ABA Program

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 1
Behavioural Intervention Program
Client Name: George Silver DATE: February 24th, 2017
Counsellor: Jenna Young
Program: Using positive reinforcement in the treatment of noncompliance at school
Reasonfor Referral
George was referred to the BPSYC services by his teacher, Ms. Gold. She noticed that his
constant noncompliance to her instruction was not only disrupting her, but his classmates as well.
George would not pay attention, ignore her instruction, and would rarely complete the work that
was assigned to him. Due to all the failed attempts to get George on track, the distraction he was
causing to the classroom environment, and the damage he was doing to his own education, Ms.
Gold and George’s parents believed an intervention would be beneficial.
Background Information
George is a 9-year-old student who currently attends the Westbrook Elementary School
in Kingston, Ontario. He is an only child, and his parents divorced when he was in grade 2. It is
noted that the problem behaviour seemed to begin around the same time his parents divorced.
The legal issues from the divorce are still on-going, as his mother and father are both fighting for
custody.
George only demonstrates problem behaviour when he is at school, and has shown
noncompliance with his teacher Ms. Gold this year, as well as his teachers from the past 2 years.
George has not received any previous treatments, nor does he have any biological or
developmental concerns.
George’s referral source was his teacher, Ms. Gold, who has been teaching for 15 years.
She has referred students with similar behaviours in previous years, and seen the significant
benefits the BPSYC social services can have.
Assessment Procedures Used
Functional Assessment:
1. Functional Assessment Checklist for Teacher and Staff
2. Modified Functional Assessment Interview
3. Naturalistic Observation (ABC) at School
Baseline Assessment:
4. Momentary Time Sampling of Noncompliance
Target Behaviours
Compliance (Accelerate):
Compliance is observed and recorded when George follows the instruction his teacher
gives, verbally or nonverbally (gestural, written, etc.) within 10 seconds of the command.
Following the rules and sitting in his seat can also be seen as being compliant. Exceptions
include asking prior to getting out of his seat, fire alarms, emergencies, special circumstances,
George can ask his peers or teacher questions when he is unsure of what are being asked of him.
Noncompliance will be considered as when he is not following instruction, ignoring direction,
not sitting in his seat, and/or not completing the assigned work.

Rationale:
Being compliant is an important skill for George to learn so that he will be more
successful in his academics, and potentially stop any possible problem behaviours that may
further develop in the future. Because George has not been compliant in class, it has resulted in
disrupting his teacher and classmates, as well as slowing his academic progress.
Assessment Procedures and Results
Functional Assessment
1. Functional Assessment checklist for Teacher and Staff
George’s principal, Mr. Rabbit was interviewed on January 30th, 2017 using the Functional
Assessment Checklist for Teachers and Staff (FACTS; March et al., 2000; Appendix A). In the
FACTS interview, Mr. Rabbit noted that the main problem behaviours are that George was
distracting others, and he rarely completed his work. He had found that Ms. Gold summoned him
to the classroom most often during periods of independent work: math, reading, writing, and
religion. The consequences were often bringing George into the principal’s office, resulting in
him being excused from his work. According to the FACTS interview, it looks as if escape from
difficult tasks may be the function maintaining George’s noncompliance.
2. Functional Assessment Interview with Ms. Gold
A Functional Assessment Interview (FAI; O’Neil et al., 1997; Appendix B) was done with
George’s teacher, Ms. Gold, on January 30th, 2017. According to Ms. Gold, George’s most
frequent problem behaviours were not completing his work, ignoring her instruction, and being
distracting. She stated that these problem behaviours only occurred during periods of classwork,
but not during lunch, gym, recess, art, or the arrival and departure from school. The consequence
to George’s problem behaviours is typically being brought to the principal’s office. This also
supports the idea that escape from difficult tasks may be possible factor in causing George’s
noncompliance.
3. Naturalistic Observation (ABC) of George at School
George’s noncompliance was recorded using an ABC chart throughout the school day, as seen
on Appendix C. According to the data collected, his behaviour occurred most often during
independent classwork. George ignored Ms. Gold, talked to his peers, got out of his seat, or
doodled pictures instead of completing his work. Engaging in these behaviours resulted in Ms.
Gold moving him to a desk by himself, or calling the principal to escort him to his office.
Throughout the day, the consequences for being noncompliant was escape from difficult tasks
posed to him. According to this data, the function of George’s noncompliant behaviour may be
escape.
Baseline Assessment
4. Data on George’s Compliant Behaviour During Baseline
Momentary time sampling was used to record George’s baseline data for noncompliance
(Appendix D). George was observed for 5 school days from 10:00am -11:00am. Intervals were
60 minutes, and the data was collected in five, 2-minute intervals at the start, middle, and end,
for a total of 30 minutes observed. After one week of baseline data, it is concluded that that on
average, George is complaint to his teacher’s instruction for 29.33% of the class.

