Behavioral Consultation Brooke Maston California State University, Chico Fall 2015 © Brooke Maston 2015

Client Profile  Client: “T”  Grade: 2 nd  Sex: Male  Teacher: Mrs. M  “He is a really bright, energetic young man with a lot to offer”. -Mrs. M (consultee) © Brooke Maston 2015

Problem Identification © Brooke Maston 2015

Problem Description  A 2 nd grade teacher referred one of her male students due to inappropriate classroom behaviors and misuse of classroom materials. He is having difficulty learning self- control. He struggles with self-management in regard to social skills and prosocial behaviors. The teacher reports that he hasn’t seemed to miss any academics due to his behavior, but he seems to be a negative attention seeker. The teacher worries that his behavior will further alienate him from his peers. © Brooke Maston 2015

TimeMondayTuesdayWednesdayThursdayFridayMinutes 8:10- 8:15 Attendance/ Lunch Count Attendance/ Lunch Count Attendance/ Lunch Count 5 8:15-8:45 Oral Language 30 8:45-9:25 Word Study/Vocab 40 9:25-10:10 Reading 45 10:10-10:25 Recess 15 10:25-11:15 Math P.E./PrepMath 50 11:15-11:55 Lunch 40 11:55-12:05 Math 10 12:05-12:25 Language Arts MathLanguage Arts 20 12:25-12:55 ELA small group MathELA small group 30 12:55-1:40 ELE* 45 1:40-1:55 Math/Int. 15 1:55-2:20 Soc.St/Science/ PE ELA small group Soc.St/Science/ PE 25 The Client’s Schedule © Brooke Maston 2015 *not in homeroom *intervention in place in all homeroom classes

Operational Definitions & Dimensions © Brooke Maston 2015 BehaviorDefinitionDirectionDimension Disruptive noises “T” makes disruptive sounds throughout the day DecreaseFrequency Invading personal space of peers “T” pokes peers and kicks them underneath the desks DecreaseFrequency Throws class materials “T” throws class materials during choice time DecreaseFrequency Remains in class stations “T” continues task in stations when told to stop DecreaseDuration On-task “T” cannot be on-task if engaged in any of the above behaviors IncreaseDuration

Antecedent Behavior ConsequenceCode Makes disruptive sounds Kicks peers under desk/ poking peers Throwing blocks/ materials Continues with art/ activity when time to move on After work completion Grouped with peers Choice time After art/ activity time Positive Reinforcement Response Cost Removing Antecedent Teacher tells him to stop Class loses privileges Peers laugh Punishment Moved to single desk © Brooke Maston 2015 Peers stop laughing Peers upset w/ him Response Cost SEQUENCEANALYSISSEQUENCEANALYSIS

Data Collection Sheet Instructions Instructions: For behaviors 1, 2, and 3, simply tally how many instances of each behavior you observed. For behavior 4, after the class is told to sit back down (or to move to a different task) after stations, mark the start and end time for him remaining in the station. If he returns within the appropriate time, circle R (returned). Each behavior is defined below. Behavior 1 (B 1 ): Makes disruptive noises Behavior 2 (B 2 ): Invades personal space of peers by kicking or poking Behavior 3 (B 3 ): Throws classroom materials Behavior 4 (B 4 ): Remains in classroom stations  start time is the time immediately after station time is over and class is directed to move to different task; end time is time student chooses to move to appropriate task © Brooke Maston 2015

FromToMon. Date: Tues. Date: Wed. Date: Thurs. Date: Fri. Date: B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 8:108:30 8:50 9:10 9:30 9:50 10:10 B 4 : (start time-end time) Start: End: R Start: End: R Start: End: R Start: End: R Start: End: R Data Collection Sheet

Data Collection Sheet Continued © Brooke Maston 2015 FromToMon. Date: Tues. Date: Wed. Date: Thurs. Date: Fri. Date: B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 10:2510:45 11:05 11:20 B 4 : (start time-end time) Start: End: R Start: End: R Start: End: R Start: End: R Start: End: R

Data Collection Sheet Continued FromToMon. Date: Tues. Date: Wed. Date: Thurs. Date: Fri. Date: B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 B1B1 B2B2 B3B3 11:5512:15 12:35 12:55 1:402:00 2:20 B 4 : (start time-end time) Start: End: R Start: End: R Start: End: R Start: End: R Start: End: R © Brooke Maston 2015

