Running head: ZACH AND PATRICK 1

Zach and Patrick Case Study

Student’s Name

Institution Affiliation
ZACH AND PATRICK 2

Zach and Patrick Case Study

Introduction

Zach and Patrick are classmates in Mrs. Anderson’s fifth grade class. Zach has a specific

disability in learning and is constantly engaged in classroom disruptions with Patrick. The two

constantly disrupt classroom sessions, argue, and tease one another. This behavior is frustrating

Mrs. Anderson who seems to lack a way forward. The actions of Zach and Patrick have resulted

in classroom tasks not being properly done. Other students in the class are also affected by the

behavior the two have shown. The main issue here seems to revolve around the fact that Zach

has a disability and cannot fit in with the rest of the group and as a result, he is constantly teased

by Patrick. Zach and Patrick do not seem to get along with one another.

Goals and Strategies

The behavior of both Zach and Patrick demonstrates that something needs to be done.

The progress of the entire fifth grade and the overall wellbeing of the two is under threat. It also

demonstrates that both Zach and Patrick need help in order to get along. Two goals that directly

center the issue pertaining to the behavior the two have are needed. The goals center on the

behavior the two have towards one another and in the overall well-being of the class based on the

disruptions they have subjected fellow students to.

Goals for Zach

 To help him increase positive reactions to Patrick’s confrontations by 50% in a period of

two months.

 To help Zach increase calmness and politeness towards Patrick by 50% in a period of two

months.
ZACH AND PATRICK 3

The malice that exists between the Zach and Patrick needs to be eradicated. For the two

to get along in their actions, Zach needs to learn how to refrain from confronting Patrick

whenever he is teased or provoked. These goals will work towards ensuring that Zach changes

his behavior towards Patrick in the next two months.

Goals for Patrick

 To help him use at least 10 nice words per day when interacting with Zach for the next

two months.

 To help Patrick increase positive behavior in class by 60% over a period of two months.

Patrick needs to learn how to show love and optimism towards his fellow students.

Considering Zach’s disability, Patrick can work towards helping him learn rather than being

mean towards him. Moreover, Patrick’s behavior has resulted in classroom disruptions based on

incorrect information he provides in response during discussions. These goals would be essential

in reducing classroom disruptions and promoting good behavior in Patrick.

Strategies

There are two strategies that can directly address each of the goals discussed above. In

the case of Zach, the most effective strategy is to use criterion-specific rewards. Mrs. Anderson

can offer Zach rewards if his actions change. Whenever Zach displays an act that is not

malicious or physical towards Patrick he can rewarded. Zach needs to learn that whenever he is

nice to one Patrick, he will always receive a reward. This will help Zach to develop a feeling that

there will always be a reward if he extends good behavior towards his classmates (Broza &

Kolikant, 2015).

In the case of Patrick, the most effective strategy would be to use contingent construction.

Contingent construction would be useful in reducing negative behavior that seems to disrupt
ZACH AND PATRICK 4

classroom tasks. One of the ways through which this can be done is by ensuring that Patrick does

not interact with Zach in most of the classroom tasks. Separating them to ensure that they are not

close to one another is important to avoid letting them become destructions. Whenever Patrick

breaches the rules on the sitting arrangement, for instance, can then be subjected to punitive

actions by the teacher (Reinke et al., 2013).

Strategy Implementation

Of the two strategies already highlighted above, criterion-specific rewards is more

effective. Mrs. Anderson needs to help Zach and Patrick to get along. When the two get along,

the probability of disrupting classroom activities and tasks will low. According to Sheldon and

Epstein (2002), having specific rewards based on the activities that one engages in increases their

chance of repeating the activity. In this case, whenever Zach and Patrick do something that is

regarded as positive, they will always repeat it in future since they expect a reward. Under this

strategy, Mrs. Anderson needs to deliver effective rewards and be specific to what each means

for the behavior of the two. Zach, for instance, will realize that when he behaves correctively, he

will be awarded. The same applies to Patrick. In the long-run, the two would learn how to get

along.

Rewards act as tools for instructions and are important in elevating social and academic

behavior. Patrick’s behavior can be used to describe him as an introvert. He does not talk much

to the rest of his classmates and the most meaningful relationship he has is with Zach. Rewards

would encourage Patrick to extend good behavior to the rest of the classroom and in the process,

some of the students will start talking to him. Additionally, the prospect of receiving rewards is

going to make both Patrick and Zach avoid disrupting classroom tasks and in the process, their

academic behavior will improve.

ZACH AND PATRICK 5

Mrs. Anderson, being the students’ teacher, would need to adopt different mechanisms

when using this strategy. One of the ways is by rewarding Zach for being polite and calm when

interacting with Patrick. Whenever an effort is made by Zach to be friendly towards Patrick,

providing him with rewards would act as encouragements and signs that someone is impressed

with his behavior. Even if one of the two students does not display kindness to the other, the one

that does can be used to encourage the other to change for the better.

Additionally, Mrs. Anderson should come up with different kinds of rewards to entice the

two students. According to Gamlem and Smith (2013), having a single reward for any type of

action or performance can result in monotony and boredom. In this case, Mrs. Anderson can

come up with specific rewards for each day. To be more effective, she can determine what kinds

of rewards appeal specifically to both Zach and Patrick.

Conclusion

There seems to an issue between Zach and Patrick. The two are not getting along and

constantly engage in behavior that is physical and disrupting classroom tasks. Two goals that can

help the two reverse their behavior are to get Zach and Patrick to get along and to prevent the

two from interrupting classroom tasks. The strategies that align with the two goals are use of

criterion-specific rewards and contingent construction respectively. Of the two the most effective

strategy is the use of criterion-specific rewards to change the behavior of the two students both in

the classroom and at the individual level.

ZACH AND PATRICK 6

References

Broza, O., & Kolikant, Y. B. D. (2015). Contingent teaching to low-achieving students in

mathematics: Challenges and potential for scaffolding meaningful learning. ZDM, 47(7),

1093-1105.

Gamlem, S. M., & Smith, K. (2013). Student perceptions of classroom feedback. Assessment in

Education: Principles, Policy & Practice, 20(2), 150-169.

Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior

supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal

of Positive Behavior Interventions, 15(1), 39-50.

Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with

family and community involvement. Education and Urban Society, 35(1), 4-26.