1

Cassandra Ham and Kasey Helms

9/16/16

Class #2: Primary - Grades - Kindergarten - 2

Self- Contained classroom

o

Student #1

Josh, Boy

Age 5

Grade Kindergarten

Guardians Parents
Disability

Emotionally Disturbed

Strengths

speaks on age level

reads on a 1st grade level

math - patterns

gentle with class pet - cat

Weaknesses

cries and pounds desk when frustrated

short attention span

Interests

spinning objects

stacking blocks by color

puzzles

Characteristics the teacher has learned

Learned helplessness

Put on a behavior plan

Student # 2

Lucas, Boy

Guardians - Parents
Disability - Emotional Disturbance
Strengths

counts to 100

Age - 6

Grade 1

basic facts to 10

names shapes

Weaknesses

reading readiness

cries and calls peers racial names when teased

physically aggressive to peers and staf

building toys

puzzles

Characteristics learned
Put on a behavior plan

Student #3

Kyle, Boy

Age 6

Grade 1

Guardian - Mother
Disability - Emotional Disturbance
Strengths

one to one correspondence to 10

basic facts to 10

Weaknesses

reading readiness

plays too rough with peers - has hurt them

Interests

playing arcade type video games

watching peers play

Characteristics learned

Put on a behavior plan

Does not understand social cueing

o
Guardian - Aunt

Student #4 Jordan, Boy

Age 7

Grade 1

Disability - Learning Disabled

Strengths grade level in math (in this small structured

setting)

Weaknesses

reading level - kindergarten

tantrums often involve physical aggression

Interests

running games

drawing

Characteristics learned

Likes being in charge

Likes to play with older kids

Student #5 Julian, Boy

o
Guardian

Age 7

Father

Disability - Emotional Disturbance

Strengths

math skills near grade level

relationships with staf

Weaknesses

reading - readiness level

poor peer relationships

throws books and pencils at peers

Interests

building toys

playing simple board games with an adult

Grade 2

Characteristic learned

Possible ADHD

ELL student
Student #6 Caleb, Boy

Age 8

Grade 2

Guardian - Aunt
Strengths

math at 1st grade level

reading at 1st grade level

Weaknesses

requires extremely slow paced instruction

taunts and sometimes hits younger/smaller peers

Interests

puzzles

video games

Characteristics learned

Slow processing

Low socioeconomic
Student #7 Tameka, Girl

Age 7

Grade 2

Guardian - Mother
Disability - Emotional Disturbance
Strengths

good relationship with teacher

attempts to form friendships with peers

Weakness

all academic at readiness level

physically tantrums by property destruction when frustrated with

academic work

Interests

draws

work simple puzzles

build with blocks

Characteristics learned

Tried to mother her peers so she couldnt make friends easily

Low socioeconomic

Has tantrums when has to do hard or unfamiliar work

Student #8 Anna, Girl

Age 8

Guardian - Foster family

Disability - Emotional Disturbance
Strengths on grade level in all academics

Weaknesses

poor relationships with peers and adults

will sometimes push and/or hit peers

sometimes injures herself

Interests

reads

draws

sleeps

Characteristics learned

Not trusting

Introverted

Sleeping is an escape

Low socioeconomic

Grade 2

Student #8 Teddy, Boy

Age 6

Grade 1

Guardian - Parents
Disability - Autism
Strengths Musical skills

Weaknesses

Non-verbal except for echolalia speech

Hypersensitive to sounds and touch

Has screaming fits when he is touched lightly

Interests

cars

classic music

organizing and sorting items

Characteristics learned

Needs a constant and consistent routine with a picture schedule

Uses PECS to communicate

Avoids eye contact

Step two:
1. Antecedent: The teacher said it was time to do math and Anna's classmate Josh was
trying to help her grab her book and get to the right page.
Behavior:

Anna

then

hit

Josh

on

the

arm.

