Case Study 1: Sam
Ninoska Cuzco
EDS 543
Scenario
Sam is an eighth grader who is not finishing his work
due to his off-task behaviors.
(Curran, 2003, p.2)
Off-task behaviors include:
• reading books and magazines
• drawing and doodling
• daydreaming
• talking to friends and neighbors
[Calvin daydreaming]. Retrieved
November 28, 2011,from:http
http://209.157.64.200/focus/fchat/2429460/posts
(Curran, 2003, p.2)
Goals within six weeks
1.Increase the number of independent assignments
completed
2.Earn 80% or higher on all completed assignments
(Curran, 2003, p.2)
Possible Strategies
• Specific Praise
• Criterion-Specific
Rewards
• Choice-making
(Curran, 2003, p.2)
Specific praise purpose
Praise is used as a tool for instruction and for increasing social
and academic behaviors.
(Curran, 2003, p.7)
Specific Praise
• is a form of reinforcement.
• recognizes a desired or correct
behavior.
• may be administered as a verbal or
written statement.
(Curran, 2003, p.7)
Effective praise statements are:
• nonjudgmental
• specific and include
detail
• sincere and credible
• delivered immediately
(Curran, 2003, p.7-8)
Specific praise and Sam
To help Sam increase the number of independent
assignments completed, Sam's social studies teacher
should use specific praise to reinforce Sam's success of
completed assignments.
This would motivate Sam to
continue turning in completed
assignments.
Specific praise and Sam CONT'D
To help Sam earn 80% or higher on all completed
assignments, Sam's social studies teacher should use
specific praise to reinforce Sam's success of answers
correct.
This would motivate Sam to try
harder in submitting correct
answers.
Criterion-specific rewards purpose
A criterion-specific reward is used as a means to mediate
classroom behavior.
(Curran, 2003, p.10)
Criterion-specific rewards are
• a form of reinforcement.
• earned after the happening of the determined observable
behavior(s).
(Curran, 2003, p.10)
Distribution of rewards
The distribution of rewards should be:
• Planned
• Scheduled
• Consistent
(Curran, 2003, p.10)
Criterion-specific rewards include:
• Activities
• Privileges
• Tangible incentives
[child on the computer]. Retrieved November 28,
2011,from:http://www.sheknows.com/living/articles/81949
3/Your-kid-s-first-computer-What-to-look-for
(Curran, 2003, p.10)
Criterion-specific rewards and Sam
The implementation of a rewards program for Sam will help
him attain his goals of:
• increasing the number of independent assignments
completed
• earning 80% or higher on all completed assignments
(Curran, 2003, p. 2)
We know:
• Sam has trouble keeping focused on the task at hand if
assigned individual work
• He enjoys replacing his assigned task with:
o
Reading
o
Drawing
o
Conversing with classmates
(Curran, 2003, p.2)
Rewards for Sam
• conversational free-time with one
friend who has also completed
their work.
• comic book to read after
completing work or desired
amount of work correct.
Choice-making purpose
Choice-making is used to elevate student
engagement and reduce disruptive behavior.
(Curran, 2003, p.13)
Choice-making benefits:
• enhanced positive interactions
between teachers and students
• an increase in students' completion
of assignments and accuracy
• a rise in student task accuracy
(Curran, 2003, p.13)
Choice making and Sam
Sam's teacher should provide Sam choices of how he
demonstrates his knowledge.
He should offer Sam choices based on his interests.
Choice making and Sam CONT'D
Sam's social studies teacher knows Sam enjoys to draw and
talk to his peers.
Ways to demonstrate knowledge using these interests:
• make a poster to show understanding of topic
• prepare an oral presentation as a substitute for written
assignments.
Choice making and Sam CONT'D
Assigning options based on interests Sam enjoys, promotes
his engagement to the task and likelihood of a completed
assignment.
Works Cited
Curran, C., & the IRIS Center. (2003). Encouraging
appropriate behavior. Retrieved on [November 20, 2011,] from
http://iris.peabody.vanderbilt.edu/case_studies/ICS-005.pd