Int. Strategies (I)	Directed Questions
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1. Name the three major types of setting events and provide a specific example of each one.
	example:
		Setting events may include environmental, social, or physiological factors. Examples of environmental setting events are schedule changes, transitions, or crowded settings. Examples of social setting events may involve fighting on the bus or the presence of certain individuals. Finally, examples of physiological setting events include pain, fatigue, illness, allergies, or medication side effects leading to discomfort or constipation.

2. Describe four characteristics of setting events.
	example:
		Important characteristics of setting events include: Attention to broad, continuous events involving physiological, social, and physical factors, A focus on natural settings and regular routines in the school and community, An emphasis on assessing whether the current context is a good fit for the student and what changes would improve it, and An emphasis on reorganizing the environment to accommodate the needs of the student.

3. Describe one intervention that minimizes or eliminates the occurrence of setting events and one intervention strategy that is implemented after a setting event occurs.
	example:
		Interventions that minimize or eliminate the occurrence of setting events include changing a studentīs schedule, providing medical treatment for infections or illness, making changes in medication administration in order to decrease discomfort due to side effects, and providing a student with opportunities to exercise. Interventions that are implemented after a setting event occurs include neutralizing routines that are implemented before an antecedent event occurs (i.e. engaging in a highly preferred activity, rescheduling a canceled event), eliminating or withholding an antecedent event, adding more prompts for desirable behavior, increasing the value of reinforcers that are available for desirable behavior, and temporarily decreasing the amount of work you expect a student to complete.

4. Explain the difference between a setting event and an antecedent event.
	example:
		A setting event changes the value of reinforcers and punishers in a studentīs environment and momentarily affects the likelihood of problem behavior. An antecedent event is a cue that signals a reinforcer or punisher will follow. A setting event can increase the probability that an antecedent event will trigger problem behavior. For example eating a large number of chocolate chip cookies momentarily changes the value of drinking milk. A student in the lunchroom who has just consumed a large quantity of chocolate chip cookies may be more likely to grab another studentīs carton of milk while the other studentīs back is turned. In this case, the setting event has increased the probability that when the student sees an unattended carton of milk (antecedent event), he will take it from another student.

5. You are working with a third grade student who is interested in basketball and comic books. Describe how you could adapt a math assignment involving two digit addition problems.
	example:
		One approach would be to modify the math assignment by making sure it resulted in a functional outcome for the student. For instance, the studentīs worksheet could be altered so that it relates to his interest in comic books. The student could be given addition problems that involved computing how much money is needed to buy one comic book, three comic books, and ten comic books. The studentīs interest in basketball could be incorporated into the assignment by placing the addition problems on a sheet of paper with a basketball and a net drawn on it. Every time the student completes a problem, he can give himself two points. When he has completed the problems he can add up his basketball points (another way to do addition). If a number of students are interested in basketball, a game could be set up for the class. Each student could pick their preferred basketball team to represent and the students could compete by counting the number of correct responses.

6. Imagine that you are a teaching a group of eighth graders who are having difficulty concentrating during personal reading time. You have personal reading scheduled from 8:30 to 8:55 in the morning on Wednesday and Friday. Describe how an antecedent intervention can be implemented at the classroom level with a group of eighth grade students to address this problem.
	example:
		Scheduling reading as one of the first activities of the morning may be a difficult transition for the students. When the students arrive at school, they may be more interested in activities that allow them to socialize with their friends be more active. Choosing a quiet reading assignment as one of the first activities of the day may set many students up for failure. One strategy would be to move the reading time to later in the afternoon when students are ready for a less active assignment, in this case reading. By simply changing the class schedule, you can set the stage for student success.

7. What are some of the strategies used to teach a new self-management plan?
	example:
		Practicing the strategy with the student in a simulated environment, Providing an opportunity for the student to role-play with teachers or peers, Demonstrating how to use the self-management plan by modeling, and Providing examples of the behaviors to be monitored and giving the student an opportunity to practice identifying those behaviors.

8. What does it mean when someone talks about replacing a problem behavior in positive behavioral support?
	example:
		Replacing problem behavior refers to intervention approaches that teach students new alternative skills meant to achieve the same desired outcome as the problem behavior. Alternative skills that have been used to replace problem behavior include teaching students to communicate, providing students with skills promoting independence, and a variety of other important social skills. In order to compete effectively, these new alternative skills should be more efficient than the problem behavior one seeks to replace.

9. How can building a positive relationship with a student benefit the implementation of a communication or self-management strategy?
	example:
		Building a positive relationship with the student is a proactive strategy that in and of itself can lead to decreases in problem behavior. Spending time with your students, getting to know their favorite topics of conversation, food, games, and activities will enhance rapport and facilitate the implementation of strategies that replace problem behavior. Building rapport can increase the likelihood that a student will associate your presence with the opportunity to communicate about items, and activities he finds reinforcing. In addition, building a positive relationship will make it easier to collaborate with the student when developing a self-management plan.

10. What do we mean when we say that it is important to build a positive climate? Describe three strategies that you could use to build a positive classroom climate.
	example:
		A positive climate can be enhanced by providing students with positive feedback that isnīt necessarily related to a studentīs academic or social skills performance. One way to increase the number of positive interactions in a class is to provide four positive statements for every one negative or corrective statement you make to a student. Other strategies may include: spending time discussing a topic that many of the students find interesting, devoting time every day to listen to each studentīs opinions and interests, and incorporating student interests and choices into their academic studies.

11. What has research indicated about the use of punishment procedures in our schools?
	example:
		Research has indicated that an over-reliance on the use of punishment procedures in our schools can lead to an increase in problem behavior, including aggression. Using punishment to discipline students may lead to a higher number of negative interactions in the environment, including demands and corrective statements. Furthermore, an environment that is over-dependent on punitive methods of control may become a setting event that increases the likelihood of problem behavior.

12. Describe the most frequently used extinction procedure.
	example:
		The most common example of extinction is ignoring problem behavior. Ignoring problem behavior implies that you are giving as little value as possible to the problem behavior itself. Strategies include reducing eye contact, verbal interactions, and attention to the occurrence of problem behavior.