609_Intervention Recommendations Assignment

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Ball State University *

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609

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Psychology

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Dec 6, 2023

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Data Triangulation Chart STUDENT: Donovan DATE: 11/04/2014 SOURCE ONE SOURCE TWO SOURCE THREE Functional Assessment Interview (FAI) Transcription ABC Observation Form Scatterplot Observation Donovan is a 5-year-old male with ASD in the first grade. Donovan has limited to no speech (non-verbal) where he can say, “yes, no, and please”. He currently is assisted by a 1:1 throughout his school day. Donovan’s interfering behavior includes yelling for five to ten seconds in length. The teacher reported that he yells five to ten times in one day. The yelling is frequently observed in morning meetings, art, and recess. Speech therapy is working with Donovan to communicate verbally. Parents have been made aware of acquiring an AAC device. Donovan’s yelling behavior is to gain access to tangible items (i.e., food, materials, items in possession of another student, activities, and games). The teacher also reported that the parents sometimes will give Donovan a small breakfast or no breakfast in the morning. The teacher reported that his yelling behavior is a way to gain access to a tangible item or assistance. The teacher also reported that there are fewer occurrences of behavior classes where Donovan’s desk is prepared with materials for that lesson. The ABC data concluded that yelling behavior occurred more frequently during recess, art, and morning meetings. The ABC data concluded that 58% of the occurrences where yelling occurred concluded that Donovan wanted access to a tangible (cookie, paper, markers, swing, or a turn at playing). The data also concluded that 33% of the occurrences of yelling occurred when Donovan needed help from the IA. The data also concluded that Donovan’s yelling behavior is reinforced in 75% of the occurrences by the IA giving attention through assistance with Donovan’s needs and giving Donovan a tangible. The data showed on two occasions that Donovan’s yelling behavior was reinforced by an edible given by the teacher or student. On one occasion, Donovan stopped his yelling behavior when a student used a premack principle phrase “You can play if you stop yelling”. There are currently three-time frames in which the yelling behavior occurred at a high frequency. During morning meetings (8:00 am-8:30 am) yelling behavior occurred five days during the week at 18 or more occurrences for the week. During art (10:30 am-11:00 am) the yelling behaviors occurred five days a week at 16 or more occurrences for the week. Lastly, during recess (11:30 am-12:00 pm) the yelling behavior occurred four days a week at 18 or more occurrences for the week. Other incidents of yelling behavior being observed are during science (10:00 am-10:30 am) where it was observed three days during the week for 7 or fewer occurrences. Lastly, during afternoon wrap-up (12:00 pm- 12:30 pm) the yelling behavior occurred four days a week and had 8 or fewer occurrences for the week.

PRECIPITATING EVENTS: One of the precipitating events includes getting little or no breakfast before Donovan comes to school in the morning. Another event is the materials are not within Donovan’s reach or are not able to be accessed at a preferred time. Due to Donovan having limited to no speech, this is a precipitating event because he is unable to communicate wants and needs. MAINTAINING EVENTS: Donovan’s yelling behavior is maintained or reinforced by the tangible items or assistance he receives from students, teachers, or his IA. Donovan’s behaviors are maintained through positive reinforcement. FUNCTION: The function of Donovan’s yelling behavior is access to tangible items or activities that are maintained through positive reinforcement from IA, teacher, or peers.

Problem Behavior Pathway Student: Donovan Date: 11/16/23 __ Setting: First-grade classroom, Fawn Hollow Elementary School Time: __8:30am_____ Observer: ___Brandon _______________ Setting Event(s) Triggering Antecedent(s) Problem Behavior Maintaining Consequence(s) Donovan receives little to no food in the mornings. Donovan does not have an AAC device or PEC cards for communication. The work area is not prepared for Donovan’s day in some of his periods or classes. School periods when yelling occurs at a high frequency are art, recess, and morning meetings. Donovan cannot access tangible items when needed or wanted. Donovan is unable to advocate for items or “help” when needed. The lead support staff will assist with omitting Donovan’s yelling behavior that lasts for one to ten seconds with a socially significant behavior. When Donovan is allowed access to tangible items from students, teachers, or instructional aid. Donovan is allowed access to assistance from the teacher or instructional aid. Peers, teachers, or instructional aids are relinquishing tangible(s) from self or others when Donovan’s yelling behavior occurs.