Hypotheses
Assessing the results from the FACTS, FAI and, ABC chart, it appears that the function
of George’s noncompliance is escape. The most common antecedent for the noncompliance was
being given instruction, or being told what to do. The FACTS, FAI, and, ABC chart all indicate
that the main consequence for being noncompliant was avoiding the schoolwork given. George’s
noncompliance is seen when his teacher, Ms. Gold, gives instruction, but he can exhibit the skill
of being compliant when the principal is involved. This makes it likely that there is no skill
deficit causing the noncompliance. Because George enjoys receiving verbal praise and stickers,
positive reinforcement should be able to increase his compliance to teacher’s directions.
Goal and Objective
Compliance (accelerate)
George will be compliant 75% of the time during classwork periods.
Objectives
George will be compliant between 9:10 am and 3:30 pm on school days for:
1. 20% of the work period
When George has reached the specified criterion above for at least 3 consecutive days, the
objective will be considered achieved and he will move onto the next.
Literature Review
Noncompliance is one of the most frequently reported problems by both parent and teachers as it
tends to create major difficulties at home as well as in a classroom environment (Bellipanni,
Tingstrom, Olmi, & Roberts, 2013). There are a variety of factors that relate to a classroom
environment, but a vital factor is how the teacher responds to a child’s behaviour (Conroy,
Sutherland, Snyder, Al-Hendawi, & Vo, 2009). Pavlidou (2003) found that the reasons for
problem behaviour, in this case noncompliance, is often triggered by the teacher, then making
the teacher the antecedent for the problem behaviour occurring. A behavioural intervention
focuses on understanding the antecedents and consequences of behaviour. Watling and Schwartz
(2004) explained that antecedents are in place to provoke desired behaviour, while consequences
are presented in a way that increases the probability of desired behaviour. They continue, stating
positive reinforcement is the consequence that is most widely used in educational settings, as it
strengthens the probability of the desired behaviour of occurring. Reflecting on this, the use of
positive reinforcement to increase George’s compliant behaviour should decrease his
noncompliant behaviour.
Intervention Procedures

Positive Reinforcement
To increase George’s compliance, positive reinforcement was implemented. During the
first objective, reinforcement was given on a continuous schedule.
Before deciding on how to reinforce George, he was given the Children’s Reinforcement
Survey (Cautella & Brion-Meisels, 1979; Appendix E) to help narrow down possible reinforcers.
The most influential reinforcers that could be implemented at school that George revealed were
verbal praise and stickers. George checked off other reinforcers as well, such as candy, raisins,
playing on swings, and extra playtime, but these options would be too distracting and difficult to
attempt to implement into the program.
Prompts
If George was noncompliant, he was given a gestural prompt, such as pointing to the
work asked of him. If he did not show compliance, this was followed by a verbal prompt.
Counsellor Young implemented the intervention for the first time on Monday, February
6th, 2017. Data was collected throughout the day from 9:10am to 3:30pm, Monday to Friday for
5 weeks. George received reinforcement continuously on an FR1 schedule. See Mediator
Instructions for more detail (Appendix F)
Intervention Results
George’s intervention was successful, as he had a baseline compliance rate of 29.33%
which increased to 56.14% after intervention. As seen on Figure 1, that is an overall increase of
91.41%. Despite the fact the increase was significant, it failed to reach our top goal of 75%
compliance. The program had set out 5 different levels for George to achieve, and he was able to
reach level 4, which is 60% or more compliance for 3 consecutive days. On days 14-17, George
reached level 4 with percentages between 60% and 73.33%. George almost reached the top level
of 75% on the last 3 days of intervention with compliance at 73.33% to 86.86%. The trend
indicates that his compliance is increasing, although there have been a few small relapses, overall
the compliance rates are significantly improved. It is interesting to note that George was not able
to stay on task for longer than 6 minutes until the second last day of intervention. On the last day
and second last day George was able to comply for 8 minutes in a row and 10 minutes in a row
on both days. The mediator observed a very short attention span in George and was impressed to
see that he stayed on task for 10 minutes at a time two days in a row. The teacher has also
noticed that she does not have to speak with George as often or make the many extra attempts to
get him back on task. While his progress is slightly below the top level that we set out to achieve,
he has made a significant and noticeable improvement which was almost double his initial
compliance rate.

