prevent-teach-reinforce (ptr): an individualized …...• tenuous links between fba data and...

Prevent-Teach-Reinforce (PTR): An Individualized Function-Based Support Process for School TeamsROSE IOVANNONE, PH.D., BCBA-D

[email protected]

UNIVERSITY OF SOUTH FLORIDA

mailto:[email protected]

Objectives• Participants will:

• Describe the basic steps of PTR• Identify features that differentiate it from traditional school-

based FBA/BIP processes• Discuss the active coaching professional development model

Agenda• PTR Description

• Professional Development Model and Tools

Questions to Consider Prior to Adopting PTR• What is the current skill level of facilitating FBA/BIPs in your school(s)?• Are the FBA/BIPs being currently developed technically adequate?• Are the FBA/BIPs being currently developed resulting in improved outcomes

for students?• Are the BIPs developed from the FBA being implemented with fidelity by

the teacher and/or other implementers?

• Does your school/district have a consistent FBA/BIP process that is standardized so that you can measure fidelity of the team to the process?

• Does your process have tools and procedures that are feasible and effective and goes beyond filling in the form?

Why are FBA/BIP Processes Hard to do in Schools?• Minimal guidance related to important issues including:

• Critical components that should be included in an FBA/BIP• Training/background of Individual for facilitating FBA/BIPs

• Use of “clinical” language, terms, and processes that are not feasible for implementation in school settings

• Lack of educators with skills in applied behavior analysis principles underlying FBA/BIPs

• Training processes do not provide ongoing support so that practices are implemented accurately

• Or training is so technical that it is difficult for school practitioners to apply

What is Prevent-Teach-Reinforce (PTR)?• Manualized FBA/BIP process that is collaborative and

guided by a coach

• Been subjected to multiple research studies• Used as the FBA/BIP process in multiple states and

districts across the US and internationally

• Tier 3 individualized support

Where is PTR in a Multi-tiered System of Supports (MTSS)?

What Makes an Intervention Individualized?• Developed to meet the unique needs of ONE specific

student

• Assessment to intervention approach, not a packaged program

Iovannone’s Critical Features for Individualized Evidence-Based Interventions—the 5 Cs• Collaborative

• Comprehensive

• Customizable

• Coachable

• Contextual fit

Differences in PTR and Services as Usual (SAU)

SAU• Often done in IEP meeting or expert driven

• Quality contingent upon educator doing the process

• Forms drive the process

• Team members based on job titles

• Less defined teaming processes

• Tenuous links between FBA data and hypotheses

• Rare link between hypothesis and intervention plan

• Lack of intervention details

• Rare inclusion of coaching teacher process

• Rare consideration of fidelity measures

• Ambiguous plans for progress-monitoring and ongoing data-based decision-making

• Training typically reviews how to fill out forms

PTR• Collaboration embedded in each step

• Manualized

• Process is the driver

• Team membership based on knowledge

• Collaborative teaming processes described

• Role of coach is to guide the link

• Role of coach is to guide the link

• Interventions task analyzed

• Teacher coaching part of process (BST)

• Fidelity measures part of process

• Structured data-based decision making

• Mechanisms included to use behavior skills training (BST) to train coaches

Research in PTR• Two randomized controlled trials

• Original for kindergarten through grade 8 (5 years to ~ 14 years of age)• Young children (3 years to 6 years of age)

• Several single subject studies• General education• Autism• Child care settings• Families• High school students with emotional disorders

Research Outcomes• RCT-Students receiving PTR significantly improved social skills,

problem behaviors and academic engagement compared to those who received services as usual (SAU)

• Single subject—multiple baseline designs showed PTR improved the dependent variable in all studies

• Teachers implemented the interventions with high (e.g., 80% or greater) fidelity

• Teachers found PTR to be socially valid• Student found PTR to be socially valid

PTR (and related) Publications• PTR Manuals

• Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., & Strain, P., (2019). Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support 2nd. ed. Baltimore, MD: Paul H. Brookes.

• Dunlap, G., Wilson, K., Strain, P., & Lee, J. K. (2013). Prevent-Teach-Reinforce for young children: The early childhood model of individualized positive behavior support. Baltimore, MD: Paul H. Brookes.

• Journal Articles• Barnes, S., Iovannone, R., Blair, K. S. W., Crosland, K., & Peshak-George, H. (in press). An evaluation of the Prevent-Teach-

Reinforce model within a multi-tiered intervention system. Preventing School Failure. https://doi.org/10.1080/1045988X.2019.1688228.

• DeJager, B. W., & Filter, K. J. (2015). Effects of Prevent-Teach-Reinforce on academic engagement and disruptive behavior. Journal of Applied School Psychology, 31, 369-391.

• Dunlap, G., Iovannone, R., Wilson, K., Kincaid, D., & Strain, P. (2010). Prevent-Teach-Reinforce: A standardized model of school-based intervention. Journal of Positive Behavior Interventions, 12, 9-22.

• Dunlap, G., Lee, J. K., Joseph, J. D., & Strain, P. (2015). A model for increasing the fidelity and effectiveness of interventions for challenging behaviors: Prevent-Teach-Reinforce for young children. Infants & Young Children, 28, 3-17.

• Iovannone, R., Anderson, C.M., & Scott, T. M., (2017). Understanding setting events: What they are and how to identify them. Beyond Behavior.

• Iovannone, R., Anderson, C. M., & Scott, T. M. (2013). Power and control: Useful functions or explanatory fictions? Beyond Behavior, 22, 3-6.

https://doi.org/10.1080/1045988X.2019.1688228

PTR (and related) Publications• Journal Articles (continued)

7. Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., & Dunlap, G. (2014). Interrater agreement of the Individualized Behavior Rating Scale Tool. Assessment for Effective Intervention, 39, 195-207.

8. Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17, 213-225.

9. Kulikowski, L. L., Blair, K. S. C., Iovannone, R., & Crosland (2015). An evaluation of the Prevent-Teach-Reinforce (PTR) model in a community preschool classroom. Journal of Behavior Analysis and Supports, 2, 1-22.

10. Sears, K. M., Blair, K. S. C., Iovannone, R. & Crosland, K., (in press). Using the Prevent-Teach-Reinforce model with families of young children with ASD. Journal of Autism and Developmental Disabilities.

11. Strain, P. S., Wilson, K., & Dunlap, G. (2011). Prevent-Teach-Reinforce: Addressing problem behaviors of students with autism in general education classroom. Behavior Disorders, 36, 160-171.

12. Sullivan, K., Crosland, K., Iovannone, R., Blair, K. S., & Singer, L. (in press). Evaluating the effectiveness of prevent-teach-reinforce (PTR) for high-school students with emotional and behavioral disorders. Journal of Positive Behavior Interventions.