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C OMPETING B EHAVIOR P ATHWAY S TUDENT : D ONOVAN D ATE : 11/16/23 S CHOOL : F AWN H OLLOW E LEMENTARY S CHOOL G RADE : 1 ST T EACHER : M RS . P ATRICIA P ULLMAN Maintaining Consequence(s) DRA will be used to reinforce Donovan’s socially significant behaviors (i.e. manding in a modality, raising his hand, or pointing to item) Edible reinforcement can be used when Donovan uses any socially significant behavior in replace of yelling. Teacher or IA will use verbal praise when Donovan uses any socially significant behavior in replace of yelling. (Setting Events) Accommodations Having Donovan eat breakfast before morning meeting. A communication log for parents to report if Donovan ate in the morning. An adult will prepare Donovan’s work area or desk with required material for lesson or activity in all settings. Donovan will have required items for lesson or activities within arm’s reach. Donovan’s PEC cards or AAC will be made available in all classes, lessons, activities. Triggering Antecedents Accommodations The teacher or IA will use first then statements (premack principle) to remind Donovan of replacement behaviors to use (“If you raise hand, then you get tangible”). AAC device or PEC cards to mand for items or “help” (if acquired by parents). A social story to promote the use of PECs card, AAC device, and raise his hand to ask for tangible or “help”. DRA will be used to reinforce hand raising or mands through any modality (i.e. AAC, PECs, pointing). The teacher or IA will use errorless learning. Frequent reminders throughout the school day to promote socially significant behaviors. Desired Behavior(s) Donovan will raise his hand to obtain attention when he needs assistance or tangible item. Donovan will request “help” or tangible item through any forms of modality (i.e. PECS, AAC, pointing to item). Setting Events Little to no food in the mornings. Lack of AAC devices or PECs for communication. The work area is unprepared for Donovan’s day in each period or class. School periods when yelling occurs at a high frequency are art, recess, and morning meetings . Triggering Antecedents Lack of access to tangible items when needed or unable to access tangible items when needed. Unable to advocate for items or “help” when needed. Problem Behavior(s) Teacher or IA will assist with replacing Donovan’s yelling behavior that lasts for one to ten seconds with a socially significant behavior. Replacement Behavior(s) Donovan will raise hand to gain attention or access to tangible. Point to tangible that he wants. Donovan will mand through the PECS or AAC device for “help” or tangible items. Maintaining Consequence(s) Accessing tangible items from students, teachers, or instructional aid. Accessing assistance from teacher or instructional aid. Peers, teacher or instructional aid relinquishing tangible from self or others when Donovan’s yelling behavior occurs.

