Behavioral Consultation Wallace Davis Fullerton California State University, Chico Wallace D. Fullerton © 11/8/2018

Client Profile Client: Jason Grade: 4th Sex: Male Teacher: Mrs. Grey “He has great energy and he is actually a pretty bright dude, but he just wanders off constantly and never follows any of my directions. I’m lucky if he finishes an assignment.” “Jason has a history of ADHD or autistic-like behaviors; I have tried to get his parents to accept the ADHD diagnosis, but they just won’t buy it.” Jason has two older brothers, both suffered from difficulty with academics; however, the two older brothers did not have Jason’s natural aptitude for academic work. Jason loves reading and will read his preferred books during other assignments. Wallace D. Fullerton © 11/8/2018

Consultee Profile Mrs. Grey. 4th Grade Teacher Age: 43 Experience: 19 years Mrs. Grey has an interest in hiking, swimming, and biking. Mrs. Grey’s background is primarily in education, both of her parents were educators. Mrs. Grey is worried that Jason is missing out on the curriculum, because he cannot maintain focus on assignments. Wallace D. Fullerton © 11/8/2018

Narrative Problem Description “Jason has ADHD, or something like that. He does like reading and if the assignment is for ELA he will generally complete it.” “Math assignments are where I see Jason at his worst, he will often tell me he is no good at math.” “When I say something to him numerous times, he will just sit there and stare at me, then he will say, “what?”” “I think he has been programmed to not respond the first time by someone.” “Jason will hide a book under his desk and read rather than working on his assignment.” “I often catch Jason talking to fellow students during individual and group work.” Wallace D. Fullerton © 11/8/2018

A1: Mathematics Assignment Target Behaviors Off-Task Behavior (B1): When the student engages in the following behaviors: Multiple Uses of Prompts Required (B2): Student will not follow prompts on their first delivery; however, when the prompt is to perform an activity which Jason enjoys (reading), he will begin immediately without any questions. Antecedent Behavior Consequence Code A1: Mathematics Assignment B1: Reading a book during mathematics assignment period of the class. C0: Mathematics assignment is avoided. C1: Reads a book instead of mathematics. C2: Teacher prompts to begin mathematics assignment. C0: R- C1: R+ C2: Prompt B2: Talking with neighboring students during the mathematics assignment period of the class. C3: Mathematics is replaced with peer engagement. C3: R+ B3: Walking around the room during the mathematics assignment period of the class. B3-A: Retrieve Book B3-B: Peer Interaction C4: Walking allows for: C4-A: A book is retrieved. C3: A peer interaction occurs. C2:Teacher prompts to begin mathematics assignment. C4: R+ C4-A: R+ or C3: R+ and C0: R- Antecedent Behavior Consequences Code A2: Teacher Prompt B4: No response C5: Teacher restates prompt. C6: Recess time is lost. C7: Avoids beginning assignment. C5: Prompt C6: RC C7: R- B5: Response of “What?” B6: Off-topic response to the prompt is given. Wallace D. Fullerton © 11/8/2018

Schedule Monday Tuesday Wednesday Thursday Friday 8:00 AM Flag/Song 8:10 AM Roll/Lunch Count/ELA 9:05 AM PE 10:40 AM Recess 11:05 AM Math 11:55 AM Lunch 12:35 PM Math 12:45 PM Computer Lab 1:00 PM Social Studies/Science 1:30 PM ELD/ELE 1:30 ELD/ELE All behavior modification activity will be performed during the mathematics portion of the school day. Wallace D. Fullerton © 11/8/2018

Data Collection Form Wallace D. Fullerton © 11/8/2018

On-Task Behavior Baseline M = 38.4% SD = 27.37071 Wallace D. Fullerton © 11/8/2018

Prompts Required Baseline SD = 3.08401 Wallace D. Fullerton © 11/8/2018

Sequence Analysis Wallace D. Fullerton © 11/8/2018 Antecedent Behavior Consequence Code C0: Avoids Mathematics Assignment R- C1: Book Is Read R+ B1: Read Book C2: Teacher Prompt Prompt B3-A: Retrieve Book C3: Peer Engagement R+ B3: Walk A1:Mathematics Assignment B3-B: Peer Interaction C4-A: Book Retrieved R+ B2: Peer Interaction Assignment Is Partially Complete, Reducing Homework. R- On-Task Assignment Is Completed, No Homework R- Follows Prompt Praise is Given R+ B4: No Response C5: Teacher Restates Prompt Prompt A2: Teacher Prompt B6: Off-Topic Response C6: Recess Time Is Lost RC B5: Response of “What?” C7: Avoids Beginning Assignment R- Wallace D. Fullerton © 11/8/2018

