CASE STUDY ASSIGNMENT 1
Case Study Assignment: Encouraging Appropriate Behavior
Karol Y. Armacanqui
School of Education, Liberty University
CASE STUDY ASSIGNMENT 2
Case Study Level A, Case 1 - Kunj
Behavior-Specific Praise
Behavior-Specific Praise is a classroom management strategy that has been proven to
promote proper conduct in preschool and elementary students. Thus, praise is defined as
expressing appreciation or admiration for a specific conduct or group of behaviors. It is evident
that Kunj is a student with low interest in completing his homework, is constantly distracted by
extracurricular activities, and has difficulty achieving excellent academic performance.
Delivering effective, frequent, and consistent positive feedback to Kunj in the form of behavior-
specific praise would be an essential strategy. Moore et al. (2021) analyzed the use of teacher
praise to reinforce students’ appropriate behavior and decrease inappropriate behaviors. The
results indicated that praise delivered when a desired behavior occurs enhances the desired
behavior. However, the quality of praise should be directly related to the behaviors or skills the
teacher wishes to reinforce. As a result, teachers should offer explicit praise that describes the
intended behaviors and provides adequate feedback on the student's expected behavior or
performance. Kunj´s teacher must set classroom or activity expectations. For example, Kunj´
should complete and turn in 100 percent of all assignments. The responsibility in this scenario
would be the classroom expectation. The instructor must ensure that everyone in the class
understands so the teacher should immediately provide praise after the expected behavior occurs.
Some praises for Knuj would be:
Awesome job on today’s history presentation, Knuj! Thanks for teaching us all
about the Second World War.
Knuj, I’m proud of you for completing your assignment on time.
CASE STUDY ASSIGNMENT 3
Criterion-Specific Rewards
According to motivation theories, rewards can significantly impact a person's intrinsic
motivation. These theories suggest that rewards act as modifiers, either increasing or decreasing
the level of intrinsic motivation a person experiences. It's important to understand the role
rewards play in motivation and how they can be used to encourage desired behaviors and
outcomes. If the teacher provides Kunj with the right rewards, he can be motivated to achieve his
goals and feel a sense of satisfaction. In order to implement this strategy, Kunj’s teacher must
follow these steps:
Determine the specific behavior you wish to improve.
Determine how frequently you will observe that behavior occurring.
Select the reward.
Consider strategies that might increase the desired behavior.
Evaluate and adjust rewards.
In this scenario, the teacher wants Knuj to earn scores of 80 percent or higher on all completed
assignments. If Knuj meets behavior expectations, the teacher can reward him with social,
tangible, or activity reinforcement. If the teacher determines an activity reinforcement, Kunj
should be allowed to choose a classmate with whom he can play a videogame or get increased
recess time. The reward must be appropriate for a student’s age and be awarded straight after the
desired.
Choice Making
Choice-making is a behavioral strategy where the instructor provides options to a student
before beginning an activity. For example, if a student is given an option between two tasks, he
or she will choose the more desired. Thus, giving students the opportunity to make choices is an
CASE STUDY ASSIGNMENT 4
excellent method to increase school engagement. In this scenario, Kunj’s teacher should only use
an activity that offers flexibility to accomplish the learning goal. For example, Kunj needs to
improve his understanding and analysis of World War II, the teacher must give him a choice of
different sources of information. Kunj should be given the option of searching for information on
the internet, reading a book, or listening to a podcast. Choice-making steps:
The teacher offers Kunj, verbally or visually, two or more options.
Kunj is asked to make a decision.
Kunj is given a waiting time to make his decision.
The teacher waits for Kunj's response.
The teacher gives him the chosen option.
Finally, evaluate and adjust existing opportunities.
Case Study Level A, Case 2 - Heather
Rules
Establishing a set of rules is crucial to maintaining a positive and secure environment for
students. When these rules are broken, it is imperative to have a dialogue that examines the
reasons behind their existence and how they impact all parties involved. By having these
discussions students can better understand the importance of following rules and being
considerate of others in the classroom (Jones & Jones, 2021). On the other hand, students need to
realize that the rules and expectations set by educators aren't necessarily better or worse than
other forms of behavior. Instead, they are necessary for creating a productive and successful
learning environment for everyone involved. If Ms. Reyes wants Heather to raise her hand, ask
permission to talk, or complete her work independently, Ms. Reyes must establish specific and
CASE STUDY ASSIGNMENT 5
positive behavioral expectations to create a predictable environment and allow Heather to be
successful in all routines during the school day.
Expectation Rule Procedure
Be Respectful Raise your hand to speak
-Raise your hand to ask,
answer, or request to be heard.
-Wait patiently for the teacher
to signal you to participate in
the class.
-Write down your
question/answer so you don't
forget it.
-Use appropriate and
respectful language to express
your idea.
Contingent Instructions
Contingent Instructions are specific instructions provided to students to stop undesirable
conduct and engage in a more acceptable alternative. When a teacher observes a student involved
in distracting, disruptive, or harmful behavior, the teacher gives contingent instructions to
replace that problematic behavior with desirable behavior.
Procedure:
Ms. Reyes must stop the disruptive behavior: "Heather, please stop talking to
your neighbor."
After a brief pause, Ms. Reyes must describe the desirable behavior: "Read the
handout and begin working on your assignments."
CASE STUDY ASSIGNMENT 6
Ms. Reyes must conclude by praising Heather for compliance: "Thank you for
reading quietly, Heather."
Group Contingency
A group contingency is a classroom management strategy that occurs when a teacher
rewards the entire class for completing tasks, positive classroom behavior, or other desirable
behavior. Group contingencies can handle numerous students’ disruptive behaviors at the same
time. Research shows how math teachers may improve students' mathematics performance by
using group contingency rewards without changing their classroom routine (McCurdy et al.,
2020). As a result, teachers are not required to implement and maintain various teaching
methodologies or adopt curriculum content. For example, Ms. Reyes's class earns extra recess
time upon 80% of the students turning in completed worksheets.
