Laura A. Riffel, Ph.D.

• 567-455-7798
• Message should read @drriffel

• When Congress passed the Individuals with Disabilities Education Act
(IDEA) in 1997, it sanctioned an appraisal to pursue progress at the state and local levels on the legislative goals of IDEA. The U.S.
Department of Education's Office of Special Education Programs
(OSEP) contracted a national longitudinal study, the Study of State and Local Implementation and Impact of the Individuals with
Disabilities Education Act (SLIIDEA), toward that culmination. This presentation integrates information from SLIIDEA pertaining to escalating the use of positive interventions for tackling behavioral issues of students with individualized education programs (IEPs), as suggested in a comparison of the 1999-2000 data to 2002-2003 data.
1999-2003 SLIIDEA Project

Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Needs
Tertiary Prevention:
Specialized
Individualized Systems for Students with High-
Risk Needs
Students will move up and down through services as needed
Tiered Intervention
SystemsA multi-level instructional framework aimed at improving outcomes for ALL students

OHI-2.2%

Ten Things You Should Know
1. Behavior is learned and serves a specific purpose.
(Bandura, 1977)
Page 4

Ten Things You Should Know
2. Behavior is related to the context within which it occurs.
Page 4 (Bambara & Knoster, 1998)

Ten Things You Should Know
3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.
Page 4
(Atchison, 2007)

Ten Things You Should Know
4. We can improve behavior by 80% just by pointing out what one person is doing correctly.
(Shores, Gunter, & Jack, 1993)
Page 4

Ten Things You Should Know
5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.
(Haydon, et al., 2010)
Page 4

4 Positives for Every
Negative
• Lanyard
– 20 beads
• Start in the morning with all 20 beads on your left side
– Every time you compliment a student on their appropriate behavior move a bead to the right side.
– Every time you reprimand a student move 4 beads back to the left side.

Beads on a string
Move down when you use a behavior specific praise.

Make Your Own
Goal: Get to the red bead
Start bead

Paper clips
• Put 30 paper clips in your left pocket or a cup on the bus.
• Every time you compliment a student, move a paper clip into the other pocket or cup.
• Every time you “get after” a student, move 4 paper clips back to where they started.

Tears for positives
Tears for negatives
Idea from George Sugai

http://www.amazon.com/s/ref=nb_sb_nos s_2?url=search-alias%3Daps&fieldkeywords=vibralite+3 http://www.eseasongear.com/viviwa.html

Energy Flows Where Attention Goes

Ten Things You Should Know
6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.
(Live Science, 2009)
Page 4

Ten Things You Should Know
7. Most behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.
Page 4
(Alberto & Troutman, 2003)

Ten Things You Should Know
8. Things kids are trying to get:
1)Attention- (adults or siblings)
2)Access (preferred items)
3)Sensory input
(proprioceptive input)
Page 4

Ten Things You Should Know
9. Kids are trying to escape these things:
1) Work or Tasks
2) Attention from Adults or Peers
3) Pain (emotional or physical)
4) Sensory overload (too much coming in)
Page 4

Ten Things You Should Know
10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.
(Alberto & Troutman, 2003)
Page 4

ABC PUBLIC SCHOOLS
STUDENT NAME: OTTER B. GOODE
STUDENT ID NUMBER: 0000700007
TARGET behavior: What behavior(s) adversely affect the student’s learning?
DESIRED behavior: Describe acceptable or appropriate behavior.
REPLACEMENT behaviors: What will be taught to replace target behaviors?
INTERVENTIONS: What will be done to prevent the target behavior from recurring?
POSITIVE CONSEQUENCES: What will be done when the student uses correct replacement behaviors?
NEGATIVE CONSEQUENCES: What will be done with the student when the target behavior recurs?
TARGET behavior
Out of Seat behavior
DESIRED behavior
The student will remain seated the entire class period.
behavior INTERVENTION PLAN- Non-exemplar
ABC PUBLIC Elementary SCHOOL
DISABILITY- ADHD
IEP Start Date: 08/31/2010
IEP End Date: 08/30/2011
POSITIVE CONSEQUENCE
Tell child they are doing a good job.
NEGATIVE CONSEQUENCE
Step One: Send a Note Home about inappropriate behavior.
Step Two: In School Detention
Step Three: Call Home
Step Four: Out of School Detention
Step Five: Alternative Placement
Blurts out answers without raising hand.
The student will raise hand and wait to be Tell child they are doing a good job.
called on.
Step One: Send a Note Home about inappropriate behavior.
Step Two: In School Detention
Step Three: Call Home
Step Four: Out of School Detention
Step Five: Alternative Placement
Doesn’t begin work immediately when assigned.
Student will begin work within 1 second of Tell child they are doing a good job.
being assigned task.
Step One: Send a Note Home about inappropriate behavior.
Step Two: In School Detention
Step Three: Call Home
Step Four: Out of School Detention
Step Five: Alternative Placement
BIP Monitored by: ________________________________________________ Date IEP Team to Review Success of Plan: 10/31/10

