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Applied Behavioral Analysis Fall 12
Transcript of Applied Behavioral Analysis Fall 12
within his reach Off -Task Behavior Tapping, twirling, rolling, hitting, ripping, kicking, and throwing of objects within the area of his chair, both within and on top of his desk. Includes using objects for their unintended purpose, such as removing his arm from his shirt sleeve, putting his glasses on vertically instead of horizontally across his face, and moving his paper stand (given to him to help with his vision) to a position that no longer aids his vision (putting it on his chair, turning it the wrong way, standing it on end, etc.). Behavioral Objective During a 20-minute math class, James will decrease off-task behavior from occurring during approximately 76% of the class time to no more than 25% of the class time, using partial-interval recording to determine the percentage of off-task behavior occurring during class. Talking out of turn Talking to other students during teacher instruction time, calling out to the teacher without raising his hand, and any form of whimpering or moaning. Being out of chair Getting out of his chair to walk around the room or obtain something he has not received permission from the teacher to obtain, leaning in his chair backwards, laying down on his chair (back on bottom of chair as if in a back bend), and bending in chair to the point of falling out of it. Measure of Behavior Strength Partial-interval recording was utilized during this case-study as the target behavior is fluid, rendering it difficult to identify a specific beginning and end to the behavior. Intervals are one minute long for the twenty-minute period. Observational Recording Procedure Each interval will be one-minute long for a duration of twenty-minutes per session. If the target behavior is observed at any time during a given interval a “1” will be placed in the appropriate interval box. If the target behavior is not observed at any time during a given interval a “0” will be placed in the appropriate interval box. Intervals on the recording sheet will move from left to right across the four rows (see appendix). At the conclusion of each session the percent of the target behavior’s occurrence will be determined by dividing the number of intervals in which a target behavior occurred by the total number of intervals, which will be twenty. This percentage will be documented on the recording sheet, along with the date and session number to ensure that the data stay organized. Partial Interval Recording Sheet Baseline Data Functional Analysis Interview Results Intervention Results Thoughts... Questions? Comments... References Student Information Second-grade male
Nstagumus (eye shaking)
ADHD (not medicated) Classroom Information 1 teacher per 20 students
Usually 1 or 2 other adults in the room-- volunteers, support staff
Token economy & card system Behavior chart with self and teacher evaluation
"Working for" chart
Break cards DuPaul, G. J., & White, G. P. (2006). ADHD: Behavioral, Educational, and Medication Interventions. Education Digest, 71(7), 57-60.
Hoff, K. E., & DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: the use of self-management strategies. School Psychology Review, 27(2), 290-303.
Leflot, G., Lier, P., Onghena, P., & Colpin, H. (2010). The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game. Journal Of Abnormal Child Psychology, 38(6), 869-882. Target behavior occurs during class instruction and independent work
The function can sometimes be to gain attention and other times to escape the task
Eager to please teacher and be liked
Responds well to following incentives: lunch with teacher, extra recess time, and food of any kind