What aspects of these students’ behaviors do you think Ms. Rollison should focus on?
Page 1: Introduction
Patrick and Tameka frequently display some of the behaviors that most teachers have to deal with in their classrooms.
Dealing with acting-out behaviors like Patrick’s can prove stressful for teachers, not only because of the disruption such behaviors bring to the classroom and the learning environment but also because of the emotional and physical toll they take.
Although Tameka’s refusal to do any sort of written work does not necessarily disrupt the class, her behavior does have negative implications for her own learning. Teachers faced with this situation may worry about:
- The student’s own lack of progress in that particular academic area
- The consequences of this lack of progress, given the current high-stakes testing environment
- Whether other students may observe this behavior and also refuse to work
As you have learned in previous modules, a good comprehensive behavior management system and an understanding of the acting-out cycle can help to prevent many negative behaviors. However, some students and teachers may require additional supports. Teachers often find it necessary to increase positive student behaviors as well as to decrease negative or inappropriate ones. In this module, you’ll learn about:
- Sources of support for Ms. Rollison
- Two strategies for increasing the students’ initial compliance
- High-probability requests
- Choice making
- Different types of reinforcement to decrease difficult or non-compliant behaviors
- Differential reinforcement of other behaviors (DRO)
- Differential reinforcement of low rates of behavior (DRL)
- Differential reinforcement of incompatible behavior (DRI)