Baseline of Target Behaviors © Brooke Maston 2015

Baseline of Target Behaviors PHASE 1 PHASE 2 PHASE 3 INTERVENTION Duration of Time Off-Task: M=3.88 minutes (15.5%) SD=3.79 minutes (15.6%) © Brooke Maston 2015

Baseline of Target Behaviors Aim Line PHASE 1 PHASE 2 PHASE 3 INTERVENTION © Brooke Maston 2015

Problem Analysis © Brooke Maston 2015

Student Background & Client Profile  Lives in a trailer park with mom, grandfather, and two older sisters  Teacher says he has no African American role models in his personal life  Father passed away in March of 2015  Receives multiple referrals a week  Has few absences  High academic performance © Brooke Maston 2015

Reasons Problem Behaviors are Believed to be Occurring  Problem behaviors are believed to be occurring due to lack of opportunity to receive reinforcement (attention) for appropriate classroom behavior.  Student has no way of resetting following a period of inappropriate behavior, and teacher becomes increasingly annoyed with student.  Student is currently not reinforced in a salient way for completing his work or engaging in appropriate classroom behavior. © Brooke Maston 2015

Intervention Methods  Differential Reinforcement of Alternative Behavior (DRA): procedure that involves the extinction of a problem behavior combined with reinforcing a behavior that is topographically dissimilar to, but not necessarily incompatible with, the problem behavior.  Teacher will record how frequently student is able to earn reinforcement. Teacher will also record problem behaviors to ensure appropriate change.  Student will be given a set amount of chill-out passes to have the opportunity to modify his behavior.  Teacher will positively reinforce engaging in appropriate classroom behavior: Sitting quietly, completing work at desk Using materials appropriately Allowing peers to complete their work Listening to teacher the first time a direction is giving © Brooke Maston 2015  Shaping: shape student’s behavior by 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 classroom behaviors, the student will earn fewer reinforcers over time.  Fading: reducing the number of chill-out passes the student can use in a day.

Reinforcement Menu © Brooke Maston 2015 ItemPrice 1 prize from prize box6 stars 1 coloring sheet in back of room for 10 minutes 6 stars Quiet time in back of room with 1 friend for 10 minutes 6 stars 10 minutes of extra recess time6 stars 10 minutes of computer time6 stars 20 minutes tutoring younger kids6 stars 20 minutes helping custodian clean campus 6 stars  “T” will have to remain on-task for a period of time in order to receive 1 star. When he receives 6 stars, he can redeem them for one of the items below. “T” is also verbally praised for on-task behavior.  “T” will not be reinforced if he engages in any problem behaviors in that time period.

Visuals Used Great start! Almost there! Fanta stic!  “T” gets one star in each box for being on-task in the set time period. Consultee keeps visual with her and shows “T” his progress after each interval. Any stars left at the end of the day which have not been redeemed are carried over to the next day.  “T” gets a set amount of “chill-out passes” each day which he can use to excuse himself for 5 minutes to reset. © Brooke Maston 2015 *purchased from teacherspayteachers.com

Plan Implementation © Brooke Maston 2015

Intervention Methods Teacher prompts student to engage in appropriate classroom behaviors. *N minute interval begins Appropriate behaviors Inappropriate behaviors Verbal praise and student receives 1 star No verbal praise and no star given Teacher redirection to prompt Student requests chill out pass to reset Student redeems 6 stars for item on reinforcement menu Student returns from reset Phase*N minutes of appropriate behavior Chill- out passes allowed # of days in phase © Brooke Maston 2015 Entire *N minute interval At any point in *N minute interval At end of *N minute interval OR Key Antecedent Behavior Criterion for Behavior Criterion for Consequence Consequence

Intervention Phases  PHASE 1 : Student goes entire interval of 10 minutes without engaging in any problem behaviors.  verbal praise given immediately  student receives 1 star  after student receives 6 stars, he can redeem them for one of his reinforcers off the reinforcement menu Student can use up to 3 chill-out passes per day. © Brooke Maston 2015

Intervention Phases  PHASE 2 : Student goes entire interval of 15 minutes without engaging in any problem behaviors.  verbal praise given immediately  student receives 1 star  after student receives 6 stars, he can redeem them for one of his reinforcers off the reinforcement menu Student can use up to 2 chill-out passes per day. © Brooke Maston 2015