Graph page
Program Changes

The program had planned to reinforce George with stickers, a reinforcer that was chosen
after he indicated that it was desirable during his Children’s Reinforcement Survey (Appendix
E). A problem arose during treatment, as George became sick of the stickers he was receiving. In
order to keep the reinforcer strong and avoid satiation, a variety of different stickers with
different sizes, textures, and content were implemented. A change in the stickers made it possible
to keep George’s compliance levels high, while reducing the amount of noncompliance seen.
Maintenance and Generalization
George’s behaviour program was implemented during periods of classwork, so in order
to have his compliance generalize, the intervention needs to be implemented by other teachers, in
different areas of the class, or entirely new classrooms. George received both verbal and gestural
prompts when he did not listen to instruction, and verbal praise was used in conjunction with
stickers as a natural reinforcer when George was compliant.
George received reinforcement continuously on an FR1 schedule. The intervention had
planned to move George to an VR5 schedule once the skill was mastered, but the mediator
unfortunately did not believe George was ready for intermittent reinforcement. His noncompliant
behaviour is a habit he has had for 2 years, and to make sure the program’s success goes beyond
the intervention period, the mediator did not want to rush George’s progress.
Summary and Recommendations
George’s positive reinforcement intervention was effective in increasing his compliance.
During baseline, George’s compliance averaged 29.33%, it averaged 56.14% during the entire
intervention, which is an increase of 91.41%. George did not meet the final criteria set out for
him, but still made a large improvement. George was reinforced on a continuous FR1 schedule,
and it was set out to have him switch to intermittent reinforcement, but the mediator did not
believe that George was ready for that at any point in the program, due to his habit of
noncompliance being one of 2 years. It is recommended that for future programs, intermittent
reinforcement be used to help maintain the behaviour. George was given stickers and verbal
praise as reinforcers, as they were desirable for him. It is recommended that for future programs,
a variety of reinforcers should be used to avoid satiation. Gestural and verbal prompts were used
to remind George to be compliant to his teacher’s instruction, which helped George realize
moments in which he was being noncompliant
The sticker reinforcers in the program were not sufficiently faded into the natural
reinforcer of verbal praise as was hoped. It is recommended that primary and natural reinforcers
be used more frequently during the intervention to ensure that when physical reinforcers are
faded out, the desirable behaviour does not stop. To make sure this behaviour program’s success
remains, a counsellor will make bi-weekly visits to George’s classroom to help prompt his
compliance. As mentioned earlier, it is recommended that George be moved in different areas of
the classroom, and have different agents giving the reinforcement to ensure generalization.
Because George’s noncompliance behaviour at school generalized from his noncompliance at
home with his mother, it is also recommended that Mr. and Ms. Silver receive a copy of the
program, and the intervention’s results and success, to help keep all of George’s environments
consistent.

References
Bellipanni, K. D., Tingstrom, D. H., Olmi, D. J., & Roberts, D. S. (2013). The sequential
introduction of positive antecedent and consequent components in a compliance training
package with elementary students. Behavior Modification, 37(6), 768-789. doi:
10.1177/0145445513501959
Bernfeld, G. A. (2012) Modified Functional Assessment Interview. Unpublished measure.
Community Services Department, St. Lawrence College, Kingston, Canada
Cautella, J. R., & Brion-Meisels, L. (1979). A children’s reinforcement survey schedule.
Psychological Reports, 44, 327-338, Table 1
Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a
positive classroom atmosphere: Teachers' use of effective praise and feedback. Beyond
Behavior, 18(2), 18-26. Retrieved from https://www.researchgate.net/publication/2803
12067_Creating_a_positive_classroom_atmosphere_Teachers%27_use_of_effective_prai
se_and_feedback
March, R., Lewis-Palmer, L., Brown, D., Crone, D., Todd, A. W., & Carr, E. (2000). Functional
assessment checklist for teachers and staff (FACTS). Educational and Community
Supports. University of Oregon, Eugene, Oregon
Pavlidou, T. (2003). Patterns of participation in classroom interaction: Girls’ and boys’ non-
compliance in a Greek high school. Linguistics and Education, 14(1), 123-141.
http://dx.doi.org.eztest.ocls.ca/10.1016/S0898-5898(03)00014-7
Watling, R., & Schwartz I. S. (2004). The issue is. Understanding and implementing positive
reinforcement as an intervention strategy for children with disabilities. American Journal
of Occupational Therapy, 58(1), 113-116. Retrieved from https://slc.me/+CSCO+007567
67633A2F2F6A726F2E6E2E726F667062756266672E70627A2E726D677266672E6270
79662E706E++/ehost/detail/detail?vid=7&sid=bcc6a962-6612-4708-80ab-
4a5b1c1a792b%40sessionmgr4006&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZz
Y29wZT1zaXRl#AN=106744430&db=rzh
Appendix A

