SED 662 Assessment And Questions Week 2 Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle Assessment Take

SED 662 Assessment And Questions Week 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. Why 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. Mr. 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

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 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 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 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 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 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 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 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 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 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.

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.

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

00:00

00:58

· None

· English

View Transcript | Click to the view the ABC analysis form in a new window Click to download the ABC analysis form)

4. Nigel’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

•

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).

•

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.

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.

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. Fifteen-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