CG Behavioral Consultation

BEHAVIORAL Carina
Gutierrez
CONSULTATION
California State
University, Chico
Fall 2016
©Carina Gutierrez 2016

Do not use without express written permission of the author.
CLIENT PROFILE
 Client: “N”
 Grade: Transitional Kindergarten (TK)
 Age: 5
 Sex: Male
 Teacher: Mrs. R.
 Mrs. R. has 15 years of teaching experience.
 This is her first year teaching TK.

PROBLEM
IDENTIFICATION

PROBLEM DESCRIPTION
“N has problems with personal space. When

we’re sitting on the rug he sits really close to other
kids and he touches them.
When we’re in line he wants to be first, so he’ll
push his way to the front and hit the other kids with
his elbows.
He also takes off to do what he wants. He’ll do
this during carpet time and this gets others off task.
He does it during centers, too, if he doesn’t like the
activity.
He is also having trouble sharing toys with the
other students.”
* = Modified
THE CLIENT’S SCHEDULE = Intervention

Implementation
period
Time Monday Tuesday Wednesday* Thursday Friday Minutes
8:20-
8:50
Carpet Time Carpet Time Carpet Time Carpet Time 30
8:50-
9:30
Play Time Play Time Play Time Play Time 40
9:30- Literacy Literacy

10:30
Literacy Centers Literacy Centers 60
Centers Centers
10:30-
10:45
Story Time Story Time Story Time Story Time 15
10:45-
11:10
Recess Recess Recess Recess 25
11:10- Music & Music & Music & Music &

20
11:30 Movement Movement Movement Movement
11:30-
12:15
Lunch Lunch Lunch Lunch 45
12:15-
12:45
Resting Time Resting Time Resting Time Resting Time 30
12:45- Whole Class Whole Class Whole Class Whole Class

30
1:15 Math Activity Math Activity Math Activity Math Activity
1:15-
2:20
Math Centers Math Centers Math Centers Math Centers 55
MODIFIED SCHEDULE = Intervention
Implementation
period
Time Wednesday Minutes
8:20-8:50 Carpet Time 30

8:50-9:30 Play Time 40
9:30-10:30 Literacy Centers 60
10:30-10:45 Story Time 15
10:55-11:15 Recess 20
11:15-11:30 Transition 15
11:30-12:15 Lunch 45
12:15-12:35 Resting Time 20
Whole Class Math Activity or
12:35-1:00 25
Music & Movement
1:00-1:20 Story Time/ELD 20
BEHAVIORS AND DIMENSIONS
Behavior Dimension Direction
The student touches others
while standing in line. Frequency
A1 B1
The student touches others
during carpet time. Frequency
A2B1
The students gets up from his
seat and wanders around the
Duration
classroom during carpet time.
A2B2
The student gets up from his
seat and wanders around the
Duration
classroom during centers.
A3B2
The student does not share
toys during play time. Frequency
A4B3
SEQUENCE ANALYSIS = sometimes
Antecedent Behavior Consequence Code
Hurts
Touches Sent to
other Punishment
others office
students
Lining Up Moved
Out of Positive
Teacher near front
seat and Reinforcement
prompt of line
wanders
Carpet Keeps Gets card
Time hands to pulled No Effect
self from chart
Stays
in seat Gets mark
Centers Positive
on happy
Reinforcement
face chart
Shares
toys
Play Time Toys
Does not Response
taken
share toys Cost
©Carina Gutierrez 2016 away
This behavior was severe at
the beginning of the school
year, but has steadily
decreased since then.
B 1:
Because of this, N’s Touching
behavior of touching others Others
is not being directly
measured or targeted for
intervention.
Mrs. R. is now more
concerned about N’s other
behaviors.
The target behavior is B 2:
Out of Seat. B 2:
For data collection and Out of
intervention, this behavior
Seat
will be re-defined as B 2 : In
Seat.
Data of this behavior will be
collected during carpet time
(A 2B 2).

B 3: Does Not Share Toys will B 3:
be addressed after
Does
intervention is complete for
B 2: In Seat.
Not
Share
It is not currently being
directly measured or Toys
targeted for intervention.

DATA COLLECTION
Behavior 2 (B2): N is sitting in his spot at the carpet.
When: During morning carpet time.
Directions: At the end of each 3 minute interval, mark whether the student is in his seat by
drawing a slash through “In” or out of his seat by drawing a slash through “Out.”

