Runninghead:FABI

Table1
Eventsoccurringpriortoproblembehavior(antecedents)
Event
EventDescription
Adultandpeerpossession
Transitioning

PercentOccurrence

Eitherteacherorpeerhasan
objectortoyDanieldesires.

56%

TeacherorDanielischanging
activities

28%

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Table2
Eventsfollowingproblembehavior(consequences)
Event
Event Description
Teacher verbally or physically
Teacher attention
responds to Daniel. Response can
be positive or negative.
Adult gives Daniel desired
Access to object
object.

Percent Occurrence
89%
44%

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Table3
DifferentialReinforcementofIncompatibleBehaviorandAlternativeBehaviors(DRI/DRA)
Procedure
Purpose
ManagementFocus
DanielsObjective
DRI

Reduceoutofarea
Focusonreinforcing
behaviorbyincreasing
timeinseat.
timeinassignedseat.

Danielwillstayinhis
assignedseatforthe
durationofmorningcircle.

DRA

Increasetimeinseatby
Focusondeveloping
reinforcinguseof
functionaland
requestsfordesired
alternativebehavior.
items.

Danielwillrequestadesired
itemoractivityusingoneor
moreofthefollowing:
vocalization,sign,visual
card,orpointing.

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Table4
TreatmentFidelityResultsfromGraduateStudentandMs.Natalie
SessionNumber
PercentCompleted(Graduate
PercentCompleted(Ms.
Student)
Natalie)
6
80%
90%
8
90%
90%
9
100%
100%
11
90%
90%
12
100%
100%
14
100%
100%
15
100%
100%
17
100%
100%
18
90%
100%
20
90%
90%
21
100%
100%
23
80%
80%
24
100%
100%
26
100%
100%
27
100%
100%
29
90%
100%
30
100%
100%
32
100%
100%
33
100%
100%
34
90%
90%
Average
95%
97%
Note.TreatmentfidelitywascollectedonMondaysandThursdaysthroughouttheintervention
andmaintenancephase.

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Table5
MeanResponsesforSocialValidityPreandPostIntervention
QuestionnaireItem
PretreatmentMean
1.Thisinterventiontargetedan
5.33
importantgoal.

PosttreatmentMean
5.66

2.Thetargetbehaviorwarranted
theuseofthisintervention.

5.0

5.33

3.Theinterventionwas
appropriateforthestudent.

5.33

5.66

4.Theinterventionwasfollowed
asdesigned.

5.33

5.66

5.Thisinterventionaddressed
thetargetbehavior.

5.66

6.0

5.0

5.33

4.66

4.66

6.Thisinterventionresultedin
thereplacementbehavior
occurring.
7.Theinterventionprocedure
waseasytofollow.

8.Iwasadequatelypreparedto
5.33
participateintheintervention.

Note.Scale:1=stronglydisagree,6=stronglyagree.

5.33

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Figure1.FunctionMatrix

Attention

Obtain

Avoid

ABCanalysis:
2/19/15:8outof9,outofareainstances
werereinforcedwithverbaland/or
physicalattentionfromadult
2/23/15:11outof11,outofarea
instanceswerereinforcedwithverbal
and/orphysicalattentionfromadult
3/2/15:9outof10,outofareainstances
reinforcedwithverbaland/orphysical
attentionfromadult
3/4/15:5outof6,outofareainstances
werereinforcedwithverbaland/or
physicalattentionfromadult
ABCTOTAL:30outof36,outofarea
instanceswerereinforcedwithverbal
and/orphysicalattentionfromadult=
83%
ABCanalysis:
2/19/15:8outof9,outofareainstances
occurredafteradesiredtoy/objectwas
introducedtocircletime
2/23/15:11outof11,outofarea
instancesoccurredafteradesired
toy/objectwasintroducedtocircletime
3/2/15:8outof10,outofareainstances
occurredafteradesiredtoy/objectwas
introducedtocircletime

Ms.Nataliesinterview:
Danieldoesnotaccept
adultdrivenactivities,he
doesntlikehavingthe
adulttherewithhim.

3/4/15:6outof6,outofareainstances
TangiblesorActivitiesoccurredafteradesiredtoyobjectwas
introducedtocircletime.
ABCTOTAL:33outof36,outofseat
instanceswererelatedtoobtainingan
object/item=92%
Ms.Nataliesinterview:Danielwantsto
do,whathewantstodo.Andwantsto
play,whathewantstoplay Heisvery
independentandknowswhathewants.
SensoryCondition

3/2/15ABCanalysis:2
outof10,outofarea
instancesoccurredwhen
demandswereplacedon
Danieltomakeachoice
andrequestanitem.

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FABI
Figure2.ContingencyAdjustmentsandDRI/DRA
MethodElements
Providepositivereinforcementforthe
replacementbehavior.

ResultingInterventionElements
Procedure
Danielsteacherswillverballypraisehim
DRI
whenheinitiallysitsdownatcircle.
TeacherandparaeducatorswillpraiseDaniel
throughoutcircletime,onaverageonceamin. DRI
VerbalpraisewillbegivenwhenDaniel
requestsanitemoractivityusingvocalization,
sign,visualorpoint.
DRA
Danielwillbegiventhedesireditemor
activityofchoicewhenherequestsusing
vocalization,sign,visualorpoint.
DRA

Adjustantecedentconditionstomake
Theteacherwillmodelhowtoappropriately
replacementbehaviormorellikelytooccur.
sitinchairstostudentsatcircle.
Theteacherwillprovideaverbalandvisual
cuetoDanielandhisclassmatesforsit
andwait.
Teacherwillensureanynonessentialpropsor
materialsareoutofsighttolimitDaniels
motivationtoaccesstangibles.
Danielshouldbeseatedinthemiddleofthe
circlesoheisnotrequiredtowaitaslong
forcircleactivities.
Withholdconsequencesthatpreviously
reinforcedthetargetbehaviorwhenit
occurred.

Physicalandverbalexchangebetween
teachersandDanielshouldbelimited.
DanielwillnotbeofferedanobjectoractivityDRI/DRA
choicewhennotinassignedarea.
Noverbalorphysicalpraisewillbegiven DRI/DRA
whenDanielisnotinassignedarea.
WhenDanielexhibitstargetbehaviorhewill
beguidedbacktotheassignedareawith
limitedtonophysicalorverbalattention.

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Figure3.Baseline,Intervention,Generalization,andMaintenance

Daniel'sOutofSeatBehavior

23
10 10

OutofArea

13

16

6
10 10

13

GeneralizationofTargetBehavior
FrequencyofRequests

6
10

10

13 13 13 13

TreatmentIntegrity

Note.3m=3min,5m=5min,7m=7min,9m=9min,11m=11min,13m=13min,15m=15min

17

20

16 16 16