Behavioral Consultation Gemma Minetti California State University, Chico Fall 2014 © Gemma Minetti, 2014. Do not use without written permission of the author.

Problem Description K is a six year old first grade student in Mrs. P’s general education classroom. K often thinks he knows the answers to Mrs. P’s verbally asked questions; however, he neglects to raise his hand and wait to be called upon to speak. Instead, K blurts out answers and does not give other students a chance to raise their hand and answer questions. © Gemma Minetti, 2014. Do not use without written permission of the author.

Operational Definition and Dimension of Behavior Blurting Out: K will blurt out responses without raising his hand and waiting to be called upon to speak. (excessive) Decrease Frequency © Gemma Minetti, 2014. Do not use without written permission of the author.

Background Information K lives in Chico with his two younger brothers, father, and mother, who is pregnant with his younger sister. He enjoys playing soccer and Wii. His favorite subject in school is math. He also likes to play games and climb trees. Mrs. P described K as a “pleaser” who is extremely helpful and full of energy. © Gemma Minetti, 2014. Do not use without written permission of the author.

Class Schedule: Monday- Thursday Time Interval (minutes) Activity 8:30-9:00 30 Community Time 9:00-9:55 55 Word Work 9:55-10:15 20 Recess 10:15-11:40 85 Reading Groups 11:40-12:30 50 Lunch/Recess 12:30-12:45 15 Story Time 12:45-1:20 35 Language Arts 1:20-1:30 10 1:30-2:20 Math 2:20-2:25 5 Clean Up Collect data © Gemma Minetti, 2014. Do not use without written permission of the author.

positive reinforcement Antecedent Behavior Consequence Code blurting out verbal warning redirection Everyday Math/ Pick Up move clip down to “Warning” punishment move clip down to “Teacher's Choice” punishment lose 5 minutes of recess response cost prompted to raise hand raises hand verbal praise positive reinforcement © Gemma Minetti, 2014. Do not use without written permission of the author. move clip up to “Wow” move clip up to “Good Call Home”

Mrs. P’s Clip Chart Good Phone Call Home WOW! All Star Student Warning Teacher’s Choice © Gemma Minetti, 2014. Do not use without written permission of the author.

Baseline © Gemma Minetti, 2014. Do not use without written permission of the author.

Data Sheet © Gemma Minetti, 2014. Do not use without written permission of the author.

Baseline Data Instances of Blurting Day M= 6; SD= 4.2 © Gemma Minetti, 2014. Do not use without written permission of the author.

Intervention Implementation © Gemma Minetti, 2014. Do not use without written permission of the author.

Procedure: Differential Reinforcement of Limited Responding. Phase Blurts Allowed 1 4 2 5* 3 5 6 Procedure: Differential Reinforcement of Limited Responding. Everyday Math. Mrs. P asks a question. New Interval Begins (Interval= 25 minutes). K has X or less blurt outs. K has X or more blurt outs. K is immediately reinforced with a prize and verbal praise from Mrs. P. K is not reinforced. © Gemma Minetti, 2014. Do not use without written permission of the author. *Increased based on Phase 1 data.

Intervention Procedure: Phase 1 Differential Reinforcement of Limited Responding. Decrease Blurting. 25 minute interval began. K was reinforced for 4 or less instances of blurting in the 25 minute interval. K was immediately reinforced with a prize and verbal praise from Mrs. P as soon as the 25 minute interval ended. K was not reinforced if he had 5 or more instances of blurting in the 25 minute interval. A new 25 minute interval began. © Gemma Minetti, 2014. Do not use without written permission of the author.

Intervention Implementation Data Sheet: Phase 1 © Gemma Minetti, 2014. Do not use without written permission of the author.

Intervention: Phase 1 Instances of Blurting Day M= 8.4; SD= 3.6 Criterion Day Total Collection Time= 50 minutes. © Gemma Minetti, 2014. Do not use without written permission of the author.

Intervention Procedure: Phase 2 Differential Reinforcement of Limited Responding. Decrease Blurting. 25 minute interval began. K was reinforced for 5 or less instances of blurting in a 25 minute interval. K was immediately reinforced with a prize and verbal praise from Mrs. P as soon as the 25 minute interval ended. K was not reinforced if he had 6 or more instances of blurting in the 25 minute interval. A new 25 minute interval began. A visual was added to K’s desk to illustrate how many instances of blurting he was allowed in the 25 minute interval. Mrs. P marked the designated number every time K blurted. © Gemma Minetti, 2014. Do not use without written permission of the author.

