PBS Project

Gena Murphy, Lucy Johnson

University of South Florida SarasotaManatee
Dr. Robinson

Step 1
A=Antecedent: Location,
activity, people, etc.

B=Behavior What
did the
child do?

C=Consequence What
happened after the
behavior

Student #1Jesse

Third grade boy who is

learning disabled- The
assignment is that we are
singing a song (standing up
and can move around in
our own space) to help
memorization of
multiplication

Jesse refuses to
participate in the sing
along and runs to
hide in the corner of
the room

After Jesse runs to the

corner, the other
students laugh and call
him a baby and he
begins crying. The
teacher approaches the
student and proceeds to
calm him down by
telling him that he does
not have to participate
this time and offers an
alternative worksheet.
After the other students
go to specials, the
teacher privately
discusses with him a
solution to the problem
since this is an activity
that the class often
partakes in.

Student #3Billy

Fourth grade boy- age nine

who lives with both parents
and has a health
impairment-The activity is
that the class is working
individually (quietly) on a
reading assignment

After working quietly

for a very short time,
Billy loses focus and
starts going off task
by talking loudly
with other students
and disrupting their
work

The teacher asks Billy is

he has completed his
assignment and he says
no. Teacher gives Billy a
warning (friendly
reminder) to get back on
track and to refocus.
Billy begins to work
quietly again. The
teacher makes an
announcement that
students who can finish
their activities quietly
will be allowed to play
video games on the
computers during their
free time and others who
have not will have to
continue working on
unfinished assignments.

Student #4
(autism)- John

Second grade boy with

Aspergers syndrome who
has another peer walk up to
him trying to talk and
socialize with him. The
others in his class are
working quietly in
individual work as the
teacher assigned.

As john sat reserved

he instantly becomes
angry at his peer
because he is unsure
of what is being
communicated. John
then returns back to
his individual work
creating a cartoon.
The peer then tries to
get johns attention
again by asking to
borrow his crayons.
John instantly throws
his artwork and
crayons at the other
boy.

The peer did not mean

to make john angry
when john runs to the
bathroom crying and
screaming. The teacher
is then able to go inside
and calm Johnny back
down by bringing him
visual art to look at. The
teacher then takes him
back into the classroom
to pick up his crayon
and john continues to
create his cartoons.

Class #3: Intermediate Grades 3-5

Resource classroom
o
Jesse Boy
Age 8
Grade 3
Guardian- Foster Family
Disability - Learning Disabled
Strengths good relationship with teacher
good fine motor skills
Weaknesses readiness level in all academics
refuses to work at times
cries when peers tease
his social development is very diminished
limited attention when working with others
Interests hot wheels cars
working a puzzle with the teacher or a female peer
computer games
working with technology
o Ryan Boy
Age 10
Grade 4
Guardian - Mother
Disability - Learning Disabled
Strengths -

 beginning 3rd grade math skills

good peer relationships
Weaknesses 1st grade level reading skills
often refuses to follow teacher directions
written language problems
often has a hard time processing information
has ADHD/disorders of attention
Interests
sports
arcade type video games
o
Billy Boy
Age 9
Grade 4
Guardians - Parents
Disability - Other Health Impaired
Strengths good relationships with peers and adults
wants to do well
Weaknesses very active both verbally and physically
about 2nd grade academically
ADHD/ very short attention span
Strength is very limited
Often fatigue and decreases stamina
Interests easy puzzles
running games
arcade type video games
sports
o
Andrew
Boy
Age 10
Grade 5
Guardians - Parents
Disabilities - Learning Disability/Other Health Impaired
Strengths High 3rd grade reading level
desire for good peer relationships
Weaknesses regrouping - addition and subtraction
cries and curses when peers tease or play too rough
disorders of attention
hart time processing mathematical curriculum

