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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
Level A: Case 1
1. Summarize each strategy and describe why each strategy might be used to help
Kunj meet one or more of his goals.
Behavior-Specific Praise: This type of praise is a positive statement that is directed toward a
toward that acknowledges a desired behavior in specific, observable, and measurable terms.
This type of strategy is useful for Kunj because studies show that this type of praise is linked
to increasing on-task behavior and an increase in correct responses; both which Kunj is
currently struggling with.
Criterion-Specific Rewards: This type of strategy gives a positive reinforcement after the
desired behavior has occurred at a set level of performance. This strategy will boast his
confidence and research suggests it can also increase his learning skills and eliminate
inappropriate target behaviors.
Choice making: This strategy increases the student’s ownership over their education by
offering them a structured choice to facilitate compliance with an instructional or behavioral
request. This type of strategy shows a strong focus on differentiating instruction for the
student. The teacher gives the student a choice of materials, or a choice of seating. These
choices have been proven to improve assignment attempts, completion and accuracy.
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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
Level A: Case 2
2. Summarize each strategy and describe why each strategy might be used to help
Heather meet one or more of her goals.
Rules: This strategy gives explicit states that define appropriate behaviors for the teachers
classroom. This strategy will be effective for her because she has proven she is able to
perform the goals in a different classroom setting.
Contingent Instructions: This type of strategy gives the student specific directions to identify
the undesired behavior and provides the replacement behavior which the student should
engage in. Because Heather disrupts instructional activities, this strategy is an effective one
to use to point out the target behavior and provide the replacement behavior for her to do
instead.
Group Contingency: This strategy uses a reinforcement strategy that uses peer influence to
alter an individual or group behavior. There are three types of group contingency strategies:
dependent, independent, and interdependent. Heather is a very social student and loves her
peers, this strategy would be extremely effective for her, especially if she causes the class to
lose a reward because of her behaviors.
Level B: Case 1
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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
3. Select one strategy you feel would best address Garrison’s goals. State why
you selected this strategy to address the goals.
The strategy that would best address Garrison’s goals is the choice making strategy. It was
stated that there is a computer in the class that he can use as needed. Also, there are
manipulatives that he seems drawn too (blocks) and preferred toys. If he is given the choice
of how he wants to do his work, this would increase his self-esteem and improve his
assignment attempts. He is already struggling and feeling beat down by that, choice making
would give him a moral boast and motivation. Since he struggles with writing, giving him the
choice to write or type would be highly beneficial for him.
4. Describe how you would implement this strategy in your classroom and any
cautions for its use.
After a lesson has been presented and independent work is to start, I would ask Garrison
if he would like to complete the assignment on the computer or written. Once his
assignment is complete, I would praise his choice and behavior for completing the
assignment. I would also give him a few minutes as a reward and ask him if he would like
to play with dinosaurs or read a dinosaur book.
The caution with this is to not allow Garrison to only do his work on the computer. He
still needs to know how to write and learn to deal with hard tasks. There should be a
boundary of how often he can choose the computer over written work, maybe give him
the choice three times a day he can choose between the computer and written, then slowly
decrease the amount.
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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
Level B: Case 2
5. Select one strategy you feel would best address Ellie’s goals. State why you selected
this strategy to address the goals.
For Ellie I would use a criterion-specific reward strategy. The goal is to build desirable
social behaviors for her and improve her standing in the classroom. This strategy has data
supporting that it increases a students’ social, behavioral, and/or learning skills. Each time
Ellie participates in a group setting, even if minimal, she would receive a reinforcer.
6. Describe how you would implement this strategy in your classroom and any cautions
for its use.
I would set up a chart system for the longer-term reinforcer and small token, candy, or
something else edible she likes for the immediate reinforcer. I would talk with Ellie and get to
know her better to find out what she likes. I would use that information to identify reinforcers
for her specifically. The caution for the tangible rewards is that it comes out of my pocket
mostly and can become costly. Also, students may be disgruntled and could cause a disruption
over her receiving a different reward. The sticker chart for the long term privilege reward
may not provide the immediate satisfaction she needs to feel rewarded.
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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
Level C: Case 1
7. Create a priority list of two critical goals each for Patrick and Zach.
Zach Patrick
Critical goals -Reduce inappropriate language
-Improve partner participation
-Reduce inappropriate language
-Raise hand & wait to be called on
8. Identify two or three strategies you could use to address the goals you listed.
Zach Patrick
Strategies Group Contingency
Rules
Group Contingency
Contingent Instruction
Rules
9. Provide a rationale for why you selected these strategies.
I selected these strategies because they involve and relate to the whole class. Patrick feeds off his
peers and would benefit highly from group contingency and rules, Zach as well. The entire class
needs a behavior change and these strategies would help.
10. Choose one strategy to implement immediately and justify your selection and discuss
what information you used to support this.
I would use the Rules strategy immediately. Mrs. Anderson has stated that her class will be
drawn into the ruckus and now the whole class is disrupting and eating away at instruction time.
It seems the class as a whole needs to be brought back to the basics of classroom responsibility
and how to behavior appropriately in the classroom. Rules will provide those strict guidelines
for the class.
11. Describe how you would implement this strategy if you were the classroom teacher and
any possible cautions or considerations of which you should be aware.
If I were the teacher, I would take a day to address the class about their behavior. Together I
will make new rules for the classroom. Once the rules are created, we will take time to role play
the new rules. After that we will discuss the consequences for breaking each rule. I will have the
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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
class determine what those consequences will be. We will make a classroom contract and all
students will participate and sign the contract. I will have that contract posted as a visual
reminder of what they agreed to. The cautions to this are classroom environment changing. New
behaviors may come up that might need to be added. Also, if a new student comes, they will need
to learn the rules and be given time and grace to follow them well. The rules need to be carefully
phrased so there is little room for ambiguity.
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