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Behavioral Consultation Psych 636 Fall 2010

Behavioral Consultation Psych 636 Fall 2010. David Whitacre CSU Chico 2010. Problem Statement. Mrs. R. said that the problem with her student “Brian” is that he has trouble controlling his emotions, he gets upset quickly, and it prevents him from doing anything productive.

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Behavioral Consultation Psych 636 Fall 2010

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  1. Behavioral ConsultationPsych 636Fall 2010 David Whitacre CSU Chico 2010

  2. Problem Statement • Mrs. R. said that the problem with her student “Brian” is that he has trouble controlling his emotions, he gets upset quickly, and it prevents him from doing anything productive. David Whitacre CSU Chico 2010

  3. Client Profile • Brian is a fourth grader diagnosed with ADHD. He lives at home with his biological father, stepmother, and two step siblings. • Brian loves to be outdoors; he especially likes hunting and fishing with his father. • Regarding school, Brian said that he sometimes gets frustrated with reading and tests. David Whitacre CSU Chico 2010

  4. Consultee Profile • Mrs. R. has been teaching elementary school grades for more than 30 years. • Currently, Mrs. R. teaches a combined 3rd and 4th grade class. • Mrs. R. suggested Brian for the behavior consultation process; she said that she sees potential in Brian and would like to see improvement in his classroom behavior. David Whitacre CSU Chico 2010

  5. Behaviors Operationalized David Whitacre CSU Chico 2010

  6. Antecedents Read Naturally Class 9:20-9:50 am Brian is instructed To Read silently Behavior 1 Talks to Neighbor Dimension: Frequency Behavior 2 Out of Seat Dimension: Frequency Behavior 3 Does Not Start Reading Dimension: Latency Behavior 4 On Task Reading Dimension: Duration Consequence: Eligible for End Of Week “Popcorn Party” Consequence: Verbal Reprimand From Mrs. Reed Consequence: Tap on Desk from Mrs. Reed or Class Aide Consequence: Attention From Classmates Coding: Prompt for Appropriate Behavior On Task Reading Coding: Positive Reinforcement Coding: Positive Reinforcement Coding: Punishment David Whitacre CSU Chico 2010

  7. Behaviors to Improve • Utilizing the behavior consultation model, Mrs. R. and I agreed to target specific behaviors occurring in specific conditions: “on task reading”, “talking to neighbors”, and “getting out of seat”. • Specific conditions: the “Reading Naturally” class which occurs daily between 9:20-9:50 am. Mrs. R. instructs Brian to read. • Momentary time sampling used to measure “On Task Reading” behaviors. • Frequency counts were used to record “Talking to Neighbors” and “Out of Seat” behaviors. David Whitacre CSU Chico 2010

  8. Mrs. Reed’s Daily Class Schedule Mrs. Reed’s Daily Class Schedule David Whitacre CSU Chico 2010

  9. Behavior Log : David Whitacre CSU Chico 2010

  10. Baseline On Task Mean= 13 minutes on Task Standard Deviation= 9 minutes David Whitacre CSU Chico 2010

  11. Baseline On Task % minutes Mean= 43% minutes on Task Standard Deviation= 30% David Whitacre CSU Chico 2010

  12. David Whitacre CSU Chico 2010

  13. David Whitacre CSU Chico 2010

  14. Baseline Data: David Whitacre CSU Chico 2010

  15. Baseline Data: David Whitacre CSU Chico 2010

  16. Baseline Data: David Whitacre CSU Chico 2010

  17. Baseline Data: David Whitacre CSU Chico 2010

  18. Problem Analysis • Brian lives at home with biological father, step mother, and step siblings. • According to the school psychologist, Brian has suffered from trauma in his life; specifically, witnessing domestic violence in his family. • Brian, diagnosed with ADHD, has trouble with staying on task reading. Particularly, Brian gets frustrated with reading and has difficulty when instructed to read for more than 10 minutes at a given time i.e. Read Naturally. • Brian, according to Mrs. R., has the ability to read; however, as stated earlier, quickly gets frustrated and he also gets distracted by fellow classmates. • Mrs. R., in the past, has tried moving Brian to different areas of the classroom; however, he still talks to his neighbors and periodically gets out of his seat (impeding the ability for others and himself to learn). David Whitacre CSU Chico 2010

  19. Problem Analysis cont. • Brian according to baseline data has the ability to stay “On Task Reading” for an average of 13 minutes (standard deviation 9 minutes) for the 30 minute Read Naturally class. There is a substantial amount of variability with Brian’s behavior; furthermore, the behaviors are most likely not “locked in” and there is great opportunity for improving his behaviors. • For “Talking to Neighbors”, Brian appears to talk more as the class period progresses; however, regarding days of the week, Brian talks less as the days progress Mon.-Fri. (Possible explanation is the “End of the Week” reward). • Concerning “Out of Seat” behaviors, Brian appears to be out of seat more at the beginning and end of class; likewise, he tends to have a higher frequency of out of seat behavior at the beginning and end of the week. David Whitacre CSU Chico 2010

  20. What Brian Likes to Do • Outdoor activities: hunting, fishing, riding his bike, etc… • Talking about hunting trips he has taken with his dad and dogs. • Looking at outdoor related magazines • Helping classroom aide David Whitacre CSU Chico 2010

  21. Intervention Methods • Intervention methods are to increase “On Task Reading” behavior and decrease “Talking to Neighbors” and “Getting Out of Seat” behaviors. Intervention will be implemented in Reading Naturally class which occurs daily 9:20 to 9:50 am. • Selected procedure: Shaping for increasing “On Task Reading” and D.R.I. (Differential Reinforcement for Incompatible behaviors) for “Talking to Neighbors” and “Getting Out of Seat”. • Because On Task Reading and Talking to Neighbors are incompatible, On Task Reading will be reinforced and Talking to Neighbors behavior will be decreased; likewise with On Task Reading and Out of Seat behavior, On Task Reading will be reinforced and Out of Seat behavior will be decreased. David Whitacre CSU Chico 2010

  22. Intervention Methods cont. • According to baseline data, Mrs. R. said that she would like to see Brian increase his “On Task Reading” to at least 20 minutes. Furthermore, she said that she would like to see him reach his goal in four weeks; however, she is willing to extend the time period if the goal is not reached within four weeks. • Because of the variability in Brian’s baseline On Task behavior, the first week’s goal was set for 5 minutes of On Task Reading. • Brian would be rewarded for reaching his 5 minute goal during the first week. Specifically, the classroom aide will monitor to see if Brian is on task reading at the 5 minute marker i.e. 9:25 am. • Upon reaching the 5 minute goal, Brian will immediately be rewarded with verbal praise and a check mark on Brian’s “Target” sheet; furthermore, Brian can select one of three rewards, which will be presented to him to during the last 5 minutes of the Read Naturally class. • The goal is to increase the On Task Reading by 5 minute intervals; furthermore, we would like to increase the On Task Reading each week by 5 additional minutes. Therefore, each closer approximation of the desired behavior “On Task Reading” will be rewarded. David Whitacre CSU Chico 2010

  23. Stay On Target Target Prize!!! Sparks Report ___ Read Magazine ___ Help Miss Becker___ Monday 5 minutes Tuesday 5 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Wednesday 5 minutes Thursday 5 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Friday 5 minutes David Whitacre CSU Chico 2010

  24. Stay On Target Target Prize!!! Sparks Report ___ Read Magazine ___ Help Miss Becker___ Monday 10 minutes Tuesday 10 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Wednesday 10 minutes Thursday 10 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Friday 10 minutes David Whitacre CSU Chico 2010

