Reductive Strategies

According to behaviorist principles, adults can increase their capacity for modifying the behavior of children by:

In the overall Compliance Probe, based on readings from (Rhode, 1995), the student observed, followed directions 75% of the time. The student was actually adept at following directions. However, the behavior chart illustrated a more accurate picture of the classroom disruptions normally observed with this student. T.P. has more disruptive off-task type behaviors such as talking out, arguing and fighting with peers, breaking items that belong to others, and stealing. 6th grade students would benefit from the use of the behavior chart because behavior can be observed as time off task, which directly relates to the undesired behavior mentioned above. If the student is on-task, he is not talking out, arguing, or causing other mayhem. The behavior observation chart is also able to offer insight into the behavior compared to other students in the same class. In this case, T. P. was on-task 45% of the time while his peer was on-task 90% of the

A single-case experimental design in which an initial baseline stage (A) is followed by a treatment stage (B), a return to baseline (A), and then another treatment stage (B); the researcher observes whether behavior changes on introduction of the treatment, reverses when the treatment is withdrawn, and improves again when the treatment is reintroduced. An ABAB design with a baseline design will be used to assess the effects of general and specific praise for on-task behaviors. Baseline data will be general praise statements and the intervention will be specific praise for on-task behaviors. Researcher will follow up after 3-4 weeks after the participant’s completion of the study. Completion of the study will be signaled when participant has shown an increase of on-task behaviors.

“To achieve the National HIV/AIDS Strategy for the United States goal of reducing the number of persons who become infected with HIV, further improvements in the prevalence of behaviors that contribute to HIV infection among young persons are needed. Renewed educational efforts that reach all students before risk behaviors are initiated and that seek to delay the onset of sexual activity, increase condom use among students who are sexually active, and decrease injection drug use are warranted.” (p.

I hypothesize that this student is falling asleep in class due to minuscule interaction and sitting in the back of the class. Allowing a week of intermission between tests, I would begin by using the Socratic method; Afterwards, moving the student to the front of the class; and finally, combining both methods and observing the magic at play. I'd expect both hypotheses to work accordingly, and the combination of them, to harmonize; allowing the student to stay awake and excel in the class. If after my attempts to keep the student awake, the student nevertheless falls asleep, it would consequently falsify my hypotheses. An untestable explanation would be that the student is being abducted by aliens in the middle of the night; therefore, not allowing

This article written by Dr. Linda-Gail Bekker discusses how “To the youth of today, the HIV epidemic is old. It arrived before the Internet, before the Berlin Wall came down, and at a time when you could still smoke on airplanes.” She discusses since the early days of Aids being brought to the public eye when few survived after the diagnosis. How antiretroviral therapy altered the ability to manage HIV and how there have been a significant amount of medical advances but in low income countries they have not seen the affect. In countries such as sub-Saharan Africa their youth have not been able to take advantage of these medical breakthroughs. Deaths from Aids have decreased in the past years but “Aids-related deaths among adolescents increased by 50% (Bekker)”. She addresses how though we may not hear about Aids as much as we did when it first became a problem it’s still very much a concern for today's youth. It is stated that HIV is the second leading cause of death among adolescents and the number one cause of them in Africa. In Africa 91% of the HIV infections

Societies are becoming more aware of the challenges the AIDs crisis are presenting to the communities. The government, along with various organizations are coming together and making efforts to restrict and prevent this number one highest growing world epidemic from transmitting from one person to another. Colleges are also coming together to prevent this disease. The decision to install condom dispensers in all rest rooms across campus was reached as a result of this increase in spread of AIDS and pregnancy rates on campus and it is a one-step process in keeping AIDS and pregnancy rates down. Despite the necessity and importance of this solution, it still raised a few eyebrows among students, professors and parents .While some people might view this recent act by the administration as just another one of Camden County College’s shenanigans, whereas, it is a well needed solution to an issue that is gradually becoming a pain in the neck. Students need to understand