ABC PUBLIC SCHOOLS
STUDENT NAME: OTTER B. GOODE
STUDENT ID NUMBER: 0000700007
TARGET behavior: What behavior(s) adversely affect the student’s learning?
DESIRED behavior: Describe acceptable or appropriate behavior.
REPLACEMENT behaviors: What will be taught to replace target behaviors?
INTERVENTIONS: What will be done to prevent the target behavior from recurring?
POSITIVE CONSEQUENCES: What will be done when the student uses correct replacement behaviors?
NEGATIVE CONSEQUENCES: What will be done with the student when the target behavior recurs?
TARGET behavior
Out of Seat behavior
DESIRED behavior
The student will remain seated the entire class period.
behavior INTERVENTION PLAN- Non-exemplar
ABC PUBLIC Elementary SCHOOL
DISABILITY- ADHD
IEP Start Date: 08/31/2010
IEP End Date: 08/30/2011
POSITIVE CONSEQUENCE
Student earns tickets for good behavior every hour
NEGATIVE CONSEQUENCE
Student is sent to time out or home if behavior is not good.
Blurts out answers without raising hand.
The student will raise hand and wait to be Tell child they are doing a good job.
Step One: Send a Note Home about called on.
inappropriate behavior.
Step Two: In School Detention
Step Three: Call Home
Step Four: Out of School Detention
Step Five: Alternative Placement
Doesn’t begin work immediately when assigned.
Student will begin work within 1 second of Tell child they are doing a good job.
being assigned task.
Step One: Send a Note Home about inappropriate behavior.
Step Two: In School Detention
Step Three: Call Home
Step Four: Out of School Detention
Step Five: Alternative Placement
BIP Monitored by: ________________________________________________ Date IEP Team to Review Success of Plan: 10/31/10

• We cannot just put one plan in place and expect it to work.
• It has to include three streams of implementation:
– Antecedent manipulations
– Behavioral replacements
– Consequence modifications
• It has to be effective.
• We need to manage consequences to reinforce the desired behaviors and replacement skills we teach to the student.
• We need to withhold reinforcement following the target behavior.
• We need to use natural and least intrusive consequences that will address the function of the behavior.

Antecedent
These can be setting events which occurred in the near distant past or antecedent triggers which occur immediately before.
Antecedent
Manipulations
Things you do to change the environment to set the student up for success.
Behavior
This is the behavior you are targeting for change- one bite at a time.
Replacement Behavior
Things you teach the student to replace the targeted behavior.
Consequence
This is the reinforcement received from engaging in the behavior.
Consequence
Modification
Things you do to change yourself so you don’t feed the behavior
Samples- Page 28 & 29

• Write your answer on page 4

Functional Behavioral Assessment
(FBA)
FBA is a process for gathering information to understand the function
(purpose) of behavior in order to develop an effective intervention plan.

An antecedent is anything that occurs prior to the exhibition of the behavior. This might occur right before the behavior, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents:
Transition Illness Weather condition
Task demand
Presence of a certain peer or adult
Noises Time of day Day of week Perceived attention
Proximity
Smells Subjects Activities Changes in schedule
Emotional upset
Frustration Hungry Physical pain
Embarrassed Tired

• Poor impulse control
• Angry, hostile, resentful
• Paying attention
• Stubborn
• Lying on the floor and refusing to move
• High pitched screams
• Hitting with fist
• Kicking over chairs
• Completing work
• crying

• The effect, result or outcome of something occurring earlier (dictionary.com)
• We tend to think “negative”- but there are positive consequences to behavior.

