Kaitlyn Osborne Teacher: Greg Taylor Practicum Placement: Unity Junior High, Tolono Target Student: P.M.

Applied Project Student Description: P.M. is a female student who is currently fourteen years old and in the eighth grade. She attends Unity Junior High School and has been in the Tolono school system Functional Life Skills program since kindergarten. P.M. follows a Functional Life Skills curriculum and her day consists of mainly self-care skills, functional academics, vocational training, job sampling, community-based instruction and general education choir. P.M. has been diagnosed with multiple disabilities (cognitive, motor, speech/language) that impact her ability to acquire academic and self-care skills at the rate that is commensurate with her peers. P.M. communicates verbally and has a complete vocabulary. She is an extremely social student. In regards to P.M.s social and expressive communication skills, she has some areas of improvement. P.M. is always looking to gain attention from the teachers or others around her. She has great difficulty with not speaking out during class, activities, or in her free time. If she is not having a conversation with someone she will try to get anyones attention and if she fails, she will act out in order to gain attention from the teachers. Operational Definition: The target behavior is when the student falsely states that she has wet her pants (by saying I peed my pants) or pooped her pants (by saying I pooped my pants) or actually peeing or pooping in her pants. Examples of this behavior are when the student says, I peed my pants, I pooped my pants, or when she physically pees or poops her pants. Non-examples of this behavior are when the student says, I need to use the restroom or I need to go to the bathroom

Summary of A-B-C Charts: When recording on the antecedent, behavior and consequence chart I determined that P.M.s behavior had a very stable pattern. Although the setting events that may have occurred prior to P.M.s target behavior were never determined the antecedent events were always that she was alone and not receiving any attention from teachers or other staff members. For example the antecedent events were usually that she was doing an independent vocational job, an independent worksheet, or was in a group class, which are all activities where she could not directly receive teacher attention. The different behaviors I observed while recording on the A-B-C chart were that she would say, I peed or I pooped when she was not receiving attention from teachers or staff. This behavior had one of two consequences that I recorded. When she said either I peed or I pooped the teacher would either give her a verbal redirect (attention) or the teacher and staff ignored her behavior. The verbal redirect that the student normally received after saying, I peed or I pooped was either P.M. go to the bathroom or P.M. get back to work. However, whenever the teacher ignored P.M.s target behavior, the student then portrayed another problem behavior. If P.M. said I peed or I pooped and the teacher ignored this, then usually P.M. would physically pee or poop her pants. The consequence for P.M. physically peeing or pooping her pants would be that the teacher would have to go with her to the bathroom to help her clean up and she would be able to talk to the teacher while she was helping her. The benefits that were discovered by performing the A-B-C chart were that P.M.s function behind her problem behavior were basically discovered. She would not perform this problem behavior unless she was alone and not receiving teacher attention. Also, it was a great benefit that I discovered that P.M. only physically peed or pooped her pants when her first problem behavior was completely ignored. Discovering the function behind her behavior was extremely important because P.M. is growing older and she should not be performing these behaviors at this age, or when she enters high school next fall. Discovering the function to her behavior will allow her teachers to implement an intervention that could stop this target behavior.

