ABA Behavioural Intervention Program

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY
Behavioural Intervention Program
Implementing Positive Reinforcement in the Treatment of Socially Withdrawn Behaviour
in a 11-Year-Old Boy During Group Work
Client: Charlie Thompson*
Setting: Regular classroom in a Middle School
Field Supervisor: Larissa Collins*
Students: Team #10
Bailey Rose
Isabella McLean
Taylor Walters
Danielle Elliott
Course: PSYC 6 - 102
College Supervisor: Gary Bernfeld
Date: February 24th, 2017
CAUTION
While this report can be used informally to guide clinical work, it is not a formal psychological
report, and was completed as part of a supervised student placement. It should not be placed on
any official file, nor would it be appropriate to discuss its findings in official agency reports.
* For reasons of confidentiality all names used in this report are fictional.
Honours Bachelor of Behavioural Psychology

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY ii
Table of Contents
1. Reasonfor Referral ...............................................................................1
2. Background Information ......................................................................1
3. Assessment Procedures Used ...............................................................1
4. Target Behaviours .................................................................................1
5. Assessment Procedures and Results ....................................................2
6. Hypotheses .............................................................................................4
7. Goals and Objectives ............................................................................4
8. Literature Review .................................................................................4
9. Intervention Procedures.........................................................................5
10. References ..............................................................................................6
11. Appendices .............................................................................................
A. Modified Functional Assessment Interview...................................7
B. Functional Assessment Checklist for Teachers and Staff ............12
C. Naturalistic Observation (ABC) of Charlie at School...................14
D. Data on Charlie’s Social Interactions During Baseline ................15
E. Children’s Reinforcement Survey ..................................................17
F. Mediator Instructions.......................................................................18
G. Data on Charlie’s Social Interactions During Treatment.............21
H. Meeting Minutes...............................................................................22

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 3
Behavioural Intervention Program
Client Name: Charlie Smith Date: February 13th, 2017
Counsellor: Larissa Collins
Program: Use of positive reinforcement for the increase in interactions with peers during
group work.
Reasonfor Referral
Charlie’s sixth-grade teacher, Ms. Potter, referred Charlie to a behaviour analyst. Charlie
was referred to receive treatment due to his lack of social interaction with peers during group
work and playtime. Charlie exhibits non-verbal signs of listening, but his verbal participation
requires improvement. The lack of verbal participation often resulted in incomplete group
participation marks, and for peers to bother Charlie due to his lack of participation. Therefore,
the goal of the intervention was to increase Charlie’s positive social interactions with peers,
enabling him to become more involved in the school community.
Background Information
Charlie is an 11-year-old boy who lives in Ontario with his mother, father, and 3-year-old sister,
Marie. Charlie’s family move frequently due to his father’s career in the military. Charlie attends
a regular middle school in Ontario and is in the sixth grade. He has no developmental, physical,
or biologically based concerns. The socially withdrawn behaviour is displayed at all times during
the school day. There was difficulty when trying to reach Charlie’s previous teachers due to the
frequent moves, but those who were contacted disclosed that he was socially withdrawn in their
classrooms as well. Charlie has received no other previous behavioural treatment or medication,
and is not currently receiving any medication. His teacher is willing to collaborate with the
behaviour analyst in the design and implementation of an appropriate behavioural treatment for
Charlie.
Assessment Procedures Used
Functional Assessment:
1. Modified Functional Assessment Interview
2. Naturalistic Observation (ABC) at School
3. Functional Assessment Checklist for Teachers and Staff
Baseline Assessment:
4. Frequency Recording of Social Interactions with Peers
Target Behaviour(s)
Interaction with Peers (Accelerate):
Interaction with peers is observed and recorded when Charlie interacts with his peers
during his language arts period. Charlie is to be considered interacting with his peers when he is
interacting with other students during group work. Charlie will not be recorded when he is
working on independent schoolwork and during classes other than language arts. Charlie is to be
considered not interacting with peers when he is alone, quiet while around other students, and
not verbally participating during group activities during his language arts class.