• What are they trying to get?
– Teacher comes over and gives attention
– Peers laugh at joke
– Access to computer
– Access to proprioceptive input
• What are they trying to escape?
– Classwork
– Embarrassment over having to read aloud in class
– Peers who are bullying
– Temporary depression over situation

Identify team members most effective as collaborative process
Develop a profile to include: child’s strengths child’s needs child’s target behaviors
Identify settings & situations that require intervention
Behavior
Support
Team

– Parents
– Teachers involved with the student
– Educator with behavioral expertise
– An administrative designee
• Also, the team might include any of the following people:
– Student themselves
– Therapists
– Community support (social workers, probation officers, after school care)
– Transportation provider
– Relatives
– Support teachers
Page 7

Skylar ’ s Strengths:
Social Strengths
Friendly
Never absent
Nice smile
Supportive family
Academic Strengths
Begins work right away
Nice handwriting
Brings back homework
Asks questions when unclear
Page 7

• Call everyone the day before and remind them they need to bring a list of the child’s strengths
• Put these sheets out on the table to remind people of the first task.

Social Needs Academic Needs
Help in keeping friendships
Help in keeping negative opinions to himself
Help in taking constructive feedback
Help in inviting friends over to his house to play
Help in comprehension for reading skills
Help in calculations for multiplication skills at the two digit by two digit level
Help in writing a paragraph that stays on topic
Help in transitioning quietly from one subject to the next

Anecdotal
Surveys
Notes
Interviews
Observational
Data collection
Methods for Conducting
FBA

• Page 9
– It depends on each unique situation
• Do you think there is a pattern to day of the week?
– In that case you might want 10 days of data
– Two Mondays, Two Tuesdays etc.
• Do you think it has to do with academic tasks?
– You might get enough data in three days or five days
– Good rule of thumb:
• You need at least ten incidents of each behavior to determine the function

• High frequency behaviors:
– Minute by Minute sheet
– Frequency
– Duration
Pages 9 & 10

• Low frequency behaviors:
– Antecedent, Behavior, Consequence Data sheets
– Anecdotal notes
Pages 9 & 10

• Disruptive behaviors:
– FBA data tool
Pages 9 & 10

• Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students.
The school has 476 students and is a neighborhood school.
She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends.
Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house.
Page 10

Social Strengths

Comfortable talking in front of the whole class

Great supportive family

Vocabulary is advanced for her age
Academic
Strengths

Scout is very visual and can draw pictures better than anyone in the class

Scout always turns in her work

Scout has neat cursive handwriting
Social Needs

Scout is very comfortable with adults but needs to make friends with peers

Scout needs help with transitions

Scout needs to keep hands and feet to self
Academic Needs

Scout needs help with reading comprehension

Scout needs help with reading fluency

Scout needs help in learning to ask for help
Page 10

• Scout is a sixth grade student with mild intellectual disabilities. Scout has two peers who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on
Friday afternoon.
• Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects.
• Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says
Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening.
• Scout is included in the regular classroom with support provided by a coteaching special education teacher who works with the regular classroom teacher.

Throwing objects means a physical object leaves
Scout’s hands with purpose and lands at least 12 inches from her body
Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment
Physical aggression means any part of
Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen
Slug Bug tap)
Page 11

