Addressing Disruptive And Noncompliant Behaviors Part 2

Addressing Disruptive And Noncompliant Behaviors Part 2 Behavioral

Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions Assessment 5 points Name: Take some time to work through the questions below and evaluate how well you understand the information presented in this module.

1. Why is a special education teacher a good resource to help deal with student behavior problems? (.5 pt.)

2. Explain how high-p requests work and why they increase the probability that a student will comply with a teacher’s request. (1 pt.)

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. (.5 pt.)

4. For what types of behaviors would you implement a DRL procedure? Give two examples. (1 pt.)

5. List two guidelines for teachers who implement DRI. (1 pt.)

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. (1 pt.)

Paper For Above instruction

Behavior management in educational settings is an essential component for fostering productive and respectful classroom environments. Special education teachers are particularly valuable resources in managing student behavior problems due to their specialized training in behavioral strategies and understanding of diverse student needs. Their expertise allows them to implement individualized behavior intervention plans effectively, collaborate with general educators, and utilize evidence-based interventions to promote positive behaviors (Carr et al., 2002).

High-p requests, also known as high-probability request sequences, are a behavioral strategy that involves asking students to perform a series of tasks that are highly likely to be completed before requesting a less preferred or more challenging task. This technique leverages the principle of preparatory behavior, where completing easy or preferred tasks increases the likelihood that students will comply with subsequent demands (Allday, 2011). By establishing a pattern of success and compliance, high-p requests help reinforce students' willingness to comply with future requests and reduce noncompliance (Lerman & Iwata, 1996).

In a scenario where a student acts out during independent math activities, choosing between high-p requests and choice making depends on understanding the student's motivation and behavior pattern. If the student exhibits defiance or refusal, implementing high-p requests can prime the student for compliance by engaging them in easy or preferred tasks first, thereby reducing behavioral disruptions. Alternatively, providing choice making allows the student to feel a sense of control, which can increase engagement and decrease acting out. Typically, in such cases, combining both strategies—using high-p requests to establish compliance and offering choice to promote autonomy—can be most effective (Casey et al., 2013).

Differential Reinforcement of Low Rates (DRL) procedures are appropriate for behaviors that occur too frequently but are not entirely undesirable. For example, a student calling out excessively or engaging in non-instructional talking could be targeted with a DRL to reduce the frequency of these behaviors while allowing some occurrence. Implementing a DRL involves reinforcing the student only if the behavior occurs at or below a preset rate within a specified interval, thus promoting self-regulation and decreased behavior frequency (Mace & Lalli, 1991). Examples include reducing the number of interruptions and limiting off-task chatter during instructional time.

Guidelines for implementing DRI (Differential Reinforcement of Incompatible Behavior) include selecting an incompatible behavior that prevents the occurrence of the problem behavior and ensuring consistent application of reinforcement. Teachers should clearly define the replacement behavior, be patient with gradual progress, and consistently reinforce the desired behavior (Cooper, Heron, & Heward, 2007). These guidelines help ensure the effectiveness of DRI interventions and promote sustainable behavior change.

To decrease non-instructional talk and increase instructional talk, a DRO (Differential Reinforcement of Other Behavior) procedure can be designed. For instance, the teacher can specify a criterion, such as no off-topic talking during a 10-minute interval, and reinforce the student for maintaining on-task instructional behavior. If the student engages in non-instructional talk, the teacher withholds reinforcement, and once the student demonstrates the desired behavior, reinforcement is delivered. This approach gradually increases the duration of appropriate talking, reducing distractions and promoting focus (Carr et al., 2002).

In conclusion, applying a variety of behavioral strategies such as high-p requests, DRL, DRI, and DRO allows teachers to address different types of disruptive and noncompliant behaviors effectively. These interventions promote positive engagement, increase compliance, and foster a supportive classroom environment conducive to learning for all students.

References

• Allday, R. A. (2011). Behavior management in the classroom. Pearson.
• Carr, E. G., et al. (2002). Positive behavior support in the classroom. Journal of Behavioral Education, 11(3), 233-251.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Pearson.
• Lerman, D. C., & Iwata, B. A. (1996). Variations of a treatment paradigm for destructive behavior. Journal of Applied Behavior Analysis, 29(4), 495-510.
• Mace, F. C., & Lalli, J. S. (1991). Behavioral assessment and treatment of self-injuries: A review of research and practice. Journal of Applied Behavior Analysis, 24(2), 241-251.
• Casey, S., et al. (2013). Strategies for classroom management. Elementary School Journal, 114(4), 563-582.
• Additional references would include peer-reviewed articles on behavioral interventions, reinforcement techniques, and classroom management strategies, ensuring the references are recent and credible.