IRIS Module 3

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Lake Erie College *

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Health Science

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May 28, 2024

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Allie Boschert EDS 310 PB Behavior Supports and Intervention IRIS Module 3 January 30, 2022 1. 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 help deal with student behavior because they may be able to suggest or help implement beneficial strategies to help the teacher and student control the behavior. Special education teachers also go through specialized training and education in intervention so they may be able to put a plan into action. 2. Explain how high-p requests work and why they increase the probability that a student will comply with a teacher’s request. **A high-p request is normally a process used by a teacher to help a student that is not compliant to complete a request without causing issue with the student. If a teacher is wanting the student to complete an assignment, they will take it slow with maybe three requests in asking the student to come up to the desk, asking them to pass out the papers, and then ask them to complete the assignment. This is likely to increase the probability of a student complying because they can complete different tasks without issues so the difficult task should come easy. 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. **For this type of activity, I would use the choice making strategy. I feel that this gives the student a little bit more control over the situation, or rather, them thinking they are in control over the situation. As the teacher, I think offering the student different choices such as wanting to work with a partner or asking if they would like to work in a different spot within the classroom. I feel like the student would become more focused on the choices at hand and want to complete the work given. 4. For what types of behaviors would you implement a DRL procedure? Give one example. *One example that the module gave was to “reinforce the student when he/she refrains from engaging in the target behavior.” The module backed up the

Allie Boschert EDS 310 PB Behavior Supports and Intervention IRIS Module 3 January 30, 2022 statement by having the student receive a sticker during each time interval that they do not engage in conversation with another student. Over time, the behavior should decrease. 5. List a consideration for teachers who implement DRI. *A consideration that teachers need to make when wanting to implement DRI is to find something incompatible with the positive behavior and the negative behavior they are trying to get rid of. Teachers need to understand that they positive behavior and the negative behavior cannot happen at the same time. 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. *I think the best course of action in designing a DRO procedure would be to first talk with Mary Jo about her talking about unrelated topics during instructional time. I think it would be beneficial to allow students some free time before instruction and set a timer noting this. Once the timer goes off, they will need to get to work and not discuss anything outside of the instructional topic. Mary Jo will receive a sticker whenever I see her joining in and only discussing the instructional topic. I will also give her a head nod to show that she has earned her sticker. She will be working towards a goal of her choice (longer free time, a preferred activity, etc). If I catch her discussing anything other than the instructional topic, I will verbally acknowledge the behavior and she will lose a point towards her goal of her choice.

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