MEGAN M JOHNSON CALIFORNIA STATE UNIVERSITY CHICO FALL

MEGAN M. JOHNSON CALIFORNIA STATE UNIVERSITY, CHICO FALL 2015 © Megan Johnson 2015 Behavioral Consultation Case Presentation

Client Profile Age: 5 Sex: Female Grade: Kindergarten Teacher: “Mrs. Lawson” © Megan Johnson 2015 “Chloe”

Relevant Background Information Chloe has told several classmates and teachers that her father is going to jail. Chloe frequently mentions that her grandfather is dying. Chloe’s mother has an infant son with her current boyfriend. Chloe often wants to stay home to “take care of” her baby brother. The mother’s boyfriend was removed from the home by the police, in the presence of Chloe, after a violent altercation two weeks prior to the intervention implementation. Chloe loves to be the Special Helper in class. She recently said that she “wants to be a good girl for Mrs. Lawson” when asked how she likes school. © Megan Johnson 2015

Consultee Profile Age: 27 Sex: Female First year teacher TK/Kindergarten class “Chloe does whatever she wants, and I see her doing it with her mom too, I really have no idea what to do when she acts like that. ” © Megan Johnson 2015 “Mrs. Lawson”

© Megan Johnson 2015 Problem Identification

Mrs. Lawson believes that Chloe has low self-esteem and that she is also negatively affecting the class as a whole with her disruptive behavior. She says that Chloe constantly interrupts learning time and distracts the other students in her class. She says that Chloe “isolates” herself from class activities, particularly circle time and stations. She commonly engages in negative selftalk such as, “I am stupid” and “I cannot do this. ” This demonstration of selfdoubt is often followed by “melt-downs, ” crying, screaming, yelling, spitting and even hitting other students. © Megan Johnson 2015 HOW MRS. LAWSON SEES THE PROBLEM

Daily Schedule: Mom walks Chloe into classroom before other students arrive 8: 00 – 8: 30 Circle Time: Singing, reading books or alphabet 8: 30 – 9: 00 Stations Activity 1: Art, math or language arts 9: 00 – 9: 30 Stations Activity 2: Art, math or language arts 9: 30 – 9: 50 Recess with snack 9: 50 – 10: 10 Tracing names or carpet toys 10: 10 – 10: 45 Circle Time: Singing, reading books or alphabet 10: 55 – 11: 45 Lunch followed by recess 11: 45 – 12: 25 Leap Frog movies: ABCs or math 12: 25 – 12: 35 Resting/quiet music 12: 35 – 1: 00 Afternoon recess 1: 00 – 1: 35 Free-Choice 1: 35 – 1: 45 Clean up/ sing a song/ dismissal © Megan Johnson 2015 7: 55 am

Behavior 1: Negative Self-Talk Characterized by: Saying things such as, “I cannot do this” and “I am stupid” Any and all negative comments targeted at herself Decrease Frequency © Megan Johnson 2015 OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR

Behavior 2: Emotional Outburst Characterized by: Crying, screaming, yelling, throwing things, spitting and hitting other students Decrease Duration © Megan Johnson 2015 OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR

Behavior 3: Leaves Area of Instruction Characterized by: Leaving circle time and sitting at the stations table next to the rug or going to the classroom play kitchen v Loud yelling v Answering questions out of turn v Quiet non-participation Leaving stations and going to the rocking chair, or going to the classroom play kitchen v Playing with toys v Reading books Decrease Frequency © Megan Johnson 2015 OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR

Behavior 4: Verbal Demands Characterized by: Yelling “you didn’t choose me, ” “you never choose me, ” and “choose me” Decrease Frequency © Megan Johnson 2015 OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR

Behavior 5: On-Task Characterized by: Participating in circle time, in designated spot Participating in stations, sitting at the table Increase Duration © Megan Johnson 2015 OPERATIONAL DEFINITIONS AND DIMENSIONS OF BEHAVIOR

© Megan Johnson 2015 Problem Analysis

Circle Time Stations Behavior Consequence Code Verbal Demands One verbal warning Redirection On-Task Verbal Praise Positive Reinforcement Emotional Outburst Removed from classroom Negative Reinforcement No Emotional Outburst Redirection from teacher and/or aide Redirection Leaves Area of Instruction Negative Self–Talk © Megan Johnson 2015 Antecedent

Data Collection Behaviors: © Megan Johnson 2015 In Area of Instruction (IA): Characterized by sitting in designated spot during circle time or sitting at the table during stations. Emotional Outburst (EO): Characterized by crying, screaming, yelling, throwing things, spitting and hitting other students. Negative Verbal (NV): Characterized by statements “I cannot do this” or “I am stupid, ” and any negative comments targeted at herself. This may also include negative and/or demanding comments made during stations toward the teacher and/or other students.