BASELINE OF TIME IN SEAT
30
Out of Seat
25 In Seat
Approximate Minutes In Seat
---- Mean
- - -Std. Deviation
20 ---- Criterion
---- Goal
---- Aimline
15
10
Std.
Mean
Deviation
5
21 3
0
Baseline Phase 1 Phase 2 Phase 3 Phase 4
PROBLEM ANALYSIS

STUDENT BACKGROUND
 N lives with his mother and his grandmother.
 Mrs. R. says N’s family is involved and supportive.
 N has regular school attendance.
 Mrs. R. has no academic concerns about N.
 Mrs. R. sees N as a sweet boy who enjoys helping others.

HYPOTHESIS OF PROBLEM BEHAVIOR
 The behavior system currently in place in Mr s. R.’s class does not appear
to be ef fective for N.
 Mrs. R. uses a behavior chart in her classroom. Each student has a green card, a
yellow card, and a red card. The green cards show good behavior, the yellow cards
show that behavior needs improvement, and the red cards show undesirable
behavior. If a student’s red card is pulled when it is time for recess, they lose 5
minutes of their recess. Mrs. R. says that N does not appear to respond to the
different cards.
 The cards are not switched in a salient way. Mrs. R. changes the cards subtly and N
does not seem to notice.
 There is a lack of oppor tunity for N to receive reinforcement for
appropriate behavior s.
 Mrs. R. uses a Happy Face chart with N. At the end of each period, he earns a happy
face if she thinks he behaved appropriately during the period. Although he responds
to this chart and likes earning happy faces throughout the day, sometimes he must
wait up to 60 minutes to earn any reinforcement because the happy face comes at
the end of the period.
INTERVENTION METHODS
 Dif ferential Reinforcement of Incompatible Behavior (DRI):

This procedure involves decreasing a target response by
withholding reinforcement for the target response and
reinforcing an incompatible response.
 In order to decrease N’s Out of Seat behavior, the intervention will
focus on positive reinforcement for the incompatible behavior of
being In Seat.
 Shaping: The development of a desired behavior through
reinforcement of successive approximations of the desired
behavior.
 N’s time in seat will be increased in successive approximations of
the criterion, which is set at 90% (27 minutes) of Carpet Time.

REINFORCERS IN USE
 Verbal Praise from Mr s. R.
 A Car Char t based on the movie “Car s.”
 The Car Chart features N’s favorite character from the movie, Lightning McQueen.
The goal is to move Lightning McQueen from the “Start” line to the “Finish” line.
 The “I am so happy” song.
 This is a song Mrs. R sings in her class. A student can choose what he wants to sing
about (his shirt, shoes, etc.). He gets to stand in front of the class while everyone
sings along.
 The “Caught you being good” card is used school -wide.
 Students earn these cards when they display certain behaviors and the cards are
entered into weekly raffles.
 Hand Stamps.
 Mrs. R. has a variety of stamps. N can earn a stamp on his hand.
Reinforcement Menu
“I am so happy” song
“Caught you being good” card
Hand Stamp
CAR CHART
Start
Finish
PLAN IMPLEMENTATION

INTERVENTION METHODS
Carpet Time Phase Minutes in Intervals Total Minutes

In Seat
Interval Interval Interval
1 2 3
N is in his seat N is out of his
during the seat during the 1 6 6 6 18
interval. interval.
2 9 6 6 21
At the end of the No verbal
interval, Verbal praise is given 3 12 9 3 24
Praise is paired and there is no
with moving the movement on 4 15 9 3 27
car on the car the car chart.
chart (R1).
After all 3 intervals, *The Reinforcement Menu will

N receives R1 and be introduced during Phase 2.
the “I am so happy” At this point, R2 becomes a
song (R2)*. choice from the menu.

PHASE 1- TOTAL TIME IN SEAT: 18 MINUTES
6 min. R1 6 min. R1 6 min. R1 R2 12 min. *

Carpet Time: 30 minutes
If N is in his seat at the end of an interval, he immediately earns:
• Verbal Praise
R1
• Moves car on Car Chart
Immediately following the third interval, N has the opportunity to earn:
• Verbal Praise
R1
• Car moves to the “Finish Line”
• “I am so happy” song
R2
*Remainder of
Period
PHASE 2 - TOTAL TIME IN SEAT: 21 MINUTES
9 min. R1 6 min. R1 6 min. R1 R2 9 min.*

If N is in his seat at the end of the interval, he immediately earns:
• Verbal Praise
R1
• Gets to move car on Car Chart
• Verbal Praise
R1
• Car moves to the “Finish Line” Reinforcement Menu
R2 • A choice from the “Caught you being good” card
reinforcement menu
Hand Stamp
*Remainder of
Period
PHASE 3 - TOTAL TIME IN SEAT: 24 MINUTES

R1 • Verbal Praise
R2 • A choice from the
reinforcement menu
Hand Stamp
*Remainder of
Period
PHASE 4 – TOTAL TIME IN SEAT: 27 MINUTES
* P H A SE I N W H I C H C RI T E RION I S M E T
15 min. R1 9 min. R1 3 min. R1 R2 3 min.

