Kayti Laam Psychology 636 Dr. Neil Schwartz CSU Chico 12/16/13 © 2013 Kayti Laam. CSU Chico....
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Transcript of Kayti Laam Psychology 636 Dr. Neil Schwartz CSU Chico 12/16/13 © 2013 Kayti Laam. CSU Chico....
BEHAVIORAL CONSULTATION:
OLIVERKayti Laam
Psychology 636Dr. Neil Schwartz
CSU Chico12/16/13
© 2013 Kayti Laam. CSU Chico. [email protected]
Table of Contents
1. Problem Identification2. Problem Statement3. Class Schedule4. Sequential Analysis5. Behaviors to be Increased & Decreased6. Behaviors Measured7-8. Data Collection Sheet9. Problem Analysis10-12. Baseline Data 13-14. Reinforcers15. Reinforcement Menu16. Plan Implementation: In-Seat17. In-Seat Intervention Flow Chart 18. In-Seat Intervention Data Graphed19. Plan Evaluation: In-Seat Intervention
© 2013 Kayti Laam. CSU Chico. [email protected]
Table of Contents (Continued)
20-21. Intervention Effects on In-Seat Behavior22. Analyzing & Interpreting In-Seat Data23. Plan Implementation: Shaping Math Completed24. Math Completed Intervention Flow Chart25. Math Completed Intervention Data Graphed26. Plan Evaluation: Math Completed Intervention27-28. Intervention Effects on Math Completed Behavior29. Analyzing/Interpreting Math Completed Behavior30. Plan Evaluation31. Analyzing & Interpreting Data32. Maintenance33. Generalization34. Generalization Plan: In-Seat35. Generalization Plan: Math Completed36. Consultee & Client Reactions
© 2013 Kayti Laam. CSU Chico. [email protected]
Problem Identification
© 2013 Kayti Laam. CSU Chico. [email protected]
Mrs. Cooper’s Problem Statement
“Oliver is consistently off-task and distracts himself and others by wandering around the room. He often does not do his class work and when he does the quality of his work is lower than that of the other students.”
© 2013 Kayti Laam. CSU Chico. [email protected]
Oliver’s Class Schedule
8:15 – 10:00 Language Arts:Reading, Spelling, Workbook
10:00-10:15 Recess
10:15-11:15 Language Development (Grammar)
11:15-11:40 4/5 intervention (Accelerated Reading)
11:40-12:10 Lunch
12:10-1:20 Math
1:20-1:50 PE or Class Meetings
1:50-2:35 Language Development (History & Science)
8:15 - 9:00 DRI & Shaping In/Out of Seat Intervention
12:10 - 1:20 Shaping Class Work Intervention© 2013 Kayti Laam. CSU Chico. [email protected]
Antecedent
Direct Whole Class
Instruction
Individual Classwork
Redirected
Behavior
Out of Seat
Doesn’t Complete Work
Completes Work
Student responds with correct/wanted
behavior
Student does not respond with
correct/wanted behavior
Consequence
Redirected to appropriate
behavior
Given Positive Verbal/Tangible
Reinforcement (e.g. ‘Thank you,’ tickets, or
notes)
Required to stay in during recess or
SPARK (after school)
Sent to office to do work during
class time
Code
Redirection(prompt)
Positive Reinforcemen
t
Response Cost
© 2013 Kayti Laam. CSU Chico. [email protected]
Sequential Analysis
Behaviors to be Increased
Out-of-Seat
Wandering
Behaviors to be Decreased
In-Seat
Percentage of Class Work Completed
© 2013 Kayti Laam. CSU Chico. [email protected]
Behaviors Measured
In & Out of Seat Behavior
Percentage of Math Class Work Completed Each
Day© 2013 Kayti Laam. CSU Chico. [email protected]
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
M
T
W
8:15
8:20
8:20 8:30
8:20
8:25
8:25
8:25
8:30
8:30
8:35
8:35
8:35
8:40
8:40
8:40
8:45
8:45
8:45
8:50
8:50
8:50
8:55
8:55
8:55
9:00
9:00
9:00
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
*Look at him at each of the times listed & circle ‘I’ if he is in his seat or ‘O’ if he is out of his seat.
8:15
8:15
© 2013 Kayti Laam. CSU Chico. [email protected]
Data Collection Sheet (front)
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
IO
R
F
8:20 8:30
8:20 8:25
8:25
8:30
8:35
8:35
8:40
8:40
8:45
8:45
8:50
8:50
8:55
8:55
9:00
9:00
Monday: Tuesday:
Wednesday: Thursday: Friday:
Percentage or Ratio of Math Completed Each Day:
8:15
8:15
© 2013 Kayti Laam. CSU Chico. [email protected]
Data Collection Sheet (back)
ProblemAnalysis
© 2013 Kayti Laam. CSU Chico. [email protected]
Baseline Data:Percentage of time in/out seat
1 2 3 4 5 6 7 8 9 100%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
OutIn
Days of Baseline
Perc
en
t of
Min
ute
s In
& O
ut
of
Seat
© 2013 Kayti Laam. CSU Chico. [email protected]
Mean: 43% (In-Seat)SD: 15%Median: 40%
*On Average, Oliver is in his seat 43% of the time.