Functional Assessment Checklist for Principal
Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)
Student/ Grade: George Silver (Grade 4) Date: January 30th, 2017
Interviewer: Jenna Young Respondent(s): Robert Rabbit
Student Profile: Please identify at least three strengths or contributions the student brings to
school. George is creative, funny, and cares about others.
Problem Behaviour(s): Identify problem behaviours
___ Tardy ___ Fight/physical Aggression X Disruptive ___ Theft
X Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism
___ Withdrawn ___ Verbal Harassment X Work not done Other:
  ___ Verbally Inappropriate ___ Self-injury
Describe problem behaviour: Noncompliant
Identifying Routines: Where, When and With Whom Problem Behaviours are Most Likely.
Schedule (Times) Activity Likelihood of Problem Behaviour Specific Problem Behaviour
9:10-9:50 Reading Low 1 2 3 4 5X 6 High Off-task, getting out of seat
9:50-10:30 Snack 1X 2 3 4 5 6
10:30-10:50 Recess 1X 2 3 4 5 6
10:50-11:30 Math 1 2 3 4 5 6X Work not completed, ignoring instruction
11:30-12:10 Lunch 1X 2 3 4 5 6
12:10-12:40 Recess 1X 2 3 4 5 6
12:40-1:20 Art 1 2 3X 4 5 6 Does not follow instruction
1:20-2:00 Writing 1 2 3 4 5 6X Off-task, doodles pictures
2:00-2:20 Recess 1X 2 3 4 5 6
2:20-3:00 Religion 1 2 3 4 5X 6 Talking to peers,disruptive
3:00-3:30 Gym 1X 2 3 4 5 6

Functional Assessment Checklist for Principal (FACTS-Part B)
Student/ Grade: George Silver (Grade 4) Date: _January 30th, 2017_______________
Interviewer: Jenna Young Respondent(s):_Mr. Rabbit_______________
Routine/Activities/Context: Which routine (only one) from the FACTS-Part A is assessed?
Routine/Activities/Context Problem Behaviour(s)
Independent work time Compliance
Name
Provide more detail about the problem behaviour(s):
What does the problem behaviour(s) look like? Not working on assigned work.
How often does the problem behaviour(s) occur? Daily, multiple times a class.
How long does the problem behaviour(s)last when it does occur? Several minutes, continues throughout the day.
What is the intensity/level of danger of the problem behaviour(s)? Overall Intensity = High, Overall Danger = Low
What are the events that predict when the problem behaviour(s) will occur? (Predictors)
Related Issues (setting events) Environmental Features
___ illness
___ drug use
___ negative social
X conflict at home
___ academic failure
Other:_________________
______________________
______________________
______________________
______________________
___ reprimand/correction
___ physical demands
___ socially isolated
with peers
___ Other
_______________________
X structured activity
___ unstructured time
X tasks too boring
___ activity too long
_X__ tasks too difficult
What consequences appear most likelyto maintain the problem behaviour(s)?
Things that are Obtained Things Avoided or Escaped From
X adult attention
__ peer attention
_X_ preferred activity
___ money/things
Other: ________________
______________________
______________________
______________________
__X_ hard tasks
___ reprimands
___ peer negatives
___ physical effort
___ adult attention
Other: Doing task_________
________________________
________________________
________________________
________________________
SUMMARY OF BEHAVIOUR
Identify the summary that will be used to build a plan of behaviour support.
Setting Events & Predictors Problem Behaviour(s) Maintaining Consequence(s)
Conflict at home + Structured
activities + Task too boring + Task
too difficult
Off-task Adult and peer attention + escape
from doing work
How confident are you that the Summary of Behaviour is accurate?
Not very confident Very confident
1 2 3 4 5X 6
What current efforts have been used to control the problem behaviour?