Problem Analysis Wallace D. Fullerton © 11/8/2018

Problem Analysis Interview Jason enjoys: Reading books of interest to him. Writing about stories he invents. Recess and time to be physically active. Prize Box (and tickets to access the prize box). Football and all related collectibles. Pokémon cards (the teacher uses these to reinforce behaviors). Videogames (specifically the Call of Duty franchise). Computer games (Roblox, Animal Gym, and the educational games at school). Spending time playing games with his three older brothers. Transformers toys. Collecting baseball hats. Wallace D. Fullerton © 11/8/2018

Relevant Background Information Jason is the youngest of four siblings. Jason’s older brothers have a reputation for violent and disrespectful behavior. Jason does not enjoy school, but he says that he likes his teacher. Jason understands clearly that if he completes his work he may gain something. When I asked what kinds of rewards he likes he responded, and then he asked what he needed to do to get these items. Jason spends a lot of time watching football with his brothers and father. He also spends a lot of time playing games with his siblings. Jason enjoys time with his family who places few requirements or restrictions upon him. Jason is ambivalent in regard to doing work unless he gains something from the effort. Wallace D. Fullerton © 11/8/2018

Hypothesis for Problem Behavior Consultee’s Perspective: Jason is a smart child, but he has been taught at home that he can avoid doing things he doesn’t like. Jason knows what he is supposed to be doing, but lacks motivation to complete his work. Consultant’s Perspective: Jason states that his parents do not spend a lot of time with him, so he is acting out in an attempt to receive adult attention. Jason spends much of his time off-task during math because he does not enjoy the activity and currently has no incentive to complete the work, other than the “punishment” of having to do the work at home; in addition, Jason receives more attention from Mrs. Grey when he does not complete the work than when he does. The “punishment” is ineffective because Jason does not do the homework at home and his parents do not closely monitor his work completion, nor is he rewarded for his level of work completion or his grades in any way at home. The only attention Jason receives occurs when he does not complete his work and his parents receive a call about his lack of effort. Thus, Jason receives attention at home for having not completed the work and then at school he receives attention for not turning in the homework. Jason has recognized that by pretending that he does not understand his homework he can engage in off-task behavior which eventually results in adult attention, or he can get personalized help (attention) from the teacher. Thus the “what?” response. Feigning inability has allowed Jason to avoid response cost (loss of recess) and get adult attention. Despite the elegant adaptation which he has applied to the situation, he is missing out on the curriculum and needs to be made self-sufficient. Another possible cause is that Jason is attempting to emulate his older brothers’ lack of academic effort due to his positive perceptions of them. Wallace D. Fullerton © 11/8/2018

The Intervention Target Behaviors: On-Task Behavior: The behavior of working on the mathematics assignment between 11:05 and 11:55 AM. Off-Task Behavior (B1): The behaviors of reading a book, talking to peers, and walking around the classroom during the mathematics assignment between 11:05 and 11:55 AM. The goal is to increase the duration of on-task behavior via DRI and shaping. Differential Reinforcement of Incompatible behavior (DRI): DRI is a procedure in which an inappropriate behavior which is currently being reinforced has its reinforcement shifted to an incompatible and appropriate behavior. Shaping: Shaping is the reinforcement of successive approximations of a target behavior and the extinction of previous versions of that behavior until the approximations mirror the desired behavioral criterion. To measure this goal momentary time sampling will be utilized. The reasoning behind the application of this method is that the student is seated in the front of the class and momentary time sampling will allow for a practical method of recording on-task duration frequently (duration recording would be preferred, but this method is overly cumbersome). No Prompts Required: Child is working on mathematics assignment during the designated time period and no prompts are required to redirect the child to the assignment between 11:05 and 11:55 AM. Multiple Prompts Required to Begin Assignment (B2): The number of prompts required to begin the mathematics assignment between 11:05 and 11:55 AM. The goal is to decrease the number of prompts required before work initiation via fading. Fading: Fading is the process of gradually changing the antecedent stimulus which control a behavior. Over time the behavior will occur in the presence of an altered or new stimulus. To track this behavior, frequency recording will be utilized to record the number of prompts required for work initiation. The reason this method is used is to give us an accurate estimate of the frequency with which the antecedent of prompts (as delivered by Mrs. Grey) must be given. Wallace D. Fullerton © 11/8/2018

