1
IRIS Center Case Study Assignment
Olivia Jeffery
Liberty University
EDUC 624: Instructional Methods for Behavior and Learning
Dr. Dilling
August 3, 2025
2
Iris Center Case Studies
Case Study Level A, Case 1 - Kunj (p. 30)
Behavior-Specific Praise
Behavior-specific praise can be explained as a positive statement made to a learner that
identifies a target behavior in specific, observable, and measurable terms. Behavior-specific
praise differs from general praise in that it informs the learner precisely what he or she has
done correctly. The student understands why the praise was given, and the feedback is effective
(Curran, 2021). For instance, "Kunj, I like the way you stayed on task and completed your math
homework on time" rather than "Good job, Kunj!" This reinforces the exact behavior the
teacher wants to reinforce, and the student understands what is expected.
The essence of behavior-specific praise is to reinforce good classroom behaviors through
clear, immediate reinforcement (Curran, 2021). It lets students know which behaviors are
valued, and when given right after the behavior, it reinforces the possibility of repeating the
behavior. Studies indicate that when praise is timely and specific, students are more likely to
repeat the desired behaviors.
For Kunj, this strategy can be particularly helpful in decreasing his off-task behaviors,
including talking to peers or doodling. By praising him for being on task, even for limited time
intervals, the teacher reinforces concentration and academic engagement. For instance, when
Kunj finishes a portion of an assignment or completes work without becoming distracted, the
teacher can provide praise such as, "Kunj, I like that you remained focused during independent
work." This behavior-specific praise will motivate Kunj to remain focused and can assist him in
reaching his goal of finishing 100% of his work.
3
Criterion-Specific Rewards
Criterion-specific rewards are desirable outcomes provided after a student has attained
a preestablished level of performance on a target behavior or task. The defining feature of this
approach is that the reward is contingent on the student performing to specific, measurable
criteria (Curran, 2021). These rewards encourage students by providing something they want
after they have reached a set goal, which makes the goal more accessible and reinforces the
effort required to attain it.
The reason for criterion-specific rewards is to enhance desired behaviors by making a
clear, inspiring link between the student's effort and the result (Curran, 2021). The reward must
be attractive and realistically achievable, encouraging students to strive to reach the target. This
method also serves to clarify expectations and inform students about the behavior needed to
attain success.
For Kunj, criterion-specific rewards would be the optimal way of motivating him to
submit all assignments on time and with grades of 80% or higher. If Kunj is rewarded for
meeting these criteria, that is, receiving a reward each week he submits all assignments with a
grade of 80% or higher, he will be more apt to take notice of his work and stay on task. This
systematic reinforcement will serve to assist his learning growth and allow him to achieve the
goals set by his teacher.
Choice Making
Choice making is a technique whereby the instructor provides students with a formal
chance to decide how they will achieve tasks or activities, thus providing them with control of
their learning. Choice making encourages participation because it enables students to be
owners of their work (Curran, 2021). Choice making can be implemented in numerous
4
environments, such as enabling students to make selections among varied assignments, ways of
completing tasks, or even the sequence in which they do their work.
The purpose of choice-making is to improve student motivation by providing students
with control over their learning (Curran, 2021). When granted the chance to make choices,
students tend to feel more accountable for their work, and as such, they can be more engaged
and less off-task, with fewer instances of resistance to tasks and better classroom participation
overall.
For Kunj, choice-making would be very beneficial in engaging him further and motivating
him to complete assignments. Since Kunj has a tendency to go off-task, giving him a choice
between different types of assignments, such as a project or written report, would make the
assignment seem more like fun and less like a task. Having this autonomy will allow Kunj to feel
more invested in his work. So, he will be more attentive and be able to reach his goal of
completing all assignments on time and with better quality work.
Case Study Level A, Case 2 - Heather (p. 31)
Rules
Rules are clear declarations that specify the exact behaviors that students need to
exhibit in the classroom. Rules give clear expectations and assist in the development of a
structured and predictable learning environment. Rules are essential, as they offer all students
the same set of guidelines to adhere to, encourage students to act in the desired manner, and
enable them to selfmonitor their behavior (Curran, 2021). Rules have the ability to deter
disruptions and facilitate proper behavior throughout the day.
The reason for having rules is to set expectations and avoid possible behavioral issues by
having guidelines that are simple for students to comprehend and obey. They make students
5
aware of just what is expected in different class environments and motivate them to participate
in target behaviors (Curran, 2021). Rules secure a comfortable and friendly classroom
atmosphere, which results in improved learning.
For Heather, rules would assist in alleviating her calling out answers during group
instruction, interrupting others during discussions, and chatting with her peers during
independent work. By making explicit rules such as "Raise your hand before speaking" and
"Listen quietly when others are talking," Heather will know the behaviors that are expected
during class activities. Repeated reinforcement of these rules can assist Heather in achieving her
goal of reducing disruptions and doing independent work quietly. Clearly stating and modeling
these rules will enable Heather to self-regulate and engage appropriately in class.
