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Behavior Management From Theoretical Implications To Practical Applications 3rd Edition John W.Maag - Solutions
What role do satiation and deprivation play in the effectiveness of reinforcement?
How do shaping and fading differ from each other?
Provide an example for each schedule of reinforcement. Describe situations in which each schedule would be desirable.
Describe the two types of punishment and provide an example for each.
How does contingent withdrawal of a reinforcer and extinction differ?
How might it be demonstrated to someone that, although stimulus control elicits behavior, it is the consequence that actually controls the behavior?
Give an example of how the concepts of response class, differential reinforcement, and response differentiation work together.
What are the attributes of behavior modification and why is it misunderstood?
What is the benefit of using objective rather than subjective terms to describe behavior?
How does covert behavior differ from overt behavior?
What is the best way to measure whether learning has occurred?
How does the three-term contingency help explain how people learn behaviors?
How do antecedents and consequences affect the type of behaviors that students exhibit?
What are the benefits of conducting an A-B-C analysis?
Define reinforcement, punishment, discipline, and rewards.
Why does society look so unfavorably on positive reinforcement?
How does behavior management fit together with school-wide positive behavior support (SWPBS) and response to intervention (RtI)?
What are the ethical issues educators should be aware of when using behavior management techniques?
What ways can technology be used in behavior management?
What are the attributes of applied behavior analysis (ABA)?
Why is the idea of differential diagnosis ineffective for developing behavior management interventions for students?
What are the four points Szasz makes in stating that mental illness is a myth?
What are several ways to convince a teacher that academic and social behavior should be viewed similarly?
Generate three examples of how context dictates whether a behavior is viewed as appropriate or inappropriate.
Give three examples of situations where a teacher’s personal standards might become the defining factor in a student’s behavior appearing inappropriate.
How does the control mentality inhibit effective management of students’ behaviors?
What cultural issues should educators be aware of when using behavior management techniques?
List five common behavior problems teachers encounter in students. Next to each behavior, provide an explanation based on one or several of the five theories presented in this chapter. Which theory provides the most information that could help us develop and implement an intervention?
Try this experiment with your pet dog or cat. Obtain a bell. Then ring the bell at the same time you place its bowl of food on the floor. Pair the bell and food for one week. After one week, ring the bell without putting the food down and see if your pet comes for what it believes will be food. If
The next time you’re in a grocery store line behind a mother with a little child, make a funny face at the child. See if the child tries to make the same face back to you. If the child does, you have provided an example of social learning theory and the effects of modeling and imitation.
Why does the biophysical model have so much appeal?
What are the limitations of the biophysical model?
Describe Freud’s three components of personality and his five psychosexual stages of development.
Provide an example of each of Freud’s defense mechanisms.
What are the relevance and limitations of Freud’s theory to managing children’s behavior?
Give three everyday examples of Pavlov’s respondent conditioning in effect.
Describe Skinner’s operant conditioning theory. How does it differ from Pavlov’s respondent conditioning theory?
What are the basic tenets of social learning theory?
What are the implications of social learning theory for teaching students prosocial behavior?
What are the implications of the ecological/sociological perspective for managing students’ behavior?
Watch 10 minutes of the nightly news (either local or national) for 5 days. Jot down how many times graphs appear as a way to illustrate a point or story. If very few graphs are used, ask yourself how many stories could have been better reported with graphs.
List all the situations and professions in which collecting baseline data is important.For example, doctors measure patients’ glucose levels before prescribing insulin, and pediatricians want parents to take their child’s temperature every hour for at least a day before prescribing an
Think of two situations in which you might use a reversal design to determine the effectiveness of an intervention. Did you select behaviors that are desirable or possible to reverse?
How can graphing data, rather than simply looking at a series of numbers, help teachers make better decisions regarding the effectiveness of an intervention?
Describe, and provide an example of, the benefits of graphing behavioral observations.
Describe and draw the different elements of a graph.
Why is it important to establish a baseline before implementing an intervention?
Describe the four types of baseline patterns and their implications for implementing and evaluating the effectiveness of an intervention.
Describe the six designs for graphing behavior, including their advantages and disadvantages.