Summary of Functional Assessment Interview: Interviewee: I interviewed my cooperating teacher, K.L. Although I have only had K.L. as a cooperating teacher for one semester she has had P.M. for a student for her sixth, seventh, and eighth grade years. There were no problems encountered during this process but there were many benefits such as learning a mass amount of information about my student that I did not know. This information is all summarized below. Summary of Functional Assessment Interview: Describe the Problem Behaviors: Performing the Functional Assessment Interview was very advantageous in order for me to learn about P.M.s problem behavior. After performing the FAI I learned that P.M. usually says, I peed approximately fifteen times a day and I pooped also approximately fifteen times a day. Also, I discovered that she usually pees her pants approximately two times a day and will poop her pants approximately one time a day or none, depending on the day. During this interview I also learned that if P.M. says I peed or I pooped and the teacher ignores this behavior, she will physically pee or poop her pants most of the time, and this was proven true while I was performing my A-B-C charts. Define Ecological Events that may Predict the Problem Behaviors: The only medication that the student takes is growth hormones, which the teacher does not believe affects the students behavior. However, the teacher stated that approximately once a year the student goes through a growth spurt that lasts approximately one month. She states that during this growth spurt the student regresses in her academics and vocational skills and portrays a lot more problem behaviors. Also the teacher stated that the student portrays problem behaviors mainly in the morning when she has her vocational attendance job, and functional reading and math. Define Antecedent Events that may Predict the Problem Behaviors: During this part of the interview, I determined that the problem behavior most likely occurs during functional reading and math, during her attendance job, and choir which are times when she is not directly receiving teacher attention. I also discovered that the times when she is less likely to perform the problem behavior was when she was at lunch surrounding by peers, physical education where she works one on one with a teacher, cooking when she also works one on one with a staff and other activities that she thoroughly enjoys. I also discovered that she portrays these behaviors only when she is trying to gain attention from her adult teachers, it does not occur around her peers. Identify the Consequences of the Problem Behaviors that may be Maintaining them: Out of this section of the interview I determined that the behavior of her saying I peed or I pooped are maintained by the teacher giving her attention in the form of a verbal redirect. I also discovered that when the student physically pees or poops

her pants it is maintained by the teacher having to give the student attention because she has to help her clean up. Overall Efficiency of Problem Behaviors: The overall efficiency of P.M.s problem behaviors is high efficiency. For the majority of these behaviors they do not require a lot of physical effort, the student immediately gets teacher attention which is what she likes, and the behavior is immediately rewarded when it is performed. Functional Alternative Behaviors P.M. Already Knows How to do: Some alternative behaviors that could replace this problem behavior would be that she could use a card to hold up whenever she would like to talk to a teacher, or she could raise her hand and ask, Can I talk with you? These behaviors would have the same outcome that the student is looking for (teacher attention) but it would be socially and age appropriate. Primary Form of Communication: The student communicates verbally. She uses complex speech to communicate to others. She can follow complex, multiple step directions, and responds verbally to yes and no questions. History of Undesirable Behaviors: This has been a problem since the student has been in elementary school (which is as far back as she knows the student). This behavior could have potentially been a problem before elementary school. Summary Statement: The summary statements after performing the Functional Assessment Interview are: When P.M. is not receiving attention from the teacher she will say I peed or I pooped in order to gain attention from the teacher. When P.M. does not receive teacher attention when she states I peed or I pooped she will physically pee or poop her pants in order to gain attention from the teacher.

Results of Functional Assessment Observation: Summary of FAO: When performing the Functional Assessment Observations, I discovered that my summary statement gathered from the A-B-C charts and the teacher Functional Assessment Interview was correct. The FAO shows that the predictor of the behavior is almost always that P.M. is alone and is not receiving attention from the teacher. This predictor then causes the problem behavior to occur. When P.M. is not receiving attention from her teacher she will usually say I peed or I pooped in order to gain their attention. Also, the Functional Assessment Observation showed that when her problem behavior was not recognized (P.M. saying I peed or I pooped) and the teacher ignored it, she would almost always physically pee her pants in order to gain attention from the teacher. There were no real changes that I encountered after performing the Functional Assessment Observations. I performed the FAO over two different days. Each day I observed the first four class periods of the day when the A-B-C charts, and the Functional Assessment Interview determined the problem behavior was most likely to occur. Before performing the FAO the cooperating teacher and the A-B-C charts showed that P.M. would perform these target behaviors whenever she was alone and not receiving attention, and she performed these behaviors in order to gain attention from a teacher or staff member. After performing the FAO I discovered that P.M. was indeed performing these problem behaviors in order to gain attention from the teacher. The major benefit of the FAO was that during this observation was that we verified that when the students verbal problem behavior (I peed or I pooped) occurred, if it was not acknowledged by the teacher she would usually physically pee or poop her pants in order to assure she would get attention from the teacher. There were no problems encountered during these observations.

