Behavioral Consultation Plan analysis Baseline data For restatement of directions QUESTIONS OR COMMENTS

Behavioral Consultation Plan analysis Baseline data For restatement of directions QUESTIONS OR COMMENTS www.phwiki.com

Behavioral Consultation Plan analysis Baseline data For restatement of directions QUESTIONS OR COMMENTS

Cringely, Robert, Contributing Editor has reference to this Academic Journal, PHwiki organized this Journal Behavioral ConsultationPresented by: Lizbeth RamirezPsychology 636Neil SchwartzFall 2014© Lizbeth Ramirez, 2014Demographic DataClientN is a 14 year old 9th grade boy. He is generally a nice boy in addition to does well in one-on-one interactions with adults but has a difficult time focusing in the classroom in addition to interacting with his peers. N does not like math in addition to he is doing poorly in all of his classes. ConsulteeMrs. H is a 47 year old math teacher in addition to she has been teaching as long as 15 years. She teaches mainly remedial math classes in addition to a couple of calculus courses. She really wants to see n improve in addition to seems to care about her students’ success in her course. © Lizbeth Ramirez, 2014Client’s interestsFootball & Basketball.Favorite team is the green Bay Packers.Going to the movies.Playing video games.© Lizbeth Ramirez, 2014

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Problem descriptionThe student has a difficult time working quietly during math class. He makes irrelevant comments to the students seated at neighboring desks instead of concentrating on classwork or writing down the work from the board. The student’s classmates do not like his behavior in addition to often get annoyed by it. He yells out a restatement whenever the teacher gives an instruction in addition to shouts out the answer without raising his h in addition to when the teacher asks the class if anyone knows the answer to a problem. © Lizbeth Ramirez, 2014Behaviors in addition to Dimensions© Lizbeth Ramirez, 2014Class Schedule – 5th periodMondayTuesday to Friday© Lizbeth Ramirez, 2014Intervention was implemented during all of 5th period.

ABCCodeTime to work on warm-upTime to work on classwork with teacherClosing activityStudent makes irrelevant remarks to other students instead of workingClassmates yell at the student R+ Teacher asks if anyone has the answer to the warm-up problemsStudent yells out answers without raising his h in addition to be as long as e answeringTeacher inquires more about the student’s responseR+Teacher prompts student to raise his h in addition to Student raises his h in addition to Student does not raise his h in addition to Student avoids doing workR-Teacher prompts student to raise his h in addition to RedirectionTeacher responds by saying thank youTeacher moves onR+Teacher instructs the class to be quiet or get to workStudent yells out a restatement of the directionTeacher responds to student by saying she does not need his helpR+© Lizbeth Ramirez, 2014Plan analysis Behaviors to increase:Working on classwork without making irrelevant comments.H in addition to raising.Waiting to be called on be as long as e answering. Behaviors to Decrease:Making irrelevant comments during classwork time.Blurting out answers without raising his h in addition to .Restating of teacher directions.© Lizbeth Ramirez, 2014Data Sheet Student Self-Monitoring Sheet© Lizbeth Ramirez, 2014The Student self-monitoring sheet was used as long as the student to keep track of how many irrelevant comments he made during the class period.

Baseline Data as long as Episodes of irrelevant comments© Lizbeth Ramirez, 2014Student is observed while working on classwork.The student makes less than the specified number of irrelevant comments.The student makes the specified number of irrelevant comments or more.The student is rein as long as ced.The student is not rein as long as ced.DRL (limited responding) as long as Reducing Number of Episodes of Irrelevant CommentsRein as long as cer is 10 minutes of computer time at end of class to research football statistics as long as later presentation© Lizbeth Ramirez, 2014Intervention Data© Lizbeth Ramirez, 2014

Analysis of Data on Irrelevant CommentsBaseline: Mean = 5.5 SD = 3.7Phase 1: Mean = 2.7 SD = 1.2There was a 51% decrease in the mean from baseline.There was a 68% decrease in the st in addition to ard deviation from baseline.Phase 2: Mean = 3 SD = 1.4There was a 46% decrease in mean from baseline.There was a 63% decrease in the st in addition to ard deviation from baseline. The plan has only been implemented into phase 2. The 46% decrease in this behavior means that the student went from having an average of 5.5 episodes of irrelevant comments during a 50 minute period to having an average of 3 episodes of irrelevant comments. The st in addition to ard deviation has also decreased from 3.7 to 1.4.© Lizbeth Ramirez, 2014Rein as long as cement system as long as yelling of answers in addition to restatement of directionsN will receive a sticker every time Mrs. H gives the class a direction in addition to he does not restate it. In phase 1 of the intervention as long as yelling of answers N will receive a sticker every time he raises his h in addition to to answer a question in class. During the second phase he will receive a sticker as long as every time he waits to be called on after raising his h in addition to be as long as e yelling an answer.The student will have a sheet with 12 blank spots as long as stickers in addition to when the sheet is filled up he will be able to exchange it as long as his choice of an item on the rein as long as cement menu. Rein as long as cement MenuPass to get out of class 1 minute early. Green Bay Packers Stuff ( ex: stickers, poster, etc.).© Lizbeth Ramirez, 2014