First, Ms. Reyes must gather baseline information regarding the types of misbehavior
that regularly occur in her classroom.
Second, Ms. Reyes determines a target behavior she wants to work on.
Third, determine the reward that will be effective for the class.
Fourth, Ms. Reyes explains the behavioral expectations and standards to the students.
Finally, the teacher applies the contingency and periodically evaluates the contingent
instructions.
Students Assignment criteria reward
3rd-grade In-class assignments /
completed worksheets
80%work
completion
Extra recess time
CASE STUDY ASSIGNMENT 7
Case Study Level B, Case 1 - Garrison
Choice Making
According to Jones & Jones (2021) giving students the option of choosing the type of
activity or work they enjoy can have a positive impact on them, particularly those who struggle
to motivate themselves and exhibit disruptive behavior. According to self-determination theory,
choice is an important factor for greater autonomy in the classroom. When students are granted
the ability to make decisions about their own learning, they are more likely to feel a sense of
ownership and motivation toward their education. In this scenario, Garrison loves hands-on
activities and working in groups, however, has difficulty in reading and math. Many students
with special needs, like Garrison, exhibit challenging behaviors, thus teachers should provide
them with several options for classroom procedures, such as when to complete assignments,
what sequence the class would cover important themes, and when to be assessed. This learning
strategy allows students to better fit their academic interests as well as extracurricular activities.
Goal: Complete at least 85 percent of independent assignments
First, Mr. McGrady should interview Garrison to find out his learning preferences, likes,
and preferences (building blocks or drawing robots).
Second, Mr. McGrady allows Garrison to make choices (before, during, and after the
instructional activity). The teacher offers Garrison, verbally or visually, two or more
options (class discussions, collaborative work, and hands-on activities). For example, Mr.
McGrady should ask him, do you want to solve a math exercise using Lego or a math
worksheet? Additional options may be provided during the task to motivate Garrison’s
engagement with the assignment. One alternative would be to let Garrison choose with
whom he will complete their work as he likes to work in groups.
CASE STUDY ASSIGNMENT 8
Third, if Garrison meets the desired behavior, Mr. McGrady should reinforce this
behavior by giving him a social reward (i.e., give him a high five, a thumbs up to signal
excellent work, or a positive verbal recognition).
Finally, Mr. McGrady must periodically evaluate and adjust choice opportunities to
ensure better results.
Case Study Level B, Case 2 - Ellie
Behavior-Specific Praise
Dealing with student behavior can be quite challenging for educators. Therefore, classroom
management and behavior management skills are crucial in addressing the needs of students.
However, many teachers may feel they lack the necessary tools to provide effective interventions
for behavioral issues in the classroom. Behavior-Specific Praise is an important strategy that may
be used alongside other strategies (e.g., rules, contingent instructions, or instructional choice) to
encourage student outcomes and reduce problem behaviors. This strategy can provide teachers
with resources to improve the likelihood of desired behaviors that will benefit students in the
future. When a teacher takes the time to recognize and acknowledge their student’s strengths in
specific areas, it motivates them to continue growing in those areas. It shows that the teacher
cares about their progress and well-being. By offering this type of personalized feedback, Mrs.
Salinas can build a positive, supportive relationship with Ellie to help her feel valued and
motivated to achieve their goals. Knowing Ellie’s background, and motivations, and considering
environmental conditions is essential to providing effective reinforcement for behavior change.
In Ellie’s case, she does not normally enjoy group interaction or special attention in front of her
peers, thus private recognition by Mrs. Salinas would likely be more appreciated and reinforcing
(text message, email, private talk). Otherwise, if the teacher publicly praises Ellie, the likelihood
CASE STUDY ASSIGNMENT 9
of the desired behavior may be reduced. Providing social attention, such as praising or
recognizing a behavior considered positive or desirable, may increase the likelihood of
recurrence if the person receiving the praise likes it.
Procedure:
Identify behaviors to reinforce: Increase her participation in class discussions and
conversations (behavioral expectation).
Mrs. Salinas verifies Ellie’s background, motivations, and needs by asking her parents or
close friends.
Before implementing the strategy, Mrs. Salinas observes students during activities and
recess.
Mrs. Salinas organizes a weekly class discussion, considering Ellie's topic preferences.
So, she sets the classroom arrangement (Semi-circle or U-shape) and warm-up activity.
Mrs. Salinas used behavior-specific praise as soon as she noticed Ellie raising her hand
to participate in class.
At the end of the class, Mrs. Salinas asks Ellie to talk privately for a few minutes.
Mrs. Salinas tells Ellie that she appreciates her participation in the class discussion and
asks her how she feels about praising her more often in front of the class.
Finally, Mrs. Salinas evaluates and adjusts the strategy based on Ellie’s opinion.
CASE STUDY ASSIGNMENT 10
References
Jones, V., & Jones, L. (2021). Comprehensive classroom management: Creating communities of
support and solving problems (12th ed.). Pearson
McCurdy, M., Skinner, C., McClurg, V., Whitsitt L. & Moore T. (2020). Bonus rewards for
everyone: Enhancing mathematics performance with supplemental interdependent group
contingencies, 64(1), 77–88, DOI: 10.1080/1045988X.2019.1678008
Moore, T., Robertson, R., Maggin, D., Oliver, R. & Wehby, J. (2009). Using teacher praise and
opportunities to respond to promote appropriate student behavior, preventing school
failure: alternative education for children and youth, 54(3), 172-178, DOI:
10.1080/10459880903493179