Consequences: The students within the class were concerned Josh was hurt and started
to agree with one another that they were angry with Anna. Josh also started to cry and
pound his desk with frustration. Tameka was also trying to comfort Josh. The teacher
then sent Anna outside the classroom to discuss that this behavior was not acceptable
and asked for her to write an apology letter to Josh.
2. The deficit of Anna's social skills afected her in the way that she acted out physically
against another student. This behavior could have been brought on by the emotional
disturbance that she has which causes her to have weak relationships with her peers
and also causes her to push or hit her peers. Her emotional problems could come from
her living with a foster family.
1. Antecedent: Teacher said it was reading time.
Behavior: Lucas starts crying loudly, throwing his pencils and papers, and stomping
his feet.
Consequence: The peers stare at Lucas and some whisper making fun of him. The
teacher goes to the back of the classroom with Lucas and talks about his behavior and
what he needs to accomplish the next activity. The teacher makes Lucas stay in the
back of the classroom until he is ready to join the rest of his classmates.
2. Lucass behavior could be related to his reading deficit and him trying to avoid
reading.

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Step

three:

1. Antecedent: Students were sitting at tables with Susie sitting next to Meg while she played with Playdoh.
The teacher then asked for the students to line up for gym and Susie told Meg it was time to go because she
was

still

Behavior:

playing
Meg

with

then

Playdoh.

hit

Susie.

Consequence: Teacher told Meg that she was responsible for helping Susie get a wet rag for her hit and that it
was

not

appropriate

behavior.

The

other

students

were

shocked

and

Susie

cried.

Teacher Notes:

Meg is only like this before gym and it just started this week.

The teacher stated that Meg normally would just complain but the hitting was new.

The aggression displayed is not always towards the same person.

Susie is the "little teacher" of the class and is the one who got hit.

Figured that Meg's complaining was just her venting about not wanting to go to gym.

Meg also discussed that she was bullied prior on the playground and then started teasing back when
the gym teacher scolded Meg for teasing.

Meg also mentioned that she came from an abusive home life because sometimes her dad becomes
physically abusive.

2. A pattern that was noticeable was that this behavior from Meg is always around the time they are about to go
to gym and the aggression is not always towards the same classmate.
3. The problem behavior is normally associated with the time right before gym class so maybe the student
doesn't like gym class so she is trying to avoid this disliked situation. This problem behavior is also new so
maybe she is frustrated with the material being presented within the gym class now. The situation we saw was
only based around one other classmate so she may be trying to avoid this disliked person or she may be trying
to avoid the gym teacher because he may be someone she dislikes. The final hypothesis from our group was
Meg was already annoyed about going to gym because she dislikes the gym teacher and Susie being a "little
teacher" may have annoyed her more so she then hit Susie which in turn made Susie cry, the class was then in

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shock, and the teacher had to reprimand her. The situation was caused by Meg taking out her frustration on
what really was her trying to avoid the teacher that she disliked and trying to gain this sense of power or
control that she was looking for by trying to control what she was going to do which is not go to gym.
4. An plan that was thought of was that the gym teacher, other teacher, and Meg should have a meeting to
discuss why Meg is upset with the gym class/teacher. We believed that the teacher should teach a lesson on the
causes and effects of bullying to the whole class so that they could be aware of the topic and understand why it
is wrong. We also thought that by talking to Meg about why she disliked gym that she would see that talking
through tough situations is better than acting out and becoming physical towards another student. An
intervention plan would include, instead of Meg becoming frustrated during the transition to gym class we
would have a schedule on the board within the classroom and five minutes before switching activities we
would make the class including Meg aware of the transition that was about to occur. This awareness of the
transition may ease the frustration Meg is feeling before switching classes and if she demonstrated good
behavior while lining up and heading to gym we would give her one happy dollar for the positive behavior that
she was showing. As the teacher, I may also allow Meg to be line leader during the transition to gym so that
she felt this sense of power or control that she was looking for by leading the class to the next activity. She
would be able to be line leader during this time and by doing this I believe in some ways it is a privilege but if
she was very well behaved and headed to gym without any sort of negative behavior I would give her a happy
dollar for demonstrating that sense of power in a way that did not affect herself or her classmates in a negative
way. If Meg was to demonstrate this good behavior for the whole week and collect at least ten happy dollars
we may have the coach become involved in this plan and allow her to choose between two or three options on
the games they would play on fun Friday's within the class. By allowing her to collect these happy dollars from
the positive behaviors within the class and then have this sense of control in picking the games she played it
may allow her to not act before gym because of this lack of power she is dealing with.

