TLSC- Case Study Four: The IRIS Center; Measurable Behavior ---- Level: B | Case 2

https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_measbeh.pdf

ABC Tracking Chart:

Observer: Student: Date: Setting:

Candidate; Najiyah Bello 16 year old, Alex September 30, 2020 Math
(10th grade)

[ Diagnosed with
learning disability;
reads at 8th grade
level --- student
Athlete ]

Antecedent: Behavior: Consequence: Functionality: PBS:

------------
- Educator expressed his
concerns to the student
- Educator constantly has
to remind him to get to
work.
------------ ------------ ------------ ------------
- Rarely finishes or - Only gets C’s in - The student - Implement sports into the
turns in his class simply finds the math curriculum.
homework. class uninteresting
- Has to ask his and boring because - Make communication
- Does not put much peers for help it does not inline with the student while he is
effort into his work because he does not with his interest. doing work.
pay attention
- Does not believe - Set more classroom
school is important structure and rules.
because he is going
to be a pro baseball - Produce whole classroom
or basketball player. games to provide a more
community based
- Reads Sports classroom. (reunite students
Illustrated Magazine love for learning)

- Fell asleep in class

- Frequently ask to
go to the bathroom

Functionality:
When assessing the functionality of Alex, it would appear that his behavior is from him being bored with the
content and curriculum being taught, because it does not pertain to his athletic interest. Simply put, he finds the
class boring to be in which is why he continues to leave to go to the bathroom and does not try his hardest to
complete his assignments.
TLSC- Case Study Four: The IRIS Center; Measurable Behavior ---- Level: B | Case 2
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf _case_studies/ics_measbeh.pdf

Positive Behavioral Strategies (PBS):

Being that Alex’s behavior extends from him being bored and uninterested in the class material and curriculum,
I would suggest the teacher try implementing ways that would reunite his love for learning. Alex is an older
student who has found the path/career he wants to pursue in life which he believes does not require the need for
a general education. Because of this, it is up to the educator to try to incorporate his love for athletics into his
academics. I would suggest using analytics and statistics from the Sports Illustrated magazine to create
mathematical problems that match the curriculum being taught. If the student recognizes information that he is
actually interested in it would make him want to do the problems and learn the material. Though not every
assignment is going to be about sports, the end result of knowing the student is actually learning and
understanding the material is still positive. More so, the student can physically see a similar problem but visibility
uses the steps he learned in a problem about athletics to help him find the answer. For instance, if the concept of
the day is teaching velocity, the educator can make a problem to find the velocity of a baseball after the pitcher
throws it 30 feet high. However, on a test the context of the question could have nothing to do with a baseball
yet, from similar practice, the student will recall the baseball question to help him understand and solve the
problem.

More so, I would suggest that the educator try to make more communication with the student that goes beyond
academic discussions. Try to find a common sport team(s) to talk about, talk about games that are going on and
players actions, etc., try to find common likes in other hobbies also that would spark conversation so the student
will feel comfortable asking questions when he knows he has not been paying attention or when he needs help in
general. These conversations can be at any point during class and could even be used to get the student to begin
his work. If you start a conversation with him then end with “I am looking forward to receiving your work, let me
know if you need help or any questions…” the student will be more willing to do the work because he knows it is
being expected. Additionally, sitting next to the student and guiding him through the problems while talking of
interest could also help the student stay on task.

I suggest setting more classroom structure and rules, do not let the student go to the bathroom immediately
when he asks. Follow up by saying “ did you begin your work? I want you to work through questions 1 -3 then you
can go. Be back in 5 minutes, etc.” Do not allow a great leeway of time for the student to be gone from the
classroom. Additionally, do not always allow students to have individual study time consecutively in a row,
produce games that would excite the students and get their brains moving!! This leads into the last suggestion of
being able to create a community based classroom so when students want to ask each other for assistance they
would not get ignored or feel like they are bothering other students working period. This could be done through
more group work activities; if the student has a friend, that friend can motivate them to do their work, whole
class games; incorporate sports, or team building activities at the beginning of class to get the students talking to
each other. If the student is able to find 2-3 other students who also have trouble following along they could
motivate each other to get the work done. These games could also be used as a reward of finishing work within
the class time and the educator could set timers.