Thirteen-year-old Adam seems to cause problems wherever he goes. In his sixth-grade classroom, he is rude and defiant. On a typical school day, he comes to class late, slouches in his seat, rests his feet on his desk, yells obscenities at classmates and his teacher, and stubbornly refuses to participate in classroom activities. Not surprisingly, his grades are very low, just as they have been for most of his school career. Away from his teacher's watchful eye, Adam's behavior is even worse. He shoves and pushes students in the hall, steals lunches from smaller boys in the cafeteria, and frequently initiates physical fights on the school grounds. For obvious reasons, no one at school likes Adam very much. His classmates say he's a bully, and their parents describe him as a "bad apple," rotten to the core. Even his teacher, who tries to find the best in all of her students, has seen few redeeming qualities in Adam and is beginning to write him off as a lost cause. Adam doesn't seem to be bothered by the hostile feelings he generates. He's already counting the days until he can legally drop out of school.

Adam is the type of student whom educators often refer to as a student at risk: He has a high probability of failing to acquire the minimal academic skills he will need to be successful in the adult world.

A.	It is entirely possible that factors in his home and neighborhood are encouraging Adam's inappropriate behaviors. Yet factors at school may also be contributing to these behaviors. Drawing from concepts and principles of learning related to operant conditioning, identify two possible school-based causes for Adam's behaviors at school.
B.	Again drawing on operant conditioning concepts and principles, describe two different strategies you might use to help Adam develop more appropriate and productive behaviors.