Interests drawing

 acting
video games
attempts board games with peers
o Austin Boy
Age 11
Grade 5
Guardian - Mother
Disability - Learning Disabled / Other Health Impaired
Strengths reading mid-3rd grade - vocabulary and comprehension
good relationships with adults
wants to do well
Weaknesses math 3rd grade - problem solving in multiple step word problems
stops work rather than ask for help
poor peer relationships
poor motor abilities
social skills deficits
Interests motorcycles - magazines and models
video games
puzzles
o RachelGirl
Age 10
Grade 5
Guardian - Mother
Disability - Mental Retardation
Strengths enjoys school
good relationship with adults
attempts relationships with peers
Weaknesses low 1st grade in all academics
social skills very immature for age
can be very stubborn
deficits in adaptive behavior
practical adaptive skills
Interests puzzles
ability level games - video and board
coloring
watercolor painting
o
Carley Girl
Age 9
Guardians - Foster Family
Disability - Emotional Disturbance
Strengths -

Grade 4

 regrouping in addition and subtraction

basic geometry and patterns
good peer relationships with friends
Weaknesses reads on a kindergarten level and resists instruction
sometimes refuses to follow teacher instructions
curses when angry
often has mood changes of being unhappy or depressed
has fears of personal space around others
comes from a very low socioeconomic status
Interests drawing
talking with friends
puzzled for enjoyment
technological products

o Jenna Girl
Age 11
Grade 5
Guardian - Mother
Disability - Learning Disabled
Strengths reading 3rd grade - phonics and vocabulary
basic beginning 3rd grade math skills
Weaknesses reading comprehension
math - problem solving in multi - step problems
tantrums - curses at peers when teased
impaired metacognition
oral language difficulties
poor motor abilities
Moved here from Portugal and English is her second language
Interests music - listening to and/or singing
drawing
watercolor painting

Step 2
Student number one- Jesse is a foster child who constantly moves from home to home
and does not have a stable home. Since he does not have a stable relationship at home he
does not do well with others in the classroom in a group setting. His social development
lacks and is often rejected by peers which then has Jesse crying and displaying immature
behavior.

Student number three- Billy has a health impairment involving limited strength and has
ADHD. Billy has a hard time focusing for a while which causes him to lose his attention
span. Since he is weak these problems have him limited to alertness and being severely
vital. He often acts out in class both verbally and physically, which causes ruckus daily.
ADHD is a deficit in the classroom because it is a distraction to not only the teacher but
other students as well.

Step 3
A=Antecedent: Location,
activity, people, etc.
The Location is in a
classroom with students
and a child with reckless
behavioral problems. The
teacher is transitioning
from one subject to
another. He tells the class
that they will be moving
into math for the next
subject learned today.

B=Behavior What did the

child do?

C=Consequence What
happened after the
behavior
Karstyn slams her book on The teacher then says they
the desk and says she
need to take out their math
wants to do reading.
books because at 4:17 is
Another student follows in when they do math and
her steps and says she
they already have done
wants to do reading also.
reading today. Karstyn
Karstyn gets more
still becomes very angry
aggressive every time the and continues to slam her
teacher tells the class that books on the desk. The
they are moving on.
student continues to try to
get her teachers attention
and get the others in her
class to follow her steps.
The teacher ignores the
students and proceeds to
let them do whatever they
want to do.

Hypothesis: The student is seeking attention and wanting to be in control in front of her
peers and teacher. The teacher gives in letting the attention get to him allowing the
student to do whatever she wants when she is physically slamming her books refusing to
follow directions.
Some alternative solutions that our small group came up with would be to have a
firm redirect when pertaining to transitions. Stemming from this, we would have set
classroom rules and have the schedule posted up in the classroom. Along the lines of
helping with this transition, we could have paper laminated with erasable markers (either

at each students desk or maybe for each group of students) that listed the time and the
subject/activity that the class would be doing at those times for that particular day. That
way the students could easily follow along, without being surprised.
The next solution that we came up with had to do with the child wanting to seek
attention. We thought that instead of giving them the negative attention that the teacher
had been previously giving them that we could redirect that attention into a positive. We
plan on doing this by perhaps letting that child play a role in the math lesson that the class
is learning. The teacher could have the student come to the board as a volunteer and do a
demonstration for the class. That way the student would be earning the attention from the
teacher as well as from peers.
Another alternative that the teacher could do is instead of acknowledging the
negative behavior, the teacher could redirect their attention to a student that is on task and
compliment that student. The student on task could get a reinforcement (like a trip to the
treasure box, or fake money to spend in the class store). This would provide the negative
attention seeking student with a role model and how they should and are expected to
behave. It would also give that student an incentive to stay on task because if they behave
that way then they too could also get a reinforcement. A token system would help the
student off task by providing them with positive attention when they are on task and
doing the right thing. A reward in the token system might be for the student to choose
their own tasks in work.
Notes on Interview Questions
1. Q. Does this type of behavior only occur during math?
A. Not only during math, but during transitions.

