Running Head: TEXTBOOK ASSIGNMENT 1
Textbook Assignment (Shea Text)
Caren Mann
Liberty University
Shea Chapter 1 Project # 1 p. 25- 2Relate the principles of normalization, fairness, and re-
spect to the standards of the Council for Exceptional Children for the ethical application of
behavior management interventions.
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Normalization, fairness, and respect are all principles that emphasize positive treatment
of children with disabilities. Moreover, these principals serve as a guideline to establish accept-
able behaviors that need to be adhered to when working in the role of an administrator, teacher,
or advocate: such as a parent. A major tenant of normalization advocates that students with dis-
abilities be placed in settings with peers who do not have disabilities, while providing the sup-
port needed to “reduce any negative affects their disabilities can have on healthy interactions
with peers or the surrounding environment” (Shea & Bauer, 2016, p.11). Fairness emphasizes
the allowance of due process, when the life, liberty, or interest of a person with disabilities is af-
fected. This due process ensures these individuals have a right to “hearings, notice, representa-
tion by counsel, and the power to appeal undesired decisions”(Shea & Bauer, 2016, p.12).
Finally, respect reinforces the idea that individuals with disabilities must be “treated as
humans and not animals”(Shea & Bauer, 2016, p.13). Moreover, behavior interventions should
not violate respect through “spankings, name calling, long term time-outs, shock treatment, or re-
straints” to name a few(Shea & Bauer, 2016, p.13). These principles are shaped by ethical prac-
tices, therefore allowing them to smoothly align with the Council for Exceptional Children, and
their stance on ethical application of behavior management and intervention. Ethical practices
include “applying disciplinary methods and behavioral procedures for which instruction has been
received on their use and which maintain the dignity of the individual or the basic human rights
of persons with exceptionalities”(Shea &Bauer, 2016,p.10). Shea & Bauer (2016) submit that
“through normalization, practitioners must ensure any intervention they use does not eliminate
the child as an inconvenience or annoyance; thus keeping with the human rights ethic outlined
above”(p.11). Fairness and due process, can be aligned to following polices, rules, and statutes;
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as the rules in place are considered ethical guidelines educators are to operate within, to keep
with the Council for Exceptional children’s standards. Furthermore, respect goes back to one of
the first principles: maintaining the basic human rights of the individual, and ensuring that all in-
terventions do not dehumanize the student.
Shea Chapter 2 Project #1 p. 42- Identify a behavior such as a problem with homework com-
pletion, attending poorly to task, or poor class participation. Describe how the challenging
behavior could be described using each of the theoretical perspectives.
There are four theoretical perspectives that chapter two focused on, including the con-
structivist/developmental, bio-behavioral, ecological, and behavioral models. A child who at-
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tends poorly in class can be described by each of these perspectives, and yield a different inter-
pretation of why the problem is occurring, or how to eliminate the negative behavior: in order to
replace it with a more appropriate one.
Attending poorly in class may involve a student who is not able to sit still, daydreams, or
is easily distracted during instructional time. The inability of the student to pay attention for a
specific amount of time, in order to understand the skill and concepts being taught can be detri-
mental. Furthermore, a constructivist/developmental analysis of this behavior would suggest that
this lack of joint attention may be a response to “an event or events in the environment: coupled
with a lack of social or language skills”(Shea&Bauer, 2016, p.33). The bio-behavioral approach
would suggest that this problem may be a result of improper brain function on some level or lack
of neurological development. Moreover, the belief that this behavior could be managed by the
student would be adhered to, in order to correct the problem.
Proponents of the ecological model would submit that the student’s lack of attention may
be caused by the environment in which the student is learning, and can be remedied by a change
to the physical or social setting. Lastly, practitioners of the behavioral model would suggest that
this undesirable behavior be remedied by manipulating the environmental stimuli in the students
environment. Removal of the stimuli, will allow for the unwanted behavior to be methodically
eliminated.
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Shea Chapter 3 #1 p. 62- Make a study sheet that differentiates the five basic principles of
reinforcement.
PRINCIPLES of MANAGEMENT
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Principle 1: Rein-
forcement is De-
pendent on the Ex-
hibition of the Tar-
get Behavior
Principle 2: The
Target Behavior is
to be Reinforced
Immediately After
it is Exhibited
Principle 3: Dur-
ing the Initial
Stages of the Be-
havior Change
Process, the Target
Behavior is rein-
forced each time it
is exhibited
Principle 4: When
the Target Behav-
ior Reaches a Sat-
isfactory Level, it
is Reinforced In-
termittently
Principle 5: If
Tangible Rein-
forcers are Ap-
plied, Social Rein-
forcers are Always
Applied with them
a. reinforce only
behavior you want
to change.
