List three "do's" to make group contingencies work
What will be an ideal response?
Use group reinforcement rather than a response cost.
Be sure that the behavior target and criteria are within the students' reach.
Include "language loopholes" that make the contingency easier to master and harder to sabotage.
Avoid language that implies an ultimatum, such as: "If you don't do … , then I will do …." "Unless you do …, we will not do …."
Get a colleague to help you as you write your contingencies.
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A person with an “Influencing” style of communication:
a.Does not stand out in a crowdb.Tends to be a “risk taker”c.Tends to be critical of everybody and everything
One consistent and significant finding regarding academic skills deficits among children with EBD is:
A. Poor learning strategies. B. Lack of academic motivation. C. Math anxiety. D. Reading deficits. E. No "joy de vivre".
Trying to rescue your beloved dog from a burning building would fall in which Quadrant?
A. Quadrant I B. Quadrant II C. Quadrant III D. Quadrant IV
Answer the following statement(s) true (T) or false (F)
The key element in all cooperative learning formats is that students are working together toward a common task.