2. Q. Does Karstyn always slam the book down?

A. Yes.
3. Q. Do other students follow in her footsteps?
A. Yes.
4. Q. Do you think that she acts this way to grab attention from the teacher, peers, or
both?
A. Both.
5. Q. Do you always pay attention to Karstyn when she acts this way?
A. Yes.
6. Q. Does the behavior stop after you correct her?
A. She gets more aggressive and acts out worse.
7. Q. What will you do?
A. Give her an alternative choice.

Step 4
1. Three rules
1. Respect others, self, property and school
2. Do your best
3. Stay on task
2. Procedures for
a. Entering the classroom- Enter the classroom in a quiet manner and go to your
desk. Check the schedule for the day that is posted on the board and wait for
further instruction from the teacher.
b. Large group instruction- When the teacher stands in one spot of the room (at
the front of the room in front of the board) and will put one hand in the air and
ring a bell, this means that students need to stop conversation/quiet down and
need to pay attention/look at/listen to the teacher and then the teacher will
begin to give clear directions for what the class needs to be doing. If the
procedure takes longer than 15 seconds then the class will begin losing

privileges (like five minutes off of recess time). If a student has a question,
they need to raise their hand.
c. Individual work- Teacher will capture the students attention using the same
procedure as above (hand signal in the air and ringing a bell). Teacher will
then begin giving instructions when all students are quiet and listening. If
students have questions while working on individual assignments, they are to
raise their hands and wait for the teacher to assist. Students are to work
quietly.
d. Dismissal from class- The teacher will instruct the class when there is twenty
minutes left of the day. Students will be instructed to clean up whatever area
that they are working in and will return to their desks (which are in groups)
and sit quietly. The teacher will then pick groups to go to their cubbies and
grab their backpacks and get situated for dismissal. Students will then line up
according to how they leave (a group of bus riders, parent pickup and after
school care) and teacher will walk students to their destinations.
3. Rules and procedures will be taught on the first day of school and will be
reiterated everyday as friendly reminders throughout the classroom. For example,
the teacher might praise a student who is on task, or who is respecting others. This
will remind and provide an example to the other students what they also need to
be doing. Classroom rules will also be hung around the classroom and we can
refer back to them. The teacher will start each day with a review of the classroom
rules. For instance, the classroom helper of the day can go over the rules with the
class so that the class can have a fresh start and reminder of how to act and what
is expected of them for that day.

4. A routine for teaching reading would be that the class begins reading everyday at
ten AM. Every day of the week will be a different reading activity. For instance,
Monday might be working in centers with small groups on listening to a story
(audio) and following along with a book and then discussing answers. Tuesday
might be an individual reading activity. Wednesday might be centers but
individual work. Thursday might be guided lessons and the whole class engaged
in learning and discussions. Fridays might be story time. There will be a board in
the classroom with the days of the week and times will be listed under each day.
That is where students will be able to look and see what reading activity will be
occurring for that particular day. Teacher will use transition cues when prompting
students to switch between subjects.
5. Describe how you plan to create a positive/calm climate in your classroom
To create a calm and positive climate in the classroom, I plan on starting with
myself. I plan on being a role model for the students, therefore I will start each
day on a positive note and not show stress/tension or frustration to the students. I
feel that moods are contagious, and at the very minimum they can be sensed by
others. Along that same line, I plan on speaking in a calm but clear manner to the
class. Some other ideas that I had would include maybe when the class gets a little
rowdy or things get unmanageable, I can put on some calm and soothing music
and dim the lights and we can close our eyes and be quiet and just listen to the
music to help regain our focus and to relax our minds from chaos. I would also
create a relaxation corner, with bean bags and other cozy items. This corner could
serve as many different functions (such as a reading station, or a place for students
to go to relax when they are feeling overwhelmed). I could provide relaxing

pictures and colors for students to look at in this area as well as calming music
(ocean or other nature sounds), along with calming smells/lighting for the
students. Motivational quotes and positive pictures will decorate the walls of the
classroom to create a positive environment. The class could have a positive word
of the day where we pick a word and discuss the meaning of it as a class to also
help to maintain a positive and calm learning environment.