Rationale for Intervention Procedures Used Off-Task Behavior (B1): DRI: Differential Reinforcement of Incompatible behavior was chosen because Jason cannot be focused on his work and simultaneously engaged in a conversation with a peer (during individual mathematics assignments), or reading a book, or walking about the classroom at the same time. DRI is the appropriate procedure to use because a child who is on-task cannot be simultaneously off-task. Shaping: Shaping the time spent on-task is useful because it naturally consumes the time that would be spent off-task and works perfectly with DRI to increase the student’s ability to self-regulate during his time spent on-task. Multiple Prompts Required to Begin Assignment (B2): Fading: Fading is useful because it allows for a gradual reduction in the number of prompts required for Jason to engage in his mathematics assignments over time. This works hand-in-hand with the DRI procedure for off-task behavior because, if the student is on-task, then he will not need to be prompted, thus naturally reducing the number of prompts required. Token System: Token System: A token system in the form of a self-reinforcement sheet allows for immediate reinforcement without the need for interrupting class time, and when the necessary number of tokens (check-marks) are achieved, it allows Jason access to a variety of reinforcers (reinforcement menu). Wallace D. Fullerton © 11/8/2018

Details of the Intervention and Procedures to be Used On-Task Behavior (B1): If Jason is on-task at the end of the interval the teacher will place a ✓ in the B1 box for that interval. At the beginning of the intervention the required number of checkboxes will be low for reinforcement and will increase over time. Jason will have a paper placed in front of him with 17 boxes. Jason will be told to place a ✓ for each interval for which he is on task and if he reaches the required number of checks he will receive reinforcement. Jason will be asked to mark the box with a check mark each time he is on-task. Jason will be informed of the number of required checks to reach reinforcement for that day. When Jason is seen to be on-task he will be reinforced with a positive statement from the teacher regarding his effort. If Jason achieves the required amount of on-task time during intervals (I) he will be allowed to choose one activity from the reinforcement menu, including time to engage in an educational computer game (5 minutes), reading time (5 minutes), writing time (5 minutes), a chance to present an update on his favorite sports team’s recent activities to the whole class (5 minutes), or to work on football related mathematics problems (5 minutes) and will be verbally praised for his on-task behavior by Mrs. Grey. Reinforcement will only be dispensed if Jason meets the criterion number of intervals (I) on-task. No reinforcement will be dispensed if Jason fails to meet the criterion number of intervals (I) for reinforcement. Over time the number or intervals (I) during which Jason is required to be on task will be increased in order for him to receive reinforcement. Wallace D. Fullerton © 11/8/2018

Details of the Intervention and Procedures to be Used Multiple Prompts Required to Begin Assignment (B2): Jason will be required to have a decreasing number of prompts (p) presented to him over time prior to beginning his mathematics assignment (fading). The threshold for reinforcement will start at a high number of prompts and slowly be reduced. Each day that the level of prompts is found to meet the criterion level required for reinforcement he will select one activity from the reinforcement menu, including time to engage in an educational computer game (5 minutes), reading time (5 minutes), writing time (5 minutes), a chance to present an update on his favorite sports team’s recent activities to the whole class (5 minutes), or an opportunity to work on football related mathematics problems (5 minutes) and he will be verbally praised for his diligence by Mrs. Grey. Reinforcement will only be dispensed if Jason meets the criterion number of prompts (p). No reinforcement will be dispensed if Jason fails to meet the criterion number of prompts (p) for reinforcement. The criterion number of prompts (p) required to receive reinforcement will decrease over time. Jason will be rewarded with one item from the reinforcement menu if the maximum number of prompts is not exceed and is below or equal to the reduced threshold of prompts required. Jason will have a piece of paper in front of him with a certain number of boxes and he will be asked to place a check mark for each time his teacher has to tell him to start work. If there are less check marks than boxes then he will receive a reinforcement menu option at the end of the lesson. Wallace D. Fullerton © 11/8/2018

