Case Study Level A, Case 1 – Kunj
Specific Praise
Behavior specific praise is a tool that can be used to change unwanted behaviors, it is more effective than general praise as it targets the unwanted behavior and provides positive reinforcement of the recommended behavior change (Curran & the IRIS Center, 2003, 2021). Using the student’s name, specifying the desired behavior, and adding a positive reinforcing phrase are all it takes to utilize this strategy and set your students on the path to success. The order of the phrasing is up to the teacher, varying the sentence will help to not have praise seem robotic and repetitive. To make this strategy as impactful as possible Curran & the IRIS Center (2003, 2021) provide several recommendations to focus on the individual students including: using different language phrases or cultural inferences based on the student’s background; make positive exchanges the norm; praise can be combined with a reward system for students that use misbehavior to get attention and lastly, be sure that the student will not be embarrassed by public praise, if that is the case written praise can be used as a substitute. Behavior specific praise could be used for Kunj to redirect some of his undesired behaviors. When he does complete a task on time a phrase such as “Kunj, you did an amazing job at turning your math homework on time!” During the day if the teacher sees Kunj focused on the task at hand it is important to recognize it in the moment with a phrase such as “You are doing so good at focusing on your spelling assignment, Kunj!” Reinforcing the positive aspects of what he is doing right and not focusing on the negative behavior can help Kunj shift his behaviors.
Criterion-Specific Rewards
Criterion-specific rewards are very similar to specific praise and can even include praise as the reward. Rewards expand the scope and allow educators more options to reward the desired behavior according to the individual and the behaviors both desired and undesired. According to Curran & the IRIS Center (2003, 2021) teachers should identify the behavior that needs to be changed, select, and implement the rewards, then evaluate if the system is working and adjust as necessary. In order to maximize effectiveness of the reward it should be something that the student(s) really want, allowing them to have input shows them that opinions also matter (Curran & the IRIS Center, 2003, 2021). Food is one possible reward but should be used sparingly and be aware of allergies and other diet restrictions, other options include an activity or privilege, something tangible or anything else a teacher can come up with ensuring they are “feasible, affordable and age appropriate” (Curran & the IRIS Center, 2003, 2021).
Criterion-specific rewards can be used for Kunj as well. If Kunj can stay on task during independent work giving him the reward of allowing the activity time to do what he enjoys such as doodling or reading could work very well. Additionally, the privilege of eating lunch in the classroom with the teacher or a friend might allow him could be a potential reward for turning in assignments on time with a grade of 80% or better.
Choice-Making
Choice-making uses structured choice options set by the teacher and allows the student to take control and ownership of their overall learning which can empower them to increase desired behavior models (Curran & the IRIS Center, 2003, 2021). Similar to rewards, Curran & the IRIS Center (2003, 2021) provide some strategy implementation guidelines, deciding when and how to use this strategy as well as providing opportunities for use and then evaluate the efficacy and adjust as necessary. Choice-making could seem restrictive at first such as do this or do that but when looked at closely is a phenomenal empowerment tool and allows opportunities for behavior correction for students that like having options. Options for choice-making could include: what type of materials to use whether that is manipulatives, computer work or flashcards; the environment meaning at their desk, on a bean bag or another section of the room that student enjoys; grouping could be a choice too whether they work alone or with other students (Curran & the IRIS Center 2003, 2021).
Kunj could benefit greatly from the use of choice-making. One example would be to allow Kunj to pair up with another student he enjoys talking to so that he gets the social interaction he needs and hopefully the other student can help keep him on track. Another option would be to allow him other creative outlets to study with such as manipulatives or computer work when appropriate.
Case Study Level A, Case 2 – Heather
Effective Rules
Rules are a good way to establish boundaries for the class so that everyone understands, upfront, what the expectations for work and behavior are. Curran & the IRIS Center (2003, 2021) says that “establishing and maintaining the effective use of classroom rules is a critical proactive foundation for preventing potential behavior problems”. Once rules have been established, consequences to those rules should be developed and communicated, then the rules need to be communicated and taught to the students, finally monitor, evaluate, and adjust as applicable Curran & the IRIS Center, 2003, 2021). Everyone should follow the same set of rules. Curran & the IRIS Center (2003, 2021) advise of things to keep in mind such as positively reinforcing when rules are followed, often and early on; listen to student feedback when establishing rules to understand their diverse backgrounds; and it is important for teacher to clarify or change the rules as needed based on the classroom environment or ages of the children.
Heather can benefit from following a rules-based system that is reinforced often. Having a rule that everyone raises their hand to speak and outlining the consequences for not following the rule could help Heather adjust that behavior. Another rule that could be adopted is there is no talking to neighbors unless it is for an assignment and with directions from the teachers.
