Behavioral Consultation Nalini Varahamurti Psychology 636 Fall 2016 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Consultee Demographic Client Demographic Name: Ms. F. Years teaching: 17 Currently teaching: 3rd Grade Client: ”A” Age: 8-years-old Grade: 3rd Sex: Female Teacher: Ms. F. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Client’s Interests Skateboarding with her brother Minecraft My Little Pony Fairies © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Problem Identification © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Problem Description “A” struggles focusing at various points throughout the day. She is frequently out of her seat, often speaks aloud to herself, or tries to speak with neighboring classmates. She does not remain focused on the topic instructed by Ms. F. ”A” also displays outbursts, evidenced by kicking or throwing objects and yelling at adults and students, usually as a result of not getting her way. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Behaviors and Dimensions Problem Behaviors Dimensions Direction “A” is out of seat distracting others. “A” is in seat during appropriate instructional time. (B1) Duration “A” distracts herself and others during instructional time. “A” is on-task doing what is instructed by Ms. F. (B2) When ”A” is told ”no” she has an outburst. “A” yells/screams or kicks/throws objects at others upon hearing “no.” (B3) Frequency “A” talks at inappropriate times throughout the day. “A” talks to neighbors or self during individual time or instructional time. (B4) © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Classroom Schedule Time Monday Tuesday Wednesday Thursday Friday Intervention implemented during this time. *Tuesday & Thursdays: Math 10:05-11:15 , P.E. 11:15-11:40 Time Monday Tuesday Wednesday Thursday Friday Minutes 8:05-8:20 Number packet, read, CB 15 8:20-9:45 Daily 3** Daily3** 85 9:50-10:05 Recess 10:05-10:30 P.E. Math* 25 10:40-11:40 Math P.E.* 60 11:40-12:20 Lunch 40 12:20-1:05 45 1:05-1:20 1:20-2:10 Planet Paper 50 **Daily 3 are language art options that change daily. Some typical options are: iReady, Spelling City, AR book or test. “A” is allowed to choose her preferred learning routine during this time, which is divided into three 25 minute segments. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Sequence Analysis Antecedant Behavior Consequence Code Given verbal or gestural redirection Positive Reinforcement Instructions are given Talks at inappropriate times (B4). On Task (B2) Smiled at, given thumbs up or verbal praise Negative Reinforcement Individual work time “A” is out of seat at inappropriate times. Sent to “safe” place Time out In seat (B1) “A” is told “no” Yells/screams or kicks/throws objects (B3). Sent to the office Punishment © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Data Collection Sheets © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1: In Seat Behavior B1 is defined as “A” remaining in her seat during appropriate instructional time. B1 is recorded in 28 intervals, each consisting of 3 minutes during Daily 3. During baseline, “A” is in her seat 96.8% of the time. Ms. F. expressed she would like this to become a more consistent behavior, where “A’s” in seat behavior becomes more consistent. The focus of this behavior is to decrease the standard deviation from phase to phase, to create more consistent in seat behavior. This is done through shaping of the behavior. The mean (82.5) is already at the criterion (82) set by Ms. F. Ms. F. expressed she does not expect any of her students to be in seat for all 85 minutes of Daily 3. ALSO DRI? © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Baseline B1:In Seat Number of Minutes “A” is in seat during Daily 3 Time in seat 85 mins for Daily 3 Mean Goal Behavior Aim Line Criterion Number of Minutes “A” is in seat during Daily 3 STANDARD DEVIATION dotted lines? Days of the week © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B2: On-Task Behavior B2 is defined as “A” remaining on-task as instructed by Ms. F. during Daily 3. B2 is recorded throughout 28 intervals, each consisting of 3 minutes. During baseline, “A” is on-task 94.7% of the time. Ms. F. set the criterion of this behavior at 82 minutes. The baseline mean for this behavior is 80.6 minutes. Ms. F. would also like this behavior to become more consistent. This is done through shaping of the behavior. The focus of this behavior is to decrease the standard deviation throughout each phase, to ensure a more consistent on-task behavior. ALSO DRI? © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Baseline B2: On-Task Number of Minutes “A” is on-task during Daily 3 Time on-task 85 mins for Daily 3 Mean Goal Behavior Aim Line