On-Task Behavior Intervention Jason Does Not Meet On-Task (I) Requirement Between 11:05 and 11:55 AM Jason Receives No Verbal Praise and No Reinforcement Mathematics Assignment End of 50 Minute Interval Jason Receives Praise (R+) and Can Chose 5 Minutes of Computer Time (R+), 5 minutes of Reading Time (R+), 5 Minutes of Writing Time (R+), 5 Minutes To Present On His Favorite Sports Team’s Current Standing (R+), or 5 Minutes To Solve A Football Related Mathematics Problem. Jason is On-Task (I) Required Number of Intervals Between 11:05 and 11:55 AM Wallace D. Fullerton © 11/8/2018

Phases of On-Task Behavior Intervention Criterion (Number Of Intervals Student Must Be On-Task) Minutes Required To Meet Criterion Number Of Days At Criterion Level Phase 1 I = 3/10 (3 Minute Intervals) [Self–Check sheet and reinforcers will be paired with on-task behavior and Jason will be instructed on how to acquire more reinforcers] 15/50 Minutes On-Task 5 Days Phase 2 I = 4/10 (3 Minute Intervals) 20/50 Minutes On-Task Phase 3 I = 5/10 (3 Minute Intervals) 25/50 Minutes On-Task Phase 4 I = 6/10 (3 Minute Intervals) 30/50 Minutes On-Task Phase 5 I = 8/10 (3 Minute Intervals) 40/50 Minutes On-Task Phase 6 I = 9/10 (3 Minute Intervals) 45/50 Minutes On-Task Phase 7 I = 10/10 (3 Minute Intervals) 50/50 Minutes On-Task Wallace D. Fullerton © 11/8/2018

Number of Prompts Required to Begin Assignment Intervention Jason Does Not Meet (p) Requirement Between 11:05 and 11:55 AM Jason Receives No Verbal Praise and No Reinforcement Prompt to Work on Mathematics Assignment End of 50 Minute Interval Jason Receives Praise (R+), 5 Minutes of Computer Time (R+), 5 minutes of Reading Time (R+), 5 Minutes of Writing Time (R+), 5 Minutes To Present On His Favorite Sports Team’s Current Standing (R+), or 5 Minutes To Solve A Football Related Mathematics Problem. Jason Meets (p) Requirement Between 11:05 and 11:55 AM Wallace D. Fullerton © 11/8/2018

Phases Of Number Of Prompts Required To Begin Assignment Intervention Criterion (Maximum Number Of Prompts Permissable) Number Of Days At Criterion Level Phase 1 p = 7 or Less [Self–Check sheet and reinforcers will be paired with the number of prompts required and Jason will be instructed on how to acquire more reinforcers] 5 Days Phase 2 p = 6 or Less Phase 3 p = 5 or Less Phase 4 p = 4 or Less Phase 5 p = 2 or Less Phase 6 p = 0 Wallace D. Fullerton © 11/8/2018

Reinforcement Menu . An amendment was made to the reinforcement menu during Phase 3 which removed classroom prize box tickets and included football related mathematics and a 5 minute sports report as reinforcers. Updated as of 11/11/15 Wallace D. Fullerton © 11/8/2018

Student Self-Check Sheet Wallace D. Fullerton © 11/8/2018

Intervention Implementation Wallace D. Fullerton © 11/8/2018

On-Task Behavior Baseline Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Baseline: M = 38.40% SD = 27.37071 Phase 1: M = 70.60% SD = 15.97811 Phase 2: M = 66.20% SD = 10.73313 Phase 3A: M = 68.00% SD = 12.72792 Phase 3B: M = 78.33% SD = 11.93035 Phase 4: M = 82.40% SD = 11.50217 Phase 5: M = 90.60% SD = 8.70632 Phase 6: M = SD = Phase 7: M = SD = Baseline Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Reinforcers Altered Wallace D. Fullerton © 11/8/2018

