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CASE STUDY: ENCOURAGING APPROPRIATE 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
1. Summarize each strategy and describe why each strategy might be used to help Kunj
meet one or more of his goals.
Strategy Summary:
1. Positive Reinforcement: Positive reinforcement involves providing a desirable stimulus (such
as praise or rewards) after the student exhibits the desired behavior.
2. Self-Monitoring: Self-monitoring teaches students to observe and record their own behavior,
helping them become more aware of their actions and take responsibility for their own learning.
3. Behavior Contracts: Behavior contracts are written agreements between the teacher and the
student, outlining expected behaviors, goals, and the consequences for meeting or not meeting
those goals.
4. Prompting and Cueing: Prompting and cueing involve providing verbal or non-verbal cues to
remind students to exhibit desired behaviors.
Application to Kunj:
Positive Reinforcement: Using positive reinforcement, Kunj can receive immediate feedback
and rewards for completing his assignments on time and engaging appropriately in class
activities. This can motivate him to continue working towards his goals of completing and
turning in 100 percent of his assignments and earning scores of 80 percent or higher.
Self-Monitoring: By self-monitoring his own behavior, Kunj can become more aware of when
he is off-task and take steps to refocus. This strategy can help him identify patterns in his
behavior and make necessary adjustments to meet his academic goals.
Behavior Contracts: A behavior contract can clearly outline the expectations for Kunj and
provide structured goals for him to work towards. This can give him a sense of accountability
and help him stay on track to complete his assignments and improve his grades.
Prompting and Cueing: Providing prompts and cues can serve as gentle reminders to stay
focused during independent work times and group activities.
This strategy can help Kunj maintain attention and reduce off-task behaviors, leading to better
completion of assignments and improved performance.
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.
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Strategy Summary and Their Application:
Rules
Rules are clear guidelines that define expected behaviors and provide a structure for students.
For Heather, rules can help establish a clear understanding of what is expected during whole-
group instruction and independent work times. By consistently enforcing rules, she may learn to
raise her hand before speaking and reduce interruptions, thus meeting her goals.
Contingent Instructions
Contingent instructions involve giving specific directions that are contingent on the student's
behavior. For Heather, Ms. Reyes can use contingent instructions to guide her towards desired
behavior. For example, if she calls out answers, Ms. Reyes can remind her to raise her hand.
This strategy can help Heather learn to follow classroom rules and complete her work quietly.
Group Contingency
Group contingency involves setting goals and rewards for the whole class based on collective
behavior. This strategy can motivate Heather to adhere to class expectations as her behavior
impacts the group's success.
By working together towards a common goal, Heather may be encouraged to raise her hand,
decrease interruptions, and quietly complete her work, aligning with her individual goals.
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.
I selected Behavior-specific Praise strategy because it effectively targets Garrison's goals of
starting work promptly and completing a higher percentage of his assignments. It provides
immediate, positive feedback that clearly describes the appropriate behavior, boosting his
confidence and motivation.
4. Describe how you would implement this strategy in your classroom and any cautions for
its use.
Steps to implement Behavior-Specific Praise Plan for my classroom:
Identify specific behaviors to reinforce
Deliver immediate, specific praise for those behaviors
Ensure consistency in praise
Combine with other strategies such as choice making
Cautions for use:
Avoid over-praising to maintain effectiveness
Focus on effort and process, not just completion
Monitor progress and adjust as needed.
Level B: Case 2
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5. Select one strategy you feel would best address Ellie’s goals. State why you selected this
strategy to address the goals.
I chose Group Contingency strategy for Ellie as it uses peer influence to promote participation.
This strategy can help Ellie feel more connected to her classmates and encourage her to actively
engage in discussions and group work. I believe Group contingency can help Ellie develop
better classroom habits, feel more connected to her peers, and achieve her academic goals,
fostering a supportive and collaborative learning environment.
6. Describe how you would implement this strategy in your classroom and any cautions for
its use.
Steps to implement group contingency in my classroom:
Set clear, measurable group goals that align with Ellie’s objectives.
Establish meaningful group rewards for achieving these goals.
Monitor and communicate the class’s progress regularly using visual aids.
Promote teamwork by assigning roles that ensure active participation from everyone,
including Ellie.
Provide positive reinforcement for contributions to the group’s success.
Cautions for use:
Avoid creating undue peer pressure.
Ensure goals and rewards are fair and attainable for all students.
Be flexible and adjust the strategy as needed based on class dynamics and Ellie’s
responses.
