Iris Module 3 PDF

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For this class, there are some Iris Module activities we need to complete. in this document, you will the answer for the activities....

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Iris Module: Addressing Disruptive Behaviors Pt 2 Ana V. Torres Nunez Florida International University EDG 3321

Iris Module: Addressing Disruptive Behaviors Pt 2

1.

Why is a special education teacher a good resource to help deal with student behavior problems? A special education teacher is an excellent resource to help deal with student behavior

problems because they are often receiving training in specialized behavioral interventions.

2.

Explain how high-p requests work and why they increase the probability that a student will comply with a teacher’s request. High-probability requests work on the assumption that students are more likely to obey

teacher directives if they are already engaged in compliant classroom behavior. It is most effective when the difficult request is delivered within five seconds of the last high-p request and that the high-p requests need to be varied. Also, the effectiveness of high-p requests has included a range of situations and behaviors including the completion of academic work, initiation of appropriate social interaction, and the development of smooth transition between settings.

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. I would use choice making with the students because independent math activities may be

challenging for the student to complete. When the students do not understand or do not know how to achieve a particular assignment will sometimes act out by exhibit elevated levels of problem behaviors. The purpose of choice making is not to allow students to avoid tasks, but rather to give them more control over their learning, as opposed to merely complying with

teacher-led activities. I would give them a choice of working with a partner or working one-onone with me.

4.

For what types of behaviors would you implement a DRL procedure? Give one example.

A teacher would implement a DRL procedure on behaviors such as students using the restroom every 15 minutes, sharpen their pencil every 10 minutes, continually calls out comments about the subject matter, requests teacher assistance for every independent worksheet assignment, and/ or gets a drink of water three times during a class period. An example given in this module is the case of Amelia Clarice who sharpens her pencil every 10 minutes. Her teacher decides that sharpening a pencil every 10 minutes is too often. He asks Amelia Clarice whether she can wait 15 minutes before sharpening her pencil and reinforces her when she achieves that goal. He then continues to increase the periods until Amelia Clarice is sharpening her pencil with a frequency that is consistent with the other students in the classroom.

5.

List a consideration for teachers who implement DRI.



DRI strategies should be chosen carefully because it does require a little more effort than the other differential reinforcement procedures in the sense that you have to identify behaviors that are incompatible.



The focus is on replacing negative behaviors with positive behaviors.



Teachers may want to take note of the types of reinforcement the student inadvertently receives by engaging in the problem behavior.

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.

Steps for Using DRO:

a. Identify the behavior you would like to eliminate. Talking on her table group about topics not related to the instruction.

b. Define the behavior. Mary Jo is talking about her plans for the weekend which it has nothing to do with the instructional task. c. Using a timer, select an interval for how often you will check on this unwanted behavior. Keep in mind that behaviors that occur more frequently will need a shorter schedule (e.g., five minutes for shouting out) than will behaviors that occur less frequently (e.g., 10 minutes for out-of-seat). Every 2 minute.

d. When the timer goes off, determine whether the behavior occurred during the time period and respond accordingly. If the behavior did not occur, give the student reinforcement (e.g., verbal praise, stickers). If the behavior did occur, let the student know that you are resetting the timer for another try. Me as a teacher will explain to the student the DRO. Then I will tell Mary Jo that she will get 20 minutes of free time on the computer the next time that the class has to go to the computer lab. Then when the timer goes off every 2 minutes, and I note whether Mary Jo is still talking about topics not related to the instructional task or not. If she has not, I will give her a thumb up and she marks it on her chart. If she keeps talking about other things, I will give her thumbs

down and restart the timer. If she gets five marks on her table by the end of class, she will earn the 20 minutes on the computer the next time we go to the computer lab.

e. As the problem behavior decreases, increase the interval. For example, change your “out of seat” checks from 10 minutes to 15 minutes. As Mary Jo responds to DRO, I will gradually increase the timer to 5 minutes, and I will continue to increase the time until Mary Jo can abstain from talking about topics not related to the instructional task....