Functional Analysis Manipulations: Two Hypotheses: 1. When P.M. is alone and not receiving teacher attention, she will either say I peed or I pooped my pants or physically pee or poop her pants in order to gain teacher attention. 2. When P.M. is performing a non-preferred activity, she will either say, I peed or I pooped my pants or physically pee or poop her pants in order to escape a non-preferred activity. Data to Support Hypothesis: The data that supports hypothesis #1 When P.M. is alone and not receiving teacher attention, she will either say I peed or I pooped my pants or physically pee or poop her pants in order to gain teacher attention is shown in the A-B-C charts as well as the Functional Assessment Interview and the Functional Assessment Observation. In the A-B-C charts the antecedent to the problem behavior was that she was not getting teacher attention. The student was usually performing work that was supposed to be independent work and so the teachers would often silently re-direct her using a No Talking sign or a gesture that is used in the classroom to signify that the students should get back to work. Also in the Functional Assessment Interview, the teacher stated constantly that P.M.s target behavior occurred when she was not receiving teacher attention and that she was performing these behaviors to gain attention from the teachers. She also stated that she was never trying to get the attention of any peers, it was specifically adults. The Functional Assessment Observation also showed that P.M. was performing the behaviors in order to gain attention from a teacher. It also reinstated the fact that the predictor to these target behaviors was that she was alone and not receiving teacher attention. The data that supports hypotheses #2 When P.M. is performing an non-preferred activity, she will either say I peed or I pooped my pants or physically pee or poop her pants in order to escape a non-preferred activity was shown in the Functional Assessment Interview and in the Functional Assessment Observation. The teacher stated that the problem behaviors could potentially be occurring because she also wanted to escape an activity that she was doing because she did not like it. Although the teacher believed that the main reason the problem behaviors were occurring was to gain teacher attention, she stated that it could potentially be that she wanted to escape an activity that she did not enjoy. Also during the Functional Assessment Observation on November 12, 2012 during third hour functional reading the student stated that she peed her pants and I believed that she was trying to escape an activity that she did not want to perform because during that time she was receiving full attention from the teacher. Description of Functional Analysis Manipulations:

For hypothesis #1, When P.M. is alone and not receiving teacher attention, she will either say I peed or I pooped my pants or physically pee or poop her pants in order to gain teacher attention, I decided that I would perform a Functional Analysis Manipulation in which I would manipulate the antecedent to this problem behavior. I would perform this Functional Analysis Manipulation by performing an A-B-A-B research design. Throughout this whole FAM I would observe the student during the first four class periods of the school day. For the A part of the research design I would stand by the student at all times throughout the class periods and whenever she wanted to speak to me I would give her my full attention whenever she wanted to communicate. Throughout this section of the FAM I would tally how many times the problem behavior occurred. For the B part of the research design I would not be in close proximity of the student when she was performing her work and I would not provide teacher attention to her. Although during this section of the research design if she exhibited the problem behavior (saying I peed or I pooped) I would provide a very quick, brief verbal redirect of Get back to work P.M. to eliminate the students problem behavior when she actually pees or poops her pants. During the B part of the FAM I would also tally how many times the problem occurred. For hypothesis #2, When P.M. is alone and not receiving teacher attention, she will either say I peed or I pooped my pants or physically pee or poop her pants in order to escape a non-preferred activity, I would perform a Functional Analysis Manipulation in which I would manipulate the antecedent to this problem behavior. I would perform this Functional Analysis Manipulation by performing an A-B-A-B research design. Throughout this whole FAM I would observe the student during four different days. Days one and three would be for the A part of the research design and for this day I would only observe P.M. during preferred activities that she enjoys like free time, lunch, physical education and recess. During this I would tally how many times the problem behavior occurred. Days two and four would be the B part of the research design and for this day I would only observe P.M. during non-preferred activities that she does not enjoy like academic content, vocational training, and general education classes. During this I would tally how many times the problem behavior occurred. Implemented Functional Analysis Manipulation: There was more substantial data that showed that P.M. was most likely performing the problem behaviors in order to gain attention from the teacher. Therefore, I decided to implement the FAM in order to assure us that this was the function behind P.M.s problem behavior. The results of the Functional Analysis Manipulation verified the hypothesis, When P.M. is alone and not receiving teacher attention, she will either say, I peed or I pooped my pants or physically pee or poop her pants in order to gain teacher attention. When the student had full teacher attention (A part of the research design) she only performed the problem behavior approximately one time throughout all four class periods (Attendance job, functional reading, functional

math, and choir) during the day that were observed. However, when the student did not receive full teacher attention (B part of the research design) she performed the behavior thirteen times one day and nine times the other days.

Preference Hierarchy/Reinforcer Assessment Results: Interview Summary: I performed the interview with paraprofessional. My rationale for choosing to interview the paraprofessional was because she worked with the student while she was in elementary school and then when she came to junior high, the paraprofessional transferred to stay with this student. When P.M. is not working with me throughout the morning she is usually paired with the paraprofessional so I believed that she would have the most insight on what P.M.s preferences were. Preference Hierarchy List and Rationale: After interviewing the paraprofessional who is very close to P.M. she came up with a list of her top eight preferences that would most likely be useful for instructional purposes. The top eight preferences are as follows: 1. Attention (Talk Time) 2. Noodles 3. iPod with her choir songs on it 4. Pressure from the teacher 5. iPad (Games like Coffee Maker) 6. Cards 7. Animal documentaries 8. Time for dancing to music I performed the preference assessment with the student four different times until results were stable. I performed the assessment on December 3rd, 4th, 5th and 6th, all at different times throughout the day to see if that affected the students preferences. The outcomes of the preference assessment were as follows: The students first preference was having Talk Time with the teacher. After that the student then picked receiving pressure from the teacher. Pressure is where she gets her arms and hands squeezed (used as a calming mechanism for her). The next choice she made was noodles. Noodles were followed by the iPad to play games like her personal favorite, Coffee Maker. The last choice that she chose was playing cards. After the preference assessment the follow is the Preference Hierarchy List: 1. 2. 3. 4. 5. 6. Talk Time Pressure Noodles iPod with choir songs iPad with preferred games Cards

The rationale for choosing Talk Time as the students number one preference was because the paraprofessional deemed that attention was what P.M. would prefer most out of anything. Also it was deemed as the first preference because the student chose this option the first all four trials of the preference assessment and it is a very efficient preference. The rational for choosing pressure for the second preference

because the student chose this preference second all four trials of the preference assessment and the paraprofessional said that it was also one of her favorite activities. Also, pressure is an efficient reinforcer because no other materials are needed for this reinforcement besides the teacher and the student also receives some attention from the teacher during pressure. The third preference in the hierarchy list was noodles. This was choose because the student choose noodles third out of all of the preferences every trial and also because the student enjoys both cooking the noodles and eating them. The fourth preference in the hierarchy list was the iPod, which has all of her favorite songs from choir class on them. This was determined to be a preference because the student chose it fourth every time during the preference assessment and it would be a good independent reinforcement to use. The fifth preference chosen was an iPad, which holds her preferred games. The reason this was chosen as a preference because the paraprofessional deemed it as a preference for the student and the student also enjoys listening to this music often. The last preference chosen was cards. This was chosen for the last preference because the student picked it out last out of all of the other preferences.

Data Collection Technique and Rationale: Name: P.M. Definition of behavior being recorded: The target behavior is when the student falsely states that she has wet her pants (by saying I peed my pants) or pooped her pants (by saying I pooped my pants) or actually peeing or pooping in her pants. Examples of this behavior are when the student says, I peed my pants, I pooped my pants, or when she physically pees or poops her pants. Non-examples of this behavior are when the student says, I need to use the restroom or I need to go to the bathroom Instructions: This frequency data sheet is used to record each instance of the target behavior. Each time the behavior occurs, the observer puts an X or a check mark in the box. Obs Initials Date/ Time 1 2 3 4 5 6 7 8 9 10 Daily Total

Rationale: The reason why I choose to use a frequency data chart is because the problem behavior only occurs a few times throughout each class period (at most). This frequency data sheet would be useful because every time the student portrays the problem behavior you could just simply put an X on the data sheet. The reason why I did not decide to use duration recording is because the student is not performing a behavior that occurs for an extended amount of time, she simply either says, I peed or I pooped or physically pees or poops her pants so it is a quick behavior. My rationale for choosing this was because it would be the most efficient, organized and logical way to collect data for this problem behavior.

Inter-Observer Agreement (IOA): How Inter-Observer Agreement was gathered: Inter-Observer Agreement was gathered on the last day of baseline data, December third. To gather Inter-Observer Agreement, I decided to have the paraprofessional attend all four of the first class periods with P.M and me. During these class periods I gave the paraprofessional the operational definition and told her how to record how many times the problem behavior occurred. I informed the paraprofessional that every time the student portrayed the problem behavior she was to put an X in the box for the specific class period (either first, second, third or fourth period). Result of the Inter-Observer Assessment: The results of the Inter-Observer agreement were that we had one hundred percent agreement on the time of times P.M. portrayed the problem behavior. During first hour P.M. performed the target behavior three times and both the paraprofessional and myself recorded three. For second hour the paraprofessional and myself both recorded that the problem behavior only occurred one time. For third hour we both recorded that the problem behavior was exhibited two times and for fourth hour we both recorded that the target behavior occurred twice. Overall throughout the first four hours of the school day we both recorded that the problem behavior occurred eight times. Overall, for the Inter-Observer Agreement the paraprofessional and myself had 100% agreement.

Reference List Lalli, J.S., Casey, S.D., & Kates, K. (1997). Noncontingent reinforcement as treatment for severe problem behavior: Some procedural variations. Journal of Applied Behavior Analysis, 30, 127-137 Carr, J.E., Bailey, J.S., Ecott, C.L., Lucker, K.D., & Weil, T.M. (1998). On the effects of noncontingent delivery of differing magnitudes of reinforcement. Journal of Applied Behavior Analysis,31, 313-321. Mruzek, D.W., Cohen, C., Smith, T. (2007). Contingency contracting with students with Autism Spectrum Disorders in a public school setting. Journal of Developmental & Physical Disabilities, 19, 103-114 Cook, M.N. (2005). The disruptive or ADHD Child: What to do when kids wont sit still and be quiet. Focus on Exceptional Children, 37:7, 1-9

Lalli, J.S., Casey, S.D., & Kates, K. (1997). Noncontingent reinforcement as treatment for severe problem behavior: Some procedural variations. Journal of Applied Behavior Analysis, 30, 127-137 Article Review Purpose of the Study: Non-contingent reinforcement (NCR) is a common intervention that is used to treat problem behavior. However, most studies use continuous access to tangible reinforcements paired with extinction to treat problem behavior. The purpose of this study was to investigate NCR by using a three-phase study. The first phase was a functional analysis to see what was maintaining the problem behaviors, which showed that the problem behavior was maintained by tangible positive reinforcement. In Phase 2, treatment started with the initial NCR interval based on the latency to the first problem behavior during baseline (Lalli, et. al, p. 127). Phase three was conducted to see if extinction was a necessary component of NCR, so they performed NCR without extinction. Results of the Study: The results of Phase 2 of this study showed that you did not need to begin NCR with continuous access to reinforcement. This study showed that when you start using NCR with a leaner schedule of reinforcement was actually more effective than beginning with continuous reinforcement then fading it out. In Phase 3 of this study the results also showed that extinction was not a necessary part of NCR. Although they only did this phase with one individual so the results cannot be certain. How it Relates: This study relates to my project because I am using a type of noncontingent reinforcement in order to help treat my students problem behavior. The main phase of this study that I used was Phase Two. *Although in Phase One of this study they performed a functional analysis to determine why the problem behavior was occurring, I had already performed this analysis. Phase Two of this study showed that you should determine how often the students problem behavior occurs (for P.M. is was about every five minutes that she did not have teacher attention). After this is determined you can implement the reinforcement at a schedule of every five minutes. This study showed that this method of NCR was more effective than allowing the student to have continuous reinforcement in the beginning of the intervention like other studies have shown.

