Behavior Management: Case Study Analysis of Defining Student Behaviors

This document provides a comprehensive analysis of a case study assignment focused on defining and operationalizing student behaviors within a behavior management context. The assignment presents several case studies, each requiring the identification of target and desired behaviors, and an evaluation of whether the provided definitions meet specific criteria such as being stated in positive terms, measurable, observable, and clear. The analysis extends to identifying elements missing from operational definitions, and creating operational definitions for specific behaviors. The student addresses cases involving multiple teachers and students, creating operational definitions based on the information provided and evaluates the sufficiency of definitions. The assignment utilizes a framework for analyzing behavior and its impact, demonstrating an understanding of how to clearly define student behavior for consistent identification, observation, and measurement. The student demonstrates an ability to apply theoretical concepts to practical scenarios, analyzing the strengths and weaknesses of behavior definitions, and proposing improvements to ensure clarity and effectiveness.

Behavior Management
STUDENT NAME:
COURSE NAME:

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Defining Behavior: Case Study Unit
Level A: Case 1
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 check mark, if not, keep the x.
Criteria Target Behavior:
Definition: Greyson reads
poorly below his grade level
Desired Behavior:
Definition: Greyson needs to
read fluently in par with is
grade level
Stated in positive terms
Measurable
Observable
Clear, Concise and complete
Criteria Target Behavior:
Definition: Greyson reads at
first grade level
Desired Behavior:
Definition: Greyson needs to
read text according to 4th
grade level
Stated in positive terms
Measurable
Observable
Clear, Concise and complete
Level A: Case 2
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?
Raul is 12 years old studying in 6th grade. He has issue of anger and disrespects his teachers. He
either yells or walks outside the classroom whenever teacher gives tasks or asks to do some class

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activity. Target behavior is Raul rarely listens to teachers and completes classwork. He often
yells and walks out of the classroom. Yes the definition is stated in positive terms as it is
describing what Raul’ does in the classroom. No Raul’s behavior it is not measurable. However
Raul’s target behavior is observable as Mrs. Banks can observe he walks out of class and yells
when asked to do something (Bicard, Bicard & the IRIS Center, 2012). The target behavior
however is not clear, concise and complete as Raul’s behavior is not specific enough that
someone unfamiliar to classroom can understand by using the definition. It does not include
describing the context or condition that triggers such behavior of Raul.
What additional information should the Schoowide Positive Behavior Support Team seek
from Mrs. Banks when trying to create a behavioral definition?
The additional information that Schoolwide Positive Behavior Support Team can seek from Mrs.
Bank when attempting to create behavioral definition of Raul includes seeking specific context
during which Raul’ yells or walks out of classroom such as stating What kind of class activities
or things occurring in classroom makes Raul get angry or yell. How often Raul leaves the
classroom in each day(Bicard, Bicard & the IRIS Center, 2012). What kind of behavior is
observed in Raul during classroom and how many tasks he completes. These kind of questions
will help to define Raul’s behavior in specific and clear manner that can be understood by
others who are not familiar with environment.
Level B: Case 1
What elements of an operation definition are not included in Ms. Leigh’s definition?
In Ms. Leighs definition of target behavior for Tiffany the elements of operational definition that
are not included are: (Jirout & Klahr, 2012).
Defining the behavior in observable manner: Ms. Leigh has mentioned in her target definition
that Tiffany engages in temper tantrums during transition time before large group activities.
However Ms. Leigh has not specified clearly what kind of group activities triggers such
behavior.
Defining the behavior in measurable term: Ms. Leigh has not mentioned any measurable
element in her target definition that can state frequency, magnitude etc.

