IRIS CASE STUDY 2
Case Study Level A, Case 1
Student: Kunj
Behavior-Specific Praise
Behavior-specific praise is a powerful strategy where a positive statement is directed
toward a student for exhibiting desirable behavior. The most effective behavior-specific praise
occurs when it is immediate, sincere, and nonjudgmental (Katzenbach et al., 2016). Praise can be
a very positive motivator which helps to build students’ confidence and increase engagement in
learning. In order for this strategy to work, a teacher must be knowledgeable of the student’s
needs. For example, a student may respond better if the praise is given in private instead of in
front of classmates. Although behavior-specific praise is often considered to be the most
effective strategy to encourage appropriate behavior, it’s important to vary the content of praise
so it doesn’t become redundant.
Reasoning for Behavior-Specific Praise
Behavior-specific praise could be a strategy utilized to encourage Kunj to complete more
of his work. According to the summary, Kunj completes his work only sometimes and it’s not the
best quality. Behavior-specific praise could be provided to Kunj when he completes an
assignment. The teacher could praise him publicly, privately, or what I prefer is a written note
addressed to the student saying, “Thank you Kunj! I’m so proud of you for completing your
writing assignment today.” Behavior-specific praise could also be used to encourage Kunj during
independent work in order to keep him on task. I could say, “Wow Kunj! Thank you for sitting so
quietly working on your math problems.” According to Erik Erikson’s stages of Psychosocial
IRIS CASE STUDY 3
Development, Kunj is presently in the Identity vs. Role Confusion stage. At this stage in their
development, adolescents believe their peers define who they are and look to them for approval
(Wong et al., 2021). Knowing this, I would begin by using private behavior-specific praise to
encourage Kunj to engage in appropriate classroom behavior.
Criterion-Specific Rewards Summary
Criterion-specific rewards is a strategy often used in which a student receives a positive
reinforcement in the form of a reward as soon as the student exhibits the targeted behavior and
level of performance. There are three types of criterion-specific rewards including social
rewards, privilege rewards, and tangible rewards. A big part of building positive teacher-student
relationships is learning about your students’ interests. Knowing your students’ interests can be
helpful in implementing appropriate rewards. The type of criterion-specific reward should be
varied in order to remain an effective motivator for students (Jones & Jones, 2015).
Reasoning for Criterion-Specific Rewards
Criterion-specific rewards would be an effective strategy to utilize to help Kunj achieve
both of his goals which include completing 100 percent of all assignments and earning a score of
80 percent or higher on all assignments. In this case though, it would be necessary to match the
type of reward with the goals. Kunj has been given six weeks to achieve both somewhat lofty
goals and therefore, Kunj should receive small rewards as he shows motivation and completes
assignments at the appropriate level. I think that in addition to criterion-specific rewards, the
teacher should utilize behavior-specific praise to strengthen the relationship between the reward
and the targeted goal (Encouraging Appropriate Behavior, n.d.).
IRIS CASE STUDY 4
Choice Making Summary
Choice making is a strategy used in which students are offered choices to help the student
engage in their learning and encourage appropriate behavior. Research has shown that giving
students a choice helps them develop self-esteem and a sense of control and independence which
cuts down on behavioral problems (Royer et al., 2017). There are many choices that teachers can
utilize such as choice of writing assignment, choice of preferred activity, or choice in how to
show their learning. A popular choice that I have given in the past is a choice of a project for a
novel study, providing a choice that meets the needs of all learning styles.
Reasoning for Choice Making
Choice making would be an effective strategy to utilize with Kunj. Because Kunj appears
to participate in large group and whole-class activities, giving him the option to work with a
group to complete his work instead of on his own would help to eliminate some of his
undesirable behaviors that are often exhibited during independent work. Kunj could also be
given the choice of assignment to complete based on his learning style and preference, as long as
he was showing mastery of the material.
Case Study Level A, Case 2
Student: Heather
Rules Summary
Rules are a necessary part of every classroom management plan. A rule is a defined
statement that identifies the general expectations for classroom behavior. Effective rules help to
maintain a smooth, safe, and secure learning environment (Jones & Jones, 2015). Teachers
should
IRIS CASE STUDY 5
involve their students in establishing classroom rules. Research shows that when students are
involved in the process they are more likely to have a buy in (Marzano et al., 2005). Rules need
to be taught and reviewed with students on a regular basis and especially when a classroom rule
has been violated. The establishment and management of classroom rules can help to prevent
behavior problems (Encouraging Appropriate Behavior, n.d.).
Reasoning for Rules
Having explicit, defined rules could help Heather achieve the goals that her teacher has
set. Heather needs to know when it’s acceptable to speak in class, how to work quietly to
complete her work, and not to interrupt others when they are speaking. For example, having a
general rule that states that the student must raise their hand to speak in whole class and group
discussions would be beneficial. Clear rules help students understand what appropriate behavior
looks like.
Contingent Instructions Summary
Contingent instructions are used to stop an undesirable behavior and replace it with a
positive behavior. To be effective, contingent instructions need to be specific to the student, clear,
and delivered privately rather than in front of the whole class. Once the student is compliant with
the teacher’s redirection, the teacher should praise the student.