Number Of Prompts Required Baseline: M = 5.8 SD = 3.08401 Phase 1: M = 4 SD = 1.92354 Phase 2: M = 3.6 SD = 0.89443 Phase 3A: M = 3.5 SD = 0.70711 Phase 3B: M = 2.33333 SD = 0.57735 Phase 4: M = 1.60 SD = 0.89443 Phase 5: M = 1.00 SD = 0.70711 Phase 6: M = SD = Baseline Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Reinforcers Altered Wallace D. Fullerton © 11/8/2018

Plan Evaluation Wallace D. Fullerton © 11/8/2018

Plan Evaluation: On-Task Behavior 135.94% Increase As Of Phase 5 Wallace D. Fullerton © 11/8/2018

Plan Evaluation: Off-Task Behavior 84.74% Decrease As Of Phase 5 Wallace D. Fullerton © 11/8/2018

On-Task Trend Phase Progression Central Tendency Measures of On -Task Time Percentage of Change from Baseline Baseline M = 38.40% SD = 27.37071 N/A Phase 1 M = 70.60% SD = 15.97811 83.85% Increase Phase 2 M = 66.20% SD = 10.73313 72.40% Increase Phase 3A M= 68.00% SD= 12.72792 77.08% Phase 3B M= 78.33% SD= 11.93035 103.98% Phase 4 M= 82.40% SD= 11.50217 114.58% Phase 5 M= 90.60% SD= 8.70632 135.94% Phase 6 In Progress Phase 7 Reinforcers Altered Criterion For Success = 100% Wallace D. Fullerton © 11/8/2018

On-Task Behavior Extrapolated Progression Criterion For Success = 100% Projected Data Wallace D. Fullerton © 11/8/2018

Plan Evaluation: Number Of Prompts Required To Begin Mathematics Assignment 82.76% Decrease As Of Phase 5 Wallace D. Fullerton © 11/8/2018

Number Of Prompts Required To Begin Mathematics Assignment Trend Reinforcers Altered Phase Progression Central Tendency Measures of On- Task Time Percentage of Change from Baseline Baseline M = 5.8 SD = 3.08401 N/A Phase 1 M = 4 SD = 1.92354 31.03% Decrease Phase 2 M = 3.6 SD = 0.89443 37.93% Phase 3A M= 3.5 SD= 0.70711 39.66% Phase 3B M= 2.33333 SD= 0.57735 59.83% Phase 4 M= 1.60 SD= 0.89443 72.41% Phase 5 M= 1.00 82.76% Phase 6 In Progress Criterion For Success = 0 Prompts Wallace D. Fullerton © 11/8/2018

Number of Prompts Required to Begin Mathematics Assignment Progression Criterion For Success = 0 Prompts Wallace D. Fullerton © 11/8/2018

Reinforcer Menu Choices Wallace D. Fullerton © 11/8/2018

Consultee’s Perception Of Intervention Success Mrs. Grey suggests that Jason has improved markedly in on-task behavior. Prior to the intervention, Mrs. Grey had expressed the belief that Jason needed to be put on Attention Deficit Hyperactivity Disorder (ADHD) medication to control his impulsive behaviors and lack of focus. During the progress of the intervention, this view has significantly changed as Mrs. Grey explained, “You know, before you walked in here I thought this dude really needed the meds to have any chance of making it in the class, but I’m shocked how well it’s working. Meds have all kinds of negative side effects, I’m glad I didn’t push for the parents to put him on them.” Mrs. Grey also suggested that she has noticed marked improvement in Jason’s self- efficacy and interest in learning since the behavior intervention was put into place, especially in the area of mathematics. Wallace D. Fullerton © 11/8/2018

Consultant’s Perception of Intervention Success The overall success of this program is due to a strong mutual respect which was built in the weeks prior to the behavioral consultation process. Consistent check-ins in person were extremely helpful in showing the consultant’s investment in the intervention process to the consultee. Identification of the existing operant conditions in the environment and the relevant, as well as powerful, reinforcers available was of paramount importance to the success of the intervention process. During the intervention it became apparent that the initial reinforcers chosen were too weak to sustain continued behavioral change and a mid-intervention reassessment of the reinforcers was required. This resulted in a revised reinforcement menu. Behavior change was fairly rapid with an alteration in operants during the mathematics portion of the class and this was consistent with Jason’s ability to remain on-task 100% of the time in other subject matter. Wallace D. Fullerton © 11/8/2018