Desk Visual © Gemma Minetti, 2014. Do not use without written permission of the author.

Intervention Data: Blurting Phase 1 Phase 2 Instances of Blurting M= 4.4; SD= 2.1 M= 3 ; SD= 2 Criterion Day Interval= 25 minutes. © Gemma Minetti, 2014. Do not use without written permission of the author.

Baseline and Intervention Data: Blurting M= 6; SD= 4.2 M= 8.4; SD= 3.6 M= 5; SD= 4.2 Instances of Blurting Criterion Trend (Based on median data) Data points represent the total amount of blurts from Interval 1 and Interval 2. Baseline Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Day © Gemma Minetti, 2014. Do not use without written permission of the author.

Plan evaluation © Gemma Minetti, 2014. Do not use without written permission of the author.

Program Efficacy 16.7% decrease © Gemma Minetti, 2014. Do not use without written permission of the author.

Plan Efficacy K’s blurting behavior decreased from baseline to the current phase by 16.7%, which means he has blurted on an average of 5 times in one 25 minute interval rather than 6 times. His blurting behavior from baseline to the current phase still varies at a rate of 4.2. © Gemma Minetti, 2014. Do not use without written permission of the author.

Maintenance and Generalization © Gemma Minetti, 2014. Do not use without written permission of the author.

Goals The goal of maintenance is to keep the behavior occurring at a low rate after the intervention has been removed. The goal of generalization is to have the behavior occur at low rates in other antecedents. Specifically for K, we want him to blurt at low rates and only receive the reinforcers his classmates receive, as well as blurt at low rates in all class periods. © Gemma Minetti, 2014. Do not use without written permission of the author.

Days Required at Criterion Blurts Allowed in Each 25 Minute Interval Procedure Phase 2 of K’s DRL procedure will continue until he meets the criterion for three consecutive days. The procedure will continue up to Phase 6. K’s visual prompt on his desk will decrease to only show the number of blurts allowed in each phase. The visual will be completely removed once the reinforcement schedule moves from continuous to intermittent. Phase Days Required at Criterion Blurts Allowed in Each 25 Minute Interval 2 5 3 4 6 10 1 © Gemma Minetti, 2014. Do not use without written permission of the author.

Data Sheets Phase 3 Phase 4 © Gemma Minetti, 2014. Do not use without written permission of the author.

Data Sheets Phase 5 Phase 6 © Gemma Minetti, 2014. Do not use without written permission of the author.

Desk Visual: Fading Phase 3 Phase 4 Phase 5 Phase 6 © Gemma Minetti, 2014. Do not use without written permission of the author.

Procedure Maintenance: K’s blurting behavior must remain at criterion in Phase 6 for a period of 10 days in order to move into generalization. Generalization: K’s reinforcement schedule will move from continuous to intermittent. Continuous= K was being reinforced after each 25 minute interval if he met the designated criteria. Intermittent= K will only be reinforced occasionally after each 25 minute interval, even if he meets the criteria for reinforcement every time. © Gemma Minetti, 2014. Do not use without written permission of the author.

Intermittent Reinforcement Schedule Day Interval 1 Interval 2 1 ✔ ✖ 2 3 4 5 ✔ Reinforce if criterion is met. ✖ Do not reinforce, even if criterion is met. © Gemma Minetti, 2014. Do not use without written permission of the author.

Reinforcement Schedule Maintenance K will only be reinforced if he remains at criterion, which is 2 or fewer blurts in the total 50 minute period. K will be reinforced if he meets the designated criteria immediately once the 50 minute period ends. Day Reinforcement Schedule 6 ✔ 7 ✖ 8 9 10 © Gemma Minetti, 2014. Do not use without written permission of the author. © Gemma Minetti, 2014

Generalization After maintenance, K’s reinforcers will be thinned each week. Week 1: K will be reinforced with verbal praise, moving his clip up the chart, and a prize from Mrs. P’s prize box every time he meets criterion. Week 2: K will be reinforced with verbal praise paired with moving his clip up the chart every time he meets criterion. Week 3: K will be reinforced with verbal praise paired with moving his clip up the chart intermittently. © Gemma Minetti, 2014. Do not use without written permission of the author.

gminetti@mail.csuchico.edu Questions or Comments: © Gemma Minetti, 2014. Do not use without written permission of the author.