Behavior Consultation By: Mari Von Osten-Piazzisi Psychology 636 Fall 2016
Client Profile Teacher Profile Client: Z Grade: 1st Sex: Male Teacher: Teacher: Mrs. Alvarado Sex: Female Years Teaching: 19 Mrs. Alvarado
Problem Identification Mrs. Alvarado referred her student, Z due to his inappropriate classroom behavior and his inability to complete his assignments. She reports that Z does not stay in his seat. He will crawl or lie on the floor, often stating that he is tired. Z disrupts classmates who are on task and when Mrs. Alvarado asks him to do something he often responds by saying no.
Client s Schedule On Task Intervention period * not in homeroom Tuesday 12:30-1:00 Library Time Monday Tuesday Wednesday Thursday Friday Minutes 8:15-8:30 Attendance/ Flag Salute Attendance/ Flag Salute Attendance/ Flag Salute Attendance/ Flag Salute Attendance/ Flag Salute 15 8:30-9:30 English Language Development * English Language Development * English Language Development * English Language Development * English Language Development * 60 9:30-10:00 Math Math Math Math Math 30 10:00-10:20 Snack/Recess Snack/Recess Snack/Recess Snack/Recess Snack/Recess 20 10:20-11:20 Math Math Computer Lab Math Integrated Literacy 60 11:20-12:00 Lunch Lunch Lunch Lunch Lunch 40 12:00-12:40 Literacy Literacy Literacy Literacy Literacy (30min)/ Early Dismissal 12:30 40 12:40-1:20 Literacy/Social Studies/Science Literacy/Social Studies/Science Literacy/Social Studies/Science Literacy/Social Studies/Science 40 1:20-2:20 Intervention/ PE Intervention/ PE Intervention/ PE Intervention/ PE 60
Behaviors and Dimensions Behavior Dimension Direction The student completes less than an average of 15% of the academic tasks assigned to him Quality The student spends time in his seat Duration When asked to do something the student responds by saying no Frequency The student distracts other students who are on task Frequency The student will sit with his classmates during group instructional time on the area carpet Duration The student remains on-task for a short amount of time Duration
Antecedent Behavior Consequence Code Teacher gives instruction Teacher presenting Not completing task Off Task Behavior On- task behavior Avoids Assignments Student remains off task Negative Reinforcement Negative Reinforcement S E Q U E N C E Seeing other students on task Group instruction time Not sitting near his classmates Distracting other students Responding by saying no Teacher Prompt Teacher gives praise Sometimes Behavioral Prompt Positive Reinforcement A N A L Y S I S
Operational Definition of Problem Behaviors B1: Incomplete assignments: 100% of the task/assignment has not been completed B2: Amount of time spent in chair Target Behaviors B3: Responding by saying no B4: Distracting other Students: Touching other student s personal items, talking to other students, touching other students, being in students personal space B5: Amount of time spent sitting near his classmates during group time B6: Off task behavior: Lying on the floor, crawling on the floor, walking around the room, out of his chair, fidgeting with objects while at desk
B5:Group Instruction Data Collection Sheet
Baseline of Target Behavior B5: Group Instruction Mean: 3.5 SD: 3.5 Average SD Criterion Aimline Baseline Phase I Phase II Phase Phase III III Phase IVPhase IV
B6:On-Task Behavior Data Collection Sheet
Baseline of Target Behavior B6: On-Task Behavior Mean: 8.5 SD: 3.5 SD Aimline Baseline Phase I Phase II Phase III Phase IV
Problem Analysis
Student Background Z lives at home with his mother, father, and baby brother. Z attended kindergarten last year and reportedly had difficulty. The school and his family decided to allow him to attend half a day of school, instead of the full day, for the entire school year. Mrs. Alvarado believes that Z has some sensory processing issues which include: Sensitivity to loud noises Low proprioceptive awareness Difficulty with personal space Weak core strength Z recently participated in the school s universal screening, which identifies students at risk of academic difficulty. Z was identified as being at high risk. Low academic performance.
Hypothesis of Problem Behaviors B5: Group Instruction Behavior: Z spends little time sitting near his classmates during group instruction at the area rug. B6: On-Task Behavior: The student remains on-task for a short amount of time. Problem behaviors are believed to be occurring because of a lack of structure, routine, and expectation in the classroom. The client appears to have little understanding of what is expected of him and he is currently not being reinforced in a salient way for demonstrating appropriate (on-task) behavior. Due to Z s possible sensory processing issues, he seems to need sensory activities built into his schedule as a reward.