Reasoning for Contingent Instructions
The use of contingent instructions would definitely benefit Heather because they would
teach her more appropriate behaviors to get what she wants. For example, the teacher could
speak to Heather privately and tell her that she must raise her hand to be called on during class
IRIS CASE STUDY 6
discussions. Contingent instructions could help Heather achieve the goals set by her classroom
teacher.
Group Contingency Summary
Group contingency is a strategy that teachers utilize to increase appropriate behavior for a
group of students. In order to receive a reward, all group members must meet the behavior
expectations. There are three types of group contingencies- dependent, independent, and
interdependent. The use of interdependent group contingency is a favored choice because it
garners positive peer influence (Encouraging Appropriate Behavior, n.d.).
Reasoning for Group Contingency
The fact that Heather enjoys school and has many friends makes me believe that the use
of group contingency would be a solid strategy that would encourage Heather to behave
appropriately. Knowing that she could earn a reward for her group for practicing good behavior,
Heather would likely choose to act accordingly because she values her friends. The use of a
system such as Class Dojo in which students earn points for expected behaviors would be a good
choice to help Heather achieve her goals. Heather could award herself the points when she is
given the approval after displaying positive behavior. Heather would feel a sense of
accomplishment and pride for earning points for both herself and her team.
Case Study Level B, Case 1
Student: Garrison
Garrison, a second grade student who is currently failing his grade level requirements has
been given 2 goals to achieve which include beginning independent work in a timely manner and
completing at least 85 percent of independent assignments. I believe that both criterion-specific
IRIS CASE STUDY 7
rewards and choice making would best help Garrison attain the goals. There are many activities
that Garrison enjoys including hands-on activities and playing with building blocks. Giving
Garrison the reward of engaging in his preferred activities if he completes his independent work
would not only motivate Garrison to complete the work, but would also encourage him to begin
the work promptly. The use of criterion-specific rewards requires the reward to be delivered
immediately after the student exhibits the target behavior (Encouraging Appropriate Behavior,
n.d.). Because of this Garrison would be likely to respond positively to criterion-specific
rewards. Choice making is a second strategy that I believe could help Garrison complete his
writing assignments. Providing him with choices of writing topics could motivate Garrison to
want to write and also alleviate some of his frustration.
To implement the criterion-specific rewards and choice making strategies to encourage
Garrison to achieve his goals, I would first start by speaking with him privately to discuss the
behaviors needed to be successful. For example, I would tell Garrison that for every assignment
he completes independently, I would reward him with 10 minutes to engage in his preferred
activity after he completed the work. I would keep track of how many times he earned this
reward and once he reached 50 minutes, I would reward him with a tangible item such as a small
set of building blocks. Implementing choice making as a strategy to motivate Garrison to
complete his writing assignments would be quite simple. I would allow him to choose the topic
each day that he wants to write about, allow him to sit wherever he chooses, and allow him to
either write or type the assignment.
IRIS CASE STUDY 8
Case Study Level B, Case 2
Student: Ellie
Ellie is a ninth grade student who is new to the school and is struggling with making friends due
to the fact that she is quiet and withdrawn. She does not participate in class discussions or
cooperative group activities. Her teacher has set 2 goals for Ellie to achieve by the end of the
first semester. She needs to increase her participation in class discussions and be an active
participant in her literature group.
I believe that the best strategy to address Ellie’s goals is group contingency. This strategy
would help Ellie become part of the class and would also encourage her classmates to be more
accepting and understanding. Based on the fact that Ellie often asks to be excused makes me
believe that she is suffering from anxiety. To implement this strategy I would divide the class
into 4 groups, choosing which students were assigned to each group. Based on my knowledge of
student personalities, I would assign Ellie to the group that I felt she would do well in. I would
then explain that each member of the group had to actively participate in discussions and that I
would be tracking individual participation. The reward would be given to the first group in which
all members participated. I would also involve the class in deciding what the reward would be.
Using the group contingency strategy would be an effective choice because it would improve
both Ellie’s and her classmates social and academic outcomes (Encouraging Appropriate
Behavior, n.d.).
IRIS CASE STUDY 9
References
Encouraging Appropriate Behavior. (n.d.). IRIS Center. Retrieved April 21, 2022, from
http://iris.peabody.vanderbilt.edu/
Jones, L., & Jones, V. (2015). Comprehensive Classroom Management: Creating Communities of
Support and Solving Problems, Update, Loose-Leaf Version. Pearson Education Canada.
Katzenbach, J. B., Shuster, B. C., Shafer, B. H., & Lloyd, B. P. (2016, July). Behavior-Specific
Praise in the Classroom. Tennessee Behavior Supports Project at Vanderbilt University.
Marzano, J., Gaddy, B., ASCD, T., Foseid, M., & Marzano, R. J. (2008). A Handbook for
Classroom Management that Works. Merrill.
Royer, D. J., Lane, K. L., Cantwell, E. D., & Messenger, M. L. (2017). A Systematic Review of
the Evidence Base for Instructional Choice in K-12 Settings. Behavioral Disorders,
42(3).
Wong, D. W., Hall, K. R., & Wong Hernandez, L. (2020). Counseling Individuals Through the
Lifespan. SAGE Publications, Incorporated.
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