Special Education Teacher
Why is a special education teacher a good resource to help deal with student behavior problems?
A special education teacher is a good resource to general education teachers when they are dealing with students exhibiting behavior problems because they specialize in working with individuals with disabilities. Some special education teachers will work with individuals with specific types of disabilities while others may work with a range of disability types. Since these teachers are more knowledgeable in providing special education and related services they are a good resource to help deal with problem behaviors by offering various strategies and suggestions to other teachers who are less experienced.
Explain how high-p requests work and why they increase the probability that a student will comply with a …show more content…
teacher’s request.
High-probability requests work on the belief that students are more inclined to follow the teacher’s instructions if they already obey classroom rules and procedures.
Therefore, when the teacher requests that the student complete a few tasks he or she is more likely to carry out the directive. This influences the student to continue applying their efforts when given directives and improves the probability that the student will achieve more complex tasks as they continue to work through more demanding assignments.
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.
If a student in the class started to act out during an independent math task, I would use the choice making strategy with the student, giving them the opportunity to have some control over situation. By giving the student different options on how to complete the task, work with another student, or with help from the teacher, the student is more likely to re-direct their attention on the task at hand.
For what types of behaviors would you implement a DRL procedure? Give one
example.
Types of behavior in which I would implement a DRL procedure would be if the student continually requested teacher assistance on a clear unmistakable activity, frequently requests to use the bathroom, or continuously sharpens their pencil during class. To reduce the problem of continuously sharpening their pencil during the class or a lesson, I would instruct the student to sharpen two or three pencils before class begins or before starting the lesson. In doing so, the student can learn to be prepared before a lesson or at the start of class and also has one or two back up pencils to use in case the lead breaks off.
List a consideration for teachers who implement DRI.
A consideration for teachers who implement DRI is to determine that they are working toward reducing any unwanted behavior. The idea is to reduce the unwanted behavior, not to reinforce it.
Therefore, if a student frequently requests to use the bathroom in order to get out of doing their work. The teacher should not send the student out of the room to another teacher's classroom for a break. The two actions should contradict one another.
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. The first step would be to identify the behavior. In this case, Mary Jo frequently talks to her peers about things that are not related to the lesson given by the teacher. The next step would be to speak one-on-one with Mary Jo and establish a guideline with her input so that the reinforcement for good behavior is something that she can aspire to. For instance, if Mary Jo is able to sit with her table group for five minutes without participating in non-instructional talk then she can earn a sticker. If she is able to earn 10 stickers by the end of the week then she will be able to earn 10 minutes of free time for drawing, coloring, or something else that is agreed upon.
A special education teacher is a good resource to general education teachers when they are dealing with students exhibiting behavior problems because they specialize in working with individuals with disabilities. Some special education teachers will work with individuals with specific types of disabilities while others may work with a range of disability types. Since these teachers are more knowledgeable in providing special education and related services they are a good resource to help deal with problem behaviors by offering various strategies and suggestions to other teachers who are less experienced.
Explain how high-p requests work and why they increase the probability that a student will comply with a …show more content…
teacher’s request.
High-probability requests work on the belief that students are more inclined to follow the teacher’s instructions if they already obey classroom rules and procedures.
Therefore, when the teacher requests that the student complete a few tasks he or she is more likely to carry out the directive. This influences the student to continue applying their efforts when given directives and improves the probability that the student will achieve more complex tasks as they continue to work through more demanding assignments.
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.
If a student in the class started to act out during an independent math task, I would use the choice making strategy with the student, giving them the opportunity to have some control over situation. By giving the student different options on how to complete the task, work with another student, or with help from the teacher, the student is more likely to re-direct their attention on the task at hand.
For what types of behaviors would you implement a DRL procedure? Give one
example.
Types of behavior in which I would implement a DRL procedure would be if the student continually requested teacher assistance on a clear unmistakable activity, frequently requests to use the bathroom, or continuously sharpens their pencil during class. To reduce the problem of continuously sharpening their pencil during the class or a lesson, I would instruct the student to sharpen two or three pencils before class begins or before starting the lesson. In doing so, the student can learn to be prepared before a lesson or at the start of class and also has one or two back up pencils to use in case the lead breaks off.
List a consideration for teachers who implement DRI.
A consideration for teachers who implement DRI is to determine that they are working toward reducing any unwanted behavior. The idea is to reduce the unwanted behavior, not to reinforce it.
Therefore, if a student frequently requests to use the bathroom in order to get out of doing their work. The teacher should not send the student out of the room to another teacher's classroom for a break. The two actions should contradict one another.
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. The first step would be to identify the behavior. In this case, Mary Jo frequently talks to her peers about things that are not related to the lesson given by the teacher. The next step would be to speak one-on-one with Mary Jo and establish a guideline with her input so that the reinforcement for good behavior is something that she can aspire to. For instance, if Mary Jo is able to sit with her table group for five minutes without participating in non-instructional talk then she can earn a sticker. If she is able to earn 10 stickers by the end of the week then she will be able to earn 10 minutes of free time for drawing, coloring, or something else that is agreed upon.