Intervention Phases  PHASE 3 : Student goes entire interval of 20 minutes without engaging in any problem behaviors.  verbal praise given immediately  student receives 1 star  after student receives 6 stars, he can redeem them for one of his reinforcers off the reinforcement menu Student can use up to 1 chill-out pass per day. © Brooke Maston 2015

Baseline / Intervention © Brooke Maston 2015

Baseline / Intervention PHASE 1 PHASE 2 PHASE 3 INTERVENTION © Brooke Maston 2015 M: 3.88 (15.5%) SD: 3.79 (15.2%) Aim line

Baseline / Intervention PHASE 1 PHASE 2 PHASE 3 INTERVENTION © Brooke Maston 2015 M: (74.9%) SD: (13.6%) Mean

Plan Evaluation © Brooke Maston 2015

Program Efficacy: Disruptive Noises  Baseline: M= 17.78; SD= 3.80  Phase 1: M= 9.0; SD= 0.67  Mean: 49.4% from baseline; SD: 82.4% from baseline  Phase 2: M= 8.65; SD= 1.5  Mean: 51.3% from baseline; SD: 60.5% from baseline  Phase 3: M= 3.0 ; SD= 1.63  Mean: 83.1% from baseline; SD: 57.1% from baseline © Brooke Maston 2015 Phase 3 shows that the student decreased his total Disruptive Noises by 83.1% from Baseline. This change became 57.1% more consistent from Baseline to Phase 3.

Program Efficacy: Kicks or Pokes Peers  Baseline: M= 4.78; SD= 1.48  Phase 1: M= 3.0; SD= 0.67  Mean: 37.2% from baseline; SD: 54.7% from baseline  Phase 2: M= 1.75; SD= 0.5  Mean: 63.4% from baseline; SD: 66.2% from baseline  Phase 3: M= 0.75; SD= 0.5  Mean: 84.3% from baseline; SD: 66.2% from baseline © Brooke Maston 2015 Phase 3 shows that the student decreased his total Kicking or Poking Peers by 84.3% from Baseline. This change became 66.2% more consistent from Baseline to Phase 3.

Program Efficacy: Misuse of Classroom Materials  Baseline: M= 2.22; SD= 0.97  Phase 1: M= 1.5; SD= 0.33  Mean: 32.4% from baseline; SD: 66.0% from baseline  Phase 2: M= 0.75; SD= 0.5  Mean: 66.2% from baseline; SD: 48.5% from baseline  Phase 3: M= 0.25; SD= 0.5  Mean: 88.7% from baseline; SD: 48.5% from baseline © Brooke Maston 2015 Phase 3 shows that the student decreased his total Misuse of Classroom Materials by 88.7% from Baseline. This change became 48.5% more consistent from Baseline to Phase 3.

Program Efficacy: Time Off-Task Following Stations  Baseline: M= 3.88 mins. (15.5%); SD= 3.79 mins. (15.2%)  Phase 1: M= 1.25 mins. (5%); SD= 0.96 mins. (3.84%)  Mean: 67.7% from baseline; SD: 74.7% from baseline  Phase 2: M= 1.0 mins. (4%); SD= 0.82 mins. (3.28%)  Mean: 74.1% from baseline; SD: 78.4% from baseline  Phase 3: M= 0.5 mins. (2%); SD= 0.58 mins. (2.32%)  Mean: 87.1% from baseline; SD: 84.7% from baseline © Brooke Maston 2015 Phase 3 shows that the student decreased his total Time-Off Task Following Stations by 87.1% from Baseline. This change became 84.7% more consistent from Baseline to Phase 3.

Program Efficacy: Total Time On-Task  Baseline: M= mins. (74.9%); SD= mins. (13.6%)  Phase 1: M= mins. (88.9%); SD= 20.0 mins. (7.4%)  Mean: 18.7% from baseline; SD: 45.6% from baseline  Phase 2: M= mins. (90.3%); SD= mins. (5.3%)  Mean: 20.6% from baseline; SD: 61.0% from baseline  Phase 3: M= mins. (90.7%); SD= 10.0 mins. (3.7%)  Mean: 21.1% from baseline; SD: 72.8% from baseline © Brooke Maston 2015 Phase 3 shows that the student increased his total Time On-Task by 21.1% from Baseline. This change became 72.8% more consistent from Baseline to Phase 3.

