SPD 400 Topic 3 DQs PDF

Preview

Summary

discussion question...

Description

SPD 400 Topic 3 DQs

DQ 1 Explain two strategies a teacher can use to help motivate students with disabilities without extrinsic rewards. How does helping a student develop intrinsic motivation support their longterm success? Two strategies that I find to be helpful in motivating students with disabilities without offering an extrinsic reward would be building and developing relationships. Students are much more receptive when a caring adult actively listens to their thoughts, ideas, and opinions. Further, a strong, trustworthy relationship, where a teacher displays faith in their abilities and a strong interest in their success, can help motivate a student with disabilities to rise to the expectation (McDaniel, 2020). Another strategy would be to make the learning material relevant to their lives and involves their interests. Teachers can give choices of a variety of topics and interests so that students will be motivated to learn (McDaniel, 2020). Helping students to develop intrinsic motivation supports long term success by clarifying their own goals and desires and working to meet those goals to yield a greater feeling of satisfaction. It also builds a higher level of persistence and determination. McDaniel, R. (2020). Motivating Students. Retrieved from https://cft.vanderbilt.edu/guidessubpages/motivating-students/

DQ 2 Do students consciously decide to engage in challenging behavior? What are the professional and ethical standards all teachers should maintain when working with a student engaging in challenging behavior? Support your opinion with research. I believe that most students do not consciously decide to engage in challenging behavior. According to Johnson-Harris & Mundschenk, (2014), students often have a combination of behavior problems and learning problems that can create a cycle pattern, where behavior can impact the learning and learning difficulties can spur a behavior problem. Therefore, I do not believe that a child always sets out to purposefully be disobedient, rather there is a lack of a skillset in their way, and they do not know how to overcome these obstacles on their own. The Council for Exceptional Children outline professional and ethical standards for teachers. When working with students who have challenging behaviors, teachers should use practices and strategies that are evidence-based and have respect for culture, dignity, and basic human rights to individuals with exceptionalities. It is also best practice to use positive behavior supports, remain calm, speak in a clear, concise tone, and try to deescalate any situations from occurring. The way a teacher responds to challenging behaviors will influence the child’s behavior in that instant and influence any future occurrences (Council for Exceptional Children, 2015).

Council for Exceptional Children. (2015). Ethical Principles and Practice Standards. Retrieved from https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards

Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working Effectively with Students with BD in a General Education Classroom: The Case for Universal Design for Learning. Clearing House, 87(4), 168–174. https://doi-org.lopes.idm.oclc.org/10.1080/00098655.2014.897927...