Defiant Case Study Assignment

Case Study Assignment Instructions


 The IRIS Center (Open Access) is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.


Using the resources provided in the case study (i.e., STAR Sheets) and the corresponding case study template, answer each item in the case study in the unit in full. Case studies will be evaluated based on your ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

Case Study Unit 1: Defining Behavior

  • This case study addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured or counted.
  • The link to case study unit can be found under the Online Resources section on the Case Study Assignment page in Canvas.

Submission Instructions:

  1. Access the case study unit.
    1. If you have issues accessing the case study unit through the link provided go the IRIS Center Resource Center and enter the name of the Case Study using the search function.
  2. Download the respective Case Study Template.
  3. Complete the respective Case Study Template.

Case Study Template

Defining Behavior: Case Study

Using the STAR sheets that follow the cases, answer each case study question in the unit in the template below. Keep the questions in bold. Format your answers in italics.

 Level A: Case 1


 Use the Table beloT to complete the following:

  • Identify Ms. Nichols’ definitions of Greyson’s target behavior and the desired behavior. Write each in the designated cell in the first row of the table.
  • For each definition, determine whether it meets each of the listed criteria. If it does, keep the check mark, if not, keep the x.


Criteria Target Behavior: Desired Behavior:
Stated in Positive Terms
Clear, Concise, and Complete

Level A: Case 2

Identify Mrs. Banks’ definition of Raúl’s target behavior. Is the definition stated in positive terms? Is it measurable, observable, and clear, concise, and complete?

  1. What additional information should the Schoolwide Positive Behavior Support Team seek from Mrs. Banks when trying to create a behavioral definition?

 Level B: Case 1

 What elements of an operation definition are not included in Ms. Leigh’s definition?

  1. Is it possible to write an operation definition? Explain why or why not?

Level B: Case 2

List the three target behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.

  1. List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.
  2. Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to make it an operational definition.

Level C: Case 1

Is there sufficient information from the teachers to create an operational definition for all the behaviors mentioned? Explain why or why not.

  1. Combine the information gathered from both teachers to create an operational definition for one of Tony’s inappropriate behaviors.

Level C: Case 2

Using the information gathered from all teachers, create an operational definition for each problem behavior mentioned by Stephanie’s general education teachers:

  1. Defiant:
  2. Disrespectful:
  3. Off-task:

Sample Solution (APA Format)


Grand Canon University

NUR 202

Dr. Malick


The behavior that has been identified as needing to be changed is referred to as the “target behavior.” Either function or topography may be used to define this behavior. Both are viable options. A response environment. can be identified as a functionally defined target behavior based on the effect that it has on the person or the environment. Pica, for instance, refers to the practice of inserting non-edible objects into one’s mouth and then consuming them.

On the other hand, definitions that are based on topography identify a response by the form it takes. Because they lead to more accurate and reliable measurement systems and because they capture the response class more accurately, function-based definitions are preferred and should be used whenever possible. This is because function-based definitions are preferable and should be used wherever possible.

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