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IRIS Center Case Study
Nicole D. Turchetta
Department of Education, Liberty University
EDUC 624: Instructional Methods for Behavior and Learning
Rebecca Dilling
October 6th, 2024
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IRIS Center Case Study
Case Study Level A, Case 1-Kunji
Behavior-Specific Praise
Behavior-specific praise includes definitively identifying a specific behavior and
providing positive behavior to the student immediately after the desired behavior is displayed
(Jones and Jones, 2021).. When an educator uses behavior-specific praise the feedback that is
given explicitly states the desired behavior the student displayed reinforces the behavior and
encourages the student to continue to engage in it (The IRIS Center, 2022).
How it Could help Kunj (Rationale):
Providing Kunj with behavior-specific praise when he is on-task, completing independent
work, or demonstrating positive social interactions could help reinforce these behaviors and
encourage him to continue them (The IRIS Center, 2022). For example, smiling, giving a high
five, and stating, “Kuji, you did a really great job on staying on-task and taking your time in
completing your assignment in class today by not talking to your peers.” This strategy supports
his goals relating to increasing on-task behaviors to complete all assignments and earning scores
higher than 80% on all the completed work.
Criterion-Specific Rewards
A criterion-specific reward also known as a reinforcement involves essentially providing
a student with a tangible reward (e.g., sticker, point, DOJO, etc.) when they meet a
predetermined criterion or identified target behavior (s) (The IRIS Center, 2022). This provides
an external motivator to coincide with the behavior-specific praise initially to help increase the
desired targeted skill where Kunj may later be more able to maintain the behavior more naturally
later on in the classroom (The IRIS Center, 2022).
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How it Could help Kunj (Rationale):
As of late Kunj is exhibiting negative attention through misbehaving instead of
appropriate behavior (The IRIS Center, 2022), a reward system where Kunj earns rewards for
meeting specific behavior goals, such as completing a certain number of assignments or scoring
higher than 80% on an assignment, could help him be more motivated to work toward these
goals. This strategy could support Kunj’s overall goals by reinforcing on-task behaviors essential
to increase classroom work completion.
Choice Making
Choice making or instructional choice, is a process through which an instructor offers a
structured choice to give the student a sense of control and autonomy, to help facilitate a
“student’s ability to follow an instructional or behavioral request” (The IRIS Center, 2022).
Through choice-making a student take ownership of their own learning, which increases their
engagement and motivation.
How it Could help Kunj (Rationale):
Allowing Kunj choices could heighten his overall engagement decrease his off-task
behaviors and give him a greater self-determination towards achieving the goals presented to
him. For instance, grouping, allows Kunj to choose whether he wants to work alone, with a
partner, or in a small group. Additionally, since he has interests in reading and drawing, choices
on how to gather information (e.g., read a book) or demonstrate knowledge (e.g., illustrate a
concept) could be given. Giving these choices could support meeting his goals related to
increasing on-task behavior and completing academic work.
Case Study Level A, Case 2- Heather
Rules
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&&&&&&&&&&Rules or behavioral standards are used to describe agreements that teachers and students
have with regard to behavior that assist in creating a positive learning environment (Jones and
Jones, 2021). .Establishing clear rules and expectations for behavior can help students
understand what is expected of them provide structure and “prevent potential behavior problems”
(Jones and Jones, 2021).
How it Could help Heather (Rationale):
&&&&&&&& Implementing a set of clear, consistent rules and expectations in the general
educational environment would help provide the structure she needs to stay on-task and avoid
disruptive behaviors. .The rules support Heather in meeting her goals related to increasing on-
task behavior and decreasing disruptive behaviors. For instance, posting classroom rules in the
classroom that convey expected behaviors such as the “Raise Your Hand, Wait, and Speak” rule
for the whole group, “respect the speaker,” and “voice level” expectations could be implemented.
Teaching these rules, and reteaching them daily, along with positive and negative consequences
(The IRIS Center, 2022) will help them be more effective overall for Heather and the other
students in the class.
