Which practice is recommended for supporting students with RAD as described in the material?

Which practice is recommended for supporting students with RAD as described in the material?

• A. Role play where the teacher models a desired behavior and the student practices.
• B. Lecturing the student about expected behavior.
• C. Isolating the student from classroom activities.
• D. Removing structure from routines.

Answer: (A)

Modeling a desired behavior and giving the student a chance to practice it provides a concrete example to imitate and the support needed to try it in real situations. For students with Reactive Attachment Disorder, consistent demonstrations by a trusted teacher followed by guided practice helps them learn how to respond appropriately, build trust, and gradually engage more effectively in classroom interactions. The role-play format creates a safe, low-stakes environment where the student can rehearse skills, receive feedback, and reinforce positive behaviors, which supports relationship-building and self-regulation. Lecturing is unlikely to be effective here because it relies on passive listening rather than active demonstration and practice. Isolating the student removes crucial social interaction that supports attachment and skill development. Removing structure from routines eliminates the safety and predictability that RAD students rely on to feel secure and engaged.

Modeling a desired behavior and giving the student a chance to practice it provides a concrete example to imitate and the support needed to try it in real situations. For students with Reactive Attachment Disorder, consistent demonstrations by a trusted teacher followed by guided practice helps them learn how to respond appropriately, build trust, and gradually engage more effectively in classroom interactions. The role-play format creates a safe, low-stakes environment where the student can rehearse skills, receive feedback, and reinforce positive behaviors, which supports relationship-building and self-regulation.

Lecturing is unlikely to be effective here because it relies on passive listening rather than active demonstration and practice. Isolating the student removes crucial social interaction that supports attachment and skill development. Removing structure from routines eliminates the safety and predictability that RAD students rely on to feel secure and engaged.