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Cassandra Ham
Kasey Helms
9/29/16
Step four:
ACCESS to physical and social environment.
A applicable
C capable
C clarity
E expression
S
S size & shape

safety

The specific UDL guidelines we would incorporate would be 7.3 minimize threats and
distractions by providing safety to our classrooms. 7 provide options for recruiting interest by
incorporating fun hands-on activities for the students to participant in. 9.1 promote expectations
and beliefs that optimize motivation by being an encouraging and positive teacher to all our
students. 5.2 use multiple tools for construction and composition by teaching in different ways
for all types of students to learn. 8.2 vary demands and resources to optimize challenges by
building a relationship with the parents and the teachers in specials. This way the students feel
comfortable asking for help if they are having trouble. 6.1 guide appropriate goal-setting
having each student set a goal for themselves is a great way to help them stay focused.

Describe how you will choose social skills to teach your students on the universal and tertiary
levels. Describe the criteria for your choice of a social skills curriculum based on the priority
behavior needs of students.

Within this classroom, I would use social stories to teach my students social skills on the universal and tertiary
level. I believe that by teaching these students social skills through social stories it would give the visual
learners within my class more of a lesson than if I were just to explain what is socially acceptable. Also, with
the learners in this class being very diverse it would help for everyone to analyze the pictures and look for the
message/lesson behind them. With these social stories being the first thing I presented to them about the social
skills, I could then continue the lesson by having them write down their feedback or a writing prompt given at
their personal desk, that is located within a group and then have them express why they feel it is important to a
partner within that group. While teaching these social skills through the social stories there would also be a
way to relate these social skills to either a short book or video. I also believe that by teaching these students
about the social skills they need to function in everyday life it would prepare them for the tertiary levels.
Through these social stories displaying the social skills these students need I could also go on within this
lesson to ask for response prompts, feedback, reinforcement, and self-recording of desired behavior. This way
of teaching would help to prepare my students for the tertiary level because it would allow them to see the
social skills they need to improve on through their time through school to make it to this level of schooling
after high school. By showing these students at such a young age the importance of acceptable social skills it
would help for them to become more conscious of what they individually need to work on to better themselves.
The main social skills that I would look into for my class list would be how to effectively communicate with
peers without becoming angry which would help the students such as Anna, Tameka, Julian, Jordan, and other

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students who are known to either not have good relationships with their peers or have hit classmates in the
class because of disagreements, After I would then have them write out a short response on the importance of
effective communication between classmates. I also would be sure to include the discussion of loving yourself
within my curriculum although this might not be a social skill if a student does not love them self or does not
have very high self-esteem it may have them feeling sad or depressed and may have them feeling alone
causing them to distance themselves from other students. I feel this would especially help Anna, Teddy, Caleb,
Josh, but would also be a reminder for the whole class. It would especially help those specific students because
they seem to try to distance themselves from others and are not optimistic about where they will end up in the
future. After looking at the social story that expressed self-love, I would then have the students write down
traits that they feel they hold and have them explain why they are proud of having that trait. Another important
social skill that I would stress throughout the school year would be respect for yourself and others. This would
be a lesson that would influence my whole class because all the students seem to have some problem with
respecting their classmates or adults and some even take out their aggression physically. This lesson would
lead to the importance of keeping your hands to yourself and why it is important to find ways to calm down
before the student gets to the point they feel they need to be physical. Overall, within this classroom I believe
the most important social skills would be effective communication, self-love, respect for yourself and others,
and
keeping
your
hands
to
yourself.
This lesson includes the mnemonics of ACCESS by being applicable, capable, having clarity, showing
expression, providing safety, and has size and space.
Applicable: This activity is applicable to students learning how to engage with their peers within the
classroom and also in other social settings.
Capable: Regardless of ability level, each student is capable of participating because the stories can
also revolve around other activities that could provide students with alternative methods of learning the skills.
Clarity: These social stories provide clarity of what they need to improve on to grow as an individual
and they provide clarity through pictures rather than words.
Expression: Students are being provided with the opportunity to express how they feel about some
aspect of the social skill being taught. In the self-love lesson they would have the opportunity to express the
traits that they hold that make them feel unique or that they are proud of.
Safety: The lesson taught on socially acceptable social skills will help to teach the students what is
accepted behavior and unaccepted behavior which will help to provide the emotional and physical safety for
all.
Size/Space: While doing these activities they will be provided with their own space within a
classroom that is an appropriate size. When learning about these social stories I will first have the group look
over them and will stop by every group to see if they have questions or comments.

