1. BIP Goals and Objectives BIP Intervention Description and Rationale
FBA/BIP Project
Allie Carpenter
College of Education, Michigan State University, East Lansing, MI 48824
Introduction
BIP Goals and Objectives
BIP Results
Direct Data Graph from Interval Recording
Summary of Plan Implementation:
This intervention used a chart moves strategy. For every activity either on the carpet or that is done at his desk that Sam* can remain in his seat and sitting forward facing his work, he will get to color in one bubble. When he colors in all 8 bubbles, he will be rewarded with either his favorite candy or a pencil. After that, we start the chart all over again. Sam* was told his options for his reward before starting this intervention plan. Sam* went over the plan very thoroughly before starting the intervention. We will start the intervention plan for 5 minute intervals. This implementation worked well for Sam*. He demonstrated and was conscious of the replacement behavior during the intervention. This helped him move through his chart rather quickly!
Background
Sam* is a first grade student at Fairview Elementary in Lansing, MI. This urban setting has a student to teacher ratio in the classroom that is 28 students to 1 teacher. Sam* has been diagnosed with ADHD, but according to Sam* and his mom, he does not take his medication regularly.
Target Behavior Description and Definition
During individual work time while the students are sitting at their desk, Sam* has a hard time staying on task and staying seated. During this time Sam* will get out of his seat and wander around the classroom. Sometimes he will go talk to other students, other times he will just roam aimlessly, looking for something else to do. This not only interferes with Sam’s* learning, but others in the class too as he distracts them from their work. Sam* will also turn around in his seat and stare out the window or items in the classroom in a trance for long periods of time (over 5 minutes), distracting him from his work. When Sam* is on task at his desk, he is sitting in his seat, sitting forward facing his work, and he is not talking to others unless instructed too. The beginning of instruction seems to be a trigger for the target behavior. As soon as the teacher announces that it is time to work/learn at their desks or on the carpet, we see the target behavior. However, we do not see the target behavior when Sam* is working on the computer.
Data Collection Method
Pre-intervention
Teacher interview
Student interview
Teacher rating scale
Student rating scale
ABC data
Scatterplot
Narrative behavior observation
FBA baseline data (interval recording)
During Intervention
FBA intervention data (interval recording)
Replacement behavior:
Sam’s* replacement behavior is sitting forward in his seat with his hands in his lap (or whatever the teacher directs him to be holding). He will not get out of his seat until the end of an activity. If he needs to use the bathroom, he will use it once per activity and he will only use it for 4 minutes.
Behavior objectives
Student will be able to stay seated on the carpet or at his desk for an activity for 5 minutes (to start), except to get up for 4 minutes to go to the bathroom.
Student will be able to stay seated in a forward position with his hands in his lap (or whatever the teacher directs, like holding a pencil for example) facing his work for 5 minutes (to start) while seated at his desk or on the carpet.
BIP Intervention Description and Rationale
Brief overview:
The intervention plan is to use a model of positive reinforcement. More specifically, the intervention will use a chart moves strategy. There will be a picture of a student sitting forward in their seat (a picture of what we would like to see Sam* doing). Around the picture will be a trail of 8 bubbles. For every activity Sam shows the replacement behavior for 5 minutes, he will get to color in one bubble. When he colors in all 8 bubbles, he will be rewarded with either his favorite candy or a pencil. After that, we start the chart all over again. By coloring in a bubble after a successful activity on the carpet or at his desk, Sam* is instantly rewarded and reminded that he can be successful in changing his behavior. Sam* will know his options for his reward before starting this intervention plan. Sam* will also go over the plan very thoroughly before starting the intervention. We will start the intervention plan for 5 minute intervals.
Teaching plans:
Sam will be expected to sit forward in his seat with his hands in his lap (or whatever the teacher directs him to be holding). He will not get out of his seat until the end of an activity. If he needs to use the bathroom, he will use it once per activity and he will only use it for 4 minutes. Sam* will also be expected to not talk to others unless told too. These expectation swill be modeled for Sam* and then he will be expected to model it back to make sure there is a clear understanding.
Arranging the environment:
Sam* will sit closer to the teacher during the time they work together on the carpet. This way it is easy to remind him to stay focused on the task, and it is easy to monitor him getting out of his seat.
Consequences:
Sam* will get to color in a bubble on his “chart moves” chart if he demonstrates the desired behavior for 5 minutes. Once he colors in 8 of the bubbles, he will receive a reward of candy or a pencil. If Sam demonstrates the target behavior during the 5 minute period, he is not rewarded by filling in a bubble and therefore does not receive a reward as immediately.
 Generalization/maintenance plan:
We will start the intervention plan at 5 minute intervals. So, if Sam* can get through a task (at the carpet or at this desk) demonstrating the replacement behavior, he will be rewarded. Once Sam* masters this task, we will increase the time up to 8 minute intervals (keep adding on 3 more minutes as he becomes successful at lower intervals). This intervention could also be used in other contexts such as special that the student might attend (such as gym or art). Although a few adjustments might have to be made in gym since the students are not sitting most of time!
Conclusions
FBA Results
Looking at the data collected, this BIP was effective. The student and teacher are enjoying the successes of the intervention, which can hopefully have lasting impacts.
My recommendation is that the BIP continue to be administered as it is currently. Once the student consistently demonstrates the replacement behavior, the next step would be to add 3 minutes to make it 8 minutes that the student has to demonstrate the replacement behavior in order to be rewarded. Continue to add on 3 minutes as the student masters the replacement behavior.
Direct Data Graph from Interval Recording
Summary of ABC Data
According to an ABC analysis, Sam* seems to be avoiding starting his work. We see this often as the teacher transitions from one activity to another. We also see this throughout an activity (writing for example) that Sam* avoids doing his work by talking with other students.
Hypothesis
The function of Sam’s getting out of his seat (both at his desk and at the carpet) and turning his body away from his work appears to be to avoid undesired tasks (that task being school work). Sam’s behavior appears to be triggered when he knows that he is expected to sit still for longer periods of time (periods over 5 minutes long). He knows when he is supposed to be sitting this long because the teacher announces that they will either be doing their own work at their seat (usually a worksheet) or she announces that the class needs to meet on the carpet. He has figured out that both of these activities mean that he will be sitting for a while, and he looks for something else to do. This information has been gathered from the teacher interview and from my behavior observation forms, both indicating that Sam is very off at the beginning of activities. In fact, in a 10 minute time span (that starts at the beginning of an activity), we see Sam’s* target behavior an average of 14 times during the first 5 minutes versus an average of about 12 times during the second 5 minutes. Sam’s behavior appears to be reinforced and maintained as he successfully gains access to social time with classmates and other off-task activities he finds for himself around the room. In summary, Sam shows avoidance of educational/learning activities in preference for another activity such as talking to friends, roaming around the room, or people watching.