609_Intervention Recommendations Assignment-1 (1)-1 (3)

Deborah Hernandez Ball State University November 19, 2023 Template Data Triangulation Chart STUDENT: Donovan DATE: 11/03/23, 11/10/2014- 11/14/2014 SOURCE ONE SOURCE TWO SOURCE THREE ABC DATA Needs Identification Interview Scatterplot Observation  Yelling occurred 12 times during observation day all of which were for access to a tangible or edible.  Yelling occurred 12 times, 5 of which were during playground/recess period, 4 times during Mrs. Pullman’s art class, and 3 times during Mrs. Pullman’s morning meeting.  100% of problem behaviors occurred to gain access to a tangible by  Donovan is a 5 year old male who has been exhibiting yelling at school as related to wanting an item/edible.  Behavior is worse during morning meeting and recess.  According to teacher report, times of concern is first thing in the morning putting his bag in the cubby and going to sit at his assigned  A total of at least 59 instances of yelling were observed (high pitch screaming).  Of the 59, 37 problem behaviors occurred during academic tasks.

another person providing him with an object/edible.  100% of the behaviors were reinforced through the consequence of obtaining desired tangible/edible.  83% of consequences included Donovan gaining access to a item. desk.  Yelling includes saying freezing up in which his body becomes rigid and his joints stiffen followed by a high pitch scream lasting 5- 10 seconds. PRECIPITATING EVENTS: When he is hungry and/or wants access to items. MAINTAINING EVENTS: Providing access to a tangible and/or edible upon problem behavior. FUNCTION: Access to tangibles/edibles.

C OMPETING B EHAVIOR P ATHWAY S TUDENT : D ONOVAN D ATE : 11/10 /2014 S CHOOL : FAWN HOLLOW ELEMENTARY G RADE : 1 ST (Setting Events) Accommodations  Ensuring Donovan eats breakfast at home or school.  Reminders: “you can request __”  Keeping items Donovan may want e.g., a pencil within his reach. Desired Behavior(s) Request objects and edibles using words or pointing without yelling. Triggering Antecedents Accommodations First then statements may be used “first point, then you can have it”. Verbal warnings “remember if you point or ask for something you can have it”. Maintaining Consequence(s) Following appropriate requests:  Immediate delivery of requested item/tangible.  Verbal praise for requesting appropriately. Problem Behavior(s)  Yelling at a high pitch  Freezing up, stiffening of the joints becoming rigid. Replacement Behavior(s)  Point to item/edible he wants.  Use one-word mands to gain access to edibles and items. Triggering Antecedents  When a desired tangible is being used by another  When a desired tangible/edible is unavailable or out of reach Maintaining Consequence(s)  Provided with desired tangible/edible.  Access to teachers and students’ assistance. Setting Events  Missing a meal/being hungry.  When he sees something he wants that is out of reach.

FBA & CONSULTATION REPORT 5 Intervention Recommendations Student: Donovan Date: 11/10/2014 Hypothesis statement: The frequency of yelling will decrease when access to a tangible/edible is differentially reinforced by verbal requests and/or pointing. Antecedent interventions: When Donovan begins freezing up before the yelling prompt the appropriate request before the maladaptive behavior occurs. Replacement behavior(s): DRA  Point to item/edible he wants.  Use one-word mands to gain access to edibles and items. Instructions for teaching the replacement behavior(s): Implement DRA do not reinforce the yelling for access instead prompt appropriate request by modeling pointing/one-word requests. Consequence interventions: Deliver acess to the stimulus immediately following verbal request and/or pointing.