Question 2: Discuss at least one benefit and one challenge of intervening early in the acting-out cycle to prevent problem behaviors from escalating.

Question 3: Think back to the Challenge at the beginning of this module. Ms. Rollison is having trouble with Patrick, who is a model student on some days and is rude and disruptive and refuses to work. Unfortunately, she probably does not have enough information to figure out what Patrick’s triggers are. Although not discussed explicitly in the module, can you think of three methods by which Ms. Rollison could determine his triggers?

Question 4: Ms. Rollison is also having trouble with Tameka, who refuses to do any written work. In this case, Ms. Rollison does have enough information to figure out what Tameka’s trigger is. What is it?

Question 5: Once either Patrick or Tameka enters the Agitation Phase, what would you recommend that Ms. Rollison do? If she doesn’t recognize the Agitation Phase, what would you recommend differently for the Acceleration Phase?

Question 6: What is the primary reason that teachers are often reluctant to engage in debriefing during the Recovery Phase? Why is it important to debrief in spite of this reluctance?