I don't understand what it is asking for or how i am suppose to know which in the story is positive... to me it doesnt seem like anything is positive.... if someone could help that would be great

You are meeting with other tenth grade teachers to discuss some issues with the in-school detention program. Mr. Hawkins, an algebra teacher, is describing his experiences with Tad in order to highlight what he thinks is wrong with the current in-school suspension approach. Tad has failed algebra twice, and he dislikes math in general. He tends to be a daily disruption, and behavior escalates almost every day until Mr. Hawkins has to send him to detention. Mr. Hawkins hates kicking Tad out of class, because Tad is missing a lot of instruction. Also, Mr. Hawkins was walking by detention last week, and he noticed Tad joking and messing around with some other students in detention. Ann, the paraprofessional in charge of the detention room, seemed to be ignoring the behavior. When Mr. Hawkins talked to Ann about what he observed, she told him that the principal had warned her that these students do a lot of attention seeking behavior. He further suggested that she try to ignore as much of it as possible.

1. How is Tad’s disruptive behavior being positively reinforced?

2. How is Tad’s disruptive behavior being negatively reinforced?

3. Why are Ann’s attempts to ignore the students’ behavior in the detention room unlikely to extinguish those behaviors?

4. Assuming that the detention process can be improved, why might Tad’s disruptive behaviors continue? What else would Mr. Hawkins need to consider in helping Tad?

1. How is Tad’s disruptive behavior being positively reinforced? Positive reinforcement is getting things that you want -- rewards. Do you think he might be enjoying his activities in detention?

2. How is Tad’s disruptive behavior being negatively reinforced? Negative reinforcement is getting rid of things you don't like. What doesn't he like that he is avoiding?

3. Why are Ann’s attempts to ignore the students’ behavior in the detention room unlikely to extinguish those behaviors? See the answers to the two questions above.

4. Assuming that the detention process can be improved, why might Tad’s disruptive behaviors continue? What else would Mr. Hawkins need to consider in helping Tad? Any behavior that has been reinforced for a long time, especially on a variable schedule, will take along time to go to extinction. To make algebra more appealing, he could connect the problems to activities that Tad enjoys. Detention can be made less enjoyable. Can you think of anything else?

I hope this helps. Thanks for asking.

Thank you so much i understand it much much more

You're welcome!

He is put into detention for being disruptive that's the positive reinforcement and when he go to detention and joke around and no one does anything to him that is negative reinforcement. Sorry but this is my first day on here, and im a few days late. lol!

To answer these questions, let's break down the scenario and gather the necessary information:

1. How is Tad’s disruptive behavior being positively reinforced?

Positive reinforcement occurs when a behavior is followed by a reward or something desirable. In this scenario, Tad's disruptive behavior is being positively reinforced because when he is sent to detention, he gets to socialize and joke around with other students. This interaction satisfies his need for attention and creates a reward in the form of social interaction.

To know that Tad's disruptive behavior is being positively reinforced, we need to understand the definition of positive reinforcement and then analyze the scenario to identify the reward or desirable outcome that Tad is receiving as a result of his disruptive behavior.

2. How is Tad’s disruptive behavior being negatively reinforced?

Negative reinforcement occurs when a behavior stops or is avoided due to the removal of something unpleasant. In this scenario, Tad's disruptive behavior is being negatively reinforced because when he is sent to detention, he no longer has to endure the algebra instruction, which he dislikes.

To know that Tad's disruptive behavior is being negatively reinforced, we need to understand the definition of negative reinforcement and then analyze the scenario to identify the removal of something unpleasant that Tad is experiencing as a result of his disruptive behavior.

3. Why are Ann’s attempts to ignore the students’ behavior in the detention room unlikely to extinguish those behaviors?

Ignoring a behavior is a form of non-reinforcement, where no attention or reaction is provided for the behavior. However, in this scenario, Ann's attempts to ignore the students' behavior in the detention room are unlikely to extinguish or eliminate those behaviors for a few reasons:

a) Tad and other students in detention are engaging in attention-seeking behavior. When such behavior is ignored, it may temporarily decrease, but the students may persist even more vigorously in their efforts to gain attention.

b) Ann has been explicitly told by the principal to ignore as much of the students' behavior as possible. This suggests that the attention-seeking behavior is common among the students in detention, which further indicates that ignoring alone may not be sufficient to extinguish the behaviors.

To understand why Ann's attempts to ignore the students' behavior are unlikely to be effective, we need to consider the concept of attention-seeking behavior and the role of consistent consequences in modifying behavior.

4. Assuming that the detention process can be improved, why might Tad’s disruptive behaviors continue? What else would Mr. Hawkins need to consider in helping Tad?

Even if the detention process is improved, Tad's disruptive behaviors might continue due to several factors, such as:

a) Underlying reasons for Tad's dislike of math and his disruptive behavior need to be addressed. It could be related to his struggles with math, previous failures, or other personal factors. Understanding and addressing these root causes will be essential.

b) Tad may be lacking appropriate alternative coping skills or strategies to handle his frustrations in a productive manner. Teaching him alternative ways to manage his emotions and engage with the subject could be beneficial.

c) The overall learning environment and teaching methods in Mr. Hawkins' algebra class should be examined. Adjustments to teaching techniques, offering additional support, or modifying the curriculum might help Tad engage in a more positive way.

In order to understand why Tad's disruptive behaviors might continue, we should consider factors such as underlying issues, coping strategies, and the overall learning environment. These factors will help Mr. Hawkins develop a comprehensive plan to support Tad effectively.