2. Description of Setting
special education tables with chairs
life skills class one teacher
eight coed class is 80 minutes
students
problem behaviors
non-traditional primarily occur in
classroom the last 5 minutes
cluttered of class
3. Description of the
Targeted Students
four male students
one senior, one sophomore, and two freshman
ages 14-18
two students coded Attention Deficit
Disorder, one with Specific Learning
Disability: Reading, one with Speech and
Language
white, lower-middle class
5. What happens when
these behaviors occur?
The teacher tells
the students to
stop.
The students
continue to
“horseplay”.
In extreme cases, a
discipline referral is
made.
6. Operational Definition of
Target Behavior
Physically aggressive contact from one
student to another is defined as: hitting,
punching, shoving, headlocks, pulling chairs,
poking, kicking, grabbing, tripping, or pulling,
regardless of intent.
7. Why is the Behavior
Occurring?
The teacher utilized a functional assessment
checklist to predict the function of the
problem behavior.
8. The function of the
behavior differs from
student to student.
Attention
Impulse Control
Social Acceptance
Lack of Social Awareness
Boredom
10. Data Collection
Event recording (frequency) was used to collect data.
Check-marks were used to represent the number of
negative physical contacts between students as
defined by the operational definition.
This data was collected during the last 5 minutes of
class for 5 consecutive days.
11. Data Collection Sheet
Target Behavior: Any physically aggressive contact, from one student to another,
including, but not limited to: hitting, punching, shoving, headlocks, pulling chairs,
poking, kicking, grabbing, tripping, pulling, regardless of intent.
✓= # of instances
Day 1 Day 2 Day 3 Day 4 Day 5
✓✓✓✓✓✓✓✓✓ ✓✓✓✓✓✓ ✓✓✓✓✓✓✓✓✓✓ ✓✓✓✓✓✓✓✓ ✓✓✓✓✓✓✓
Day 6 Day 7 Day 8 Day 9 Day 10
Day 11 Day 12 Day 13 Day 14 Day 15
Day 16 Day 17 Day 18 Day 19 Day 20
12. Raw Data
Day Frequency
Day 1 9
Day 2 6
Day 3 10
Day 4 8
Day 5 7
13. # of Negative Physical Contacts
Per 5 minutes at end of Class Day
Baseline Intervention
10
8
# of Negative Physical Hits
6
Goal Line
4
2
0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20
Days
14. Baseline Data Analysis
The minimum amount of negative, physical
interactions was 6, and the maximum was 10.
The baseline mean was 8 negative, physical
interactions.
There did not appear to be a trend to the
frequency of incidents.
The teacher observed that the behavior
followed the signaling of the end of
instruction (stimulus).
15. ABC
Antecedent Behavior Consequence
teacher signals negative adult and peer
end of instruction physical contact attention
17. The Replacement
Behavior Defined
Through conversational techniques
and “get to know you” activities,
students will receive peer
attention and socialize without
physical contact.
Operational Definition: Socializing
non-aggressively is defined as: not
hitting, punching, kicking, etc. to
receive peer attention.
18. The Goal:
(Desired Behavior)
To teach students positive ways to
interact and socialize.
In order to receive positive adult and
peer attention, students will socialize
with peers non aggressively without
teacher initiation and intervention.
To increase non-aggressive peer
interactions to 100%, and to decrease
aggressive peer interactions to 0.
20. Step 1
Students collect data on their classmates’
behaviors during the last 5 minutes of class,
using the same data collection sheet and
operational definition.
The teacher shares the baseline data with the
students.
21. Step 2
The class discusses the data that was
collected.
A discussion on expected behaviors during the
last 5 minutes of class takes place.
Real life social scenarios
socializing with friends
socializing with family
socializing with strangers
23. Step 3
The teacher explains the goal to the students: to
socialize with peers non aggressively without
teacher initiation and intervention.
Teacher and students discuss a reinforcement plan
(what students would like to earn) and schedule.
24. Reinforcement
high school
students love
candy!
homework
passes
fun day!
25. Reinforcement Plan
A chart is placed next to the door with students’ first names.
As students are walking out of class, the teacher will hand them each a sticker if
the individual did not demonstrate the target behavior (independent group
contingency)
If all students get a sticker, the class gets a sticker (interdependent group
contingency).
