Case Study

Chuck’s Story

Chuck lived with his parents and younger brother in a small rural community in Oregon. Shortly after his
fifth birthday, Chuck’s parents enrolled him in a general education kindergarten class at a nearby elementary
school.

Chuck had several behavioral challenges in kindergarten. His teacher reported that Chuck frequently had
difficulty following directions and would sometimes throw a tantrum when he did not “get his way.” He also had
problems getting along with his peers. Chuck did not like to “wait for his turn” or “stand in line” with his class.
Chuck’s mother reported that he displayed similar behaviors at home. For example, his mother was concerned that
Chuck often “did not listen” to her or her husband. He often tried to “be the boss” with his brother—both at home
and during family outings in the community.

Chuck’s problem behaviors continued and escalated in first grade. For example, he repeatedly defied his
teacher and refused to follow her instructions. Loud verbal arguments led to fistfights with other boys, and
occasionally girls, at lunch or recess. Given the increasing frequency and severity of these and other problem
behaviors, Chuck was referred to the school’s Individual Education Program (IEP) team, assessed, and identified as
a student with behavior disorders.

At the beginning of second grade, Chuck’s principal, his teacher, and his parents decided to enroll Chuck in
a special program called First Steps, an evidenced-based behavioral intervention program for young children
developed by researchers at the University of Oregon. The intervention had school and home components.

• At school. Chuck’s second-grade teacher used a “token economy” program to positively reinforce his
appropriate behavior. The teacher set clear behavioral expectations for Chuck’s behavior in the classroom, hallway,
lunchroom, and playground. Chuck received “tokens” for appropriate behavior (e.g., waiting quietly in line), but
lost tokens for misbehavior (e.g., talking out of turn or leaving his desk without permission). Chuck turned in
tokens for special prizes. He could choose something fun for himself (e.g., extra library time) or the whole class
(e.g., playing Simon Says or extra recess). He could also earn special time with his mom or dad (e.g., go for a walk
in the woods).

• At home. A First Step interventionist visited Chuck’s home once a week for six weeks. The interventionist
taught his mother to play short games that would help Chuck be more successful at school. His mom really liked
the games; she even modified some of them so that they could be played with both Chuck and his brother. She said
that she felt more empowered as a parent. She felt the First Step activities offered her structure and helped her learn
how to interact with her children in a positive way.

The First Steps intervention was effective with Chuck. His third-grade teacher reported that Chuck focused on his
schoolwork, was near grade level academically, and especially enjoyed reading. His soccer coach reported that he
followed team rules and got along with his teammates.

1. What is/are the challenging behaviors?

Based on the story of Chuck, the challenging behaviors reflected in the case study lie in behavioral aspects.
In kindergarten, Chuck had some severe behavior problems. According to his teacher, he had trouble listening
and sometimes acted out if he did not "get his way." Even with adults, he struggled to form friendships. Chuck
was never the student who eagerly anticipated his turn in line. Thus, according to Chuck's mom, he acts the same
way at home. As a matter of fact, Chuck's mother worried that he "did not listen" to her or her husband very
often. At home and on family trips, he frequently tried to assert his authority over his younger brother.
 Meanwhile, in his first grade, Chuck's problematic behaviors persisted and even worsened. He would not
listen to his teacher and would often ignore her requests. Arguments escalated from words to fists with other boys
and, on rare occasions, girls at lunch and recess. Chuck was assigned to the school's Individual Education
Program (IEP) team for evaluation when he began exhibiting these and other disruptive behaviors regularly.

2. How did the teacher manage student behavior/s? As a future classroom teacher, what is your advice?
The teacher used a reinforcement approach in order to deal with Chuck’s condition. The "token economy"
that Chuck's second-grade teacher implemented was a program that was utilized to positively promote Chuck's
acceptable behavior. The teacher laid forth very specific behavioral requirements for Chuck to follow in the
classroom, as well as in the corridor, lunchroom, and playground. Chuck was rewarded with "tokens" for good
behavior (such as patiently waiting in line in a calm manner), but he was penalized for inappropriate behavior
(e.g., talking out of turn or leaving his desk without permission). Chuck cashed in his tokens in exchange for
unique rewards. He has the option of picking something enjoyable for either just himself (like additional time in
the library), or for the entire class (e.g., playing or extra recess). Additionally, he had the opportunity to earn
quality time with either of his parents (e.g., go for a walk in the woods).

3. As a future classroom teacher, what is your advice?

As a future educator, my advice would be about fostering maximum tolerance, specifically in dealing with
students with atypical behavior. At school, promoting social equality can be significantly aided by an
atmosphere of tolerance. Students are taught not only how to communicate with other people but also how to
learn from those around them who are different from themselves. I realized that as a teacher, we must be
responsible and lead by example to the students. Even though dealing with the student's behavior is challenging,
the teacher must instill their maximum tolerance to respond to them correctly. Teachers must demonstrate to the
student how to behave appropriately in the classroom by paying attention to the language, gestures, actions,
behavior, and terminology they will use. Because of this, the student has the impression that they are protected,
unique, and safe.

As someone who plans to become an educator, one of the most important lessons I've learned is that if we
want to make the world more tolerant and accepting, we need to begin with our students. They are the
impressionable ones who are still developing their perspectives of the world, and they need to have strong role
models and excellent influences in their lives at this stage in their development. Promoting tolerance should not
be limited to religious and racial diversity; instead, it should extend to discussions of gender, physical and
intellectual disability, size, shape, and everything in between.

In terms of Chuck's behavior, I also want to use reinforcement theory to ameliorate students' behavior. It
may appear to be a straightforward concept, yet the application of the concepts underlying reinforcement theory
can remarkably influence students' actions. At its most fundamental level, reinforcement theory opens the new
window that when we are rewarded for specific actions, those habits will rise if, given the option to escape
uncomfortable situations, we'll be encouraged to behave accordingly. Indeed, Activities that do not receive
reinforcement are less likely to be repeated.