Behavior Analyses and Response
o Prompt: Apply what you have learned from the IRIS Center Module and our text to reflect on the following student behavior scenarios:
Student A is texting during a review for an exam.
Student B physically intimidates other students.
Student C continually talks during lessons; forgets to bring pencils, books, and paper; refuses to complete work, and reacts rudely when the teacher approaches.
Student D, who was usually very engaged in class, is now excessively tardy, lethargic, absent a great deal, and falls asleep in class.
For each scenario, discuss the following:
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Which interventions or actions could you use to influence the student to behave appropriately? Explain your choices.
Which logical consequences would be appropriate?
Which domains of Social-Emotional Learning could be utilized in your instruction to support the student’s appropriate behavior in the future? Explain how the SEL domains will help.
How would you use your relationships with the student, family members, and professional colleagues to prevent this behavior from reoccurring?
Requirements: Include an APA-formatted cover page, citations (where appropriate), and a References page.
Student A is texting during a review for an exam.
- Interventions or actions: I would first try to talk to Student A privately to understand why they are texting during the exam review. I would ask them if they are feeling overwhelmed or stressed, or if they are having trouble understanding the material. If Student A is simply bored or distracted, I might suggest that they take a short break or get up and move around. If Student A is struggling with the material, I would offer to provide them with extra help or resources.
- Logical consequences: If Student A continues to text during the exam review, I would confiscate their phone and return it to them after the review is over. I would also talk to them about the importance of being respectful of their classmates and the learning environment.
- Social-Emotional Learning domains: The following SEL domains could be utilized in my instruction to support Student A's appropriate behavior in the future:
- Self-awareness: I would help Student A to develop a better understanding of their own emotions and how they can manage them in a healthy way.
- Self-management: I would help Student A to develop strategies for staying focused and on-task.
- Relationship skills: I would help Student A to develop better communication and conflict resolution skills.
- Responsible decision-making: I would help Student A to make better choices about their behavior.
- Relationships: I would build a positive relationship with Student A by being supportive and understanding. I would also communicate regularly with their family members to get their input and support. I would also collaborate with my professional colleagues to share ideas and strategies for addressing Student A's behavior.
- Interventions or actions: I would first talk to Student B privately to understand why they are behaving this way. I would ask them if they are feeling angry or frustrated, or if they are being bullied themselves. If Student B is simply being mean-spirited, I would talk to them about the importance of respecting others. If Student B is being bullied, I would offer them support and resources.
- Logical consequences: If Student B continues to physically intimidate other students, I would have to involve the school administration. Student B might be suspended or expelled, depending on the severity of the behavior.
- Social-Emotional Learning domains: The following SEL domains could be utilized in my instruction to support Student B's appropriate behavior in the future:
- Self-awareness: I would help Student B to develop a better understanding of their own emotions and how they can manage them in a healthy way.
- Self-management: I would help Student B to develop strategies for controlling their anger and aggression.
- Relationship skills: I would help Student B to develop better communication and conflict resolution skills.
- Responsible decision-making: I would help Student B to make better choices about their behavior.
- Relationships: I would build a positive relationship with Student B by being supportive and understanding. I would also communicate regularly with their family members to get their input and support. I would also collaborate with my professional colleagues to share ideas and strategies for addressing Student B's behavior.
- Interventions or actions: I would first talk to Student C privately to understand why they are behaving this way. I would ask them if they are feeling bored or disengaged, or if they are having trouble understanding the material. If Student C is simply being disruptive, I would talk to them about the importance of respecting the learning environment. If Student C is struggling with the material, I would offer to provide them with extra help or resources.
- Logical consequences: If Student C continues to disrupt the class, I would have to give them a consequence, such as a detention or a phone call home. I would also make sure that Student C is held accountable for their work. If Student C refuses to complete their work, I would not allow them to turn it in.
- Social-Emotional Learning domains: The following SEL domains could be utilized in my instruction to support Student C's appropriate behavior in the future:
- Self-awareness: I would help Student C to develop a better understanding of their own emotions and how they can manage them in a healthy way.
- Self-management: I would help Student C to develop strategies for staying focused and on-task.
- Motivation: I would help Student C to find the value in learning and to develop a positive attitude towards school