1. Behavioral Consultation Case Presentation
© Megan Johnson 2015
Megan M. Johnson
California State university, chico
FALL 2015

2. Client Profile “Chloe” Age: 5 Sex: Female Grade: Kindergarten
Teacher: “Mrs. Lawson”
© Megan Johnson 2015

3. Relevant Background Information
Chloe has told several classmates and teachers that her father is going to jail.
Chloe frequently mentions that her grandfather is dying.
Chloe’s mother has an infant son with her current boyfriend.
Chloe often wants to stay home to “take care of” her baby brother.
The mother’s boyfriend was removed from the home by the police, in the presence of Chloe, after a violent altercation two weeks prior to the intervention implementation.
Chloe loves to be the Special Helper in class.
She recently said that she “wants to be a good girl for Mrs. Lawson” when asked how she likes school.
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4. Consultee Profile “Mrs. Lawson” Age: 27 Sex: Female First year teacher
TK/Kindergarten class
“Chloe does whatever she wants, and I see her doing it with her mom too, I really have no idea what to do when she acts like that.”
© Megan Johnson 2015

5. Problem Identification
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6. HOW MRS. LAWSON SEES THE PROBLEM
Mrs. Lawson believes that Chloe has low self-esteem and that she is also negatively affecting the class as a whole with her disruptive behavior. She says that Chloe constantly interrupts learning time and distracts the other students in her class. She says that Chloe “isolates” herself from class activities, particularly circle time and stations. She commonly engages in negative self- talk such as, “I am stupid” and “I cannot do this.” This demonstration of self- doubt is often followed by “melt-downs,” crying, screaming, yelling, spitting and even hitting other students.
© Megan Johnson 2015

7. Daily Schedule:
7:55am
Mom walks Chloe into classroom before other students arrive
8:00 – 8:30
Circle Time: Singing, reading books or alphabet
8:30 – 9:00
Stations Activity 1: Art, math or language arts
9:00 – 9:30
Stations Activity 2: Art, math or language arts
9:30 – 9:50
Recess with snack
9:50 – 10:10
Tracing names or carpet toys
10:10 – 10:45
10:55 – 11:45
Lunch followed by recess
11:45 – 12:25
Leap Frog movies: ABCs or math
12:25 – 12:35
Resting/quiet music
12:35 – 1:00
Afternoon recess
1:00 – 1:35
Free-Choice
1:35 – 1:45
Clean up/ sing a song/ dismissal
© Megan Johnson 2015

8. OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR
Behavior 1: Negative Self-Talk
Characterized by:
Saying things such as, “I cannot do this” and “I am stupid”
Any and all negative comments targeted at herself
Decrease Frequency
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9. OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR
Behavior 2: Emotional Outburst
Characterized by:
Crying, screaming, yelling, throwing things, spitting and hitting other students
Decrease Duration
© Megan Johnson 2015

10. OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR
Behavior 3: Leaves Area of Instruction
Characterized by:
Leaving circle time and sitting at the stations table next to the rug or going to the classroom play kitchen
Loud yelling
Answering questions out of turn
Quiet non-participation
Leaving stations and going to the rocking chair, or going to the classroom play kitchen
Playing with toys
Reading books
Decrease Frequency
© Megan Johnson 2015

11. OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR
Behavior 4: Verbal Demands
Characterized by:
Yelling “you didn’t choose me,” “you never choose me,” and “choose me”
Decrease Frequency
© Megan Johnson 2015

12. OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR
Behavior 5: On-Task
Characterized by:
Participating in circle time, in designated spot
Participating in stations, sitting at the table
Increase Duration
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13. Problem Analysis
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14. Positive Reinforcement Circle Time
Antecedent
Behavior
Consequence
Code
Verbal Demands
One verbal warning
Redirection
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On-Task
Verbal Praise
Positive Reinforcement
Circle Time
Leaves Area of Instruction
Removed from classroom
Negative Reinforcement
Stations
Emotional Outburst
Negative Self–Talk
No Emotional Outburst
Redirection from teacher and/or aide
Redirection

