Nicole Disney

1
Nicole Disney Psychology 636 Fall 2008
2

• Client Katie
• 7 year-old female
• 2nd grade
• School location Magalia
• Primary Language English
• Does not qualify for SPED services
• Consultee Ms. Lisa
• Dates of consultation October 1st, 2008-Present

3
She does not follow the classroom rules she
distracts me and other children while Im
teaching. Everyone else knows they are supposed
to be quiet when they need something, but she
always disrupts. She is impulsive and wants her
needs met right then and there so she interrupts.
She is impatient and doesnt wait to be called on
so she comes over to me or a helper.
-Ms. Lisa
4

• Katie has a stronger need for attention than the
  rest of the class.
• She often interrupts Ms. Lisa during instruction
  to ask questions and make comments.
• She is struggling with reading and writing.
• She gets frustrated easily when she does not
  understand material.
• She gets frustrated when she does not receive
  help right away.

5

• Interrupts blurts blurts out questions and
  remarks, does not raise her hand.
• Out of seat approaches teacher or helper to ask
  a question .

6
C
B
A
Teacher tells K to sit down (R)?
Out of seat and approaches teacher
Writing assignment
Out of seat and approaches aide
Teachers aid helps K (R)?
Writing assignment
Teacher ignores K (extinction)?
Blurts out a question
Writing assignment
Teacher tells K to raise her hand (R)?
Blurts out a question
Teacher Instruction
Teacher ignores K (extinction)?
Blurts out a remark
Teacher Instruction
7
Period of intervention
Monday
Tuesday
Wednesday
Thursday
Friday
Social Studies 900-915
Math 915-1010
Recess 1010-1030
Reading 1030-1130
Lunch 1130-1215
Read aloud 1215-1230
Language arts 1230-145
Recess 130-200
Writing 200-300
8
We chose to implement the intervention during the
last period of the day so that Katie could
exchange her tickets immediately following the
intervention.
9

• Blurting out
• This behavior is excessive.
• The goal is to decrease the frequency of blurting
  out during instruction.
• .
• Out of Seat
• This behavior is excessive.
• The goal is to decrease the frequency of leaving
  her seat to approach the teacher or an aid during
  writing.

10
Target Behaviors
Inverse Behaviors

• Raises hand
• Raises hand

• Blurts out
• Out of seat

11

• Ms. Lisas 2nd grade classroom
• Monday-Friday 200-300pm during writing
• Activities include individual work and classroom
  wide instruction during writing

12

• Interviews with Ms. Lisa (consultee) and Katie
  (client)?
• Frequency count
• Rationale To record the number of times the
  target behaviors that occur during 200-300pm
• Procedure
• Shaping by DRI with continuous reinforcement
  (Differential Reinforcement of Incompatible
  Behavior)?
• and by DRL (Differential Reinforcement of Low
  Rate Behavior)?
• Data collected by Ms. Lisa

13
Directions Every day Monday-Friday during
200-300pm- please put a tally for each behavior
that occurs during the time intervals.
Behaviors Defined Raising hand She raises her
hand quietly while remaining in her desk or on
the floor (in the place she should be). Out of
seat Instead of raising her hand and waiting to
be called on she approaches the teacher or a
helper. Blurt She asks a question or makes a
response without raising her hand or being called
on.
14
(No Transcript)
15
(No Transcript)
16

• Katie does not receive attention at home.
• Katie seeks attention from adults, such as the
  teacher and aides.
• Classmates become irritated with Katie so she
  doesnt have many friends.
• Working on writing and reading precedes the
  target behaviors.
• These behaviors do not occur when Katie receives
  one-on-one help.
• Katie has demonstrated the skills to raise her
  hand and remain in her seat.