Step 1-identify, define, and

prioritize behaviors

Step 1-Develop and use a daily

progress monitoring system

Step 2-Analyze the problem by

conducting an FBA on each target

problem behavior

Step 2-Develop a hypothesis from

synthesized information

Step 3-Select and develop a multi-

component intervention plan

linked to the hypothesis

Step 3-Coach the teacher to

implement the plan and measure

fidelity

Step 4-Within 3 weeks, examine

the progress monitoring data and fidelity data and make next-step decisions

Student-Centered Team• Member who knows

behavioral science (coach)

• Members who know student

• Member who know school/district

Extended Team

Core Team

• Meets less frequently• Provide input and support to

teacher implementing intervention

• Make broader data-based decisions (tiered support needs, expanding/generalizing plan

• Meets frequently with coach• Is the focus of the what, where,

how• Is the recipient of direct active

coaching• Makes immediate data-based

decisions about plan

Referring Teacher

Student (when

appropriate)

Referring Teacher Student

Other teachers

CoachOther Staff Family

Coach

Note About Student Involvement• Secondary students

• Upper elementary students

• Each student case is unique

• In general, student input gathered by trusted adult

• Student not typically included in actual meeting

Questions to Consider in Forming Teams and Identifying Facilitators

• If your school/district does not have enough individuals with FBA/BIP skills, do you have key people in your district who could provide training including practice-based coaching?

• Who would be key people in your school(s) who could be trained as FBA/BIP facilitators?

• Characteristics to consider when selecting individual(s):• In a flexible position that allows him/her to support others (for example, it may be hard for a teacher to

be a facilitator unless his/her position is one that does not require 100% of time in a classroom• Has significant behavioral training background or has extensive experience in applying behavioral

principles• Has experience collaborating with others• Has excellent interpersonal skills• Is respected by other professionals in school building/district

Step 1: Goal Setting• Purpose:

• Identify behaviors of greatest concern to the team and possible replacement behaviors (teach)

• Prioritize and operationalize behaviors targeted for intervention• Develop teacher friendly baseline data collection system

• Collaborative process• Brainstorming and round robin used• Student input gathered• Consensus reached on primary behavior of concern• Teacher-driven progress monitoring method

Mike’s Team-Goal SettingBEHAVIORS TO DECREASETarget Behavior:• Screaming• Hitting

• Getting out of seat• Bossing peers

Operational Definition:• Loud, high pitched noise heard outside the classroom• Touching peers or adults with open hand, fist, foot, or

object while screaming

BEHAVIORS TO INCREASETarget Behavior:• Transition from

preferred to non-preferred activities

• Express frustration using his communication

• Ask for a break or attention

• Initiate peer interactions using communication

Operational Definition:• Moving to non-preferred activity and engaging in

communication at inside voice volume and pitch

• Use communication (voice output device, signs, pictures) to request a break or attention

Jeff’s BehaviorsBEHAVIORS TO DECREASETarget Behavior:• Disruptive behaviors

• Negative comments

Operational Definition:• Tapping pencil, making loud comments without

raising hand, tapping person seated near him, getting out of seat to sharpen pencil without permission.

BEHAVIORS TO INCREASETarget Behavior:• On-task behavior

• Independent work completion

• Interact with peers at appropriate times

Operational Definition:• Actively participating in group instruction by raising

hand to speak and looking at teacher; during independent work, keeping pencil moving on paper in a way that gets task completed, letting neighbors work, raising hand to ask for help

• (this is part of on-task behavior-was measured by %age of assignments completed)

Step 1: Progress Monitoring System• Individualized Behavior Rating Scale Tool – IBRST

• Direct Behavior Rating (DBR)—Hybrid assessment combining features of systematic direct observations and rating scales

• Efficient and feasible for teacher use• Provides data for decisions• Prioritized and defined behaviors measured• Requires minimum of 1 appropriate and 1 inappropriate behavior

Mike: Behavior Rating Scale Behavior

Screaming 9+ times7-8 times5-6 times3-4 times0-2 times

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Hitting 8+ times6-7 times4-5 times2-3 times0-1 times

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Expressing Frustration

40%+30-40%20-30%10-20%0-10%

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Transition to Non-preferred

Whimper or squealLouder than indoor voice

Outdoor play voiceLouder than outdoor play

Ear penetrating

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IBRST—Key for MikeScreaming: Loud, high-pitched noise heard outside the classroom. Rate your perception of Mike’s screaming episodes over the entire day. 5 = Terrible day; 4 = Typical bad day; 3 = So-So day; 2 = Good day; 1 = Fantastic day.Hitting: Touching peers or adults with open hand, fist, foot, or object while screaming. Rate your perception of Mike’s hitting episodes over the entire day. 5 = Terrible day; 4 = Typical bad day; 3 = So-So day; 2 = Good day; 1 = Fantastic day.Expressing frustration: Using communication (voice output device, signs, pictures) to request a break or attention. Rate your perception of the percentage of opportunities Mike used appropriate communication 5 = Fantastic day; 4 = Good day; 3 = So-so day; 2 = Typical bad day; 1 = Terrible dayTransition to non-preferred: Moving to non-preferred activity and engaging in communication at inside voice volume and pitch. Rate your perception of the overall intensity of Mike’s transitioning behaviors. 5 = Fantastic day; 4 = Good day; 3 = So-so day; 2 = Typical bad day; 1 = Terrible day

Is the IBRST Reliable and Valid?

• Inter-Rater Agreement (Iovannone, Greenbaum, Wang, Kincaid, & Dunlap, 2014; )

• Kappa coefficients of:• Problem Behavior 1 (n = 105): .82• Problem Behavior 2 (n = 90) : .77• Appropriate Behavior 1 (n = 103): .65• Appropriate Behavior 2 (n = 56): .76

• Convergent Validity (Barnes, Iovannone, Blair, Crosland, & Peshak-George, 2020).

• In recent multiple baseline study, • Problem Behavior-74% of ratings in exact agreement, 16% within one scaled score• Appropriate Behavior-75% exact agreement, 14% within one scaled score.

• Cohen’s Kappa = 0.70 (p

Step 2: PTR Assessment (FBA)Problem Analysis

• PTR Assessment (FBA) • Prevent: Antecedents/triggers of problem behavior• Teach: Function(s) of problem behavior, possible replacement behaviors• Reinforce: Consequences associated with problem behavior, possible reinforcers

• Assessment form completed by each team member

• Coach summarizes input on Assessment Summary Table and develops draft hypothesis

• Team reaches consensus

• Coach has conducted at least ONE direct observation of student and context prior to this step

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Learned Functions of Behaviors• GET

• Obtain• Activities, people, tasks, tangibles, sensory, pain attenuation

• GET OUT OF• Escape/Avoid/Delay

• Activities, people, tasks, tangibles, sensory, pain

Step 2: Case Study – Mike Assessment Summary Table of Problem Behavior

Antecedent/Prevention Data Teach/Function Data Consequences/ Reinforce Data

Non-preferred tasksReading, Math—when in a group

TransitionPreferred (one-one) to

non-preferred (group reading/math)

Denied item, told no, or tofix something

Change in schedule Other students upset/madTeacher attending to others

Gain attentionPeers, adults

Delay

Access to items

RedirectedReprimandedCalm/soothePersonal space—Think ChairLater must

complete taskLoss of smiley faces/take away points

Scre

amin

g, H

ittin

g

Step 2: Case Study – Mike Assessment Summary Table of Absence of Problem Behavior

Antecedent/ Prevention Data

Teach Data Reinforce Data

Independent workOne-on-one

attentionSpecials

Peer interactionGetting attentionRaising handSharing attentionConversation skillsTaking turnsWaitingSelf-managementAsking for breakExpressing emotions

Treasure boxMovieAttentionHelping teacherGoing to media

centerGoing outsideWalkFood

Abse

nce

of S

crea

min

g,

HItt

ing

Mike’s HypothesesWhen…. he will As a result…

1. Mike is (a) asked to complete non-preferred tasks in small groups (Reading, Math), (b) stop a preferred one-one activity, (c) transition to a non-preferred group activity, or fix an error