15. Data Collection Behaviors:
In Area of Instruction (IA): Characterized by sitting in designated spot during circle time or sitting at the table during stations.
Emotional Outburst (EO): Characterized by crying, screaming, yelling, throwing things, spitting and hitting other students.
Negative Verbal (NV): Characterized by statements “I cannot do this” or “I am stupid,” and any negative comments targeted at herself.  This may also include negative and/or demanding comments made during stations toward the teacher and/or other students.  
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16. Baseline slide Mean: 21%; 14 Minutes SD:17.5%; 11 Minutes
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17. Baseline slide
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18. Target Behaviors Procedure Target Times
Negative Verbal (NV): Characterized by statements “I cannot do this” or “I am stupid” and any negative comments targeted at herself.  This may also include negative and/or demanding comments made during stations toward the teacher and/or other students.  
DRL: Reinforcement is provided for a lessened display of the undesirable behavior during a designated period of time.
Stations 1
Stations 2
In Area of Instruction (IA): Characterized by sitting in designated spot during circle time or sitting at the table during stations.
Shaping: Reinforcement of desired behavior in successive approximations to meet the criterion percentage.
Circle Time 1
Circle Time 2
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19. Intervention Implementation
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20. Client Reported Reinforcers
Play kitchen
Baby doll
Baby brother
Stickers
Dollhouses
Classroom treasure chest with small toys
“Exploring”
Disney princesses, especially Elsa and Jasmin
Coloring
Kinder Music and playing instruments
Tracing letters
Line Leader/ Special Helper
© Megan Johnson 2015

21. Reinforcement Menu
Justification
Stickers needed
Administered
Location
Duration
The Baby Book
The teacher has found several resources that comprise an educational “Baby Book.” It includes: coloring and sticker pages, stories, and activities. Chloe is very reinforced by babies, and even talking about babies. This book is something naturally reinforcing to Chloe and she will be able to keep it after generalization procedures.
One
Immediately
On the table next to the rug
5 Minutes
Disney Princess coloring pages with learning letters and tracing. Example:
“J is for Jasmin”
Chloe loves Disney princesses, especially Princess Elsa and Princess Jasmin. Chloe also loves to color. She can choose from several princess coloring pages and have the opportunity to color them. Each princess page will also have tracing letters, another activity she enjoys. The tracing letters used will be the letter of the week to correspond with class curriculum.
Dollhouse pieces/ small toys
Chloe has a dollhouse at home, she talks about it frequently. She plays with the small toys in class in her “pretend dollhouse.” Mrs. Lawson said that one of the only things Chloe will work for are the treasure chest toys.
Four, one in each window of the dollhouse
During Free-Choice time
Classroom, put away in backpack after Free- Choice time
35 Minutes
The “good mommy” kitchen toys: tea set, fake food, apron and pots and pans
The pretend kitchen is Chloe’s favorite place in the classroom to spend time in and “play house.” These new kitchen toys will be removed after each Free-Choice time so that they will remain powerful reinforcers.
Play kitchen in the classroom
© Megan Johnson 2015

22. Dollhouse Sticker Chart
The Dollhouse chart will be affixed around Chloe’s neck with yarn.
Each window represents one of the intervention targets: Circle Time 1, Circle Time 2, Stations 1, and Stations 2.
One sticker is awarded and placed in the appropriate window when the phase criterion for that target time has been met.
© Megan Johnson 2015 ST 2
Circle Time 1
Stations 1 C
Circle Time 2 T1

23. Shaping for In Area of Instruction (IA) During Circle Time
Phase
Percentage of IA
Days 1 4%
1) 1.5 min
2) 1.5 min 4 2
15%
1) 4.5 min
2) 5 min 3
25%
1) 7.5 min
2) 9 min
40%
1) 12 min
2) 14 min 5
55%
1) 16.5 min 2) 19 min 6
75%
1) 22.5 min
2) 26 min 7
100%
1) 30 min
2) 35 min
Mrs. Lawson observes Chloe every 5 minutes from 8:00am to 9:30am and from 10:10am to 10:45am
Student is in the area of instruction
Criterion met:
Receives R+: verbal praise and Chloe can put a sticker on her dollhouse chart
Criterion not met
Receives R+: *verbal praise and encouragement
Student is out of the area of instruction
Given prompt: “Please return to your spot so that you are able to earn your sticker.”
© Megan Johnson 2015
*When the criterion has not been met Chloe is still verbally praised for being in the area of instruction, this is paired with encouragement. Encouragement includes statements such as: “You are almost there, Chloe!” and “Keep going, you’re doing great!”

