please answer the question in the attachment below. be direct and don’t use references just answer them with 3-4 sentences or more if necessary if the question calls for a more in-depth explanation.
Part
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1
Part 2
Part 3
7.
Discuss the seven steps involved in pre-correction.
1.
2.
3.
4.
5.
6.
7.
8. What are the three types of group contingencies? What are the advantages and disadvantages of each?
Independent Group Contingencies
Advantages include:
(a)
(b)
(c)
(d)
Disadvantages include:
(a)
(b)
Dependent Group Contingencies
Advantages include:
(a)
(b)
Disadvantages include:
(a)
(b)
Interdependent Group Contingencies
Advantages include:
(a)
(b)
Disadvantages include:
(a)
9. What are the critical differences between Think Time and more common classroom management strategies?
10. Many of the students in Mrs. Allen’s class have begun acting out at the start of her lesson. What are some ways she can avoid falling into a negative trap?
1. Why is it critical to consider increasing wanted behavior versus simply decreasing
unwanted behavior?
2.
How can a teacher use different prompting strategies to get wanted behaviors to
occur?
3.
How can shaping be used to improve a behavior that is not occurring enough, such
as on-task behavior? Provide an example?
4.
How are the Premack principle and the response deprivation hypothesis similar?
How are they different?
5.
How can a teacher reduce a student’s reluctance in responding to instruction by
using behavioral momentum and preference and choice?
6. Why is the development of self-managed behavior a desirable goal for students?
What skills can be taught to help a student become more self-managed?
7. How can correspondence training increase the likelihood that students will
accurately report what they did or follow through on what they say they will do?
8. How can self-management techniques promote the maintenance of behavior
change?
9. Describe the key components of a token economy?
10. How can teachers plan for the generalization and maintenance of behavior change?
How should teachers balance the concern over restrictive or intrusive interventions with
the need to use the most effective intervention?
2.
How can teachers use informal procedures to decrease unwanted behaviors?
Define the following types of informal procedures that can be used to decrease
unwanted behaviors:
(a) situational inducement
(b) redirection
(c) chain stopping
(d) proximity control
3. Why should teachers begin with level I procedures before moving to more restrictive
or intrusive interventions?
4. How can differential reinforcement procedures be used to improve the classroom
behavior of students?
Define the following basic differential reinforcement schedules:
(a) differential reinforcement of other (DRO) behavior
(b) differential reinforcement of incompatible (DRI) behavior
(c) differential reinforcement of alternative (DRA) behavior
(d) differential reinforcement of low rate (DRL) behavior
5. When would a teacher move to a level II procedure? What needs to be known before
extinction can be used?
6. Why should teachers attempt to decrease the use of aversive procedures in schools?
List some of these side effects include:
1. Why is it important for teachers to understand the concept of non-alterable and
alterable variables in the case of low SES students?
2. Why is it critical to attack behavior difficulties in the early grades?
3. As someone who has recently learned about effective classroom design, how would
you set up your classroom?
4. Briefly discuss the five main nonverbal communication methods teachers can use to
help improve classroom environments.
1.
2.
3.
4.
5.
5. Develop four effective rules. How do your rules have the characteristics of effective
rules?
1.
2.
3.
4.
6. Why is it important for teachers to involve students in the rule-making process?
Part2 continue
7.
How would a teacher decide on the type of time-out to use? What information must be
taken into consideration?
8. How can a token economy system and response cost be combined in a behavior
management program? Provide an example of such a system.
9. What needs to occur before a teacher moves to a level IV intervention? What can the
teacher expect to occur?
10. Some people have indicated that overcorrection procedures are educational in nature.
Is this statement true? Why or why not?