2. When the teacher is attending to other students,

scream and hit.

scream and hit

Mike (a) delays the transition, non-preferred activity, ( or error correction and (b) gets attention from teachers and peers

Mike gets attention from teachers and peers

1. Mike is (a) asked to complete non-preferred tasks in small groups (Reading, Math), (b) stop a preferred one-one activity, (c) transition to a non-preferred group activity, or fix an error

2. When the teacher is attending to other students,

(a) express his frustration appropriately and (b) transition from preferred to non-preferred tasks

Ask for attention

Mike (a) delays the transition, non-preferred activity, or error correction and (b) gets attention from teachers and peers

Mike gets attention from teachers and peers

Inap

prop

riate

App

ropr

iate

Jeff’s HypothesisWhen…. he will As a result…

Jeff is presented with demands to start non-preferred academic tasks, specifically independent writing that is repetitive and lengthy (accountability assessment practice)

Walk around the room, talk to and touch peers, put his head down, tap his pencil, and not initiate writing

He avoids/delays non-preferred tasks

Jeff is presented with demands to start non-preferred academic tasks, specifically independent writing that is repetitive and lengthy (accountability assessment practice)

Be academically engaged and independently complete tasks within the time assigned

He avoids/delays non-preferred tasks

Inap

prop

riate

Appr

opria

te

Behavior Intervention Plan Development: Essential Features

• Behavior interventions selected by team from PTR Menu

• Coach guides the team/teacher by using ABA principles to develop most effective intervention that matches the team/teacher context

• Team/teacher provides description on how interventions will look in classroom setting

• Each intervention selected is described in detail by task-analyzing steps, providing scripts, describing adult behaviors, NOT student behaviors

• After plan developed, time is scheduled to train the team/teacher the strategies prior to implementation

• Plans for training students and other relevant individuals

• Support provided once plan is implemented

Writing the Intervention Plan• Task analyze each step of the plan

• Non-Example: Give student choices• Example:

• Prior to the start of independent reading, tell the student, “We have 2 worksheets today.”

• Show student both worksheets• Say, “Which worksheet would you like to do first?”

• Teachers need to know exactly what to do or the intervention may not be implemented as intended.

Which One Will More Likely be Consistently Implemented?

Provide choices of where to sit Provide Choices: The teacher will provide Don with a choice immediately after assigning him independent work in class. Choice options are: (a) materials to use for assignment; choice of leadership activities; (b) where to sit; (c) who to do the assignment withSteps for Provide Choices:

1. Immediately after giving the class the independent math assignment, go over to Don and present him with a choice option.

2. When presenting him with a choice, say “Don, where do you want to sit? X or X?”

3. After Don makes his choice, say, “Thanks for making a great choice” and release him to his choice.

BIP-Prevention Strategies BIP-Prevention StrategiesOR

This is NOT PTR

Prevent Strategies Specific Strategy steps

Environmental Support

Mike’s visual schedule will be modified to detail the number of and type of activities he is to complete during non-preferred activities. For example, if math involves listening to a lesson, doing a hands-on activity, and completing a worksheet, his visual schedule will list each activity under math using either a picture of the type of activity or using numbers that correspond to a number on the worksheet.Environmental Support Steps:1. Each week, an adult will review Mike’s schedule and activities and ensure that the visual

schedule matches the activities.2. Before a non-preferred activity, the teacher will review the visual schedule with Mike and the

tasks he will do by reviewing the visual schedule and pointing to each task while describing it.3. After reviewing the schedule, the teacher will ask Mike some questions to make sure he

knows the order of activities.4. The teacher will remind Mike that after he finishes each activity, he will put an X over it to

show it is finished.5. After Mike completes each activity, the teacher (initially) will prompt Mike to place an X over

the activity on his schedule.

Mike’s Intervention Plan

Mike’s Intervention PlanPrevent Strategies

Specific Strategy steps

Curricular Modification

Mike will be given an easy, independent activity, such as a worksheet, to complete upon transitioning to a non-preferred activity or an activity that requires him to wait, such as group activities.Curricular modification steps:1. At the beginning of each week, the teacher will identify the

transitions that would be appropriate for the curricular modification strategy.

2. Immediately after the transition signal for the specified transitions, the teacher will say “Mike, how about doing this __ first before going to __?”

3. Wait for Mike to complete the activity. During this time, provide minimum attention (e.g., limited talking, eye contact)

4. At the end of the activity, prompt Mike to transition (if he does not transition) or prompt him to use his replacement behavior (I need to calm down). 46

Mike’s Intervention PlanTeach Strategies Specific Steps

Replacement Behavior:

Appropriately express his need to calm down

Mike will be taught to use his Dynamite to express his need to calm down.Replacement Behavior Steps:1. An adult will program Mike’s AAT device to say “I need to calm down.”2. A choice board will be built into the device by identifying 3-4 options from which Mike can select as his

activity to calm down and identifying buttons to represent those choices.3. One minute before transitioning from a preferred to a non-preferred activity or at the end of a preferred

activity (if the timer has not gone off), the teacher/adult will remind Mike to use his replacement behavior. “Remember, If you start to get mad when you go to X, you can tell us you need to calm down.”

4. At the first sign of Mike beginning his screaming behavior (initial squeal), redirect Mike to use his replacement behavior by prompting him (most-to-least hierarchy) while saying “What do you need?” For example, initially the teacher will use physical prompting (hand-over-hand) to guide Mike in telling the adults that he needs to calm down. Use a factual tone/volume.

5. Once Mike communicates “I need to calm down”, present him with the choice board of calming strategies and ask him, “What do you want?”

6. As soon as he is calm, praise him by saying “thank you for telling us what you need to calm down.”. (factual tone/volume)

7. Allow Mike to engage in his choice until he is calm for 1-min.8. If Mike does not return to his area, then start having a fun time in that area with those students present9. As soon as Mike transitions, provide warm positive praise (“thank you for joining us!”)

Reinforce Strategies Specific Steps

Replacement Behavior:

Appropriately express his need to calm down

Whenever Mike ‘says’, “I need to calm down”, give him the choice board, praise him for using his communication, and release him to his choice.1. Immediately after Mike indicates he needs to calm down, ask him “What do you want?” while showing the

choices.2. Immediately after Mike makes his choice, say “Thank you for telling us what you need.”3. Depending upon his choice, release him or provide him with the selection.4. When he makes his transition, praise him (with a warm tone) for returning to the group; “thank you for coming

over.”

Discontinue reinforcing problem behavior

Minimal attention will be provided to Mike when he is calming down and when he is starting to scream.Steps:1. As soon as Mike begins to show signs for screaming, the adult will immediately prompt Mike to say he needs

to calm down by presenting the device and saying “What do you need?”.2. If necessary, provide physical or partial physical prompting to have Mike say what he needs.3. Immediately after Mike says “I need to calm down”, present the choice board and ask him “What do you

want?”.4. Provide positive praise for Mike saying what he needs, “thank you for telling us what you need.”5. Allow him to engage in his choice for one minute.

