Int. Strategies (I)	Lesson 3: Activities
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1. A student in your school has been sent to the office repeatedly for disrupting class. You conducted observations of the student during the situations where the problem behaviors occurred the most frequently, and during classes where teachers have described him as quiet and studious. It is clear from the functional assessment data you are gathering that the student engages in disruptive behavior in order to gain his teacherīs attention and that his behavior increases when he has finished his work before the other students in the class. You sit down to problem solve with the teacher who has asked for your help, share the observational data with her, and suggest that a communication intervention might be appropriate. The teacher looks confused and asks why a communication intervention is needed when the student clearly has strong verbal skills. Explain to the teacher why a communication intervention would be effective in this situation and briefly describe how it could be accomplished.
	example:
		Sometimes students have the skills needed to communicate appropriately but are not using those skills in certain situations. An intervention approach for this particular student might involve identifying how long it takes for the student to complete a task and using this information to intervene right before the student begins to engage in disruptive behavior by prompting a communication response. A communication intervention may involve asking the student to raise his hand to ask for feedback and to indicate he is ready for another assignment or activity that will keep him engaged until the rest of the class has finished their work.

2. Read the scenario again and describe how the teacher could build a self-management intervention based on the function maintaining the studentīs problem behavior. A student in your school has been sent to the office repeatedly for disrupting class. You conducted observations of the student during the situations where the problem behaviors occurred the most frequently, and during classes where teachers have described him as quiet and studious. It is clear from the functional assessment data you are gathering that the student engages in disruptive behavior in order to gain his teacherīs attention and that his behavior increases when he has finished his work before the other students in the class. You sit down to problem solve with the teacher who has asked for your help, share the observational data with her, and suggest that a self-management intervention might be appropriate.
	example:
		The teacher may collaborate with the student by designing a self-management plan that includes self-monitoring, self-evaluation, and self-reinforcement. The student could work with the teacher to develop a self-recording system that helps the student document the amount of work he has completed and provide a cue that tells him when to raise his hand to receive feedback (attention) from his teacher. The self-evaluation plan could be used to systematically increase the difficulty of the studentīs curriculum since he has found the current tasks easier to complete than the rest of the class. This would be a great opportunity to encourage the student to self-evaluate his academic progress and take an active role in designing his own learning experiences. The teacher and student may create a list of activities that the student can work on if he finishes a task early to ensure that the student knows what activities he should work on next.