Strategies for preventing problem behaviour Strategies for responding to problem behaviour
___schedule change Other: ____None___
X seating change ______________________
___ curriculumchange ______________________
X reprimand Other: _____None_____
___ office referral _________________________ ___
detention _________________________

Appendix B:
Modified Functional Assessment Interview1 With Ms. Gold
Section A:
Describing the behaviour
What does the behaviour look like when it is happening? Ignoring the teacher, talking to his
peers, leaving his seat.
I. Frequency How often does it occur? Daily
II. Duration How long does it last?
III. Intensity How damaging or destructive is the Behaviour(s)?
Describe the behaviour I. Frequency II. Duration III. Intensity
George is non compliant On average,
18 times a
day.
On average, 7
minutes.
It takes away from his
education and learning
1.
Full citationisBernfeld,G.A.(2012) Modified FunctionalAssessmentInterview.Unpublishedmeasure.
CommunityServicesDepartment,St.Lawrence College,Kingston,Canada.Thismeasure isbasedonthe
Functional AssessmentInterview(O’Neilletal.,1997) andis alsoadaptedfromsimilarmeasuresusedby
CommunityBehavioural Services,OngwandaRecourseCentre (Rachel Brace,Personal Communication,
September11,2012. Infact, SectionsA to C of thismeasure are mostlytakenfromthe 2012 Ongwanda
measure,whileSectionsDand E are derivedfromameasure theyusedin2007.

Section B:
Describe Setting Events that Predict the Problem Behaviour
1. What Medications is the person currently taking and how may these affect their behaviour?
N/A
Prescribed By & When: N/A
2. Are there any Medical or Physical Conditions that the person experiences that may affect
their behaviour?
None that are known of.
3. Describe any Sleep Patterns or Eating Routines/Diets of the person and the extent to
which these may affect their behaviour.
None that are known of
4. Briefly list the person=s typical daily schedule of activities.
Check the boxes by those activities the person enjoys and those activities associated with the
problem behaviour.
Enjoys Problems Enjoys Problems
___ ___ 6:00am________N/A______ X ___ 2:00pm Recess
___ ___ 7:00am________N/A______ ___ X 3:00pm Religion
___ ___ 8:00am________N/A______ ___ ___ 4:00pm N/A
___ X 9:00am Reading ___ ___ 5:00pm N/A
X ___ 10:00am Snack ___ ___ 6:00pm N/A
___ X 11:00am Math ___ ___ 7:00pm N/A
X ___ 12:00pm Lunch/ Recess ___ ___ 8:00pm N/A
___ X 1:00pm Writing ___ ___ 9:00pm N/A
BEDTIME
5. To what extent are the activities on the daily schedule predictable for the person with
regard to what will be happening, when it will occur, with whom and for how long?
Activities are very predictable for George, as class follows a strict schedule as to what will be done
and what time it will be done at.
6. Do they have the opportunity during the day to make choices about their activities?

Describe: In some circumstances, George does have a choice, such as which book he would like
to read, or what page he would like to do for math. Sometimes, there is not a choice about the
activity, but either way, it appears that George’s non compliance stays the same.
7. Does the person typically seem bothered in situations that are more crowded and noisy?
Describe:
No
8. What is the pattern of staffing support?
Teacher teaches and instructs George, and a teacher’s assistant helps when he has questions.
9. Does the behaviour occur more or less when an activity is being done alone? Less.
One person providing support? Less.
Group setting? More.
Describe: George works well one-on-one, or even alone, but when working in a group setting or
with peers, he is often very non compliant.
Section C:

Describe immediate antecedent events that predict when the behaviour is likely and not
likely to occur.
1. Time of Day: When are the Behaviours most and least likely to happen?
Most Likely: During periods of classwork that are unstructured.
Least Likely: During periods of school that he enjoys, such as gym or recess.
2. Settings: Where are the Behaviours most and least likely to happen?
Most Likely: In the Classroom when he is asked to sit at his desk and work, either alone or in a
group.
Least Likely: During gym, snack, lunch, or recess where he has no instruction or anyone watching
him closely
3. Social Contact: With whom are the Behaviours most and least likely to happen?
Most Likely: When the teacher, teacher’s assistant, or principal ask something of him
Least Likely: With peers
4. Activity: What activities are most and least likely to produce the Behaviour?
Most Likely: Math, religion, reading, writing, or math.
Least Likely: Recess, gym, snack, art, and lunch.
5. Are there any other situations or events during which this behaviour is likely to occur that
is not listed above? If so, please describe each situation or event.
Although it is not directly observed at school, it is known he is non compliant at home with mom
Section D:

