1. Behavioral Consultation
Nalini Varahamurti
Psychology 636
Fall 2016
© Nalini Varahamurti, 2016
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2. 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.

3. Client’s Interests Skateboarding with her brother Minecraft
My Little Pony
Fairies
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4. Problem Identification
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5. 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
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6. 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
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7. 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
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8. 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
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9. Data Collection Sheets
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10. 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
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11. 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
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12. 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
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13. 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
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14. 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
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15. 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
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16. Plan Implementation © Nalini Varahamurti, 2016
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17. 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.

18. 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
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19. 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.

20. 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
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21. 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
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22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.

29. 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.

30. 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
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31. 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
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32. 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
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33. 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?
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34. 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
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35. Plan Evaluation © Nalini Varahamurti, 2016
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36. Plan Efficacy for B1: In Seat Behavior
Baseline:
Mean: Standard Deviation: 3.3
Phase 1:
Mean: 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: 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: 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
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37. SD Percent of Change in B1: In Seat
3.3
Standard Deviation of minutes in seat
64 % decrease
1.4
Time
© Nalini Varahamurti, 2016
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38. Plan Efficacy for B2: On-Task Behavior
Baseline:
Mean: Standard Deviation: 4.1
Phase 1:
Mean: 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: 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: 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
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39. 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
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40. Plan Efficacy for B3: Outbursts Behavior
Baseline:
Mean: Standard Deviation: 2.1
Phase 1:
Mean: Standard Deviation: 1.2
Phase 2:
Mean: 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: Standard Deviation: .9
22.8 % decrease
57.1 % decrease
67.5 % increase
22.5 % increase
Phase 4:
Mean: 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
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41. Mean Percent of Change in B3: Outbursts
3.1
Standard Deviation of minutes in seat
71 % decrease 1
Time
© Nalini Varahamurti, 2016
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42. Intervention Phase 4 B3:Outbursts
Baseline
Mean
Goal
Behavior
Aim Line
Criterion
Behaviors observed throughout a day
Mean SD 1
.82
Days of Intervention
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43. 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
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44. 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
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45. 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
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46. 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
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47. 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.

48. 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
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49. Please contact me with any questions or comments
© Nalini Varahamurti, 2016
Presentation not to be used without written approval from the author.