes for a whole week in
Mr. Sharpton’s class, the following week he could be a
member of the computer class. Alas, Morse never became
a member of the computer class.
2. What, what, what!
Jade is a question asker. She asks questions all the time.
She raises her hand and asks questions, she calls out questions, and she asks her neighbors questions. While question
asking is important, and her teacher, Mr. Cihak, does not
want to punish it or get rid of it totally, he does want to
reduce its occurrence from the current 23 questions per
class period. Mr. Cihak decides to reinforce a gradual
reduction in Jade’s question asking, beginning during
his Environmental Science class each day. His plan is to
reinforce Jade’s asking 20 or fewer questions, then 17 or
fewer questions, then 14 or fewer, and so on. He reduces
the allowed number of questions by 3 after the third day
at each interim criterion. Mr. Cihak and Jade reviewed the
first criterion and the contingency attached. The science
class progresses and Jade does fine. She does fine the next
day, too. The fourth day she asks nine questions in a row
at the very end of class. Mr. Cihak, exasperated, scolds her
for this. On day 5 he begins to scowl each time Jade asks
a question but he answers them. As the days progress, he
allows her to ask her questions, he continues to scowl, and
the frequency of question asking is unchanged.
3. Six of one, half a dozen of the other.
Deon is a 7-year-old student with severe mental retardation and autism. He has no standard form of communication. It is believed that his self-injurious behavior, such as
face slapping, is a form of communication used to gain
adult attention. Each time he slaps his face, his teacher
holds his hand and tells him to stop. His teacher and the
behavior-management team selected a replacement behavior for gaining teacher attention: grasp a large red chip and
raise it in the air. For days the behavior specialist or paraprofessional was at Deon’s side to block attempts at face
slapping and to redirect his hand to the chips. They used
hand-over-hand prompting to help him raise a chip. When
he did so, if the teacher noticed the chip, she came over to
him and put some of his favorite “slime” in his hands. The
team felt good that the teacher was catching him more than
75% of the time, but the data on his face slapping seemed
to have plateaued.
4. Around and around . . . faster and faster.
Dave runs around the room often, and he runs with such
force that sometimes he runs into the walls and into chairs.
CHAPTER 9
Ms. Wyatt’s immediate concern is the potential for Dave
to run into one of the three students using wheelchairs.
She provides Dave with numerous models of appropriate
walking behavior. She reinforces walking behavior of other
students, and ignores Dave’s running. His behavior continues and escalates. Later in the morning, Dave finally does
knock over an empty wheelchair. Ms. Wyatt yells: “See
what you did! What if Joan was in her chair, she would be
on the floor and hurt.” Dave is startled, but soon resumes
his running at an even more frantic pace.
5. Clowning around.
Bart, the self-proclaimed class clown, makes ongoing comments about each student’s reading as they take turns reading orally. It becomes more and more disruptive as students
giggle, hiss, and talk back. The teacher sees that scolding
Bart is not producing noticeable results. She decides to put
the behavior on extinction. But the behavior does not decrease with this strategy, either.
6. I don’t want to do that any more, any more.
The hypothesis evolving from a functional assessment is
that Calvic engages in self-injurious behaviors to escape
tasks with significant motor demands. Ms. Parker decides
to redirect Calvic’s hand to task materials each time his
hand rises above his shoulder. He is reinforced each time
he touches the material. After 6 days of this intervention,
Calvic’s SIB was not decreasing.
7. There are limits.
Mrs. Clinton has a token economy in her fourth-grade class.
Students can both earn points and lose them (responsecost). After 2 weeks, she needs to adjust for the amount of
carryover points the students can keep and use. She sets a
ceiling on the number of points an individual student can
earn in any given week not to exceed 5% in excess of the
most “expensive” item on the reinforcer menu. For the next
week, students earn points within this new limited number of
points available while continuing to lose the usual number of
points for misbehavior. By Thursday lunchtime, the students
no longer seem to be engaged in their work.
8. Continued, and continued, and continued.
Ms. Cohen says the following two behaviors will result in a
fine: getting out of your seat without permission and calling people names. That afternoon Steve gets out of his seat
without permission. Ms. Cohen goes over and asks for three
tokens. Ms. Cohen says, “Steve, your being out of your
seat will cost you three tokens.” Steve says, “I wasn’t really
out of my seat because it was for a good reason—Ron’s
money fell and I had to give it to him.” “Steve, we did not
say there were good and bad reasons for being out of your
seat.” Steve adds, “Besides, that is too many tokens because
I was out of my seat for a good reason and only for just a
second.” “Steve, I am sure I said that will cost you three
tokens. Three tokens now.” “I understand you said that. But
you need to understand that I really wasn’t out of my seat
except for a very good reason.” This exchange continued,
and continued, and continued.