Maintenance & Generalization  Maintenance:  The behaviors will be considered to be in the maintenance phase if they are maintained at criterion for a period of two weeks.  DRA of On-Task behavior is controlling the problem behaviors and moving them closer to the criterion of 0 through the process of shaping.  The criterion of On-Task behavior has been set at the classroom average of On-Task behavior, which is about 250/270 minutes, or 93% of the time.  Goal: “T” is On-Task 93% of the time throughout the day.  “T” receives item from reinforcement menu after he earns 6 stars.  Begin the process of Generalization:  Objectives:  Unnatural reinforcers will be eliminated. Remaining reinforcers will undergo the process of thinning, as they will be given less often.  The chill-out pass will be eliminated completely through the process of fading, after it has been paired with the verbal prompt “Please Reset” for one week. © Brooke Maston 2015

Implementation of Generalization  Thinning the Reinforcers:  In order to thin the reinforcers, the items from the reinforcement menu which are not natural to the classroom environment will be eliminated.  Prize box, extra recess time, and working with custodian are removed from reinforcement menu.  Stars will be given for On-Task behavior on an intermittent schedule of reinforcement (VR 2) for 2 weeks. Verbal praise for On-Task behavior will be given on an FR 1 schedule of reinforcement.  The frequency of verbal praise every 20 minutes is consistent with the amount provided for peers.  After 2 weeks, stars will be eliminated completely. When the stars are eliminated completely, verbal praise received will replace the economy of 6 stars (6 stars = 6 verbal praises received). 6 verbal praises received equals 2 hours total on-task.  Verbal praise will always be on an FR 1 schedule. Verbal Praise Verbal Praise & Star Given Verbal Praise & Star Given Verbal Praise & Star Given Verbal Praise 4 th 20 minute period 5 th 20-minute period 6 th 20-minute period © Brooke Maston st 20 minute period 2 nd 20-minute period 3 rd 20-minute period Example of VR 2 schedule Verbal Praise & Star Given Verbal Praise & Star Given

Reinforcement Menu During Generalization ItemPrice 1 coloring sheet in back of room for 10 minutes 2 hours total on-task Quiet time in back of room with 1 friend for 10 minutes 2 hours total on-task 10 minutes of computer time2 hours total on-task 20 minutes tutoring younger kids2 hours total on-task  “T’s” peers are also eligible to receive these items for being on-task for the same amount of time. © Brooke Maston 2015

Implementation of Generalization  Fading the Antecedent:  The Chill-Out Pass will be made more natural to the classroom environment.  The Chill-Out Pass will be paired with the verbal prompt “Please Reset” for one week.  Through classical conditioning, a previously neutral stimulus (verbal prompt “Please Reset”) will become a conditioned stimulus and will elicit the desired behavior. Week 1:  Consultee will pair the one remaining chill-out pass with the verbal prompt “Please Reset”. Week 2:  Verbal prompt “Please Reset” will replace the chill-out pass, making it more natural to classroom environment. Day: 1 Chill-Out Pass & “Please Reset” Day: 1 Chill-Out Pass & “Please Reset” Day: 2 Chill-Out Pass & “Please Reset” Day: 2 Chill-Out Pass & “Please Reset” Day: 3 Chill-Out Pass & “Please Reset” Day: 3 Chill-Out Pass & “Please Reset” Day: 4 Chill-Out Pass & “Please Reset” Day: 4 Chill-Out Pass & “Please Reset” Day: 5 Chill-Out Pass & “Please Reset” Day: 5 Chill-Out Pass & “Please Reset” Day: 1 “Please Reset” Day: 1 “Please Reset” Day: 2 “Please Reset” Day: 2 “Please Reset” Day: 3 “Please Reset” Day: 3 “Please Reset” Day: 4 “Please Reset” Day: 4 “Please Reset” Day: 5 “Please Reset” Day: 5 “Please Reset” © Brooke Maston 2015

Implementation of Generalization  To generalize “T’s” On-Task behavior outside of his homeroom class, this behavior system has also been put into place in his ELE (English Language Enrichment) class, which he attends for 45 minutes every day.  “T” was recently moved into the highest level 3 rd grade class for ELE and has been performing well, both academically and behaviorally.  Additionally, at the end of the day, the consultee walks with “T” to the office and shares with the principal how well he was able to stay on-task that day.  This serves to create a positive school atmosphere for “T” and gives him a sense of pride being able to show the principal what he was able to accomplish. © Brooke Maston 2015

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