BEHAVIORAL CONSULTATION Nalini Varahamurti Psychology 636 Fall 2016

BEHAVIORAL CONSULTATION Nalini Varahamurti Psychology 636 Fall 2016 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Consultee Demographic Client Demographic • Name: Ms. F. • Client: ”A” • Years teaching: 17 • Age: 8 -years-old • Currently teaching: 3 rd Grade • Grade: 3 rd • Sex: Female • Teacher: Ms. F. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Client’s Interests • • Skateboarding with her brother Minecraft My Little Pony Fairies © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

PROBLEM IDENTIFICATION © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

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 Presentation not to be used without written approval from the author.

Behaviors and Dimensions Problem Behaviors Dimensions “A” is out of seat distracting others. “A” is in seat during appropriate instructional time. (B 1) Duration “A” distracts herself and others during instructional time. “A” is on-task doing what is instructed by Ms. F. (B 2) Duration When ”A” is told ”no” she has an outburst. “A” yells/screams or kicks/throws objects at others upon hearing “no. ” (B 3) Frequency “A” talks at inappropriate times throughout the day. “A” talks to neighbors or self during individual time or instructional time. (B 4) Frequency Direction © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Classroom Schedule Time 8: 05 -8: 20 Monday Tuesday Intervention implemented during this time. *Tuesday & Thursdays: Math 10: 05 -11: 15 , P. E. 11: 15 -11: 40 Wednesday Number packet, read, CB Thursday Friday Minutes Number packet, read, CB 15 8: 20 -9: 45 Daily 3** Daily 3** 85 9: 50 -10: 05 Recess Recess 15 10: 05 -10: 30 P. E. Math* P. E. 25 10: 40 -11: 40 Math P. E. * Math 60 11: 40 -12: 20 Lunch Lunch 40 12: 20 -1: 05 Math Math 45 1: 05 -1: 20 Recess Recess 15 1: 20 -2: 10 Planet Paper Planet Paper 50 **Daily 3 are language art options that change daily. Some typical options are: i. Ready, 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 Presentation not to be used without written approval from the author.

S e q u e n c e A n a l y s i s Antecedant Instructions are given Behavior Talks at inappropriate times (B 4). On Task (B 2) Individual work time “A” is told “no” “A” is out of seat at inappropriate times. Yells/screams or kicks/throws objects (B 3). In seat (B 1) Consequence Code Given verbal or gestural redirection Positive Reinforcement Smiled at, given thumbs up or verbal praise Negative Reinforcement Sent to “safe” place Time out Sent to the office Punishment © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Data Collection Sheets © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 1: In Seat Behavior • B 1 is defined as “A” remaining in her seat during appropriate instructional time. • B 1 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. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Number of Minutes “A” is in seat during Daily 3 Baseline B 1: In Seat Time in seat 85 mins for Daily 3 Mean Goal Behavior Aim Line Criterion Days of the week © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 2: On-Task Behavior • B 2 is defined as “A” remaining on-task as instructed by Ms. F. during Daily 3. • B 2 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. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Number of Minutes “A” is on-task during Daily 3 Baseline B 2: On-Task Time on-task 85 mins for Daily 3 Mean Goal Behavior Aim Line Criterion Days of the week Mean SD 80. 6 4. 1 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 3: Outbursts • B 3 is defined as kicking, screaming, yelling or throwing objects. • B 3 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 (DR 0). © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Behaviors observed throughout a day Baseline B 3: Outbursts Mean Goal Behavior Aim Line Criterion Baseline Phase 1 Phase 2 Phase 3 Phase 4 Days of Intervention Phase 5 Phase 6 Mean SD 3. 5 2. 2 Phase 7 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

PLAN IMPLEMENTATION © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Shaping B 1: 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.

B 1: In Seat Intervention Phase 1 “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class in company of an adult for three minutes. *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 In Seat Phase 1 73 min. 3 min 6 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 1: In Seat Intervention Phase 2 “A” remains in seat during Daily 3 “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class in company of an adult for two minutes *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 In Seat Phase 2 76 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 1: In Seat Intervention Phase 3 “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class in company of an adult for one minute. *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 In Seat Phase 3 79 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 1: In Seat Intervention Phase 4 “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class. *Both R+ are paired with verbal praise. Phase Minutes in Seat Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 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.

