Robin continues to click the iPod on and off after being told not to do so. The teacher considers several consequences. Which of the following is a logical consequence?

Robin continues to click the iPod on and off after being told not to do so. The teacher considers several consequences. Which of the following is a logical consequence?

• A. The iPod becomes jammed.
• B. Robin is denied recess when the other children go out.
• C. Only with adult assistance.
• D. The iPod is put out of Robin's reach for the rest of free-choice time.

Answer: (C)

The main idea here is using a consequence that is directly tied to the behavior and helps teach the child how to act appropriately. When Robin keeps clicking the iPod after being told not to, a consequence that makes use contingent on that behavior and still supports learning is to require adult assistance for any iPod use. This sets a clear rule: use the iPod only with staff presence. It gives the teacher a chance to prompt, monitor, and guide Robin toward the appropriate way to use the device, so the misbehavior can be corrected without removing Robin from the activity entirely or malfunctioning the device as a separate issue. This is more teaches-with-support than other options. Simply claiming the iPod is jammed doesn’t relate to Robin’s behavior and doesn’t help him learn. Denying recess because of this incident is a broad punishment that isn’t directly connected to the specific behavior with the iPod and can be unfair or disruptive to others. Taking the iPod away for the rest of free-choice time is a harsher step that ends the opportunity to practice appropriate use and may not help Robin generalize the skill in the future. Requiring adult assistance stays within the learning context, reinforces the rule, and provides immediate guidance to help Robin stop the unwanted behavior.

The main idea here is using a consequence that is directly tied to the behavior and helps teach the child how to act appropriately. When Robin keeps clicking the iPod after being told not to, a consequence that makes use contingent on that behavior and still supports learning is to require adult assistance for any iPod use. This sets a clear rule: use the iPod only with staff presence. It gives the teacher a chance to prompt, monitor, and guide Robin toward the appropriate way to use the device, so the misbehavior can be corrected without removing Robin from the activity entirely or malfunctioning the device as a separate issue.

This is more teaches-with-support than other options. Simply claiming the iPod is jammed doesn’t relate to Robin’s behavior and doesn’t help him learn. Denying recess because of this incident is a broad punishment that isn’t directly connected to the specific behavior with the iPod and can be unfair or disruptive to others. Taking the iPod away for the rest of free-choice time is a harsher step that ends the opportunity to practice appropriate use and may not help Robin generalize the skill in the future. Requiring adult assistance stays within the learning context, reinforces the rule, and provides immediate guidance to help Robin stop the unwanted behavior.