Describing the Consequences for the Behaviour
Please fill in the following chart for each situation that the problem behaviour is likely to occur
during:
Situation
Describe the situation.
What does he/she get?
Does the person receive a favored
object, activity, person’s attention,
physical sensation, etc. by performing
the behaviour?
(And/or) What does he/she
avoid?
Does he/she avoid doing a
disliked activity, object, person,
physical sensation, etc. by
performing the behaviour?
George is asked to silently
read for 10 minutes during
the reading period.
George opens book on his desk and puts
his head down on his desk, escaping from
reading.
Ms. Gold asks George to sit up and
start reading, he sits up but does
not read, he gets in trouble.
Ms. Gold asks students to
take out math homework.
George take out his work. Ms. Gold checks and no
homework was completed; he gets
in trouble.
Ms. Gold assigns some
practice questions from the
math book
George opens notebook and starts doodling Ms. Gold stands over his shoulder
and tells him to start working.
George is asked to take out
his social studies textbook.
George start colouring on the pages. Ms. Gold tells him to erase what
he had drawn.
Section E:

Summary Sheet for The Modified Functional Assessment Interview For Mediators
Directions: Summarize the information you have gathered in the previous pages of the Modified
Functional Assessment Interview. You will do this by inserting the information in each
corresponding section.
Rationale: The completion of this form will give the correspondent a visual layout for what the
behaviour looks like, what triggers/predicts it, and what maintains it or what makes the
child/client want to perform it.
This is what my
child’s/client’s behaviour
looks like:
Summarize/list the
information gathered in
Section A of the Modified
Functional Assessment I
Interview
This is what
triggers/predicts the
occurrence of the
behaviour:
Summarize/list the
Section C of the Modified
Interview
This is why my child/client
continues to perform the
behaviour:
Summarize/list the
Section D of the Modified
Interview.
George ignores the teacher,
teacher’s assistant or
principal.
He doodles or colours instead
of doing his homework.
George talks to his peers.
George puts his head down.
George gets out of his seat.
George is asked to complete a
task.
George does not have
someone watch over him at
home to do homework.
Peers are beside him and
more appealing than work.
George is asked to read or
write.
George is asked to work
quietly and alone at his desk.
George gets attention, and
escapes the task.
He has not been disciplined.
Escape from work or
attention from peers.
Escape from task.
George escapes the task, and
gives himself stimulation of
moving around.

Appendix C:
Naturalistic Observation (ABC) of George at School
Time Antecedent Behaviour Consequence
1. 9:45am 1.1 Students asked to
silently read for 10
minutes.
1.2 George opens book
on his desk and puts
his head down on his
desk.
1.3 Ms. Gold asks
George to sit up and
start reading, he sits up
but does not read.
2. 10:00am 2.1 Ms. Gold asks
students to work on his
creative writing story.
2.2 George writes two
sentences.
2.3 Ms. Gold praises
George for completing
some work.
3. 10:45am 3.1 Ms. Gold asks
students to take out
math homework.
3.2 George take out his
work.
3.3 Ms. Gold checks
and no homework was
completed.
4. 11:10am 4.1 Ms. Gold assigns
some practice
questions from the
math book
4.2 George opens
notebook and starts
doodling
4.3 Ms. Gold tells him
to start working.
5. 12:55pm 5.1 Ms. Gold asks
students to start
working on group
science project.
5.2 George joins the
other kids.
5.3 Group starts to
work.
6. 1:30pm 6.1 Ms. Gold asks
students to take out
French homework.
6.2 George continues
to doodle in his
notebook.
6.3 Ms. Gold asks
George to take out his
French book.
7. 1:55pm 7.1 Class goes to gym
class.
7.2 George
participates in
dodgeball.
7.3 Peers are excited
that George decided to
participate.
8. 2:00pm 8.1 George is asked to
take out his social
studies textbook.
8.2 George start
colouring on the
pages.
8.3 Ms. Gold tells him
to erase what he had
drawn.

Appendix D:
Data on George’s Compliance Behaviour During Baseline
George’s on-task behaviour during baseline
Name: George Silver Day 1: Monday, January 30th, 2017
Observer: Jenna Young
Setting: Classroom
Time Started: 10:00 am
Time Ended: 11:00 am
Interval Length: 60 minutes. Data was collected in five, 2-minute intervals at the start,
middle and end of the 60-minute time block, for a total of 30 minutes of observation over
the session.
Behaviour/
Interval
1 2 3 4 5
X O O O X
6 7 8 9 10
X O O O O
11 12 13 14 15
O O O X O
X = YES
O = NO
1. Target Behaviour: Compliance
2. Occurrences: 4
3. No. of Intervals Recorded: 15
4. Percentage Occurrence: 4/15x100 = 27%
Day 2: Tuesday, January 31st, 2017
Behaviour/
Interval
1 2 3 4 5
X X O X O
6 7 8 9 10
O X O X O
11 12 13 14 15
O X O O X
X = YES

