Feiyan Li IRIS 2

1
Feiyan Li
CUIN4375
IRIS Module: Addressing Challenging Behaviors Part 1 & 2
List two reasons why it is important for educators to intervene early in the acting-out cycle.
1. Educators should intervene early in the acting-out cycle to prevent or address the behavior
before it escalates. Intervening early allows the teacher to address the behavior while it is less
serious and when students are more likely to respond to efforts at intervention.
2. If teachers can prevent challenging behaviors from gaining momentum, they can stop more
serious behaviors from occurring, and in turn support that student and maintain a positive,
productive classroom environment.
Explain what might prevent an educator from intervening early in the acting-out cycle.
Educators may not intervene early in the acting-out cycle because they missed the “warning
signs” that came before the behavior. These signs can often be overlooked. However, as teachers
learn more about their students and the acting-out cycle, they will be more likely to intervene
early and prevent or address behavior before it escalates.
Acting out cycle Strategy Explanation

Calm Explicitly teach classroom Explicitly teaching classroom rules
rules and procedures. and procedures can increase Billie’s
likelihood of success in class and
decrease her chances of engaging in
challenging behavior.
Trigger Adjust the classroom Changing the seating arrangement
environment to limit triggers. of the students can limit negative
behaviors
Agitation Help the student with the task. When you offer help to a struggling
student it will make them feel like
you care and that they can rely on
you to help them with whatever
they are struggling with
Acceleration Give the student an individual If the student gets off task redirect
prompt or redirection. their attention to something that
they can focus better on to limit
negative behaviors
Once a student enters the Peak Phase, and the educator can no longer interrupt the acting-
out cycle, what should the educator’s focus shift to? Explain.
2
Once a student enters the Peak Phase, educators should focus on maintaining safety. During this
phase, the student may possibly pose a danger to themselves and others. If a student is clearly out
of control, educators should follow school procedures for responding to these types of behaviors.
For example, creating a crisis plan.
After a student exits the Peak Phase, it is critical that the educator support her through the
De-escalation and Recovery Phases.
a. What is the educator trying to accomplish in the De-escalation Phase?
The educator is trying to successfully reintegrate the student back into the classroom
environment.
b. Why are educators often reluctant to engage in debriefing during the Recovery Phase?
Why is it important to debrief despite this reluctance?
Educators are often reluctant to debrief with a student because they think that debriefing
will re-trigger the challenging behavior. Despite this reluctance, educators should know that
debriefing can help the educator and student understand the behavior and prevent it from
happening again.
PART 2
For each of the scenarios below:

a. 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.
b. 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.
Behavior-Specific Praise - Offering behavior-specific praise to students during recess can

help Mr. Jimenez reinforce positive behaviors on the playground. Trying to constantly
reinforce these positive behaviors can help Mr. Jimenez increase more positive behaviors
and decrease the negative behaviors in which the students engaged in previously.
Precorrection - Because Mr. Jimenez has identified that negative behaviors occur during
recess, he can use precorrection to make the necessary changes to the environment or
offer proactive supports for students during recess time. Simply reminding the students
3
of playground expectations can help facilitate the correct appropriate behaviors during
that time.
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.
High-Probability Requests - When her student is not following directions or is trying to

avoid a task or activity, Ms. Lowrance can give the student a list of easy requests (high-
p) to build positive behavioral momentum and encourage the student to engage in the
task or activity (low-p). Ms. Lowrance’s student may be more able follow her directions
if the student is already engaged in a familiar pattern of following directions.
Choice Making - This student may engage in negative behavior to avoid non-preferred
tasks. Ms. Lowrance can give the student more types of structured options to reduce
those negative behaviors and help the student gain independence.
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.
Active Supervision - Ms. Sahbae can use active supervision to frequently move around
the room. She can also observe and monitor student behavior while interacting with
students. Using active supervision during direct instruction can help Ms. Sahbae
encourage positive behaviors for all students in her classroom.
Opportunities to Respond - Giving students frequent chances to respond to questions or

prompts during a set amount of time can help Ms. Sahbae promote and reinforce student
participation and engagement during instruction. When the students have more
opportunities to respond, they are less likely to become off-task or engage in negative
behaviors.

Feiyan Li IRIS 2

Uploaded by

Copyright:

Available Formats

Feiyan Li IRIS 2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Feiyan Li IRIS 2

Uploaded by

Copyright:

Available Formats

1

Acting out cycle Strategy Explanation

For each of the scenarios below:

Behavior-Specific Praise - Offering behavior-specific praise to students during recess can

High-Probability Requests - When her student is not following directions or is trying to

Opportunities to Respond - Giving students frequent chances to respond to questions or

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.