Carr, J.E., Bailey, J.S., Ecott, C.L., Lucker, K.D., & Weil, T.M. (1998). On the effects of noncontingent delivery of differing magnitudes of reinforcement. Journal of Applied Behavior Analysis,31, 313-321. Article Review Purpose of the Study: The purpose of this study was to determine how different rates of non-contingent reinforcement can affect the students problem behavior. The participants in this study received their reinforcement on a fixed time intervals but they all had varying amounts of reinforcement that was provided to them (their portions of food were either high, medium or low). Results of the Study: The results of this study showed that the high magnitude of the non-contingent reinforcement produced extremely less amounts of problem behavior for these individuals. It also showed that the individuals that were placed in the medium amount of NCR showed fewer reductions than the individuals in the high amount of NCR, but still less than they portrayed at the baseline level. Also, this study showed that the individuals that were engaged in the low level of NCR showed just slightly less problem behaviors than they portrayed at baseline. Overall this study showed that the amount of reinforcement that is provided to the individual can have a profound effect on how effective an intervention is going to be with a particular student. How it Relates: This study relates to my intervention because it helped me to determine the amount of reinforcement that I would be providing to my student. For scheduled attention sometimes the teacher would just slightly pat the student on the back in order to convey that they are doing well during the class period. However, after reading this article I determined that the scheduled attention that I would provide to my student would be more in depth reinforcement in order to have this study be as effective as possible. I determined that my scheduled attention would be providing the student with specific verbal praise about what she is doing, giving her a few quick words on encouragement, or making direct eye contact with the student and smiling. I believe that since these are more in depth types of reinforcement that it will be effective for her.

Mruzek, D.W., Cohen, C., Smith, T. (2007). Contingency contracting with students with Autism Spectrum Disorders in a public school setting. Journal of Developmental & Physical Disabilities, 19, 103-114 Article Review Purpose of the Study: The purpose of this study was to determine whether or not behavior contracts were useful for students with Attention Deficit Hyperactive Disorder and who were on the Autism Spectrum Disorder. The two participants in this study were a nine year old with Autism and a ten year old with ADHD. Both of these students engaged in challenging behavior throughout the school day like inappropriate vocalizations, tantrums and physical aggression. An individualized behavior contract was implemented for both of these students. Results of the Study: The results of this study showed that the behavior contracts were both very effective for both students. Both of these students who had the behavior contracts implemented showed immediate and successful increases in their good behavior. How it Relates: This study relates to my intervention because for my consequence based intervention I decided to implement a behavior contract for P.M. This study showed that it was such a successful intervention that I decided it would be beneficial to implement one for my students. This journal article also showed me how to successfully introduce this behavior contract for my student. I first made an individualized behavior contract, held a meeting then followed the steps that this article outlined in order for the behavior contract to be implemented successfully.

Cook, M.N. (2005). The disruptive or ADHD Child: What to do when kids wont sit still and be quiet. Focus on Exceptional Children, 37:7, 1-9 Article Review Purpose of this Study: The purpose of this article was to review different types of interventions that have been proven successful for very disruptive students. They investigated different interventions like anger management, problem solving social skills, strategies for improving attention and strategies for improving compliance. The main part of this article that I focused on was behavioral contracts. Results of this Study: In regards to behavioral contracts this article showed how to determine the target behaviors to focus on, how to track the behavior of the students, and how to distinguish a rewards menu. For this rewards menu they said that the rewards need to be focused on what the student really would find rewarding in order for this intervention to be effective. How it Relates: This study helped me to write my behavioral contract for my student. This study outlined the most important aspects of how to write and implement a behavior contract for a student. I followed the instructions for writing a behavior contract in this study and I was able to follow an example of a behavior contract in this study and write one that I would find effective for my own student.

