© Gemma Minetti, 2014

Problem Description  K is a six year old first grade student in Mrs. P’s general education classroom. K often thinks he knows the answers to Mrs. P’s verbally asked questions; however, he neglects to raise his hand and wait to be called upon to speak. Instead, K blurts out answers and does not give other students a chance to raise their hand and answer questions. © Gemma Minetti, 2014

Operational Definition and Dimension of Behavior  Blurting Out: K will blurt out responses without raising his hand and waiting to be called upon to speak. (excessive) Decrease Frequency © Gemma Minetti, 2014

Background Information  K lives in Chico with his two younger brothers, father, and mother, who is pregnant with his younger sister.  He enjoys playing soccer and Wii.  His favorite subject in school is math.  He also likes to play games and climb trees.  Mrs. P described K as a “pleaser” who is extremely helpful and full of energy. © Gemma Minetti, 2014

Class Schedule: Monday- Thursday TimeInterval (minutes)Activity 8:30-9:0030Community Time 9:00-9:5555Word Work 9:55-10:1520Recess 10:15-11:4085Reading Groups 11:40-12:3050Lunch/Recess 12:30-12:4515Story Time 12:45-1:2035Language Arts 1:20-1:3010Recess 1:30-2:2050Math 2:20-2:255Clean Up Collect data © Gemma Minetti, 2014

AntecedentBehaviorConsequenceCode Everyday Math/ Pick Up blurting out verbal warning punishment redirection move clip down to “Warning” move clip down to “Teacher's Choice” lose 5 minutes of recess prompted to raise hand raises hand verbal praise positive reinforcement response cost punishment move clip up to “Wow” move clip up to “Good Call Home” © Gemma Minetti, 2014

Mrs. P’s Clip Chart Good Phone Call Home WOW! All Star Student Warning Teacher’s Choice © Gemma Minetti, 2014

Data Sheet © Gemma Minetti, 2014

Baseline Data Day M= 6; SD= 4.2 © Gemma Minetti, 2014 Instances of Blurting

© Gemma Minetti, 2014

Procedure: Differential Reinforcement of Limited Responding. Everyday Math. Mrs. P asks a question. New Interval Begins (Interval= 25 minutes). K has X or less blurt outs. K is immediately reinforced with a prize and verbal praise from Mrs. P. K has X or more blurt outs. K is not reinforced. © Gemma Minetti, 2014 PhaseBlurts Allowed 14 25* *Increased based on Phase 1 data.

Intervention Procedure: Phase 1  Differential Reinforcement of Limited Responding. Decrease Blurting. ○ 25 minute interval began. K was reinforced for 4 or less instances of blurting in the 25 minute interval. -K was immediately reinforced with a prize and verbal praise from Mrs. P as soon as the 25 minute interval ended. K was not reinforced if he had 5 or more instances of blurting in the 25 minute interval. ○ A new 25 minute interval began. © Gemma Minetti, 2014

Intervention Implementation Data Sheet: Phase 1 © Gemma Minetti, 2014

Intervention: Phase 1 Day Instances of Blurting M= 8.4; SD= 3.6 Criterion © Gemma Minetti, 2014 Total Collection Time= 50 minutes.

Intervention Procedure: Phase 2  Differential Reinforcement of Limited Responding. Decrease Blurting. ○ 25 minute interval began. K was reinforced for 5 or less instances of blurting in a 25 minute interval. -K was immediately reinforced with a prize and verbal praise from Mrs. P as soon as the 25 minute interval ended. K was not reinforced if he had 6 or more instances of blurting in the 25 minute interval. ○ A new 25 minute interval began. ○ A visual was added to K’s desk to illustrate how many instances of blurting he was allowed in the 25 minute interval. Mrs. P marked the designated number every time K blurted. © Gemma Minetti, 2014

Desk Visual © Gemma Minetti, 2014

Intervention Data: Blurting Instances of Blurting Interval= 25 minutes. Day Criterion M= 4.4; SD= 2.1 M= 3 ; SD= 2 Phase 1 Phase 2 © Gemma Minetti, 2014

Baseline and Intervention Data: Blurting © Gemma Minetti, 2014 Instances of Blurting Day Criterion M= 6; SD= 4.2 M= 8.4; SD= 3.6 M= 5; SD= 4.2 Phase 1Phase 2Phase 3Phase 4 Phase 5 Phase 6 Baseline Trend (Based on median data) Data points represent the total amount of blurts from Interval 1 and Interval 2.

© Gemma Minetti, 2014

Program Efficacy 16.7% decrease © Gemma Minetti, 2014

Plan Efficacy  K’s blurting behavior decreased from baseline to the current phase by 16.7%, which means he has blurted on an average of 5 times in one 25 minute interval rather than 6 times.  His blurting behavior from baseline to the current phase still varies at a rate of 4.2. © Gemma Minetti, 2014

Goals  The goal of maintenance is to keep the behavior occurring at a low rate after the intervention has been removed.  The goal of generalization is to have the behavior occur at low rates in other antecedents.  Specifically for K, we want him to blurt at low rates and only receive the reinforcers his classmates receive, as well as blurt at low rates in all class periods. © Gemma Minetti, 2014

Procedure  Phase 2 of K’s DRL procedure will continue until he meets the criterion for three consecutive days. The procedure will continue up to Phase 6. ○ K’s visual prompt on his desk will decrease to only show the number of blurts allowed in each phase. The visual will be completely removed once the reinforcement schedule moves from continuous to intermittent. © Gemma Minetti, 2014 PhaseDays Required at Criterion Blurts Allowed in Each 25 Minute Interval

© Gemma Minetti, 2014 Phase 3 Phase 4 Data Sheets

© Gemma Minetti, 2014 Phase 5 Phase 6

Desk Visual: Fading © Gemma Minetti, 2014 Phase 3 Phase 4 Phase 5 Phase 6

Procedure  Maintenance: K’s blurting behavior must remain at criterion in Phase 6 for a period of 10 days in order to move into generalization.  Generalization: K’s reinforcement schedule will move from continuous to intermittent. Continuous= K was being reinforced after each 25 minute interval if he met the designated criteria. Intermittent= K will only be reinforced occasionally after each 25 minute interval, even if he meets the criteria for reinforcement every time. © Gemma Minetti, 2014

Intermittent Reinforcement Schedule DayInterval 1Interval 2 1 ✔✖ 2 ✖✔ 3 ✖✖ 4 ✖✔ 5 ✔✖ © Gemma Minetti, 2014 ✔ Reinforce if criterion is met. ✖ Do not reinforce, even if criterion is met.

Maintenance  K will only be reinforced if he remains at criterion, which is 2 or fewer blurts in the total 50 minute period. K will be reinforced if he meets the designated criteria immediately once the 50 minute period ends. © Gemma Minetti, 2014 DayReinforcement Schedule 6 ✔ 7 ✖ 8 ✖ 9 ✔ 10 ✖

Generalization  After maintenance, K’s reinforcers will be thinned each week. Week 1: K will be reinforced with verbal praise, moving his clip up the chart, and a prize from Mrs. P’s prize box every time he meets criterion. Week 2: K will be reinforced with verbal praise paired with moving his clip up the chart every time he meets criterion. Week 3: K will be reinforced with verbal praise paired with moving his clip up the chart intermittently. © Gemma Minetti, 2014

Questions or Comments: © Gemma Minetti, 2014