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(Sorry I couldn't find this til now!)
1. I've seen a fair amount of prompting. The SpEd co-teacher in my cotaught classes is good at setting up individual message prompts to students' personal devices or specific names. The students are more likely to reply aloud with these extra prompts.
2. This connects to my choice module through mostly the confidence concept. If the teacher prompts them by name, the teacher has faith in their ability to answer correctly, so the student may be able to get over their timidity and worries about being wrong.
3. Called a doctor for a different health-related thing, so lateral steps.

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1. I feel that I have seen shaping, chaining, prompting, and stimulus control at one time or another. Although, I may not have known some of these procedures by name or that they were strategically linked to behavior outcomes, I now have an understanding that I can connect to my pervious experiences and current practices. Prompting was a procedure I was familiar with and thought I had ample amounts of practice in, but after engaging in Part 2 of Module 2 I realized that might not be the case. Prompting is when you present an additional stimulus to increase the probability that the Discriminative Stimulus will occasion the desired response. Prompting could be verbal, visual, gestural, modeling, or even physical guidance. Some examples of prompting I have seen are; modeling comprehension strategies in a read aloud, the finger to lip visual gesture to signal for a quite classroom, physical guidance when teaching students how to hold a pencil, and asking “What do you do next?” to cue that something is expected of the student.

2. The variety of procedures that are used when teaching or reinforcing behaviors: shaping, chaining, prompting, and stimulus control all play a part in my choice module (reading intervention). Like Mikayla, I too noted the importance of explicit instruction and guided practice within reading instruction as a way to provide additional support. Explicit instruction and guided practice are put into practice by utilizing the prompting procedure. Explicit instruction and guided practice highlight prompting because they engage students with modeling of appropriate behavior as well as visual and verbal cues that are then phased out as time goes on.

3. I have listened to my body this week! I have let myself close the computer and rest when I need to rest (even if it is just one day a week). I made time to work out and take a long shower afterwards. I have also been attempting to practice better eating habits, by eating meals at their desired hours, adding in a vegetable every now and then, and when I go to the library for long hours packing snacks that will keep my brain fueled. Feeling a little better!

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1.  I feel that I have often seen the use of shaping in the classroom, regardless which classroom I was  in. It seems to me that shaping has occurred at least once every class that I observed. Shaping is when the teacher reinforces successive approximations of a desired behavior. This is something that I have experienced as a student too! For example, when it comes to lining up in the classroom to leave or walking through the halls, the teacher includes reinforcements once the students hit the goal, which could possibly be to line up within 15 seconds or to walk the halls in complete silence. It is important to give praise but to also raise the bar every time for students, in order to help that reach the intermediate goal that you set for them as a teacher for that specific task.
2. These different procedures involved with learning connect with my choice module (reading intervention) through specific and direct applications. For example, the concept of shaping is giving the students a desired goal and raising the bar every time, to help them reach the intermediate goal. When it comes to the reading intervention, specifically the curriculum based assessment (CBA), the same thing applies. There are a series of objectives that are created for a student pertaining their specific language and reading needs that are derived from the curriculum that is used in the classroom that the student is assessed on. There is a specific criterion that is created for a related skill that the student needs to master in order to move on. Teachers shape the intervention for the student and raise the bar every time in order to help the student reach mastery level, criterion determined by the teacher. As the student hits a mastery level, then they could move on to a new skill and ultimately a new assessment.
3. I decided that it would be good for me to breathe and play piano (which helps calm me down) for at least an hour every day with 5 minutes of simple breathing every 20 minutes. This is an hour that I spend for myself and just myself. I try not to think about anything other than my mental and physical health. Also, to calm myself down during stress, I think of the five senses and make sure I can name something I can touch, smell, hear, taste, and see that is around or near me. It really helps!

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1. I have the same experience as Mikayla actually for chaining used in my classroom too, which I think is an awesome way to get the students in a routine and ready for each day knowing what is coming! Everyday, my teacher displays a slide with the day on it and then goes to the slide with an ice breaker of sorts or something that gets the class moving and paying attention. Today for example, we all pretended we were dinosaurs and made noises to ourselves while on mute. Always right after that my teacher displays the morning message which tells/signals to the students that class is starting and they need to be on mute and listening very closely. So now everyday the students know the chain of events happening and the behavior needed to display during class.

2. The shaping, chaining, prompting, and stimulus control connect to my choice module, explicit intervention, because teachers use these methods of behavioral intervention when modeling good behavior, structured practice and providing feedback. Each of the procedures involved in learning are what make up explicit instruction. These specific parts are very effective in explaining and showing students the correct ways of behaving in the classroom while making them practice the desired behaviors with and without you and giving them feedback on how they are behaving. For example, prompting goes along with explicit instruction because it provides students with modeling of good behavior and verbal and visual prompts that guide the students' behavior in class.

3. I decided to buy a new desk and chair for my room so I have somewhere other than my bed to do my work and not have to sit on my stool chairs where I get extreme back pain. I am excited to be pain free, more professional, and have a break from looking at the same thing everyday!

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Feedback Cynthia, Audrey, and Caitlyn - Sorry this looks like stop motion TV

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Feedback Cynthia, Audrey, and Caitlyn - Sorry this looks like stop motion TV

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Feedback Cynthia, Audrey, and Caitlyn - Sorry this looks like stop motion TV

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1. I have seen the method of chaining used to reinforce classroom routines. Chaining is a type of intervention that aims to create associations between behaviors to make a behavior chain. This has been used with classroom routines as a way to prompt student behavior to the next activity for the day. For example, my teacher displays the morning message when the students enter the Google Meet call to signal to the students that we will be starting morning meeting and then we always have fundations afterwards which the teacher prompts through displaying the fundations drill sounds. The students now know what to expect each day which allows them to shift their behavior into the expected chain of events.
2. The shaping, chaining, prompting, and stimulus control connect to my choice module (reading intervention) because teachers use these methods of behavioral intervention in the process of teaching reading. For example, in the choice module it discusses the importance of explicit instruction and guided practice within reading instruction as a way to provide additional support. Explicit instruction and guided practice are both examples of prompting because they provide students with modeling of appropriate behavior and verbal and visual prompts that guide the students' behavior within reading.
3. I have been making a priority to go for walks more frequently because it helps me to feel more balanced and less overwhelmed. I tend to go for a daily walk for about 30 minutes. It gives me a break from being in front of the computer and from work.

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here is my response

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Hank's Post

1. My answer
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3. My answer