Problem Analysis: In order to create a salient reinforcement system, a client interview was conducted with Z. The following information was derived. Z enjoys: Watching Sponge Bob Square Pants. Playing video games. Drawing, painting, & playing with playdoh. Eating ice cream & chocolate. Having books read to him. Playing with his toys.
Intervention Methods Target Behavior B5: Group Instruction The goal is to increase the duration in which Z sits near his classmates during group instruction, via DRI and Shaping: Differential Reinforcement of Incompatible (DRI): This procedure involves the extinction of a problem behavior combined with reinforcing a behavior that is incompatible with the problem behavior. The teacher will positively reinforce Z when he is engaging in appropriate group behavior: Sitting on or near the area carpet. Listening to instructions. Staying in his personal space, and not disrupting his classmates. Shaping: The student s behavior will be shaped by steadily increasing the amount of time he must sit near his classmates during group instruction before he can receive reinforcement. Thinning of Reinforcement: by increasing the time he must be engaged in appropriate group behaviors, the student will slowly earn fewer reinforcers over time. Momentary Time Sampling was used to collect data.
Intervention Methods Target Behavior B6: On- Task Behavior The goal is to increase the duration of on-task behavior via DRI and Shaping: Differential Reinforcement of Incompatible (DRI): DRI will be used to decrease inappropriate target behaviors (off-task behavior), by withholding reinforcers for these behaviors and reinforcing an appropriate incompatible response (on-task behaviors). The teacher will positively reinforce Z for engaging in appropriate classroom behavior: Sitting at his desk. Completing work at his desk. Allowing peers to complete their work, without interruption by Z. Shaping: Z s behavior will be shaped by steadily increasing the amount of time he must engage in appropriate classroom behavior before he can receive reinforcement. Thinning of Reinforcement: by increasing the time he must be engaged in appropriate on-task behaviors, Z will slowly earn fewer reinforcers over time. The teacher will record how frequently Z is able to earn reinforcement, as well as recording the problem behaviors to ensure appropriate change. Momentary Time Sampling will be used to collect data.
Plan Implementation
B5:Group Instruction Behavior: Intervention & Phase I Progression 3 R1 R2 (6 minutes) R3 Story and song with the group II 3 R1 3 R1 R2 (3 min) R3 Story and song with group III 6 R1 3 R1 R2 (3 min) R3 IV 6 R1 6 R1 R2 (3 min) R3 Phase * N Minutes sitting near classmates # of Sponge Bob passes needed to get reinforcer 2 Amount of time spent sitting near classmates before reinforcer #2 given 1 3 1 3 2 3 2 6 3 6/3 2 9 4 6 2 12 Phase in which criterion is met Sitting near classmates during group instructional time Reinforcer #1 Immediate verbal praise 1 Sponge Bob Pass Reinforcer #2 Drawing on the whiteboard near classmates Reinforcer #3 Share whiteboard drawing with the class Group Story & Song
B5: Group Instruction Behavior Intervention Phase Teacher prompts the student to stay on task for *N minutes; interval begins * N Minutes sitting near classmates # of Sponge Bob passes needed to get reinforcer 2 End of *N interval Amount of time spent sitting near classmates before reinforcer #2 given Student is sitting near his classmates Student is not sitting near his classmates Immediate verbal praise is given Receives 1 SpongeBob Pass No verbal praise given No reinforcement given 1 3 1 3 2 3 2 6 3 6/3 2 9 4 6 2 12 Antecedent Behavior Consequence
Reinforcers: B5: Group Instruction Behavior Reinforcer 1: SpongeBob Pass Reinforcer 2: Drawing on a white board near classmates Reinforcer 3: Sharing his drawing with the class * For the remainder of the period, the student will participate in a story & song, led by the teacher, and presented to the entire class.
