What strategies might a teacher use in working with Meredith?
What will be an ideal response?
Possible strategies include the following:
• Communicate clear, concrete expectations regarding what behaviors are and are not acceptable in the classroom.
• Immediately and consistently impose consequences for aggressive actions (e.g., put Meredith in time-out).
• Accompany punishment with induction—that is, explain why the punished action is inappropriate (e.g., it causes harm to someone else) and must cease.
• Teach and reinforce more prosocial behaviors (e.g., helping, cooperating, empathizing).
• Encourage perspective taking (e.g., ask Meredith to look at other children's body language for clues about what they might be feeling).
• Probe Meredith's thinking about her aggressive behaviors. Does she think that such behaviors are acceptable? Is she perceiving hostile intent in other children's actions? Is she more interested in having power over others than in forming true friendships with them? Answers to these questions can provide guidance about appropriate interventions.
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Indicate whether the statement is true or false.
__________ ___________ capitalizes on students' need for peer interaction and promotes both academic learning and the development of social skills
Fill in the blank(s) with the appropriate word(s).
Outlines
a. must use Roman numerals. b. can be flexible and easy to use. c. must be rigid and complex. d. should not really be used for note-taking.
Mr. Sampson watched in horror as his 10-year-old daughter hit her head on the balance beam during a gymnastics competition. What types of symptoms and behaviors should Mr. Sampson look for in his daughter after her head injury?
What will be an ideal response?