Kayti Laam Psychology 636 Dr. Neil Schwartz CSU Chico 12/16/13 © 2013 Kayti Laam. CSU Chico.

1. Problem Identification 2. Problem Statement 3. Class Schedule 4. Sequential Analysis 5. Behaviors to be Increased & Decreased 6. Behaviors Measured 7-8. Data Collection Sheet 9. Problem Analysis Baseline Data Reinforcers 15. Reinforcement Menu 16. Plan Implementation: In-Seat 17. In-Seat Intervention Flow Chart 18. In-Seat Intervention Data Graphed 19. Plan Evaluation: In-Seat Intervention © 2013 Kayti Laam. CSU Chico.

Intervention Effects on In-Seat Behavior 22. Analyzing & Interpreting In-Seat Data 23. Plan Implementation: Shaping Math Completed 24. Math Completed Intervention Flow Chart 25. Math Completed Intervention Data Graphed 26. Plan Evaluation: Math Completed Intervention Intervention Effects on Math Completed Behavior 29. Analyzing/Interpreting Math Completed Behavior 30. Plan Evaluation 31. Analyzing & Interpreting Data 32. Maintenance 33. Generalization 34. Generalization Plan: In-Seat 35. Generalization Plan: Math Completed 36. Consultee & Client Reactions © 2013 Kayti Laam. CSU Chico.

 “Oliver is consistently off-task and distracts himself and others by wandering around the room. He often does not do his class work and when he does the quality of his work is lower than that of the other students.” © 2013 Kayti Laam. CSU Chico.

8:15 – 10:00Language Arts: Reading, Spelling, Workbook 10:00-10:15Recess 10:15-11:15Language Development (Grammar) 11:15-11:404/5 intervention (Accelerated Reading) 11:40-12:10Lunch 12:10-1:20Math 1:20-1:50PE or Class Meetings 1:50-2:35Language Development (History & Science) 8:15 - 9:00 DRI & Shaping In/Out of Seat Intervention 12:10 - 1:20 Shaping Class Work Intervention © 2013 Kayti Laam. CSU Chico.

Antecedent Direct Whole Class Instruction Individual ClassworkRedirected Behavior Out of SeatDoesn’t Complete Work Completes Work Student responds with correct/wanted behavior Student does not respond with correct/wanted behavior Consequenc e Redirected to appropriate behavior Given Positive Verbal/Tangible Reinforcement (e.g. ‘Thank you,’ tickets, or notes) Required to stay in during recess or SPARK (after school) Sent to office to do work during class time Code Redirection (prompt) Positive ReinforcementResponse Cost © 2013 Kayti Laam. CSU Chico. Sequential Analysis

 Out-of-Seat  Wandering  In-Seat  Percentage of Class Work Completed © 2013 Kayti Laam. CSU Chico.

 In & Out of Seat Behavior  Percentage of Math Class Work Completed Each Day © 2013 Kayti Laam. CSU Chico.

IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO M T W 8:15 8:20 8:30 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO *Look at him at each of the times listed & circle ‘I’ if he is in his seat or ‘O’ if he is out of his seat. 8:15 © 2013 Kayti Laam. CSU Chico. Data Collection Sheet (front)

IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO IOIO R F 8:208:30 8:208:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 Monday: Tuesday: Wednesday:Thursday:Friday: Percentage or Ratio of Math Completed Each Day: 8:15 © 2013 Kayti Laam. CSU Chico. Data Collection Sheet (back)

© 2013 Kayti Laam. CSU Chico.

Mean: 43% (In-Seat) SD: 15% Median: 40%

Work Completed: Mean: 20% SD: 11% Median: 23% © 2013 Kayti Laam. CSU Chico.

Days of Baseline Mean: 20% SD: 11% Median: 23% % of Math Completed © 2013 Kayti Laam. CSU Chico.

Oliver’s Token R+ For DRI & Shaping In-Seat Behavior © 2013 Kayti Laam. CSU Chico.