100% Mean: 21%; 14 Minutes SD: 17. 5%; 11 Minutes 90% © Megan Johnson 2015 % of time IA vs oa given total circle time % of Time In Area of Instruction vs. Out of Area During Circle Time 80% 70% 60% 50% Baseline slide 40% 30% 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Baseline Phase 1 phase 2 phase 3 phase 4 phase 5 phase 6 phase 7 In Area of Instruction (IA) Out of the Area of Instruction (OA) Mean 33 Criterion Line Aim Line 34 35 36

Number of Negative Verbal Comments Made During Stations Mean: 41 Comments SD: 21 Comments 100 © Megan Johnson 2015 Number of negative verbal comments made during stations 120 80 60 Baseline slide 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Baseline Phase 1 Phase 2 phase 3 phase 4 phase 5 phase 6 phase 7 Negative Verbal (NV) Mean Criterion Line Aim Line 33 34 35 36

Procedure Target Times Negative Verbal (NV): Characterized by statements “I cannot do this” or “I am stupid” and any negative comments targeted at herself. This may also include negative and/or demanding comments made during stations toward the teacher and/or other students. DRL: Reinforcement is provided Stations 1 for a lessened display of the Stations 2 undesirable behavior during a designated period of time. In Area of Instruction (IA): Characterized by sitting in designated spot during circle time or sitting at the table during stations. Shaping: Reinforcement of desired behavior in successive approximations to meet the criterion percentage. Circle Time 1 Circle Time 2 © Megan Johnson 2015 Target Behaviors

© Megan Johnson 2015 Intervention Implementation

Client Reported Reinforcers Play kitchen Baby doll Baby brother Stickers Dollhouses Classroom treasure chest with small toys “Exploring” Disney princesses, especially Elsa and Jasmin Coloring Kinder Music and playing instruments Tracing letters Line Leader/ Special Helper © Megan Johnson 2015

Justification Stickers needed Administered Location Duration The Baby Book The teacher has found several resources that comprise an educational “Baby Book. ” It includes: coloring and sticker pages, stories, and activities. Chloe is very reinforced by babies, and even talking about babies. This book is something naturally reinforcing to Chloe and she will be able to keep it after generalization procedures. One Immediately On the table next to the rug 5 Minutes Disney Princess coloring pages with learning letters and tracing. Example: “J is for Jasmin” Chloe loves Disney princesses, especially Princess Elsa and Princess Jasmin. Chloe also loves to color. She can choose from several princess coloring pages and have the opportunity to color them. Each princess page will also have tracing letters, another activity she enjoys. The tracing letters used will be the letter of the week to correspond with class curriculum. One Immediately On the table next to the rug 5 Minutes Dollhouse pieces/ small toys Chloe has a dollhouse at home, she talks about it frequently. She plays with the small toys in class in her “pretend dollhouse. ” Mrs. Lawson said that one of the only things Chloe will work for are the treasure chest toys. Four, one in each window of the dollhouse During Free. Choice time Classroom, put away in backpack after Free- Choice time 35 Minutes The “good mommy” kitchen toys: tea set, fake food, apron and pots and pans The pretend kitchen is Chloe’s favorite place in the classroom to spend time in and “play house. ” These new kitchen toys will be removed after each Free-Choice time so that they will remain powerful reinforcers. Four, one in each window of the dollhouse During Free. Choice time Play kitchen in the classroom 35 Minutes © Megan Johnson 2015 Reinforcement Menu

Circle Time 1 Stations 1 • The Dollhouse chart will be affixed around Chloe’s neck with yarn. • Each window represents one of the intervention targets: Circle Time 1, Circle Time 2, Stations 1, and Stations 2. • One sticker is awarded and placed in the appropriate window when the phase criterion for that target time has been met. ST 2 C Circle Time 2 T 1 © Megan Johnson 2015 Dollhouse Sticker Chart

Mrs. Lawson observes Chloe every 5 minutes from 8: 00 am to 9: 30 am and from 10: 10 am to 10: 45 am Student is in the area of instruction Criterion met: Receives R+: verbal praise and Chloe can put a sticker on her dollhouse chart Criterion not met Receives R+: *verbal praise and encouragement Student is out of the area of instruction Given prompt: “Please return to your spot so that you are able to earn your sticker. ” *When the criterion has not been met Chloe is still verbally praised for being in the area of instruction, this is paired with encouragement. Encouragement includes statements such as: “You are almost there, Chloe!” and “Keep going, you’re doing great!” Phase Percentage of IA Days 1 4% 1) 1. 5 min 2) 1. 5 min 4 2 15% 1) 4. 5 min 2) 5 min 4 3 25% 1) 7. 5 min 2) 9 min 4 4 40% 1) 12 min 2) 14 min 4 5 55% 1) 16. 5 min 2) 19 min 3 6 75% 1) 22. 5 min 2) 26 min 3 7 100% 1) 30 min 2) 35 min 3 © Megan Johnson 2015 Shaping for In Area of Instruction (IA) During Circle Time

Start of stations activity 1 or 2 (30 minute intervals) Student makes X number of NV comments or less Receives R+: verbal praise and Chloe can put a sticker on her dollhouse chart Student makes more than X number of NV Comments Number of comments Days 1 62 31/interval 4 2 50 25/interval 4 3 40 20/interval 4 4 30 15/interval 4 5 20 10/interval 3 6 10 5/interval 3 7 0 3 No R+ © Megan Johnson 2015 DRL: Decrease Negative Verbal (NV) During Stations Phase