Rationale:
Interacting with others is an important skill for Charlie to learn so he can better carry
conversations with others at school and during activities outside of school. Charlie was not
interacting with others during assigned group work, which has lead to a decrease in friends,
social skills, confidence, and increased his anti-social behaviour. It is important for Charlie to
learn how to interact with others not only to gain confidence and friends, but also to increase
social skills for when he will need to use them during his future endeavours.
Assessment Procedures and Results Appendixes
Functional Assessment
1. Modified Functional Assessment Interview
A Modified Functional Assessment Interview (Modified Functional Assessment Interview;
Bernfeld (2012); Appendix A) was done with Ms Potter, Charlie’s teacher, on February 8th,
2017. According to Ms Potter, Charlie’s most common behaviours were not completing his
work, and exhibiting withdrawn behaviour during group work. The behaviours were said to
emerge constantly throughout the school day, especially during group work periods. The
consequences to Charlie’s behaviours were teacher attention, and being removed from group
work scenarios to complete his work independently; escape is the most probable factor
maintaining Charlie’s behaviour.
2. Functional Assessment Checklist for Teacher and Staff
Ms Potter, Charlie’s teacher, was interviewed on February 10th, 2017 using the Functional
Assessment Checklist for Teachers and Staff (FACTS; March et al, 2000; Appendix B). The
most frequent behaviours noted in the FACTS interview were incomplete work, off task, and
withdrawn behaviour. These behaviours occurred most frequently during group work situations,
and playtime. The consequences were most often teacher attention, and isolation from the group
to complete work independently. According to the FACTS interview, it appears as if the primary
function maintaining Charlie’s withdrawn behaviour is escape.
3. Naturalistic Observation (ABC) at School
Charlie’s socially withdrawn behaviour was recorded using an ABC chart throughout the school
day on February 9th, 2017 (Appendix C). According to the data, Charlie’s behaviour occurred
most often during group work periods, and playtime. He engaged in behaviours such as not
talking to peers, not completing his work, and removing himself from situations. Engaging in
these behaviours gained attention of his teacher, and escape of group work after repeated
prompts to them. Throughout the day, the consequences for his withdrawn behaviour was escape.
According to the data, the most likely function of Charlie’s withdrawn behaviour may be escape.
Baseline Assessment
4. Data on Charlie’s Social Interactions During Baseline
Charlie’s social interactions were observed using frequency recording (Appendix D). The
behaviour was observed over 5 school days, during language arts class. Each interval was 2
minutes long, and data was collected during each 20-minute group work session, of a 60-minute
class period. The total observation time came to 20 minutes, over 10 intervals during each daily

session. During baseline, Charlie exhibited socially interactive behaviour for an average of
18.00% of the group work time (see Figure 1).

Hypothesis
Review of the assessment results show that when group work did not allow for individual
input, Charlie did not participate in discussion of the work, and exhibited socially withdrawn
behaviour. The main consequence for Charlie’s behaviour was escape from group work. Given
that Charlie’s socially withdrawn behaviour occurs more in-group situations, than isolated
situations, he may exhibit some behavioural skills deficits in peer communication. He may
require more reinforcers to increase his positive social interactions. If Charlie’s behaviour is
maintained by escape, then praise and set alone time should increase the occurrence of his
involvement in peer interactions and group work.
Goal #1 and Objectives
Increased peer interactions (accelerate)
Charlie will interact with his peers during group work for 65% of the time during the language
arts period.
Objectives
Between 8:00 am - 9:00 am, during Language Arts, Charlie will exhibit peer interactions during
group work for:
1. 25% of the work period
Each of the above objectives will be achieved when Charlie has reached the specified criterion
for 3 consecutive days.
Literature Review
All behaviors are followed by certain consequence, which makes reinforcement one of
humankinds’ naturally occurring phenomena (Maag, 2001). When the consequence of behaviour
acts as a reinforcer for that behaviour, the behaviour increases, which has been demonstrated in
studies from all over the world (Maag, 2001). If a child is exhibiting socially withdrawn
behaviours, they tend to be noticeably shy and demonstrate a preference for secluding
themselves from others (Coplan et al., 2013). This response to social interactions results in
difficulties making friends and developing relationships with peers (Coplan et al., 2013). When it
comes to socially withdrawn behaviours, a high correlation of effectiveness and acceptability has
been found between positive reinforcement and social skills training (Miller, DuPaul, & Lutz,
2002). Social skills training involves the child initiating social interactions, responding to social
cues from others, and maintaining conversations (Miller, DuPaul, & Lutz, 2002). More research
has shown that multiple household moves are associated with increased emotional/behavioural
problems in school, as well as lower levels of social competence with peers (Hoglund &
Leadbeater, 2004). The goal is to relive these maladaptive behaviours and turn them into
appropriate behaviours through positive reinforcement (Snow & Brooks, 2004). Studies have
shown that if the desired behaviour is followed by a reward, the behaviour will increase in
frequency (Snow & Brooks, 2004). The same is true if positive reinforcement is taken away; the
behaviour will decrease in frequency (Snow & Brooks, 2004). It is also important to put a

reinforcement system in place to promote efficient levels of responding. According to Luczynski
and Hanley (2014), children prefer contingent reinforcement (CR) to alternate types of
reinforcement. There was also the highest success rate and satisfaction in clients when fixed-ratio
reinforcement was used to obtain social interactions (Luczynski & Hanley, 2014). Thus, the use
of positive reinforcement should increase Charlie’s instances of socially interactive behaviour.
Intervention Procedures
Positive Reinforcement
A positive reinforcement strategy was put into action in order to increase Charlie’s
positive social interactions. A fixed time (FT2) schedule of reinforcement was utilized to
increase social interactions. A FT reinforcement schedule is more effective in a classroom
situation as the schedule does not require the mediator to be constantly monitoring the child.
Charlie completed the Children’s Reinforcement Survey (Cautella & Brion-Meisels; Appendix
E) to help pinpoint possible reinforcers. Items that Charlie seemed to find most enjoyable
included playing computer games, reading, and going to the library. Other reinforcers that he
enjoys are candy, and milk, neither of which was used due to the associated difficulties in the
delivery, and fading out. He will also receive gestural reinforcement, through smiling and
nodding, or verbal reinforcements of praise when he is interacting with peers.
Prompts
If Charlie refuses to interact with peers, he was given a gestural prompt to return to
working as a team. If he continued to be withdrawn, he was then verbally prompted to become
more involved.
A counsellor began implementing the intervention during the language arts, and science
periods on Monday, February 6th, 2017. Data were collected during classes from Monday to
Friday between 8:00 am – 9:00 am for a period of 4 weeks. Charlie was initially reinforced for
his socially interactive behaviour on a FT2 schedule. The data were collected on a chart and,
each time the teacher looked at Charlie and he was interacting with his peers, an “X” was marked
on the data sheet and reinforcement was given. See Appendix F for Mediator Instructions.
Intervention Results
Charlie’s positive reinforcement intervention was implemented over a 15-day period.
This intervention was effective in increasing Charlie’s socially interactive behaviour. During
baseline, Charlie’s socially interactive behaviour averaged 18.00%. However, during
interventions his socially interactive behaviour averaged 45.33% (Appendix D), which represents
an increase of 151.83%. Figure 1 represents a graph of Charlie’s socially interactive behaviour
during the baseline and treatment phases. Each phase of the intervention portion of the graph
reflects the reinforcement schedule used in that phase and represents the amount of time it took
Charlie to reach each objective.

Figure 1. The percentage of social interactions during baseline and treatment.
Regarding the latter, each phase of the intervention portion of the graph represents the reinforcement schedule used in that
phase and represents the amount of time it took Charlie to reach each objective.

Program Changes
The initial plan for the intervention was to reinforce Charlie using a reinforcer that he had
indicated was the most desirable from then Children’s Reinforcement Survey (Appendix E)
However, in order to avoid satiation to the reinforcer, it was decided to use a combination of
three different reinforcers that could easily be faded out. This made it possible to keep Charlie as
interested as possible in achieving his objective, while slowly fading out the undesirable
behaviour.
Maintenance and Generalization
Since the program was only being implemented in Language Arts, in order to encourage
generalization, the program would need to be used in Charlie’s other classes. This will be easier
to achieve since there are few teachers that Charlie interacts with throughout the day. The verbal
and gestural prompts given to Charlie when he exhibits socially interactive behaviour continued
to be used, as they are natural prompts that use very little effort from the mediator. Charlie also
continued to receive social reinforcement, such as praise, while other reinforcers were faded out
from the initial FT2 schedule to a more natural scheduler using a variable time (VT) schedule of
reinforcement.
Specifically, after Charlie achieved his first objective, his reinforcement schedule was
shifted from FT2 to FT3. After reaching each subsequent objective, his schedule shifted to the
following: FT4, VT3, and finally to VT6.
Summary and Recommendations
This positive reinforcement intervention was effective in increasing Charlie’s socially
interactive behaviour. While during baseline, his socially interactive behaviour averaged 18.00%,
it averaged 45.33% during the entire intervention, which is an increase of 151.83%. Thus,
Charlie met all goals and objectives of the program. After Charlie had demonstrated mastery of
an objective for a 3-day period, the criteria changed, encouraging Charlie’s progress to
continually increase. Charlie exhibited no skill deficits in verbal participation, as hypothesized;
he simply was not exhibiting the behaviour due to his desire to escape the situation. Reinforcers
that Charlie previously indicated as desirable were delivered when he engaged in socially
interactive behaviour. These reinforcers, including social praise, were reinforcing for Charlie and
encouraged him to increase his social interactions to meet each objective. Gestural and verbal
prompts were used when Charlie became off-task, increasing his understanding of the difference
between being socially withdrawn, and socially interactive.
The reinforcers in the program were not sufficiently faded to natural reinforcers (e.g. social
praise) as would have been preferred. Instructions were included for the mediator detailing the
process in which the added reinforcers would be faded out and social praise could be used as the
primary reinforcer to maintain Charlie’s socially interactive behaviour. As noted earlier, it is
recommended that the procedure be used in other classes, and settings to encourage further
generalization.