• Verbal Praise
R1
R2 • A choice from the
reinforcement menu “Caught you being good” card
Hand Stamp
*Remainder of
Period
SUMMARY OF PHASE PROGRESSION
6 min. R1 6 min. R1 6 min. R1 R2 12 min. *
Phase Total Min. In Seat

1 18
2 21
3 24
4 27
INTERVENTION DATA
30
Out of Seat
25 In Seat
---- Mean
---- Criterion
20 ---- Goal
15
10
0
Phase 1 Phase 2 Phase 3 Phase 4
Mean of
Baseline
IMPLEMENTATION ISSUES
 On the second day of intervention, N did not meet criterion .

Direct observation was conducted to assess the intervention.
 Issues with fidelity:

 Mrs. R. said it didn’t seem fair to give N more attention than the other
kids. Due to this concern, her delivery of verbal praise was not salient for
N.
 The car chart was also not salient for N. When he did earn movement on
the car chart, the car was moved subtly.
 Addressing the issues:

 A meeting was held to address Mrs. R.’s concerns.
 Mrs. R. began to deliver praise in a more salient way after discussing her
concerns about her other students. She was worried that other students
would find it unfair, but saw that they may actually be happy for N and
his success.
 When moving the car on the car chart, Mrs. R. began making a “Zoom!”
noise to make it more salient for N.

INTERVENTION DATA
30
Out of Seat
25 In Seat
---- Mean
---- Criterion
20 ---- Goal
Phase M SD
15 BL 21 3
1 19.5 3.15
10
2 24.75 1.5
3 27 0
5
4 29 1.73
0
Phase 1 Phase 2 Phase 3 Phase 4
Mean of
Baseline
PLAN EVALUATION

PROGRAM EFFICACY
Baseline Phase 1 Phase 2 Phase 3 Phase 4
M = 19.5 M = 24.75 M = 27 M = 29
M = 21 ↓ 7.14% ↑ 17.86% ↑ 28.57% ↑ 38.1%
from baseline from baseline from baseline from baseline
SD = 3.15 SD = 1.5 SD = 0 SD = 1.73

SD = 3 ↑ 3.15% ↓ 50% ↓ 100% ↓ 42.33%
from baseline from baseline from baseline from baseline

CHANGE FROM BASELINE TO PHASE 4
Mean of Time In Seat

30
27
38.1%
24 increase
21
18
15
12
9
6
3
0
Baseline Phase 4
MAINTENANCE & GENERALIZATION
 Maintenance:
 The behavior is considered maintained if it remains at criterion for a
period of 2 weeks.
 Criterion: N is in his seat for 90%, or 27/30 min, of carpet time.
 Intermittent reinforcement will be used to increase the probability of
the behavior being maintained at criterion.
 Generalization:
 Unnatural reinforcers will be converted to natural reinforcers. The
frequency of natural reinforcers will then be thinned.
 Thinning of reinforcement reduces the amount of reinforcers earned. The
reinforcers will be thinned to match the natural levels of delivery of
reinforcement in the classroom.

IMPLEMENTATION OF GENERALIZATION
 The unnatural reinforcers in use are the car chart and the
hand stamps.
 The car chart will continue to be paired with verbal praise when it is
used. It will be used intermittently until it is eventually removed from
the reinforcement schedule.
 The hand stamps will remain available during the first week of
maintenance, but will then be removed from the reinforcement
menu.
 The natural reinforcers that will be thinned are verbal praise,
the “I am so happy” song, and the “Caught you being good”
cards.
 All three of these reinforcers are natural in Mrs. R.’s classroom. They
will each be presented less frequently until they are occurring at
natural levels.

1 18 min. R1 6 min. R1 3 min. R1 R2 3 min.
2
Week
3 24 min. R1 3 min. R1 R2 3 min.
4 27 min. R1 R2 3 min.
 N still has to sit for 27 minutes and is still required to sit

for longer periods of time before R+ is available.
 Thinning begins in Week 3.