Mike’s Intervention Plan

Jeff: PTR Intervention Plan PreventPrevent Strategies Description

Choice-Making Using a choice matrix, decide upon the choice that will be offered to Jeff each day with his writing assignment. The following choices will be rotated: (a) Within—writing tool to use (pen/pencil), color notebook paper, color of eraser, topic; (b) Who—peer for writing partner; (c) Where—Robin’s room, round table, desk; (d) When—part now, part later, whole task nowSteps:1.Right before giving the writing assignment to Jeff, decide upon the choice to be offered. 2.Once the choice is determined, present it to Jeff by saying, “What do you want to use for writing today? The pen or the pencil?”3.Praise Jeff for making the choice—”Thank you for making a choice.” and honor the choice

Jeff—Intervention Plan PreventPrevent Strategies Description

Environmental Support

Visual Timer: Set a visual timer for the amount of time agreed upon with Jeff to complete the writing assignment.

Steps:1. At the beginning of the writing period and while reviewing Jeff’s self-management writing

chart for the day, and before providing Jeff a choice, either call Jeff to the teacher’s desk or go over to Jeff.

2. Discuss the goal for completing the writing assignment. Say, “I think you can complete the assignment in ___ minutes. What do you think?”

3. Set the timer by saying, “Jeff, let’s see if you can beat the timer. Today, you have ___ minutes (time from step 1) to complete the writing. Ready, set, go.”

Jeff— Teach Intervention PlanTeach Strategies

Description

Incompatible Replacement Behavior—Academic Engagement

Jeff will be taught how to remain engaged on a writing assignment through use of visual self-checklist will be used to cue Jeff about his behavioral goals and Reinforcement. Engagement is defined as: working on a task without disrupting by raising hand to speak, keeping pencil upright, and letting neighbors workSteps:1. Each day, divide Jeff’s writing task into 3 major sections—starter, details,

conclusion2. Each day after giving the writing assignment to Jeff, review his self-

management checklist/dot total sheet. Review each section of the writing assignment (step 1), his goal (time for completion), and the academic engaged behaviors.

3. Remind Jeff that for each check earned, he earns a “dot” that he should place in the envelope hanging at the side of his desk.

4. Inform him that he can use the dots later to get out of work and to get special rewards for himself and the rest of the class.

5. On Monday, a weekly goal should be discussed and set.6. Immediately after reviewing Jeff’s goals and expected behaviors, provide him

a choice and set the timer

Jeff—Reinforce Intervention PlanReinforce Strategies

Description

Reinforce Pro-academic Replacement Behavior—Academic Engagement

Jeff will be reinforced for academic engagement and meeting his daily goal with allowable/earned escape represented by the dots. Jeff can use his dots to get out of doing work/problems during independent work times.

Steps:1. At the end of the writing period or when Jeff completes his writing

(whichever event occurs first), review Jeff’s self-management checklist.

2. For each behavior on the checklist, discuss with Jeff whether he performed the activity. If yes, place a check in the box. If no, place an “x” in the box. For each check, Jeff should be given a dot. When reviewing, say, “Jeff, did you write a starter sentence?”… Did you stay on task? Did you meet your goal?” When giving dots, say “Jeff, how many checks do you have today? How many dots do you earn?”

3. Jeff uses dots by sticking it over a problem/question he doesn’t want to do and showing the teacher when he uses a dot. He can escape as long as he has dots in his envelope.

4. If Jeff uses a dot to get out of work, immediately say “You used a dot to get out of ____. You earned it!”

5. If Jeff meets his weekly goal, he can go to his brother’s kindergarten class and read a book to them.


Description

Group Contingency (Modified)

If Jeff meets his daily (time) goal for completing his writing assignment within the time agreed upon, the class earns a bonus letter toward the mystery reinforcer of the week. When Jeff earns the class this letter, the class provides attention to Jeff by thanking him and celebrating (clapping hands, saying “Yeah”.

Steps:1. After reviewing Jeff’s self-management sheet, ask him, “Did you

meet your goal today?”2. If yes, “You did meet your goal. Let’s tell the class they’ve

earned a letter for the mystery reinforcer.” 3. Tell the class, “Jeff met his goal today. We get another letter on

the board.”4. Prompt the class to thank Jeff (if they haven’t done so

spontaneously).5. If no, “You worked hard and tried. You’ll do it tomorrow!”


Description

Discontinue reinforcement of problem behavior

If Jeff gets disruptive (disengaged) during academic tasks, redirect him to his replacement behavior.

Steps:1. At the first sign of Jeff starting to get disengaged, calmly walk

over to Jeff and gesture to his self-management chart by pointing to it. Provide no or minimal verbal comments.

2. If Jeff continues to be disengaged, calmly redirect him to use one of his dots (if he has any) to escape. Say “Jeff, it looks as if you need to use one of your dots to get out of some work.”

3. If Jeff continues to be disengaged and doesn’t use one of his dots, walk over to his desk, pick out one of his dots out of his envelope, and say “It looks as if you need to use one of your dots to get out of some work. Where should I put the dot?”

4. Continue to use dots if Jeff continues to be disengaged.5. If all of the dots are used, calmly remind Jeff how he will earn

dots to get out of work.

Step 3: Teacher Coaching• Teacher and Staff Training

• Initial training with no students present • 30 -90 minutes

• Model, Role Play, Debrief

• Coaching/Fidelity Checklist • Used for coaching and fidelity measures • Evaluate teacher accuracy on each step• Comfort and competence measured

Behavior Skills Training (BST; Reid & Parsons, 1995)• Procedure built upon ABA principles

• Method for teaching new skills

• Four components

• Fifth component added—teacher reflection

Mike: Coaching/Fidelity

Jeff Coaching/Fidelity Plan

Step 4: Evaluation Progress Monitoring

• First progress monitoring meeting should be held within 3 weeks of plan implementation• Ongoing progress monitoring meetings will be held, initially, every 3 weeks.• Time between meetings can lengthen as behaviors continue to improve

• Data-Based Problem-Solving• What is working? What is not working?• What changes need to be made?• Is more data needed? (additional data collection measures)

• Implementation Fidelity Data• Is the plan being implemented consistently and accurately?

• Student outcome data• Is the problem behavior decreasing? Is the replacement behavior increasing?

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4-May

10-M

ay

Rat

ing

Baseline Intervention

Definition Changed

Step 5: Mike EvaluationIntervention changed

Chart1

14-Dec14-Dec14-Dec14-Dec14-Dec









3-Jan3-Jan3-Jan3-Jan3-Jan



















1-Feb1-Feb1-Feb1-Feb1-Feb




.....












