In this week’s lecture, we focused on the discipline of primatology.  Your text situated this discussion within the broader discourse of anthropology.  In this video, we continue this conversation.  The great apes—which include chimps, orang-utans, gorillas, and bonobos—seem to have rich emotional lives similar to our own.  But just how smart are these animals? Keep the following questions in mind while watching the video.  Answer each question as fully as you can; answer freely, this is your opportunity to explore the class material; you are not graded on specific content, merely on addressing the question.  1. All apes are clearly intelligent, but do non-human apes have culture? 2. What can study of our nearest non-human ancestors tell us about ourselves? 3. What does a chimpanzee tool kit look like? 4. What conceptual steps need to be taken to create even a simple tool? 5. Can we learn other things about ourselves?  Social organization, language, emotion, etc.? 6. We are similar in many ways to other apes, but we are also different, what (if anything) demonstrated/discussed in the video did you find surprising? Assignment : Assessing Your Interventions An explanation of disruptive behaviors from your selected student in grade. Using Figure 10.2 in the text: Briefly, respond to the following questions below. 1. Explain the interventions you have tried and why they have or have not worked. 2. Explain 3–5 interventions you might try with your selected student that you found in the Learning Resources or within your own research. Be sure to explain how each intervention is, designed to meet the diverse needs of your student and how you will implement each with respect to your specialization area. 3. Explain at least one intervention listed which you would choose not to implement with your student and why. Reference or helpful references Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234 Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223–231. Figure 10.2 Observation and Assessment in the Learning Environment Source: Schaumburg School District 54, Schaumburg, IL. Reprinted with permission. STUDENT:         I.D.#:         BIRTH DATE:         Circle Specific Interventions Used Person Responsible Specific Interventions and Date Initiated Outcome and Specify Duration 1. Classroom Environment 1. Provide preferred seating (i.e., carrel, dividers, move with peer model/tutor). 2. Alter location of school supplies for easy access or to minimize distractions. 3. Assign to quiet area in classroom for short periods. 4. Post and explain rules and consequences for inappropriate classroom behavior. 5. Increased teacher p.

1. In this week’s lecture, we focused on the discipline of
primatology. Your text situated this discussion within the
broader discourse of anthropology.
In this video, we continue this conversation. The great apes—
which include chimps, orang-utans, gorillas, and bonobos—
seem to have rich emotional lives similar to our own. But just
how smart are these animals?
Keep the following questions in mind while watching the
video. Answer each question as fully as you can; answer
freely, this is your opportunity to explore the class
material; you are not graded on specific content, merely on
addressing the question.
1. All apes are clearly intelligent, but do non-human apes have
culture?
2. What can study of our nearest non-human ancestors tell us
about ourselves?
3. What does a chimpanzee tool kit look like?
4. What conceptual steps need to be taken to create even a
simple tool?
5. Can we learn other things about ourselves? Social
organization, language, emotion, etc.?
6. We are similar in many ways to other apes, but we are also
different, what (if anything) demonstrated/discussed in the
video did you find surprising?
Assignment : Assessing Your Interventions
An explanation of disruptive behaviors from your selected
student in grade.

2. Using Figure 10.2 in the text:
Briefly, respond to the following questions below.
1. Explain the interventions you have tried and why they have
or have not worked.
2. Explain 3–5 interventions you might try with your selected
student that you found in the Learning Resources or within your
own research. Be sure to explain how each intervention is,
designed to meet the diverse needs of your student and how you
will implement each with respect to your specialization area.
3. Explain at least one intervention listed which you would
choose not to implement with your student and why.
Reference or helpful references
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects
of self-monitoring and performance feedback on the treatment
integrity of behavior intervention plan implementation and
generalization. Journal of Positive Behavior Interventions,
17(4), 223–234
Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L.
(2013). Systematic implementation of a tier 2 behavior
intervention. Intervention in School and Clinic, 48(4), 223–231.
Figure 10.2 Observation and Assessment in the Learning
Environment
Source: Schaumburg School District 54, Schaumburg, IL.
Reprinted with permission.
STUDENT: I.D.#: BIRTH DATE:
Circle Specific Interventions Used
Person Responsible
Specific Interventions and Date Initiated
Outcome and Specify Duration
1. Classroom Environment
1. Provide preferred seating (i.e., carrel, dividers, move with

3. peer model/tutor).
2. Alter location of school supplies for easy access or to
minimize distractions.
3. Assign to quiet area in classroom for short periods.
4. Post and explain rules and consequences for inappropriate
classroom behavior.
5. Increased teacher proximity for targeted student.
6. Other:
2. Instructional Modification
1. Assess student’s prerequisite skills.
2. Provide small-group and/or one-on-one instruction by:
1. Teachers
2. Instructional assistant
3. Peer tutor
4. Cross-age tutor
5. Volunteer
3. Modify materials:
1. Address only essential skills
2. Simplify vocabulary of presented materials
3. Reduce workload
4. Alter pacing
5. Use programmed materials (e.g., SRA, computer drill, math
kits)
6. Repeat and reinforce skills (e.g., record lesson, games,
activity centers)
7. Change basal text
8. Provide assignments and tests in segments
9. Use calculator/computers
10. Provide study aids (e.g., highlight main ideas, outlines,
study guides, number line, concrete materials)
4. Organize materials (e.g., folder, notebook, assignment sheet).
5. Set time expectations (e.g., use timer, set time allotment).
6. Use cues or gestures to indicate appropriate or inappropriate
behaviors.
7. Vary student responses (e.g., writing on chalkboard, art
projects, verbal response alone, recording, use manipulatives).

4. 8. Modify instructions:
1. Preview questions/tests
2. Provide rewards/reinforcers
3. Ask student to repeat directions and then restate what he’s
going to do to ensure understanding
9. Modify grades:
1. On specific reduced workload
2. Reflecting performance on essential skills
3. On report cards
10. Other:
3. Motivation/Behavior Strategies
1. Assess appropriateness of task.
2. Prioritize tasks to be completed.
3. Privately discuss and explain behavior and resulting
consequences.
4. Use behavior modification techniques (e.g., reinforce
appropriate behaviors, cueing, gestures).
5. Alter frequency of grouping changes to maximize or
minimize child’s movements.
6. Change of schedule/group.
7. Adapt assignments (e.g., reduced workload, verbal
responses).
8. Refer child to social worker/counselor/ psychologist.
9. Provide individual assignments/behavior sheets, charts,
checklists, and so forth monitored by teacher, student, and
administrator.
10. Set up reward/consequence system:
1. Goal setting—target individual behavior
2. Set up a contract
3. Provide reinforcers chosen from a menu (e.g., social praise,
tangible/ stickers, activity/free time, games, good news notes)
11. Daily/weekly progress reports.
12. Parent/teacher/principal/child conferences, weekly,
bimonthly, and so on.
13. Other:
4. Parent Contact/Support

5. 1. Notes sent home (e.g., daily or weekly progress report, good
news notes).
2. Parent/teacher check-in (e.g., mutually signed assignment
sheets/notebooks).
3. Telephone contact (e.g., weekly, monthly, or as needed).
4. Home/school learning/behavior contracts.
5. Suggested in-district resources (parent group/TAP).
6. Other: