Behavioral Consultation

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Behavioral Consultation

• Carly Ingersoll
• Psych 636
• Fall 2007

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Demographics of the Client

• Name Client
• Grade Six
• Age 12
• Sex Male
• Ethnicity African American
• Primary Language English
• Receives special education services
• School Elementary
• Teachers General Education and Special Day Class
• Dates of Case September 14 - present

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Demographics of the Consultee

• Special Education Teacher
• 1st year teaching special education
• 5th year at School

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• Description of the Problem

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Problem Identification Interview Description of
Problems as Defined by the Consultee

• Client talks out without being prompted
• Client gets out of his chair and dances/showboats
• Client disrespects peers and teacher aid by
  making rude comments
• Client seeks attention during work time

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• Operationalizing the Problem

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Morning Meeting
Calls Out
Class laughs R
Sent back to seat (P)
Spinelli dollar taken (RC)
Behavior
Antecedent
Consequence
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Target Behavior

• Calling out (Inverse Only speak when hand is
  raised and is called upon)
• Decrease calling out, it is currently in excess

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• Data Collection

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Time Period of Data Collection (825-850)

• The problem behavior arises during whole class
  instruction primarily during the Morning Meeting
• The client wants to be the center of attention
  and during this time he calls out when he has not
  raised his hand and disrupts the class
• The consultee would like to decrease the number
  of call outs

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Type of Data Collection

• Number of call outs during Morning Meeting (whole
  class instruction)
• Type of Data Frequency Count
• Rationale To document the current amount of call
  outs in order to implement an intervention that
  will gradually decrease this behavior
• Intended Procedure Differential Reinforcement of
  Lower Behavior (DRL) in order to decrease amount
  of call outs

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Data Collection Procedure Baseline Data

• Indicate how many call outs the client made
  during the Morning Meeting using a counter
  (825-850)

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Data Collection Sheet
Please use the counter provided and click once
for each the client calls out. Calling Out
speaking out without being called on. Record the
total number clicks indicated on the counter in
the appropriate box . Thank you for your time.
Date
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Problem Analysis
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Hypotheses for Behavior

• 1.When the client is in a group setting he likes
  to be the center of attention. He therefore,
  calls out in an attempt to receive this attention
  even in the middle of a discussion, which he is
  not a part.
• 2.When in a small group, he gets enough one on
  one attention and therefore, does not display the
  inappropriate calling out behavior.
• 3.The client has a large family in which his
  mother is absent. He likes attention from women
  over men, but will try to receive it from either
  sex.

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Interventions linked to Hypotheses
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Current Reinforcement System Operating in the
Classroom

• Token Economy students can receive and lose
  these tokens throughout the day
• At the end of the week they can redeem them for
  different tangible rewards from the class store
  (R and/or RC)
• Problems with the current reinforcement system
• Delayed, not immediately contingent on behavior
• Threatens satiation due to tangibility
• Not natural or intrinsic in motivation
• Does not promote self regulation
• RC is not as effective as positive reinforcement

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Reinforcement Interview with the Consultee

• Consultee Interview After speaking with the
  consultee about what types of things she believed
  are reinforcing to the client, she came up with
  the following list, which I further broke into
  categories of tangibles and intangibles
• Tangibles
• Candy
• Gum
• Books
• Pencils
• Pens
• Stickers
• Intangibles
• Work at teachers desk
• Run errands for the teacher
• Popcorn party for the class
• Lead the morning meeting more often

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Reinforcement Interview with the Client

• Client Interview After speaking with the
  consultee, I decided to ask the client what he
  would like to work for. I explained that if he
  were to follow the rules in class, what sorts of
  things would he like to be able to buy in the
  class store. I also asked about what types of
  things he would like to be able to do. We came up
  with the following list of tangibles and
  intangibles.
• Tangibles
• Pens
• Toy airplanes
• Post-Its
• Highlighters
• Intangibles
• Teaching the class a dance
• Doing a stand up comedy show
• Bring in a song to play for the class
• Go to recess early
• Helping the teacher and other students

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Reinforcement Menu Utilized

• Announcing the sequential transition after the
  morning meeting
• Natural, immediate
• Helping the teacher during the next activity
• Natural to ecology of the classroom, immediate
• Teaching the class a dance for ten minutes on
  Friday
• Highly desirable, delayed important for thinning
  reinforcement
• Sharing an approved song with the class
• Highly desirable, delayed important for
  thinning reinforcement