Step 5
Using your chosen class, discuss how you will teach new behaviors to better enable
students to manage antecedents to problem behaviors:
1. Describe how you will choose social skills to teach your students on the universal and
tertiary levels. Describe the criteria for your choice of a social skills curriculum based
on the priority behavior needs of students.
On a universal level it is important to be aware of all the students in your class.
These skills should help each individual grow and reflect on certain skills that they will
benefit from. A universal level should have students be working together most of the time
in groups rather then individual work. On a tertiary level these students will need
additional resources that will be required to each individual. These social skills are most
likely going to be different from what the rest of your class will need. The criteria should
be things that are generally easy for students to use. We would find a curriculum that has
been used by other teachers therefore we know how effective this has been within the
past. A modeling approach may be more effective for our students who learn better
through watching and can actually get hands on with the activity.
2. Describe how you will integrate the arts into your social skill curriculum. Discuss

how you can use social stories (and other visual art integration activities), role playing
(and other drama integration activities), music integration, dance integration, to
integrate the arts with social skills content.
Social stories are descriptions of a certain situation or activity that shows what
you should expect in a certain situation. These would be very helpful to students. These
stories can help develop self-care skills like showing how to clean your hands or brush
your teeth. These stories can also help improve social skills like showing sharing or
saying thank you. For children with a disability these stories might be useful to show the
perspective of a person with that disability and how they may behave or respond in a
particular way. This will help your students understand how others might behave or
respond and how they might be expected to behave in the classroom.
Integrating arts into the curriculum helps enhance student motivation and
engagement in learning. Students with disabilities use these as alternative learning
methods because they are exploring their identities and expressing through art. Being
self-expressive may help students get out of their comfort zone and release their sense of
isolation and frustration. When using the arts you can involve it in the learning criteria in
academics such as Math, Science, English and such. By integrating drama students
literacy skills can act out certain scenarios using a theme and can explore to learn it in a
personal way. Music can teach students about rhythm and sounds which can help with
different components of reading. By using repetitive songs using classroom facts can be
easier to memorize like multiplication tables. Visual art can help develop literacy and
writing skills. Drawing can reinforce motor skills helping to learn different shapes and

sizes. Overall, integrating art is a great learning experience for students and are easier and
enjoyable for the students including the teacher.
3. How will you facilitate the generalization of social skills?

How will you help

students to demonstrate their replacement behaviors in all environments and not just
in your classroom? How can you utilize your token system in other environments to
motivate the students to demonstrate their replacement behaviors and general class
expectations and also to provide quantifiable data for you that can be tracked to
determine progress?
No matter what you are teaching your students, social skills should always be integrated
into your curriculum. Group work is always a great start to encouraging these skills and
talking with one another. Social skills are built into any type of lesson so it gives the
students to talk more about what they are learning and come up with relevant answers
and have a regular flow of social skill curriculum. You could also figure out what types of
problems you are having with replacement behaviors in the classroom and to work on
these also outside of the classroom. As the teacher, modeling what would be an
appropriate behavior to students can be very helpful and as they improve offer positive
reinforcements to these students. The teacher could create a points sheet that carries over
to each class for each student. This will then tell the students that they are held to the
same expectations in every classroom. The points sheet can return to the regular teacher
at the end of the day and the student will be given reinforcements for the desired
behavior. This will allow students to utilize their social skills outside of their main
classroom and know they are still expected to learn in every class.

Step 6

1. Develop a reinforcement system for your class. Include the following:

a. -Identify the types of problems that need to be addressed:
The problems in our classroom that need to be addressed are as followed:

Temper tantrums
Using inappropriate language
Aggression

b. Identify the target replacement behavior for each of the problem behaviors. (What do
you want the students to do instead of the problem behavior?)