Criterion Number of Minutes “A” is on-task during Daily 3 Mean SD 80.6 4.1 Days of the week © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B3: Outbursts B3 is defined as kicking, screaming, yelling or throwing objects. B3 is recorded throughout the full day. During baseline, “A’s” mean daily outbursts averaged around 3.5 outbursts over seven days. Ms. F.’s expectation is for outbursts to decrease to zero. “A” will be placed on a Differential Reinforcement of Zero Behavior (DR0). © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Baseline B3: Outbursts Behaviors observed throughout a day Mean SD 3.5 Goal Behavior Aim Line Criterion Behaviors observed throughout a day Mean SD 3.5 2.2 Baseline Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Days of Intervention © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Implementation © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Shaping B1: In Seat Behavior The procedure of shaping is used to move the behavior closer to criterion (82 minutes). This is done by gradually increasing the amount of time ”A” is expected to remain in her seat. After seeing baseline data, Ms. F. suggested working toward a criterion of 82 minutes in seat, as she does not expect any of her students to be in seat for the entire 85 minutes. To ensure phase 1 is successful, the goal is set one standard deviation below the mean at 73 minutes in seat, instead of “A’s” baseline of 82 minutes in seat. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1: In Seat Intervention Phase 1 “A” is R+ sharing her project with the class in company of an adult for three minutes. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 3 79 4 82 In Seat Phase 1 73 min. 3 min 6 min. Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1: In Seat Intervention Phase 2 “A” is R+ sharing her project with the class in company of an adult for two minutes “A” is R+ with a drawing activity. “A” remains in seat during Daily 3 *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 3 79 4 82 In Seat Phase 2 76 min. 3 min 3 min. Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1: In Seat Intervention Phase 3 “A” is R+ sharing her project with the class in company of an adult for one minute. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 3 79 4 82 In Seat Phase 3 79 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1: In Seat Intervention Phase 4 “A” is R+ sharing her project with the class. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 3 79 4 82 In Seat Phase 4 82 min. 2 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Shaping of B1: In Seat “A” is R+ sharing her project with the class. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. In Seat Phase 1 73 min. 3 min 6 min. In Seat Phase 2 76 min. 3 min 3 min. In Seat Phase 3 79 min. 3 min In Seat Phase 4 82 min. 2 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Reinforcement Menu for B1: In Seat ”A” remains in seat for X minutes indicated by phase. “A” is reinforced for three minutes after completing time in seat. “A” is given options of coloring sheets or blank paper to color for three minutes during reinforcement time. At the end of Daily 3, “A” is able to share her drawing with the class for three minutes. R+ Options Minutes Minecraft Coloring Sheets 3 Colored Pencils and Paper Fairy Coloring Sheets *phase 4 is 2 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Shaping B2:On-Task Behavior The procedure of shaping is used to move the behavior closer to criterion (82 minutes) . This is done by gradually increasing the amount of time ”A” is expected to remain on-task. After seeing the baseline data, Ms. F. suggested working toward a criterion of 82 minutes on-task, as she does not expect any of her student to be on-task for the entire 85 minutes. To ensure phase 1 is successful, the goal is set one standard deviation below the mean at 73 minutes on- task, instead of “A’s” baseline of 80 minutes on-task. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B2: On-Task Intervention Phase 1 “A” is R+ sharing her project with the class in company of an adult for three minutes. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 3 79 4 82 On-Task Phase 1 73 min. 3 min 6 min. Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B2: On-Task Intervention Phase 2 “A” is R+ sharing her project with the class in company of an adult for two minutes “A” is R+ with a drawing activity. “A” remains in seat during Daily 3 *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 3 79 4 82 On-Task Phase 2 76 min. 3 min 3 min. Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B2: On-Task Intervention Phase 3 “A” is R+ sharing her project with the class in company of an adult for one minute. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 3 79 4 82 On-Task Phase 3 79 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B2: On-Task Intervention Phase 4 “A” is R+ sharing her project with the class. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 3 79 4 82 On-Task Phase 4 82 min. 2 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Shaping of B2: On-Task “A” is R+ sharing her project with the class. “A” is R+ with a drawing activity. “A” remains in seat during Daily 3. *Both R+ are paired with verbal praise. On-Task Phase 1 73 min. 3 min 6 min. On-Task Phase 2 76 min. 3 min 3 min. On-Task Phase 3 79 min. 3 min On-Task Phase 4 82 min. 2 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Reinforcement Menu for B2: On-Task ”A” remains on task for X minutes indicated by phase. “A” is reinforced for three minutes after completing time on-task. “A” is given options of coloring sheets or blank paper to color for three minutes during reinforcement time. At the end of Daily 3, “A” is able to share her drawing with the class for three minutes. R+ Options Minutes Minecraft Coloring Sheets 3 Colored Pencils and Paper Fairy Coloring Sheets *phase 4 is 2 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

DR0 for B3:Outbursts Differential Reinforcement of Zero (DR0) behavior is used to decrease outbursts. The behavior slowly decreases through use of reinforcement of fewer and fewer behaviors, until the behavior no longer occurs. “A” is self-monitoring this behavior so she is aware of expectations placed on her and her progress toward meeting these expectations. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

INTERVENTION for Outbursts PHASE MAX # OF OUTBURSTS per day DAYS in Phase 1 6 3 2 5 4 7 “A” engages in outburst. “A” self-monitors on behavior cart. ”A” is above max # of outbursts. “A” is at or below max # of outbursts. *Data is collected throughout the entire day. ”A” is not reinforced. “A” earns 7 minutes computer time at the end of day.* © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Self-Monitoring Sheet Number of Outbursts throughout the Day (Phase 1) Place an X in the box each time an outburst occurs. “A” keeps this laminated sheet on her desk and monitors her own behavior. The star indicates criterion for the phase. She receives a new card for each phase. The star will move to indicate the new criterion. HOW TO CHANGE THE CHART? © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Reinforcement Menu for B3: Outbursts ”A” remains at or under the set number of outburst for the day to receive 7 minutes of computer time at the end of the day. “A” enjoys academic computer games; therefore, she is offered academic options. “A” is only able to obtain 7 minutes of computer time if she is at or under the set number of outburst for the day. Spelling City Computer Program Minutes Spelling City 7 i-Ready Reading i-Ready Math i-Ready Reading i-Ready Math *R+ are paired with verbal praise. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Evaluation © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Efficacy for B1: In Seat Behavior Baseline: Mean: 82.5 Standard Deviation: 3.3 Phase 1: Mean: 83 Standard Deviation: 1.4 Percent change from baseline 1.2 % increase 57.6 % decrease Percent in seat 97.6 % 1.6 % increase Phase 2: Mean: 82.4 Standard Deviation: 1.3 Percent change from baseline .01 % decrease 60.6 % decrease Percent in seat 96.4 % 1.4 % increase From baseline to phase 3, “A’s” in seat behavior increased, exceeding Ms. F.’ s expectations for time in seat. This behavior became nearly 64% more consistent from baseline. Phase 4 is currently being implemented. Phase 3: Mean: 83.4 Standard Deviation: 1.2 Percent change from baseline 1.1 % increase 63.6 % decrease Percent in seat 98.1 % 1.4 % increase © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

SD Percent of Change in B1: In Seat 3.3 Standard Deviation of minutes in seat 64 % decrease 1.4 Time © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Efficacy for B2: On-Task Behavior Baseline: Mean: 80.5 Standard Deviation: 4.1 Phase 1: Mean: 81.8 Standard Deviation: 1.9 Percent change from baseline 1.6 % increase 53.6 % decrease Percent on-task 97.6 % 1.5 % increase Phase 2: Mean: 82.2 Standard Deviation: 1.5 Percent change from baseline 2.1 % increase 63.6 % decrease Percent on-task 96.7 % 1.7 % increase From baseline to phase 3, “A’s” on-task behavior exceeded Ms. F.’ s expectations. This behavior become nearly 71 % more consistent from baseline. Phase 4 is currently being implemented. Phase 3: Mean: 83.4 Standard Deviation: 1.2 Percent change from baseline 3.6 % increase 70.7 % decrease Percent on-task 98.1 % increase 1.4 % increase © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