O = NO
2. Occurrences: 7
Day 3: Wednesday, February 1st, 2017
Behaviour/
Interval
1 2 3 4 5
O O X O X
6 7 8 9 10
O X O O X
11 12 13 14 15
O O X O O
X = YES
O = NO
2. Occurrences: 5
Day 4: Thursday, February 2nd, 2017
Behaviour/
Interval
1 2 3 4 5
X O O O O
6 7 8 9 10
O O O O O
11 12 13 14 15
O O X O O
X = YES
O = NO

2. Occurrences: 2
Day 5: Friday, February 3rd, 2017
Behaviour/
Interval
1 2 3 4 5
X O O X O
6 7 8 9 10
O O O X O
11 12 13 14 15
X O O O O
X = YES
O = NO
2. Occurrences: 4
Number of occurrences overall in baseline: 22
Percentage of occurrences overall in baseline: 22 [occurrences] /75 [intervals] x100 =
29.33%

Appendix E:
Children’s Reinforcement Survey
CHILDREN’S REINFORCEMENT SURVEY SCHEDULE
Name: George Silver Date: January 31st, 2017
Age: 9 Sex: Boy School: Regular Public School Grade: 4
This is a list of many different things or activities. Explain how much you like each choice
by making an X in the appropriate box.
If you dislike the choice, make an X in the box under Dislike:
Dislike Like Like very much
X
If you like the choice, make an X in the box under Like:
X
If the choice is something that you like very, very much, make an X in the box under Like
very much:
X
Dislike Like
Like very
much
1. Do you like candy? X
2. Do you like raisins? X
3. Do you like milk? X
4. Do you like toy cars? X
5. Do you like colouring? X
6. Do you like stickers? X
7. Do you like playing computer games? X
8. Do you like reading? X
9. Do you like playing on swings? X
10. Do you like kickball? X
11. Do you like being first in line? X
12. Do you like being the teacher’s helper? X
13. Do you like going to the library? X
14. Do you like people to tell you that you did a good job? X
15. Do you like extra playtime? X
16. Do you like teaching things to other people? X

APPENDIX F- PRINT SEPERATLY

APPENDIX F – PRINT SEPERATLY

Appendix G:
Data on George’s Compliance During Treatment
As detailed before in the appendix presenting Baseline data
Data were collected in five, 2-minute intervals at the start, middle and end of the
60minute time block, for a total of 30 minutes of observation over the session.
Day 6: Monday, February 13th, 2012
Behaviour/
Interval
1 2 3 4 5
O O X X O
6 7 8 9 10
O O X O X
11 12 13 14 15
X X O O O
X = YES
O = NO
2. Occurrences: 6
Day 7: Tuesday, February 14th, 2012
Behaviour/
Interval
1 2 3 4 5
X O O O X
6 7 8 9 10
O X X O O
11 12 13 14 15
O O X O X
X = YES
O = NO
2. Occurrences: 6

Day 8: Wednesday, February 15th, 2012
Behaviour/
Interval
1 2 3 4 5
O X X O O
6 7 8 9 10
X O O X O
11 12 13 14 15
O O X O O
X = YES
O = NO
2. Occurrences: 7
4. Percentage Occurrence: 7/15x100 = 46.67%
Day 9: Thursday, February 16th, 2012
Behaviour/
Interval
1 2 3 4 5
X O X X O
6 7 8 9 10
O X O X O
11 12 13 14 15
O O X O X
X = YES
O = NO
2. Occurrences: 7

Day 10: Friday, February 17th, 2012
Behaviour/
Interval
1 2 3 4 5
O X O X O
6 7 8 9 10
O O X O X
11 12 13 14 15
X O X O O
X = YES
O = NO
2. Occurrences: 7
Behaviour/
Interval
1 2 3 4 5
X O O X O
6 7 8 9 10
O X X O X
11 12 13 14 15
X O X X O
X = YES
O = NO
2. Occurrences: 8

Day 12: Tuesday, February 21st, 2012
Behaviour/
Interval
1 2 3 4 5
O X X O O
6 7 8 9 10
X X O O X
11 12 13 14 15
O O X O O
X = YES
O = NO
2. Occurrences: 6
Day 13: Wednesday, February 22nd, 2012
Behaviour/
Interval
1 2 3 4 5
O X X O X
6 7 8 9 10
O X O X O
11 12 13 14 15
O X X O O
X = YES
O = NO
2. Occurrences: 7

Day 14: Thursday, February 23rd, 2012
Behaviour/
Interval
1 2 3 4 5
X X O X O
6 7 8 9 10
O X O X X
11 12 13 14 15
X O X O O
X = YES
O = NO
2. Occurrences: 8
Day 15: Friday, February 24th, 2012
Behaviour/
Interval
1 2 3 4 5
O X O X X
6 7 8 9 10
O O X X O
11 12 13 14 15
X X O X X
X = YES
O = NO
2. Occurrences: 9