B6: On-Task Behavior: Intervention & Phase Progression I 3 R1 3 R1 3 R1 R2 25 minutes Creative Building II 6 R1 6 R1 6 R1 R2 16 minutes Creative Building III 9 R1 9 R1 9 R1 R2 7 minutes Creative Building IV 12 R1 12 R1 9 R1 R2 On-Task Behavior Reinforcer #1 Immediate verbal praise 1 Minute with sensory reinforcer Reinforcer #2 3 minutes with sensory bin Creative Building Neutral building or math related activity at desk Phase * N Minutes of on task behavior # of intervals on task needed to get reinforcer #2 Amount of time spent on task before reinforcer #2 given 1 3 3 9 2 6 3 18 3 9 3 27 4 12/9 3 33 Phase in which criterion is met
B6:On-Task Behavior Intervention Teacher prompts the student to stay on task for *N minutes; interval begins End of *N interval Student is on-task Immediate verbal praise is given 1 minute sensory break Phase * N Minutes of on task behavior # of intervals on task needed to get reinforcer #2 Amount of time spent sitting near classmates before reinforcer #2 given 1 3 3 9 2 6 3 18 3 9 3 27 4 12/9 3 33 Student is not on-task Antecedent Behavior Consequence No verbal praise given No reinforcement given
Reinforcers: B6:On-Task Behavior R1: Sensory Break Reinforcer 1: 1 minute sensory break Z s teacher was given a variety of fidgets to use as the sensory break. The teacher regularly traded out 1 fidget for another to keep the saliency of the reinforcer high. Reinforcer 2: 3 minutes using a sensory bin R2: Sensory Bin R2: Sensory Bin During each phase, after the student has remained on task for 3 intervals, he will be allowed to use a sensory bin for 3 minutes * For the remainder of the period, the student will participate in creative building at his desk
Baseline & Intervention B5: Group Instruction Behavior SD Mean Criterion Group Instruction BL Phase I Phase II Phase III Phase IV Baseline Phase I Phase II Phase III Phase IV Mean 3.5 6 9 10.5 12.75 SD 3.5 2.47 2.45 1.73 1.5
Baseline & Intervention B6: On-Task Behavior SD On-Task Behavior BL Phase I Phase II Phase III Phase IV Baseline Phase I Phase II Phase III Phase IV Mean 8.5 17.25 21 28.5 33 SD 3.5 2.87 2.45 3.87 2.45
Plan Evaluation
Program Efficacy: B5: Group Instruction Behavior Baseline: Percentage of group instruction Mean: 23.3% SD: 23.3% % of change from Baseline N/A Phase I: Mean: 40% SD: 16.3% Mean: 71.4% SD: 30% Phase II: Mean: 60% SD: 16.3% Mean: 157.1% SD: 30% Phase III: Phase IV: Mean: 70% SD: 11.5% Mean: 85% SD: 10% Mean: 200% SD: 50.6% Mean: 264% SD: 57.1%
Plan Evaluation: 15 B5 Group Instruction Behavior 85% 12 Minutes Spent Sitting near Classmates 9 6 264% Increase as of Phase IV 23.3% 12.75 3 3.5 0 Baseline Phase IV
Program Efficacy: B6: On-Task Behavior Baseline: Percentage of On-Task Behavior Mean: 21.3% SD: 8.7% % of change from Baseline N/A Phase I: Mean: 43% SD: 7.2% Mean: 102.9% SD: 18% Phase II: Phase III: Phase IV: Mean: 52.5% SD: 6.13% Mean: 71.3% SD: 9.7% Mean: 82.5% SD: 6.13% Mean: 147% SD: 30% Mean: 235.3% SD: 10.6% Mean: 288.2% SD: 30%
Plan Evaluation: B6 On-Task Behavior 40 35 82.5% 30 Approximate Minutes On Task 25 20 15 288% Increase as of Phase IV 33 10 21.3% 5 8.5 0 Baseline Phase IV
Maintenance & Generalization
Pre-Maintenance Procedures: B6: On-Task Behavior Although Z has met the criterion for both target behaviors, it was decided that an additional intervention phase (Phase 5) would be added in order to increase Z s On Task Behavior, from 25 minutes to 36 minutes to be more closely aligned with the average behavior of his classmates. I 3 R1 3 R1 3 R1 R2 25 minutes Creative Building II 6 R1 6 R1 6 R1 R2 16 minutes Creative Building III 9 R1 9 R1 9 R1 R2 7 minutes C.B IV 12 R1 12 R1 9 R1 R2 V 15 R1 15 R1 6 R1 R2 Phase * N Minutes of on task behavior # of intervals on task needed to get reinforcer #2 Amount of time spent on task before reinforcer #2 given 1 3 3 9 Increased Criterion point 2 6 3 18 3 9 3 27 4 12/9 3 33 5 15/6 3 36 Phase in which criterion is met
Maintenance: Once Z has maintained the target behaviors at criterion, for at least 10 consecutive school days, generalization procedures will be implemented. During the two week maintenance phase, the target behavior should remain at criterion levels and the following activities performed: Intervention is continued at the same level as the final phase of treatment implementation. On-Task criterion: Z will be on-task 36 minutes out of the 40 minute interval, or 90% of the time. Group Instruction criterion: Z will sit near his classmates during group instruction for at least 12 minutes of the 15 minute interval, or 80% of the time.