Describe how you will integrate the arts into your social skill curriculum. Discuss how you can use
social stories, role playing, music integration, dance integration, to integrate the arts with social skills
content.
First, I would have rules for the students before starting the lesson. It would include being
respectful of one another and being encouraging and supportive so each student would feel safe. If any
of the students did not follow the rules they would have to sit out of the activity. After talking about
the rules, I would ask the students how they would feel if they had to get up in front of a room full of
people and speak. I would provide them with paper and different colored markers and crayons to

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express their feelings. After that activity I would have them come to the reading center and have them
sit down in a half circle, making sure there is an appropriate amount of space between each child. This
would keep the students from distractions. I would read to them a social story on how to handle fear. I
would give them a sentence to say aloud in different tones. An example phrase would be Im so mad
and the tones would include a sad tone, a happy tone, a monotone, a mad tone, and a frustrated tone.
After they all had a turn saying the phrase I would have a few volunteers role play the social story
that was read to them.
This lesson includes the mnemonics of ACCESS by being applicable, capable, having clarity, showing
expression, providing safety, and has size and space.
Applicable: This activity is applicable to students dealing with fear, learning socially acceptable ways
of dealing with fear.
Capable: Regardless of ability level, each student is capable of participating.
Clarity: As students move through the experience they will gain clarity of how to deal with fears.
Expression: Students are being provided with the opportunity to express their fear and the different
ways to express themselves in the role playing activity.
Safety: Guidelines for supporting each other will be in place for providing the emotional safety for all.
Size/Space: At circle time close proximity to the teacher will be in place.

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Cassandra Ham & Kasey Helms
10/6/16
Step Five:
1.
A. The types of problems that need to be addressed within this classroom include self-harm,
physical aggression towards others, disrespect towards peers, calling out instead of raising hands,
tantrums, mean name calling to other students, and lack of engagement.
B. The target replacement for the self-harm would be for the student to learn that this will
not help them in feeling better and that it may lead to serious injuries if they continue to do this.
Another way to help the student with self-harm would be to discover why they do this and figure
out a hobby that they could do that would distract them from trying to self-harm. Another
problem within this classroom is the physical aggression towards others, the targeted
replacement behavior for this would be for the student to talk out their problems with peers
instead of getting physical. The disrespect towards other students could be helped by the students
instead learning how to communicate with their peers in a respectable way, the targeted behavior
would be for the students to communicate in a way that shows respect to the person they are
conversing with. While in the classroom the students seem to not raise their hands as much as
they call out, the targeted behavior would be for them to raise their hand before responding and
this could be taught by reminding them that some people need more time to develop their answer
so those people should be given the time they need. Some students seem to throw a tantrum
almost every day and instead of them doing this they should figure out a way to communicate
their point without disrupting the entire classroom. If they do feel the need to have a tantrum I
would rather them go out in the hallway to give them a cool down period rather than to be within

15
the class disrupting other students. Another issue would the mean name calling to other students,
the replacement behavior for this would be to give their peers compliments instead, I would
remind them that if they didnt have anything nice to say than they shouldnt say it at all. I would
also be sure to bring up that Id rather hear them giving one another compliments or words of
encouragement. The lack of engagement within the class would first have to be changed from my
point of view as the teacher I would look at my lesson plans and see what I could do to have
them become more engaged. The replacement behavior would be for them to ask more questions
if they are feeling lost within a lesson plan instead of just giving up and going into their own
daydream world.
C. The behaviors that have the highest priority to me would be the physical aggression
towards other students and the disrespect to peers. The learning environment should feel
welcoming and with these two behaviors being problems in the classroom, I feel it doesnt allow
the other students that welcoming feeling that they deserve.
2. I would use the token system that would include happy money to receive prizes from the class
store. The money would be a one dollar for good behavior and a five dollar for extremely good
behavior. The five dollars would be harder to receive but if the student had worked on the skills
we had talked about them needing to change to better themselves and gave me examples of how
then they would be given a five-dollar happy bill. We would have them show examples by giving
a checklist based off a a rubric so that they could check off the correct behaviors and be able to
self reflect and self monitor. Also if they scored very well on a test or an assignment they may be
eligible for a five happy dollars depending on the difficulty of the task given. An example would
be if one of the students that had a problem with physical aggression had no incidents for a
couple weeks. The one happy dollar would be for daily skills that are appreciated or that they