This certificate is good for an activity of choice from Oliver’s list!!! © 2013 Kayti Laam. CSU Chico.

 Time on iPad playing educational games  Fun educational worksheets / drawing on the back  New worksheets and iPad games added throughout the phases to guard against satiation © 2013 Kayti Laam. CSU Chico.

Mrs. Cooper observes Oliver every 5 minutes from 8:15-9am In his seat Given R+ in the form of verbal praise & a ticket At 9am, trades tickets in for time on an iPad or fun worksheet if he’s met the % required; Continues being seated Out of his seat Given prompt “Please return to your seat so that you’re able to earn a ticket” DRI & Shaping Intervention for In-Seat Behavior: Phases Phase% Required for R+ Days 130%3 240%4 350%5 Phase% Required for R+Days 460%5 570%5 *1 ticket = 1 minute of activity © 2013 Kayti Laam. CSU Chico.

Percentage of time in & out of seat BASELINE INTERVENTION Mean: 43% SD: 15% Median: 40% Criterion line Aim line % of time in/out of seat Days Phase 1Phase 2Phase 3 Mean: 60% SD: 26% Median: 70% © 2013 Kayti Laam CSU Chico. Phase 4 Mean: 74% SD: 10% Median: 70% Mean: 62% SD: 15% Median: 65% Mean: 65% SD: 12 % Median: 65%

Baseline – Phase 1 Means: 43% - 60% % Change = 39% Phase 1 – Phase 2 Means: 60% - 65% % Change = 8.3% Phase 2 – Phase 3 Means: 65% - 62% % Change = - 4.6% Phase 3 – Phase 4 Means: 62% - 74% % Change = 19% © 2013 Kayti Laam. CSU Chico.

% Mean Change from Baseline to Phase 4 = 72% 43% 74% Percentage of time In & Out of Seat Mean Percentage Baseline SD 15%  Phase 4 SD 10%: Variability decreased by 33% © 2013 Kayti Laam. CSU Chico.

 Oliver’s in-seat behavior is steadily and gradually increasing. When comparing baseline to phase 4 means you see a 72% increase, while the variability of this behavior has decreased by 33% overall. This shows that Oliver is in his seat more frequently and consistently than he was before treatment implementation.  As of phase 4, criterion has been met, while his in- seat behavior is still gradually increasing. Therefore, after two weeks of maintaining his in- seat behavior at or above criterion, generalization strategies will be implemented. © 2013 Kayti Laam

© 2013 Kayti Laam. CSU Chico.

Assigned individual seat work (math) Completes % of work required to receive R+ R+ Praised and given certificate Earns R+ of choice off his menu by trading in the certificate he earned within 10 mins of receiving it Does not complete % of work required to earn R+ Given a verbal prompt “If you complete problems, you will get a certificate to choose an activity from your list.” Shaping Intervention for Completed Class Work: Phases Phase % Work Completed Required for R+ Minutes allowed to do activity Days 115% %44 Phase % Work Completed Required for R+ Minutes allowed to do activity Days 330% % %75 © 2013 Kayti Laam

Percentage of Math Completed Days Mean: 20% SD: 11% Median: 23% % of Math Completed Baseline Intervention aim line criterion Phase 1 Phase 2 Phase 3 © 2013 Kayti Laam. CSU Chico. Mean: 25% SD: 16% Median: 15% Mean: 31% SD: 9% Median: 33% Mean: 56% SD: 10% Median: 60% Mean: 58% SD: 8% Median: 60% Phase 4

© 2013 Kayti Laam. CSU Chico.

Baseline – Phase 1 Means: 20% - 25% % Change = 25 % Phase 1 – Phase 2 Means: 25% - 31% % Change = 24% Phase 2 – Phase 3 Means: 31% - 56% % Change = 80% Phase 3 – Phase 4 Means: 56% - 58% % Change = 4% © 2013 Kayti Laam. CSU Chico.