17
Behavior Blurting Out
A
B
C
Reminds her to Raise her hand(R R-)?
Blurts out without raising hand
Writing Instruction
Hypothesis Katie is seeking attention from
adults. She has been reinforced for the target
behaviors through adult interaction. She feels
frustrated when she does not understand material
right away and so she wants immediate help.
18
Behavior Out of seat
C
A
B
Writing Instruction
She receives help from the aid or teacher tells
her to sit down (R R-)?
Approaches teacher or aid for help
Hypothesis Katie feels frustrated when she
doesn't understand material so she seeks
immediate help, rather than raising her hand. She
has been reinforced by teacher aids when they
provide assistance.
19

• According to Ms Lisa Katie works for tickets,
  which can be traded in for prizes. She enjoys
  one-on-one time with adults and with her. She
  also responds well to praise.
• According to Katie She likes prizes from the
  prize box and special time with Ms. Lisa and
  her counselor.

20

• Katie was provided with reinforcement choices, in
  which she could exchange tickets for the
  following options
• Prize from prize box
• One-on-one lunch with teacher
• Walk to bus with counselor
• Tickets and verbal praise were paired together
• Tickets were already a conditioned reinforcer for
  Katie
• The ticket system is already instilled so it fits
  with the ecology of the classroom
• 10 tickets a prize or one-on-one lunch with
  Ms. Lisa
• 1 ticket counselor walks her to the bus after
  school

21
(No Transcript)
22

• For this intervention, we used a DRI schedule of
  reinforcement with continuous reinforcement and a
  DRL schedule of reinforcement .
• A DRL schedule of reinforcement was used in place
  of a DR0 (zero) due to the ecology of Ms. Lisas
  class. We also aimed to set reasonable
  expectations.

23

• According to the data collected during baseline,
  Katie averaged 15 blurts and about 5 out of seat
  behaviors per day.
• To ensure success we decided to use continuous
  reinforcement and prompting of appropriate
  behavior.
• In the beginning of Intervention we placed a
  nonverbal prompt on Katies desk as a reminder to
  raise her hand.

24

• DRI.
• We used Continuous reinforcement.
• Katie received immediate positive reinforcement
  from Ms. Lisa upon raising her hand while
  remaining quiet, which is incompatible with
  blurting and being out of seat.
• DRL
• Each day Katie received positive reinforcement if
  she blurted out less than n times during
  200-300. Positive reinforcement was in the form
  of a prize or a note home. Katie had the choice
  between the prize and note.
• It was given immediately following the period
• This ensured an opportunity to receive daily
  reinforcement.

25

• DRI
• Katie received tickets and verbal praise each
  time she raised her hand in replace of blurting
  out.
• Verbal praise consisted of statements like thank
  you for raising your hand, good job raising
  your hand, and Thank you, how do you need
  help?
• DRL
• At week 4, Katie had to blurt out 2 or fewer
  times per day to receive a prize or note home.
• At week 5, Katie had to blurt out 1 time or less
  per day to receive a prize or note home.
• By week 5 Katie was blurting out less than once
  per day.

26

• Prompting
• If she left her seat, the teacher and aids
  prompted her to return to her seat.
• Once she returned to her seat and raised her
  hand she was reinforced for the appropriate
  behavior.

27

• Once Katie received tickets, she had the choice
  to trade 1 in to be walked to the bus by her
  counselor or trade 10 in for a prize or lunch
  with Ms. Lisa.
• This method of reinforcement was designed to
  avoid satiation, fit the needs of the teacher,
  and provide Katie a choice in reinforcement.

