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Angela Houseknecht ABA Intervention Presentation copy

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Angela Houseknecht ABA Intervention Presentation copy

  1. 1. Increasing Attendance and Peer Interactions Angela Houseknecht
  2. 2. Meet the Student Student: Nicole Grade: 6, Caucasian School: Sinking Springs Elementary School Teacher: Mr. H (homeroom) Family: Parents in process of separation. Mother is seeking support from teachers, graduate student consultation, counselor, and medical doctors. Has older sister attending York College. Medical History: Headaches, stomach cramps/ nausea, possible IBS/ anxiety. Mother has history of migraines. Important Variables: According to mother, child has no school friends, student “dreads” “feels too sick” to go to school. Student denies being bullied but parent suspects that bullying was an issue in the past. Long history of difficulty with social interactions. Mother wants child involved in solution. Mother is optimistic about teacher/ consultation support.
  3. 3. Meet the Student …More important variables: No IEP or interventions used or used in the past Shy, quiet, and prefers independent activities over social activities Absent* 16 days - September 5, 2012- November 23, 2012 - Blocks of 3 or 4 days at a time Previous help with reading and math Bothered by her lack of friends
  4. 4. Meet the Student Strengths: Respectful of teachers, homework completion, following directions, teachers like her, friendly and kind disposition, agreeable, and communicates well with adults Likes: Enjoys video games, the computer, her sister’s help, and pizza, soccer, she mentioned a new class mate and another girl as potential friends
  5. 5. Absences: Date AM/PM Reason 9/5/12 AM/ PM Illness (exc) 9/6/12 AM/ PM Illness (exc) 9/14/12 AM/ PM Illness (exc) 9/19/12 AM/ PM Illness (exc) 10/10/12 AM/ PM Medical (exc) 11/5/12 AM/ PM DR Note (exc) 11/6/12 AM/ PM DR Note (exc) 11/7/12 AM/ PM DR Note (exc) 11/8/12 AM/ PM DR Note (exc) 11/12/12 AM/ PM DR Note (exc) 11/13/12 AM/ PM DR Note (exc) 11/14/12 AM/ PM DR Note (exc) 11/27/12 AM/ PM 11/28/12 AM/ PM 11/29/12 AM/ PM 11/30/ 12 AM/ PM
  6. 6. Setting Sinking Springs Elementary School Grade 6 Demographics (2011): - Student/ Teacher 16:1 - Preforms above state average in Math (94%) and Reading (90%) - 702 students - 78% white, 7% black, 6% 2 or more races 5% Asian, 3% Hispanic 0% Native American - 13% eligible for free/ reduced lunch (state wide 38% - District spends $9,753 per pupil (62% instruction, 32% support services, 5% other)
  7. 7. Setting Mr. H: - MA ED 2010 & 8th year teaching elementary ED - Successful track record/ parents request this teacher - Afterschool running club and volunteers in the summer with team building exercises Mr. H’s Homeroom Class: - 4 tables of approx. 6 students - Rules, schedules, expectations, assignments clearly posted - Orderly, high rate of student participation, very few call outs, little to no behavioral issues (verbal redirections) - Majority of students are preforming average or above average, a few students with support services - Team teaching system
  8. 8. Anecdotal Report Antecedent: The teacher verbally prompts the class to find a partner or for a group. Behavior: The student does not seek out a group or partner. She tends to wonder around the room. If she does speak to a student it’s so quiet and with no eye contact that her peers do not react. The student then goes to the teacher and requests that she be placed in a group/ partner. Consequence: The teacher assigns her a partner.
  9. 9. Target Behavior (PII/ PAI) - Avoids peer interaction, specifically during group/ or partner assignments or games - Avoids attending school “feels sick” - Often “floats around the room” when confronted with a group/ partner assignment that requires peer interaction - Student will either ask the teacher to assign her to a group/ partner or wait until all groups/ partners are formed - Consistently opts out of voluntary group activities such as games - Possible long history of avoidance
  10. 10. Anecdotal Report The perceived function of the behavior is avoidance. The student is avoiding initiating contact with her peers. The behavior is reinforced when the teacher initiates contact for her.