When a student reaches 5 stickers, they get an available prize of their choosing
(pens, candy, stress ball, homework pass).
When the whole class reaches 7 stickers, they will receive a “fun day” (movie day,
PJ day, ice cream party, pizza party).
Group Management System:
Independent: because students are working towards a prize for themselves.
Interdependent: because students are working together to earn a class reward.
27. Step 4
The teacher introduces activities, which will take place during the
last 5 minutes of each class period. Such as:
Situational Questions (ex: If you were stuck on an island...)
Find someone who...
Show and Tell
These activities will introduce, teach, and reinforce socially
acceptable behaviors (appropriate conversational volume and
topics, proximity, physical contact only when instructed by teacher
for purpose of activity, etc)
29. Data Collection Sheet
Target Behavior: Any physically aggressive contact, from one student to another,
including, but not limited to: hitting, punching, shoving, headlocks, pulling chairs, poking,
kicking, grabbing, tripping, pulling, regardless of intent.
✓= # of instances
Day 1 Day 2 Day 3 Day 4 Day 5
✓✓✓✓✓✓✓✓✓ ✓✓✓✓✓✓ ✓✓✓✓✓✓✓✓✓✓ ✓✓✓✓✓✓✓✓ ✓✓✓✓✓✓✓
Day 6 Day 7 Day 8 Day 9 Day 10
✓✓✓ ✓ ✓
Day 11 Day 12 Day 13 Day 14 Day 15
✓✓✓✓✓ ✓✓✓✓✓✓ ✓✓✓ ✓✓ ✓✓
Day 16 Day 17 Day 18 Day 19 Day 20
✓
30. Raw Data
Day 6 3
Day 7 1
Day 8 1
Day 9 0
Day 10 0
Day 11 5
Day 12 6
Day 13 3
Day 14 2
Day 15 2
Day 16 0
Day 17 1
Day 18 0
Day 19 0
Day 20 0
31. # of Negative Physical Contacts
Per 5 minutes at end of Class Day
Baseline Intervention
10
8
# of Negative Physical Hits
Trend Line
6
Goal Line
4
2
Trend Line
0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20
Days
32. Data Analysis
Change in Mean: Baseline Mean=8.0,
Intervention Mean=1.6
Change in Level: There was a large,
immediate drop in level from the baseline
data point of 6 to the intervention data point
of 3 and the intervention mean of 1.6.
Latency of Change: The intervention had an
immediate impact by dramatically reducing
incidents of physical contact.
33. Data Analysis cont.
Variability: The baseline variability was a
high of 10 and low of 6 incidents of physical
contact. The after intervention variability
was a high of 6 and a low of 0.
Percentage of non-overlapping data: There
is 100% of non-overlapping data.
The Intervention data fell below the goalline
for most of the intervention, including the
end of the data cycle, proving the
intervention to be sucessful.
34. Summary
Based on the recorded data: the change in
mean, change in level, latency of change,
variability and percentage of non overlapping
data; all support the intervention and
procedures as being successful.
35. Reflection
The intervention worked. There was a hiccup when
students came back from vacation, but the teacher was
able to reestablish the plan for success in the end.
The intervention most likely worked because the
students were given ownership of their learning and
social time. In addition, they also received attention,
which is what they wanted.
The antecedent and the desired behaviors were
changed multiple times.
It was difficult to find out the antecedent for an entire
class, and a plan that would work for all, or most.
36. Difficult to come up with a realistic plan on a
hypothetical situation.
Because we based it on a behavior that we are
familiar with, it was easier to come up with a plan.
We soon figured out that because we had so many
components we could not split up tasks. We had to do
everything together.
37. Recommendations
Know your students. What reinforcement is going to
work for them?
Know what exactly the student wants. In other classes,
students might be displaying the same behavior
because of other reasons.
Make sure that operational definitions are clearly
defined from the beginning.
Use keynote graphing! It was easier to work with, and
less complicated to transport.
Use your resources!
38. Don’t reinvent the wheel.
Make sure you have enough time for the planning
process.
If the school has a school wide PBS system in place,
the plan would be easier to implement or may not even
be needed.
