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reward.
In contingency-based self-management, the "contingency" is usually a type of

• punishment.

• reward.

• aversive.

• contract.
keep track of their own behavior and then receive consequences based on that behavior.
Contingency-based self-management involves having persons

• take turns with other students in keeping track of their own behavior and then receive consequences based on an average of their behavior and the other student's behavior.

• predict how well they will do on a behavioral checklist scored by the teacher-the better they are able to predict, the greater the rewards they receive.

• keep track of their own behavior and then receive consequences based on that behavior.

• choose their own goals and their own rewards.
Smart ... Thanks!
functional behavioral assessment.
Determining the antecedents, consequences, and setting events that maintain inappropriate behaviors is called

• functional behavioral assessment.

• functional deconstruction.

• behavioral self-awareness.

• behavioral contracting.
avoid "thinking aloud" as this is very distracting.
All of the following are suggestions for teaching students with ADHD EXCEPT

• divide instruction into meaningful chunks.

• provide a rationale for each lesson.

• include opportunities for guided practice.

• avoid "thinking aloud" as this is very distracting.
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