24. DRL: Decrease Negative Verbal (NV) During Stations
Phase
Number of comments
Days 1 62
31/interval 4 2 50
25/interval 3 40
20/interval 30
15/interval 5 20
10/interval 6 10
5/interval 7
DRL: Decrease Negative Verbal (NV) During Stations
Start of stations activity 1 or 2
(30 minute intervals)
Student makes X number of NV comments or less
Receives R+: verbal praise and Chloe can put a sticker on her dollhouse chart
Student makes more than X number of NV Comments
No R+
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25. Program Evaluation
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26. © Megan Johnson 2015

27. Shaping: In Area of Instruction
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Phase
Mean
Standard Deviation
% change mean from baseline
% change SD from baseline
Baseline
21%
17.5%
N/A
Phase 1
75%
10.7%
257% Increase
39% Decrease
Phase 2
64%
27.1%
205% Increase
55% Increase
Phase 3
83%
7.8%
295% Increase
55% Decrease
Phase 4
91%
6.1%
333% Increase
65% Decrease

28. Program Efficacy
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333%
Increase

29. Criterion Line Aim Line
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Criterion Line Aim Line

30. DRL: Negative Verbal Comments
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Phase
Mean
Standard Deviation
% change mean from baseline
% change SD from baseline
Baseline
41 Comments
21 Comments
N/A
Phase 1
25 Comments
8 Comments
39% Decrease
62% Decrease
Phase 2
29 Comments
14 Comments
29% Decrease
33% Decrease
Phase 3
19 Comments
2 Comments
54% Decrease
90% Decrease
Phase 4
15 Comments
4 Comments
63% Decrease
81% Decrease

31. Program Efficacy
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63%
Decrease

32. © Megan Johnson 2015

33. Maintenance and Generalization
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34. Maintenance and Generalization
To begin the process of generalization the behavior must first remain at criterion for 10 class days.
The intervention will continue to be implemented through Phase 7, and two weeks of post intervention data are required.
10 Day Criterion:
Student is in area of instruction for 100% of Circle Time 1 and Circle Time 2
Student exhibits zero negative verbal comments for Stations 1 and Stations 2
Criterion may be adjusted to match the typical student in class
Objectives of Generalization
Elimination of established antecedent through fading
Elimination of tangible reinforcers through thinning
Maintaining behavior through verbal praise equal to the class average
© Megan Johnson 2015

35. Generalization Fading the Antecedent and Thinning the Reinforcers
During Intervention Phase 3, the dollhouse chart was removed from Chloe’s neck and placed on Mrs. Lawson’s desk, this began the fading process.
The Dollhouse Chart will need to be completely faded, and the stickers will have to be thinned as they are reinforcing.
Fading the chart, thinning the stickers, and thinning the immediate and secondary reinforcers can be done simultaneously by progressively decreasing the number of windows on the Dollhouse Chart.
© Megan Johnson 2015

36. Generalization Schedule
Week 1 - The chart will have windows for Circle Time 1, Circle Time 2, and Stations 1.
Stickers, immediate reinforcers, and verbal praise will be awarded when the criterion is met for Circle Time 1, Circle Time 2, and Stations 1.
Stations 2 will only receive verbal praise when the criterion is met.
Secondary reinforcement menu will be offered when all three windows have a sticker.
Week 2 - The chart will have windows for Circle Time 1 and Circle Time 2.
Stickers, immediate reinforcers, and verbal praise will be awarded when the criterion is met for Circle Time 1 and Circle Time 2.
Stations 1 and Stations 2 will only receive verbal praise when the criterion is met.
Secondary reinforcement menu will be offered when both windows have a sticker.
Week 3 – The chart will have a window for Circle Time 1.
Stickers, immediate reinforcers, and verbal praise will be awarded when the criterion is met for Circle Time 1.
Stations 1, Stations 2 and Circle Time 2 will only receive verbal praise when the criterion is met.
Secondary reinforcement menu will be offered when the window has a sticker.
Week 4 – The chart will be completely faded.
All windows have been successively eliminated, therefore no stickers will be awarded.
No tangible reinforcers will be awarded.
Student will be intermittently reinforced with verbal praise at the same rate as her peers.
© Megan Johnson 2015
Week 3 Chart

37. Questions or Comments? Contact Megan Johnson mjohnson81@csuchico.edu