Contingent Instructions
Contingent instructions involve providing the student with specific steps or instructions
that are contingent on their behavior. They are used to help “identify undesired behavior that a
student should discontinue and that provide information on an alternate behavior in which the
student should engage” (The IRIS Center, 2022, p. 20).
How it Could help Heather (Rationale):
Contingent instructions can be used to help with behaviors that impede learning, such as
calling out and disrupting an instructional activity like Heather actively does in the general
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educational environment. An example of contingent instructions could be a be “Heather, please
stop talking to your neighbors and begin working on your independent assignment.” Delivering
the directive immediately and specifying the unwanted behavior (i.e., stop talking) and what the
desired behavior for Heather is (i.e., working on independent assignment) to begin eliminates the
possible use of reprimands and helps Heather understand the connection between their actions
and the expected response.
Group Contingency
A group contingency is a strategy that puts an emphasis on the influence of peers by
putting in place a goal for the group and implementing a whole group positive consequence for
that target behavior (The IRIS Center, 2022). Within group contingencies there are three
different types: dependent, independent, and interdependent. For dependent there could be a goal
no blurting out during whole group, the reward could be fifteen minutes of computer time, and it
could be delivered to the whole class. Independent could be not talking to peers, reward tickets
used to exchange for treasure box rewards, and recipients are students that meet the goal. Lastly,
for interdependent, entire class could come in and sit quietly in their designated area for an entire
week, reward Fun Friday with an activity of their choice, recipient could be everyone in the
class.
How it Could help Heather (Rationale):
It could help Heather because a dependent group contingency could help with the single
behavior that Heather has of calling out during various classroom activities (i.e., whole group
instruction, class discussion and independent work). Since we know that Heather has the ability
to not blurt out since she does not have the behavior in the resource environment, a group
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contingency along with behavior-specific praise could help Heather decrease the unwanted
behavior (IRIS Center, 2022).
Case Study Level B, Case 1-Garrison
Strategy Selected:
Based on the information provided, I believe that the best strategy to use for Garrison is
Behavior-Specific Praise. I believe that using this approach would be the most effective way for
Garrison to reach the goals that the instructor put in place about starting independent work
promptly and completing at least 85% of his independent assignments.
How it Could help Garrison (Rationale):
Behavior-Specific Praise is effective in helping with behavioral outcomes for children of
all ages; such as staying on-task and being more academically engaged. Providing Garrison with
behavior specific praise could help with his task initiation and completion. By providing specific,
positive feedback to Garrison when does start an assignment promptly or complete a significant
portion of it (not haphazardly), it could reinforce and encourage the behaviors to continue. Using
behavior-specific praise directly targets the behaviors that Garrison needs reinforced.
Strategies to Implement:
Establish Behavior Expectations:
Garrison needs to be explicitly be taught behavioral expectations such as independent
work expectations. For example (1) I begin my work right away (2) I am respectful of other
people working and my voice level is 0 (3) I do not touch or bother other students (4) I stay
focused on my work (5)I do not get free-choice until my work is complete (6) I ask for help
when needed by raising hand
Deliver Effective Praise Statements:
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Whenever Garrison starts an assignment quickly or making significant progress on
completing an assignment, immediate behavior-specific praise is provided. For example,
"Garrison, I like how you started your math worksheet right away. Great job getting started so
quickly!" or "Wow, Garrison, you've completed 90% of your reading assignment. It’s clear that
you worked really hard on that assignment. That's fantastic work!"
Vary Praise:
It is important to evaluate the praise that is given and adjust when needed. The wording
should be changed to keep Garrison engaged. Non-verbal praise could be added to the verbal
behavior-specific praise such as giving him a high-five or a thumbs up.
Monitor Praise:
Garrison's progress on his goals need to be closely monitored to determine whether the
frequency or the specificity of the praise needs to be adjusted or if another strategy needs to be
used.
Cautions:
It is important to not overuse praise or it could become less effective for Garrison.