Maintenance & Generalization Wallace D. Fullerton © 11/8/2018

Maintenance & Generalization Maintenance: The process of generalization is best begun after the maintenance period of two weeks has expired. During the two week maintenance phase, the target behavior should remain at criterion levels. In addition the following activities are performed: Two weeks of post-intervention implementation recording is performed. Intervention is continued at the same level as the final phase of treatment implementation. Requiring: On-task behavior during 100% of the mathematics lesson or 55/55 Minutes. Requiring: Zero prompts to be required to begin work, or sustain work during mathematics lesson. Generalization: Multiple goals are to be met during the generalization process including: Tangible reinforcers should be eliminated via a thinning process. Non-tangible reinforcers such as praise and time to participate in reinforcing activities should be reduced to natural levels found in the environment. The delivery of reinforcers must be shifted from a continuous schedule to a variable schedule and must mirror the natural level of reinforcement in the environment. Generalization has been achieved once the intervention’s level of reinforcement is in agreement with the natural levels of reinforcement present in the client’s environment. Contingency Plan: If target behaviors begin reversal to pre-intervention levels the following actions should be undertaken: Observations should be performed to assess target behaviors’ level of reversal. Generalization process should be closely monitored and observed to assure success. Intervention should be reapplied at a criterion level just below current reversal levels and gradually shaped back to criterion levels of behavior. Wallace D. Fullerton © 11/8/2018

Generalization Implementation Week 1: On-Task Behavior: Thin reinforcements from reinforcement menu. Verbal reinforcement will be paired with checking boxes on the student self-check sheet and the ability to select from two of the original five reinforcement menu options; as of phase 5, these options would be football math problem and mathematics related educational computer games. These reinforcers are the most commonly chosen options (as of phase 5) and are thus the most reinforcing options available. Football mathematics and mathematics educational computer games are in the greatest philosophical agreement with the client’s goals and are the most applicable to the natural environment of the classroom. Prompts Required to Begin Assignment: Prompts are no longer necessary as student is consistently on-task. Reinforcement menu for lower number of required prompts will be phased out as increased on-task behavior will eliminate the need for these prompts. Verbal reinforcement will no longer be applied at a fixed interval reinforcement schedule and will instead be applied at a variable interval schedule of reinforcement. This variable reinforcement will be above the natural reinforcement levels for remaining on task without prompting and will be gradually thinned from the current variable maintenance phase level of reinforcement to a level which mirrors the natural levels of reinforcement in the environment. Week 2: On-Task Behavior: Verbal reinforcement will be paired with checking boxes on the student self-check sheet and with the single remaining reinforcement menu option, the football math problem (currently the most selected option). Prompts Required to Begin Assignment: Prompts should no longer be necessary, as student is consistently on task. Verbal reinforcement for lower levels of prompting (zero prompts) will continue to be applied at variable intervals, but at a reduced rate from week one. Wallace D. Fullerton © 11/8/2018

Generalization Implementation Week 3: On-Task Behavior: Verbal reinforcement will be paired with the modified remaining reinforcement menu option, which is a randomly selected math problem (this will still provide the possibility of a football related problem). Student self-check sheet will be phased out during this week. Prompts Required to Begin Assignment: Verbal praise will be lowered to a variable rate consistent with the natural reinforcement levels present in the classroom environment for zero required prompts. Week 4: On-Task Behavior: Only verbal reinforcement is applied for on-task behavior during mathematics assignment. Verbal reinforcement will continue to be thinned over time, and will no longer be placed on a fixed reinforcement schedule. Verbal reinforcement will be thinned to a variable reinforcement schedule with a mean equal to the current maintenance phase level of reinforcement (which is above the natural levels of reinforcement) and will continue to be reduced until it reaches the average level of reinforcement in the environment. The use of verbal praise is a well suited reinforcer which is readily deployable in the classroom setting and will provide a natural contingency that can be easily maintained under natural conditions. Wallace D. Fullerton © 11/8/2018

THANK YOU FOR YOUR TIME For Any Questions or Comments Please Feel Free To Contact Me At The Following: Phone: 1 (530) 632-6466 Email: wfullerton@gmail.com Wallace D. Fullerton © 11/8/2018