Mr. Joseph would like to help RIcky learn to wait his turn during small group time. Select two strategies he could use, and explain why you selected them.

Behavior Case Studies

SCENARIO 1

Ms. Ashley is a teacher in a three-year-old preschool room. She has taught the classroom rules to the children and reviews them daily. One of them, Rose, generally follows the rules but consistently has a hard time cleaning up after free play. When Ms. Ashley announces that it is time to go outside and reminds the children, “Put the toys away,” Rose immediately runs to the door, leaving behind a pile of toys. Typicalls, Ms. Ashley has to give Rose three reminders before she cleans up her toys, and the whole class has to wait for her to finish. Ms. Ashley would like to help Rose learn to clean up her toys after free play.

For Scenario #1, respond with the following:

1. What foundational assumptions come to mind when consider this challenge? Explain.

2. What strategies would best address Rose’s behavior, and why? Consider such things as establishing and teaching behavior expectations and rules, encouraging appropriate behavior, or partnering with families.

3. In light of the strategy you have selected, what would you do if: On Tuesday, Rose was playing at the art table and cleaned up her crayons and paper, but left a glue stick and pom poms. Provide an example of what you would say and do when implementing your strategy.

4. Ms. Ashley would like to discuss Rose’s behavior with her parents, Discuss at least two things that she and the family should discuss in relation to Rose’s behavior.

5. How could schoolwide PBIS help this challenge?

SCENARIO 2

Mr. Joseph is a teacher in a four-year-old preschool room. He has done a great job explaining and displaying his classroom rules. He reviews these rules each morning during circle time, during transitions, and when one of more children are having difficulty following the rules. Though most of the children are doing a good job adhering to the classroom rules, Ricky is having difficulty.

Ricky is constantly asking questions during small-group time. Although Mr. Joseph finds Ricky’s questions- “Where do bears sleep?” “Do fish drink water?” and “Does grass grow on the moon?”- interesting, this behavior does not give the other children a chance to participate in the activity. Ricky’s behavior also violates the classroom rule “Take turns.” Mr Joseph would like to help Ricky learn how to wait his turn during small-group time so that other students have a turn to ask questions.

1. What foundational assumptions come to mind when consider this challenge? Explain.

2. What is one strategy Mr. Joseph can use to improve this challenging behavior? Consider teaching rules and encouraging appropriate behavior as possibilities.

3. Mr. Joseph would like to help RIcky learn to wait his turn during small group time. Select two strategies he could use, and explain why you selected them.

4. How could schoolwide PBIS help this challenge?

SCENARIO 3

Mrs. Johnson has taught preschool in Bakerstown for fifteen years. Recently,
one of the large churches in town sponsered a considerable number of immigrants who have relocated to Bakerstown from Lithuania. Mrs. Johnso’s preschool now serves a large number of these children, many of whom, like their families, have quite limited english skills, making communication difficult.

Mrs. Johnson expects all of the children in her classroom to follow the rules and behave appropriately, but she feels like some of them, particularily the new arrivals from Lithuania, are having trouble doing so. Although Mrs. Johnson has had the same classroom rules for the last 12 years and they have always been effective, she now believes that she needs to rethink her rules and how she teaches and reinforces them.

1. What foundational assumptions come to mind when consider this challenge? Explain.

2. Mrs. Johnson is unfamiliar with the cultural practices and customs of her Lithuanian students. How might this play a role in the children’s difficulty following the rules?

3. How can Mrs. Johnson learn more about the children’s cultural practices and customs?

4. Describe at least three strategies Mrs. Johnson can use to teach and reinforce the rules for the Lithuanian

children as well as those from other diverse backgrounds?

5. How could schoolwide PBIS help this challenge?

Last Completed Projects