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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: Greyson
reads below grade level
Desired Behavior: Wants
Greyson to read better 100%
of the time
Stated in Positive Terms
✓
✓
Measurable
✓
✓
Observable
✓
✓
Clear, Concise, and Complete
✓
✗
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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?
Mrs. Banks' definition of Raul's target behavior is vague, describing Raul's behavior as
disrespectful with no elaboration. The definition given by Mrs. Banks was not positive nor
was it measurable, observable, concise, clear, or complete.
4. What additional information should the Schoolwide Positive Behavior Support Team
seek from Mrs. Banks when trying to create a behavioral definition?
The Schoolwide Positive Behavior Support Team should have an extent report of each activity
involving Raul’s disrespectful behavior. The report should include the number of times Raul
exhibits disrespectful behavior and the duration of each behavioral occurrence.
Level B: Case 1
3. What elements of an operational definition are not included in Ms. Leigh’s definition?
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Ms. Leigh’s operational definition for Tiffany’s behavior was not measurable, it is not identifiable by
two or more observers, nor can it be identified across time and in different settings or contexts
(Iris, 2022).
EDLC 623
4. Is it possible to write an operational definition? Explain why or why not?
If shouting, screaming, kicking, etc. are events happening during said “temper tantrum”,
then Tiffany’s behavior could have an operational definition. But defined currently, it
wouldn’t be possible to write an operational definition as the information provided for each
behavior is not clear or concise. The behavior has not been measured nor has it been
identified in different contexts or settings.
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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.
Target Behavior#1: "She can’t read on grade level” is sufficient as it can be observed and
measured.
Target Behavior#2: “...she won’t do her work. Instead, she looks out the window” is sufficient as
Mr. Brown is defining a behavior that can be observed by others.
Target Behavior#3: “She won’t be quiet during my lesson” is insufficient. The behavior is not
observable. It wouldn’t be possible for two or more observers to look for the behavior Mr.
Brown has mentioned as he is unclear as to what acts Felicia is exhibiting that would deem her
“not being quiet”; I.e., talking, making verbal noises, laughing, etc.The lack of positive terms is
prevalent, as well.
4. List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you
think each of these definitions is sufficient or insufficient.
Desired Behavior#1: Wants Felecia to perform on grade level.
Desired Behavior #2: Wants Felecia to perform on task.
Both behaviors are insufficient. They lack clarity. Neither desired behavior can be observed
by others or measured. Mr. Brown needed to be concise about what he would like Felicia to
do to remain on task; I.e., completing classwork during independent work time. Initially, Mr.
Brown does not include “reading on grade level” as a desired behavior, therefore, when an
observer looks at the desired behaviors, they would not notice that reading on grade level is
one of the desired behaviors desired by Mr. Brown.
5. Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to
make it an operational definition.
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A target behavior identified by Mr. Brown is that he wants Felicia to "be on-task.” An operational
definition for this would be:
“Felicia lacks the ability to remain on-task by looking out the window during independent practice.”
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.
An operational definition could not be defined as the information provided is insufficient. Each teacher
gave examples of target behavior but wasn’t clear or concise in their description of Tony’s target
behavior.
I.e. Lit. Teacher: “He was late for class three times this week and didn’t have his homework,”
Geo. Teacher: “He was tardy every day this week. I was tired of it today and said something to him about
it. Tony snapped and went off on me in front of the class. He’s been coming in about 5 minutes after the
bell rings. He sits right down and then has the nerve to ask me to borrow a pencil or paper, like he didn’t
do anything wrong.”
Tony's specific actions towards his geometry teacher need to be clarified; i.e.. How was Tony’s tone and
volume, was use of inappropriate language present, etc.? Also, there is no information on how frequently
Tony exhibits this type of behavior. Tony’s literature teacher isn’t clear as to how often, other than the
specific occurrence, Tony is late or tardy to class. It seems as if this is the first time Tony has exhibited
such behavior.
4. Combine the information gathered from both teachers to create an operational definition
for one of Tony’s inappropriate behaviors.
Arriving late to class is a frequent occurrence for Tony. By the time the tardy bell rings, Tony will be
in his seat with a pencil and paper on his desk ready for class to begin.
Level C: Case 2
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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: Stephanie does not stop a task or behavior when asked, blatantly ignores following
directions or instruction when given by an adult/teacher. Once Stephanie has been given instructions
by an adult/teacher, she will promptly begin the assigned task or stop the undesired behavior.
B. Disrespectful: Stephanie teases other students, calls teachers by their first name, yells while inside,
talks back, shows no regard to authority, and rolls her eyes while being corrected for disrespectful
behavior. Stephanie will respect adults/teachers by not rolling her eyes when being corrected,
addressing them by their last name while holding eye contact, and speak quietly while inside.
C. Off-task: Stephanie, didn’t begin assigned work until 3 or more minutes after being told, leaves seat,
writes notes to classmates/friends, or stared out the window. While completing assigned work,
Stephanie will remain seated while keeping her eyes on her work.
References
CA tud ut - Vanderbilt University. (n.d.). Retrieved October 15, 2022, from
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf
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