1. Behavioral Consultation
Brooke Maston
California State University, Chico
Fall 2015
© Brooke Maston 2015

2. Client Profile Client: “T” Grade: 2nd Sex: Male Teacher: Mrs. M
“He is a really bright, energetic young man with a lot to offer”.
-Mrs. M (consultee)
© Brooke Maston 2015

3. Problem Identification
© Brooke Maston 2015

4. Problem Description
A 2nd grade teacher referred one of her male students due to inappropriate classroom behaviors and misuse of classroom materials. He is having difficulty learning self- control. He struggles with self-management in regard to social skills and prosocial behaviors. The teacher reports that he hasn’t seemed to miss any academics due to his behavior, but he seems to be a negative attention seeker. The teacher worries that his behavior will further alienate him from his peers.
© Brooke Maston 2015

5. The Client’s Schedule 8:10- 8:15 8:15-8:45 30 8:45-9:25 40 9:25-10:10
*not in homeroom
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Minutes
8:10- 8:15
Attendance/ Lunch Count
Attendance/
Lunch Count 5
8:15-8:45
Oral Language 30
8:45-9:25
Word Study/Vocab 40
9:25-10:10
Reading 45
10:10-10:25
Recess 15
10:25-11:15
Math
P.E./Prep 50
11:15-11:55
Lunch
11:55-12:05 10
12:05-12:25
Language Arts 20
12:25-12:55
ELA small group
12:55-1:40
ELE*
1:40-1:55
Math/Int.
1:55-2:20
Soc.St/Science/PE
Soc.St/Science/ PE 25
*intervention in place in all homeroom classes
© Brooke Maston 2015

6. Operational Definitions & Dimensions
Behavior
Definition
Direction
Dimension
Disruptive noises
“T” makes disruptive sounds throughout the day
Decrease
Frequency
Invading personal space of peers
“T” pokes peers and kicks them underneath the desks
Throws class materials
“T” throws class materials during choice time
Remains in class stations
“T” continues task in stations when told to stop
Duration
On-task
“T” cannot be on-task if engaged in any of the above behaviors
Increase
© Brooke Maston 2015

7. S E Q U N C A L Y I Antecedent Behavior Consequence Code
After work completion
Makes disruptive sounds
Peers laugh
Positive Reinforcement
Teacher tells him to stop
Kicks peers under desk/ poking peers
Response Cost
Grouped with peers
Peers stop laughing
Throwing blocks/ materials
Choice time
Moved to single desk
Removing Antecedent
Response Cost
Continues with art/ activity when time to move on
After art/ activity time
Class loses privileges
Peers upset w/ him
Punishment
© Brooke Maston 2015

8. Data Collection Sheet Instructions
Instructions: For behaviors 1, 2, and 3, simply tally how many instances of each behavior you observed. For behavior 4, after the class is told to sit back down (or to move to a different task) after stations, mark the start and end time for him remaining in the station. If he returns within the appropriate time, circle R (returned). Each behavior is defined below.
Behavior 1 (B1): Makes disruptive noises
Behavior 2 (B2): Invades personal space of peers by kicking or poking
Behavior 3 (B3): Throws classroom materials
Behavior 4 (B4): Remains in classroom stations
start time is the time immediately after station time is over and class is directed to move to different task; end time is time student chooses to move to appropriate task
© Brooke Maston 2015

9. Data Collection Sheet From To Mon. Tues. Wed. Thurs. Fri. B1 B2 B3
Date:
Tues.
Wed.
Thurs.
Fri. B1 B2 B3
8:10
8:30
8:50
9:10
9:30
9:50
10:10
B4:
(start time-end time)
Start:
End: R
© Brooke Maston 2015

10. Data Collection Sheet Continued
From To
Mon.
Date:
Tues.
Wed.
Thurs.
Fri. B1 B2 B3
10:25
10:45
11:05
11:20
B4:
(start time-end time)
Start:
End: R
© Brooke Maston 2015

11. Data Collection Sheet Continued
From To
Mon.
Date:
Tues.
Wed.
Thurs.
Fri. B1 B2 B3
11:55
12:15
12:35
12:55
1:40
2:00
2:20
B4:
(start time-end time)
Start:
End: R
© Brooke Maston 2015