References
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.
Coplan, R. J., Rose-Krasnor, L., Weeks, M., Kingsbury, A., Kingsbury, M., & Bullock, A.
(2013). Alone is a crowd: Social motivations, social withdrawal, and socioemotional
functioning in later childhood. Developmental Psychology, 49(5), 861-875. doi:
10.1037/a0028861
Hoglund, W. L., & Leadbeater, B. J. (2004). The effects of family, school, and classroom
ecologies on changes in children ‘s social competence and emotional and behavioural
problems in first grade. Developmental Psychology, 40(4), 533-544. doi: 10.1037/0012-
1649.40.4.533
Luczynski, K. C., & Hanley, G. P. (2014). How should periods without social interaction be
scheduled? Children’s preference for practical schedules of positive reinforcement.
Journal of Applied Behavior Analysis. 47(3), 500-522. doi: 10.1002/jaba.140
Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive
reinforcement in schools. The Council for Exceptional Children. 67(2), 173-186.
Retrieved from: http://amaesd.org/media/forms/Behavior-Toolbox/7-Team-
Tools/Reinforcement%20Paper.pdf
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.
Miller, D. N., DuPaul, G. J., Lutz, J. G. (2002). School-based psychological interventions for
childhood depression: Acceptability of treatments among school psychologists. School
Psychology Quarterly, 17(1), 79-99. doi: 10.1521/scpq.12.1.78.19903
Snow. D. L., & Brooks, R. B. (1974). Behavior modification techniques in the school setting.
Journal of School Health, 44(4), 198-205. doi: 10.1111/j.1746-1561.1974.tb05221.x
Word Count: 2480

Appendix A:
Modified Functional Assessment Interview
Modified Functional Assessment Interview
Section A: Describing the behaviour
What does the behaviour look like when it is happening?
I. Frequency How often does it occur: daily – weekly – monthly.
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
Not socializing with peers
during group work
During each
group work
period, on
average 2 a
day
Group-work lasts
for 25-30
minutes.
On average, he
will not speak for
90% of the group
work period.
This behavior could be
considered mildly
destructive as it is causing
him to be isolated by peers,
and some of his peers have
begun to tease him for his
lack of communication.

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?
Charlie is currently not taking any prescribed medications for his socially withdrawn behavior.
2. Are there any Medical or Physical Conditions that the person experiences that may
affect their behaviour? (For example: allergies, seizures, problems related to menstruation...)
He does not experience any medical or physical conditions that could affect his behavior.
3. Describe any Sleep Patterns or Eating Routines/Diets of the person and the extent to
which these may affect their behaviour.
Not much is known about Charlie’s sleep schedule, but he eats a balanced diet. These would not
have an effect on his socially withdrawn behavior in class during assigned group work.
4. Briefly list the person’s typical daily schedule of activities.
BEDTIME: N/A.
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?
During the school day, the activities on the daily schedule are predictable for Charlie. Charlie has
the same schedule during school hours, so the classes, their times, and how long they will last for
are predicable for Charlie.
Enjoys Problems Time Description Enjoys Problems Time Description
Yes 8:00
am
Language
Arts
Yes 12:50 pm Recess
Yes 9:00
am
Math Yes 1:20 pm Science
10:00
am
Recess &
Snack
Yes 2:20 pm Art and
Snack time
Yes 10:20
am
History Yes 2:40 pm Gym
11:20
am
French Yes 3:30 pm School
Ends
Yes 12:20
pm
Lunch

6. Do they have the opportunity during the day to make choices about their activities?
Describe: During school hours, Charlie has minimal choices to his activities. During lunch and
recess, he has free choice to do what he pleases. During class, he does not have a choice about
his activities.
7. Does the person typically seem bothered in situations that are more crowded and noisy?
Describe: Charlie does not feel uncomfortable when he is crowds or noisy areas. He is
uncomfortable when he needs to interact with others.
8. What is the pattern of staffing support?
The teacher is always in the room to supervise the students; she does not have any EA’s or other
forms of support during the school day.
9. Does the behaviour occur more or less when an activity is being done alone?
Does not occur
One person providing support Occurs less often
Group setting Occurs frequently
Describe: The behaviour occurs most often when Charlie is in a group setting, less often when
one person is providing support for him, and does not occur when schoolwork is being done
alone.
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: The behaviour is most likely to occur during assigned group work time during
science, language arts.
Least Likely: The behaviour is least likely to occur during math, art, history, lunch and recess
time when the opportunities to be isolated, or work individually increase.