Baseline Data:Math Work Completed
Work Completed:Mean: 20%SD: 11%Median: 23%
© 2013 Kayti Laam. CSU Chico. [email protected]
Baseline Data:Percentage of Math Completed
1 2 3 4 5 6 7 8 9 10 11 120
10
20
30
40
50
60
70
80
90
100
% compl...
Days of Baseline
Mean: 20%SD: 11%Median: 23%
% o
f Mat
h Co
mpl
eted
© 2013 Kayti Laam. CSU Chico. [email protected]
*On average,
Oliver completes
20% of math class work each
day
Oliver’s Token R+ For DRI & ShapingIn-Seat Behavior
© 2013 Kayti Laam. CSU Chico. [email protected]
Oliver’s Token R+For Shaping Math Class Work
This certificate is good for an activity of choice
from Oliver’s list!!!
© 2013 Kayti Laam. CSU Chico. [email protected]
Oliver’s Reinforcement Menu
Time on iPad playing educational games Fun educational worksheets / drawing on the
back
New worksheets and iPad games added throughout the phases to guard against satiation
© 2013 Kayti Laam. CSU Chico. [email protected]
Plan Implementation
:In-Seat DRI & Shaping
Intervention
© 2013 Kayti Laam. CSU Chico. [email protected]
Mrs. Cooper observes Oliver every 5 minutes from 8:15-9am
In his seat
Given R+ in the form of verbal
praise & a ticket
At 9am, trades tickets in for time on an iPad
or fun worksheet if he’s met the % required;
Continues being seated
Out of his seat
Given prompt “Please return to your seat so that you’re able to earn a ticket”
DRI & Shaping Intervention for
In-Seat Behavior: Phases 1 - 6
Phase % Required for R+
Days
1 30% 3
2 40% 4
3 50% 5
Phase % Required for R+ Days
4 60% 5
5 70% 5
*1 ticket = 1 minute of activity© 2013 Kayti Laam. CSU Chico. [email protected]
Percentage of time in & out of seat
1 3 5 7 9 12 15 17 18 20 22 25 27 29 310
10
20
30
40
50
60
70
80
90
100
In Seat
BASELINE INTERVENTION
Mean: 43% SD: 15% Median: 40%
Criterion line
Aim line
% o
f tim
e in
/out
of s
eat
Days
Phase 1 Phase 2 Phase 3
Mean: 60%SD: 26%Median: 70%© 2013 Kayti Laam
CSU Chico. [email protected]
Phase 4
Mean: 74%SD: 10%Median: 70%
Mean: 62%SD: 15%Median: 65%
Mean: 65%SD: 12 %Median: 65%
Plan Evaluation:
In-Seat Intervention
DRI & Shaping Intervention Effects on In-Seat Behavior
Baseline – Phase 1
Means:43% - 60%
Phase 1 – Phase 2
Means:60% - 65%
% Change =
8.3%
Phase 2 – Phase 3
Means:65% - 62%
% Change = - 4.6%
Phase 3 – Phase 4
Means:62% - 74%
% Change = 19%
© 2013 Kayti Laam. CSU Chico. [email protected]
Baseline Phase 4
0102030405060708090
100Out of Seat
Overall Intervention Effectson In-Seat Behavior
% Mean Change from Baseline to Phase 4 =
72%
43%
74%
Per
cent
age
of t
ime
In &
Out
of
Sea
t
Mean Percentage
Baseline SD 15% Phase 4 SD 10%:
Variability decreased by 33% © 2013 Kayti Laam. CSU Chico. [email protected]
Analyzing & InterpretingIn-Seat Data
Oliver’s in-seat behavior is steadily and gradually increasing. When comparing baseline to phase 4 means you see a 72% increase, while the variability of this behavior has decreased by 33% overall. This shows that Oliver is in his seat more frequently and consistently than he was before treatment implementation.
As of phase 4, criterion has been met, while his in-seat behavior is still gradually increasing. Therefore, after two weeks of maintaining his in-seat behavior at or above criterion, generalization strategies will be implemented.
© 2013 Kayti Laam [email protected]
Assigned individual seat work (math)
Completes % of work required to receive R+
R+Praised and given
certificate
Earns R+ of choice off his menu by trading in the
certificate he earned within 10 mins of receiving it
Does not complete % of work required to earn R+
Given a verbal prompt “If you complete problems, you will
get a certificate to choose an activity from your list.”