12. Baseline of Target Behaviors
© Brooke Maston 2015

13. Baseline of Target Behaviors
Duration of Time Off-Task:
M=3.88 minutes (15.5%)
SD=3.79 minutes (15.6%)
PHASE PHASE PHASE 3
INTERVENTION
© Brooke Maston 2015

14. Baseline of Target Behaviors
Aim Line
PHASE PHASE PHASE 3
INTERVENTION
© Brooke Maston 2015

15. Problem Analysis
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16. Student Background & Client Profile
Lives in a trailer park with mom, grandfather, and two older sisters
Teacher says he has no African American role models in his personal life
Father passed away in March of 2015
Receives multiple referrals a week
Has few absences
High academic performance
© Brooke Maston 2015

17. Reasons Problem Behaviors are Believed to be Occurring
Problem behaviors are believed to be occurring due to lack of opportunity to receive reinforcement (attention) for appropriate classroom behavior.
Student has no way of resetting following a period of inappropriate behavior, and teacher becomes increasingly annoyed with student.
Student is currently not reinforced in a salient way for completing his work or engaging in appropriate classroom behavior.
© Brooke Maston 2015

18. Intervention Methods
Differential Reinforcement of Alternative Behavior (DRA): procedure that involves the extinction of a problem behavior combined with reinforcing a behavior that is topographically dissimilar to, but not necessarily incompatible with, the problem behavior.
Teacher will record how frequently student is able to earn reinforcement. Teacher will also record problem behaviors to ensure appropriate change.
Student will be given a set amount of chill-out passes to have the opportunity to modify his behavior.
Teacher will positively reinforce engaging in appropriate classroom behavior:
Sitting quietly, completing work at desk
Using materials appropriately
Allowing peers to complete their work
Listening to teacher the first time a direction is giving
Shaping: shape student’s behavior by increasing the amount of time he must engage in appropriate classroom behavior before he can receive reinforcement.
Thinning of Reinforcement: by increasing the time he must be engaged in appropriate classroom behaviors, the student will earn fewer reinforcers over time.
Fading: reducing the number of chill-out passes the student can use in a day.
© Brooke Maston 2015

19. Reinforcement Menu
“T” will have to remain on-task for a period of time in order to receive 1 star. When he receives 6 stars, he can redeem them for one of the items below. “T” is also verbally praised for on-task behavior.
“T” will not be reinforced if he engages in any problem behaviors in that time period.
Item
Price
1 prize from prize box
6 stars
1 coloring sheet in back of room for 10 minutes
Quiet time in back of room with 1 friend for 10 minutes
10 minutes of extra recess time
10 minutes of computer time
20 minutes tutoring younger kids
20 minutes helping custodian clean campus
© Brooke Maston 2015

20. Visuals Used
“T” gets a set amount of “chill-out passes” each day which he can use to excuse himself for 5 minutes to reset.
*purchased from teacherspayteachers.com
“T” gets one star in each box for being on-task in the set time period. Consultee keeps visual with her and shows “T” his progress after each interval. Any stars left at the end of the day which have not been redeemed are carried over to the next day.
Fantastic!
Great start!
Almost there!
© Brooke Maston 2015

21. Plan Implementation
© Brooke Maston 2015

22. *N minutes of appropriate behavior
Intervention Methods
Student redeems 6 stars for item on reinforcement menu
Phase
*N minutes of appropriate behavior
Chill- out passes
allowed
# of days in phase 1 10 3 2 15 4 20
Teacher prompts student to engage in appropriate classroom behaviors.
*N minute interval begins
Appropriate behaviors
Verbal praise and student receives 1 star
At end of *N minute interval
Entire *N minute interval
Student requests chill out pass to reset
Student returns from reset
Key
Inappropriate behaviors OR
Teacher redirection to prompt
Antecedent
No verbal praise and no star given
Behavior
At any point in *N minute interval
Criterion for Behavior
At end of *N minute interval
Consequence
Criterion for Consequence
© Brooke Maston 2015

23. Intervention Phases PHASE 1:
Student goes entire interval of 10 minutes without engaging in any problem behaviors.
verbal praise given immediately
student receives 1 star
after student receives 6 stars, he can redeem them for one of his reinforcers off the reinforcement menu
Student can use up to 3 chill-out passes per day.
© Brooke Maston 2015

