The second in a two-part series, this module describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors. or this assignment, you are to go through the online Iris Module Addressing Disruptive and Non-Compliant Behaviors Part 2 (see link above). Then you are to answer the questions that are enclosed below. Online, Iris Module: Addressing Disruptive and Non Compliant Behaviors Part 2. === Submit Your Responses to the Questions That Follow===
Take some time to work through the questions below and evaluate how well you understand the information presented in this module.
1. Explain how high-p requests work and why they increase the probability that a student will comply with a teacher’s request. (1 point)
2. 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. (1 point)
3. For what types of behaviors would you implement a DRL procedure? Give two examples. (1 pt.)
4. List two guidelines for teachers who implement DRI. (1 pt.)
5. 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.)
After completing this, watch this video about RULER, how can this strategy help teachers guide students to:
Recognize emotions in oneself and others
Understand the causes and consequences of emotions
Label emotions with accurate words
Express emotions differently depending on context, and
Regulate emotions with helpful strategies https://youtu.be/-H14NNUYwVc?si=_4ylkDjxwOKIgvbV
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