2. Settings: Where are the Behaviours most and least likely to happen?
Most Likely: When Charlie is at school in group situation
Least Likely: When Charlie is alone, or working individually.
3. Social Contact: With whom are the Behaviours most and least likely to happen?
Most Likely: The behaviour is most likely to occur in the presence of his classmates.
Least Likely: The behaviour is least likely to occur when he is working individually.
4. Activity: What activities are most and least likely to produce the Behaviour?
Most Likely: When he is told by his teacher to work in a group to complete class work.
Least Likely: When he is working on assignments individually.
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.
N/a
Section D: Describing the Consequences for the Behaviour
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?
Charlie is placed in a
group of his peers to
complete assigned work
during science, and
language arts.
He is able to be isolated and work
individually due to the teacher often
removing him from the situation to
complete the work on his own.
By performing this behavior,
Charlie gets to escape social
interacting with others.

NOT TO BE USED IN THE INTERVIEW OF
MEDIATORS
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:
gathered in Section C of the
Modified Functional
Assessment Interview
This is why my child/client
continues to perform the
behaviour:
gathered in Section D of the
Modified Functional
Assessment Interview.
When Charlie is asked by his
teacher to work in a group
with his classmate, he will sit
silently by himself and not
interact with his peers.
He will not talk to his
classmates, voice his opinion,
or help with the assigned class
work.
During science, and language
arts class periods when
Charlie is most likely to be
asked to interact with his
peers.
Charlie continues to do this
behaviour because he is able
to avoid interacting with his
peers, which is what makes
him uncomfortable.

Appendix B:
Functional Assessment Checklist for Teachers and Staff
Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)
Student/ Grade: Charlie, Grade 6 Date: February 10th, 2017
Interviewer: Larissa Collins Respondent(s):Ms. Potter
Student Profile: Please identify at least three strengths orcontributions the student brings to school.
Charlie is very intelligent, a strong reader, and quite positive.
Problem Behavior(s): Identify problem behaviors
___ Tardy ___ Fight/physicalAggression ___ Disruptive ___ Theft
___ Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism
_X_ Withdrawn ___ Verbal Harassment _X_ Worknot done ___ Other________________
___ Verbally Inappropriate ___ Self-injury
Describe problembehavior: Withdrawn,worknot completed,off-task
Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.
Schedule
(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:00 am -
9:00 am
Language Arts Low High
1 2 3 4 5 6X
Withdrawn, work not done
9:00 am -
10:00 am
Math
1 2X 3 4 5 6
10:00 am
- 10:20
am
Brief snack& Recess
time 1X 2 3 4 5 6
10:20 am
- 11:20
am
History
1X 2 3 4 5 6
11:20 am
- 12:20
pm
French
1 2X 3 4 5 6
12:20 pm
- 12:50
pm
Lunch
1 2 3X 4 5 6
12:50 pm
- 1:20 pm
Recess
1X 2 3 4 5 6
1:20 pm -
2:20 pm
Science
1 2 3 4 5X 6
Withdrawn, work not done
2:20 pm -
2:40 pm
Art and Snack time
1X 2 3 4 5 6
2:40 pm -
3:30 pm
Gym
1 2 3X 4 5 6
Withdrawn, does not
participate
3:30 pm - School Ends
1X 2 3 4 5 6
Select 1-3 Routines for further assessment: Select routines based on (a) similarity of activities (conditions)
with ratings of 4, 5 or 6 and (b) similarity of problem behavior(s). Complete the FACTS-Part B for each
routine identified.

Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)
Student/ Grade: Charlie, Grade 6 Date: February 10th, 2017
Interviewer: Larissa Collins Respondent(s): Ms. Potter
Routine/Activities/Context: Which routine(only one) from the FACTS-Part A is assessed?
Routine/Activities/Context Problem Behavior(s)
Group work time Withdrawn, work not completed
Provide more detail about the problem behavior(s):
What does the problembehavior(s) look like? Not interacting with peers, or completing assigned work.
How often does the problembehavior(s) occur? Daily, in several classes.
How long does the problem behavior(s) last when it does occur? Lasts for the majority of group work time.
What is the intensity/level of danger of the problem behavior(s)? Intensity = High, Danger = Low
What are the events that predict when the problem behavior(s) will occur? (Predictors)
Related Issues (setting events) Environmental Features
___ Illness Other:_________________
___ Drug use ______________________
X Negative social ______________________
___ Conflict at home ______________________
___ Academic failure ______________________
___ Reprimand/correction X Structured activity
___ Physical demands ___ Unstructured time
___ Socially isolated ___ Tasks too boring
X With peers ___ Activity too long
___ Other ___ Tasks too difficult
What consequences appear most likely to maintain the problem behavior(s)?
Things that are Obtained Things Avoided or Escaped From
X Adult attention Other: ________________
___ Peer attention ______________________
X Preferred activity ______________________
___ Money/things ______________________
___ Hard tasks Other: Completing tasks, peer
___ Reprimands attention/interaction
___ Peer negatives ________________________
___ Physical effort ________________________
___ Adult attention ________________________
SUMMARY OF BEHAVIOR
Setting Events & Predictors Problem Behavior(s) Maintaining Consequence(s)
Negative social, with peers, and
structured activity
Withdrawn, and incomplete
work
Adult attention,and escape from
work and peer interaction, as well
as access to preferred activity.
How confident are you that the Summary of Behavior is accurate?
Not very confident Very Confident
1 2 3 4 5X 6
What current efforts have been used to control the problem behavior?
Strategies for preventing problem behavior Strategies for responding to problem behavior
X Schedule change Other: ________________
___ Seating change ______________________
X Curriculum change ______________________
X Reprimand Other: ___________________
___ Office referral _________________________
___ Detention _________________________
March, Horner, Lewis-Palmer, Brown , Crone, Todd, & Carr (2000) 4/24/00

Appendix C:
Naturalistic Observation (ABC) of Charlie at School
Time Antecedent Behavior Consequence
8:15 am Teacher asks students
to get into their
groups for group
work
Charlie refuses to
participate
Teacher prompts him
8:20 am Teacher prompts
Charlie to speak to
the group
Charlie remains silent Teacher goes to the
groups and try’s to
prompt them to
include Charlie
8:25 am Peers trying to
involve him
Charlie says nothing,
and asks teacher if he
can work alone
Teacher attempts to
work with the group
and Charlie to
complete assignment
8:35 am Teacher working with
group
Charlie asks again to
work alone
Teacher allows it
8:45 am Teacher asks students
to take turns
practicing reading in
groups
Charlie asks to go to
the washroom when
it is almost his turn to
read
Charlie misses his
turn to read to his
group

Appendix D:
Data on Charlie’s Social Interactions During Baseline
Name: Charlie Day 1: Monday, February 13th, 2017
Observer: Larissa Collins
Setting: Language Arts Class
Time Started: 8:00 am
Time Ended: 9:00 am
Interval Length: 20 minutes. Each interval was 2 minutes long, and data were collected during
each 20-minute group work session, of a 60-minute class period. The total observation time came
to 20 minutes, over 10 intervals during each daily session.
Behaviour/
Interval
1 2 3 4 5
X X ✓ X X
Behaviour/
Interval
6 7 8 9 10
X X X ✓ X
X = NO
✓= YES
1. Target Behaviour: Interacting with other students
2. Occurrences: 2
3. Number of Intervals Recorded: 10
4. Percentage Occurrence: (2/10) x 100 = 20.00%
Day 2: Tuesday, February 14th, 2017
Behaviour/
Interval
1 2 3 4 5
X X X X X
Behaviour/
Interval
6 7 8 9 10
X X X X ✓
X = NO
✓= YES
2. Occurrences: 1
Day 3: Wednesday, February 15th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
X X X X X

X = NO
✓= YES
2. Occurrences: 1
Day 4: Thursday, February 16th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES
2. Occurrences: 3
Day 5: Friday, February 17th, 2017
Behaviour/
Interval
1 2 3 4 5
X X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES
2. Occurrences: 2
Number of occurrences overall in baseline: 9
Percentage of occurrences overall in baseline: (9/50) x 100 = 18.00%

Appendix E:
Children’s Reinforcement Survey
CHILDRENS REINFORCEMENT SURVEY SCHEDULE
Name: Charlie Thompson Date: January 30th, 2017
Age: 11 Sex: Male School: Regular Middle School Grade: 6
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
Choices 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 the swings? X
10. Do you like playing 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 telling you that you have done a
good job?
X
15. Do you like extra playtime? X
16. Do you like teaching things to other people? X

