CASE STUDY: ENCOURAGING BEHAVIOR
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CASE STUDY: ENCOURAGING APPROPRIATE BEHAVIOR
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
1. Summarize each strategy and describe why each strategy might be used to help Kunj
meet one or more of his goals.
Behavior: behavior involves the way one acts.
When someone is doing something to make something happen. When Kunj is doing his work
successfully and paying attention to the teacher he deserves to be recognized and being provided
positive reinforcement. Seeing how Kunj is treated when behaving this will make his peers in
class to pay attention to receive the same attention.
Criterion: a specific type of praise that holds a positive consequence or reinforcement after a
certain behavior has occurred. This can be able to work for the whole class or an individual.
With Kunj’s behavior he will be able to always stay on task during independent work.
Choice Making: The teacher will allow the student to make a choice to receive desired
behaviors. This will allow the student to start practicing on how to make their own choices. This
will give Kunj the chance to receive the help he needs if he is struggling with the lesson. This
will also allow him to learn what methods works best for him and allow him to achieve any goal
he has set.
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.
Contingent Instructions: When children are receiving specific directions to identify an undesired
behavior. The teacher will need to explain to Heather that the behavior will need to change and
give her an alternative behavior that you expect to have in the classroom.
Rules: A set of expectations and what you expect as the teacher to see in your classroom. For
Heather to change her behavior and attitude she needs to understand there are rules and
expectations in the classroom for her to follow.
Group Contingency: Reinforcement to change behavior by peers and classmates. This could
happen by setting positive goals. This will include three types of contingency groups: dependent,
independent, and interdependent. However, with Heather the dependent contingency fits her
best.
Level B: Case 1
3. Select one strategy you feel would best address Garrison’s goals. State why you selected
this strategy to address the goals.
The best strategy to fit Garrison’s goals will be the criterion strategy. The teacher will be able to
reward him when he accomplishes a goal. Which will then motivate Garrison to accomplish
larger and bigger goals he has set for himself.
CASE STUDY: ENCOURAGING BEHAVIOR
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4. Describe how you would implement this strategy in your classroom and any cautions for
its use.
When Garrison starts independent work on time and accurately then the teacher will reward
with him extra time during centers. Then when he completes his larger goals, he will be able
to receive a larger reward. Also, allow him the option of working with a partner or in small
groups. However, it is important to keep track of the amount of time being spent for positive
reinforcement.
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.
The best strategy for Ellie will be the group contingency. Ellie is shy and quiet, however, if she
has the interaction with her peers who are willing to communicate with her it will allow her to
make new friends. This would then allow Ellie to become comfortable with her environment as
well.
6. Describe how you would implement this strategy in your classroom and any cautions for
its use.
If she can work in small groups or with a partner, then extra time outside for the entire class will
be offered. Also, offer and provide Ellie and her partner a reward for completing the assignment
together. However, I would be cautious with the strategy chosen because it could possibly not
work with everyone due to some students’ feelings towards Ellie.
Level C: Case 1
7. Create a priority list of two critical goals each for Patrick and Zach.
Working with partners productively
Decreasing the number of arguments with classmates
8. Identify two or three strategies you could use to address the goals you listed.
Rules
Behavior specific praise
Criterion specific praise
9. Provide a rationale for why you selected these strategies.
I would choose criterion praise due to the specific behavior and as the teacher I would know
what will interest the student and motivate them to do their work. Also, choosing behavior
because praising Patrick in front of the class and his peers will hold him accountable. Lastly,
I chose rules because it is important to be clear and specific when it comes to explaining
rules.
10. Choose one strategy to implement immediately and justify your selection and discuss
what information you used to support this.
Implementing the criterion strategy right away for Zach and behavior praise for Patrick. They
are both motivated people, however, motivated by completely different things so having t
choose different strategies would be a better outcome.
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.
CASE STUDY: ENCOURAGING BEHAVIOR
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Patrick will have the rules outlines and what expectations are set for him in the classroom.
Praise him in front of the class anytime he raises his hand, paying attention, and staying on
topic. The behavior specific praise would fit for Patrick so it would get him into a better
habit.
I would let Zach know the expectations and he is works properly and productively with a partner
for assignment then he will receive a reward that contains fun activities. When he works
without an outburst, he will be able to gain another fun activity.
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