16
have shown improvement on. An example of a daily skill that I appreciate would be something
such as helping the person beside you turn to the right page. A skill that could have shown
improvement could be just raising your hand instead of calling out. Another example of how to
get a happy bill would be to be engaged in the group conversation presented to them. I would
also use this as a whole group could be able to receive a happy dollar such as if the whole group
seemed engaged and full of questions then they might receive two happy dollars just for being so
excited about the lesson. This happy money system would be implemented to allow for a positive
behavior system.
3. Within the small group time, I would use the interdependent reinforcement because I would be
looking for the group that is most on task, having discussions that relate to the lesson, and
working together cooperatively as a group. This would call for interdependent because I would
say something such as Thank you so much group #1 for being on task and having everyone
within the group participating. During class time I would use independent reinforcement
because I wouldnt be focusing on how the groups are collaborating but rather how that
individual student is doing in that moment. This would be demonstrated when a group as a whole
is showing above average good behavior, they would earn points towards a group reward which
would consist of each individual within group earning two extra happy dollars. I may also have
the whole class become interdependent because if most of the students in class that day behaved
well everyone would then receive a happy dollar but if everybody was well-behaved that day
then they would get two.
4. To facilitate the generalization of the socials skills, I would first talk to the other teachers
about my reward system I am using with the class so they will understand how the reward
system is working. Before they go to lunch or specials, I would make time to remind the students

17
the rule of the week we are focusing on. The first rule I would choose would be keeping their
hands and feet to themselves. This rule is very important for them to learn so they are not
distracting their classmates. I would remind the students that their next teacher is going to be
watching who is following and not following the rule we are focusing on. The ones following the
rule will receive happy money. Each individual teacher that the students come in contact with
through out the day will have their own chart to rate how the students are doing and determine if
they should earn a happy dollar for that class period. At the end of the class period when they are
walking in the door I will have them hand me their chart and depending on this they will be
rewardered. If half the class receives happy money from the other teacher, I will give the class as
a whole 10 extra minutes of free time. After they have completely learned the rule, we would
choose another rule to work on.
To have quantifiable data, at the end of each day the students will come up to the desk to
have cash out time. This is where the student will count how much happy money they have
received and decide if they would like to spend it and save it. I would have a tally of each
students happy money and have a bar graph showing how consistent they are receiving happy
money. This would tell me if they are struggling on certain days or if this reward system is
effective for them.
5. I would teach this system to my students by first describing the targeted behavior. This would
be keeping hands and feet to yourself. I would then demonstrate it by reading them a social story
about the issue. The social story would include the replacement behaviors which are the
following three steps they are going to follow to keeping your hands and feet to yourself. These
steps include: stopping and thinking, walking away- going to the cool down area, and using
words. Once the students exhibit any of the three steps, they will receive happy money. The

18
student will start to learn this three step processes and then they will hopefully be able to take
away step two and go straight to talking out how they are feeling.
6. I will monitor the effects of this system by having a tally sheet of each students happy money
and having a bar graph that I will be reviewing weekly to see how the class as a whole are doing.
This will allow me to see if this method is being effective or if I will need to make a different
reward system. If one student is not doing well in this reward system, I will then find another
method for that student for follow. Once I see the class demonstrating the targeted behavior
correctly, I will then move on to the next behavior.

