Mrs. O'Connor assigns a task in math. She does not review ...

[ARLKQ]

Mrs. O'Connor assigns a task in math. She does not review prerequisite knowledge and skills. The task requires students to use a formula they learned in a prior unit. Several students struggle with the task. What type of knowledge do they need that they seem to lack?
 
  a. Declarative knowledge
  b. Conditional knowledge
  c. Procedural knowledge
  d. Elaborative knowledge

Question 2

Mr. Halbert teaches middle school language arts. One of his students, Carli, has attention deficit problems and gets distracted easily. Mr. Halbert uses effective strategies when he presents lessons, and his lessons hold Carli's attention with the use of visuals, modeling, and engaging the students. However, during independent tasks, Carli often disengages from the task and creates elaborate architectural drawings on her paper. Mr. Halbert has tried cues and prompts, but they are not sufficient. He does not want to use punishment and feels certain it would not be effective anyway. Carli is in middle school, and Mr. Halbertwants to try is self-management approach.
 
  Describe how Mr. Halbert might set up a self-management program with Carli. Explain the steps involved.
 
  What will be an ideal response?

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Answer to Question 1

c

Answer to Question 2

Suggested Response:
Self-management is based on the idea that the student takes responsibility for learning and for achieving goals. No one else can learn for the student.
In Carli's case, she is easily distracted, but she pays attention during lessons that are presented effectively. Teaching Carli to use a process of self-management involves several steps.
1 . Goal setting: Mr. Halbert might begin by helping Carli set goals about paying attention and staying focused on a task. The goals should be realistic and achievable. By sharing the goals with the teacher, Carli is more likely to approach them seriously and achieve them than she would if she kept them to herself.
2 . Monitoring: Mr. Halbert might suggest a format for recording Carli's attention and task completion behaviors. He might encourage her to design a form that works best for her. Mr. Halbert has seen Carli's elaborate drawings, and she may prefer to design her own form. She will be responsible for recording her progress every day or for every activity.
3 . Evaluating progress: Carli needs to evaluate her own progress. Mr. Halbert might discuss ways to evaluate on the basis of the goals Carli set.
4 . Self-reinforcement: Carli will likely want to reward herself for meeting her goals. She chooses the reward. The reward must be something she denies herself until she meets her goal.
Text Reference: Contemporary Applications: Functional Behavioral Assessment, Positive Behavioral Supports, and Self-Management