Baseline data as long as yelling out ANSWERS WITHOUT RAISING HAND © Lizbeth Ramirez, 2014The teacher asks if anyone has the answer to the warm-up problems.The student raises his h in addition to .The student does not raise his h in addition to . The student receives verbal praise in addition to a sticker.The student does not receive praise or a sticker.DRI to Increase H in addition to Raising Behavior(Phase 1)© Lizbeth Ramirez, 2014Intervention Data – Phase 1BaselineInterventionM= 25%SD=35%© Lizbeth Ramirez, 2014

Analysis of Data on H in addition to Raising BehaviorBaseline: Mean = 25% SD = 35%After plan implementation: Mean = 61% SD = 14%There was a 36% increase in the mean from baseline.There was a 21% decrease in the st in addition to ard deviation from baseline. The 36% increase in the behavior means the student went from raising his h in addition to only 25% of the time while he blurted out an answer to raisinghis h in addition to 61% of the time while he blurted out an answer. © Lizbeth Ramirez, 2014The teacher asks if anyone has the answer to the warm-up problems.The student raises his h in addition to .The student waits to be called on.The student blurts out an answer.The student does not raise his h in addition to . The student blurts out an answer.The student does not blurt answer.The student receives verbal praise in addition to a sticker.The student does not receive a sticker.The student is prompted to raise his h in addition to be as long as e answering.DRI as long as Decreasing Yelling of Answers (Phase 2)© Lizbeth Ramirez, 2014Baseline data For restatement of directions© Lizbeth Ramirez, 2014

The teacher gives the class an instruction.The student yells a restatement of the direction. The student does not yell a restatement of the direction.The student is rein as long as ced with verbal praise in addition to a sticker. The student does not receive verbal praise or a sticker. DRI as long as Reducing the Number of Restatements of Teacher Directions© Lizbeth Ramirez, 2014Intervention DataM= 90%SD= 19%© Lizbeth Ramirez, 2014Analysis of Data on Restatement of DirectionsBaseline: Mean = 90% SD = 19%After plan implementation: Mean = 20% SD = 18%There was a 70% decrease in mean from baseline.There was a 1% decrease in st in addition to ard deviation from baseline. The student’s behavior decreased significantly in addition to he went from restating an average of 90% of the teacher’s directions to only restating anaverage of 20% of the teacher’s directions. © Lizbeth Ramirez, 2014

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Program Efficacy EvaluationBecause of absences, student being sent out of the classroom in addition to thanksgiving break, the number of days available as long as plan implementation significantly decreased. However, the student’s behavior is moving in the desired direction which demonstrates the rein as long as cers are strong in addition to the plan is working as desired. For the behavior of making irrelevant comments not all phases of the intervention have been completed. Phases 3, 4, in addition to 5 remain(12 days) to be completed. For the behavior of yelling answers phase one is in progress in addition to once criterion is met in addition to maintained as long as three days, the consultee will then move on to phase 2. For restating directions, the behavior is moving toward the goal.Once criterion is met in addition to maintained as long as at least 2 weeks(14 Days) as long as all three of these behaviors, the plan as long as generalization will be implemented. © Lizbeth Ramirez, 2014Maintenance in addition to generalizationduring the maintenance phase the behavior must remain at criterion as long as at least two weeks (10-14 days) following goal attainment. The goals as long as each behavior are as follow:The student makes a maximum of two irrelevant comments per 50 minute class period. The student raises his h in addition to 100% of the time he responds to a question.The student restates zero directions during the 50 minute class period.During the generalization phase the established rein as long as cers will be thinned out until only a natural rein as long as cer is being delivered in addition to is delivered only as often as it is delivered as long as peers in the classroom.© Lizbeth Ramirez, 2014Implementation of GeneralizationFading of the antecedent as long as irrelevant comments:Student self-monitoring sheet will be faded© Lizbeth Ramirez, 2014

Implementation of GeneralizationOnce the student’s behavior of making irrelevant comments remains at criterions without the self-monitoring sheet the rein as long as cer will be thinned out. The following rein as long as cement schedule will be implemented. © Lizbeth Ramirez, 2014Implementation of GeneralizationFor both h in addition to raising behavior in addition to restatement of directions the student will gradually receive less in addition to less stickers which will initially be replaced by verbal praise. Once the student is only receiving verbal acknowledgement as long as exhibiting appropriate behavior, the amount of verbal praise will then be gradually decreased until it reaches a level equal to the amount of verbal praised received by his peers in the classroom. The rein as long as cement schedule as long as the generalization of these behaviors can be seen in the next slide.© Lizbeth Ramirez, 2014© Lizbeth Ramirez, 2014Rein as long as cement Schedule as long as generalizationVP= verbal praise© Lizbeth Ramirez, 2014

Thinning of backup rein as long as cerThin items on rein as long as cement menu. The number of items available on rein as long as cement menu will decrease until there is only one item to choose from. Remaining item will then be paired with verbal praise in addition to then thinned out until only verbal praise is given.Finally the number of times the student is verbally praised will be decreased to equal the frequency at which classmates typically receive praise.© Lizbeth Ramirez, 2014Consultee’s thoughts in addition to comments about planThe teacher was impressed with how effective the stickers were.“I can’t believe how fast the stickers worked!”She noticed a difference in how peers treated the student right away.“His peers no longer yell at him because he is making less comments.”“The kids in his group are talking to him more in addition to a nearby group even asked if he could join them.”© Lizbeth Ramirez, 2014QUESTIONS OR COMMENTSlramirez18@mail.csuchico.edu© Lizbeth Ramirez, 2014

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