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Case Srudy Paper

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CASE STUDY TEMPLATE
Defining Behavior: Case Study
Using the STAR sheets that follow the cases, answer each case study question in the unit in the
template below. Keep the questions in bold. Format your answers in italics.
Level A: Case 1
Instructions:
Use the Table below to complete the following:
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: The target
behavior is below the grade
level
Desired Behavior: The
desired behavior is above the
grade at all time
Stated in Positive Terms
Measurable
Observable
Clear, Concise, and Complete
Level A: Case 2
3. 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?

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From the scenario involving Mrs. Bank and Raul, Mrs. Bank defined Raul’s target behavior
as disrespectful. The definition was not stated in positive terms. Mr. Banks' definition is not
measurable, clear, observable, complete, and concise.
4. What additional information should the Schoolwide Positive Behavior Support Team
seek from Mrs. Banks when trying to create a behavioral definition?
The Schoolwide Positive Behavior Support team should first know what disrespectful means
to Mrs. Banks clearly and descriptively. Also, they should know why the incident happened
and what exactly happened between Mrs. Banks and Raul. They should even know what
efforts the teacher has put in to help Raul in his behavior before making any judgment.
Level B: Case 1
3. What elements of an operation definition are not included in Ms. Leigh’s definition?
Ms. Leigh's description of Tiffany to the director is that she "has temper tantrums and gets out
of control in the classroom." When Ms. Leigh gets back to the classroom, she finds it is
challenging to write to the team what Tiffany exactly does; hence the definition lacks Ms.
Leigh's desired behavior for Tiffany.
4. Is it possible to write an operation definition? Explain why or why not?
A person has to be specific when writing an operational definition. For instance, in the case
of Ms. Leigh, she states that she finds it difficult to write precisely what Tiffany does. For
example, if she could describe by saying Tiffany screams in the classroom, shouts, or yells at
other people, then the definition could be sufficient. It is possible to write an operational
definition, but it requires one to state precisely what the other person does and describe it
using a direct word.

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1 CASE STUDY TEMPLATE Defining Behavior: Case Study Using the STAR sheets that follow the cases, answer each case study question in the unit in the template below. Keep the questions in bold. Format your answers in italics. Level A: Case 1 Instructions: Use the Table below to complete the following: • 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: The target Desired Behavior: The behavior is below the grade desired behavior is above the level grade at all time Stated in Positive Terms Measurable Observable Clear, Concise, and Complete Level A: Case 2 3. 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? 2 From the scenario involving Mrs. Bank and Raul, Mrs. Bank defined Raul’s target behavior as disrespectful. The definition was not stated in positive terms. Mr. Banks' definition ...
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