Running head: IRIS CENTER CASE STUDY ASSIGNMENT
IRIS Center Case Study Assignment
EDUC 624 _D03_202140: Instructional Methods for Behavior and Learning
Dr. Rebecca Dilling
Liberty University
December 11, 2021
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IRIS CENTER CASE STUDY ASSIGNMENT
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[Title Here, up to 12 Words, on One to Two Lines]Case Study Level A, Case 1 – Sam
Behavior Specific Praise Summary
Focused praise is a positive motivator that may be expressed verbally or in writing to
encourage a desired action. A teacher might use praise as a motivational strategy to help students
with academic and social challenges. The ability of praise to influence student conduct
contributes to the development of a favorable relationship between the instructor and the student
Curran and IRIS (2003,2021). Praise may be used for a variety of objectives in the classroom,
but most instructors use it to encourage proper behavior and provide positive feedback to
students. It's a good idea to congratulate students frequently, especially those who are
demotivated or who are underachieving. When praising a student, the instructor should utilize a
range of praise incentives and incentives and be explicit in his or her wording.
Behavior Specific Praise Rationale
Unless Sam is in a group setting, he has a hard time finishing homework and remaining
on track. Sam would benefit from a range of written and verbal praising treatments that would
help him have a better attitude and motivate him to finish his classwork. When an activity is
completed successfully, the instructor might start by giving Sam a high five or a praising note on
his desk. Sam's autonomous on-task achievements should be praised verbally throughout the day
since this will build his confidence and motivation to finish projects. According to Jones and
Jones (2021), individualized praise orients students toward a higher appreciation of personal
task-related conduct and problem-solving thinking (p. 65). To achieve the optimum outcomes,
certain praising tactics should be used consistently and frequently. The praising technique should
be assessed and altered as Sam's progress improves to match his individual demands.
Criterion- Behavior Specific Rewards Summary
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Criterion-specific incentives are a type of reinforcement system used to control classroom
conduct and individual success. For positive behavior, the student or class might earn prizes such
as activities, privileges, and incentives while implementing this reinforcement method. This is
critical that the incentives are reasonable, maturity level, and relevant to the behavioral
requirements. Curran and IRIS (2003,2021). Rewards can assist students to develop a passion
and interest while also focusing their attention on creating good conduct and avoiding incorrect
behavior. According to Jones and Jones (2021), criterion-specific awards will only motivate
students for specific requirements if the student chooses the reward. It is critical to keep proper
records of achievements and be consistent in rewarding the behavior when designing a reward
system.
Criterion- Behavior Specific Rewards Rationale
The criterion-specific rewards system would be an effective positive reinforcement for
Sam to use when he is off-task. Sam's instructor has stated that he engages in off-task activity
including reading books and magazines, drawing, daydreaming, and conversing with his friends
and neighbors throughout periods of solo projects. Implementing a criterion-specific reward that
permits him to interact with an adjacent classmate during quasi time will be an incentive to
utilize for Sam. Sam would be motivated to accomplish his assignment if he received this
reward. Allowing Sam to accomplish work with an equal partner that is within his same skill
level would be another motivation. This criterion-specific incentive would allow Sam to speak
with a colleague while simultaneously completing his work if he understands appropriate
cooperation behavior.
Choice-Making Summary
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Choice-making is defined by Curran and IRIS (2003,2021) as an approach that allows
students to manage the result of their own behavioral choices, preventing behavior issues while
rewarding good behavior. In the classroom, choice-making is an approach that provides students
learning and material practice alternatives rather than a teacher-selected assignment. This
technique allows students to have some control over their own learning while simultaneously
enhancing assignment accomplishment, increasing student participation, and decreasing
disruptive or undesired behaviors in the classroom. A good classroom atmosphere will be created
by a teacher who takes the effort to design personalized learning approaches (Jones & Jones,
2021).
