The Case Of Mrs. Carryy Case Study

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Case 1: The Case of Brenda
Brenda is 17-year-old female, who is having issues with her serve, her coach wants her to improve it to get better. Her coach has tried many different items to help her improve but non-have worked. To improve her serve we will look at Brenda’s “ball toss; swing of the racket back; acceleration of the racket, contact with the ball; and follow-through” (Unit 6, ND, para 1). The best choice to help Brenda improve her serve is behavior chaining. This will teach her step by step what needs to happen to improve her serve. Within chaining we break down tasks into smaller areas to teach and improve those (Cooper et al., 2007). By focusing on one small task at a time she can slowly improve the skills needed for improving
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Riley
Mrs. Riley is a third-grade teacher who has taken over a new class that is very energetic, unruly, and not doing good grade wise. “The major behavior challenges in the class are, fighting, yelling out answers/questions, not staying seated during work time, and failure to complete in class assignments.” (Unit 6, ND, para 2). To help the class become more productive, a token system will be implement. By giving a child a penny each time they complete a task or behave will reward positive behavior and give them a opportunity on Fridays to use their pennies for the classroom store.
Primarily a token economy is “a system whereby participants earn generalized conditioned reinforcers (e.g., tokens, chips, points) as an immediate consequence for specific behaviors; participants accumulate tokens and exchange them for items and activities from a menu of backup reinforcers.” (Cooper et al, 2007,
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Tokens should be durable, easily accessible, cheap (Cooper et al, 2007). In this case we picked pennies as the token to be given, because they are easy to get, durable and cheap. Tokens are “tangible symbol that can be given immediately after a behavior and exchanged later for known reinforcers” (Cooper et al., 2007, p.562).
The second step is Id target behavior and rules which in this step we want to id the behavior we want to reward. In this case we want the kids to stay in their seats, talk when spoken too, do their class work. For this step we need to use the three guidelines that Cooper et al mentions which are: using measurable and observable behaviors, criteria for completing task, easy behaviors individuals can do and lastly knowing the child has the skills to overcome the behavior (Cooper et al., 2007, p.563).
Third step is Selecting a menu of back reinforcer is where the students can go to the store on Friday and buy something with their pennies they earned that week. “Selection of backup reinforcers should follow consideration of ethical and legal issues, as well as state and local education agency policies” (Cooper et al,.2007, p563). While in the fourth step we are Establishing ratio of exchange which means “the ratio between the number of tokens earned and the price of backup items should be small to provide immediate success for learners” (Cooper

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