© Megan Johnson 2015 Program Evaluation

100% 90% © Megan Johnson 2015 % of time IA vs oa given total circle time % of Time In Area of Instruction vs. Out of Area During Circle Time 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Baseline Phase 1 phase 2 phase 3 phase 4 phase 5 phase 6 phase 7 In Area of Instruction (IA) Out of the Area of Instruction (OA) Mean 33 Criterion Line Aim Line 34 35 36

© Megan Johnson 2015 Shaping: In Area of Instruction Phase Mean Standard Deviation % change mean % change SD from baseline Baseline 21% 17. 5% N/A Phase 1 75% 10. 7% 257% Increase 39% Decrease Phase 2 64% 27. 1% 205% Increase 55% Increase Phase 3 83% 7. 8% 295% Increase 55% Decrease Phase 4 91% 6. 1% 333% Increase 65% Decrease

Program Efficacy 100% % of time in area of instruction 90% 80% 70% 60% 50% 333% Increase 40% 30% 20% 10% 0% Baseline Phase 4 © Megan Johnson 2015 In Area of Instruction: Baseline Compared to Intervention Phase 4

Number of Negative Verbal Comments Made During Stations 100 © Megan Johnson 2015 Number of negative verbal comments made during stations 120 80 60 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Baseline Phase 1 Phase 2 phase 3 phase 4 phase 5 phase 6 phase 7 Negative Verbal (NV) Mean Criterion Line Aim Line 33 34 35 36

© Megan Johnson 2015 DRL: Negative Verbal Comments Phase Mean Standard Deviation % change mean % change SD from baseline Baseline 41 Comments 21 Comments N/A Phase 1 25 Comments 8 Comments 39% Decrease 62% Decrease Phase 2 29 Comments 14 Comments 29% Decrease 33% Decrease Phase 3 19 Comments 2 Comments 54% Decrease 90% Decrease Phase 4 15 Comments 4 Comments 63% Decrease 81% Decrease

Program Efficacy Number of Negative verbal comments 45 40 35 63% Decrease 30 25 20 15 10 5 0 Baseline Phase 4 © Megan Johnson 2015 Negative Verbal Comments: Baseline vs. Intervention Phase 4

Correlation Between In Area of Instruction (IA) and Negative Verbal (NV) 110 90 © Megan Johnson 2015 Number of Negative Verbal Comments 100 80 70 60 50 40 30 20 10 0 0% 10% 20% 30% 40% 50% 60% % of Time In Area of Instruction 70% 80% 90% 100%

© Megan Johnson 2015 Maintenance and Generalization

Maintenance and Generalization To begin the process of generalization the behavior must first remain at criterion for 10 class days. The intervention will continue to be implemented through Phase 7, and two weeks of post intervention data are required. 10 Day Criterion: Student is in area of instruction for 100% of Circle Time 1 and Circle Time 2 Student exhibits zero negative verbal comments for Stations 1 and Stations 2 Criterion may be adjusted to match the typical student in class Objectives of Generalization Elimination of established antecedent through fading Elimination of tangible reinforcers through thinning Maintaining behavior through verbal praise equal to the class average © Megan Johnson 2015

Generalization During Intervention Phase 3, the dollhouse chart was removed from Chloe’s neck and placed on Mrs. Lawson’s desk, this began the fading process. The Dollhouse Chart will need to be completely faded, and the stickers will have to be thinned as they are reinforcing. Fading the chart, thinning the stickers, and thinning the immediate and secondary reinforcers can be done simultaneously by progressively decreasing the number of windows on the Dollhouse Chart. © Megan Johnson 2015 Fading the Antecedent and Thinning the Reinforcers

Generalization Schedule Stickers, immediate reinforcers, and verbal praise will be awarded when the criterion is met for Circle Time 1, Circle Time 2, and Stations 1. Stations 2 will only receive verbal praise when the criterion is met. Secondary reinforcement menu will be offered when all three windows have a sticker. Week 2 - The chart will have windows for Circle Time 1 and Circle Time 2. © Megan Johnson 2015 Week 1 - The chart will have windows for Circle Time 1, Circle Time 2, and Stations 1. Stickers, immediate reinforcers, and verbal praise will be awarded when the criterion is met for Circle Time 1 and Circle Time 2. Stations 1 and Stations 2 will only receive verbal praise when the criterion is met. Secondary reinforcement menu will be offered when both windows have a sticker. Week 3 – The chart will have a window for Circle Time 1. Stickers, immediate reinforcers, and verbal praise will be awarded when the criterion is met for Circle Time 1. Stations 1, Stations 2 and Circle Time 2 will only receive verbal praise when the criterion is met. Secondary reinforcement menu will be offered when the window has a sticker. Week 4 – The chart will be completely faded. All windows have been successively eliminated, therefore no stickers will be awarded. No tangible reinforcers will be awarded. Student will be intermittently reinforced with verbal praise at the same rate as her peers. Week 3 Chart

© Megan Johnson 2015 Questions or Comments? Contact Megan Johnson mjohnson 81@csuchico. edu