1. Behavioral Consultation Gemma Minetti California State University, Chico Fall 2014
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2. 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.
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3. 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
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4. 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.
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5. 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
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6. 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
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move clip up to “Wow”
move clip up to “Good Call Home”

7. Mrs. P’s Clip Chart Good Phone Call Home WOW! All Star Student Warning
Teacher’s Choice
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8. Baseline
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9. Data Sheet
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10. Baseline Data Instances of Blurting Day M= 6; SD= 4.2
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11. Intervention Implementation
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12. 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.
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*Increased based on Phase 1 data.

13. 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.
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14. Intervention Implementation Data Sheet: Phase 1
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15. Intervention: Phase 1 Instances of Blurting Day M= 8.4; SD= 3.6
Criterion
Day
Total Collection Time= 50 minutes.
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16. 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.
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17. Desk Visual
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18. 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.
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19. 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
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20. Plan evaluation
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21. Program Efficacy 16.7% decrease
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22. 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.
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23. Maintenance and Generalization
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24. 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.
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25. 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
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26. Data Sheets Phase 3 Phase 4
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27. Data Sheets Phase 5 Phase 6
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28. Desk Visual: Fading Phase 3 Phase 4 Phase 5 Phase 6
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29. 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.
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30. 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.
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31. 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
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© Gemma Minetti, 2014

32. 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.
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33. gminetti@mail.csuchico.edu Questions or Comments:
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