Case Study 1: Sam

Ninoska CuzcoEDS 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

(Curran, 2003, p.2)

[Calvin daydreaming]. Retrieved November 28, 2011,from:http http://209.157.64.200/focus/f-chat/2429460/posts

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/819493/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