Shaping of B 1: In Seat “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class. In Seat Phase 1 In Seat Phase 2 In Seat Phase 3 In Seat Phase 4 *Both R+ are paired with verbal praise. 73 min. 3 min 76 min. 3 min 79 min. 6 min. 3 min 3 min 82 min. 2 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Reinforcement Menu for B 1: 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 3 Fairy Coloring Sheets 3 *phase 4 is 2 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Shaping B 2: 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 ontask, instead of “A’s” baseline of 80 minutes on-task. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 2: On-Task Intervention Phase 1 “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class in company of an adult for three minutes. *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 On-Task Phase 1 73 min. 3 min 6 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 2: On-Task Intervention Phase 2 “A” remains in seat during Daily 3 “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class in company of an adult for two minutes *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 On-Task Phase 2 76 min. 3 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 2: On-Task Intervention Phase 3 “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class in company of an adult for one minute. *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 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.

B 2: On-Task Intervention Phase 4 “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class. *Both R+ are paired with verbal praise. Phase Minutes On-Task Days 1 73/6 5 2 76/3 5 3 79 5 4 82 5 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.

Shaping of B 2: On-Task “A” remains in seat during Daily 3. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class. On-Task Phase 1 On-Task Phase 2 On-Task Phase 3 On-Task Phase 4 *Both R+ are paired with verbal praise. 73 min. 3 min 76 min. 3 min 79 min. 6 min. 3 min 3 min 82 min. 2 min Full period = 85 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Reinforcement Menu for B 2: 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 3 Fairy Coloring Sheets 3 *phase 4 is 2 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

DR 0 for B 3: Outbursts • Differential Reinforcement of Zero (DR 0) 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 Presentation not to be used without written approval from the author.

INTERVENTION for Outbursts “A” engages in outburst. “A” self-monitors on behavior cart. ”A” is above max # of outbursts. ”A” is not reinforced. “A” is at or below max # of outbursts. PHASE MAX # OF OUTBURSTS per day DAYS in Phase 1 6 3 2 5 3 3 4 3 3 5 2 3 6 1 3 7 0 3 *Data is collected throughout the entire day. “A” earns 7 minutes computer time at the end of day. * © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

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. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Reinforcement Menu for B 3: 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 7 i-Ready Math 7 i-Ready Reading i-Ready Math *R+ are paired with verbal praise. © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

PLAN EVALUATION © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Efficacy for B 1: In Seat Behavior 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. Baseline: Mean: 82. 5 Standard Deviation: 3. 3 Phase 1: Mean: 83 Standard Deviation: 1. 4 Percent change from baseline • 1. 2 % increase Percent in seat • 97. 6 % Phase 2: Mean: 82. 4 Percent change from baseline • . 01 % decrease Percent in seat • 96. 4 % Phase 3: Mean: 83. 4 Percent change from baseline • 1. 1 % increase Percent in seat • 98. 1 % • 57. 6 % decrease • 1. 6 % increase Standard Deviation: 1. 3 • 60. 6 % decrease • 1. 4 % increase Standard Deviation: 1. 2 • 63. 6 % decrease • 1. 4 % increase © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

3. 3 64 % decrease Standard Deviation of minutes in seat SD Percent of Change in B 1: In Seat 1. 4 Time © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Efficacy for B 2: On. Task Behavior From baseline to phase 3, “A’s” ontask behavior exceeded Ms. F. ’ s expectations. This behavior become nearly 71 % more consistent from baseline. Phase 4 is currently being implemented. Baseline: Mean: 80. 5 Standard Deviation: 4. 1 Phase 1: Mean: 81. 8 Standard Deviation: 1. 9 Percent change from baseline • 1. 6 % increase Percent on-task • 97. 6 % Phase 2: Mean: 82. 2 Percent change from baseline • 2. 1 % increase Percent on-task • 96. 7 % Phase 3: Mean: 83. 4 Percent change from baseline • 3. 6 % increase Percent on-task • 98. 1 % increase • 53. 6 % decrease • 1. 5 % increase Standard Deviation: 1. 5 • 63. 6 % decrease • 1. 7 % increase Standard Deviation: 1. 2 • 70. 7 % decrease • 1. 4 % increase © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