Choice-Making Rationale
The decision-making technique would be beneficial to Sam. It would be simple to
introduce choice-making in the classroom as well. Sam is prone to becoming distracted during
reading time since he is uninterested in the reading prompts. By integrating choice-making, Sam
will be able to read a book, newspaper or journal article, or even a magazine that he
finds interesting instead. Sam might benefit from using this method for an individual writing
assignment. Sam may read a novel or magazine from the library that piques his interest and then
utilize the information to properly respond to the reading assignment. Sam, who likes sketching
and coloring, might also draw a comic, timeline, or a particular scenario from his selected
reading prompt to show reading comprehension.
Case Study Level A, Case 2 – Heather
Effective Rules Summary
General expectations or norms for creating appropriate conduct are identified by rules.
Teachers create rules to assist students in understanding whether it is appropriate in the
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classroom, on the playground, or in other sections of the school. The term "rules" refers to a wide
range of behaviors which should be always followed in and around the school. Students will be
punished if they break the rules. The instructor can use rules to assist in establishing a
controllable classroom climate. Teachers should examine the regulations on a regular basis and
enforce them consistently. It is critical that the regulations be displayed for students to examine
on a frequent basis. Rules must be constantly enforced, and each regulation that is violated
should be met with suitable repercussions and incentives Curran and IRIS (2003,2021).
Effective Rules Rationale
Heather's actions have caused a disturbance in the classroom. During activities and solo
work, she shouts responses, yells over other students during class discussions, and frequently
converses with her peers. Heather will benefit from the effective rules technique in learning
acceptable behavior in the classroom. Ms. Reyes should develop a set of guidelines to encourage
Heather to demonstrate positive behavior in the classroom. With Heather, the instructor should
go through the rules and the penalties for violating them. Heather must keep the rules in a place
where she can revisit them frequently. These principles should assist Heather in maintaining
acceptable classroom behavior, resulting in a good and successful learning environment.
Contingent Instructions Summary
Contingent teaching is a psychological method for guiding a student's conduct in a
straightforward manner. This method is used by the instructor to ask the student to adhere to the
classroom rules more carefully. This method is used to encourage students to avoid engaging in
undesirable conduct and instead behave in a manner that is more favorable to adhering to school
regulations. Disciplinary measures will be used by the instructor to urge students to avoid
engaging in undesirable conduct and start engaging in a positive behavior. When disciplinary
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actions are offered in private and in a respectful manner, they are quite effective. Instructors must
relate disciplinary actions to class norms and refrain from using warnings, threats, and sarcasm.
When employing discipline, instructors should always praise and reward students who behave
appropriately Curran and IRIS (2003,2021). In my classroom I have always been taught to praise
in public and discipline in private.
Contingent Instructions Rationale
Heather may benefit from contingent instructions in the classroom because she would be
able to listen to what she was doing wrong while simultaneously being taught what she needs
to be doing. Heather, for example, may be having a chat with a peer while doing solo work.
"Heather, please stop talking with your peers and quietly work on your own assignment," would
be appropriate in this scenario. This statement specifically targets Heather's undesirable conduct
and provides clear directions on what she should do, removing any potential for
misunderstanding. Heather's teacher said that she had never witnessed Heather speaking out in
her classroom. Heather will obey classroom norms and protocols, according to the teacher; but a
bigger classroom setting may stimulate her, causing her concentration to shift outside the small
group support.
Group Contingency Summary
Group contingency, according to Curran and IRIS (2003,2021), is a behavior
management method that employs peer pressure as a constructive motivator to help students
make the optimal behavior choices (p. 21). Group contingency can be utilized to prevent
unpleasant behavioral issues while also highlighting appropriate actions to reduce undesirable
behaviors. To obtain the intended results, this method must be implemented properly in the
classroom. Dependent, independent, and interdependent group contingencies are created to fulfill
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the individual demands of the classroom depending on student behavior, classroom regulations,
and instructor preferences, among other factors. Dependent groups are small groups that receive
incentives whenever their classmates show desirable behaviors, whereas independent groups
receive rewards for meeting teacher-set goals. Finally, an interdependent group is one that earns
a reward once the entire group, or class, achieves a set goal.
Group Contingency Rationale
The establishment of a dependent group contingent would be quite beneficial to Heather.