9. Amphibian competition.
Mr. Morris set up a math competition between the Frogs
and the Toads. The two groups earn points for the number
of math problems solved correctly. They lose points for
grabbing papers and for yelling. Mr. Morris fined the Frogs
a point the first time they yelled. He fined them a point
again the next time. When the Toads yelled, he fined them
2 points more than the Frogs because they yelled louder.
When it occurred again, the Toads lost 3 points and the
Frogs lost 1 point. Then the Toads lost an additional point
for “grousing” about the point loss. The Toads eventually
lost the competition by a considerable margin, mainly
because of the very few points earned for completion and
accuracy.
10. In the community.
Mrs. O’Hara has designed a time-out ribbon procedure
to use during community-based instruction. Before each
session in the community, she and three students review
what qualifies as good and bad behaviors and what happens when you engage in a bad behavior: “I will take your
sweatband off your wrist, and for the next 5 minute you
cannot earn tokens for dessert.” While out in the community, each time someone commits an infraction, she takes
the three students’ wristbands and does not return them for
5 minutes.
11. The scales of justice.
At the lunch table, the students in Mr. Brown’s class are
talking about the token economy in their class. The first
Monday morning of each month Mr. Brown announces
the items that will earn or lose points for the month. Then
in the afternoon the class discusses and finalizes the rules
for the month. During the month of October, they will be
getting 1 point for bringing in their homework, 1 point for
subject—verb agreements in their paragraph writing each
morning, and 1 point for each library book they read. They
will lose 2 points for each pencil they sharpen over two a
day, 2 points for a dropped piece of paper, and 3 points for
whispering to a neighbor. The students say that it seems
unfair, but they cannot put their fingers on exactly why.
12. A walk together.
John is a 6-year-old with autism. He always seems to be
in such distress, whining and thrashing his arms around.
So when the teacher asks the paraeducator to walk him to
the time-out room, she walks with him, talking to him in a
soothing manner, and hands him his favorite keys. Three
weeks of data indicate no decrease in John’s inappropriate
behavior
Week 10
DIFFERENTIAL REINFORCEMENT (CH. 10)
1. Miles is a new student in Mr. Grishom’s
kindergarten class. He has been attending a
special private preschool for children with
pervasive developmental disorders. Mr. Grishom
is overwhelmed by the prospect of teaching Miles
even simple routines. As the school’s inclusion
teacher, you need to help Mr. Grishom task analyze
some of the routines. Which do you think would be
most important? How would you find out what they
are and what components are required? Pick two
routines and task analyze them for Miles and
Mr. Grishom.
2. As a group, design a task analysis for an everyday
task. Give your analysis to another group and see
if they can perform it. Determine whether any
difficulties they have require improvement to the
task analysis or one of the teaching procedures
described in this chapter.
Week 11
PROVIDING FOR GERALIZATION OF BEHAVIOR CHANGE (CH.11)
1. Ms. Ashcroft is a teacher of students with mild
cognitive disabilities. All of her students are
placed full-time in general education classes and
Ms. Ashcroft co-teaches for 2 hours each day with
three general education teachers. She is frustrated
because her students do not do as well academically
or socially when she is not in their classroom. What
might Ms. Ashcroft and her co-teachers do to help
these students?
2. Mr. Jenkins is well aware that his adolescent
students with severe disabilities will do better
with job skills if they can be trained at job sites.
Budgetary and logistical issues, however, prevent
his being able to take the students to job sites as
frequently as he would like. Think of five specific
things Mr. Jenkins might do without leaving the
high school campus to help his students get ready
for employment in the community.
Week 12
MANAGING THEIR OWN BEHAVIOR (CH. 12)
1. Design a self-management program for yourself.
Include self-recording, self-monitoring, and self- reinforcement.
2. Implement the program and see if you can
change your own behavior. Describe the change
process.
Week 13 – PUTTING IT ALL TOGETHER
RESPONSIBLE USE OF APPLIED ANALYSIS PROCEDURES ((CH. 13)
For each of the classroom scenarios presented, we have
provided a few marginal notes pointing out behavioral
principles in use. There are literally dozens of others that
you and your colleagues can find. See how many you
can identify in each anecdote.
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