Appendix F:
Mediator Instructions
Title: Increasing Positive Social Interactions
Client Name: Charlie Thompson
Date of Birth: July 9, 2004
Date of Report: February 24th, 2017
Goal
Charlie will exhibit socially interactive behaviour for 60% of group work time in Language Arts.
Target Skill/Behaviour(s)
Socially Involved (Accelerate)
Operational Definition(s)
Socially interactive behaviour is observed and recorded when Charlie works in a group setting.
Charlie is socially interactive when he talks with other students and gives ideas about assigned
work. Charlie can only exhibit socially withdrawn behaviour if another member of the group is
talking, at the minimum he must be engaged in the conversation that is happening. Charlie will
be considered socially withdrawn if he is slumped in his chair, not making eye contact with other
students, not providing ideas or opinions about the assigned group work, or trying to ask the
teacher if he can do the work alone.
Objective(s)
Between 8:00 am - 9:00 am, during Language Arts, Charlie will exhibit peer interactions during
group work for:
Each of the above objectives will be achieved when Charlie has reached the specified criterion
for 2 consecutive days.
Intervention Schedule
Location of Intervention
Mediators
Counselor
Anytime the behaviour occurs during the Language Arts group work period. The group work
period is 20 minutes between the times of 8:00 am – 9:00 am.
The intervention will take place in the classroom during language arts group work time.

Materials
Data Collection Method
The counselor is to observe Charlie once every three minutes in a thirty-minute span. If Charlie
is interacting with his peers the counselor is to put an “X” on a chart. If Charlie is not interacting
with his peers the counselor is to put an “O” on the chart. At the end of the day, each occurrence
of socially interactive behaviour is added up and divided by the number of intervals (10) then
multiplied by 100. This percentage amount of interactions is then graphed.
Materials needed for the intervention consist of assigned group work, tools for Charlie to
complete assigned work, a stopwatch/timer, a datasheet, and writing utensils for the
mediator(s)

Procedure
Ensure that you have Charlie’s assigned work, and a group for him to work with. As well as the necessary materials you will need to
implement the procedure prior to beginning the session.
Charlie is to be given a gestural prompt to interact with the group. If the gestural prompt does not work Charlie is to be given a verbal
prompt. Given that the function of Charlie’s behaviour is escape, if the gestural and verbal prompts do not work, the best course of
action would be to continue encouraging him to participate, attempt to use leading questions to encourage him to participate and work
with the group to complete the assignment.
Antecedents / SDs / Situations Client’s Behaviour Mediator’s Behaviour
Teacher asks class to go into assigned
groups and complete work
Teacher asks class to go into assigned
groups and complete work
Charlie is not interacting with peers for 45
seconds or longer
Charlie continues to not interact or
complete work
Charlie continues to not interact
Charlie interacts with the group and
completes the assignment
Give Charlie a gestural prompt, e.g., point
to Charlie’s work or mouth.
If Charlie is still not interacting 10 seconds
after the gestural prompt, say, “Charlie, it’s
time to give some opinions please.”
If Charlie is still not interacting 10 seconds
after the verbal prompt, approach him and
attempt to work with the group to
encourage Charlie to interact and input
ideas.
Say, “Great to see you participating,
Charlie.” If Charlie meets his objective
during a group session, he may then be
rewarded with independent reading time, a
trip to the library, or extra recess time.

ST. LAWRENCE COLLEGE BEHAVIOURAL PSYCHOLOGY 25
Appendix G:
Data on Charlie’s Socially Interactive Behaviour During Treatment
As detailed prior in the appendix presenting the baseline data.
Data was collected in ten, 2-minute intervals during each 20-minute group work session, of each
60-minute class period.
Day 6: Monday, February 20th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES
2. Occurrences: 3
4. Percentage Occurrence: (3/10) x 100 = 30%
Day 7: Tuesday, February 21st, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES
2. Occurrences: 3
Day 8: Wednesday, February 22nd, 2017
Behaviour/
Interval
1 2 3 4 5
X X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES

2. Occurrences: 2
Day 9: Thursday, February 23rd, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES
2. Occurrences: 3
Day 10: Friday, February 24th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
X ✓ X ✓ ✓
X = NO
✓= YES
2. Occurrences: 4
Day 11: Monday, February 27th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X X
Behaviour/
Interval
6 7 8 9 10
✓ X X X ✓
X = NO
✓= YES
2. Occurrences: 3