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Reinforcement Menus Continued
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Intervention Data Collection (Phases 1-3)
Please use the counter provided and click once
for each time the client calls out. Calling Out
speaking out without being called on. Phase N
If callouts are less than or equal to n (this
number is progressive), then give a certificate
Date
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Intervention Data Collection (Phases 3-4)
Please use the counter provided and click once
for each time the client calls out. Calling Out
speaking out without being called on. Phase N
If callouts are less than or equal to n (this
number is progressive), then give a certificate
Date
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Intervention Data Collection (Phases 5-6)
Please use the counter provided and click once
for each time the client calls out. Calling Out
speaking out without being called on. Phase N
If callouts are less than or equal to 5, then
give a certificate Date
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Progression of Procedure
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Program Implementation
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Baseline
Intervention
Baseline
Criterion Point 5 (as determined by the
consultee)
Mean of Baseline
Baseline Mean 28 Baseline Median26 Baseline
Standard Deviation (SD) 16.45
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Baseline and Goals
Description
Rationale
The consultee wants a decrease in the clients
call outs to the criteria point of 5 within a
month After taking baseline data, I found the
mean of call outs to be roughly 28
The goal is to gradually decrease the call outs
by reinforcing the client when the call outs were
at or below the mean for the particular phase
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Baseline and Phase 1
Phase I
Baseline
Baseline Mean 28 SD16.45 Phase I
Mean5 SD1.73
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Description of Phase I
Description
Rationale
For the client to understand the reinforcement
schedule, we have to start at the level where he
is currently operating. Once he begins to get the
reinforcement for his current level, then we can
start to thin the reinforcement.
The consultee will record the number of call outs
for every ten-minute interval during the period
of 825-855. She will give a certificate for
each 10 minute interval every day if the client
can limit himself to 9 or less call outs per
10-minute interval. If he receives all three
certificates for the time period, then he is
allowed to choose from the reinforcement menu for
phase I.
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Baseline, Phase I, II
Baseline
Phase I
Phase II
Baseline Mean 28 SD16.45 Phase I
Mean5 SD1.73 Phase II Mean2.5
SD1.1
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Description of Phase II
Description
Rationale
This phase includes a decrease in the amount of
call outs needed to receive the certificates,
which can be turned in for larger reinforcers.
The graph shows that the client has decreased his
callouts.
As soon as the morning meeting begins, the
consultee will record the number of call outs for
every ten-minute interval during the period of
825-855. The consultee will give a certificate
for each ten-minute interval that the client can
limit himself to 8 or less call outs. If he
receives all three of these certificates, he can
choose from the reinforcement menu for phase II.
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Description of Phase I, II, III
Baseline
Phase I
Phase II
Phase III
Baseline Mean 28 SD16.45 Phase I
Mean5 SD1.73 Phase II Mean2.5
SD1.1 Phase III Mean3
SD.81
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Description of Phase III
Description
Rationale
As soon as the morning meeting begins, the
consultee will record the number of call outs for
every ten-minute interval during the period of
825-855. The consultee will give a certificate
for each ten-minute interval that the client can
limit to 7 or less call outs. If he receives both
of these certificates, he can choose from the
reinforcement menu for phase III.
Although the client is decreasing call outs
dramatically, it is important not to decrease the
amount needed for certificates too quickly. The
client needs to be able to get the reinforcers
consistently so that he can generalize when the
thinning of reinforcement occurs.
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Program Evaluation
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Quantitative Interpretations Thus Far

• Baseline
• Mean 28
• Median 26
• Standard Deviation (SD) 16.45

• Intervention All phases thus far combined
• Mean 4
• Median 3.5
• Standard Deviation (SD) 1.85

• The percentage of change from the baseline mean
  to the intervention mean is a 86 decrease

• The percentage of change from the baseline SD to
  the intervention SD is a 89 decrease

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Qualitative Interpretations Thus Far

• So far the consultee is very happy with the
  results
• The client has decreased the number of call outs
  during the morning meeting
• By the end of the intervention, we expect to see
  consistency with call outs at or below five
  during the morning meetings

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Plans for Maintenance and Generalization
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Plans for Maintenance and Generalization
Phase
Intervention
Rationale
Every time period two certificates are possible.
If the number of call outs is less than or equal
to 12 (total) and both certificates are received,
then the client can choose from the entire
reinforcement menu for the following day.
The number of call outs decreased faster during
this phase due to the prior results. This phase
will allow the client to learn to self-regulate,
as the reinforcement becomes less salient.
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The number of call outs decreased in this phase
to the criteria point required by the consultee
The reinforcement has been thinned to once per
week which will ultimately lead to thinning it
out completely.

• For the entire time period one certificate is
  possible. If the number of call outs is equal to
  or less than or equal to 5 then the client can
  choose from the entire reinforcement menu for the
  end of the week.

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For the entire time period verbal praise is
given. When the client is the top banana then
the consultee can allow the client to choose from
the entire menu of reinforcement.
This phase is the final step in the process of
completely thinning out the reinforcement and
only using the natural reinforcement within the
ecology of the classroom.
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Plans for Maintenance and Generalization
Continued
Baseline
Phase I
Phase II
Phase III
Phase IV
Phase V
Phase VI
Baseline Mean 28
SD16.45 Intervention (all phases) Mean4
SD3.5
Criterion Point5 (as determined by the consultee)
Mean of Baseline
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Back to the Natural Ecology of the Classroom

• Once the reinforcement menu has been thinned out
  
• Then the natural ecology of the classroom will be
  the best reinforcement
• The goal is to bring the intervention back to the
  natural environment within the classroom by using
  top banana as the universal reinforcement for
  the class

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Concluding Remarks

• The Consultative Relationship
• The quality of the relationship between myself
  and the consultee was gratifying
• Our goal was mutually beneficial and rewarding
• At this point the intervention is a success
• Due to the success of the intervention, I have
  been asked by the consultee to start another
  consultation after the break