Generalization: Objectives: Unnatural reinforcers will be eliminated via a thinning process. The natural reinforcers will be presented, while gradually reducing the presentation of unnatural reinforcers. Natural reinforcers (such as praise and time to participate in reinforcing activities) will be reduced to natural levels found in the classroom environment. Generalization has been achieved once: The interventions level of reinforcement is in agreement with the natural levels of reinforcement present in the classroom. The behavior is maintained at post-intervention levels.
Maintenance and Thinning Progression: B5: Group Instruction Behavior Phase IV 6 R1 6 R1 R2 (3 min) R3 Maintenance Phase Phase V Phase VI 9 R1 3 R1 12 R1 R2 (3 min) R3 R2 (3 min) Phase * N Minutes sitting near classmates # of Sponge Bob passes/verbal reinforcement needed to get reinforcer 2 Amount of time spent sitting near classmates before reinforcer #2 given 4 6 2 12 5 9/3 2 12 6 12 1 12 Phase 5 & 6 will consist of at least 10 days per phase to ensure the behavior maintains at an appropriate level, while reinforcers are thinned.
Implementation of Generalization: B5: Group Instruction Behavior In order to thin the reinforcers, the reinforcement items which are not natural to the classroom environment will be eliminated. This includes: SpongeBob passes Use of the whiteboard Unnatural reinforcers will be given for appropriate group behavior on an intermittent schedule of reinforcement for 3 weeks. Unnatural Reinforcers (UN) Natural Reinforcers (N) R1: SpongeBob Pass R2: Whiteboard or Coloring sheet R1: Verbal Praise R2: Sitting at the table near his classmates * Natural reinforcers will always be paired with unnatural reinforcers.
Reinforcement Schedule During Generalization: B5: Group Instruction Behavior Monday Tuesday Wednesday Thursday Friday Generalization Phase V VI Phase V: Week 1 Phase V: Week 2 Phase VI: Week 1 Phase VI: Week 2 UN N UN N UN N UN N UN N N N UN N N N N N N N Unnatural Reinforcers (UN) R1: SpongeBob Pass R2: Whiteboard Natural Reinforcers (N) R1: Verbal Praise R2: Sitting at the table near his classmates * R3: (Sharing his drawing), will be given anytime UN reinforcers are presented.
Maintenance and Thinning Progression: B6: On-Task Behavior Phase V 15 R1 15 R1 6 R1 R2 Maintenance Phase Phase VI Phase VII Phase VIII Phase IX 18 R1 18 R1 R2 21 R1 15 R1 R2 27 R1 9 R1 R2 30 R1 6 R1 R2 Phase X 36 R1 R2 Phase * N Minutes of on task behavior # of intervals on task needed to get reinforcer #2 Amount of time spent on task before reinforcer #2 given Phase VI Thinning Schedule for R1 Sensory Break + Verbal Praise 5 15/6 3 36 6 18 2 36 7 21/15 2 36 8 27/9 2 36 9 30/6 2 36 Phase VII Phase VIII Phase IX Phase X Verbal Praise Only Verbal Praise Only Sensory Break +Verbal Praise Verbal Praise Only 10 36 1 36
Reinforcement Schedule During Generalization: B6: On-Task Behavior Monday Tuesday Wednesday Thursday Friday Generalization Week (GW): GW 1: GW 2: GW 3: GW 4: GW 5: VI* VII VI* VII VI* VIII IX* VIII IX* VIII IX* X IX* X X X X IX* X X X X X X X * Phase in which R1= sensory break and verbal praise Thinning Schedule for R1 Phase VI Sensory Break + Verbal Praise Phase VII Verbal Praise *NOTE: R2:(time with the sensory bin), will Phase VIII Verbal Praise not undergo the procedure of thinning as the teacher has decided Phase IX Sensory Break +Verbal Praise to incorporate this activity as one of the natural reinforcers in her Phase X Verbal Praise classroom.
If at any point the target behaviors return to pre-intervention levels, the following should take place: Observations will be performed to assess target behaviors level of reversal. Generalization process should be closely monitored and observed to ensure success. Intervention should be reapplied at a criterion level just below current reversal levels and gradually shaped back to criterion levels of behavior.
I m so happy that Z is more successful. I think we both learned a lot from the experience. -Mrs. Alvarado
Please contact me with any questions or comments at: mpiazzisi@mail.csuchico.edu