19
Cassandra Ham and Kasey Helms
10/12/16
Step Six:
1. The student I would choose to make a behavioral contract with would be Lucas because of his
problems with physical aggression towards his peers and the staff. This behavior leads to the
other students feeling unsafe within the classroom and this does not lead to a positive learning
environment. Lucas already has a behavioral intervention plan so I feel by providing this
behavioral contract it would lead to reinforcing self-regulation strategies. By having Lucas put in
his input in the negotiation process, he will feel a sense of control over his own behavior and the
reinforcement given. This behavioral contract would first start with the negotiation process
between Lucas and I to decide on what good behavior should be rewarded by, discussing
examples of improved behavior, and by talking over the type of chart or checklist he would want
that would best help him to self-monitor his behavior. The contract would include a page that
explained the behavior he was doing that we agreed on that was not appropriate and it would
then give behaviors he could replace physical aggression towards peers when angry or faced with
a conflict. These behaviors to replace this aggression would go in a step by step process on how
to resolve conflicts with peers so he could go to this as self-instruction or also he could use selftalk to remind of himself of appropriate behavior. This page would also include the rewards that
would go along with resolving conflicts in the correct way. This contract would go along with the
token system in my classroom by the reinforcement given for resolving conflicts without
physical aggression. Every 2 gold star stickers Lucas gets will equal 5 happy bills to add to his
happy money. One gold star equals every two resolved conflicts he has self-monitored. The selfmonitoring checklist will include what happened, how angry he felt, how he handled it, how he

20
felt he did in handling the situation, and what he could work on to better the situation. After he
has turned in these checklists for a gold star or because they are due weekly, we will talk about
and discuss why we felt he either had good or bad behavior during the week. This will help to
start self-evaluating and Ill also include a graph in the contract that shows weekly and monthly
how he has done for the week. After so many happy bills the students are able to buy prizes out
of the class store such as snacks, school supplies, homework passes, and other items by having
these prizes Lucas will be able to have the reinforcement opportunities to be rewarded for good
behavior. I would also give verbal-praise to Lucas for good behavior and encourage him to use
congratulatory self-talk to help understand self-reinforcement. By having this behavioral contract
it would give Lucas the opportunity to learn self-instruction, self-monitoring, self-evaluation, and
self-reinforcement.

2. A way that stimulus control would be used in the classroom would be when they were first
walking into the room I would hand them an activity sheet that would help them to get focused
right away and ready for the class to start. It would allow for all students to start thinking of how
this lesson will go with the rest of the day and replace their thinking of what they were doing
before the class started. I also would use stimulus control in my room whenever it gets too noisy
rather it be by clapping until all students are clapping with me without talking or I would stand in
the center of the front of the classroom with my hand up until everyone had their hand up with
me. I would try to stick to clapping whenever we are coming back from group activities and
sticking to my hand up when talking becomes excessive during a lesson that does not involve
group activity.
3. I would pick self-monitor and self-instruction for Josh to extinguish his learned helplessness.

21
As the teacher, I would teach Josh to self-monitor to check on his list when he shows self-control
during times of frustration by stopping to ask himself if the task is worth getting frustrated or if
he could find assistance. This would display self-monitoring because he would be recording
times when he demonstrated replacement behavior. For self-instruction I would teach him to ask
himself two questions. What does he already know about the assignment and what does he need
to know to complete the task. By having him do this he can think thoroughly about what he
actually needs.
For Julian I would choose self-evaluate and self-reinforcement because he has poor
relationships with his peers and throws books and pencils at them. First, I would introduce a
social story that would replace the undesired behavior (see example below). The selfreinforcement would include Julian giving himself a gold star every time he is about to throw
something but immediately stops and thinks what he is supposed to be doing. At the end of the
day Julian would come up to the teacher and show her how many gold stars he got throughout
the day. He would explain to her the situation and if he gets two in one day he would be able to
use building blocks at the end of the day or be able to play a board game with one of the staff.
This allows his to reinforce and evaluate himself each day.
Social Story:

Bentley goes to school happy every day. He looks forward to seeing his teacher and
friends.

22

He stays happy until it is math time. Then he gets frustrated because he always struggles
with math. He thinks Math is too hard! Im stupid.

His teacher says Not everyone is good at everything. Sometimes math is hard.
Sometimes reading is hard.

