TLSC - Case Study Two: The IRIS Center, Defining Behavior ---- Level: C | Case 2

https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_defbeh.pdf

ABC Tracking Chart:

Observer: Student: Date: Setting:

Candidate; Najiyah 9 year old, Stephanie September 25, 2020 Math, Social
Bello (4th grade) Studies, Science, &
Resource office

Antecedent: Behavior: Consequence: Functionality: PBS:

------------ ------------- ------------ ------------ ------------
- Teachers request for - General - The student is not - Slowly introduce the
the student to follow - Talking back Education teachers used to being student into the expected
along, do the assigned seeked help from around classroom rules.
work, and to pay - Does not listen the student’s authoritative adults
attention in class. resource teacher. that constantly - Allow the student to have
- Disruptive to peers change the pace of some choice in classroom
- Any request from the - No other the class and daily activities.
educator - Yelling consequences are activities without
listed her saying, so she is - Implementing a behavior
- Loses focus more offensive chart that will represent a
because she does prize at the end of the
not recognize they student continuously
are there to help produces good behavior.
and guide her.
- Allow time for students to
be in groups or partner
work.

-Set time limits for work

completion.
TLSC - Case Study Two: The IRIS Center, Defining Behavior ---- Level: C | Case 2
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_defbeh.pdf

Functionality:
When assessing the functionality of Stephanie, it would appear that her behavior could be from her not being
used to being around and seeing different authoritative adults, other than her guardians and resource teacher.
Therefore, she is not familiar with the general class environment and expectation because she does not recognize
that her teachers are there to help and guide her learning. It only appears to her that they are only telling her to
do things she does not want to do, which is why she continues her misbehavior.

Positive Behavioral Strategies (PBS):

Being that Stephanie behavior is from her not being familiar with her general education teachers and peers in a
general education classroom setting, I would suggest that all her teachers form a meeting and come up with
expectations and notable behavior that would allow Stephanie to know what is being expected of her in her
classes. Though each class could have different expectations, I suggest beginning with small universal
expectations that would be required in all three classes.

Upon making a list, I then would suggest having it printed and taped to her desk (if she has an assigned seat in
each class) or to the outside of each class folder that she will be able to see daily and constantly. More so, have
each teacher go over the rules for the first few days in the classroom and point out students who are following
them correctly. Encouragement like “I liked how [student name] quietly book away [his/her/their]
worksheet/book/activity, etc.” or “ thank you [student name] for raising your hand to throw away [insert
object/material]” Allowing the student to hear and notice that the teacher is praising good behavior while
ignoring or redirecting what is disrespectful could get her to modeling the same.

Additionally, to get the student to be more comfortable in her general classes, allow for her to have some choice
of classroom activities or being able to do things around the classroom that would make her want to be in the
classroom more often and be comfortable around her peers and educators. By allowing the student to have
choice in the classroom she will gain more trust with her peers and educators and hopefully will result in her
listening to them when asked to do things. With allowing the student to have choice in classroom activities,
developing and implementing a behavioral chart that would mark her good behaviors wanting to be reinforced,
the prize could be for her to play a game of her choice, have free time, etc. that would then result also to being a
whole classroom activity.

It is important for the student to know that her peers are also their to help assist her learning in the classroom
therefore, allow more time for the student to be in group or partner work (sometimes with teacher supervision)
with the student of their choice but also note that the student should also try to be partners with every student
at least once or twice. Allowing the student to be comfortable with her peers could teach her to follow their
exemplary actions in the classroom and hopefully grasp what remodel what they are doing. If she sees that the
behavior being asked is not just for her she will then be more comfortable accepting directions from the
educator.
TLSC - Case Study Two: The IRIS Center, Defining Behavior ---- Level: C | Case 2
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_defbeh.pdf

Lastly, the resource teacher and the general education teachers could also implement time limits for how long
the student should complete the work being asked. If the student is giving a set time for how long she has to
complete an assignment she would want to start working on it right away, especially if we start with a reward.
For instance, do not say there is going to be a reward after each assignment but along with the behavioral chart,
mark if the student finished 5 assignments within the timeframe given without needed to be reminded to get
back on task then the student can have a reward that would soon hope to repeat the behavior without being
expected to receive something in return.