Case Study Level A, Case 1 – Sam Specific
Praise Summary
Specific praise refers to when a student is given verbal or written statements affirming a desired or correct behavior. This strategy is useful when trying to increase positive social and academic behaviors; however, for it to be considered effective when used with a student, the student must see the affirmation as a motivation to continue positive behaviors (Curran & The IRIS Center, 2003). “Teachers must adjust their use of praise and how it is delivered for individual students. Some students have long histories of obtaining attention through misbehavior rather than appropriate conduct. For these students, combining praise with other forms or reinforcement and behavior strategies may be needed” (Piazza et al., 1999 as cited in Curran & The IRIS Center, 2003, p. 6). Specific praise needs to be nonjudgmental, specific, sincere, and credible (Curran & The IRIS Center, 2003).
Specific Praise Rationale
Sam struggles with completing work on time, staying focused on tasks, and not putting forth his best effort when he does complete his work. Utilizing specific praise may be helpful for Sam because he could benefit from receiving encouragement during and after he completes his work. His teacher could encourage him as he is working during independent work time. The teacher could say “Wow, Sam! You are putting so much effort into your social studies assignment!” The teacher could put a sticky note on his desk in addition to verbal recognition to reinforce his focus and effort on his work as well. It is also important that when Sam successfully completes an assignment, that he is given specific praise regarding the work that he has completed. By giving Sam specific praise during and after completing tasks, it could encourage him to complete more independent assignments. It could also increase the quality of work that Sam is completing because he is striving to earn praise from his teacher.
Criterion-Specific Rewards Summary
Criterion-specific rewards refer to a classroom management system in which the student is trying to earn some type of reward after successfully completing an identified target behavior at a set level of performance (Curran & The IRIS Center, 2003). There are three types of criterion-specific rewards. First, students can strive to earn social rewards in which they get to earn time to interact with peers, such as conversational free time or student-selected seating (Curran & The IRIS Center, 2003). In addition to social rewards, students can strive to earn activity/privilege rewards such as free choice of activity time, extra computer or iPad time, or the opportunity to be the classroom helper (Curran & The IRIS Center, 2003). Lastly, students can strive to earn tangible/material rewards. These would include items like stickers, small toys, pencils, snacks, etc. that are of particular interest to the student (Curran & The IRIS Center, 2003). “For learning new or reinforcing difficult skills, more intensive rewards such as tangible or material rewards may be warranted. Initially, these may need to be delivered on a more frequent basis until a skill is learned or master (Kameenui & Darch, 1995 as cited in Curran & The IRIS Center, 2003, p. 9).
Criterion-Specific Rewards Rationale
During independent work time, Sam often exhibits many off-task behaviors such as reading books and magazines, drawing and doodling, daydreaming, and talking to his friends and neighbors. Using criterion-specific rewards could be a beneficial strategy to utilize for Sam, specifically regarding these off-task behaviors. For example, if Sam completes all assignments for two days in a row, he could earn 5 minutes of free drawing time during class. As he becomes more successful with this goal and is consistently earning rewards, the time frame could be extended to weekly or biweekly. This strategy could also be used to encourage Sam to increase the quality of his completed work. For example, if Sam earns an 80% or above on all assignments for the week, he could earn free “talk time” with a friend at the end of class on Friday. Whatever the reward, the teacher needs to make sure that he or she is reiterating to Sam exactly why he has earned the reward (Curran & The IRIS Center, 2003).
Choice-Making Summary
Choice-making refers to when students have the opportunity to choose between a few different options (Curran & The IRIS Center, 2003). This strategy can be used in a couple of ways; it can prevent behavior concerns, and it can also increase specific behaviors (Curran & The IRIS Center, 2003). “The choices offered and selected should maintain instructional integrity by supporting the instructional objectives for the student” (Jolivette et al., 2002 as cited in Curran & The IRIS Center, 2003, p. 13). Some examples of choices that students could be given include what materials they would like to use to complete a project, whether they would like to work alone or in a group, and how they would like to present their knowledge on the content (write, draw, verbal presentation).
Choice-Making Rationale
This strategy may be helpful for Sam because if he feels as if he is being given power over the situation, he may be more likely to successfully complete his assignments. For example, if Sam must write a paper, he could be given the choice whether he wants to type it on the computer or handwrite it. Another example would be that if there is a group project to be completed, Sam could choose which group (between two groups chosen by the teacher) he wants to work with.
Case Study Level A, Case 2 – Heather
Effective Rules Summary
The use of effective rules refers to explicit statements that explain the expectations that teachers require of students in order to maintain a safe, secure, and effective environment (Curran & The IRIS Center, 2003). Rules (and procedures) are the foundation of a well-managed classroom environment in which potential behavior problems are decreased. Students use these rules as guidelines to know what is expected from them in the learning environment. These rules should not be solely teacher-generated. Students should be given the chance to share their input regarding what the classroom rules should be as well. “Student involvement in designing classroom rules can have such benefits as promoting a sense of student ownership and community, fostering student ‘buy in’, and preparing students for civic responsibility and the democratic process” (Malone & Tietjens, 2000; Weinstein, 2003 as cited in Curran & The IRIS Center, 2003, p. 15).