Contingent Instructions
Contingent instructions consist of providing clear, specific directions that tell students to
cease an unwanted behavior and begin another one (Curran, 2021). This technique offers
redirection by placing emphasis on both the wrong behavior and the correct behavior (Wibowo
& Dyson, 2021). The instructions must be provided right after the unwanted behavior has been
noticed and must be presented respectfully and clearly.
The purpose of contingent instructions is to redirect student behavior in a positive,
helpful manner. Instead of simply telling a student to stop a behavior, the teacher offers a
substitute behavior to take its place (Curran, 2021). In this manner, students are shown what to
do, rather than what not to do. Contingent instructions have been shown to be effective in
stopping disruptive behaviors from escalating because they explicitly state the expected
behavior.
6
For Heather, contingent instructions can be a seminal strategy in decreasing her
interruptions and off-task behavior during independent work. When Heather interrupts others
or shouts out answers, Ms. Reyes can utilize contingent instructions like, "Heather, please wait
until you are called on before speaking," or "Heather, please work and talk to your neighbor
later."
These instructions give immediate feedback and direct Heather toward the preferred behavior.
This redirection, when used with consistency, will allow her to meet her goal of having fewer
interruptions during discussions and doing her independent work quietly.
Group Contingency
A group contingency is a reinforcement strategy that applies peer pressure to encourage
appropriate behaviors. It sets a group goal or implements a reward for the group as a whole
when the desired behavior is shown (Curran, 2021). There are several types of group
contingencies: dependent, independent, and interdependent. They all apply group dynamics to
increase positive behaviors and decrease bad behaviors.
The essence of a group contingency is to use peer influence to promote behavior
change. By collectively working toward a shared reward, students are motivated not only by the
prospect of receiving a reward but also by the social element of working with their peers
(Curran, 2021). Group contingencies are most effective because they take advantage of the
strength of social networks and shared responsibility in affecting behavior.
For Heather, a group contingency would be effective in decreasing class disruptions
during discussions. For instance, if the whole class receives a reward when they all raise their
hand before speaking, Heather might be encouraged to adhere to this rule. Furthermore,
implementing an interdependent group contingency, in which the class receives a reward when
7
all of them remain on task, would encourage Heather to stay on task during independent work
hours. By engaging the class in a collective objective, Heather might feel more responsible to
her classmates. This would assist her in achieving her objectives of raising her hand before
speaking and reducing interruptions.
Case Study Level B, Case 1 - Garrison (p. 32)
Chosen Strategy: Behavior-Specific Praise
I chose behavior-specific praise as the most suitable strategy to assist Garrison in
achieving his objectives of initiating independent work assignments in a timely manner and
completing at least 85 percent of his independent assignments. Behavior-specific praise is such
an effective reinforcement strategy because it gives clear, immediate feedback that explicitly
connects the student's action to positive reinforcement (Curran, 2021). The strategy is
especially helpful for students who have difficulty initiating tasks and remaining on task, such as
Garrison. By recognizing specific positive behaviors, such as initiating his assignments in a timely
manner, this strategy assists in reinforcing the behaviors and encourages Garrison to repeat
them.
Garrison likes to work with his hands. So, he is able to do the schoolwork when he is
appropriately motivated. Behavior-specific praise corrects his avoidance of independent work
by pointing out the precise behavior he is doing right (Curran, 2021). Behavior-specific praise
allows Garrison to see the precise behaviors that are resulting in positive reinforcement. This
aids him in remaining concentrated and motivated to perform the expectations established for
him.
8
How I Would Implement the Strategy
To implement behavior-specific praise in the classroom, I would first identify the target
behaviors that I must reinforce. These would be starting assignments promptly, staying on task,
and completing a section of the work without a break. Once the behaviors are chosen, I would
ensure that praise is given as soon as Garrison displays them. For example, when Garrison starts
his reading or math assignment without delay, I would praise him right away by saying,
"Garrison, I really like the way you started your reading right away without getting distracted.
Keep it up!"
By providing specific praise such as this, Garrison will know exactly what he is being
praised for, which will make him more likely to repeat the behavior in the future. I would
continue praising him every time he is able to get his work started on time, reaffirming that he
is doing what is expected of him. This will help him build the habit of getting assignments
started in a timely manner.
In addition, I would make the praise genuine and diversified. To avoid over-saturating
Garrison with praise, I would ensure the comments are fresh and meaningful. Instead of
repeating the same praise over and over, I would vary the wording so that the reinforcement is
still effective and engaging. For example, instead of always saying, "Great job, Garrison," I would
say, "I noticed you stuck with your task and didn't give in to distractions. That was terrific!" This
causes the praise to be specific, genuine, and connected to Garrison's behavior.
Cautions Related to the Utilization of the Strategy
Although behavior-specific praise can be extremely effective, there are several caveats to
its success that should be taken into consideration. To begin with, praise should be given as
soon as possible after the behavior, because this reinforces the link between behavior and
9
reward. Delayed praise can be less effective, and Garrison may not connect the praise with the
behavior he has just demonstrated.
