Which strategy is recommended for addressing J.B.'s increased attention-seeking behavior during group work?

Seating J.B. closer to the teacher during group work is a strategic approach that can effectively address increased attention-seeking behavior. This positioning allows the teacher to provide more direct supervision and support, which can help keep J.B. focused on the task at hand. Being closer to the teacher may also reduce the likelihood of distractions and allow for immediate feedback or redirection when J.B. begins to engage in attention-seeking behaviors.

Additionally, proximity to the teacher can foster a stronger teacher-student relationship, giving J.B. a sense of security and support. This strategy encourages positive engagement and can help modify behavior more effectively since the teacher is readily available to reinforce appropriate behaviors.

In contrast, other strategies might inadvertently reinforce the attention-seeking behavior. For instance, encouraging J.B. to lead group activities could give him more opportunities to seek attention rather than focusing on cooperative work. Allowing extra distracting items could exacerbate J.B.'s difficulty staying on task. Finally, providing immediate rewards for keeping quiet could lead to a reliance on external motivation rather than fostering intrinsic focus and engagement in the group activity. Overall, seating closer to the teacher serves as a more proactive and effective strategy.