Jennifer Bowyer SEOH ED596 ABA parts 3&4 November 17, 2012 A. PART 1 1.

Operationalized definition of behavior including dimension of interests: During sustained silent reading on Monday, Wednesday, and Friday in 7th grade language arts class, Preston did not enter the classroom and begin reading without being instructed repeatedly by his teacher to begin reading. Preston avoided reading by talking to his peers and being out of his seat. It took 3 to 5 minutes to get Preston to engage in reading. The objective was for Preston to engage in reading 8 out of 10 minutes without getting out of his seat or talking to his peers. 2. List setting events, immediate antecedents, and maintaining consequences that influenced behavior based on functional assessment: Baseline: Setting Events 1st 10 minutes of class on Monday, Wednesday, Friday After intervention: Setting events 1st 10 minutes of class on Wednesday, Friday Antecedents instructed to begin reading minutes Consequences engaged in reading for 8 to 10 Monday, Antecedents instructed to begin reading Consequences attention & avoidance

3. HYPOTHESES: First, I hypothesized Prestons latency and lack of reading was due to the fact he was easily distracted and lacked organization due to his ADHD. The entire class was chaotic for the first 3 to 5 minutes which did not help keep Preston on task. Second, I hypothesized with the right positive reinforcement; Preston would focus on reading in order to receive positive reinforcement in the form of a token system that would allow him to receive a point for participation. In turn, he would be able to write down page numbers, pick a card with a students name from the teacher, and pass out reading logs at intermittent levels. This would reverse his negative reinforcement of talking to his peers and getting out of his seat to avoid reading. B. PART 2 1. Provide a brief summary of intervention used: For intervention, Preston received a participation point every time he came into class and read 8 out of 10 minutes during sustained silent reading. The point was used as a token reward for positive reinforcement. The token system was used because according to Adair & Schneider, 1993, Higgins, Williams, & McLaughlin, 2001; Mueller, Williams, & Trahant, 2003, tokens are used for general classroom management and task engagement. The positive reinforcement was given at intermittent schedules because according to Alberto & Troutman, intermittent schedules put off satiation effects. The positive reinforcement in exchange for the token of 1 participation point included picking a card with a students name to answer questions, passing out reading logs, and writing down page numbers on a clip board. If Preston did not come into class and begin reading then he did not receive a point and lost the next opportunity to participate in the positive reinforcement stated above. The intervention used to eliminate latency and avoidance in engaging in reading and the token system stopped his disruptive negative behavior of talking to his peers and getting out of his seat. My sources that provided information to formulate the intervention were the text book, Applied Behavioral Analysis for Teachers by Paul A. Alberto & Anne C. Troutman, and articles found in the Journal of Applied Behavioral Analysis which included: Reducing Latency of a Childs Responding to Instructions by Means of a Token System by Nancy Jellstedt & Beth Sulzer-Azaroff (JABA 1973,6 , 125-130 number1 Spring 1973) and

Using Teacher Greetings to Increase Speed to Task Engagement by R. Allan Allday, Miranda Bush, Nicole Tecknor, and Lindsay Walker ( JABA 2011, 44, 393-396 number 2 Summer2011).

C. GRAPH: The graphs depict a positive behavior change due to the use of positive reinforcement through the use of a token reward system. Prestons negative behavior of talking to his peers and getting out of his seat virtually stopped after implementing the token reward system.

STUDENT: Preston Behavior Observation Period Monday Wednesday Friday Monday Friday

After intervention Off task (T= talking to peers, O=out of seat) T-T-T O-O-O 5 T, O 5 T, O 5 T,O-O 5 T, O 5 Language Arts

T-T-T T T -T T T-T

10 10 10 10 10

5 5 5 5 5

10 10 10 10 10

Student Behavior Observation

Number of Intervals of Inappropriate Behavior 10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 Number of Observation Sessions (9:28am-9:38am)

Series2 Series1

Out of Seat= O Series 1

Talking to Peers= T Series 2

Number of Intervals of Inappropriate Behavior

Student Behavior Observation 1.2

1 0.8 0.6 0.4 0.2 0 1 2 3 4 5 Number of Observation Sessions (9:28am-9:38am) Series2 Series1

Out of Seat= O Series 1

Talking to Peers= T Series 2

D. CRITICAL EVALUATION: The application of the Applied Behavior Analysis techniques based on positive reinforcement using a token reward system to reduce latency and eliminate out of seat behavior and talking to peers proved to be effective in changing student behavior. This is evidenced in the graph from part C of the project. Positive reinforcement, a token system, and effective classroom management have resulted in decreasing Prestons behavior of talking to his peers, and latency. These procedures eliminated his out of seat behavior. During the functional assessment process, careful observation, documentation of behavior, and discussions with his teachers and guidance counselor, along with the intervention phase of token reinforcement encouraged Prestons behavior change. The main objective of observation, documentation and discussion was used to correctly identify the negative behavior and supporting date to form an effective intervention. Also, the classroom teacher and I discussed classroom management techniques that would eliminate latency for the entire class. I suggested she question the class to come up with ideas for positive reinforcement to eliminate talking and out of seat behavior at the beginning of class. The class then came up with idea of participation points. Preston, along with his entire class earned participation points. Prestons intervention was taken a step farther by allowing him to cash in his points for the positive reinforcement of writing down page numbers, picking a card with a student name to answer questions, and passing out reading logs. The token reinforcement of receiving participation points proved to be effective in changing Prestons behavior in class. The teacher commented on the abrupt change in Preston and her entire clas with the implementation of the participation point system. The additional task I would add would be to greet each student at the door with a smile and a reminder to ready them for class and begin reading on reading days.

IMPLEMENTATION OF INTERVENTION The intervention for Preston and the class was a success in reducing latency, talking, and out of seat behavior and advocates its continued use. Positive reinforcement with a token system can greatly reduce negative behavior before it starts. Over time the token system can be faded out as Preston continues to monitor his own behavior. In the mean time, the best way to implement the intervention is a follows: 1. Greet the students with a smile and remind them to get out their books and begin reading. 2. Record participation points to those who are in their seat actively engaged in silent reading. 3. Through the points system you are able to track Prestons and the classs behavior to see if you need the intervention. 4. Preston will continue to gain privileges as long as his behavior of actively engaging in reading for 8 out of 10 minutes continues for 4 weeks. After 4 weeks, Preston will only gain a token of 1 participation point if he actively engages in reading for 10 out of 10 minutes It is advised to continue with the intervention until it is desirable to fade out so Preston can learn to monitor his own behavior and show self-motivation. to modify