For temper tantrums I would shift my attention away from this student and adjust
to the rest of the class. Jumping in after a temper tantrum could only make things
worse. The student should try to relax and calm theirselve down alone. Count

backwards from 10-1 in their seat and if this doesnt work talk to the teacher.
The use of inappropriate language can be replaced by using different words. For
example if the child continues to say (I hate), the child should replace hate with

(dislike).
As a teacher you will notice when your student is near a violent episode or burst
of aggression. Having a certain hand gesture or sign with this student can let them
know that they need to keep it cool. At this point the student should try to
communicate with what the problem is. (For example: talk to whatever is making
the student feel this way and why they are unhappy).

C. Select the behaviors that have high priority for intervention.

I believe that Temper tantrums and aggression have a high priority for
intervention.

2. Describe a token system you will use with your class. Explain the schedule of
reinforcement. Explain how you plan to implement the token system for group
reinforcement and individual reinforcement.
- The token system that I will use in my class will be with fake class money, but will be
replicas of real money. This will be a good way to not only reward the class but to also
teach them the value of money and of saving. There will be a class store that will consist
of low and high desired items. Some of these items might be material objects such as toys
or puzzles, but it might also consist of a no homework pass, or social time with a friend,
or extra computer time etc. Depending on what the class desires as a whole, certain items
will cost more money in the class store. The schedule of reinforcement will be immediate
feedback for the students. The reinforcement token will be both visual and regular so that
the students can know when they are on track and have an idea of what is expected of
them. We will be using an independent group reinforcement system. An example of when
the token system would be used for independent group reinforcement would be if the
entire small group working together is on task, working quietly and efficiently to get the
work done and if all members are participating, then that group would all earn a token.
The teacher might announce to the class I see that group two is following directions,
they are staying on task, and they are respecting their group mates, so they have earned
themselves a dollar, and then that group can figure out how to distribute the dollar
evenly amongst themselves. For individual reinforcement implementation of the token
system will be based upon general class rules and also individual expectations and goals.
For instance, if there is a challenging time that the student is having (example of

transitions) then if the student does a successful job in that area then they would receive a
token.

Step 7 #3- Discuss how you will use a group reinforcement system that we discussed in
class for a small group reinforcement and class reinforcement.
- Interdependent reinforcements are where everyone in the group is contributing to get a
token. An example that could be used in class for this is to have a jar that gets filled up
with marbles. The token (marble) will be announced and get placed in the jar for good
class behavior (perhaps problem areas, like lining up or being quiet or good reports for
specials etc.). Students can watch as the jar grows fuller and will be able to get excited
and encouraged for positive behavior. This might also encourage them to remind their
peers to also stay on task. Once the jar gets full, the class will do something special as a
whole. Some examples might be a pizza party, extra recess time, a fun Friday including a
movie.
Independent reinforcement is where an individual accountability adds up independently
for the group. All students in the class will participate and will have equal rights to the
terms for the token system. The token systems for the class will be our tokens (fake
money) and also our marbles jar.
Dependent reinforcements are all based on one student. An example might be a student
who has trouble talking during tests or quiet assignments. If this student can work on not
disrupting others during tests, then they can win a movie for the whole class to watch.
This gives that student peer attention and pressure to be able to get the task done.

3. Describe how you will teach the system to your students.

- Introduction of the token system will begin by talking about other ways that teachers
have rewarded them in the past for positive behavior (stickers, stamps, smiley face chart
etc.). The token system will be introduced on the first day of class when we are going
over classroom rules and expectations for the class. An effective way of teaching the
system to students would be to model and demonstrate it to them for the first couple of
days until they catch on. For instance, the teacher will comment on to the class a student
that is on task and doing the desired behavior, and announced that they will be receiving a
token for whatever the desired behavior of the general class might be (example- working
quietly and keeping hands to themselves). This way students who are not on task or have
difficulty staying on task will have an example of how they should be behaving.
4. Describe how you will monitor the effects of the system on decreasing targeted
behaviors and increasing replacement behaviors. How will you record and graph the
number of tokens earned for demonstrating individual replacement behaviors and for
group reinforcement for demonstrating class expectations.

