Behavioral Case Study

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Part A One of Carol’s negative behaviors is her constant talking out of turn. Since Carol continues the behavior despite being repeatedly corrected, I feel it is very possible that she is talking out of turn as a way to receive attention. This behavior can be explained by Dreikurs’ behavioral goals which states that most misbehavior is for attention (“Reasons for Student,” 2003). The students who strive for attention will do just about anything to receive it, without regard to what behavior is acceptable (“Reasons for Student,” 2003). Since Carol continues the behavior despite knowing it is unacceptable, she is falling in line with this point. Part A1 Since we know that Carol stays on task better when she is interested in the lesson, one possible antecedent for Carol’s talking out of turn could be disengagement. According to Ben Johnson, when students are engaged they will be listing and asking content related questions (Johnson, 2012). According to the scenario, Carol is frequently talking off topic and interrupting, which, based on Johnson’s article, clearly shows that she is not engaged in the lessons. Additionally, in his article for The Telegraph, Andrew Cooksley says that among other things, when students are disengaged they can crave attention and create chaos (Cooksley, 2014). This falls in line with Skinner’s theory of operant conditioning, which says that associations are made between behaviors and the results of those behaviors (Cherry, n.d.-a). As Carol becomes
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