a. give positive
reinforcement
immediately
following target
behavior.
a. consistent and
immediate rein-
forcement can help
reinforce the target
behavior.
a. reinforce inter-
mittently when the
appropriate behav-
ior becomes habit.
a. tangible rein-
forcers (stickers)
should be given
with social rewards
(praise).
b. only reinforce
after the behavior
is exhibited.
b. delaying
reinforcement of
target behaviors
may result in the
reinforcement of a
non-target
behavior.
b. use
reinforcement to
create habits.
b. be consistent in
applying
inconsistent
reinforcement so
student strives for
it.
b. rewards must be
accompanied with
positive feedback.
c. target behaviors
must be reinforced
unwittingly.
c. consistency is
critical during the
beginning stages.
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Shea Chapter 4 #1: Interview a teacher who is engaged in RTI. Ask him or her to describe
the role of the teacher as well as what differentiates how teachers are prepared for and
whom they serve in this model.
Last semester I visited Ms. Barnette’s 1st grade class where she implemented RTI. I
asked her how she incorporated the program of assessment into her class, and she informed me
that she would prepare for RTI by starting with instruction where the universal design for learn-
ing was used to teach skills and concepts. She stressed that UDL was a great way to allow each
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child access to the curriculum, and her reasoning for using this model. She explained that she
liked to use smaller group instruction, breaking the whole class up into groups of four or five.
Breaking the group up allowed her to provide direct instruction in a more concentrated
way, and provide an opportunity for her students to grasp the concepts. She informed me that
even though she was using smaller group instruction initially, she would break her groups up
even further once tier two and three were determined. She was confident that this method gave
her the best approach to preparation for initial RTI integration. Moreover, her decision was solid-
ified through school wide professional developments, where collaboration took place, allowing
for a corporate decision to move in this direction to support students.
Shea Chapter 5 #4 p. 90- Consider a student with whom you are familiar. What establishing
observations or setting events may have an impact on the student’s behavior? How could
you mitigate these establishing observations?
Alan is a 7th grader who has ADHD. He struggles with joint attention, and does not like
siting still for more than 5-6 minutes at a time. He is able to participate in classroom discussions
without being disruptive, as long as the discussions do not go past the 5-6 minute threshold.
Alan sits at a table with 4 other students who do not have disabilities, and help him focus on task.
Moreover, he enjoys their company; and wants to emulate the appropriate behavior they model.
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Establishing observations or setting events always surround Alan’s inability to sit and focus for
periods longer than 5-6 minutes. Oftentimes, this results in Alan disrupting class by talking dur-
ing work time, or repeatedly tapping his desk when he gets fidgety.
In order to mitigate these behaviors Alan may be allowed to take breaks, where he is able
to walk to a safe space in the room where he can look at books, study the aquarium, or even look
out of the window. Additionally, Alan may be allowed to doodle with a pen or pencil to relieve
anxiety he may feel when he needs to focus for longer periods of time. Lastly, if he is allowed to
be a captain of a group, he may be able to work more effectively. Monitoring behaviors and the
pacing his group will allow him to move around his table to supervise and monitor as needed:
eliminating long periods of sitting or staying still.
Chapter 6 #1 p.119- Observe five students. Identify a potential target behavior for each of
the students. After observing the behaviors, discuss their characteristics in terms of fre-
quency, duration, intensity, and type.
Grady is a fourth grade student who has vocal outburst during instruction. When she is
redirected, she leaves her seat and sits under her desk, which can be a safety issue. The frequency
at which she does this is 8 to 10 times per week. The duration of her behavior is from 5-8 min-
utes, and causes her to get behind in the class. The intensity of her behavior affects the learning
of all the students in the class, causing the class to become confused, often resulting in them hav-
ing numerous questions about the instruction.
Macy, is in 8th grade and has problems staying on task during activities. Macy loves get-
ting out of her seat to go to the garbage, or pass by the desk of other students to distract them.
When the teacher instructs Macy to go back to her seat she yells, and becomes belligerent toward
the teacher. This normally results in her storming out of the room into the hallway, and security
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having to return her to class. The frequency for which she gets out of her seat is 3 times a week,
once every five hours on the days it occurs. The duration last for approximately five minutes.
Her behavior affects the entire class, as the loud yelling displayed by the student intimidates
many of the students; who often complain, and ask the teacher to remove her from the class per-
manently.
Ricky is in the 3rd grade and is a very sensitive child. He often disrupts class with crying
fits, explaining that someone hurt his feelings. His crying usually escalates to him balling himself
up on the floor and drooling. Observation revealed Rickey has crying fits three times daily, with
a duration of four minutes. Ricky is assigned a para-educator who takes him outside to calm him
down, helping to reduce the amount of negative impact his behavior may have on the rest of the
class’s learning.