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Defining the behavior in positive terms: In behavior definition Ms. Leigh has not avoided use of
“not”
Defining the behavior clearly and in concise way: Ms. Leighs definition is also not clear and
concise as it does not gives enough information about Tiffany’s behavior that can define
occurrence or non-occurrence with accuracy under specific context or conditions.
Is it possible to write an operation definition? Explain why or why not?
Yes it is possible to write operation definition to define what kind of specific behavior does
Tiffany engages in. Like what exact behavior of Tiffany looks like in a context that is observable,
measurable and repeatable so that her behavior provides validity to allow observers capture
what the behavior of Tiffany is what it is not (Gore, et al. 2013).
Level B: Case 2
List the three target behaviors that Mr. Brown identified for Felicia. Explain why you
think each of these definitions is sufficient or insufficient.
The target behaviors that Mr. Brown identified for Felicia are: (Bicard, Bicard & the IRIS
Center, 2012). Felicia talks often during the lessons: this definition is sufficient in context to
observation as it defines specific behavior context of Felicia, is in positive terms and is
clear and concise. However this definition does not sufficiently meets context in
measurable terms as to how often or time such behavior is noted in Felicia during his
lesson. Felicia’s reading is poor than her 12th grade level: this definition is sufficient in context
to observation as it defines that Felicia’s reading is poor as par with her grade
standards. It is defined in positive terms and is clear as well as measurable i.e. reading
ability is below 12th grade level Felicia finds it difficult to complete independent tasks and has off-tasks behavior such
as looking out of window: this definition is not sufficient as Mr. Brown has not been
specific as to what kind of independent tasks triggers such behavior in Felicia during his
lessons, so element of clarity, preciseness and completeness is lacking. However
definition states observation context i.e. Felicia’s off-task attitude such as talking,

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looking out of window. While in context to measurable element the definition is not
sufficient as it does not presents magnitude of behavior or frequency of occurrence,
however it is presented in positive terms.
List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you think
each of these definitions is sufficient or insufficient.
The desired behaviors that Mr. Brown identified for Felicia includes: (Bicard, Bicard & the IRIS
Center, 2012). Felicia will remain on-task during lessons Felicia will perform as per grade level
Both the definition are sufficient as it replaces undesirable or target behavior of Felicia by
reinforcing positive focus over problem behavior.
Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to make it
an operational definition.
One of the target behavior as referred by Mr. Brown:
Felicia won’t be quiet during my lesson.
Operational definition: Felicia often talks during the lessons of Mr. Brown, engages in off-task
behavior like looks outside window.
Level C: Case 1
Is there sufficient information from the teachers to create an operational definition for all
the behaviors mentioned? Explain why or why not.
Yes there is sufficient information from Tony’s teachers to create an operational definition for
all the behavior mentioned as the data included metrics or numerical measures on how often
Tony was late during his literature and geometry class (Bicard, Bicard & the IRIS Center,
2012).
The information was subjective i.e. in clear and concise terms that Tony was late during his
literature and geometry classes. Also data presented was in context to his teachers observations

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that Tony was enraged beyond control when his teacher remarked on being regular late in class
and did not regret.
Combine the information gathered from both teachers to create an operational definition
for one of Tony’s inappropriate behaviors.
Tony arrives late in class (three times per week), freaks out each time when teacher objects
about his late arrival.
Level C: Case 2
Using the information gathered from all teachers, create an operational definition for each
problem behavior mentioned by Stephanie’s general education teachers:
A. Defiant: Stephanie talks, shouts and disobeys each time she is being instructed during the
class.
B. Disrespectful: Stephanie gets impolite every time she is corrected during class
C. Off-task: Stephanie often engages in irrelevant task such as writing notes to friends,
looking out of window or getting out of seat during class activities.
References
Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from
http://iris.peabody.vanderbilt.edu/wp-content/uploads/ pdf_case_studies/ics_defbeh.pdf
Gore, N. J., McGill, P., Toogood, S., Allen, D., Hughes, J. C., Baker, P., ... & Denne, L. D.
(2013). Definition and scope for positive behavioral support. International Journal of
Positive Behavioral Support, 3(2), 14-23. Retrieved from:
https://www.ingentaconnect.com/content/bild/ijpbs/2013/00000003/00000002/art00003
Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational
definition of an elusive concept. Developmental review, 32(2), 125-160. Retrieved from:
https://doi.org/10.1016/j.dr.2012.04.002