SED 662 Disruptive and Noncompliant Behaviors
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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?
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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.
Positive consequence
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 whi
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