28
The data showed a dramatic decrease in the number
of blurts each week of the intervention.
Week of intervention
of blurts per week
Baseline Week 1 Week 2 Week 3 Week 4 Week
5 Week 6 Week 7
75 14 10 5 9 3 1 0
29

• Antecedent
• Consequence
• Behavior

Katie is working on a writing assignment/ writing
instruction

Raises her hand
Out of seat
Blurts out
Receives verbal cue to go back to seat
Receives nonverbal cue zipped lips symbol
Receives 1 ticket and verbal praise
Katie cashes in Tickets when she chooses 1
counselor walks her to bus stop after school 10
prize menu or one-on-one lunch with teacher
Out of seat
Goes back to seat and or raises hand
Raises hand
Blurts out
No immediate reinforcement
Ignored by teacher
No immediate reinforcement
Blurts ltn times during 2-3 receives prize or
note home
30
(No Transcript)
31
Baseline Blurts
Blurts
Aim line
of blurts
Days
Mean 15
32
Baseline Out of Seat
Out of Seat
Aim line
of times out of seat
Days
Mean 5.4
33
(No Transcript)
34

• During Phase 1 Katie averaged about 10 blurts and
  3 out of seat behaviors per week.
• During phase 1 we used DRI only.

35
Phase 1 Blurts
Blurts
Aim line
of blurts
Days
36
Phase 1 Out of Seat
Out of Seat
Phase 1
Baseline
Aim line
of times out of seat
Days
37
(No Transcript)
38

• Since Phase I was completed successfully, we
  moved the intervention into Phase II. We wanted
  to see a more dramatic decrease in behaviors and
  promote consistent change.
• During this phase DRL was added
• Katie earned a prize or note home if she had 2 or
  less blurts per day.
• This was added to ensure an opportunity for daily
  reinforcement.
• During Phase II Katie had 3 blurts and 3 out of
  seat behaviors per week.

39
Phase 2 Blurts
Blurts
Phase 2
Baseline
Phase 1
Aim line
of blurts
Days
40
Phase 2 Out of Seat
Out of Seat
Phase 1
Baseline
Phase 2
Aim line
of times out of seat
Days
41
(No Transcript)
42

• Since Phase II was successful, the intervention
  moved into Phase III.
• In this phase, Katie needed to blurt out 1 time
  or less during writing.
• DRI was still in place, in which verbal praise
  and a ticket was given by Ms. Lisa for each time
  Katie raised her hand.

43
Phase 3 Blurts
Blurts
Baseline
Phase 2
Phase 1
Phase 3
Trend Line Aim line
of blurts
Days
44
Phase 3 Out of Seat
Out of Seat
Phase 1
Baseline
Phase 2
Phase 3
Trend line Aim line
of times out of seat
Days
45
(No Transcript)
46

• The plan was successful. Katie exceeded the
  criterion point and reached criterion on time.

47
Blurts

• Intervention
• Mean 2 86 change
• Median 2 86 change
• Standard Deviation 2.83 17 change

• Baseline
• Mean 15
• Median15
• Standard Deviation 3.4

48
Out of Seat

• Baseline
• Mean 5.4
• Median 5
• Standard Deviation 2.2

• Intervention
• Mean .41
• 92 change
• Median 0
• 100 change
• Standard Deviation 0.74
• 66 change

49
(No Transcript)
50

• The of tickets required to receive positive
  reinforcement will be increased after she has
  reached criteria of 2 or less blurts per day for
  2 weeks.
• To suit the ecology of the classroom Katie must
  earn 20 tickets to receive reinforcement since
  the other students must earn that amount.
• During the 1st week ticket requirement will be
  increased to 15 to receive reinforcement.
• During the 2nd week she must earn 20 tickets to
  receive reinforcement.

51

• The verbal praise will be thinned to the norm of
  the class.
• Once this behavior has been maintained and
  generalized, the same procedure will be used
  during other times of the day.
• We plan to go backwards on the classroom schedule
  one period at a time.

52
Ms. Lisas Perception of student after the Plan
"I feel like I don't even need to take data
anymore, I haven't had any bad behaviors to
record. Katie is doing so well she is back to the
norm of the class. In fact she has exceeded some
of the other students. She is very respectful and
she doesn't interrupt me anymore. She is doing
excellent. I mean the problem is gone. I think
this plan has really helped her understand
expectations and become a normal student."