You have 10 days of data – Pages 14-19- Starting with May 1, 2008

Student: ____Scout______
Time Context/Activity
Begin &
End
The student’s environmental surroundings (people, places, events)
8:17
8:22
10:19
10:23
A
C
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Circle One: Mon Tue Wed Thurs Fri Page _1_______
Full day Absent Partial day: In _____ Out ______ Date: ____5/5/03_
Antecedent/ Setting
Events
Describe exactly what occurred in the environment just before targeted behavior was exhibited.
Identified Target
Behaviors
List types of behaviors displayed during incident
Consequence/Outc ome
What happened in the environment immediately after behavior was exhibited?
Student Reaction Staff
Initials
How did the student react immediately following the initial consequence being delivered
A
A
B
C
E
C
B
A
LR
LR
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
Key:A. Transition Key:A. Throwing objects Key:A. Choice given Key:A. Stopped
B. Choice Given
C. Redirection
B. Disruptive outburst B. Redirection B. Continued
C. Physical Aggression C. Discussion of Beh. C. Intensified
D. Instruction/Directive D.
E. New Task E.
D. Personal space given D. Slept
E. Changed Activity E. Yelled
F. Routine Task
G. Physical Prompts
H. Teacher attention to others
F.
G.
H.
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
F. Cried
G. Other behavior
H. Moved away

• The reader will flip between pages 14-19 and give information to the recorders.
• Recorders you will go to page
19 and start writing the information given to you.

Data Analysis
Total Days of Data: 10 days
Total Incidents: Count how many incidents occurred on those pages
Average per day (b/a) __________________
Total number of minutes engaged in target behavior ____379 minutes_______
Average length of time for each behavior (D/B)_______________________
Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days)
____________________________________________________
379/4200=

Data Analysis
A. Total Days of Data:___ 10 ___________
B. Total Incidents: ______ 32 __________
C. Average per day (b/a) ______3.2 ________
D. Total number of minutes engaged in target behavior
____379 minutes_______
E. Average length of time for each behavior
(D/B)____379/32=11.84 _____________
F. Percent of Day (D/total minutes for entire data collection)
(420 minutes per day x 10 days)
9.02%

Recorders turn to page 20
Readers flip through 14-19 and give the beginning time of each behavior.
Recorders you will make a tally in each row as the readers call them

Behavior Analysis
Your schedule would be tailored to your day.
TIME OF DAY
8:00-8:29
8:30-8:59
9:00-9:29
9:30-9:59
10:00-10:29
10:30-10:59
11:00-11:29
11:30-11:59
12:00-12:29
12:30-12:59
1:00-1:29
1:30-1:59
2:00-2:29
2:30-2:59
3:00-3:30 1
1
Tallies
1
1

Behavior Analysis
TIME OF
DAY
Tally
8:00-8:29
8:30-8:59
9:00-9:29
9:30-9:59
10:00-10:29
10:30-10:59
11:00-11:29
11:30-11:59
111111
111111
1
12:00-12:29 11111
12:30-12:59 1
1:00-1:29 1111
1:30-1:59
2:00-2:29 1
2:30-2:59
3:00-3:30 11111111
Ratio
5/32
1/32
4/32
0/32
1/32
0/32
8/32
0/32
6/32
6/32
0/32
1/32
0/32
0/32
0/32
% INVOLVED
16%
3%
13%
0%
3%
0%
25%
0%
19%
19%
0%
3%
0%
0%
0%

Behavior Analysis
DAY OF WEEK
MONDAY (x )
Tally AVERAGE INCIDENTS PER
DAY
Divide total by x
TUESDAY (x )
WEDNESDAY (x )
THURSDAY (x )
FRIDAY (x )
4+
You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

Behavior Analysis
MONDAY 5+6=11 11/2= 5.5
TUESDAY 2+1=3 3/2= 1.5
WEDNESDAY 1+2=3 3/2= 1.5
THURSDAY 4+2=6 6/2= 3.0
FRIDAY 4+5=9 9/2= 4.5

CONTEXT Letter Tally
Group Time a 11
Individual
Time b
Reading
Math
Spelling
Social
Studies
Science c d e f g h
1
Home
Room
Lunch
Outside i j
1
Behavior Analysis
Ratio x/32
% Involved x%

CONTEXT Let ter
Tally
Group Time a 11111111111
111
Individual
Time b
Reading c
Math d
Spelling e
Social
Studies f
Science g
Home Room h
Lunch i
Outside j
111111
11111
1
111111
Behavior Analysis
Ratio
14/32
6/32
5/32
1/32
6/32
% Involved
44%
19%
03%
19%

