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Addressing Disruptive and Noncompliant Behaviors (Part 2) - Coggle Diagram
Addressing Disruptive and Noncompliant Behaviors (Part 2)
Introduction
Two Strategies for Increasing 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)
Teachers often find it necessary to increase positive student behaviors as well as to decrease negative or inappropriate ones.
Support
It’s not unusual for new teachers to feel overwhelmed when faced with problem behaviors in the classroom.
People who can help:
District behavior support teams
District behavior specialists
School counselors
Family members
Principals
School nurses
Community resources
Other teachers
Those who have had years of experience with various student behaviors and have seen it all, can also be a good source of information.
Others can suggest strategies that they have used in similar situations. In particular, special education teachers, who often receive training in specialized behavioral interventions, can prove an especially valuable resource.
High Probability Requests
Repeated attempts to get a student started on a task are the source of great frustration for many educators.
The prevailing belief holds that once a student becomes compliant or engaged, it is easier for a teacher to maintain the appropriate behavior through more traditional means
A well-documented strategy for encouraging initial compliance to the social and academic demands found in classrooms is high-probability (high-p) requests.
Research suggests that the strategy is most effective when the difficult request is delivered within five seconds of the last high-p request and that the high-p requests need to be varied (i.e., a pool of requests is needed).
Studies demonstrating the effectiveness of high-p requests have included a range of situations and behaviors including:
The completion of academic work
The initiation of appropriate social interaction
The development of smooth transition between settings