Shaping Intervention for Completed Class Work:Phases 1 - 5
Phase
% Work Completed
Required for R+
Minutes allowed to do activity
Days
1 15% 4 3
2 20 % 4 4
Phase
% Work Completed Required for R+
Minutes allowed to do activity
Days
3 30% 5 5
4 40 % 6 5
5 50 % 7 5© 2013 Kayti Laam [email protected]
Percentage of Math Completed
1 3 5 7 9 110
10
20
30
40
50
60
70
80
90
100
% completed
Days
Mean: 20%SD: 11%Median: 23%
% o
f Mat
h Co
mpl
eted
Baseline Intervention
aim line
criterion
Phase 1 Phase 2 Phase 3
© 2013 Kayti Laam. CSU Chico. [email protected]
Mean:25%
SD: 16%Median:
15%
Mean: 31%SD: 9%
Median: 33%
Mean: 56%SD: 10%
Median: 60%
Mean: 58%SD: 8%
Median: 60%
Phase 4
Shaping Intervention Effects on Math Work Attempted
Baseline – Phase 1
Means:20% - 25%
Phase 1 – Phase 2
Means:25% - 31%
% Change =
24%
Phase 2 – Phase 3
Means:31% - 56%
% Change =
80%
Phase 3 – Phase 4
Means:56% - 58%
% Change = 4%
© 2013 Kayti Laam. CSU Chico. [email protected]
Overall Intervention Effectson Math Completed Behavior
Mean Percentage0
10
20
30
40
50
60
70
Base-line
20%
58%
% o
f Mat
h Co
mpl
eted
© 2013 Kayti Laam. CSU Chico. [email protected]
Baseline SD 11% Phase 4 SD 8%:
Variability decreased by 27%
% Change from
Baseline to Phase 4 =190%
Analyzing & InterpretingMath Completed Data
Oliver’s percentage of math attempted has steadily increased from baseline to phase 4.
Oliver met criteria a phase sooner than expected, therefore after two weeks of maintaining this behavior (i.e. staying above criteria with little variability) generalization strategies should be implemented.
Since Oliver has met criteria, but is still only attempting half of his work, Mrs. Cooper & I are going to adapt our intervention to include more phases so that he will continue to do more math problems. Therefore, the criterion line will increase & more phases will be added.
Once Oliver has met the new criterion & maintained this behavior for two weeks with little variability, generalization strategies will be implemented.
© 2013 Kayti Laam. CSU Chico. [email protected]
Plan Evaluation
Analyzing & Interpreting Data
Maintenance & Generalization
© 2013 Kayti Laam. CSU Chico. [email protected]
Analyzing & Interpreting Data
The two behaviors focused on in this intervention are interconnected. Specifically, if Oliver is in his seat more often, he is more likely to be attempting class work than when he is out of his seat. Similarly, increasing Oliver’s amount of class work attempted will increase his in-seat behavior, because in order to work he needs to be seated.
Therefore, increasing Oliver’s in-seat behavior will likely increase the amount of work he is attempting & increasing the amount of work he attempts will also increase the amount of time he is in his seat.
© 2013 Kayti Laam. CSU Chico. [email protected]
Maintenance
Once Oliver’s target behaviors have been at or above criterion & stable for 2 weeks, generalization strategies can be implemented. Preferably, once the mean variability has
decreased by 50% at criterion for 2 weeks. Oliver’s in-seat behavior variability has
decreased by 33%, therefore as more data is collected we will see if this variability continues to decrease.
© 2013 Kayti Laam. CSU Chico. [email protected]
Generalization Generalization is achieved through thinning
of the reinforcers & replacing tangible reinforcers with natural reinforcers at a frequency that is consistent with the average classroom environment.
For Oliver, this means gradually thinning his extra tangible reinforcers while replacing them with positive verbal reinforcement & classroom tickets that Mrs. Cooper hands out to all students for good behavior.
© 2013 Kayti Laam. CSU Chico. [email protected]
Oliver’s Generalization Plan:In-Seat Behavior
Begin thinning reinforcers & replacing them with natural reinforcers: 1st Week:
2 tickets = 1 minute of activity; verbal positive reinforcement given at each interval when he is seated.
2nd Week: Verbal positive reinforcement given for in-seat behavior at each interval; at
the end of the time period choice of activity is given.
3rd Week: Verbal positive reinforcement given for in-seat behavior at each interval; at
the end of the time period Mrs. Cooper gives him a positive note & a high five.
4th Week & On: Mrs. Cooper provides verbal reinforcement & tickets consistent with that of
her average classroom environment.
© 2013 Kayti Laam. CSU Chico. [email protected]
*Observation & monitoring during generalization is key; if desired behavior begins to decline, these plans should be adjusted. Intervention plan should be reinstated if necessary.
Oliver’s Generalization Plan:Math Work Completed
Begin thinning reinforcers & replacing them with natural reinforcers: 1st Week:
Certificate replaced with personal positive note written by Mrs. Cooper.
Choice of activity for the last 4 minutes of the math period.
2nd Week: Verbal positive reinforcement & classroom tickets given for math
work completed throughout math period. Mrs. Cooper gives personal positive note & high five at end of math
period.
3rd Week & On: Mrs. Cooper provides verbal reinforcement & tickets consistent with
that of her average classroom environment.
© 2013 Kayti Laam. CSU Chico. [email protected]
*Observation & monitoring during generalization is key; if desired behavior begins to decline, these plans should be adjusted. Intervention plan should be reinstated if necessary.
Mrs. Cooper’s Reactions
“These plans have worked well. Oliver’s behavior has greatly improved.”
“Although time consuming, these interventions are working and it was worth it!”
© 2013 Kayti Laam. CSU Chico. [email protected]
Oliver’s Reactions “I’m really good at math!”