CASE STUDY LEVEL A: SCENARIO
2
For this case study, Heather would
benefit from Effective Rules implementation. Heather is eager to share
information, and confident in her answers; however, Heather is unaware of how
to appropriately share information. At this time, Heather’s outbursts are
disruptive to the class, and debilitating the learning environment for other
students. A set of classroom rules would encourage Heather to display wanted
behavior, and self-correct her negative behaviors.
In order to create a more positive and
safe learning environment for Heather, and the other students in the classroom,
I would implement an Effect Rules strategy. Creating a classroom with ‘question
answering’ rules specifically outlined with benefit Heather, and contribute to
a healthy class discussion. Heather will learn what behavior is desired, as
well as undesired behavior, and how to correct it. Heather will learn to
self-correct her behavior, and learn to control her outbursts in class;
learning that she must raise her hand and be called on to answer a question.
In implementing this strategy, there
are a few important factors to keep in mind. First, it is important to
positively word the rule (instead of saying ‘don’t interrupt others,’ I would
say ‘wait patiently to be called on’ etc.) Students benefit from a positive
learning environment, and the set of rules needs to be clearly stated in a
positive way. Second, monitoring the rules (Although Heather is the main reason
for the implementation of the rules, I must ensure each and every student is
following the rules.)
Overall, I believe this strategy
will be a great way to improve Heather’s outbursts, interruptions, and
disruptions, while improving the classroom moral and creating a positive
learning environment for all students.
CASE
STUDY LEVEL B: SCENARIO 1
For
this scenario, Doug will most benefit from a Contingent Instruction strategy. Doug
has difficultly starting a task independently, and struggles with writing
activities. Doug receives assistance with written expression tasks, and Doug’s
teacher is encouraging Doug to 1) work independently to complete a task
promptly, 2) increase the number of completed assignments.
A Contingent Instruction strategy
would best address the needs of Doug’s disability, while improving Doug’s
overall work ethic. This strategy would encourage Doug to stay on task and
complete assignments, while discouraging unwanted behavior. Doug would become
more productive during class, and will eventually learn to self-monitor
behavior.
To implement this strategy, I would redirect
Doug when needed. Since Doug is most distracted by his Legos, I would use this
as an example. “Doug, now it is time to put away your Legos, and turn to page
31 in the math book.” I would repeat and modify the phrasing throughout the
day, to ensure Doug is on task. As this becomes a routine, Doug will begin to
follow instructions more easily, and less time will be spent redirecting Doug
to get on task.
When using this strategy, there will
be a few cautions I must take to ensure Doug is in a positive learning
environment. 1) using positive, immediate, and specific instructions. (ex: Doug, please put away your Legos, and get
your homework out.) This highlights the behavior I want to stop, as well as the
behavior I want to start. 2) use non-judgmental statements, which do not
include questions. Including questions into the instruction could add stress to
Doug (he might not understand what he is doing wrong), and create a hostile
classroom environment, causing Doug to shut down, and not complete his work. 3)
make the statement private and individual. It will be important for me to
redirect Doug one-on-one, not in front of the whole class, give Doug time to
change behavior, and praise Doug when he is doing the desired instruction.
Overall, I believe the contingent
instruction strategy will most benefit Doug. This will increase Doug’s ability
to complete assignments, and Doug will be able to transition tasks in a faster
manner.
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