A Behavioral Interventions Paper

Because they participate in a training program in special behavior involvements, it is advised that special education teachers handle student conduct issues.

Describe the operation of high-p requests and the reasons they raise the likelihood that a student will abide by a teacher's request.

High-p requests are implemented in the event that a student is struggling with an assignment (the task they are expected to complete is challenging for them to complete) and they end up skipping it. Most high-p requests fall into one of three categories. The student is asked to accomplish three things that they are possible to do. For instance, the teacher may ask the student to or instance the teacher may ask the student to come to their desk and pass to them the assignment they are supposed to accomplish. High-P suggests that the possibility that a student will comply with the request that the teacher has asked them to since it is perceived that if the student is engaged in the classroom as a whole, the probability of the complying is high.

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 have preferred choice creation since I it shall make my student feel the independence which is necessary for the assignment by them being able to do what they want.

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

When there is a problem that you want it to occur but less frequent, then you should use a DRL. Behaviors that are expected in the class but they are disrupted and it often occurs then DRL should be used. For instance, a student who utters out answers anyhow the aim of the teacher is to reduce that behavior. I will Reduce the problem of blurting out by encouraging students to lift their hand whenever they want to answer a particular question, and this will bring order to the classroom.

List a consideration for teachers who implement DRI.

Educators who embrace DRI may naively be advocating for the negative conduct to persist amongst students. For instance, if acts out and end up being sent out of the classroom is reinforced by not being able to accomplish his or her task.

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.

Describe which kinds of topics are well-thought-out as non-instructional talk.

Set a timer at 10-minute intervals so as to check on this behavior.

React with reinforcement that is positive if the behavior does not occur.

Gradually reduced the time interval to assess on the student as the behavior reduces consequentially.

References

Allcott, H., & Rogers, T. (2014). The short-run and long-run effects of behavioral interventions: Experimental evidence from energy conservation. The American Economic Review, 104(10), 3003-3037.