Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. What are low-intensity strategies and how can they help educators address challenging behaviors?
2. What is differential reinforcement of alternative behavior? Using an example, explain how to implement.
3. A teacher wants to reinforce positive behaviors using behavior-specific praise.
   1. Explain what behavior-specific praise is and how it differs from general praise.
   2. Give one example of behavior-specific praise.
4. Using a table, such as the ones provided, for each of the scenarios below:
   1. Identify two low-intensity strategies that would be appropriate. Note: You cannot use the same strategy more than once, so be sure to read the scenarios first and plan carefully.
   2. Explain how the teacher can implement them to reduce the students’ challenging behaviors.

Scenario A: Mr. Jimenez has some students who often argue over the use of playground equipment during recess. On two occasions, these arguments have led to shouting, pushing, and even a physical fight between two students on the playground.

Scenario B: Ms. Lowrance has a student who often refuses to follow instructions and sometimes refuses to work on math activities. Other times the student refuses to get in line before transitions.

Scenario C: Ms. Sahbae, a new science teacher, notices that some of her students are consistently off-task during instruction. She has three or four students who frequently answer questions and engage in instruction. She wants to implement strategies that will increase student participation and help all of her students stay engaged and on-task.