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日 1 - Word File Home Insert Design Layout References Mailings Review View Help Tell me what you want to do Page 9 of 9 2661 words Type here to search Θ = 近 Sign in Share When presented with challenging or undesirable tasks, Jenn often engages in aggression (ex. hitting, kicking, and biting) disruptions, and inappropriate play. How will they be taught or managed? ⚫ all antecedent manipulations should be proactive - that is, they should not be in response to a problem behavior, but in place throughout the day • Antecedent manipulations should relate to the function of the problem behavior (e.g., if the function of the problem behavior is attention, the teacher might "check in" a little more often) The antecedent manipulation should be something that is consistent, appropriate, and will help build a positive reputation for the student among friends and adults. The teaching plan should be in enough detail that a person unfamiliar with the child could reasonably implement the plan without asking questions. Remember to include prompting and error correction procedures. ⚫ In some cases, there is no teaching or prompting procedures, such as in the case of changing seats. Instead, describe how this procedure will be implemented, what you will say to others in the environment, etc... Who will do it? Who will be responsible for gathering and creating any materials? Setting up the environment? Making changes to the materials? Who will help? All antecedent manipulations should serve as a method by which the client is more likely to PARTICIPATE with their peers. Therefore, exclusionary interventions (such as seating the client away from peers) are not appropriate interventions. How will you fade the intensity of supports over time, if necessary? All antecedent manipulations must be described in observable and measurable terms and pass the "Dead Man Test" (Lindsley) • There should be a plan for fading support and reinforcement to make the plan more "realistic". Do not abruptly terminate the intervention. • All fading must be data based. It is not enough to fade when the client "seems to understand." • Some supports may not need to be faded, but might need altering to be more realistic. Describe those if necessary. Activate Windows Go to Settings to activate Windows. P 35°F Clear 12:09 AM 12/3/2024 + 70%

日 1 - Word File Home Insert Design Layout References Mailings Review View Help Tell me what you want to do Page 9 of 9 2661 words Type here to search Θ = 近 Sign in Share When presented with challenging or undesirable tasks, Jenn often engages in aggression (ex. hitting, kicking, and biting) disruptions, and inappropriate play. How will they be taught or managed? ⚫ all antecedent manipulations should be proactive - that is, they should not be in response to a problem behavior, but in place throughout the day • Antecedent manipulations should relate to the function of the problem behavior (e.g., if the function of the problem behavior is attention, the teacher might "check in" a little more often) The antecedent manipulation should be something that is consistent, appropriate, and will help build a positive reputation for the student among friends and adults. The teaching plan should be in enough detail that a person unfamiliar with the child could reasonably implement the plan without asking questions. Remember to include prompting and error correction procedures. ⚫ In some cases, there is no teaching or prompting procedures, such as in the case of changing seats. Instead, describe how this procedure will be implemented, what you will say to others in the environment, etc... Who will do it? Who will be responsible for gathering and creating any materials? Setting up the environment? Making changes to the materials? Who will help? All antecedent manipulations should serve as a method by which the client is more likely to PARTICIPATE with their peers. Therefore, exclusionary interventions (such as seating the client away from peers) are not appropriate interventions. How will you fade the intensity of supports over time, if necessary? All antecedent manipulations must be described in observable and measurable terms and pass the "Dead Man Test" (Lindsley) • There should be a plan for fading support and reinforcement to make the plan more "realistic". Do not abruptly terminate the intervention. • All fading must be data based. It is not enough to fade when the client "seems to understand." • Some supports may not need to be faded, but might need altering to be more realistic. Describe those if necessary. Activate Windows Go to Settings to activate Windows. P 35°F Clear 12:09 AM 12/3/2024 + 70%

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
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日 1 - Word File Home Insert Design Layout References Mailings Review View Help Tell me what you want to do Page 9 of 9 2661 words Type here to search Θ = 近 Sign in Share When presented with challenging or undesirable tasks, Jenn often engages in aggression (ex. hitting, kicking, and biting) disruptions, and inappropriate play. How will they be taught or managed? ⚫ all antecedent manipulations should be proactive - that is, they should not be in response to a problem behavior, but in place throughout the day • Antecedent manipulations should relate to the function of the problem behavior (e.g., if the function of the problem behavior is attention, the teacher might "check in" a little more often) The antecedent manipulation should be something that is consistent, appropriate, and will help build a positive reputation for the student among friends and adults. The teaching plan should be in enough detail that a person unfamiliar with the child could reasonably implement the plan without asking questions. Remember to include prompting and error correction procedures. ⚫ In some cases, there is no teaching or prompting procedures, such as in the case of changing seats. Instead, describe how this procedure will be implemented, what you will say to others in the environment, etc... Who will do it? Who will be responsible for gathering and creating any materials? Setting up the environment? Making changes to the materials? Who will help? All antecedent manipulations should serve as a method by which the client is more likely to PARTICIPATE with their peers. Therefore, exclusionary interventions (such as seating the client away from peers) are not appropriate interventions. How will you fade the intensity of supports over time, if necessary? All antecedent manipulations must be described in observable and measurable terms and pass the "Dead Man Test" (Lindsley) • There should be a plan for fading support and reinforcement to make the plan more "realistic". Do not abruptly terminate the intervention. • All fading must be data based. It is not enough to fade when the client "seems to understand." • Some supports may not need to be faded, but might need altering to be more realistic. Describe those if necessary. Activate Windows Go to Settings to activate Windows. P 35°F Clear 12:09 AM 12/3/2024 + 70%
Transcribed Image Text:日 1 - Word File Home Insert Design Layout References Mailings Review View Help Tell me what you want to do Page 9 of 9 2661 words Type here to search Θ = 近 Sign in Share When presented with challenging or undesirable tasks, Jenn often engages in aggression (ex. hitting, kicking, and biting) disruptions, and inappropriate play. How will they be taught or managed? ⚫ all antecedent manipulations should be proactive - that is, they should not be in response to a problem behavior, but in place throughout the day • Antecedent manipulations should relate to the function of the problem behavior (e.g., if the function of the problem behavior is attention, the teacher might "check in" a little more often) The antecedent manipulation should be something that is consistent, appropriate, and will help build a positive reputation for the student among friends and adults. The teaching plan should be in enough detail that a person unfamiliar with the child could reasonably implement the plan without asking questions. Remember to include prompting and error correction procedures. ⚫ In some cases, there is no teaching or prompting procedures, such as in the case of changing seats. Instead, describe how this procedure will be implemented, what you will say to others in the environment, etc... Who will do it? Who will be responsible for gathering and creating any materials? Setting up the environment? Making changes to the materials? Who will help? All antecedent manipulations should serve as a method by which the client is more likely to PARTICIPATE with their peers. Therefore, exclusionary interventions (such as seating the client away from peers) are not appropriate interventions. How will you fade the intensity of supports over time, if necessary? All antecedent manipulations must be described in observable and measurable terms and pass the "Dead Man Test" (Lindsley) • There should be a plan for fading support and reinforcement to make the plan more "realistic". Do not abruptly terminate the intervention. • All fading must be data based. It is not enough to fade when the client "seems to understand." • Some supports may not need to be faded, but might need altering to be more realistic. Describe those if necessary. Activate Windows Go to Settings to activate Windows. P 35°F Clear 12:09 AM 12/3/2024 + 70%
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