CASE STUDY

Emma Morgan
3rd Grade
Citrus Grove Elementary
Cooperating Teachers: Roberts, Pappas
Background Information
● Description of student, age, grade level, etc.

J.P – 8 years old- 3rd grade, Male.

Academic and school behaviors:

Task avoidance including, scribbling over assignments, ripping out papers, getting up during the

whole group lessons, walking around, kicking books, defiance. Occasionally, the student might

have difficulty waiting for their turn to speak during class discussions and may blurt out answers

or comments without raising his hand. Sometimes, the student might struggle with the impulse to

interrupt his classmates or the teacher while they are speaking, especially when he is excited or

eager to share his own thoughts.

Social behaviors:

Student gets along well with other students during recess. He never gets into altercations with

other students at recess or lunch. During small groups, he can make some rude remarks to other

students, however there is nothing to worry about. While generally friendly and inclusive, the

student might occasionally engage in mild behavior, such as sitting with the same group of

friends every day or excluding others from games during recess.

Home:
Twin brother, older brother.
Mother and father present at home.
Twin brother is in a separate EBD class. This student is not EBD.
Statement of problem or target behavior:

Crumple his papers in frustration, scribble on them hastily, or toss them aside.

Data Collection
Three days or sessions of baseline data, or until baseline stabilizes:

Total for baseline week = 55 behaviors

Three to four weeks of data from intervention:

Total behaviors for 4 weeks after implementation of intervention: 65
Average per week: 16.25 behaviors

Description of intervention
● Describe specifically what you did so that someone could replicate your methods.

Whole group intervention:

In my third-grade classroom, I implement a creative behavior intervention known as the

"Secret Student" system to encourage positive behavior and classroom engagement. At the

beginning of each day, I secretly select one student in the class to be the "Secret Student." Their

identity is kept confidential and is only known to me.

Throughout the day, I observe the class closely, noting instances of exemplary behavior, active

participation, kindness, and following classroom rules. Whenever the "Secret Student"
demonstrates outstanding behavior, I discreetly acknowledge and praise their actions without

revealing their identity to the rest of the class.

At the end of the day, if the "Secret Student" has managed to maintain good behavior without

their identity being revealed, I announce their identity to the class and reward them with a special

treat, such as a piece of candy or a small prize. The rest of the class celebrates the "Secret

Student's" success, fostering a positive and supportive classroom environment.

The "Secret Student" system not only incentivizes individual students to exhibit positive

behavior but also promotes a sense of camaraderie and teamwork among classmates. Knowing

that anyone could be the "Secret Student" encourages everyone to strive for their best behavior

throughout the day, creating a more cohesive and cooperative learning environment.

Small group intervention:

During small group activities in my classroom, I've implemented a system to recognize

and reward positive behavior. At the beginning of each small group session, I explain to my

students that if they work together cooperatively, actively participate, and demonstrate good

behavior throughout the activity, they'll have the chance to earn a special reward.

As the groups engage in their tasks, I circulate around the room, observing their interactions and

noting instances of exemplary behavior. Whenever I see a group working well together, staying

on task, and treating each other with kindness and respect, I discreetly acknowledge their efforts.
At the end of the activity, I gather the groups together and announce which group has earned the

reward for their outstanding behavior. With a smile, I distribute small candies or treats to each

member of the winning group as a token of appreciation for their hard work and positive attitude.

The reward serves not only as an incentive for good behavior but also to reinforce the importance

of teamwork and cooperation. By providing a tangible reward for their efforts, I'm able to

motivate my students to consistently demonstrate the kind of behavior that fosters a positive and

productive learning environment.

Results and Conclusions

Conclusions

The implementation of the small group behavior intervention, rewarding students with

candy for demonstrating positive behavior, has proven to be remarkably effective in cultivating a

cooperative and engaged learning environment. Through consistent acknowledgment and

reinforcement of desirable behaviors such as teamwork, active participation, and mutual respect,

students have demonstrated a heightened sense of responsibility and commitment to their group

tasks. The implementation of the small group behavior intervention, coupled with the "Secret

Student" system where students are rewarded with candy for demonstrating positive behavior,
has yielded remarkable results in cultivating a cooperative and engaged learning environment.

Through the discreet acknowledgment and reinforcement of desirable behaviors such as

teamwork, active participation, and mutual respect, students have exhibited a heightened sense of

responsibility and commitment to their group tasks.

J.P is eager to come to a small group and is ready to learn. He does not scribble and

throw his papers aside, if he begins to seem frustrated, I remind him he could be the secret

student. He cleans up his behavior quickly and is excited to possibly get a treat. In a small group,

he sees the candy ready to be distributed for participation, and well behaved students. Not

blurting out, and following rules and procedures, are students who will receive a sour patch at the

end of the small group. This intervention has completely helped J.P with his behaviors. As a

result of this intervention, there has been a noticeable improvement in the overall atmosphere

within the classroom during small group activities. Students eagerly collaborate with their peers,

offer support and encouragement, and take ownership of their learning experiences. The

anticipation of earning a reward serves as a motivating factor, prompting students to consistently

strive for excellence in their behavior and interactions.

Recommendations

As a recommendation, I suggest implementing these interventions from the beginning of the

school year as a preventative system to foster a positive and productive learning environment:
 ● Establish Clear Expectations: Define clear behavioral expectations and reinforcement

strategies early on to provide students with a structured framework for understanding and

meeting behavioral standards.

● Foster a Culture of Respect and Cooperation: Implement interventions such as the "Secret

Student" system and rewards for positive behavior to foster a culture of respect,

cooperation, and mutual support within the classroom community.

● Empower Students: Help students internalize the value of collaborative work, active

participation, and empathy, leading to enhanced social interactions and a greater sense of

belonging among peers, and reward them for this behavior with candy/treats.

● Focus on Prevention: Focus on preventative measures rather than reactive responses to

misbehavior. By doing so, teachers can devote more time and energy to instruction and

academic engagement, maximizing students' potential for academic success. Set the

“Secret Student” system at the beginning of the year.

Students want to feel seen and rewarded for the positive actions they perform. By following

these recommendations, educators can lay the foundation for a successful and fulfilling learning

experience for all students, creating a positive classroom culture that supports both academic and

behavioral growth deterring students from negative behaviors.