  25. Stay On Target Target Prize!!! Sparks Report ___ Read Magazine ___ Help Miss Becker___ Monday 15 minutes Tuesday 15 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Wednesday 15 minutes Thursday 15 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Friday 15 minutes David Whitacre CSU Chico 2010

  26. Stay On Target Target Prize!!! Sparks Report ___ Read Magazine ___ Help Miss Becker___ Monday 20 minutes Tuesday 20 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Wednesday 20 minutes Thursday 20 minutes Sparks Report ___ Read Magazine ___ Help Miss Becker___ Sparks Report ___ Read Magazine ___ Help Miss Becker___ Friday 20 minutes David Whitacre CSU Chico 2010

  27. On Task Reading Flow Chart Read Naturally Class 9:20-9:50am Antecedent Behavior Reinforcement Menu Consequence Brian is On Task Reading for 5 Minute intervals Brian is Off Task Not Reading for 5 minute intervals Brian is immediately Reinforced with verbal praise and check mark from teacher/aide. He gets to choose one of three rewards which can be used during last 5 minutes of class No verbal praise and Not eligible for the 3 available Rewards. David Whitacre CSU Chico 2010

  28. Intervention: On Task Reading • Week 1: Brian needs to be reading at least one out of a possible of six moments during “Read Naturally” (each moment is 5 minutes), in order to choose from the reinforcement menu. • Week 2: Brian would have to be reading at least two out of the six moments in order to choose from the reinforcement menu. • Week 3: Brian would have to be reading three out of the six moments in order to choose from the reinforcement menu. • Week 4: Brian would have to be reading four out of the six moments in order to choose from the reinforcement menu. David Whitacre CSU Chico 2010

  29. Maintenance & Generalization • Upon reaching the desired level of the target behavior- “On Task Reading” for at least 20 minutes, maintenance and generalization will begin. • The target behavior should be maintained for 20 minutes for at least 2-weeks, in which the reinforcers will begin to be thinned and replaced with more natural reinforcers i.e. verbal praise “Great Job!”. • Natural reinforcers will be paired with the reinforcers from the reinforcement menu-they will initially be paired up at the same frequency. Natural reinforcers will eventually be used in place of the reinforcement menu. David Whitacre CSU Chico 2010

  30. Example of Thinning Reinforcement Menu • Phase 1-Thinning Reinforcement Menu: 3x5 Card presented for one week paired with verbal praise Sparks Report ___ Read Magazine ___ Help Miss Becker___ • Phase 2-Thinning Reinforcement Menu: Bull's-eye presented on desk for one week paired with verbal praise • Phase 3-Thinning Reinforcement Menu: Verbal praise put in place of Bull’s eye David Whitacre CSU Chico 2010

  31. On Task Reading Intervention Baseline Intervention Baseline Mean= 13 minutes on Task Baseline Standard Deviation= 9 minutes David Whitacre CSU Chico 2010

  32. On Task Reading Intervention Intervention Baseline Phase 1 Baseline: 43% minutes on task/9% standard deviation Phase 1: 71% minutes on task/16% standard deviation Minutes % 28% Change from Baseline Performance Criteria 1- 17% Mrs. R’s Goal Attainment 20 minutes On Task Reading Trend Line Aim Line ** Treatment 2 extended from 5 to 7 days due to Thanksgiving Holliday David Whitacre CSU Chico 2010

  33. On Task Reading Intervention Intervention Baseline Phase 1 Phase 2 * Phase 2: 73% minutes on task/ 9% standard deviation Minutes % 30% change from Baseline Performance Criteria 4- 67% Criteria 3- 50% Criteria 2- 33% Criteria 1- 17% Mrs. R’s Goal Attainment 20 minutes On Task Reading Trend Line Aim Line ** Treatment 2 extended from 5 to 7 days due to Thanksgiving Holliday David Whitacre CSU Chico 2010