1-Mar1-Mar1-Mar1-Mar1-Mar














2-Apr2-Apr2-Apr2-Apr2-Apr















**4/25/2007**4/25/2007**4/25/2007**4/25/2007**4/25/2007




1-May1-May1-May1-May1-May









Baseline

Intervention

Screaming

Hitting

Expression of Frustration

Correction Compliance

Transition to Nonpreffered

Dates

Behavior Rating

Quinn's BRS

4

3

3

2

4

5

5

1

1

1

3

3

1

3

2

3

1

4

4

4

4

3

1

2

3

5

4

1

1

1

3

3

3

3

5

4

2

1

4

4

5

5

1

1

1

3

2

4

4

5

5

2

1

1

3

2

2

5

4

4

3

2

3

4

4

4

5

2

2

2

2

1

4

4

5

3

1

3

3

5

4

1

3

3

5

4

2

2

3

4

2

1

3

4

5

2

1

4

5

5

3

1

3

3

3

5

5

1

1

1

3

2

3

3

4

2

2

4

4

3

2

1

4

5

5

5

1

3

2

4

4

1

4

3

4

3

2

4

4

5

2

1

5

4

5

3

3

3

3

3

3

3

3

3

3

5

4

1

2

1

2

2

4

4

5

4

2

3

3

4

2

2

4

4

4

4

4

1

1

2

3

3

4

4

5

4

4

2

2

2

3

2

3

4

4

2

2

4

4

4

2

1

4

5

5

5

1

2

2

3

2

1

4

1

2

3

3

4

2

3

2

3

1

1

5

5

5

1

1

5

5

5

1

1

5

5

5

2

1

4

4

5

2

1

3

3

5

2

1

4

4

5

2

1

5

5

5

2

2

3

4

5

2

2

3

4

5

1

1

4

5

4

2

1

3

4

3

1

1

5

5

5

2

1

4

4

4

3

1

3

4

4

4

2

1

4

4

3

1

3

4

4

3

1

3

3

3

3

1

3

3

3

3

1

3

4

4

1

1

5

5

5

3

1

3

4

5

2

1

4

4

5

1

1

4

4

4

2

1

4

5

4

2

1

4

4

5

1

1

4

5

5

1

1

4

4

5

3

1

3

4

5

3

1

3

4

5

1

1

4

4

5

3

1

3

4

5

3

1

3

4

5

1

1

5

5

5

2

1

4

4

4

2

1

4

5

5

2

1

2

3

3

2

1

3

4

5

3

1

3

4

4

3

1

4

5

5

1

1

5

5

5

Chart2

14-Dec14-Dec

5-Dec5-Dec

6-Dec6-Dec

7-Dec7-Dec

8-Dec8-Dec

11-Dec11-Dec

12-Dec12-Dec

14-Dec14-Dec

15-Dec15-Dec

3-Jan3-Jan

4-Jan4-Jan

5-Jan5-Jan

8-Jan8-Jan

9-Jan9-Jan

10-Jan10-Jan

11-Jan11-Jan

12-Jan12-Jan

16-Jan16-Jan

18-Jan18-Jan

19-Jan19-Jan

22-Jan22-Jan

23-Jan23-Jan

24-Jan24-Jan

25-Jan25-Jan

26-Jan26-Jan

29-Jan29-Jan

30-Jan30-Jan

31-Jan31-Jan

1-Feb1-Feb

2-Feb2-Feb

5-Feb5-Feb

6-Feb6-Feb

..

7-Feb7-Feb

12-Feb12-Feb

14-Feb14-Feb

15-Feb15-Feb

19-Feb19-Feb

20-Feb20-Feb

21-Feb21-Feb

22-Feb22-Feb

23-Feb23-Feb

26-Feb26-Feb

28-Feb28-Feb

1-Mar1-Mar

2-Mar2-Mar

7-Mar7-Mar

8-Mar8-Mar

12-Mar12-Mar

13-Mar13-Mar

14-Mar14-Mar

15-Mar15-Mar

16-Mar16-Mar

26-Mar26-Mar

27-Mar27-Mar

28-Mar28-Mar

29-Mar29-Mar

30-Mar30-Mar

2-Apr2-Apr

3-Apr3-Apr

4-Apr4-Apr

5-Apr5-Apr

10-Apr10-Apr

11-Apr11-Apr

12-Apr12-Apr

13-Apr13-Apr

16-Apr16-Apr

17-Apr17-Apr

18-Apr18-Apr

19-Apr19-Apr

20-Apr20-Apr

23-Apr23-Apr

24-Apr24-Apr

**4/25/2007**4/25/2007

26-Apr26-Apr

27-Apr27-Apr

30-Apr30-Apr

1-May1-May

2-May2-May

3-May3-May

4-May4-May

7-May7-May

8-May8-May

9-May9-May

10-May10-May

11-May11-May

Baseline

Intervention

Screaming

Hitting

Dates

Behavior Rating

Quinn's Inappropriate Behaviors

4

3

5

5

3

3

3

1

4

3

5

4

3

3

4

2

5

5

3

2

5

2

2

2

3

2

4

5

2

1

3

1

4

1

4

2

2

1

2

1

3

1

5

5

3

2

2

2

2

1

5

1

4

1

3

2

2

1

3

3

3

3

5

4

2

2

4

2

2

2

4

4

3

3

4

4

3

2

2

2

2

1

5

1

2

1

4

1

4

2

1

1

1

1

1

1

2

1

2

1

2

1

2

1

2

2

2

2

1

1

2

1

1

1

2

1

3

1

4

2

3

1

3

1

3

1

3

1

1

1

3

1

2

1

1

1

2

1

2

1

1

1

1

1

3

1

3

1

1

1

3

1

3

1

1

1

2

1

2

1

2

1

2

1

3

1

3

1

1

1

Chart3

14-Dec14-Dec14-Dec

5-Dec5-Dec5-Dec

6-Dec6-Dec6-Dec

7-Dec7-Dec7-Dec

8-Dec8-Dec8-Dec

11-Dec11-Dec11-Dec

12-Dec12-Dec12-Dec

14-Dec14-Dec14-Dec

15-Dec15-Dec15-Dec

3-Jan3-Jan3-Jan

4-Jan4-Jan4-Jan

5-Jan5-Jan5-Jan

8-Jan8-Jan8-Jan

9-Jan9-Jan9-Jan

10-Jan10-Jan10-Jan

11-Jan11-Jan11-Jan

12-Jan12-Jan12-Jan

16-Jan16-Jan16-Jan

18-Jan18-Jan18-Jan

19-Jan19-Jan19-Jan

22-Jan22-Jan22-Jan

23-Jan23-Jan23-Jan

24-Jan24-Jan24-Jan

25-Jan25-Jan25-Jan

26-Jan26-Jan26-Jan

29-Jan29-Jan29-Jan

30-Jan30-Jan30-Jan

31-Jan31-Jan31-Jan

1-Feb1-Feb1-Feb

2-Feb2-Feb2-Feb

5-Feb5-Feb5-Feb

6-Feb6-Feb6-Feb

...