BEHAVIORS
Throwing Objects
Disruptive Outburst
Behavior Analysis
Tally
11
11111111111111111
111
Ratio
2/32
20/32
Not enough incidents to measure
% INVOLVED
6%
63%
Physical Aggression 1111111111 10/32 31%

ANTECEDENTS
Behavior Analysis
Letter Tally
Transition
Choice Given
Redirection
Instruction/Directive D
New Task E
Routine Task F
Physical Prompts
Teacher Attention to others
Told “NO”
G
H
I
A 11
B
C
1
1
Close Proximity
Interaction
J
K
%
INVOLVE
D
Ratio

ANTECEDENTS Letter
Behavior Analysis
Tally
Transition A 111111
111111
11
Choice Given
Redirection
B
C
D 111 Instruction/Directiv e
New Task E 111111
11
Routine Task F
Physical Prompts G
Teacher Attention to others
Told “NO”
H
I
111111
1
Close Proximity J
Interaction K
Ratio
14/32
3/32
8/32
7/32
% INVOLVED
44%
9%
25%
22%

ANTECEDENTS Letter
Transition A
Choice Given B
Redirection C
Instruction/Di rective
D
New Task E
Routine Task F
Physical
Prompts
G
Throwing
Objects (A)
Disruptive
Outburst (B)
11
Physical
Aggression
(c)
1
Teacher
Attention to others
Told “NO”
H
I
1
Close
Proximity
J
Interaction K
So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

ANTECEDENTS
Transition
Letter
A
Choice Given B
Redirection C
Instruction/Directive D
New Task
Routine Task
Physical Prompts
Teacher Attention to others
E
F
G
H
Told “NO”
I
Close Proximity
Interaction
J
K
Behavior Analysis
Throwing
Objects
Disruptive
Outbursts
11 (2)
111111111111
11
(14)
1 (1)
11111 (5)
Physical
Aggression
111(3)
1111111 (7)

Behavior Analysis
Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors.
CONSEQUENCE
Choice Given
Redirection
Discussion C
Personal Space Given D
Changed Activity E
A
B
Peer Attention F
Verbal Reprimand G
Physical Prompt
Time Out
H
I
Letter Tally
11
1
1
STUDENT REACTION
Stopped Continued
11
1
1
%
Effective
0%
100%
100%

Behavior Analysis
CONSEQUENCE Letter Tally STUDENT REACTION
Stopped Continued
Choice Given
Redirection
Discussion
Personal Space
Given
Changed
Activity
A 111111 (6) 11111 (5)
B 11111111 111 (3)
1 (1)
11111 (5)
C
D
E
(8)
1111 (4)
11 (2)
Peer Attention F
Verbal G
11 (2)
Reprimand
Physical Prompt
Time Out
H
I 1111111111
(10)
11 (2)
11111 (5)
11 (2)
11 (2)
11 (2)
11111 (5)
% Effective
83%
38 %
50 %
0%
0 %
50 %

CONSEQUENCES Letter Throwing
Objects
(A)
Choice Given
Redirection
Discussion 1
Personal Space
Given
D
Changed Activity E
A
B
C
Peer Attention F
Verbal Reprimand G
Physical Prompt
Time Out
H
I
Disruptive
Outburst (B)
11
Physical
Aggression
(c)
1
Just like the last one. Graph row + column.

CONSEQUENCES
Choice Given
Redirection
Discussion
Personal Space Given
A
B
C
D
Letter
Behavior Analysis
Throwing Disruptive Outburst
Objects (A) (B)
Physical Aggression
(c)
1
(1)
111111
(6)
11111111
(8)
111
(3)
Changed Activity E
Peer Attention
Verbal Reprimand
F
G
1
(1)
11
(2)
1
(1)
Physical Prompt
Time Out
H
I 1111111111
(10)

Page 25

Page 25

Page 25

Page 26

Page 26

Page 27

Page 27

• Even though time out was higher- it needs to stop. Time out was being done incorrectly.
• Time out was never supposed to be isolation.
• Time out is “time-out” from reinforcement- not Siberia.

