EDUC 624 IRIS Center Case Study.docx

EDUC 624 IRIS Center Case Study.docx - Running Head IRIS...

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Running Head: IRIS CENTER CASE STUDY 1 IRIS Center Case Study Amanda L. Henriksen Liberty University
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IRIS CENTER CASE STUDY 2 Case Study Level A, Case 1—Sam Specific Praise Summary Specific praise is a motivational tool with a positive inclination that is utilized in reinforcing the repeated occurrence of a specific behavior desired from a student. Such praise can be in written or verbal form, and it is designed to reinforce desired behaviors. Implementing specific praise occurs when a student, who typically struggles, is able to successfully complete a task independently. Providing students with specific praise is a method that garners a positive relationship between the teacher and the student, as well as provides immediate feedback to the student. Immediate feedback provides students with encouragement to and a sense of appreciation. Providing students with praise should not necessarily be limited to students who struggle or have behavioral issues but should be utilized throughout the classroom, as this creates a positive, welcoming, and safe environment for students to learn. The use of specific praise is not a new concept and is recognized by the work of Slavin (2009), identifying that a teacher should be very specific in his or her choice of words while also using a variety of praise rewards and reinforcement. Ultimately, praise helps to identify a positive behavior that should be continued. Specific Praise Rationale Sam has had a difficult time finishing assignments and staying on-task with activities; however, he does well in a group setting. He has demonstrated a decline in his independent work, and he would benefit from the use of written and verbal praise strategies. Utilizing specific praise would enable Sam to receive immediate feedback and encourage him to complete his independent work, as it is the desired behavior. Working independently is a challenge for Sam, and positive praise would help to enable confidence and the desire to complete his assignments.
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IRIS CENTER CASE STUDY 3 In order for specific praise to be effective, it would need to be consistent and frequent. Jones and Jones (2013) recognized the importance of specific praise, as it helps guide a student toward independent task behaviors. Criterion-Specific Rewards Summary Criterion-specific rewards are a proactive intervention strategy that assists in the management of a classroom. In order for a criterion-specific reward to be successful, it must be something desirable or appealing to the student. Additionally, it should be something that is planned and attainable for the student. Criterion-specific rewards can include things such as listening to music during an independent classroom activity and will promote motivation for completing tasks; however, they should be rewards that are appropriate for the student and should include variety. If a reward is not appropriate or has a variety the student will become disinterested and will no longer benefit the desired motivational goal (Curran & the ISIS Center, 2013). Jones and Jones (2016) address the need to allow students to select rewards in order to
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