24. Intervention Phases PHASE 2:
Student goes entire interval of 15 minutes without engaging in any problem behaviors.
verbal praise given immediately
student receives 1 star
after student receives 6 stars, he can redeem them for one of his reinforcers off the reinforcement menu
Student can use up to 2 chill-out passes per day.
© Brooke Maston 2015

25. Intervention Phases PHASE 3:
Student goes entire interval of 20 minutes without engaging in any problem behaviors.
verbal praise given immediately
student receives 1 star
after student receives 6 stars, he can redeem them for one of his reinforcers off the reinforcement menu
Student can use up to 1 chill-out pass per day.
© Brooke Maston 2015

26. Baseline / Intervention
© Brooke Maston 2015

27. Baseline / Intervention
Aim line
M: 3.88 (15.5%)
SD: 3.79 (15.2%)
PHASE PHASE PHASE 3
INTERVENTION
© Brooke Maston 2015

28. Baseline / Intervention
Mean
M: (74.9%)
SD: (13.6%)
PHASE PHASE PHASE 3
INTERVENTION
© Brooke Maston 2015

29. Plan Evaluation
© Brooke Maston 2015

30. Program Efficacy: Disruptive Noises
Baseline: M= 17.78; SD= 3.80
Phase 1: M= 9.0; SD= 0.67
Mean: 49.4% from baseline; SD: 82.4% from baseline
Phase 2: M= 8.65; SD= 1.5
Mean: 51.3% from baseline; SD: 60.5% from baseline
Phase 3: M= 3.0 ; SD= 1.63
Mean: 83.1% from baseline; SD: 57.1% from baseline
Phase 3 shows that the student decreased his total Disruptive Noises by 83.1% from Baseline. This change became 57.1% more consistent from Baseline to Phase 3.
© Brooke Maston 2015

31. Program Efficacy: Kicks or Pokes Peers
Baseline: M= 4.78; SD= 1.48
Phase 1: M= 3.0; SD= 0.67
Mean: 37.2% from baseline; SD: 54.7% from baseline
Phase 2: M= 1.75; SD= 0.5
Mean: 63.4% from baseline; SD: 66.2% from baseline
Phase 3: M= 0.75; SD= 0.5
Mean: 84.3% from baseline; SD: 66.2% from baseline
Phase 3 shows that the student decreased his total Kicking or Poking Peers by 84.3% from Baseline. This change became 66.2% more consistent from Baseline to Phase 3.
© Brooke Maston 2015

32. Program Efficacy: Misuse of Classroom Materials
Baseline: M= 2.22; SD= 0.97
Phase 1: M= 1.5; SD= 0.33
Mean: 32.4% from baseline; SD: 66.0% from baseline
Phase 2: M= 0.75; SD= 0.5
Mean: 66.2% from baseline; SD: 48.5% from baseline
Phase 3: M= 0.25; SD= 0.5
Mean: 88.7% from baseline; SD: 48.5% from baseline
Phase 3 shows that the student decreased his total Misuse of Classroom Materials by 88.7% from Baseline. This change became 48.5% more consistent from Baseline to Phase 3.
© Brooke Maston 2015

33. Program Efficacy: Time Off-Task Following Stations
Baseline: M= 3.88 mins. (15.5%); SD= 3.79 mins. (15.2%)
Phase 1: M= 1.25 mins. (5%); SD= 0.96 mins. (3.84%)
Mean: 67.7% from baseline; SD: 74.7% from baseline
Phase 2: M= 1.0 mins. (4%); SD= 0.82 mins. (3.28%)
Mean: 74.1% from baseline; SD: 78.4% from baseline
Phase 3: M= 0.5 mins. (2%); SD= 0.58 mins. (2.32%)
Mean: 87.1% from baseline; SD: 84.7% from baseline
Phase 3 shows that the student decreased his total Time-Off Task Following Stations by 87.1% from Baseline. This change became 84.7% more consistent from Baseline to Phase 3.
© Brooke Maston 2015

34. Program Efficacy: Total Time On-Task
Baseline: M= mins. (74.9%); SD= mins. (13.6%)
Phase 1: M= mins. (88.9%); SD= 20.0 mins. (7.4%)
Mean: 18.7% from baseline; SD: 45.6% from baseline
Phase 2: M= mins. (90.3%); SD= mins. (5.3%)
Mean: 20.6% from baseline; SD: 61.0% from baseline
Phase 3: M= mins. (90.7%); SD= 10.0 mins. (3.7%)
Mean: 21.1% from baseline; SD: 72.8% from baseline
Phase 3 shows that the student increased his total Time On-Task by 21.1% from Baseline. This change became 72.8% more consistent from Baseline to Phase 3.
© Brooke Maston 2015