Intervention Program:
Antecedent Based: Hypothesis Formed: When P.M. is alone and not receiving teacher attention, she will either say I peed or I pooped her pants or physically pee or poop her pants in order to gain teacher attention. Intervention: For the antecedent based intervention I decided to give the student scheduled attention throughout the class periods in which the behavior is most likely to occur (Attendance job, functional reading, functional math, and choir class). Also, for this intervention the teacher and all other staff must ignore the problem behavior (i.e. they must not respond to the student when she says I peed or I pooped). Although, if the problem behavior cannot be ignored then the teacher must provide a very brief, quiet, and neutral redirect for the student. The rationale for choosing scheduled attention is because this intervention strategy has been shown to decrease the amount of time the problem behavior occurs. Frequency: I decided to give the student scheduled attention in a frequency of every five minutes. The rational for giving P.M. scheduled attention every five minutes is because throughout the observed class periods, I noted that P.M. usually performs the problem behavior if she does not receive any teacher attention within the past five minutes. *Note: The positive teacher attention must not be connected to the problem behavior. For example it has been four minutes since the teachers last positive attention and the student has portrayed the problem behavior then the teacher must not provide teacher attention for another two minutes. Type of Positive Teacher Attention: The type of teacher attention that will be given to the student will be determined on the activities that are going on within the classroom. This positive teacher attention must be done quickly so it does not disrupt the classroom instruction and it must be something that the student deems rewarding. Examples of positive attention that could be given to the student are: Making eye contact and smiling at P.M. Give brief, specific praise to the student about her work (Good job washing the dishes P.M.) Select student to carry out a classroom task that they enjoy (For example, passing out the papers) Give students a few encouraging words (Keep working on that project P.M., you are doing good!)

Also, at the end of every class period when P.M. has successfully finished her work she will also receive Talk Time with a staff member of her choosing. Talk Time is

when P.M. receives teacher attention for five minutes uninterrupted. *For more information on receiving Talk Time refer to Consequent Based section below. Fading Scheduled Attention: Over time, the problem behavior should start to decrease substantially because the student is still receiving the teachers attention that she craves so much, and she does not even have to perform a problematic behavior to receive it. Once the teacher determines that the problematic behavior has decreased substantially the teacher will begin to increase the minutes between the scheduled attentions. The first week that the scheduled attention will be faded the teacher should wait six minutes between the schedule attentions. If the behavior still is not occurring then the next week the teacher should wait seven minutes in between the scheduled attention and this pattern will continue until the teacher is just providing the student with scheduled attention occasionally. During the fading process if the student starts to portray the problematic behavior again, the teacher can temporarily begin to start providing scheduled attention on the schedule of every five minutes until the students behavior improves. In terms of the Talk Time at the end of every class period, when the students behavior has decreased substantially the teacher should begin to only provide five minutes of Talk Time after every other class period. If the behavior is still not occurring often, the next week the teacher could fade the Talk Time to one time throughout the four class periods. Alternative Skill: The alternative skill that will be taught to this student in order to compete with the problem behavior will be teaching the student to ask Can I have Talk Time with you? This alternative skill will be successful because during the first four class periods of the day (when the problem behavior usually occurs) the student is usually working one on one with a staff member. Therefore, having Talk Time with the staff member will not be interrupting classroom instruction. Teaching the Alternative Skill: In order to teach the student this alternative skill a time delay method will be implemented in order to teach the student how to use this skill instead of using her problematic behavior. After performing the functional behavior analysis, I determined that right before the student performs the problem behavior she always stares at the teacher and smiles. Right after she does this and the teacher does not respond she usually says, I peed or I pooped. In order to teach this student to use the alternative skill a time delay method will be used. *0 Second time delay= The student smiles at the teacher and the teacher will then give the Sd: Do you want to talk? Ask for Talk Time? After the student asks for Talk Time she gets two minutes of Talk Time. After two weeks of instruction move on to a two second time delay.