20% 58% % of Math Completed © 2013 Kayti Laam. CSU Chico. Baseline SD 11%  Phase 4 SD 8%: Variability decreased by 27% % Change from Baseline to Phase 4 = 190%

 Oliver’s percentage of math attempted has steadily increased from baseline to phase 4.  Oliver met criteria a phase sooner than expected, therefore after two weeks of maintaining this behavior (i.e. staying above criteria with little variability) generalization strategies should be implemented.  Since Oliver has met criteria, but is still only attempting half of his work, Mrs. Cooper & I are going to adapt our intervention to include more phases so that he will continue to do more math problems. Therefore, the criterion line will increase & more phases will be added.  Once Oliver has met the new criterion & maintained this behavior for two weeks with little variability, generalization strategies will be implemented. © 2013 Kayti Laam. CSU Chico.

 Analyzing & Interpreting Data  Maintenance & Generalization © 2013 Kayti Laam. CSU Chico.

 The two behaviors focused on in this intervention are interconnected. Specifically, if Oliver is in his seat more often, he is more likely to be attempting class work than when he is out of his seat. Similarly, increasing Oliver’s amount of class work attempted will increase his in-seat behavior, because in order to work he needs to be seated.  Therefore, increasing Oliver’s in-seat behavior will likely increase the amount of work he is attempting & increasing the amount of work he attempts will also increase the amount of time he is in his seat. © 2013 Kayti Laam. CSU Chico.

 Once Oliver’s target behaviors have been at or above criterion & stable for 2 weeks, generalization strategies can be implemented.  Preferably, once the mean variability has decreased by 50% at criterion for 2 weeks.  Oliver’s in-seat behavior variability has decreased by 33%, therefore as more data is collected we will see if this variability continues to decrease. © 2013 Kayti Laam. CSU Chico.

 Generalization is achieved through thinning of the reinforcers & replacing tangible reinforcers with natural reinforcers at a frequency that is consistent with the average classroom environment.  For Oliver, this means gradually thinning his extra tangible reinforcers while replacing them with positive verbal reinforcement & classroom tickets that Mrs. Cooper hands out to all students for good behavior. © 2013 Kayti Laam. CSU Chico.

 Begin thinning reinforcers & replacing them with natural reinforcers:  1 st Week:  2 tickets = 1 minute of activity; verbal positive reinforcement given at each interval when he is seated.  2 nd Week:  Verbal positive reinforcement given for in-seat behavior at each interval; at the end of the time period choice of activity is given.  3 rd Week:  Verbal positive reinforcement given for in-seat behavior at each interval; at the end of the time period Mrs. Cooper gives him a positive note & a high five.  4 th Week & On:  Mrs. Cooper provides verbal reinforcement & tickets consistent with that of her average classroom environment. © 2013 Kayti Laam. CSU Chico. * Observation & monitoring during generalization is key; if desired behavior begins to decline, these plans should be adjusted. Intervention plan should be reinstated if necessary.

 Begin thinning reinforcers & replacing them with natural reinforcers:  1 st Week:  Certificate replaced with personal positive note written by Mrs. Cooper.  Choice of activity for the last 4 minutes of the math period.  2 nd Week:  Verbal positive reinforcement & classroom tickets given for math work completed throughout math period.  Mrs. Cooper gives personal positive note & high five at end of math period.  3 rd Week & On:  Mrs. Cooper provides verbal reinforcement & tickets consistent with that of her average classroom environment. © 2013 Kayti Laam. CSU Chico. * Observation & monitoring during generalization is key; if desired behavior begins to decline, these plans should be adjusted. Intervention plan should be reinstated if necessary.

 “These plans have worked well. Oliver’s behavior has greatly improved.”  “Although time consuming, these interventions are working and it was worth it!” © 2013 Kayti Laam. CSU Chico.  “I’m really good at math!”