TLSC- Case Study Three: The IRIS Center, Measuring Behavior ---- Level: A | Case 1
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_measbeh.pdf
Observer:
Candidate; Najiyah Bello
Antecedent:
------------
- Described as being that
class clown and having an
outgoing personality.
- Some students show
uncomfortability with
student’s jokes
- Educator was distracted
with other students
- Threatened with
suspension
- Teacher exited the
classroom into the hall for
a moment.
ABC Tracking Chart:
Student: Date: Setting:
12 year old, Mark September 28, 2020 General Education
(6th Grade) Classroom
[ has a learning
disability, reads at
2nd grade level, low
math performance ]
Behavior: Consequence: Functionality: PBS:
------------ ------------ ------------ ------------
- Makes jokes with - Teacher asks the - The student - Allow time throughout
peers about their student to quiet wants attention the day for the student to
educator. Which down. from his educator tell jokes to the class; do not
leads to loud and peers; maybe immediately shut the
laughing - teacher gave the has fear of being student down but laugh
student a warning judged for his with the class.
- Student made a to stop his behavior disability by his
“loud noise teacher, wants to - Redirect the jokes into
simulating - Threatened with reflect that he is something academic or tell
flatulence” which in-school “normal” because academic jokes to the
led the peers to suspension for the he only seems to be students from time to time.
laugh. rest of class the most disruptive
when it is reading - Help the student with one
- Student got back to - Student was sent and math class. on one when beginning
work but was unable to the office for the individual worksheets in
to focus on finishing 12th time the reading and math
the assignment. school year
- Put the student in a timed
-Student put on partner work with someone
eyeglasses and who knows the content
imitated the really well and someone
teacher’s manner who could use extra help.
which led the
students to laugh - Produce “easy”, yet
loudly and cause challenging material.
disruption.
TLSC- Case Study Three: The IRIS Center, Measuring Behavior ---- Level: A | Case 1
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_measbeh.pdf

Functionality:
When assessing the functionality of Mark, it would appear that his behavior could be from him being
embarrassed about being left behind in class, made a fun of, or simply treated less than “normal” by his peers
and teacher, Therefore, to redirect his fears he relies on making jokes about his teacher or peers when he feels
frustrated, nervous, scared, etc. With this being said, Mark induces disruptive behavior when he wants to gain
attention from the educator because he can not focus well in those certain subjects.

Positive Behavioral Strategies (PBS):

Being that Mark’s behavior extends from him wanting to gain attention from his educator and away from
reflection about his disability or math level, I suggest the teacher implement easy, yet challenging material that
will allow him to feel a part of the classroom atmosphere and on level with his peers. This idea would hopefully
allow for him to showcase what he does know to his peers while also gaining the knowledge from his peers about
what concepts he still finds troublesome. This will also allow the educator to gain a sense of Mark’s
comfortability level when it comes to working with his peers on subjects he knows he does not do well in.

Additionally, slowly begin putting the students in groups/partnerships with students who are “experts” at a
concept and with students who could use extra guidance and help. This would allow for the student to see that
his peers also are struggling with the same things and that he is not alone and his feelings are being reciprocated
by his peers. This idea will lead to the student being able to reach out to his peers when he finds himself unable
to do it on his own when the teacher is out of the classroom. Thus, the student won’t result in disrupting others
working.

Going off of this idea, I suggest implementing a timer that would hopefully encourage the student to begin their
work on time and finish a good amount or all of it before the time runs out. With this being said, the teacher
could set up an end goal that the students would want to make for themselves and this will hopefully encourage
the student to want to join to help get to the goal.

Other ideas that could work are allowing for some of the jokes to pass through the class and be considered as a
brain break for the students when they have been working long and hard. Do not continuously shut down his
jokes immediately because it would only lead to more resentment from the student and more negative behavior.
Instead, laugh with the students and even add to the joke(s) being told. However, it is okay to ignore some of the
jokes being told and redirect the students attention back to their learning. When redirecting the behavior, do not
negatively implement rules or words that would hurt the student but, simply saying “I like how [student name]
quick;y got back to work” it would reflect that there is still work being expected to be completed. Lastly, make up
academic jokes or encorporate teacher lead jokes to the students. If the student sees you also like jokes they may
be less willing to make negative jokes against you but more jokes that they know you will enjoy this, forming a
comfortable and trustworthy bond that would lead to him not fearing to come talk to you when he needs help
or not afraid to ask his questions/answer questions (even when he is unsure) in front of the whole class.

It is essential to create a warm, safe, comfortable environment where all students feel welcomed to be themselves
but also remain focused and know when they need help and know how to ask for help from educators and peers.