Additionally, if the praise comes off as insincere or isn’t specific to the target behavior it could
be less effective. Lastly, the use of behavior-specific praise must be consistent across all
educational environments.
Case Study Level B, Case 2-Ellie
Strategy Selected:
Based on the information provided, I believe that the best strategy to use for Ellie is
Group Contingency. I believe that using this approach would be the most effective way for
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Ellie to reach the goals that the instructor put in place with participating in class discussion,
conversation, peer editing, and writing groups.
How it Could help Garrison (Rationale):
Group contingency is effective in helping students by “setting a group goal or
implementing a positive group consequence for desired (or target) behavior” (The IRIS Center,
2022). Different levels of group contingencies could help increase Ellie's desirable behavior (i.e.,
participation) when she is inside various groups. Group contingencies could also help Ellie
increase her social skills and overall academics. However, she tends to shut down around her
peers during both whole-group and small group where she does not actively participate or help in
group activities.
Strategies to Implement:
Identify the Target Behavior and Contingency Type:
It is important to determine the behavior that needs to be changed first in order to select
the most effective contingency type. The target behavior in Ellie’s case is to increase overall is
active participation throughout the various group activities. Since Ellie’s behavior has created
complaints from her peers to a point where there is resentment, independent contingency would
be the best one to be used because there is less rick of peer pressure (The IRIS Center, 2022).
After these two things are figured out then it is important to choose groups carefully enduing that
there is balance of student strengths within the groups and that the students in the group can do
the target behavior effectively for the contingency plan chosen.
Prepare to Implement:
(1) Determine how data will be tracked of the instances of active participation (2) what
the criterion is for meeting the goal (3) pick a reward (4) make a schedule for when to give out
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the reward to students (5) select a length that the contingency will run (5) and tell the class or
group (s) about the contingency explicitly (The IRIS Center, 2022).
Establish goal: Actively Participate in class discussion and during group work
Mrs. Salinas explains to her class that every time a student is observed actively
participating during discussion or helping during group work they will earn a
ticket. When they earn 10 tickets they can choose a reinforcer of their choice from
the prize box (e.g., stickers, 15 minute free-time slips, smelly marker, fruit
snacks).
Implementation of the Contingency:
Begin the contingency plan and keep consistent with the expectations toward meeting the
goal and expectations. Keep track of Ellie’s instances of the target behavior and other students
and give consequences if the behavior isn’t being produced. Praise students are engaging in the
desired behavior and give behavior-specific praise to reinforce the behavior, or feedback when
the expectation isn’t reached (The IRIS Center, 2022).
Evaluate and Adjusted (As Needed):
After data is collected, determine whether it was successful and if it needs to be adjusted.
Did Ellie participate more during class discussions? Did she help out in the writing and editing
groups? If the desired target behavior (s) have not improved then the plan needs to be modified.
Cautions:
With independent contingency there is not any peer assistance to support Ellie’s desired
behavior. Additionally, she might not engage in the behavior because she might not be motivated
enough by the reward given or even might become frustrated if she is unable to attain the reward
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frequently. Furthermore, behavior-specific praise can increase the likelihood of positive
outcomes in conjunction with the contingency. Lastly, to increase overall buy-in it is important
to either increase the current reward or change the reward if needed instead of using an
established reinforcer (The IRIS Center, 2022).
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References
Jones, V. F., & Jones, L. S. (2021). Comprehensive Classroom Management: Creating
Communities of Support and Solving Problems (12th ed.). Pearson.
https://mbsdirect.vitalsource.com/reader/books/9780136641216/epubcfi/
6/6[%3Bvnd.vst.idref%3DP7001017087000000000000000004812]!/4
The IRIS Center. (2022). Addressing Challenging Behaviors (Part 2, Elementary): Behavioral
Strategies. Iris.peabody.vanderbilt.edu; Vanderbilt University.
https://iris.peabody.vanderbilt.edu/module/bi2-elem/cresource/#content