- A way to monitor the effects of this system on decreasing targeted behaviors and
increasing replacement behaviors will be by keeping a chart. This chart can either be
visual for students to also see or it can be just an individual chart on the computer for the
teacher to see. Each student will have a slot on the chart and the teacher can briefly
record how much money that they earned and what positive behavior that it was earned
for. This chart will help the teacher to be able to keep track or positive behaviors. The
chart will be displayed in the classroom so students can check their daily totals over

several of weeks. This visual will let students know how they are doing and is important
for students for goal setting. The students will be able to see if theyre behavior is going
up or down based on positive or negative outcomes. There will also be a class bank for
the tokens system. Each week, I can choose a new student to be the banker and to keep
track of money earned for other students on a chart. There can be a weekly chart on the
board that has pictures of the money and who has earned that money for each day. This
way students can monitor how much money that they have. The class banker can add up
each students total for the week to be able to either cash in or save their money. Every
Friday, we will be able to cash in money for prizes.

Step 7
1. Develop a contract for one of your students. Explain how this contract will work with
the token system in your classroom.
Student #2, Ryan struggles with his 1st grade level reading skills three levels
below as he is in the fourth grade. He will write up a contract with his teacher that he will
read ten pages a night at home and keep a journal. This journal should talk about whats
going on in the story and/or thoughts and feelings of the book. Each week Ryan should
bring this journal to his teacher so she can examine it and make sure he is agreeing with
the contract. The teacher should also give him feedback and answer any questions that
Ryan might be confused about in his book. This will create better communication
between Ryan and his teacher and also show if his reading comprehension is improving.
For the contract to work with the token system, Ryan will receive $3 of class money to

spend as long as he completes thorough journal entries and is reading at his classroom
level. This will encourage Ryan to keep progressing in his reading comprehension level.
2. Write a description of how you will use stimulus control with your students.
Stimulus control that we could do with our students would be to clap two times
quickly. Once the students hear the teacher do this, then it means that they need to be
completely quiet and still and give eyes and ears to the teacher. The teacher can use this
technique in order to grab the attention of the students. By the teacher using a body
movement and sound by clapping, it is an accessible way to get attention. For example, if
the students were walking from their classroom to recess and began to get rowdy, the
teacher could stop the line at a corner and clap twice to be able to grab attention and to
give further instruction. Also, if the teacher had the class in the library or computer lab,
he or she would be able to use the clapping stimulus. If the teacher used a stimulus
control like a bell, or whistle then he or she would have to carry it around all day.
3. Discuss how you will use a group reinforcement system that we discussed in class
(independent, interdependent, and dependent) for small group reinforcement and class
reinforcement. (See #2 of step 6)
4. Write a detailed description about how you will implement at least two of the selfmanagement techniques discussed in your text (self-instruction, self-monitoring, selfevaluation, self-reinforcement) with one of your students.
Carley is a student in our fourth grade class that has an emotional disturbance
disability. Lately she has been causing disturbances in the class because she has been
resisting following teachers instructions. For this behavior, we will try to use social
stories about being a good listener and following instructions. This would be an example

of self-instruction. Carley is at a very low reading level, so an assignment that we could

do with Carley (or possibly with the entire class if there are more students than just
Carley who are having difficulty with listening, paying attention, or following
instructions) would be to read a social story to remind Carley (and the other students) of
how to follow instructions. Since drawing is one of Carleys interests, she (and the class
if there is an issue) could create her own social story using pictures and words that
demonstrates how to follow instructions. This would be a good reminder for Carley to
look back on and to see what she needs to do to remember how to follow instructions.
This would also be utilizing the students interest, therefore it might be a fun activity that
she might enjoy taking part in while also learning how to practice appropriate behavior
techniques.
Another self-management technique that we will try with Carley will be a selfevaluation. Carley will graph her own progress of how well that she is doing. For
example, after each subject or period, Carley will self reflect on a point sheet and
evaluate how she did in that class. Using technology is another one of Carleys interests
so being able to graph how she is doing might be a fun and interactive way for her to
monitor her behavior and to see where her areas of improvement need to be or maybe
what she has recently improved on. There will be guiding questions based on her
behavior that she will have to reflect upon for the day and see how she did in certain
areas. Carley and the teacher will discuss realistic expectations and talk about goal setting
and how she can work on improving certain behaviors. Using a graph on the computer
will be an engaging and motivating way for Carley to track her behavioral progress.