  11. 11. Conjoint Behavioral Consultation Multidisciplinary meeting: Principal, HR teacher, Sci teacher, Math teacher, Mother, Father, Sister, Student, Myself The Parent’s main concerns: - Physical Symptoms/ IBS/ Headaches, Sensory Integration disorder, diet, loosing hair, - Stress and family changes - Student feels school is “too hard” particularly science - Possible learning disability - Often seen “zoning out” - Social skill deficit - Attendance
  12. 12. Conjoint Behavioral Consultation Multidisciplinary meeting: Principal, HR teacher, Science teacher, Math teacher, Mother, Father, Sister, Student, Myself The Parent’s main concerns:  Physical Symptoms-- Currently seeing MD  Stress and family changes – Counselor scheduled  Student feels school is “too hard” particularly science-- teacher will give her extra help and attendance will make it easier  Possible learning disability –Principal examined record and attendance is the primary issue affecting her academics  Often seen “zoning out” -- teacher will call on student more  Social skill deficit -- grad student ABA intervention  Attendance-- grad student CB intervention
  13. 13. Behavioral Objectives 1. Nicole will attend 4 out of 5 school days or 80% of the school week for 2 weeks. 1. When given a verbal prompt by Mr. H to join a group/ partner Nicole will ask a peer “will you be my partner/ in my group?” 100 % of the opportunities for 2 weeks.
  14. 14. Dimension and Rationale Frequency - Goal 1: is to increase the number of days the student is in attendance - Goal 2: is to increase the number of times she asks a peer to join a group or form partnership
  15. 15. Dimension and Rationale Event Recording: Data Collection Sheet • Directions: In table 1, please mark the student’s daily attendance by writing “X” Yes student is in attendance or “O” No the student is absent. In table 2 for each opportunity for group or partner formation, write a brief description of the activity (ex. writing with partner) and mark “X” Yes the student initiated group/ partner formation or “O” No the student did not initiate group/ partner formation. • Student: Nicole • Observer: Mr. H • Behavior: Daily attendance and initiating partner/ group formation for partner/ group activities in Mr. H classroom
  16. 16. Single Subject Research Design Multiple Baseline - Measuring the same person with 2 behaviors in the same setting - PEI Possible goal of generalization to additional settings such as math (Mrs. P) and science (Mrs. C) where group/ partner interaction opportunities are even more frequent
  17. 17. Treatment Integrity Issues with Baseline Data Delays due to chronic absences and a delay in beginning the project (one clearance arrived very late). Student was absent 16 days (did not return after thanksgiving break until 12/3/12) According to PII, PAI (checked today), and anecdotal report the student consistently avoids every opportunity to initiate partnership or group formation (not known to be successful) Since the student and parents have become aware of my role, the student has been in attendance for the last 3 days including today. The student also made one attempt to find a partner. Parental-influence may be a powerful enough reinforcer. Teacher became confused with definition of behavioral objective and data sheet was corrected after a brief email exchange.
  18. 18. Intervention Meeting with parents, teachers, counselor, principal, and student Friday 12/7/12 8:00am Behavioral Contract: presented to teacher, parents, and administrator Student Version Teacher Version Team Tickets Pizza Party
  19. 19. Interventions and Rationale Antecedent/ Consequence control - Teacher prompt - Teacher removes reinforcement of avoidance by directing the student to engage with peers - Teacher provides more opportunities Behavioral Contracting - Student understands and complies with written instructions - Acquire social skills through practice - Also parents want to be involved Token Economy - Team ticket system is already in place - Expanded team tickets to reinforce behavioral contract goals - Pizza party for class if she choses
  20. 20. Results: 0 1 2 3 4 5 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 NumberofOccurances Absences and Peer Interactions Absences Peer Interactions Baseline Sub-phase 1 Sub-phase 2
  21. 21. Results: • Nicole attained 15 tickets • Nicole attained 2 tickets from initiated peer interactions and 13 for attendance • She kept the tickets and did not want to do the pizza party
  22. 22. Intervention and Treatment Integrity Issues: • The teacher forgot to give the student her first week’s attendance on the predetermined date. Student reminded teachers and received reinforcement the following Monday. This issue did not occur again. • The teacher forgot to present the student with the option of the pizza party at the predetermined date. The student took an additional 3 weeks to decide against the pizza party.
  23. 23. Discussion: • Treatment integrity issues: • Data collection • Delivery of reinforcers • Possible reinforcers; parental influence, teacher classroom modifications, counseling • Absences • Variables: • Sensory Processing Disorder • Parental Separation • Undiagnosed physical illness
  24. 24. Discussion: The Successes of the Intervention: • Increased/ consistent attendance • Teacher reports a positive change in mood and an increase in social interactions with peers in the form of short casual conversations. • Teacher reports a more receptive attitude towards peers and is seen smiling with friends • The staff and parents were able to share concerns and address the students needs and make accommodations. • The student’s teachers and parents remain in communication and share information.
  25. 25. Discussion: Recommendations: Social-skill acquisition Student referred to the school counselor for; IEP 504 behavior plan Special services A suitable referral or anything else as deemed necessary by the school counselor, parents, and administrator.