SD Percent of Change in B2: On-Task 4.1 Standard Deviation of minutes on-task 71 % decrease 1.2 Phase 1 Time © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Efficacy for B3: Outbursts Behavior Baseline: Mean: 3.4 Standard Deviation: 2.1 Phase 1: Mean: 4.1 Standard Deviation: 1.2 Phase 2: Mean: 3 Standard Deviation: .8 Percent change from baseline 23.3 % increase 57.1 % decrease Percent on-task 68.3 % 35.3 % decrease 14.2 % decrease 61.9 % decrease 60 % 16 % decrease Phase 3: Mean: 2.7 Standard Deviation: .9 22.8 % decrease 57.1 % decrease 67.5 % increase 22.5 % increase Phase 4: Mean: 1 Standard Deviation: .8 71.4 % decrease 33.3 % increase 26.7 % increase Plan Efficacy for B3: Outbursts Behavior From baseline to phase 3, “A’s” outbursts have decreased by 71 %. This behavior become nearly 70 % more consistent over time from baseline. Phase 5 is currently being implemented. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Mean Percent of Change in B3: Outbursts 3.1 Standard Deviation of minutes in seat 71 % decrease 1 Time © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Intervention Phase 4 B3:Outbursts Baseline Mean Goal Behavior Aim Line Criterion Behaviors observed throughout a day Mean SD 1 .82 Days of Intervention © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Maintenance & Generalization For behaviors to be maintained, they must remain at criterion for ten consecutive days, after criterion has been reached for the intervention. Criterion for each behavior are as follows: -B1: In seat behavior- 83 minutes during Daily 3 -B2: On-task behavior- 83 minutes during Daily 3 -B3: Outbursts - zero behaviors. Generalization Once maintenance is complete, generalization begins. Unnatural reinforcers have been paired with natural reinforcers throughout intervention. -Unnatural reinforcers are thinned and replaced with natural reinforcers. -Natural reinforcers will also be thinned to the same frequency other students within the class receive them © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B3: Outbursts Maintenance & Generalization “A’s” self-monitoring sheet for outburst is faded by physically fading the appearance of the sheet on her desk. Fading takes place over four phases. Each phase is three days. B3: Outbursts Maintenance & Generalization 1: Full 2: Part 3:Mostly 4:Gone PHASE Level of Faded Self-Monitoring Sheet DAYS in Phase 1 Full 3 2 Park Mostly 4 Gone Number of Outburst throughout the Day (Phase 1) Put an X each time an outburst happens Number of Outburst throughout the Day (Phase 1) Put an X each time an outburst happens Number of Outburst throughout the Day (Phase 1) Put an X each time an outburst happens Make changes in fading more significant Fading of self-monitoring sheet © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B3: Outbursts Thinning of Reinforcer Reinforcement schedule Monday Tuesday Wednesday Thursday Friday Week 1 6 minutes of computer time. 6 minutes of computer time. Week 2 5 minutes of computer time. 5 minutes of computer time. Week 3 . 5 minutes of computer time Week 4 Week 5 This reinforcement schedule will be implemented when maintenance is reached. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1:In seat & B2:On-task Generalization Both B1 and B2 will be placed on the same schedule of reinforcement during generalization. Generalization will take place over four phases. Each phase will take place for five days. Phase Minutes In Seat & On-Task Days 1 87 5 2 117 3 122 4 354 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B1:In seat & B2:On-task Generalization “A” is R+ sharing her project with the class. “A” is R+ with a drawing activity. “A” remains in seat and on-task. *Both R+ are paired with verbal praise. 87 min. 1 min 3 min In Seat & On-Task Phase 1 In Seat & On-Task Phase 2 117 min. 1 min 2 min 117 min. 117 min. In Seat & On-Task Phase 3 122 min. 1 min 122 min. 1 min 1 min In Seat & On-Task Phase 4 353 min. 1 min Full period = 354 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Change in Perception The teacher’s perception of the client over the course of this intervention has significantly increased, evidenced by the teacher sharing more positive behaviors with consultant than negative. Class clapped for client when she obtained her goals each week, increasing her overall social status. Client shared she has more friends to play with at recess. She believes this is because she is now a better student in the classroom. Client is seen smiling more. “I’m so glad this is working!” –Ms. F. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author

Please contact me with any questions or comments nvarahamurti@mail.csuchico.edu © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.