Verbal recognition is the most classic and simplistic form. Identifying progress and praising the student will help the child become aware of his or her strengths and create motive to capitalize it. Additionally, students who did not receive verbal recognition will envy the affirmation given to their peer and cause them to work harder to achieve it. For example, if a student is remaining quiet and attentive during a lesson, the teacher would comment on the child’s accomplishment in front of the class, the child would then feel encouraged to continue excelling and her classmates would feel obligated to put forth more effort without being told to do

Undoubtedly, the way individuals act within society is a direct result of the expectation that society places upon them. There are a plethora of ways that an individual can distinguish themselves as conforming to the desires of society or rejecting those desires, those choices heavily impacting the way in which they are perceived by society. In the context of the AIDS epidemic, these ideas of socially ordained responsibility become unavoidable, as matters of public and personal health become a means with which individuals, who have to deal with the implications the epidemic had on society, can be discriminated by. This shifting subjectivity based

Over the years, there has been a deeper understanding of the scope of AIDS and who the people are who struggle with this life ending disease. In this paper, I will attempt to shed some light on the truth concerning the epidemic and dispel some of the myths associated with the disease. I hope to also look at the psychological and social processes that those with the deadly disease encounter and what society has done to educate people about the disease.

I had an insight when reading the article about preventing challenging behavior. I did not realize the importance of making sure the activities are interesting to the child. However, after pondering it I realized it is such a powerful tool. That is why we need to differentiate our instruction so that all of our students find it engaging. It is so much easier to prevent bad behavior than to fix it. As a teacher I am going to make sure I am being proactive in my lesson planning. I am going to prevent problems by taking a little extra time to make sure my lessons are engaging all my students. If I

Concerning the various sources in which data is collected, they can include; parents, other teachers, bus driver, principal, and the student. The means of collecting this data are from interviews, behavior rating scales, and direct observations. Regarding the different means, interviews are the first tools used to assess a behavior’s function. They will help determine the background of the problem behavior, the antecedents and consequences associated with the behavior, the times of day, places, and settings in which the behavior occurs or does not occur, and strategies that have already been tried. The behavior rating scales include a set of questions or statements to which parents, teachers, students, plus others respond to provide information about the problem behavior. These help identify antecedents, consequences, and reinforcers. Lastly, direct observations are when someone observes the student in the classroom and gathers information as to his or her problem behavior. These observations help to see when, where, and how often the problem behavior occurs, and how long it lasts.

During morning work, Evan was sitting at his desk looking around the classroom, loudly talking out of turn, and drawing rather than completing his assignment. After 15 minutes, staff began to verbally redirect Evan. Staff prompted Evan to sit quietly and get started on his morning assignments. Evan ignored all redirection and continued to be unfocused on his work and disruptive with his speech. After approximately 8 minutes, Evan was again verbally redirected with prompts to begin his work and reminders of what he needed to do to earn all of his morning points for ‘staying focused and completing assignments.’ Evan again ignored the staff providing redirection and turned to a different staff member to request a bathroom break. Once Evan returned from the restroom, he began talking to other students who were working on their own assignments. After being ignored by other students, Evan slowly began working on his assignments. Staff had to provide Evan a 3rd redirection to keep him focused.

The behavior chosen to measure was compulsive talking. Compulsive talking is uncontrollable random communication that can be related to the topic being discussed or not. An example is talking over another person. Compulsive talking interrupts the student’s ability to learn. Besides interfering with the student’s own education, it also affects surrounding students with their learning. Example: Mrs. K is teaching the reading lesson over the letter I. Billy jumps in mid-sentence to inform the class that he has a pet alligator. This leads to lots of giggles from the class and one or two students protesting Billy’s claims. This example shows how the compulsive talking took away from the students learning the letter I. If the student continuously interrupts the lesson, this would lead to the student losing educational value. They would not hear the lesson or their classmates.

Many people know that this disease can be cause of death but are not informed about how AIDS is transmitted, which may cause them to fear AIDS and those who are infected. For example, people may not know that it is not possible for AIDS to be spread out through the air by having a conversation with AIDS patients. Therefore, it causes some people to fear being near someone who has contracted AIDS. AS a result of this fear, many of those infected have been isolated at their homes, fired from their jobs, threatened, and excluded from school because others were afraid of being infected. Because of this discrimination, it may be difficult for some of those infected to live a normal life.