7-Feb7-Feb7-Feb

12-Feb12-Feb12-Feb

14-Feb14-Feb14-Feb

15-Feb15-Feb15-Feb

19-Feb19-Feb19-Feb

20-Feb20-Feb20-Feb

21-Feb21-Feb21-Feb

22-Feb22-Feb22-Feb

23-Feb23-Feb23-Feb

26-Feb26-Feb26-Feb

28-Feb28-Feb28-Feb

1-Mar1-Mar1-Mar

2-Mar2-Mar2-Mar

7-Mar7-Mar7-Mar

8-Mar8-Mar8-Mar

12-Mar12-Mar12-Mar

13-Mar13-Mar13-Mar

14-Mar14-Mar14-Mar

15-Mar15-Mar15-Mar

16-Mar16-Mar16-Mar

26-Mar26-Mar26-Mar

27-Mar27-Mar27-Mar

28-Mar28-Mar28-Mar

29-Mar29-Mar29-Mar

30-Mar30-Mar30-Mar

2-Apr2-Apr2-Apr

3-Apr3-Apr3-Apr

4-Apr4-Apr4-Apr

5-Apr5-Apr5-Apr

10-Apr10-Apr10-Apr

11-Apr11-Apr11-Apr

12-Apr12-Apr12-Apr

13-Apr13-Apr13-Apr

16-Apr16-Apr16-Apr

17-Apr17-Apr17-Apr

18-Apr18-Apr18-Apr

19-Apr19-Apr19-Apr

20-Apr20-Apr20-Apr

23-Apr23-Apr23-Apr

24-Apr24-Apr24-Apr

**4/25/2007**4/25/2007**4/25/2007

26-Apr26-Apr26-Apr

27-Apr27-Apr27-Apr

30-Apr30-Apr30-Apr

1-May1-May1-May

2-May2-May2-May

3-May3-May3-May

4-May4-May4-May

7-May7-May7-May

8-May8-May8-May

9-May9-May9-May

10-May10-May10-May

11-May11-May11-May

Baseline

Intervention




Dates

Behavior Rating

Quinn's Appropriate Behaviors

3

2

4

1

1

1

1

3

2

4

4

4

1

2

3

1

1

1

3

3

5

1

4

4

1

1

1

4

4

5

1

1

3

5

4

4

3

4

4

2

2

2

4

4

5

3

3

5

3

3

5

2

3

4

3

4

5

4

5

5

3

3

3

1

1

1

3

3

4

4

4

3

4

5

5

3

2

4

4

3

4

4

4

5

5

4

5

3

3

3

3

3

3

1

2

1

4

4

5

3

3

4

4

4

4

1

1

2

4

4

5

2

2

2

3

4

4

4

4

4

4

5

5

2

2

3

2

3

3

3

2

3

5

5

5

5

5

5

5

5

5

4

4

5

3

3

5

4

4

5

5

5

5

3

4

5

3

4

5

4

5

4

3

4

3

5

5

5

4

4

4

3

4

4

1

4

4

3

4

4

3

3

3

3

3

3

3

4

4

5

5

5

3

4

5

4

4

5

4

4

4

4

5

4

4

4

5

4

5

5

4

4

5

3

4

5

3

4

5

4

4

5

3

4

5

3

4

5

5

5

5

4

4

4

4

5

5

2

3

3

3

4

5

3

4

4

4

5

5

5

5

5

Transition

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention


Rating

4

1

2

4

3

1

5

4

1

5

3

4

4

2

5

5

5

4

5

5

3

1

4

3

5

4

4

5

5

3

3

1

5

4

4

2

5

2

4

4

5

3

3

3

5

5

5

5

5

5

5

5

5

4

3

5

4

4

4

4

3

3

4

5

5

5

4

4

5

5

5

5

5

5

5

5

5

4

5

3

5

4

5

5

Express Frustration

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention


Rating

3

1

1

4

1

1

3

1

1

4

1

5

3

2

4

3

3

2

3

4

3

1

3

4

4

3

4

4

5

3

3

1

4

3

4

1

4

2

3

4

4

2

2

3

5

5

5

4

3

4

5

3

3

4

3

5

4

3

1

3

3

3

3

5

3

4

4

4

4

4

4

3

3

4

3

3

5

4

4

2

3

3

4

5

Hitting

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention

Hitting

Rating

3

5

3

1

3

4

3

2

5

2

2

2

2

5

1

1

1

2

1

1

1

5

2

2

1

1

1

2

1

3

3

4

2

2

2

4

3

4

2

2

1

1

1

1

2

1

1

1

1

1

1

1

2

2

1

1

1

1

1

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

Screaming

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention

Definition Changed

Screaming

Rating

Screaming

4

5

3

3

4

5

3

4

5

3

5

2

3

4

2

3

4

4

2

2

3

5

3

2

2

5

4

3

2

3

3

5

2

4

2

4

3

4

3

2

2

5

2

4

4

1

1

1

2

2

2

2

2

2

1

2

1

2

3

4

3

3

3

3

1

3

2

1

2

2

1

1

3

3

1

3

3

1

2

2

2

2

3

3

1

Sheet1

ScreamingHittingExpression of FrustrationCorrection ComplianceTransition to Nonpreffered

14-Dec43324

5-Dec55111

6-Dec33132

7-Dec31444

8-Dec43123

11-Dec54111

12-Dec33335

14-Dec42144

15-Dec55111

3-Jan32445

4-Jan52113

5-Jan22544

8-Jan32344

9-Jan45222

10-Jan21445

11-Jan31335

12-Jan41335

16-Jan42234

18-Jan21345

19-Jan21455

22-Jan31333

23-Jan55111

24-Jan32334

25-Jan22443

26-Jan21455

29-Jan51324

30-Jan41434

31-Jan32445

1-Feb21545

2-Feb33333

5-Feb33333

6-Feb54121

.

7-Feb22445

12-Feb42334

14-Feb22444

15-Feb44112

19-Feb33445

20-Feb44222

21-Feb32344

22-Feb22444

23-Feb21455

26-Feb51223

28-Feb21

1-Mar41233

2-Mar42323

7-Mar11555

8-Mar11555

12-Mar11555

13-Mar21445

14-Mar21335

15-Mar21445

16-Mar21555

26-Mar22345

27-Mar22345

28-Mar11454

29-Mar21343

30-Mar11555

2-Apr21444

3-Apr31344

4-Apr42144

5-Apr31344

10-Apr31333

11-Apr31333

12-Apr31344

13-Apr11555

16-Apr31345

17-Apr21445

18-Apr11444

19-Apr21454

20-Apr21445

23-Apr11455

24-Apr11445

**4/25/200731345

26-Apr31345

27-Apr11445

30-Apr31345

1-May31345

2-May11555

3-May21444

4-May21455

7-May21233

8-May21345

9-May31344

10-May31455

11-May11555

Sheet2

Sheet3

Hitting

1

2

3

4

5

14-D

ec8-D

ec

15-D

ec8-J

an

12-Ja

n

22-Ja

n

26-Ja

n1-F

eb .

15-Fe

b

22-Fe

b1-M

ar

12-M

ar

16-M

ar

29-M

ar4-A

pr

12-A

pr

18-A

pr

24-A

pr

30-A

pr

4-May

10-M

ay

Rat

ing


Step 5: Evaluation

Chart1

































.....









































