Case Study Encouraging Appropriate Behavior Template

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Liberty University *

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623

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Civil Engineering

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Feb 20, 2024

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EDUC 623 C ASE S TUDY : E NCOURAGING A PPROPRIATE B EHAVIOR T EMPLATE Using the STAR sheets included with the IRIS Center case study unit, 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 1. Summarize each strategy and describe why each strategy might be used to help Sam meet one or more of his goals. Choice-making gives the students the opportunity to select from a number of options. It can be used both to prevent behavior problems and to increase specific behaviors. Specific praise is when a written or verbal form is praise is directed toward a student as a result of a certain accomplishment and improvement. Criterion-Specific Rewards are rewards that can be used as part of a proactive intervention for managing classroom behavior. Examples of criterion specific rewards includes activities, privileges, and tangible incentives. These rewards are given after the occurrence of an identified target behavior(s) at a set level of performance. All three of these strategies could help Sam meet one or more of his goals. By giving Sam choices it will help him feel more independent, by the teacher giving Sam specific praise it will help build the teacher and student relationship. Using Criterion-Specific rewards will help Sam push himself. Level A: Case 2 2. Summarize each strategy and describe why each strategy might be used to help Heather meet one or more of her goals. Effective rules provide the expectations that the teachers have for students in order to ensure a safe and predictable learning environment. Contingent Instructions are specific

EDUC 623 directions given to an individual student to cease an undesired behavior and to engage in a more appropriate alternative. Group Contingency is a group reinforcement technique that focuses on peer influence by setting a group goal or implementing a group consequence for behavior. These strategies would help Heather achieve her goals. It was expressed that Heather's resource room teacher has not seen this improper conduct from Heather. This might be a result of her resource teacher's assumptions as opposed to Ms. Reyes assumptions. Contingent instructions decline Heather's undesired conduct. Group Contingency will forestall social issues, increment proper practices, and abatement inaccurate practices. Level B: Case 1 3. Select one strategy you feel would best address Doug’s goals. State why you selected this strategy to address the goals. One strategy that would help address Doug’s goals would be choice making. Allowing Doug to feel that he is making big decisions on his own by giving him two or three choices would eliminate the boredom that is caused. His main issue is being distracted while working independently. If Doug is given options, it could make him feel that since he is the one making the decision, that he may be happier to do what it is he needs to do. This is a great way to make young people happy, because when they feel that they have a choice as to what is going on, they are more likely to want to do the task. 4. Describe how you would implement this strategy in your classroom and any cautions for its use. I would use this strategy by giving students the option on assignments and projects. One example would be for a project, the students could choose between making

EDUC 623 a power point and presenting it or writing an essay. Another way this could be done is asking students if they would rather do odd or even numbers for homework. There should be caution when using this strategy because if you give the students too many choices it could be overwhelming. There could also be a problem with students feeling entitled to making their own choices. Level B: Case 2 5. Select one strategy you feel would best address Ellie’s goals. State why you selected this strategy to address the goals. For Ellie a great strategy would be specific praise. This would be good for Ellie because she struggles with engagement. If she is being praised for engagement, then it would probably motivate her to be more engaged during lessons. 6. Describe how you would implement this strategy in your classroom and any cautions for its use. I could implement this strategy in my classroom by providing each student with specific praise each day. If I find one thing to praise each student in the class over, it will help the students be more motivated, because children like to impress their peers and their mentors. A caution with this would be to make sure the praise is well awarded. Level C: Case 1 7. Create a priority list of two critical goals each for Patrick and Zach. Two critical goals for Zach would be to increase his reading ability and remain on task during interruptions. Two critical goals for Patrick would be to complete independent work quietly and to decrease interruptions.

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EDUC 623 8. Identify two or three strategies you could use to address the goals you listed. One strategy would be specific rewards and group contingency 9. Provide a rationale for why you selected these strategies. I would use specific rewards because it is related to improving unacceptable behavior. Criterion-Specific Rewards will be rewards that can be utilized as a component of a proactive mediation for overseeing study hall conduct. Instances of criterion specific rewards incorporates exercises, advantages, and substantial motivating forces. These rewards are given after the event of a distinguished objective behavior(s) at a set degree of execution. I chose group contingency because for the two of them if they see one of the other doing well or working hard, it may increase the others desire to do well also. 10. Choose one strategy to implement immediately and justify your selection and discuss what information you used to support this. One strategy that should be implemented immediately is criterion-specific rewards. I feel that this strategy not only will push the two students to want to be rewarded with a privilege, candy, or something to that nature, but I also feel that children work well when they know they have the opportunity to get a reward. Over the years I have worked with many children, and I always picked up on students do great work when they know there is a possibility of a reward. 11. Describe how you would implement this strategy if you were the classroom teacher and any possible cautions or considerations of which you should be aware. I would implement this in my classroom by explaining that if there are students that stick out to me, they will have the opportunity to go to the treasure box at the end of the week if their name is not on the board. Another way I would do this is let the students know

EDUC 623 that if there is no missing work at the end of the semester, we will have a pizza party. There are not really any cautions to this method.

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