Contingent Instructions
While rules are generic and apply to the entire class, contingent instructions are specific based on the person or negative behavior being acted out. The strategies for putting this system in place are straightforward, develop, implement, and evaluate then make any adjustments according to Curran & the IRIS Center (2003, 2021). It is important to remember, says Curran & the IRIS Center (2003, 2021) that teachers should be aware of body language indicators to help get ahead of the issue that may be arising; teachers should avoid the need to have the last word in the event of having to address a misbehavior as they are modeling the behavior the children are expected to adhere to and lastly, contingent instructions should focus on one misbehavior at a time.
Contingent instructions could be immensely helpful for Heather. One example of what the teacher could say are “Heather, please stop talking to your neighbor and focus on your science assignment”. Another example could be “Heather, raise your hand and wait your turn before you speak”.
Group Contingency
Group contingencies allows for peer influence and is good for individuals or groups utilizing three different types of group contingencies, dependent, independent, and interdependent. Curran & the IRIS Center (2003, 2021) define the contingencies as “Dependent – An individual of a small group earns a privilege or reward for their peers by behaving appropriately. Independent – Individuals earn reinforcement when they achieve a goal established for the group. The same contingency applies to each student, and the reward is the same for all students. However, one student’s behavior does not impact the group outcome. Interdependent – The class, or a group within the class, earns a special reward when every individual in the identified group meets an established goal.”
It is recommended to identify the behavior that the teacher is targeting for change as well as the contingency type, prepare to implement the strategy and fully implement it, finally, evaluate and make adjustments (Curran & the IRIS Center, 2003, 2021). When deciding whether or not to use group contingencies there are some things to keep in mind such as not using a dependent contingency to teach new skills to risk alienating children as to social standing, add a new or different reward than is used currently and be prepared for students that will get more reinforcement from sabotaging the groups effort to maintain desired behaviors (Curran & the IRIS Center, 2003, 2021).
A group contingency strategy could work for Heather in a couple of ways. Heather can be the catalyst in a dependent contingency and earn the class rewards when she follows the behavior correction goals outlined by the teacher. Another option is that Heather be in an interdependent group, or the whole class is the group, and everyone meeting the specified goal gets them the reward.
Case Study Level B, Case 1 – Garrison
Strategy – Criterion Specific Rewards
Several strategies could work to help Garrison overcome his undesired behaviors. With Garrison being a hands-on and creative person, criterion specific rewards seem to be the best fit to get him back on track and to stay on task. Given the goals that have been set for Garrison by the teacher, this strategy would be the most effective way to go. Garrison would likely respond well to being allowed to hands-on activities as a reward for starting and finishing his independent work as assigned. Mr. Grady believes that he is capable of completing the work, implementing a reward system could get the desired effect and keep Garrison testing at grade level.
Implementation Plan/Cautions
The goal is to get Garrison to complete his independent tasks without time consuming delays or prompting and to finish the independent assignments at least 85 percent of the time. By giving Garrison an activity or escape reward such as doing a hands-on activity he wants to do in exchange for starting independent work on time and completing it, he may find the motivation he is currently lacking. Mr. Grady can explain to Garrison that if he starts his independent task on time and finishes it then he can use the remaining lesson time doing a hands-on activity of his choice quietly while the rest of the students work, activities could include playing on the computer, drawing or playing with dinosaurs and robots. Mr. Grady can track Garrison’s progress and make adjustments to the rewards based on which activity Garrison seems to get the most enjoyment from.
There are two potential cautions to using this type of strategy that Mr. Grady should be aware of. The first is that Garrison could be so excited about getting his desired reward that he rushes through the assignment with care to whether it is completed correctly. Another caution is that if Garrison does finish his assignment but there is not much time left in the instructional block that he becomes frustrated by the minimal amount of reward time in correlation to the amount of time and work he put in.
Case Study Level B, Case 2 – Ellie
Strategy – Group Contingency
Group contingencies are the ideal method for Ellie as they are best suited to improve social interactions. Most specifically the dependent type of group contingency should be utilized for her. As preparation for implementation, it would be good to discuss it with Ellie’s caregivers to get a sense of rewards would be best to get her out of her shell and to see what has worked for her in the past as far as social interactions. Putting her in a group of children with similar independent interests could give Ellie the opening to connect to other students.
Implementation Plan/Cautions
Mrs. Salinas has identified the target problem as increasing Ellie’s participation class discussions and conversations as well as increasing participation in peer editing and writing groups. When Ellie participates in each activity at least once per day as tracked by tally marks, then her group can earn up to 10 extra credit points that can be used for a group assignment grade. Ellie should be praised when she participates in group discussions and activities as well. These kinds of reinforcement will ideally get Ellie to participate enough that she will open up on her own with needing to receive a reward.
The major caution that comes from using this method is that if Ellie decides to not participate in activities still, then it could create more social issues with her and the class community, especially if the other students know about the arrangement. Ellie could get ostracized or have more stress placed on her to perform for the sake of others. Another possibility is that Ellie could intentionally sabotage the class so that they do not get the reward at all.
References
Curran, C., & the IRIS Center. (2003, 2021). Encouraging appropriate behavior. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_encappbeh.pdf