Summary Statement
1. When this occurs…
(describe circumstances/antecedents)
____ When Scout has __
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________

Summary Statement
1.
When this occurs…
(describe circumstances/antecedents)
When Scout has _____________________
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________

What adult or peer behaviors will reinforce this behavior in the long term?
What is the goal behavior?
What event or setting takes place prior to the target behavior?
(Antecedent)
What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary?
What behavior are you targeting to change?
(Behavior)
1
What new behaviors might you teach to the student to replace the current target behaviors?
What adult or peer behaviors are reinforcing this behavior?
(Negative or positive reinforcement)
(Consequences)
How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

Socially appropriate adult attention.
Be able to transition appropriately.
What event or setting takes place prior to the target behavior?
(Antecedent)
Make her Vanna White of the Daily Schedule.
Mom works on organizing her exit from home.
Check-in/Check-out with a preferred adult.
Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers)
What behavior are you targeting to change?
(Behavior)
1
Writing on the board and announcing to the class the next activity.
Secret signal if she wants the teacher’s attention.
What adult or peer behaviors are reinforcing this behavior?
(Negative or positive reinforcement)
(Consequences)
She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties.
Teacher gives a ton of attention for appropriate behavior.
Teacher ignores burping. The minute she is quiet- she gets attention.
If needed private conversation.

What adult or peer behaviors will reinforce this behavior in the long term?
What is the goal behavior?
What event or setting takes place prior to the target behavior?
(Antecedent)
What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary?
What behavior are you targeting to change?
(Behavior)
1
What new behaviors might you teach to the student to replace the current target behaviors?
What adult or peer behaviors are reinforcing this behavior?
(Negative or positive reinforcement)
(Consequences)
How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

To take pride in her work.
To attempt new tasks and to ask for help when she needs it.
What event or setting takes place prior to the target behavior?
(Antecedent)
Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room.
She will know the first thing the teacher is going to ask for her anticipatory set.
What behavior are you targeting to change?
(Behavior)
1
Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior.
Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class.
What adult or peer behaviors are reinforcing this behavior?
(Negative or positive reinforcement)
(Consequences)
Give tons of attention for working on seatwork.
If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game.
If she does work well, she can earn five free answers for the whole class on the assignment.

Baseline
Intervention

(I-B)/B= D*100
I ntervention Frequency = 3 times per day
B aseline Frequency = 34 times per day
3-34= -31
-31/34= .91176
.91*100=
91% D ecrease in Behavior

NEW!!!!

• Each of you will choose one student
– If you don’t work directly with students you will have to teach the classroom teachers to collect the data for you
– Choose a student who only has 5-7 behaviors per day
• You will fill in a strengths and needs sheet
• Directions are on page 109 for first assignment
• Everyone must come back next month with 5-10 days of data on a student

No sir-ee Bob!!!!

Duration Recording Data Sheet
Individual: ___Barry Woods____________________________ Observer: ___________F. Scott___________________ behaviour: _____________humming_______________________________________________________________
Initiation: _____9:15__________________________ Termination: 12:30
Date Activity (start)
12/5 Reading 9:17 9:29
(stop) Duration of Comments
12 min ignored
12/5 Math 10:15 10:16 1 min Gave evil eye
12/5 Soc.
Studies
12:17 12:18 1 min Gave secret signal to stop

Things like:
•Latency
•Tantrums
•Sleeping

Clarice- Poking Eyes- Data collected from 8:15-3:30
Date
12/1
12/1
12/1
12/1
Activity reading
PE
Social studies 9:20 9:50
Math
(start) (stop) How many occurrences happened during this time frame?
8:17 8:37 22
8:40 9:10 0
24
9:50 10:30 0
Comments
Using basal reader
Playing basketball
Reading from book
Game at board

For things like:
•Repetitive behaviors
• Tapping
• Blurting
• Out of seat
• burping