Level C: Case 1
7. Create a priority list of two critical goals each for Patrick and Zach.
Priority List Critical Goals Goal to Address Strategies/Rationale
Patrick Reduce instances of
calling out unrelated
or inappropriate
information during
class discussions
Implement a token
economy system to
reinforce appropriate
behavior during class
discussions
Provides immediate
positive
reinforcement for
appropriate
behaviors,
encouraging Patrick
to stay on task and
contribute relevant
information during
discussions
Increase positive
interactions with
peers to prevent
teasing and name-
calling
Use social stories to
model and teach
appropriate
communication in
class
Social stories can
help Patrick
understand the
expected behaviors in
class settings,
providing clear
examples of how to
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interact positively
with peers and
participate
appropriately in class
discussions
Zach Foster positive social
interactions with
peers to reduce
instances of arguing
and name-calling
Use cooperative
learning groups to
promote teamwork
and positive peer
interaction
Cooperative learning
groups can
encourage Zach to
work collaboratively
with his peers,
reducing instances of
negative interactions
and promoting a
sense of community
in the classroom
Increase
participation and
confidence in reading
activities through
targeted support and
encouragement
Implement a peer
mentoring program
where Zach can
interact with a
supportive peer
A peer mentoring
program can provide
Zach with a positive
role model and an
opportunity to
develop social skills
in a supportive
environment,
fostering positive
interactions and
reducing conflicts
with classmates
8. Identify two or three strategies you could use to address the goals you listed.
Studen
t
Goal Strategy To
Implement
Immediately
Justification Implementatio
n
Potential
Cautions or
Considerations
Patrick Reduce
instances of
calling out
unrelated or
inappropriate
information
during class
discussions
Implement a
token economy
system
Provides
immediate
positive
reinforcement
for
appropriate
behaviors
Introduce the
token economy
system, explain
how to earn
tokens, create a
chart to track
tokens,
regularly
review progress
Ensure rewards
are meaningful,
monitor for peer
jealousy or
competition, adapt
the system as
needed
Patrick Increase
positive
interactions
with peers to
Use social
stories to
model and
teach
Social stories
can help teach
appropriate
communicatio
Implement
social stories
during class
discussions
Ensure stories are
relevant and
engaging
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prevent
teasing and
name-calling
appropriate
communicatio
n in class
n
Zach Foster positive
social
interactions
with peers to
reduce
instances of
arguing and
name-calling
Implement a
peer
mentoring
program
Provides Zach
with a positive
role model and
an opportunity
to develop
social skills
Select a
responsible and
empathetic peer
mentor, explain
the role,
arrange
regular
mentoring
sessions,
provide
guidance and
feedback
Ensure the peer
mentor is
adequately
prepared, monitor
interactions,
provide ongoing
support and
encouragement
Zach Increase
participation
and
confidence in
reading
activities
through
targeted
support and
encouragemen
t
Implement a
peer
mentoring
program
Helps build
confidence in
reading
activities
Select a
responsible and
empathetic peer
mentor, explain
the role,
arrange
regular
mentoring
sessions,
provide
guidance and
feedback
Ensure the peer
mentor is
adequately
prepared, monitor
interactions,
provide ongoing
support and
encouragement
9. Provide a rationale for why you selected these strategies.
Implementing a token economy system for Patrick provides immediate positive reinforcement for
appropriate behaviors, encouraging him to stay on task and contribute relevant information
during discussions. Social stories can help him understand the expected behaviors in class
settings, providing clear examples of how to interact positively with peers and participate
appropriately in class discussions.
For Zach, Cooperative learning groups can encourage him to work collaboratively with his
peers, reducing instances of negative interactions and promoting a sense of community in the
classroom. A peer mentoring program can provide Zach with a positive role model and an
opportunity to develop social skills in a supportive environment, fostering positive interactions
and reducing conflicts with classmates.
10. Choose one strategy to implement immediately and justify your selection and discuss
what information you used to support this.
I chose the token economy system strategy that provides immediate positive reinforcement for
Patrick's appropriate behavior during class discussions. This approach encourages him to stay
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on task and contribute relevant information, addressing his tendency to call out unrelated or
inappropriate comments.
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.
As the classroom teacher, I would introduce the token economy system by explaining to the
students how they can earn tokens for displaying appropriate behavior during class discussions.
Tokens can be exchanged for small rewards or privileges, such as extra recess time or a
homework pass. Here are the steps for implementation:
Explain the token economy system to the class and clearly outline the behaviors that will
earn tokens.
Create a chart to track the tokens earned by each student and regularly review their
progress.
Set up a rewards system where students can exchange their tokens for meaningful
rewards.
Consistently apply the system and provide immediate and clear feedback to students for
their behavior.
Monitor the system's effectiveness and make adjustments as necessary to maintain
student motivation.
Possible Cautions or Considerations:
Ensure that the rewards are meaningful and motivating to Patrick and other students.
Be mindful of any potential peer jealousy or competition that may arise from the token
system.
Adapt the system as needed to maintain its effectiveness and keep students motivated.
Regularly review and assess the impact of the token economy on student behavior and
make necessary adjustments.
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