Behaviour/
Interval
1 2 3 4 5
X X O X O
6 7 8 9 10
O X X X O
11 12 13 14 15
X O X O X
X = YES
O = NO
2. Occurrences: 9
Day 17: Tuesday, February 28th, 2012
Behaviour/
Interval
1 2 3 4 5
O X X O X
6 7 8 9 10
O X O X X
11 12 13 14 15
X O O O X
X = YES
O = NO
2. Occurrences: 8
Day 18: Wednesday, February 29th, 2012

Behaviour/
Interval
1 2 3 4 5
O X X O X
6 7 8 9 10
O X X X O
11 12 13 14 15
X O X O O
X = YES
O = NO
2. Occurrences: 8
Day 19: Thursday, March 1st, 2012
Behaviour/
Interval
1 2 3 4 5
X X O X O
6 7 8 9 10
X X O O X
11 12 13 14 15
O O X X X
X = YES
O = NO
2. Occurrences: 9
Day 20: Friday, March 2nd, 2012
Behaviour/
Interval
1 2 3 4 5
X O X X O

6 7 8 9 10
X X X O O
11 12 13 14 15
X O X X X
X = YES
O = NO
2. Occurrences: 10
Day 21: Monday, March 5th, 2012
Behaviour/
Interval
1 2 3 4 5
X O X X O
6 7 8 9 10
X X O O O
11 12 13 14 15
X O X X X
X = YES
O = NO
2. Occurrences: 9
Day 22: Tuesday, March 6th, 2012
Behaviour/
Interval
1 2 3 4 5
X X O X X
6 7 8 9 10
O X X O X

11 12 13 14 15
X X O X X
X = YES
O = NO
2. Occurrences: 11
Day 23: Wednesday, March 7th, 2012
Behaviour/
Interval
1 2 3 4 5
X X X X X
6 7 8 9 10
O X X O X
11 12 13 14 15
O X X X X
X = YES
O = NO
2. Occurrences: 12
Day 24: Thursday, March 8th, 2012
Behaviour/
Interval
1 2 3 4 5
X X X X X
6 7 8 9 10
O X X X O
11 12 13 14 15
X X X X X
X = YES

O = NO
2. Occurrences: 13
Number of occurrences overall in the intervention: 160
Percentage of occurrences overall in the intervention: 160 [occurrences]/285 [intervals]
X100 = 56.14
Percentage of Improvement in Compliance:
Treatment level – baseline level / baseline level x 100
56.14– 29.33/ 29.33 x 100 = 91.41

Date of Meeting Total #
of
Minutes
Absent Individually Assigned Responsibilities
January 17, 2017 25 - Worked together to create client information.
January 25, 2017 45 - Met and worked/brainstormed together on the reason
for referral, informed consent procedure, and the
back ground information for our client.
February 2, 2017 75 - Worked together to decide on the assessment
procedure used, the target behaviour, assessment
procedures and results.
February 7, 2017 45 - Worked on the hypothesis and goal 1 and objectives,
as well as the
February 16,
2017
60 - Worked on last few parts of Part 1.
Assigned for the following week:
Tess: appendix’s C and D, and to type meeting
minutes,
Jenna: appendix A and B
Amy: literature review and 1 empirical article
Graycee: 2 empirical articles
February 21,
2017
60 Graycee Met and combined final work together
March 10, 2017 20 - Met before meeting to talk about how we thought we
did, and what questions we did have for where we
thought we went wrong.
March 10, 2017 30 - Met to discuss where we went wrong and what we
did right. Reviewed the edits that were given in the
meeting.
March 16, 2017 90 - Discussed what needed to be done for this section.
Assigned tasks to each group member to be done for
the next meeting:
Tess: Graph (results & baseline), Appendix F and G.
Amy: intervention results paragraph, mediator
instructions chart
Graycee: editing mistakes, maintenance
Jenna: program changes, summary, references, edits
March 30, 2017 120 - Worked to combine all work together into one
document. Then worked on editing the whole paper
for little details.
April 7, 2017 120 - Had another meeting to discuss any last questions.
Started working on the presentation and the handout.
April 11, 2017 120 - Finished the presentation and handout. Printed off
copies of the final paper and did final check for edits.
April 18, 2017 60 - Met to assign sections of the presentation and
edited/formatted the slides.
April 20, 2017 30 - Met before class to do a dry run of the presentation.
Total: 900

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