case study : defining behavior

EDLC 623

Case Study Assignment Instructions

Overview

The IRIS Center (Open Access) is a national center dedicated to improving education outcomes for all children, especially those with disabilities from birth through age twenty-one, through the use of effective evidence-based practices and interventions. You will complete two separate Case Study Assignments in this course.

Instructions

Using the resources provided within each IRIS Center case study (e.g., STAR Sheets) and the corresponding case study template provided with each assignment, answer each item in the case study in the unit in full. Case studies will be evaluated based on your ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

Case Study: Defining Behavior Assignment

· This case study addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured, or counted.

· Access the IRIS Center case study by clicking on the IRIS Center: Defining Behavior Case Study Unit link provided with this assignment.

· After reviewing the IRIS Center case study, complete the Case Study: Defining Behavior Template provided with this assignment.

Case Study: Encouraging Appropriate Behavior Assignment

· This case study addresses strategies for encouraging appropriate behavior in the classroom.

· Access the IRIS Center case study by clicking on the IRIS Center: Encouraging Appropriate Behavior Case Study Unit link provided with this assignment.

· After reviewing the IRIS Center case study, complete the Case Study: Encouraging Appropriate Behavior Template provided with this assignment.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

EDLC 623

Case Study: Defining Behavior Template

Using the STAR sheets included with the IRIS Center case study unit, answer each case study question in the unit in the template below. Keep the questions in bold. Format your answers in italics.

Level A: Case 1

Instructions:

Use the table below to complete the following:

· Identify Ms. Nichols’ definitions of Greyson’s target behavior and the desired behavior. Write each in the designated cell in the first row of the table.

· For each definition, determine whether it meets each of the listed criteria. If it does, keep the checkmark, if not, keep the x.

Criteria	Target Behavior:	Desired Behavior:
Stated in Positive Terms
Measurable
Observable
Clear, Concise, and Complete

Level A: Case 2

3. Identify Mrs. Banks’ definition of Raúl’s target behavior. Is the definition stated in positive terms? Is it measurable, observable, and clear, concise, and complete?

4. What additional information should the Schoolwide Positive Behavior Support Team seek from Mrs. Banks when trying to create a behavioral definition?

Level B: Case 1

3. What elements of an operational definition are not included in Ms. Leigh’s definition?

4. Is it possible to write an operational definition? Explain why or why not?

Level B: Case 2

3. List the three target behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.

4. List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.

5. Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to make it an operational definition.

Level C: Case 1

3. Is there sufficient information from the teachers to create an operational definition for all the behaviors mentioned? Explain why or why not.

4. Combine the information gathered from both teachers to create an operational definition for one of Tony’s inappropriate behaviors.

Level C: Case 2

3. Using the information gathered from all teachers, create an operational definition for each problem behavior mentioned by Stephanie’s general education teachers:

A. Defiant:

B. Disrespectful:

C. Off-task:

Page 1 of 2