Heather's problem of acting out in class can be addressed with this technique, as it rewards the
whole class when she follows the classroom practices during teacher guidance and instruction.
Heather's classmates might motivate her not to step out of line or talk over her classmates while
they are answering questions meant for the entire class so that they can also benefit from her goal
setting and gain more down time as a reward. By using the dependent group contingency
technique in the classroom for Heather it can encourage positive behavior while also giving the
students a chance to cheer for other students.
Case Study Level B, Case 1- Doug
Strategy Rationale - Choice Making
Choice making, in my opinion, is the best technique for addressing Doug's behavioral
goals. Doug is interested in hands-on activities and building with Legos. Doug has trouble
remaining focused on writing assignments. Instead of writing, the instructor may build up a
behavioral plan for Doug, allowing him to choose one or two activities that he likes.
Empowering Doug to make these decisions would pique his interest in learning and encourage
him to finish his tasks.
Implementation Plan
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Doug's instructor indicated that he could complete projects, but that he gets irritated
easily when it comes to writing. I would allow Doug to perform his assigned writing tasks on
a computer that is accessible to him. Doug likes to draw also so I occasionally would let him
make posters or comics out of the writing assignments. By letting Doug, use Legos in math class,
I would allow him to have them as a tool for any assignments. Doug also appears to struggle
with reading. I would urge Doug to read and let him create a poster for summarizing the main
points. I'd also let him choose books that piqued his attention. Allowing Doug to make these
hands-on decisions, I believe, will encourage him to remain on target.
Implementation Plan – Cautions
With students who have trouble finishing work or remaining focused, the choice-making
approach is a useful strategy. However, there are several warnings that must be addressed. It
is crucial to start from the ground up and focus on the more pressing issues. Beginning with too
many subjects at once might cause frustration. It is ideal if the instructor establishes the plan
rather than negotiating the options. The instructor can consider any ideas made by the student,
but it is critical that the teacher is the one to make the final call. The instructor must ensure
consistency and always respect the students’ decisions. If the instructor does not implement
Curran's motivating approach, the program will be rendered ineffective.
Case Study Level B, Case 2 – Ellie
Strategy Rationale – Behavior Specific Praise
As a ninth grader, in a new school and neighborhood Ellie's instructors describe her as
introverted, avoids group activities, and appears to have very little friends, according to her
teachers. By Ellie avoiding group projects it is affecting her peers from accepting her. I believe
that if she was recognized for even tiny acts of involvement, she would be more inclined to
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participate more frequently. Ellie's social needs would also benefit from the use of dependent
group contingency in the classroom. Considering Ellie's new surroundings, the dependent group
contingency approach will provide her with an opportunity to engage with her peers and make
friends, allowing her to cooperate easier with her peers during group projects.
Implementation Plan and Cautions
During mandatory group projects in the classroom, Ellie will be able to work freely and
collaboratively with her allocated peer group thanks to the dependent group contingency
approach. Incentives, like tickets for free time or to work alone, need to be given to Ellie when
she demonstrates the required behavior. Leaving an encouraging letter of appreciation on her
desk in the mornings or when she leaves for the day may also be beneficial. Ellie, I believe,
requires this encouragement and praise to enhance her self-esteem and feel at ease in her new
surroundings. Ellie could use these tickets during periods when working in a group is not
required. To motivate Ellie to strive for these incentives, a predetermined number of
tickets should be negotiated and determined. If a set number of tickets are necessary towards her
to work alone by herself or use towards free time, then Ellie will have successfully satisfied the
appropriate conduct however many times is agreed upon in class when he uses her tickets. Ellie
will be rewarded for her accomplishment in the manner specified. It's critical that teachers assess
the specific praising method on a regular basis to verify that it's working for each behavior.
Curran and IRIS (2003,2021). Both methods should be used sparingly, as it may prompt other
students to believe Ellie is being given preferential treatment.
IRIS CENTER CASE STUDY ASSIGNMENT
References:
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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
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Jones, V., & Jones, L. (2021). Comprehensive classroom management: Creating
communities of support and solving problems. Pearson.
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