Running Head: FBA & Consultation REPORT 6 Intervention Recommendations Student: Donovan Date: 11/16/23___________ Hypothesis statement: (Antecedent) When Donovan wants access to tangible(s) (i.e. school items, edibles, activities), he will engage with yelling (Behavior) to gain access to tangible or assistance from the teacher, peer, or IA (Consequence) Antecedent interventions: The teacher or IA will use the premack principle (“first then” statements). The premack principle involves offering reinforcement in exchange for performing a task or behavior. This will help Donovan understand what behaviors he must perform to receive the tangible item he needs. This will help him understand what the expected behaviors are throughout his school day. This will also allow reinforcement to be set for Donovan to earn after the socially significant behavior has been performed. Once Donovan becomes a “frozen body” (i.e. not moving body or sitting still in his seat), IA will use premack principle. A statement IA can use will look like, “If you point to the item, you want then I can get the item”. Other forms of statements may look like, “If you hand me a card with the item you want then I can get the item.” PEC cards and an AAC device can be used to help Donovan mand for items he wants or for “help”. PEC cards are pictures of words or items that can be used as a form of communication when a child touches or presents the card to an adult. PEC cards can be placed on Donovan’s work desk or have a Velcro board. Once Donovan engages in “frozen body”, IA will ask Donovan what item he needs by pointing to PEC cards on the desk. Once Donovan points to the card, hands the card to IA, or touches the card, the IA will use verbal praise for Donovan’s communication. Then IA will get the item he needs. A social story can be read before the start of the day and before each class. The social story can contain how Donovan can raise his hand, use PEC cards to communicate, or use AAC device to access tangible items. The social story will show pictures of those behaviors and show Donovan being reinforced for displaying those socially significant behaviors. Differential Reinforcement of Alternative Behaviors will help with reinforcing multiple alternative behaviors in replace of Donovan’s yelling behavior. When Donovan raises his hand, points to a tangible item, and mands using modality then he can be reinforced with that tangible item. Donovan can also be reinforced using edibles along with access to tangibles. Verbal praise will also be delivered when Donovan mands using any modality. Replacement behavior(s): Donovan will raise his hand, point to a tangible, and/or use

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PEC card or AAC device to access tangible or help. Instructions for teaching the replacement behavior(s): Before the start of Donovan’s day along with before every class period, IA will read the social story of Donovan performing socially significant behaviors. This will help Donovan understand what socially significant behaviors look like instead of yelling. The IA will ensure that Donovan’s attention is on the pictures of behaviors before discussing them. The IA will emphasize their voice when reading over the replacement behaviors. The IA will also role model the behavior and then support Donovan with using the behavior as practice after each behavior has been read. The IA will use errorless learning for Donovan to minimize the chances of yelling behavior and to perform socially significant behavior. The IA will use most to least prompts for Donovan to perform the desired behavior. Most to least prompting to hand raising will look like this; raising his arm in the air (full physical prompt), IA will place their hand underneath Donovan’s elbow to help raise his hand (partial physical prompt), IA will model raising their hand (visual prompt), IA can point to their hand (gestural prompt) and using a verbal demand of raise your hand (verbal prompt). Similar errorless learning can be used when teaching to use a PEC card or AAC device. After Donovan has mastered these socially significant behaviors, a prompt fading procedure will be introduced to IA. The prompt fading procedure will first begin with lessening the most to least prompts used. If full physical prompts are required, then fade to partial physical prompts once there is enough data to support that Donovan is ready for partial physical prompts. Partial physical prompts will continue once a criterion is met that Donovan is ready for gestural prompts and so forth with the least to most prompts. When using PEC cards or AAC devices, teaching Donovan to use them will start with IA showing him real-life objects and then using most to least prompts to guide Donovan to find the right PEC card or icon on the AAC device. This can also be done with a speech therapist until Donovan has mastered the criterion of “help” or tangible item most relevant in Donovan’s day. Once a PEC card system or AAC device is available, errorless learning will be conducted to teach Donovan this new set of skills. Prompt fading procedures should be in place once a criterion of 80% or higher has been met. Prompt fading could look like a total of three prompts to match, two prompts, one prompt, and then no prompts. The type of prompt would be determined if more information was made available. The IA will also conduct the DRA procedure. The IA will deliver verbal praise and/or edible reinforcement when Donovan engages in socially significant behaviors (i.e. hand raising, use of PEC Cards, and, use of AAC device) to communicate his wants or needs. After the verbal praise or edible reinforcement is given, honor his request by obtaining the tangible.

Consequence interventions: When a socially significant behavior occurs in replace of yelling, Donovan will be reinforced with praise and tangible requests. Donovan can also be reinforced with an edible reinforcement as well. If Donovan engages in yelling behavior, the teacher or IA will wait for the yelling to stop and use the premack principle to have Donovan perform the socially significant behavior. Premack principle statements may look like, “If you use this card to ask for tangible, then you will get the tangible item”. After behavior is performed, reinforce Donovan with praise and/or edible with tangible.

609_Intervention Recommendations Assignment

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