EDSP 363
CASE S : D B TTUDY EFINING EHAVIOR EMPLATE
Using the STAR sheets that follow the cases, 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 Mrs. 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 check mark, if not, keep the x.
Criteria Target Behavior: Greyson
reads below grade level.
Greyson is reading at a first-
grade level.
Desired Behavior: Greyson
will read better 100% of the
time. He needs to read at
grade-level text fluently.
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?
Mrs. Banks sees Raul’s target behavior as showing disrespect. But the way she describes it is
not positive, and she does not mention what behavior she actually wants to see instead, even
though she does not use the word “not” in her definition. Also, the way she explains it is not
clear, and it is hard to understand or observe what she means. It does not offer a clear or
concise view to someone from outside of the situation to know how to measure or see if the
behavior is occurring. It is not something you can quickly understand and use to keep track
of when it does or does not happen.
4. What additional information should the Schoolwide Positive Behavior Support Team
seek from Mrs. Banks when trying to create a behavioral definition?
The team responsible for implementing Schoolwide Positive Behavior Support should have a
conversation with Mrs. Banks. Request her to specify a new behavior she desires from Raul
as opposed to the current problem. It is also advisable for Mrs. Banks to ensure that both the
behavior she is dissatisfied with, and the desired new behavior can be objectively measured in
some way. For example, if this behavior issue occurs in every class, it is crucial to determine
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EDSP 363
how frequently or precisely what new behavior she wants to replace it. Without an
understanding of what the behavior entails, it becomes difficult to observe or comprehend.
