Which strategy would NOT be useful for a student with emotional disturbances in collaborative groups?

Continued progress during contention may not be a useful strategy for a student with emotional disturbances in collaborative groups because it does not account for the potential volatility of their emotions and behavior during conflict. Instead, it assumes that the student can manage interactions and learn in a high-stress environment, which may not be the case.

In contrast, focusing on structured roles within the group provides clarity and expectations, helping students with emotional disturbances feel more secure and less overwhelmed. Encouraging social interactions promotes engagement and helps build relationships, which is crucial for emotional development. Using positive reinforcement effectively motivates students to practice and adopt appropriate social skills, helping them navigate group dynamics more successfully.