**4/25/2007**4/25/2007**4/25/2007**4/25/2007**4/25/2007













Baseline

Intervention

Screaming

Hitting




Dates

Behavior Rating

Quinn's BRS

2

3

3

2

4

1

5

1

1

1

3

3

1

3

2

3

1

4

4

4

2

3

1

2

3

1

4

1

1

1

3

3

3

3

5

2

2

1

4

4

1

5

1

1

1

3

2

4

4

5

1

2

1

1

3

4

2

5

4

4

3

2

3

4

4

2

5

2

2

2

4

1

4

4

5

3

1

3

3

5

2

1

3

3

5

2

2

2

3

4

4

1

3

4

5

4

1

4

5

5

3

1

3

3

3

1

5

1

1

1

3

2

3

3

4

4

2

4

4

3

4

1

4

5

5

1

1

3

2

4

2

1

4

3

4

3

2

4

4

5

4

1

5

4

5

3

3

3

3

3

3

3

3

3

3

1

4

1

2

1

4

2

4

4

5

2

2

3

3

4

4

2

4

4

4

2

4

1

1

2

3

3

4

4

5

2

4

2

2

2

3

2

3

4

4

4

2

4

4

4

4

1

4

5

5

1

1

2

2

3

4

1

2

1

2

3

3

2

2

3

2

3

5

1

5

5

5

5

1

5

5

5

5

1

5

5

5

4

1

4

4

5

4

1

3

3

5

4

1

4

4

5

4

1

5

5

5

4

2

3

4

5

4

2

3

4

5

5

1

4

5

4

4

1

3

4

3

5

1

5

5

5

4

1

4

4

4

3

1

3

4

4

2

2

1

4

4

3

1

3

4

4

3

1

3

3

3

3

1

3

3

3

3

1

3

4

4

5

1

5

5

5

3

1

3

4

5

4

1

4

4

5

5

1

4

4

4

4

1

4

5

4

4

1

4

4

5

5

1

4

5

5

5

1

4

4

5

3

1

3

4

5

3

1

3

4

5

5

1

4

4

5

3

1

3

4

5

3

1

3

4

5

5

1

5

5

5

4

1

4

4

4

4

1

4

5

5

2

1

2

3

3

4

1

3

4

5

3

1

3

4

4

3

1

4

5

5

5

1

5

5

5

Chart2

14-Dec14-Dec

5-Dec5-Dec

6-Dec6-Dec

7-Dec7-Dec

8-Dec8-Dec

11-Dec11-Dec

12-Dec12-Dec

14-Dec14-Dec

15-Dec15-Dec

3-Jan3-Jan

4-Jan4-Jan

5-Jan5-Jan

8-Jan8-Jan

9-Jan9-Jan

10-Jan10-Jan

11-Jan11-Jan

12-Jan12-Jan

16-Jan16-Jan

18-Jan18-Jan

19-Jan19-Jan

22-Jan22-Jan

23-Jan23-Jan

24-Jan24-Jan

25-Jan25-Jan

26-Jan26-Jan

29-Jan29-Jan

30-Jan30-Jan

31-Jan31-Jan

1-Feb1-Feb

2-Feb2-Feb

5-Feb5-Feb

6-Feb6-Feb

..

7-Feb7-Feb

12-Feb12-Feb

14-Feb14-Feb

15-Feb15-Feb

19-Feb19-Feb

20-Feb20-Feb

21-Feb21-Feb

22-Feb22-Feb

23-Feb23-Feb

26-Feb26-Feb

28-Feb28-Feb

1-Mar1-Mar

2-Mar2-Mar

7-Mar7-Mar

8-Mar8-Mar

12-Mar12-Mar

13-Mar13-Mar

14-Mar14-Mar

15-Mar15-Mar

16-Mar16-Mar

26-Mar26-Mar

27-Mar27-Mar

28-Mar28-Mar

29-Mar29-Mar

30-Mar30-Mar

2-Apr2-Apr

3-Apr3-Apr

4-Apr4-Apr

5-Apr5-Apr

10-Apr10-Apr

11-Apr11-Apr

12-Apr12-Apr

13-Apr13-Apr

16-Apr16-Apr

17-Apr17-Apr

18-Apr18-Apr

19-Apr19-Apr

20-Apr20-Apr

23-Apr23-Apr

24-Apr24-Apr

**4/25/2007**4/25/2007

26-Apr26-Apr

27-Apr27-Apr

30-Apr30-Apr

1-May1-May

2-May2-May

3-May3-May

4-May4-May

7-May7-May

8-May8-May

9-May9-May

10-May10-May

11-May11-May

Baseline

Intervention

Screaming

Hitting

Dates

Behavior Rating

Quinn's Inappropriate Behaviors

2

3

1

5

3

3

3

1

2

3

1

4

3

3

2

2

1

5

3

2

1

2

4

2

3

2

2

5

4

1

3

1

2

1

2

2

4

1

4

1

3

1

1

5

3

2

4

2

4

1

1

1

2

1

3

2

4

1

3

3

3

3

1

4

4

2

2

2

4

2

2

4

3

3

2

4

3

2

4

2

4

1

1

1

4

1

2

1

2

2

5

1

5

1

5

1

4

1

4

1

4

1

4

1

4

2

4

2

5

1

4

1

5

1

4

1

3

1

2

2

3

1

3

1

3

1

3

1

5

1

3

1

4

1

5

1

4

1

4

1

5

1

5

1

3

1

3

1

5

1

3

1

3

1

5

1

4

1

4

1

2

1

4

1

3

1

3

1

5

1

Chart3

14-Dec14-Dec14-Dec

5-Dec5-Dec5-Dec

6-Dec6-Dec6-Dec

7-Dec7-Dec7-Dec

8-Dec8-Dec8-Dec

11-Dec11-Dec11-Dec

12-Dec12-Dec12-Dec

14-Dec14-Dec14-Dec

15-Dec15-Dec15-Dec

3-Jan3-Jan3-Jan

4-Jan4-Jan4-Jan

5-Jan5-Jan5-Jan

8-Jan8-Jan8-Jan

9-Jan9-Jan9-Jan

10-Jan10-Jan10-Jan

11-Jan11-Jan11-Jan

12-Jan12-Jan12-Jan

16-Jan16-Jan16-Jan

18-Jan18-Jan18-Jan

19-Jan19-Jan19-Jan

22-Jan22-Jan22-Jan

23-Jan23-Jan23-Jan

24-Jan24-Jan24-Jan

25-Jan25-Jan25-Jan

26-Jan26-Jan26-Jan

29-Jan29-Jan29-Jan

30-Jan30-Jan30-Jan

31-Jan31-Jan31-Jan

1-Feb1-Feb1-Feb

2-Feb2-Feb2-Feb

5-Feb5-Feb5-Feb

6-Feb6-Feb6-Feb

...

