I would implement it right away by practicing with the whole class. We would practice and role play raising our hand, participating, amongst other routines and rules. Then, if the problem persists I might have the SPED teacher also reinforce this with Zach so he gets extra practice. We will then go on to post our rules and expectations so they are class made and all of the students are accountable for each of the rules and expectations.

I would implement effective rules first. It seems like these boys are doing all of these behaviors in the middle of class, so I think as a whole group we could review fules and expectations and practice them so the whole class is clear on what they look like.

I selected effective rules because I feel like it is important that these boys have structure and know the rules and expectations of the classroom are very clear. I chose group contingency because I feel like these boys would be motivated by a little pressure from their peers to work for a common goal.

effective rules group contingency

Zach: I will respond respectfully to my peers. I will only speak at appropriate times during class time.

Patrick: I will raise my hand when wanting to add to class discussion. I will only use kind words to my classmates.

I would not implement group contingency without first knowing more information about this child. For some children, using group contingency could make them go even further into their shell because it would be too much pressure. But, since I do not know her personally, I would implement this strategy by making it a game. The game could be if everyone in class participates we get a class reward. I would be interested to see if this works for her!

I selected this strategy because both of her goals are to interact with peers in some way, so by making it a group challenge or goal with a reward she may become motivated by it.

group contingency

I selected this strategy because Doug has various interests and loves legos and playing on the computer, so we can use those interests to our advantage in order to meet his goals.

I would use a behavior point sheet with Doug. We would monitor certain his goal behaviors, then if Doug met his goal, it would be reinforced with one of his desired choices. We would gradually increase his goal as his behavior improved. We will changes rewards as needed.

criterion specific rewards

effective rules will help heather meet her raising her hand goal because she will know the expectations. you could use contingent instructions for goal 2 by saying things like. "Before you add to the discussion, please wait for the other student to finish." So her addition is contingent on the other student finishing. group contingency can be used to complete independent work quietly as the whole group can work towards a common goal.

effective rules: explicit statements that outline expectations teachers have for students. contingent instructions:specific directions given to an individual student to cease an undesired behavior and to engage in a more appropriate alternative. group contingency: a group reinforcement that capitalizes on peer influence by setting a group goal or a group consequence for behavior.

specific praise can help Sam meet both of his goals, because he will get attention for positive praise. rewards can help sam complete assignments because all of the things he likes to do instead of the assignments can be used as rewards since they are desirable to him. choices can be used with him because it will make him feel more in control of his learning which will make his assignments more desirable.

Specific Praise: verbal or written statements to a student that recognizes a desired or correct behavior. Increases social and academic behaviors. Student must like the attention for it to be affective. Criterion-Specific Rewards:proactive intervention for managing behavior. Student can earn criterion specific rewards such as activities, privileges, and tangible incentives after the occurrence of a targeted behavior at a set level of performance. Choice-Making:enables students to select from a number of options. Used to prevent behavior problems and increase specific behaviors.