One other possible warning is over-praising. Although it is necessary to provide positive
reinforcement, praising too frequently or for behavior that does not call for praise can diminish
its effectiveness in the long run (Curran, 2021). To prevent this, I would be discriminating about
when I praise Garrison so that it is given for behavior that actually works towards his success.
For instance, I would not praise Garrison for actions that he already performs routinely with no
effort, like sitting at his desk. Praise needs to be given when he makes a considerable effort
towards achieving the goals.
It is also crucial to ensure that the praise feels genuine to Garrison. If the praise is
perceived as insincere or forced, it could have the opposite effect and may lead to
disengagement. I would ensure that the praise is delivered in a way that feels authentic by
maintaining a warm tone and matching my body language with my words.
Lastly, I would take note of Garrison's personal needs. Public praise can make some
students feel self-conscious or embarrassed. If Garrison were such a student, I could praise him
privately or in a less conspicuous way to make him feel at ease. By monitoring his responses to
various forms of praise, I could modify the approach as necessary to keep it effective and
motivational for him.
Case Study Level B, Case 2 - Ellie (p. 33)
Selected Strategy: Behavior-Specific Praise
Behavior-specific praise was selected as it specifically addresses Ellie's need for more
class discussion and group activity participation. The strategy of behavior-specific praise is to
provide specific, immediate, and genuine praise for behaviors the student exhibits (Newton et
10
al., 2024). Behavior-specific praise works well for promoting desired behaviors by reinforcing
the behavior when it happens. Ellie is explained to be withdrawn and does not like to interact
with others, which impacts her participation in group activities. Through behavior-specific
praise, Ellie can be motivated to make small strides in interacting more with others and being
more active in class.
The most significant reason to use behavior-specific praise is that it can provide Ellie with
clear and direct feedback regarding the behaviors she needs to demonstrate. Instead of saying
"Good job," the teacher can praise specific behaviors such as "Ellie, I liked you sharing your
thoughts in today's book discussion." This not only reinforces positive behavior but also informs
Ellie specifically what she is intended to be doing, which motivates her to continue those
behaviors.
How I Would Implement the Strategy
To use behavior-specific praise in the classroom, I would initially determine the
particular behaviors that I needed to reinforce. In Ellie's case, these would be speaking up in
class discussions, contributing ideas in group work, and engaging in peer editing or writing
groups. I would make a point to praise Ellie right after these behaviors take place, making sure
the praise is specific and related to the behavior.
For instance, if Ellie makes an insightful comment in a class discussion, I would give her
praise by stating, "Ellie, that was an excellent comment you made regarding the protagonist. It
really kept the discussion going." This praise recognizes her engagement and provides her with
the positive reinforcement she requires to feel self-assured in speaking up again. I would also
ensure the praise is private if Ellie is shy about public praise. Some students tend to feel
selfconscious when being praised in front of others, particularly in a high school environment.
11
In addition, I would mix up the praise in order to make it stimulating and meaningful. For
example, rather than repeating the same words over and over again, I would alter the phrasing
in order to hold Ellie's attention and stop her from becoming immune to the praise. For
instance, "I love the way you collaborated with your group to get the solution to the problem
today, Ellie.
That was great teamwork."
To ensure the effectiveness of the strategy, I would closely gauge its impact by observing
Ellie's response to the praise and adjust the frequency or nature of the praise accordingly. If I
notice Ellie starting to respond more to classroom discussion or group interaction, I would
gradually reduce the amount of praise for small contributions and instead praise her larger
participation more.
Cautions Relating to the Utilization of This Tactic
There are several things to remember in using behavior-specific praise with Ellie. One
precaution not to overlook is to avoid excessive praising, as this may lead to dependence on
extrinsic reinforcement. Praise is to be used for behaviors that are new and significant, not for
every small action (Curran, 2021). Praise given too often can serve to dilute its meaning and
effectiveness. Therefore, I would ensure the praise is reserved for the actions that most
immediately affect Ellie's progress toward her goals.
Additionally, while public praise can be motivating for many students, Ellie’s quiet and
withdrawn nature suggests that public praise might not always be well-received. For this
reason, I would make sure that some praise is delivered privately, allowing Ellie to feel
comfortable and confident in her participation without the added pressure of being singled out
12
in front of her peers. Another consideration would be to make sure the praise comes across as
genuine. Students, particularly students like Ellie who have social or emotional difficulties, are
highly attuned to insincere or over-the-top praise. To be sure to be genuine, I would ensure my
praise is always specific and sincere. Praise must always be given in a calm, supportive tone of
voice to prevent it from coming across as patronizing or insincere.
References
Curran, C. M. (2021). Iris Center Case Study Unit: Encouraging appropriate behavior.
University of Northern Iowa.
Newton, N. A., Royer, D. J., Hogg, J. A., & Priddy, A. (2024). Behavior-specific praise: Enhancing
on-task behavior in a rural elementary school. Frontiers in Education, 9.
https://doi.org/10.3389/feduc.2024.1445523
Wibowo, J., & Dyson, B. (2021). A contingency perspective on learning and instruction in
physical education. European Physical Education Review, 27(4), 727–742.
https://doi.org/10.1177/1356336x20985884
