Behavioral Consultation

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Behavioral Consultation

• By Tammi J. Cota
• Fall 2007

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Demographics

• Name Scott
• Grade 4th
• Age 10
• Sex Male
• Primary Language English
• Diagnosis Aspergers Syndrome
• School Small Elementary
• Teacher Mr. M
• Dates of Case 9/19/07 - Present

3
Problem Referral
4
In the beginning, Mr. M felt Scott
Needed to learn self-monitoring skills
Did not respond well to direct instruction
Outwardly verbalized everything he is thinking
Had serious difficulty socially interacting with
peers
Required constant re-direction
5
In General

• The teacher had genuine concerns about Scott and
  his need for intervention to help him learn to
  manage himself in the classroom now so he would
  be able to cope at the Middle School in just a
  couple short years.
• The teacher was spending much of his time trying
  to respond and re-direct Scott which was
  infringing on his ability to effectively teach
  all of the students in his class.

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Background Information

• Is an only child of older parents
• Mother is first generation German immigrant
• Both parents are educated and very supportive
• Special Education
• Speech therapy before kindergarten exited
• Signed Assessment Plan to possibly re-qualify for
  Speech Language services
• Has monotonic speech pattern
• Non-reciprocal communication
• Long history of behavior problems
• Has spent much time in office
• Struggles socially fitting in with peers

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Student Strengths
And there are many..
Scott
Very Likeable
Loves Sharing Knowledge
Active Classroom Participant
Great Reader
Extensive Vocabulary
Math Thinker
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Problem Identification
9
Problem Identification
We needed to target the behavior(s) that
would most likely

• Increase Scotts self-monitoring skills
• Decrease the teachers need to constantly
  re-direct him
• Decrease the amount of disruption to other
  students learning
• Allow him to gain some credibility with his peers
  within the classroom

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Problem Identification
In the beginning
Both Scotts verbalizations and need for
re-direction were described as high frequency
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Problem Identification
2 Potential Behaviors for Effecting Change in
Areas of Concern
Shift Content Appropriate Verbalizations to
more Appropriate Times
Decrease Inappropriate Verbalizations during
Classroom Instruction

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Data Collection
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Example Data Sheet

• Definitions
• Verbalizations Unsolicited comments,
• Talking out of turn, complaining or
• Questioning during classroom instruction.
• VA content appropriate verbalizations
• VIA Non-content appropriate verbalizations
• Instructions
• Enter starting time of activity
• Enter activity type
• Enter number of verbalizations Scott
• has for each activity differentiating
• between appropriate and inappropriate.
• As discussed, you will move paperclips
• from one pocket to the next to keep
• count.

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Mr. Ms Weekly Class Schedule
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Problem Analysis
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Problem Analysis

• Hypothesis 1
• Scott experiences high anxiety and is negatively
  reinforced by expressing his thoughts verbally.
  May be a consummatory response.
  Obsessive-compulsive behaviors seem to be a theme
  for him as he has a strong need for order and to
  finish his thoughts.
• Hypothesis 2
• Scott has a high verbal intelligence and general
  knowledge base and is positively reinforced by
  sharing his thoughts especially his teacher. This
  would explain his preference for interacting with
  adults in addition to the fact that he is only
  with adults at home.
• Hypothesis 3
• Scott lacks self-regulation skills to
  discriminate when he should and should not share
  what he is thinking. Impulsivity is common for
  children on the Pervasive Developmental Disorder
  spectrum. He struggles with less structured times.

