EDF3251 Understanding the Acting out Cycle
EDF 3251 Understanding the Acting out Cycle Questions
IRIS Module II:
Addressing Disruptive and Non-Compliant Behaviors (Part 1): Understanding the Acting-Out Cycle
1. A new teacher says that she doesn’t have time to address low-level or minor challenging behaviors (e.g., being off-task). Her strategy is to ignore these and focus instead only on more serious challenging behaviors. Craft a response to her that explains:
a. A potential consequence of ignoring minor challenging behaviors.
b. Two negative impacts of even minor challenging behaviors on the student and the class.
2. Students who consistently exhibit challenging behaviors typically progress through a seven-phase process known as the acting-out cycle.
a. List two reasons why it is important for educators to intervene early in the acting-out cycle.
b. Explain what might prevent an educator from intervening early in the acting-out cycle.
3. Think back to the Challenge at the beginning of this module. Mr. Santini is having trouble with Nora, who confident student, enjoys challenging assignments, and is well-liked by her peers, but on occasions Nora’s behavior escalates. What is Nora’s trigger?
4. Mr. Santini is also having trouble with Kai, who sighs loudly, puts his head down, and occasionally refuses to participate. What is Kai’s trigger
5. Once a student enters the Peak Phase, and the educator can no longer interrupt the acting-out cycle, what should the educator’s focus shift to? Explain.
Having Trouble Meeting Your Deadline?
Get your assignment on EDF3251 Understanding the Acting out Cycle completed on time. avoid delay and – ORDER NOW
