Int. Strategies (I)	Lesson 4: Activities
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1. As a first year teacher, you are unaware of the way in which discipline is handled by the school administration. In order to prepare yourself for the school year, you make an appointment with the Vice Principal to talk with her about what types of positive behavioral support strategies are commonly used, both with individual students and at a school-wide level. The purpose of the meeting is to become familiar with the school culture and to make sure that you thoroughly understand the system that is already in place. Make a list of five questions to ask the Vice Principal about how the school commonly implements consequence interventions.
	example:
		What types of consequences are commonly used when a student engages in low intensity problem behavior (for example, tardiness and being disruptive in class)? What kinds of strategies are in place to reinforce desirable behaviors? What consequence interventions are already included in the school districtīs policy for more serious problem behaviors like fighting or threatening other students? As a teacher, do I have the flexibility to implement positive behavioral support strategies that alleviate the need for consequence interventions? How do you feel about ignoring minor disruptive problem behavior in order to send the message to a student that problem behavior is not an effective strategy?

2. You are working with a kindergarten student who is working on a reading assignment. The student begins to bite his pencil and crawl on top of the table, pretending he is a lion. You know that the student is behaving like this to get your attention. Describe how consequence interventions might be implemented in this situation.
	example:
		Consequence interventions are used to minimize reinforcement for problem behavior and increase reinforcement for desirable behavior. Since the student is seeking attention, you could ignore the studentīs problem behavior (crawling on the table and biting pencils) while reinforcing the student when he begins working on his assignment, even if he is still on the table. Redirection strategies can be used to guide the student toward more desirable behaviors that you can reinforce. For instance, you could ask the student what book he would like to read next and suggest that he retrieve it from the bookshelf.