*2 Second time delay= The student smiles at the teacher and the teacher will then wait two seconds for the student to ask for Talk Time. If the student does not ask within two seconds then the teacher will provide the Sd Do you want to talk? Ask for Talk Time? Then the student will receive two minutes of Talk Time. After two weeks of instruction move on to a four second time delay to a six second time delay, etc. until the student is asking for Talk Time instead of performing the problem behaviors that she previously was. Consequent Based: For the consequent based intervention an individualized behavior contract will be implemented into this students every day routine during the four class periods when the target behavior is most likely to occur. The first step of this intervention would be to make an individualized behavior contract, shown below:

Behavior Contract P.M. will demonstrate good behaviors each day at school. P.M. is expected to not say the phrases I peed or I pooped or physically pee or poop her pants in order to gain attention from the teacher. Each time that P.M. does not meet these expectations, she will receive a tally mark for the day on the tracking sheet. These tally marks will determine the rewards and consequences that P.M. receives, as shown below. Zero tallies during class period = P.M. will receive the full five minutes Talk Time from the teacher at the end of the class period One tally during class period = P.M. will receive two minutes of Talk Time from the teacher at the end of the class period Two or more tallies during one class period= Loss of Talk Time with the teacher after the class period

We agree to the terms of this behavior contract as set forth above. ___________________ [Teacher Signature] ___________________ [Parent Signature] ___________________ [Student Signature]

Once you have made the behavior contract individualized for the student the next step to implement this intervention is to hold a meeting. The student, the parents of the student, the special education teacher, and the staff member in charge of discipline in the school should all be invited to this meeting. During the meeting discuss the behavior contact with the student and their parents and make any amendments that they feel necessary to the document. Once the parents and student agrees that the behavior contact will be successful then have the parents and the student sign the contract. Tracking the behavior: Once the behavior contract has been signed it must be implemented into the classroom. At the beginning of every school day the student and teacher should have an extremely brief meeting to discuss and remind the student about their behavior contract and the expectations for the day. To track how many times the problem behavior occurs during the classroom, the teacher will make a tally on the data sheet. If the student performs the target behavior it should be ignored, and if it cannot be ignored a very brief and neutral verbal redirect needs to be given to the student. At the end of the class period count how many times the student portrayed the problem behavior and decide which reward or consequence the student should receive according to the behavior contract. Also, the teacher should chat quickly with the student after every class period to tell them how they did and whether or not they will be receiving the rewards. Data Collection and Procedures: In order to collect data in a way that would allow teachers to evaluate the effectiveness of this intervention program, frequency recording would need to be used. Due to the fact that the student only performs this problem behavior for the first four class periods of the day typically, the data sheet should always be with the staff member that is working with the specific student (P.M. works with multiple staff members throughout the first four class periods of the day). P.M. does not perform this target behavior usually more than five times per class period (at most) so data will be collected easily and without interrupting the class instruction. The staff that is working with P.M. at the time must have the data sheet and simply put a tally for every time that she performs the target behavior. This data collection method is discrete and very efficient. The data sheet should look as follows:

Name: P.M. Definition of behavior being recorded: The target behavior is when the student falsely states that she has wet her pants (by saying I peed my pants) or pooped her pants (by saying I pooped my pants) or actually peeing or pooping in her pants. Examples of this behavior are when the student says, I peed my pants, I pooped my pants, or when she physically pees or poops her pants. Non-examples of this behavior are when the student says, I need to use the restroom or I need to go to the bathroom Instructions: This frequency data sheet is used to record each instance of the target behavior. Each time the behavior occurs, the observer puts a tally or a check mark in the corresponding box. Date & Obs Initials Class Period Tally How Many Times Behavior Occurs Class Total Notes

1st

2nd

3rd

4th

Daily Total and Notes:

Once data has been taken over the course of the first four class periods, the daily total number of times the student performed the target behavior should be calculated. Once this number is determined it must be graphed on a line graph in order to view the progress of the student.