7:30 8:00 8:30 9:00 9:30 10:0
0
7:31 8:01 8:31 9:01 9:31 10:0
1
7:32 8:02 8:32 9:02 9:32 10:0
2
7:33 8:03 8:33 9:03 9:33 10:0
3
7:34 8:04 8:34 9:04 9:34 10:0
4
7:35 8:05 8:35 9:05 9:35 10:0
5
7:36 8:06 8:36 9:06 9:36 10:0
6
7:37 8:07 8:37 9:07 9:37 10:0
7
7:38 8:08 8:38 9:08 9:38 10:0
8
7:39 8:09 8:39 9:09 9:39 10:0
9
7:40 8:10 8:40 9:10 9:40 10:1
0
7:41 8:11 8:41 9:11 9:41 10:1
1
11:3
6
11:3
7
11:3
8
11:3
9
11:4
0
11:4
1
11:3
0
11:3
1
11:3
2
11:3
3
11:3
4
11:3
5
11:0
6
11:0
7
11:0
8
11:0
9
11:1
0
11:1
1
11:0
0
11:0
1
11:0
2
11:0
3
11:0
4
11:0
5
10:3
6
10:3
7
10:3
8
10:3
9
10:4
0
10:4
1
10:3
0
10:3
1
10:3
2
10:3
3
10:3
4
10:3
5
12:3
6
12:3
7
12:3
8
12:3
9
12:4
0
12:4
1
12:3
0
12:3
1
12:3
2
12:3
3
12:3
4
12:3
5
12:0
6
12:0
7
12:0
8
12:0
9
12:1
0
12:1
1
12:0
0
12:0
1
12:0
2
12:0
3
12:0
4
12:0
5
1:00 1:30 2:00 2:30 3:00 3:30
1:01 1:31 2:01 2:31 3:01 3:31
1:02 1:32 2:02 2:32 3:02 3:32
1:03 1:33 2:03 2:33 3:03 3:33
1:04 1:34 2:04 2:34 3:04 3:34
1:05 1:35 2:05 2:35 3:05 3:35
1:06 1:36 2:06 2:36 3:06 3:36
1:07 1:37 2:07 2:37 3:07 3:37
1:08 1:38 2:08 2:38 3:08 3:38
1:09 1:39 2:09 2:39 3:09 3:39
1:10 1:40 2:10 2:40 3:10 3:40
1:11 1:41 2:11 2:41 3:11 3:41
Minute by Minute
Student Name: __Biff_________ Observer: __________Riff____________ Date:______________12/5________

Use this data recording tool to measure frequency and duration-
This is an extremely easy to use tool for busy teachers. This can then be paired with a schedule and anecdotal notes for antecedent and consequence information.

Self-Injurious behaviour- pulling hair
Time Setting What did the staff or students do in relation to the behaviour?
What did the student do as a result of what the adult or peers did in relation to the behaviour?
Notes about what happened
9:15-9:45
9:45-
10:15
Work time
Free choice Time
Blocked with hand Kept pulling hair
Ignored Stopped pulling hair
Staff put hand on shoulder and used other hand to block hair pulling
Staff ignored behaviors and student stopped

When an observer will be sitting in the room to collect data.

Hitting
Others
9:30-10:00 is
Music
10:30-11:00 is PE
Date
None
Mo n s
Tue We d
Th urs
1-5
Fri Mo n s
Tue We d
Th urs
5 +
Fri
9:31-
10:00
-
10:01
10:30
-
10:31
11:00
11:01
-
11:30
8:00-
8:30
8:31-
9:00
9:01-
9:30

For high frequency behaviors:
•Blurting
•Burping
•Animal noises
•self-stimulatory behaviors
•Out of seat

Academic
Mental
Physical Medical
Social

Unlearn inappropriate behaviors
Learn replacement behaviors
Operant conditioning
Social skills training
PowerPoint relationship narratives
Role playing
Picture cues
Video modeling
Social

Allergies
Food
Seasonal
Drug reactions
Look at medications
Side effects (Abilify example)
Sleep disorders
Sleep apnea
Insomnia
Gastric issues
Medical

Pain
Especially consider for children with significant disabilities and young children with low verbal response skills
Sensory
Proprioceptive needs
Sensory integration
Sensory overload
Physical

Mental
Emotional
Depression
OCD
Anorexia/Bulimia
ODD
Schizophrenia
Bi-polar
Intermittent Explosive Disorder
RAD

Academic
Learning Disabilities
Missed so much time out of class they are behind
Self-esteem so damaged they can’t see their way out

Academic
Mental
Physical Medical
Social