Description
CASE STUDY ASSIGNMENT INSTRUCTIONS
OVERVIEW:
The IRIS Center (Open Access) is a national center dedicated to improving education outcomes
for all children, especially those with disabilities from birth through age twenty-one, through the
use of effective evidence-based practices and interventions. You will complete two separate Case
Study Assignments in this course.
INSTRUCTIONS:
Using the resources provided within each IRIS Center case study (e.g., STAR Sheets) and the
corresponding case study template provided with each assignment, answer each item in the case
study in the unit in full. Case studies will be evaluated based on your ability to demonstrate a
comprehensive understanding of the concepts and information presented in the STAR Sheets, as
well as on grammar, spelling, and formatting.
Case Study: Defining Behavior Assignment
This case study addresses how to clearly define a student’s behavior so it can be
consistently identified, observed, and measured, or counted.
Access the IRIS Center case study by clicking on the IRIS Center: Defining Behavior
Case Study Unit link provided with this assignment.
After reviewing the IRIS Center case study, complete the Case Study: Defining
Behavior Template provided with this assignment.
Case Study: Encouraging Appropriate Behavior Assignment
This case study addresses strategies for encouraging appropriate behavior in the
classroom.
Access the IRIS Center case study by clicking on the IRIS Center: Encouraging
Appropriate Behavior Case Study Unit link provided with this assignment.
After reviewing the IRIS Center case study, complete the Case Study: Encouraging
Appropriate Behavior Template provided with this assignment.
Unformatted Attachment Preview
EDLC 623
CASE STUDY ASSIGNMENT INSTRUCTIONS
OVERVIEW
The IRIS Center (Open Access) is a national center dedicated to improving education outcomes
for all children, especially those with disabilities from birth through age twenty-one, through the
use of effective evidence-based practices and interventions. You will complete two separate Case
Study Assignments in this course.
INSTRUCTIONS
Using the resources provided within each IRIS Center case study (e.g., STAR Sheets) and the
corresponding case study template provided with each assignment, answer each item in the case
study in the unit in full. Case studies will be evaluated based on your ability to demonstrate a
comprehensive understanding of the concepts and information presented in the STAR Sheets, as
well as on grammar, spelling, and formatting.
Case Study: Defining Behavior Assignment
•
This case study addresses how to clearly define a student’s behavior so it can be
consistently identified, observed, and measured, or counted.
•
Access the IRIS Center case study by clicking on the IRIS Center: Defining Behavior
Case Study Unit link provided with this assignment.
•
After reviewing the IRIS Center case study, complete the Case Study: Defining
Behavior Template provided with this assignment.
Case Study: Encouraging Appropriate Behavior Assignment
•
This case study addresses strategies for encouraging appropriate behavior in the
classroom.
•
Access the IRIS Center case study by clicking on the IRIS Center: Encouraging
Appropriate Behavior Case Study Unit link provided with this assignment.
•
After reviewing the IRIS Center case study, complete the Case Study: Encouraging
Appropriate Behavior Template provided with this assignment.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
EDLC 623
CASE STUDY: DEFINING BEHAVIOR TEMPLATE
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
Instructions:
Use the table below to complete the following:
• Identify Ms. Nichols’ definitions of Greyson’s target behavior and the desired behavior.
Write each in the designated cell in the first row of the table.
• For each definition, determine whether it meets each of the listed criteria. If it does, keep
the checkmark, if not, keep the x.
Criteria
Stated in Positive Terms
Measurable
Observable
Clear, Concise, and Complete
Target Behavior:
Desired Behavior:
Level A: Case 2
3. Identify Mrs. Banks’ definition of Raúl’s target behavior. Is the definition stated in
positive terms? Is it measurable, observable, and clear, concise, and complete?
4. What additional information should the Schoolwide Positive Behavior Support Team
seek from Mrs. Banks when trying to create a behavioral definition?
Level B: Case 1
3. What elements of an operational definition are not included in Ms. Leigh’s definition?
4. Is it possible to write an operational definition? Explain why or why not?
Level B: Case 2
3. List the three target behaviors that Mr. Brown identified for Felicia. Explain why you
think each of these definitions is sufficient or insufficient.
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EDLC 623
4. List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you
think each of these definitions is sufficient or insufficient.
5. Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to
make it an operational definition.
Level C: Case 1
3. Is there sufficient information from the teachers to create an operational definition for
all the behaviors mentioned? Explain why or why not.
4. Combine the information gathered from both teachers to create an operational definition
for one of Tony’s inappropriate behaviors.
Level C: Case 2
3. Using the information gathered from all teachers, create an operational definition for
each problem behavior mentioned by Stephanie’s general education teachers:
A. Defiant:
B. Disrespectful:
C. Off-task:
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