Isiah is a 2nd grade student who attends after school enrichment for homework help. He
often plays with his younger brother, by hitting him and chasing him around the classroom when
he is suppose to be working on his homework. Observation of these behaviors revealed they oc-
cur six times throughout the homework help hour, lasting for 10-15 seconds. Homework help is
severely impacted, as there is only one teacher in the room with five other students who need the
help, and the teacher has to repeatedly stop providing homework instruction to redirect Isiah
back to his seat, or separate him from his brother.
Cliff, is a sixth grader who always falls asleep in class. He always participates in class-
room centers, recess, and circle time; however, when he is working independently or in a group
he falls asleep. These behaviors are most evident after circle time, and at the end of the day. Ob-
servations revealed, Cliff falling asleep four times a day, for a duration of 10 minutes at a time.
TEXTBOOK ASSIGNMENT 11
His sleep has impacted his learning, and he is behind the class academically. The rest of the class
is not affected.
Chapter 7 #1 p. 148- Write two examples of modeling as a technique, one for increasing be-
haviors and one for decreasing behaviors.
An example of modeling a technique for decreasing an unwanted behavior can be under-
stood when a group of middle school students anxiously wait for the bell to ring to change class.
The majority of the group wait patiently for the teacher the call their name to line up for class
dismissal. However, the students who choose to talk and be disruptive are the last to be called to
line up. Consequently, this group dismisses after the group who met the classroom dismissal ex-
pectations. Once the disruptive students realize that their behavior inhibits them from lining up
for early dismissal their disruptive behaviors are more than likely going to decrease.
Classroom participation can be increased through praise, and the use of a token economy.
When a student meaningfully participates in classroom discussion, presentations, feedback, or
cooperative learning groups they will be praised and given a sticker, or check mark for a prize of
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choice. These kinds of social and tangible rewards will help increase the rate of appropriate par-
ticipation among the class.
Chapter 8 #1 p. 171- Joanie, a third-grader in Mr. Jewel’s class, frequently asks, “What
time is it?” She does this about 15 times a day. Mr. Jewel considers this to be attention-
getting behavior and wishes to eliminate it. He usually responds to Joanie’s request by
telling her the time. Using the example of Joanie, (a) design four interventions for eliminat-
ing the behavior using the intervention strategies listed below and (b) discuss which of the
interventions you think will be the most effective and the least effective.
A. differential reinforcement
I would apply Differential reinforcement of incompatible behaviors, where Joanie would be
given a reward for not interrupting the class by yelling out questions. She would not receive pos-
itive reinforcement for yelling out, and this would help to reduce and eliminate the unwanted be-
havior. Ultimately I would be reinforcing her not interrupting the class, which is incompatible
with her yelling questions in class to gain attention. I believe this may be the most effective ap-
proach to eliminating the unwanted behavior, as Joanie is seeking attention. DRI would allow her
to receive attention, without engaging in behaviors that are disruptive.
B. Reprimand
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When applying an explicit reprimand I would redirect Joanie to the clock in the room by pointing
and reminding her not to ask for the time, but to practice looking at the clock to determine the
time when she is curious. Moreover, I would explain that she needs to do this to keep from dis-
turbing her classmates as they work quietly. This strategy may not be as effective, due to the re-
sponse the teacher will need to give the student, keeping with a vocal response to her question.
The negative behavior is still being reinforced.
C. Extinction
Joanie would be ignored by the teacher consistently each time she interrupted class to ask for the
time. Based upon the theoretical foundation of this intervention, Joanie would stop asking ques-
tions that interrupt the class do to not being acknowledged; therefore, eliminating the reinforce-
ment she receives to gain attention. This strategy may be the most ineffective, due to the elimi-
nation of any reinforcement which helps the student engage in a positive behavior, that replaces
the old one. Moreover, it does not satisfy the attention seeking need in the student, and may re-
sult in a more aggressive behavior.
D. Inclusion time-out (time out ribbon)
Joanie would be given a ribbon to allow her to understand that she would have access to rein-
forcing areas of the room, social, and tangible rewards. Upon yelling out she would have her rib-
bon taken away, and she would not receive the attention, or positive reinforcement for being able
to wear the ribbon. This may be an effective strategy, however, for it to work it may require the
teacher giving Joanie frequent social rewards, and a combination of quiet reinforcers.
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Chapter 9 #1 p. 193- Observe a teacher engaging students in several lessons. What behavior
influence techniques does he or she seem to use? What are the apparent strengths of these
techniques?