If I start feeling frustrated, I throw a book at my neighbor, hurting them. Bentley feels
bad. He didnt mean to hurt his classmate.

When I am frustrated, I will talk out my problems.

23

When I talk it out, I will then feel better and the teacher will give me a reward for good
choices. Everyone appreciates when I control my frustration.

24
Cassandra Ham and Kasey Helms
9/19/16

Step 7:
Differential Reinforcement of Incompatible Behavior:
This would be used in my classroom during times that Lucas uses physical aggression towards
peer or staff members. Instead of Lucas using his hands for physical aggression it would be
taught that he should put his hands in his pocket and use his words. By having his hands in his
pocket, he would remember to use his words and he would not be able to use physical aggression
because it would be replaced with his hand being in his pockets rather than on a peer or staff
member. If Lucas had his hands in his pocket, he would not be able to do the problem behavior.

Differential Reinforcement of Alternative Behavior:

This would be used in my classroom during times that Josh pounds his desk out of frustration
because he is not understanding a part of the math lesson. I would instead of reprimanding the
pounding on the desk, would thank Jordan and give him a happy bill for raising his hand to ask
questions about the math lesson plan that is posing questions and may be causing him frustration
as well. This would be reinforcing the alternative behavior of raising your hand and asking
questions before getting frustrated and pounding on your desk.

Differential Reinforcement of Lower Levels of Behavior:

This would be used in my classroom with Lucas because of the name calling he shows towards

25
peers and staff members and he is already set up with a behavioral contract. This would be used
to go along with his behavioral contract because he is already self-monitoring his way of
resolving conflicts and resorting to name calling within the classroom. Instead of him using these
hurtful names whether that to myself or a student within the classroom ten times a day, even if
that went down to seven times a day Id reinforce the lower amounts of hurtful names used
during the day. This would be demonstrating this reinforcement of the lower level of name
calling during conflicts with his peers or staff members.

Differential Reinforcement of Zero Levels of Behavior:

This would be used in my classroom with Julian when he throws pencils at his classmates when
the class is working on reading worksheets. He throws pencils at his classmates because he
struggles in reading and becomes frustrated so if he was to have a day in class where he did not
throw any pencils at his peers during our reading worksheet time but instead asked for help from
either his peers or myself I would reinforce this behavior because he would be showing zero
levels of this behavior of throwing pencils at peers during reading worksheet time by using his
words and communicating with either his peers or myself.
Extinction:
This would be used in my classroom with Tameka as she throws tantrums when she has to do
hard or unfamiliar work. Instead of giving her attention and telling her to stop, I would ignore
her behaviors and focus on the other students in the class. Although it would be hard for the other
students to not pay attention to her, I would reward them with happy money as they were
working quietly on their assignments. If Tameka kept on being loud and disrupting the class, I

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would whisper to a table who was working well and tell them good job as I hand each one of
them a happy money. As I whisper the students, including Tameka, would want to know what I
was doing. This would result in Tameka quieting down.
Response cost:
This would be used in my classroom with Anna as she has poor relationships with her peers.
Sometimes she pushes or hits her classmates or even injures herself. During free time I would
observe her as she plays with the other students. If I see her hit one of her classmates I would
clearly and calmly tell her that if since she hit her friend, next time when she chooses to do this
she will pay a fine by giving me two of her happy dollars to show her respone cost of negative
behavior.
Time out:

Contingent observation:
This would be implemented in my classroom with Caleb as he sometimes hits and taunts
his peers who are younger or smaller than him. During a hands-on activity I see Caleb hit
one of his peers because he is not getting what he wants. I would instruct him to sit at
table by himself for 5 minutes as he watches everyone else do the hands-on activity.

Exclusion time-out:
This would be implemented in my classroom with Kyle because he sometimes plays too
rough with his peers and ends up hurting them. During free time if I see Kyle start to play
rough with of his peers, I would give him a warning to calm down and to stop playing so
roughly. If I see him being too rough again, I would tell him to pull a chair up to the

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corner of the room and sit down facing the wall for 5 minutes. If he moves out from the
chair before the 5 minutes is up, he will not be able to enjoy the rest of his free time.