35. Maintenance & Generalization
The behaviors will be considered to be in the maintenance phase if they are maintained at criterion for a period of two weeks.
DRA of On-Task behavior is controlling the problem behaviors and moving them closer to the criterion of 0 through the process of shaping.
The criterion of On-Task behavior has been set at the classroom average of On-Task behavior, which is about 250/270 minutes, or 93% of the time.
Goal: “T” is On-Task 93% of the time throughout the day.
“T” receives item from reinforcement menu after he earns 6 stars.
Begin the process of Generalization:
Objectives:
Unnatural reinforcers will be eliminated. Remaining reinforcers will undergo the process of thinning, as they will be given less often.
The chill-out pass will be eliminated completely through the process of fading, after it has been paired with the verbal prompt “Please Reset” for one week.
© Brooke Maston 2015

36. Implementation of Generalization
Thinning the Reinforcers:
In order to thin the reinforcers, the items from the reinforcement menu which are not natural to the classroom environment will be eliminated.
Prize box, extra recess time, and working with custodian are removed from reinforcement menu.
Stars will be given for On-Task behavior on an intermittent schedule of reinforcement (VR 2) for 2 weeks. Verbal praise for On-Task behavior will be given on an FR 1 schedule of reinforcement.
The frequency of verbal praise every 20 minutes is consistent with the amount provided for peers.
After 2 weeks, stars will be eliminated completely. When the stars are eliminated completely, verbal praise received will replace the economy of 6 stars (6 stars = 6 verbal praises received) verbal praises received equals 2 hours total on-task.
Verbal praise will always be on an FR 1 schedule.
1st 20 minute period nd 20-minute period rd 20-minute period
Verbal Praise
Verbal Praise & Star Given
Verbal Praise
Example of
VR 2 schedule
4th 20 minute period th 20-minute period th 20-minute period
Verbal Praise
& Star Given
Verbal Praise
& Star Given
Verbal Praise
© Brooke Maston 2015

37. Reinforcement Menu During Generalization
Item
Price
1 coloring sheet in back of room for 10 minutes
2 hours total on-task
Quiet time in back of room with 1 friend for 10 minutes
10 minutes of computer time
20 minutes tutoring younger kids
“T’s” peers are also eligible to receive these items for being on-task for the same amount of time.
© Brooke Maston 2015

38. Implementation of Generalization
Fading the Antecedent:
The Chill-Out Pass will be made more natural to the classroom environment.
The Chill-Out Pass will be paired with the verbal prompt “Please Reset” for one week.
Through classical conditioning, a previously neutral stimulus (verbal prompt “Please Reset”) will become a conditioned stimulus and will elicit the desired behavior.
Week 1:
Consultee will pair the one remaining chill-out pass with the verbal prompt “Please Reset”.
Week 2:
Verbal prompt “Please Reset” will replace the chill-out pass, making it more natural to classroom environment.
Day: 1
Chill-Out Pass & “Please Reset”
Day: 2
Chill-Out Pass & “Please Reset”
Day: 3
Chill-Out Pass & “Please Reset”
Day: 4
Chill-Out Pass & “Please Reset”
Day: 5
Chill-Out Pass & “Please Reset”
Day: 1
“Please Reset”
Day: 2
“Please Reset”
Day: 3
“Please Reset”
Day: 4
“Please Reset”
Day: 5
“Please Reset”
© Brooke Maston 2015

39. Implementation of Generalization
To generalize “T’s” On-Task behavior outside of his homeroom class, this behavior system has also been put into place in his ELE (English Language Enrichment) class, which he attends for 45 minutes every day.
“T” was recently moved into the highest level 3rd grade class for ELE and has been performing well, both academically and behaviorally.
Additionally, at the end of the day, the consultee walks with “T” to the office and shares with the principal how well he was able to stay on-task that day.
This serves to create a positive school atmosphere for “T” and gives him a sense of pride being able to show the principal what he was able to accomplish.
© Brooke Maston 2015

40. Please contact me with any questions or comments at: bmaston@mail
Please contact me with any questions or comments at:
© Brooke Maston 2015