While observing a 5th grade teacher engage students in several lessons, I noticed the ef-
fective use of proximity control, removal of seductive objects, and tension reduction through hu-
mor. Ms. Lopez managed the behaviors in her class by circulating the room, moving the desk in
the room, and periodically stopping near each student. This encouraged students to stay on task,
and engage in appropriate group work. Humor was used at the introduction of the class, where
the teacher placed a riddle on the board that connected to the lesson. Students were asked to
work in pairs and come up with answers to the riddle. Furthermore, they were told to be creative
and have fun. This relaxed many of the students, while getting them prepared for the concept
that would be taught. Lastly, Ms. Lopez removed a ball and markers from two students who were
fiddling with the objects, causing them to be distracted. Once these objects were removed the
students were able to engage in the classroom activity.
The strengths of these techniques lie in their subtlety. These strategies do not seek to hu-
miliate or embarrass the students. They engage the student in a direct way, however, the engage-
TEXTBOOK ASSIGNMENT 15
ment is one that is respectful. These can be viewed as least restrictive, with the removal of ob-
jects being the most restrictive. Furthermore, the removal of a seductive object does not seek to
harm a student’s self esteem, or anger them; but allows them to focus on the activity at hand, and
eliminates immediate distractions.
Chapter 10 #1 p. 227- Observe a classroom at the beginning of the day. What routines and
procedures are in place? How are transitions facilitated? What cues does the teacher use?
What rules are in place?
Ms. Lopez began her 5th grade class with clear routines and procedures in place. She en-
sured her students were standing quietly in two lines before entering the classroom. Once the stu-
dents entered the room they followed a path of blue masking tape that was placed on the floor .
This allowed the class to enter the room and go to their assigned seats in an orderly fashion. Ms.
Lopez then called each table by color, as each was assigned a color from the rainbow, to signal
each table towards putting their jackets and book bags away.
The class had book baskets placed at each table, and students immediately picked books
to read once they were back at their tables. Ms. Lopez transitioned her class to the “do now” by
verbally instructing her group to begin the activity. She reminded the class that music would play
softly while they worked for five minutes, and a verbal cue would be given to the remaining
amount of time :signaling students to finish. Another transition I noticed happened during circle
time on the reading rug, when the teacher modeled how she wanted each table to approach the
carpet when called. She ensured each student knew which path to walk, when approaching the
carpet, as well as how to behavior while on the carpet. Cuing such as “if you can hear my voice
clap one, twice, three times” was used in addition to turning on and off the lights.
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The rules were posted in the front and back of the room, where all students could see
them. Rules such as “ Raise your hand when asking a question, be active listeners, keep hands
and feet to yourself, wait for the teacher to call on you, and stay on task when doing school
work” were written largely. Moreover, these rules were used to shape the culture of the class, as
Ms. Lopez had the class use a choral approach to review the rules in the morning and at the end
of the day.
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Chapter 11 #1 p. 247- Write the agenda for a parent conference. Identify what evidence you
would share and when.
My agenda for a parent conference would include:
1. What strengths and weaknesses do you believe your child possesses?
2. How do you support your child academically when they are home?
3. How does your child feel about school?
4. What seems to be your child’s favorite part of the school day?
5.How do you feel the teacher and administrators can best support you and your child?
The evidence I would share with the parent would be information concerning the child’s aca-
demic progress, behavioral tendencies, and motivation to meet goals (academic) and classroom
expectations. I would share this evidence once the parent had a chance to discuss their concerns,
and make suggestions or recommendations regarding behavior interventions, if needed. More-
over, I would approach the parent using a caring tone and true sincerity, to allow for a deeper
sense of trust in my ability to guide the their child.
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Chapter 12 #2 p. 266- Identify your state’s requirements regarding seclusion and restraint.
Prepare a fact sheet for parents regarding the guidelines.
PARENT FACT SHEET FOR RESTRAINTS, SECLUSIONS, AND DISCIPLINE
1.New York State prohibits use of corporal punishment
2.New York State prohibits the use of aversive interventions, with limited exceptions .
* Schools shall not alter student food to make it distasteful, or delay meals.
* Schools shall not use noxious fumes to correct maladaptive behaviors.
3.New York State authorizes the limited use of unlocked time out rooms where a student is
observed by staff at all times when a student needs an area to safely deescalate, regain con-
trol and prepare to meet expectations to return to his or her education program .
*Schools must ensure time out rooms are done in conjunction with
behavioral intervention plans, that support appropriate behaviors.
* Parents must be notified.
* Students cannot be locked in closets or storage spaces where they cannot be seen.
4. New York State authorizes the use of reasonable physical force, including the use of
physical restraints only in emergency situations in which alternative procedures and meth-
ods not involving the use of physical force cannot reasonably be employed.
* Emergency use cannot be used in place of a punishment.
* Parents must always be notified.
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* The school must document the name of the student, the staff member performing the in-
tervention, the setting, date, and time, and detail any injuries to child or staff.