7-Feb7-Feb7-Feb

12-Feb12-Feb12-Feb

14-Feb14-Feb14-Feb

15-Feb15-Feb15-Feb

19-Feb19-Feb19-Feb

20-Feb20-Feb20-Feb

21-Feb21-Feb21-Feb

22-Feb22-Feb22-Feb

23-Feb23-Feb23-Feb

26-Feb26-Feb26-Feb

28-Feb28-Feb28-Feb

1-Mar1-Mar1-Mar

2-Mar2-Mar2-Mar

7-Mar7-Mar7-Mar

8-Mar8-Mar8-Mar

12-Mar12-Mar12-Mar

13-Mar13-Mar13-Mar

14-Mar14-Mar14-Mar

15-Mar15-Mar15-Mar

16-Mar16-Mar16-Mar

26-Mar26-Mar26-Mar

27-Mar27-Mar27-Mar

28-Mar28-Mar28-Mar

29-Mar29-Mar29-Mar

30-Mar30-Mar30-Mar

2-Apr2-Apr2-Apr

3-Apr3-Apr3-Apr

4-Apr4-Apr4-Apr

5-Apr5-Apr5-Apr

10-Apr10-Apr10-Apr

11-Apr11-Apr11-Apr

12-Apr12-Apr12-Apr

13-Apr13-Apr13-Apr

16-Apr16-Apr16-Apr

17-Apr17-Apr17-Apr

18-Apr18-Apr18-Apr

19-Apr19-Apr19-Apr

20-Apr20-Apr20-Apr

23-Apr23-Apr23-Apr

24-Apr24-Apr24-Apr

**4/25/2007**4/25/2007**4/25/2007

26-Apr26-Apr26-Apr

27-Apr27-Apr27-Apr

30-Apr30-Apr30-Apr

1-May1-May1-May

2-May2-May2-May

3-May3-May3-May

4-May4-May4-May

7-May7-May7-May

8-May8-May8-May

9-May9-May9-May

10-May10-May10-May

11-May11-May11-May

Baseline

Intervention




Dates

Behavior Rating

Quinn's Appropriate Behaviors

3

2

4

1

1

1

1

3

2

4

4

4

1

2

3

1

1

1

3

3

5

1

4

4

1

1

1

4

4

5

1

1

3

5

4

4

3

4

4

2

2

2

4

4

5

3

3

5

3

3

5

2

3

4

3

4

5

4

5

5

3

3

3

1

1

1

3

3

4

4

4

3

4

5

5

3

2

4

4

3

4

4

4

5

5

4

5

3

3

3

3

3

3

1

2

1

4

4

5

3

3

4

4

4

4

1

1

2

4

4

5

2

2

2

3

4

4

4

4

4

4

5

5

2

2

3

2

3

3

3

2

3

5

5

5

5

5

5

5

5

5

4

4

5

3

3

5

4

4

5

5

5

5

3

4

5

3

4

5

4

5

4

3

4

3

5

5

5

4

4

4

3

4

4

1

4

4

3

4

4

3

3

3

3

3

3

3

4

4

5

5

5

3

4

5

4

4

5

4

4

4

4

5

4

4

4

5

4

5

5

4

4

5

3

4

5

3

4

5

4

4

5

3

4

5

3

4

5

5

5

5

4

4

4

4

5

5

2

3

3

3

4

5

3

4

4

4

5

5

5

5

5

Transition

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention


Rating

4

1

2

4

3

1

5

4

1

5

3

4

4

2

5

5

5

4

5

5

3

1

4

3

5

4

4

5

5

3

3

1

5

4

4

2

5

2

4

4

5

3

3

3

5

5

5

5

5

5

5

5

5

4

3

5

4

4

4

4

3

3

4

5

5

5

4

4

5

5

5

5

5

5

5

5

5

4

5

3

5

4

5

5

Express Frustration

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention


Rating

3

1

1

4

1

1

3

1

1

4

1

5

3

2

4

3

3

2

3

4

3

1

3

4

4

3

4

4

5

3

3

1

4

3

4

1

4

2

3

4

4

2

2

3

5

5

5

4

3

4

5

3

3

4

3

5

4

3

1

3

3

3

3

5

3

4

4

4

4

4

4

3

3

4

3

3

5

4

4

2

3

3

4

5

Hitting

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention

Hitting

Rating

Hitting

3

5

3

1

3

4

3

2

5

2

2

2

2

5

1

1

1

2

1

1

1

5

2

2

1

1

1

2

1

3

3

4

2

2

2

4

3

4

2

2

1

1

1

1

2

1

1

1

1

1

1

1

2

2

1

1

1

1

1

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

Screaming

14-Dec

5-Dec

6-Dec

7-Dec

8-Dec

11-Dec

12-Dec

14-Dec

15-Dec

3-Jan

4-Jan

5-Jan

8-Jan

9-Jan

10-Jan

11-Jan

12-Jan

16-Jan

18-Jan

19-Jan

22-Jan

23-Jan

24-Jan

25-Jan

26-Jan

29-Jan

30-Jan

31-Jan

1-Feb

2-Feb

5-Feb

6-Feb

.

7-Feb

12-Feb

14-Feb

15-Feb

19-Feb

20-Feb

21-Feb

22-Feb

23-Feb

26-Feb

28-Feb

1-Mar

2-Mar

7-Mar

8-Mar

12-Mar

13-Mar

14-Mar

15-Mar

16-Mar

26-Mar

27-Mar

28-Mar

29-Mar

30-Mar

2-Apr

3-Apr

4-Apr

5-Apr

10-Apr

11-Apr

12-Apr

13-Apr

16-Apr

17-Apr

18-Apr

19-Apr

20-Apr

23-Apr

24-Apr

**4/25/2007

26-Apr

27-Apr

30-Apr

1-May

2-May

3-May

4-May

7-May

8-May

9-May

10-May

11-May

Baseline

Intervention

Definition Changed

Screaming

Rating

2

1

3

3

2

1

3

2

1

3

1

4

3

2

4

3

2

2

4

4

3

1

3

4

4

1

2

3

4

3

3

1

4

2

4

2

3

2

3

4

4

1

4

2

2

5

5

5

4

4

4

4

4

4

5

4

5

4

3

2

3

3

3

3

5

3

4

5

4

4

5

5

3

3

5

3

3

5

4

4

2

4

3

3

5

Sheet1

ScreamingHittingExpression of FrustrationCorrection ComplianceTransition to Nonpreffered

14-Dec23324

5-Dec15111

6-Dec33132

7-Dec31444

8-Dec23123

11-Dec14111

12-Dec33335

14-Dec22144

15-Dec15111

3-Jan32445

4-Jan12113

5-Jan42544

8-Jan32344

9-Jan25222

10-Jan41445

11-Jan31335

12-Jan21335

16-Jan22234

18-Jan41345

19-Jan41455

22-Jan31333

23-Jan15111

24-Jan32334

25-Jan42443

26-Jan41455

29-Jan11324

30-Jan21434

31-Jan32445

1-Feb41545

2-Feb33333

5-Feb33333

6-Feb14121

.

7-Feb42445

12-Feb22334

14-Feb42444

15-Feb24112

19-Feb33445

20-Feb24222

21-Feb32344

22-Feb42444

23-Feb41455

26-Feb11223

28-Feb41

1-Mar21233

2-Mar22323

7-Mar51555

8-Mar51555

12-Mar51555

13-Mar41445

14-Mar41335

15-Mar41445

16-Mar41555

26-Mar42345

27-Mar42345

28-Mar51454

29-Mar41343

30-Mar51555

2-Apr41444

3-Apr31344

4-Apr22144

5-Apr31344

10-Apr31333

11-Apr31333

12-Apr31344

13-Apr51555

16-Apr31345

17-Apr41445

18-Apr51444

19-Apr41454

20-Apr41445

23-Apr51455

24-Apr51445

**4/25/200731345

26-Apr31345

27-Apr51445

30-Apr31345

1-May31345

2-May51555

3-May41444

4-May41455

7-May21233

8-May41345

9-May31344

10-May31455

11-May51555

Sheet2

Sheet3

Step 5: Evaluation Expression of Frustration

1

2

3

4

5

14-D

ec7-D

ec

12-D

ec3-J

an8-J

an

11-Ja

n

18-Ja

n

23-Ja

n

26-Ja

n

31-Ja

n5-F

eb7-F

eb

15-F

eb

21-F

eb

26-F

eb2-M

ar

12-M

ar

15-M

ar

27-M

ar

30-M

ar4-A

pr

11-A

pr

16-A

pr

19-A

pr

24-A

pr

27-A

pr

2-May

7-May

10-M

ay

Rat

ing


Chart1

































.....









































**4/25/2007**4/25/2007**4/25/2007**4/25/2007**4/25/2007













Baseline

Intervention

Screaming

Hitting




Dates

Behavior Rating

Quinn's BRS

2

3

3

2

4

1

1

1

1

1

3

3

1

3

2

3

5

4

4

4

2

3

1

2

3

1

2

1

1

1

3

3

3

3

5

2

4

1

4

4

1

1

1

1

1

3

4

4

4

5

1

4

1

1

3

4

4

5

4

4

3

4

3

4

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prevent-teach-reinforce (ptr): an individualized …...• tenuous links between fba data and...

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