Effective Rules Rationale
Heather struggles with disrupting the class by talking; she calls out answers during lessons, speaks over other students, and talks to other students frequently during independent work time. Effective rules are critical for Heather because she needs to have a clear understanding of what is expected in the classroom. If the teacher has not done so already, she should create anchor charts with the students discussing what the class rules are, specifically regarding appropriate “talk times” in class. The teacher should ask the students what instructional time, class discussions, and independent work time should look and sound like and then document the students’ responses on the anchor chart. The teacher should guide the students’ responses to include “raise your hand and wait to be called on before speaking”, “wait for others to finish speaking before speaking”, and “work quietly during independent work time” (Curran & The IRIS Center, 2003). The teacher should then have the students repeat to one another what the rules are regarding appropriate “talk times” in class. Students should all sign the anchor chart to show that they are committed to following the rules. This anchor chart should be displayed for the entirety of the school year so that students can refer to it often. If Heather continues with these behaviors after the effective rules are set, she may need more specific guidelines regarding appropriate “talk times”.
Contingent Instructions Summary
Contingent instructions refer to when teachers give detailed directions to a student to stop an undesired behavior, and to then begin a more desired behavior (Curran & The IRIS Center, 2003). These instructions should be immediate, positive in nature, and specific (Curran & The IRIS Center, 2003). For example, a teacher should say “____, please put away your cell phone and take out your notebook” instead of saying “____, put away your cell phone now. I do not know why you feel you can have yours out when no one else does”.
Contingent Instructions Rationale
If the previous strategy of using effective rules in the classroom does not solve the problem with Heather, contingent instructions may be necessary. The teacher should take a more direct approach in telling Heather exactly what she should and should not be doing. For example, the teacher could say “Heather, please stop talking and raise your hand if you would like to speak” or “Heather, please stop talking and work on your math problems quietly”.
Group Contingency Summary
Curran & The IRIS Center (2003) refer to group contingency as a strategy that uses peer influence to prevent potential behavioral concerns, increase desired behaviors, and decrease undesired behaviors. This strategy focuses on setting goals for a group to complete; it also focuses on implementing group consequences for misbehavior. There are three different types of group contingencies: dependent, independent, and interdependent. With dependent group contingencies, an individual can earn a reward for his or her peers by behaving in the desired way (Curran & The IRIS Center, 2003). For example, a student could earn 15 minutes of extra recess for the whole class by not shouting out during whole-group instruction time. With independent group contingencies, a group goal is set for students to meet individually (Curran & The IRIS Center, 2003). For example, a teacher may tell a class that every student who brings their homework in on time will earn a free homework pass for the following week. Lastly, interdependent group contingencies refer to when a specified group earns a reward when every member in the group has met the goal (Curran & The IRIS Center, 2003). For example, if an entire reading group that typically struggles with getting through a book during a small-group lesson due to lack of focus can successfully complete a book within the small-group time, they would each earn candy. “Interdependent and dependent contingencies are the most effective in reducing inappropriate behaviors (Gresham & Gresham, 1982 as cited in Curran & The IRIS Center, 2003, p. 22).
Group Contingency Rationale
This strategy may be helpful for Heather because she loves school and enjoys getting to school early to play on the playground with her friends. Therefore, if a dependent contingency is used with Heather, she could work to earn extra playground time with her classmates. For example, Heather’s goal could be to not shout out, but rather raise her hand when she has something to say during instructional times. For every instructional block that she successfully completes this task, she could earn 2 minutes of extra recess for the whole class at the end of the day. So, if there are 5 instructional blocks of time throughout the day and she successfully completes the task during all the blocks of time, she earns a 10-minute extra recess for her and her classmates at the end of the day.
Case Study Level B, Case 1 – Doug
Strategy Rationale
Doug is a 2nd grader who struggles with beginning and completing independent work assignments. He rarely starts assignments by himself. His teacher has set two goals for him to achieve within the next three months: Begin independent work assignments promptly and increase the number of completed assignments. Doug loves science, hands-on activities, dinosaurs, robots, Legos, and computer time. Based on what is known about Doug, the most effective strategy would be criterion-specific rewards because if Doug is working towards a reward that interests him, he will be much more likely to get started quickly on his tasks and work hard to complete them as well.
Implementation Plan
To implement this strategy, I would begin by contacting Doug’s parents to inform them of the plan put in place to help Doug achieve his goals. The parents would be contacted regularly regarding the progress of the plan. The plan itself would involve using a Lego set as a tangible reward. I would have a discussion with Doug as well to ensure that he understands the guidelines for the plan. To encourage Doug to begin and complete assignments, I would use a Lego set as a reward incentive. Every time Doug completes an assignment, he gets to add a Lego block to the set that he is building. When he completes the entire Lego set, we will evaluate together how the strategy worked and determine what the next plan of action should be for Doug.
Case Study Level B, Case 2 – Ellie
Strategy Rationale
Ellie is a 9th grade student who is in her first semester of school in a new community which she just moved into from another city. She is a quiet student and does not participate in group or class discussions. Lack of participation is beginning to affect her grade in English, as many of the assignments involve participation in class discussions and conversations. Her English teacher has set the following goals for her to achieve by the end of the semester: Increase participation in class discussions and conversations and interact effectively within literature discussion activities and peer editing or writing groups. Based on what is known about Ellie, the most effective strategy would be specific praise. She seems to lack confidence, so when she is praised for speaking up in class or participating in group discussions, it may encourage her to do so more frequently.
Implementation Plan
To implement this strategy, I would begin by having a conversation with Ellie to discuss whether there is anything I can do as her teacher to make her feel more comfortable with speaking up and participating in class and group discussions. If she does not feel comfortable being addressed in front of the class, that would give me guidance regarding how I give her specific praise. Then, as she is provided with opportunities to work in groups or participate in discussions, if she participates, I will make sure to praise her specifically based on what she prefers. If she does not like attention being drawn to her, I would place notes of encouragement on her desk that are detailed accounts of what she did well. Hopefully this strategy will encourage her to become more confident in speaking up during class discussions and small group work.
References
Curran, C. M., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved from
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies? ics_encappbeh.pdf