A new teacher says that she doesn't have time to address low-level or minor challenging behaviors (e.g., being off-task). Her strategy is to ignore these and focus instead only on more serious challenging behaviors. Craft a response to her that explains: A potential consequence of ignoring minor challenging behaviors. Two negative impacts of even minor challenging behaviors on the student and the class. Students who consistently exhibit challenging behaviors typically progress through a seven-phase process known as the acting-out cycle. List two reasons why it is important for educators to intervene early in the acting-out cycle. Explain what might prevent an educator from intervening early in the acting-out cycle. Ms. Angelus is struggling to address Billie's challenging behavior in math class. In classes where she excels, Billie frequently participates and often thoughtfully helps her peers. Although Billie is a model student in other classes, Ms. Angelus has noticed that Billie seems withdrawn and anxious in math class. Billie appears noticeably upset when she gets the answer to a question wrong or receives a poor grade on an assignment. Sometimes when this happens Billie sighs or stares out the window. Other times, Billie will pound her desk in frustration and argue