4. 1 71 % decrease Standard Deviation of minutes on-task SD Percent of Change in B 2: On-Task 1. 2 Phase 1 Time © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Plan Efficacy for B 3: 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. Baseline: Mean: 3. 4 Standard Deviation: 2. 1 Phase 1: Mean: 4. 1 Standard Deviation: 1. 2 Percent change from baseline • 23. 3 % increase Percent on-task • 68. 3 % Phase 2: Mean: 3 Percent change from baseline • 14. 2 % decrease Percent on-task • 60 % Phase 3: Mean: 2. 7 Percent change from baseline • 22. 8 % decrease Percent on-task • 67. 5 % increase Phase 4: Mean: 1 • 57. 1 % decrease • 35. 3 % decrease Standard Deviation: . 8 • 61. 9 % decrease • 16 % decrease Standard Deviation: . 9 • 57. 1 % decrease • 22. 5 % increase Standard Deviation: . 8 Percent change from baseline • 71. 4 % decrease • 61. 9 % decrease Percent on-task • 33. 3 % increase • 26. 7 % increase © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

3. 1 71 % decrease Standard Deviation of minutes in seat Mean Percent of Change in B 3: Outbursts 1 Time © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Behaviors observed throughout a day Intervention Phase 4 B 3: Outbursts Mean Goal Baseline Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Behavior Aim Line Criterion Phase 7 Mean SD 1 . 82 Days of Intervention © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

Maintenance & Generalization Maintenance • 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: -B 1: In seat behavior- 83 minutes during Daily 3 -B 2: On-task behavior- 83 minutes during Daily 3 -B 3: 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 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 3: Outbursts Maintenance & Generalization 1: Full Number of Outburst throughout the Day (Phase 1) Put an X each time an outburst happens 2: Part Number of Outburst throughout the Day (Phase 1) Put an X each time an outburst happens • “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. 3: Mostly 4: Gone Number of Outburst throughout the Day (Phase 1) Put an X each time an outburst happens PHASE Level of Faded Self-Monitoring Sheet DAYS in Phase 1 Full 3 2 Park 3 3 Mostly 3 4 Gone 3 Fading of self-monitoring sheet © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 3: Outbursts Thinning of Reinforcer Reinforcement schedule Monday Tuesday Wednesday Thursday Friday Week 1 6 minutes of computer time. Week 2 5 minutes of computer time. Week 3 • This reinforcement schedule will be implemented when maintenance is reached. Week 4 5 minutes of computer time. Week 5 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 1: In seat & B 2: On-task Generalization • Both B 1 and B 2 will be placed on the same schedule of reinforcement during generalization. Phase Minutes In Seat & On-Task Days • Generalization will take place over four phases. 1 87 5 • Each phase will take place for five days. 2 117 5 3 122 5 4 354 5 © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

B 1: In seat & B 2: On-task Generalization In Seat & On-Task Phase 1 In Seat & On-Task Phase 2 In Seat & On-Task Phase 3 In Seat & On-Task Phase 4 1 min 87 min. 117 min. 122 min. “A” remains in seat and on-task. “A” is R+ with a drawing activity. “A” is R+ sharing her project with the class. *Both R+ are paired with verbal praise. 87 min. 1 min 117 min. 1 min 87 min. 1 min 122 min. 353 min. 87 min. 117 min. 3 min 2 min 1 min Full period = 354 minutes © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.

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 Presentation not to be used without written approval from the author

PLEASE CONTACT ME WITH ANY QUESTIONS OR COMMENTS nvarahamurti@mail. csuchico. edu © Nalini Varahamurti, 2016 Presentation not to be used without written approval from the author.