 Reinforcement Menu during generalization:

Reinforcement Menu
 Intermittent reinforcement schedule and thinning of

reinforcers:
Monday Tuesday Wednesday Thursday Friday
UN N UN N UN
UN = Unnatural
N UN N UN N Reinforcer
N = Natural
N N UN N N Reinforcer
N N N N
N
GENERALIZATION TO OTHER PERIODS
 To generalize N’s In Seat behavior to other periods, this

behavior plan will be implemented during Math Centers
(A 3 B 2 ).
 This period is 55 minutes long at the end of the day.

QUALITATIVE OUTCOMES
 Mrs. R. reports that N has been doing well behaviorally.

 N enjoys the verbal praise and is excited to earn it.
 Other students are excited for N.
 When the car is near the finish line, other students excitedly exclaim,
“N is almost at the finish line!”
 After N earns R2, some students give him a high -five.
B 3 : Does Not Share Toys

 N’s behavior of not sharing toys has naturally decreased.
 It appears that his success with staying in his seat has increased his
social status. During Phase 4, it was observed that when the class
transitioned to play time a group of N’s classmates wanted to play
with N.

QUESTIONS OR
COMMENTS?
cgutierrez22@mail.csuchico.edu

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BEHAVIORAL Carina

©Carina Gutierrez 2016

 Grade: Transitional Kindergarten (TK)

 This is her first year teaching TK.

©Carina Gutierrez 2016

©Carina Gutierrez 2016

“N has problems with personal space. When

THE CLIENT’S SCHEDULE = Intervention

Time Monday Tuesday Wednesday* Thursday Friday Minutes

9:30- Literacy Literacy

11:10- Music & Music & Music & Music &

12:45- Whole Class Whole Class Whole Class Whole Class

Time Wednesday Minutes

8:20-8:50 Carpet Time 30

Antecedent Behavior Consequence Code

©Carina Gutierrez 2016

©Carina Gutierrez 2016

©Carina Gutierrez 2016

©Carina Gutierrez 2016

 N lives with his mother and his grandmother.

 Mrs. R. says N’s family is involved and supportive.

 N has regular school attendance.

 Mrs. R. has no academic concerns about N.

 Mrs. R. sees N as a sweet boy who enjoys helping others.

©Carina Gutierrez 2016

 Dif ferential Reinforcement of Incompatible Behavior (DRI):

©Carina Gutierrez 2016

©Carina Gutierrez 2016

Carpet Time Phase Minutes in Intervals Total Minutes

After all 3 intervals, *The Reinforcement Menu will

©Carina Gutierrez 2016

6 min. R1 6 min. R1 6 min. R1 R2 12 min. *

If N is in his seat at the end of an interval, he immediately earns:

Immediately following the third interval, N has the opportunity to earn:

9 min. R1 6 min. R1 6 min. R1 R2 9 min.*

If N is in his seat at the end of the interval, he immediately earns:

Immediately following the third interval, N has the opportunity to earn:

12 min. R1 9 min. R1 3 min. R1 R2 6 min.*

If N is in his seat at the end of the interval, he immediately earns:

Immediately following the third interval, N has the opportunity to earn:

15 min. R1 9 min. R1 3 min. R1 R2 3 min.

Immediately following the third interval, N has the opportunity to earn:

6 min. R1 6 min. R1 6 min. R1 R2 12 min. *

9 min. R1 6 min. R1 6 min. R1 R2 9 min.*

12 min. R1 9 min. R1 3 min. R1 R2 6 min.*

15 min. R1 9 min. R1 3 min. R1 R2 3 min.

Phase Total Min. In Seat

 On the second day of intervention, N did not meet criterion .

 Issues with fidelity:

 Addressing the issues:

©Carina Gutierrez 2016

©Carina Gutierrez 2016

Baseline Phase 1 Phase 2 Phase 3 Phase 4

SD = 3.15 SD = 1.5 SD = 0 SD = 1.73

©Carina Gutierrez 2016

Mean of Time In Seat

©Carina Gutierrez 2016

©Carina Gutierrez 2016

1 18 min. R1 6 min. R1 3 min. R1 R2 3 min.

21 min. R1 3 min. R1 3 min. R1 R2 3 min.

3 24 min. R1 3 min. R1 R2 3 min.

 N still has to sit for 27 minutes and is still required to sit

©Carina Gutierrez 2016