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Baseline Data
Negotiated criterion Time point with Mr. M
Aim Line
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Intervention
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Intervention - Phase I
Target Behavior 1
Eliminate inappropriate verbalizations during
classroom instruction
Procedure
Differential Reinforcement of Zero Responding
(DRO)
Rationale

• First operate solely on inappropriate
  verbalizations and get the frequency to zero (or
  very close to).
• VIA frequency lt VA frequency
• Procedure would likely operate to decrease both
  TBs
• Teaching tool for student
• Simplified what teacher wanted from Scott
• Made a distinction between VIA and VA
• Allowed him to still verbalize thus release
  anxiety

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Intervention - Phase I
DRO Schedule
Token Economy

• Day 1 2 DRO 10 minutes
• Day 3 4 DRO 15 minutes
• Day 5 6 DRO 20 minutes
• Day 7 8 DRO 30 minutes
• Day 9 10 DRO 45 minutes

7 stickers 1 menu item 5 stickers 1 menu
item 4 stickers 1 menu item 2 stickers 1
menu item 1 sticker 1 menu item
Teacher negotiated goal To get VIAs to Zero in
10 days.
1) Targeted the first 90 minutes of the day. 2)
Student must not have VIA during time
interval. 3) Secondary Reinforcer (sticker) is
presented if no VIA occurs during time
interval. 4) If student acquires set number of
stickers for that day, he is allowed to
select from the Reinforcer Menu at recess.
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Intervention - Phase 1
Ex. Day 1 2 DRO 10 minutes 7 stickers 1
menu item
Why 10 minutes?
His actual VIA frequency 1 every 12 minutes
Why 7 stickers?
In a 90 minute period, he has 9 opportunities for
R
Success, Success, Success!
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Intervention - Phase 1
Supplies Needed

• Visual Timer for Scott to see

• Stickers

• Desk Card for each day

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Flow Sheet
Teacher gives whole classroom instruction And Sets
visual timer _at_ 10 mins.

Student does not inappropriately verbalize during
10 minute interval
Student inappropriately verbalizes prior to end
of 10 minute interval
Student is given sticker
Teacher verbally reminds student that 10 minute
interval starts over and re-sets timer for 10
mins.
Student prompted to give self 1 credit on desk
card
Student does not inappropriately verbalize during
10 minute interval

• 7 credits will earn student to select
• ?Time on computer
• ?Class share time of animal
• ?Peer-tutoring time
• ?Library time
• ?Office helper time
• ?Suduko Puzzle time
• ?Deep Thoughts w/Teacher
• Candy Bar
• ?Rubics Cube time
• Reduction in Math Work

TEACHER PROMPT
LEGEND
UNDESIRED BEHAVIOR
TARGET BEHAVIOR
SECONDARY REINFORCER
REINFORCER BRIDGE
REINFORCER MENU
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Plan Implementation
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Plan Implementation - Phase I
Negotiated criterion time point with Mr. M.
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Plan Implementation - Phase I

• Whats worked?
• Scott was excited to participate.
• In fact, he remarked,Oh, this is for my
  interrupting.
• We actually met our goal ahead of 10 days (8).
• Reinforcers selected were easier to give than
  those
• the teacher and I had brainstormed for the
  menu.

• What didnt work?
• Only criterion for VIAs has been achieved, not
  VAs.

Whats Next?
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Plan Evaluation

• Analysis of Results
• We saw a 54 decrease in inappropriate
  verbalizations (VIAs) during the 90 minute
  period, 32 decrease in sd.
• -Baseline mean6.6, sd2.06
• -Intervention mean3, sd1.4
• Additionally
• We saw a 32 decrease in appropriate
  verbalizations (VA) during the 90 minute period,
  57 decrease in sd.
• -Baseline mean11.2, sd5.5
• -Intervention mean7.6, sd2.4.
• Overall, this is a 41 decrease in total
  verbalizations!

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Plans for Maintenance Generalization

• We will continue to implement as planned until
  DR0 is maintained for 10 data point days.
• Close monitoring of reinforcer strength will be
  continued.
• We will then establish a new criterion point for
  acceptable level of VAs after we establish new
  mean.
• Implement DRL procedure on VAs to get them to a
  level that is within a reason of a typical 4th
  grader. This will be negotiated with the teacher.
• Eventual thinning of reinforcers which will
  naturally occur with the DRO/DRL schedules.
• Leave visual timer in place until we can fade
  its use.