  34. On Task Reading Intervention Intervention Baseline Phase 1 Phase 2 * Phase 3 Phase 3: 83% minutes on task/ 13% standard deviation 40% Change from Baseline Performance Minutes % Criteria 4- 67% Criteria 3- 50% Criteria 2- 33% Criteria 1- 17% Mrs. R’s Goal Attainment 20 minutes On Task Reading Trend Line Aim Line ** Treatment 2 extended from 5 to 7 days due to Thanksgiving Holliday David Whitacre CSU Chico 2010

  35. On Task Reading Intervention Intervention Baseline Phase 1 Phase 2 * Phase 3 Phase 4 Minutes % Criteria 4- 67% Criteria 3- 50% Criteria 2- 33% Criteria 1- 17% Mrs. R’s Goal Attainment 20 minutes On Task Reading Trend Line Aim Line ** Treatment 2 extended from 5 to 7 days due to Thanksgiving Holliday David Whitacre CSU Chico 2010

  36. Intervention ResultsOn Task Reading Baseline: 43% minutes on task/ 9% standard deviation Phase 1: 71% minutes on task/ 16% standard deviation 28% Change from Baseline Performance Phase 2:73% minutes on task/ 9% standard deviation 30% Change from Baseline Performance Phase 3: 83% minutes on task/ 13% standard deviation 40% Change from Baseline Performance David Whitacre CSU Chico 2010

  37. Baseline Intervention Baseline Mean- 4 incidents of behavior per class Standard Deviation- 4 Treatment Mean- 2 incidents of behavior per class Standard Deviation- 1 50% Decrease in Talking Out to Neighbors David Whitacre CSU Chico 2010

  38. Frequency of Out of Seat Behaviors Intervention Intervention Baseline Baseline Mean- 1 incidents of behavior per class Standard Deviation- .7 Treatment Mean- .5 incidents of behavior per class Standard Deviation- .2 50% Decrease in Getting Out of Seat David Whitacre CSU Chico 2010

  39. Intervention Outcomes • Why the intervention was successful: • Program integrity-the stakeholders i.e. teacher, teacher’s aide, & consultant provided consistency through frequent feedback and program implementation. • Specific reinforcers were salient and powerful; the client was motivated to achieve and receive rewards for displaying desired behavior, “On Task Reading”. David Whitacre CSU Chico 2010

  40. Intervention Outcomes • Why the intervention was successful: • Reinforcement Menu-the client enjoyed getting to choose between three rewards for “On Task Reading”. • As a result of the consultees delivering consistency with the intervention, the saliency of the reinforcers, and the client wanting to achieve the rewards, the client improved his “On Task Reading” ability. • The client’s initial behaviors had a lot of variability; therefore the undesired behaviors were not locked in. We were able to shape the desired behaviors through DRI (Differential Reinforcement Incompatible behaviors). Brian’s on task reading replaced the “Talking to Others” and “Getting Out of Seat” behaviors because they were incompatible with his reading assignments. David Whitacre CSU Chico 2010

  41. Stakeholder’s Opinion • Mrs. R.- She is happy with the progress that Brian has made with the intervention. He is no longer getting out of his seat, he talks less to his neighbors, and he reads more. Regarding the consultative process, Mrs. R. really appreciated the continuous feedback and monitoring of the intervention. Mrs. R. said she liked the consultative intervention because it specifically identified behaviors; she was not overwhelmed with the “Big Picture”, she could focus on specific problems. David Whitacre CSU Chico 2010

  42. Stakeholder’s Opinion Miss B.- as a classroom aide working with Brian, she has seen improvements with Brian’s reading ability; furthermore, other students around Brian are improving their reading skills. Miss B. has noticed an improvement in Brian’s self confidence. She would like to do more behavioral consultation in the future; Miss B. is applying aspects of our consultation with other students, displaying behavior problems. David Whitacre CSU Chico 2010

  43. For More Information Contact: David Whitacre davejohnwhitacre@yahoo.com This information cannot be copied or duplicated without consent of the author. David Whitacre CSU Chico 2010

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