Day 12: Tuesday, February 28th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ ✓ X X X
Behaviour/
Interval
6 7 8 9 10
X ✓ ✓ X X
X = NO
✓= YES
2. Occurrences: 4
Day 13: Wednesday, March 1st, 2017
Behaviour/
Interval
1 2 3 4 5
✓ X X X ✓
Behaviour/
Interval
6 7 8 9 10
✓ X ✓ X ✓
X = NO
✓= YES
2. Occurrences: 5
Day 14: Thursday, March 2nd, 2017
Behaviour/
Interval
1 2 3 4 5
X X ✓ ✓ X
Behaviour/
Interval
6 7 8 9 10
X ✓ X ✓ X
X = NO
✓= YES
2. Occurrences: 4

Day 15: Friday, March 3rd, 2017
Behaviour/
Interval
1 2 3 4 5
✓ ✓ X X X
Behaviour/
Interval
6 7 8 9 10
✓ ✓ ✓ X X
X = NO
✓= YES
2. Occurrences: 5
Day 16: Monday, March 6th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ ✓ X ✓ X
Behaviour/
Interval
6 7 8 9 10
✓ X ✓ ✓ X
X = NO
✓= YES
2. Occurrences: 6
Day 17: Tuesday, March 7th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ ✓ ✓ X ✓
Behaviour/
Interval
6 7 8 9 10
X ✓ X ✓ X
X = NO
✓= YES
2. Occurrences: 6

Day 18: Wednesday, March 8th, 2017
Behaviour/
Interval
1 2 3 4 5
X X ✓ ✓ ✓
Behaviour/
Interval
6 7 8 9 10
✓ ✓ X ✓ X
X = NO
✓= YES
2. Occurrences: 6
Day 19: Thursday, March 9th, 2017
Behaviour/
Interval
1 2 3 4 5
✓ ✓ X X ✓
Behaviour/
Interval
6 7 8 9 10
X ✓ ✓ ✓ ✓
X = NO
✓= YES
2. Occurrences: 7
Day 20: Friday, March 10th, 2017
Behaviour/
Interval
1 2 3 4 5
X ✓ ✓ ✓ X
Behaviour/
Interval
6 7 8 9 10
✓ ✓ X ✓ ✓
X = NO
✓= YES
2. Occurrences: 7

Number of occurrences over in the intervention: 68
Percentage of occurrences overall in the intervention: 68 [occurrences] / 150 [intervals] X 100 =
45.33%
Percentage of Improvement in Socially Interactive Behaviour:
[(Treatment Level – Baseline Level) / Baseline Level] X 100
[(45.33 – 18.00) / 18.00] X 100 = 151.83%

Appendix H:
Meeting Minutes
Date # Of
Minutes
Absent
Members
Assigned Responsibilities Accomplished
January
23/17
90 N/A Discussed background
information of client, and
divided up responsibilities
for assessments
Yes
January
26/17
90 N/A Looked over initial data for
assessment measures, set
adjustments to be made for
next meeting
Yes
January
30/17
90 N/A Adjustments reviewed,
information typed into
document. Decided on
target behaviours based on
assessments.
Yes
February
2/17
90 N/A Began looking for
additional literature review
articles, and input
information to appendices
Yes
February
6/17
120 N/A Went over articles found
and picked 4 for the review
section. Worked as a group
to outline the review.
Yes
February
9/17
120 N/A Went over intervention
procedures section and
outlined what would be
written. Created a
hypothesis for the behaviour
to be the focus of
intervention.
Yes
February
13/17
120 N/A Edited and revised
information.
Yes
February
16/17
120 N/A Completed baseline graph,
and went through
appendixes to ensure
information fit in with what
was written
Yes
February
21/17
120 N/A Completed final
assessments of paper, and
edited it one more time prior
to printing.
Yes
March 13/17 60 N/A Went through notes on
midterm program, began
edits.
Yes

March 20/17 90 N/A Went over edits completed
from week prior, and
completed further revision.
Yes
March 27/17 90 N/A Delegated new sections to
be completed.
Yes
April 3/17 90 N/A Worked on Appendix G,
and new graph.
Yes
April 10/17 120 N/A Went over new sections for
final, and completed final
revisions.
Yes
April 17/17 120 N/A Began PowerPoint and
handout, delegated portions
of PowerPoint to be
presented by each person.
Yes
April 24/17 90 N/A Ran through presentation,
went over program.
Yes
Total

ABA Behavioural Intervention Program

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