Interview a principal, teacher, and parent and ask them if the curriculum meets the needs of most students. Questions to ask include “Do all students benefit from the curriculum?” “Does the curriculum reflect what students will need to know in real life as adults?” and “What
Ask a teacher and principal if the popular practice of requiring teachers to spend time teaching students how to take standardized tests enhances or inhibits their learning the curriculum.
Get on the Internet and search for “direct instruction.” Write down four important characteristics of direct instruction, and note how these characteristics differ from traditional ways in which teachers deliver instruction.
Observe two teachers’ classrooms. Identify what aspects of the room arrangement both prevent and aggravate the occurrence of behavior problems. Then list the classroom arrangements you would use to minimize behavior problems.
How can the curriculum actually cause behavior problems?
What are the components of tasks, and how is a task analysis conducted?
What are the five types of curricula that are appropriate for students with disabilities?
Describe the components of behavioral objectives.
Describe techniques for sequencing content of equal difficulty.
Describe the steps of direct instruction.
What factors should be considered when arranging the classroom to minimize behavior problems?
What are the characteristics of good rules and how can they minimize classroom disruptions?
Discuss the importance of transition time and ways in which teachers can teach students appropriate transition behaviors.
Describe the four procedures for handling classroom materials efficiently.
What are the three procedures for managing students’ paperwork?
Get together with several friends and make a list of as many real-life examples of a token economy as possible (e.g., punch cards at clothing stores).
Using the form appearing in Figure 9.4, develop a contract for a student with whom you work. You may also want to make a list of all the ways contracts are used in everyday life.
Write down three situations in classrooms in which you would want to use a grouporiented contingency. What type of contingency would you use and why?
Write down as additional modification that could be made for each of the following techniques: chart moves, spinners, 100-Square Chart, and Compliance Matrix.
Why are token economies effective?
Describe the procedures for establishing a token economy.
What are the four reasons why behavioral contracts work?
What are the three components of behavioral contracts?
What are the guidelines for successful behavioral contracting?
Describe the contract negotiation process.
Describe how to implement a home–school behavioral contract.
Describe three types of group-oriented contingencies and provide an example for each arrangement.
What are the advantages of using group-oriented contingencies?
Describe several strategies for reducing scapegoating.
What ethical issues should be considered before implementing a group-oriented contingency?
Describe the novel applications of positive reinforcement and several ways these techniques can be modified.
Think of five typical student behaviors that make it difficult for teachers to managing classrooms effectively. For each of these behaviors, come up with a fair pair that could be targeted for using DRI.
Make a list of five behaviors that are appropriate for students to engage in but may become inappropriate if the behaviors occur at too high a frequency. Design a DRL schedule to decrease, but not eliminate, them.
Visit a classroom and jot down the number of times a teacher provides a verbal reprimand for students’ misbehaviors versus praising students for not engaging in inappropriate behavior. As a teacher, how could you reduce the number of verbal reprimands and increase the frequency of praise?
How does DRI make use of the fair pair?
How does DRA focuse on behavioral intent and replacement behavior?
What is the purpose for calculating interresponse time (IRT)?
What is the purpose of DRO and what are the steps for using this procedure?
What is the purpose of DRL and what are the three guidelines for using this procedure?
Describe the four schedules of DRO and provide an example for each.
Describe the two schedules of DRL and provide an example for each.
What are the considerations when using differential reinforcement?
There are many examples of self-monitoring in everyday life. A golfer who keeps score of how many strokes it takes to put the ball in each hole is one example. You should come up with three additional everyday examples of people using selfmonitoring to control their performance.
Ask three students if they would prefer to evaluate their own performance or have their teachers do this task. Ask three teachers the same question. What type of answers did you get? What conclusions can you reach?
Make a list of five tasks you regular perform. Do you self-reinforce yourself after completing each task? If so, what reinforcers do you use? If not, come up with a reinforcer to give yourself access to for completing a task. Did having the reinforcer help improve your performance?
What are the advantages of teaching students self-management?
What is the difference between self-control and self-management?
How does the operant model differ from the cognitive model of self-management?
What are the three components of self-monitoring?
How would teachers implement self-monitoring of attention (SMA)?
How would teachers implement self-monitoring of performance (SMP)?
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