If I had a classroom, I would take advantage of this.
Imagine Mars Trial : STEM Project-Based Learning
Synopsis:
Imagine your students collaborating and problem solving how to build the very best community on Mars. Imagine their curiosity flourishing as they consier ideas and challenges. Now imagine you have the resources to create these experiences......
Official Snowflake Bentley Web Site Owned and Operated by the Jericho Historical Society
Those in the 48 states that were visited by the deluge of snowflakes...... I always love reading this book in class! And all things considered.....it's appropriate for the current weather conditions.
Official Snowflake Bentley Web Site Owned and Operated by the Jericho Historical Society
Official Snowflake Bentley Web Site Owned and Operated by the Jericho Historical Society
Please take a moment
If you didn't watch the President's speech or if you did, the tragedy in Tucson touches us all.
The Edjurist - Information on School and Educational Law - Blog - "Highly Qualified School Board Members:" Raising the Entry Qualifications
The Edjurist - Information on School and Educational Law - Blog - "Highly Qualified School Board Members:" Raising the Entry Qualifications
Thoughts? I think right track but what is this world coming too? Seriously?
Thoughts? I think right track but what is this world coming too? Seriously?
On the road with Robert - Times Union
Maybe this is the reason I went back to running. I'm looking for running programs similar to Team in Training that raises money for Leukemia but for Autism. I think I'll always run but its more important if it's for a cause. Is anyone aware of any?
Below is an article from the opposite viewpoint. It's about a young man with autism and how running helps him.
On the Road with Robert - Times Union
Below is an article from the opposite viewpoint. It's about a young man with autism and how running helps him.
On the Road with Robert - Times Union
High Probability Requests
For something so simple it's amazing as to how effective it is. I learned this strategy as a tutorial in a behavior mod class for extra credit. (Thanks Dr. Kossar!) Here are the technical steps:
To implement this strategy, the interventionist must identify three to five high-p requests for the child. Each of these requests needs to be one to which the child can quickly and immediately comply.
2. Next, the interventionist should target a specific low-p request that usually results in the production of challenging behaviors. (math worksheet, circle time, seat work, reading)
3. The interventionist then delivers 3 to 5 high-p requests immediately prior to delivering a low-p request. In Mark’s example, the teacher may ask Bob to get a stack of papers, pass them out, get the teacher a dry erase marker, and then write one sentence about weather.
The reality is anytime a student(or son/daughter) is going to be asked to do something that they don't like or want to do is when this is particularly effective. If the function of the behavior is attention or avoidance, then you are golden. The student will be under less stress and happy to comply. They sometimes won't even realize that they end up doing the task they don't like to do. This strategy is also great to use if transition produces challenging behavior.
Over Christmas break I realized how I could modify this technique. I knew my son does not like to clean his room. I would give him a choice of two things to do. Always giving the choice of cleaning his room as one and the other would be a housekeeping chore that needed to be done but that he didn't mind doing. As you may imagine, he always picked whatever was the alternative. After three chores done with no bribing and minimal complaining is when I went for the big show. The last two choices were both parts of cleaning his room. (Put away clothes or sweep the floor) He didn't really realize both choices were in his room and complied immediately. I kinda had to laugh because I got my closet reorganized (shoes), the rest of the house vacuumed and all the Christmas boxes brought up. It's not technically the high probability request strategy but it worked on the fly.
What I'd like to know is: Have you used this strategy in your classroom? How did it go? Any reflections?
To implement this strategy, the interventionist must identify three to five high-p requests for the child. Each of these requests needs to be one to which the child can quickly and immediately comply.
2. Next, the interventionist should target a specific low-p request that usually results in the production of challenging behaviors. (math worksheet, circle time, seat work, reading)
3. The interventionist then delivers 3 to 5 high-p requests immediately prior to delivering a low-p request. In Mark’s example, the teacher may ask Bob to get a stack of papers, pass them out, get the teacher a dry erase marker, and then write one sentence about weather.
The reality is anytime a student(or son/daughter) is going to be asked to do something that they don't like or want to do is when this is particularly effective. If the function of the behavior is attention or avoidance, then you are golden. The student will be under less stress and happy to comply. They sometimes won't even realize that they end up doing the task they don't like to do. This strategy is also great to use if transition produces challenging behavior.
Over Christmas break I realized how I could modify this technique. I knew my son does not like to clean his room. I would give him a choice of two things to do. Always giving the choice of cleaning his room as one and the other would be a housekeeping chore that needed to be done but that he didn't mind doing. As you may imagine, he always picked whatever was the alternative. After three chores done with no bribing and minimal complaining is when I went for the big show. The last two choices were both parts of cleaning his room. (Put away clothes or sweep the floor) He didn't really realize both choices were in his room and complied immediately. I kinda had to laugh because I got my closet reorganized (shoes), the rest of the house vacuumed and all the Christmas boxes brought up. It's not technically the high probability request strategy but it worked on the fly.
What I'd like to know is: Have you used this strategy in your classroom? How did it go? Any reflections?
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