Step 8

1. Write a detailed description of how you would use each of the following in your
classroom. Remember that each strategy must be used correctly and ethically.
a. Differential Reinforcement of Incompatible Behavior (DRI) is where the teacher
cannot physically force the student to do a desired behavior. An example in the
classroom would be if a student is continuously tardy to class, then instead of
nagging that student, the teacher could instead praise that student and reward the
student with a class dollar for coming to class on time. It is important that the
teacher focuses on the positive aspects of a situation so that attention is given to
the desired behavior.
b. Differential Reinforcement of Alternative Behaviors (DRA) is where the teacher
will praise the positive behavior of a student who is on task. An example in the
classroom of this would be when there is a student who has an issue with calling
out in the classroom. Instead of yelling at that student for calling out, the teacher
could praise another student for raising their hand. When the student who has a
problem with calling out uses the replacement behavior they will also receive a
token. The purpose of this is so that students will end up replacing negative
behaviors and demonstrating positive behaviors.
c. Differential Reinforcement of Lower Levels of Behavior (DRL) is a steady
behavioral intervention. This is not the type of reinforcement that would work
with dangerous and aggressive types of behavior. To use this in the classroom, the
teacher would use scaffolding to see by percentage how less that their negative
behavior gets. An example in the classroom would be with a student who is
possibly shy or that does not work well with others. When the teacher is doing
small groups in the classroom, this student might have troubles in participating or

getting along with others. As the student progresses, the teacher will give tokens
for positive and desired behavior of working well with others. The teacher will
give tokens fifty percent of the time, and then the following week the student
might earn tokens forty percent of the time and so on.
d. Differential Reinforcement of Zero Levels of Behavior (DRO) is where the
student has not produced any of the negative behavior in a certain amount of time.
An example in the classroom would be if a student has an issue with being able to
sit still. The teacher would make a point to say Good job Timothy, you have been
able to sit still for the entire math lesson. The teacher would then give timothy a
class dollar.
e. Extinction is the first level of time-out. Extinction is also known as planned
ignoring. For this to be effective, the negative behavior should be ignored for an
extended period of time. Extinction works well when paired with vicarious
reinforcement. The teacher will not give them attention for negative behavior but
will offer a visual model of a student who is showing positive behavior. For
instance, if a student has an issue with keeping their eyes on their own paper, then
the teacher could make a point to comment on a student who focuses on their own
paper and work. The student who is doing the desired behavior will then get a
token. In addition, the teacher can provide incentives for students who choose to
ignore the behavior of the negative behaving student. For example, a student that
is disruptive to get the attention of the teacher and classmates by making
inappropriate jokes would then not be paid any attention.
f. Response Cost takes away something desirable to decrease inappropriate
behavior. This should not be used daily, and should be reserved for extreme
behaviors. The student must have earlier earned reinforcement so that they do not

become discouraged when it gets taken away. Also this will help to bring the
connection to the student about engaging in appropriate behavior and earning
privileges. An example of using response cost might be if Billy hit another
student, then the teacher would explain in a calm manner to Billy the behavior
that he did wrong and what privilege he would be losing (like has to sit against the
wall for fifteen minutes of recess). Billy chose to calm down and sit and think
about what he did. Billy thought about how he could handle the situation instead
of taking it out on other students before showing the teacher that hes ready to be
respectful to join the rest of the class.
g. Time Out has three different types that could work in the classroom. Inclusion
timeout is where the student is still participating with the rest of the class but
perhaps lose the ability to still earn tokens during this period. Contingent
observation is where the student is removed from the direct class activity but is
still able to watch but not participate. An example in the classroom would be if
Billy is disrespectful to a classmate during a reading discussion and sticks his
tongue out at that student. The teacher would then direct Billy to sit quietly in a
time-out chair where he would still observe the lesson but would not be actively
participating. Exclusion time out is where the student is totally excluded from the
class and the lesson. Exclusion time out could be where the student has to sit in
another classroom by themselves, or where they go to a three sided desk facing
the wall so that they cannot see classmates. Exclusion time out could be used if
Billy decided to push another student out of the way because he wanted to be the
first to enter the classroom from lunch.