ABA Program

Behavioural Intervention Program
Applying Differential Reinforcement of an Alternative Behaviour to Increase Sharing in a
6-Year-Old Boy During Social Interactions and Play Time
Client: Jake Matthews*
Setting: Regular classroom in an elementary school and
outdoor recess area
Field Supervisor: Jackie Evans*
Students: Team # 8
Jenna Surette
Natalie Percy
Krista Brady
Liam MacMullin
Course: PSYC 6DG-102
College Supervisor: Gary Bernfeld
Date: April 25, 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 .............................................................................................3
7. Goals and Objectives ............................................................................3
8. Literature Review .................................................................................3
9. Intervention Procedures.........................................................................4
10. Intervention Results…………………………………………………...4
11. Program Changes……………………………………………………...6
12. Maintenance and Generalizations……………………………………6
13. Summary and Recommendations…………………………………….6
14. References ..............................................................................................7
15. Appendices .............................................................................................
A. Functional Assessment Checklist for Teachers and Staff ...........8
B. GB Motivation Screening Tool........................................................10
C. Naturalistic Observation (ABC) of Jake at School .......................13
D. Data on Jake’s Sharing Behaviour During Baseline ....................14
E. Children’s Reinforcement Survey ..................................................16
F. Mediator Instructions.......................................................................17
G. Data on Jake’s Sharing Behaviour During Intervention ……….20

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 1
Behavioural Intervention Program
Client Name: Jake Matthews Date: February 24, 2017
Counsellor: Jackie Evans
Program: Applying DRA to Increase Sharing During Social Interaction and In-Class Play
Time
Reasonfor Referral
Jake has demonstrated physical aggression when playing with other students. During in-
class play time, if a student approaches Jake to share the toys in the play area, he grabs the toys
away from the other students and pushes them away from him and the toys. Other students’
parents have expressed concerns as to how their children have been hurt by Jake’s aggressive
behaviour. Ms Lewis, Jake’s first grade teacher, has referred him because of his reoccurring
aggressive behaviour.
Background Information
Jake Matthews, age 6, attends a public elementary school and is in grade one. He is an only child
and lives at home with his parents. He is from a middle class family. Jake’s kindergarten teacher
previously noticed his aggressive behaviour but was not overly concerned and assumed it would
subside with more integration and time so there was no previous medication or treatment. Jake’s
aggressive behaviour usually occurs during playtime with other students. The teacher has
complied to work with the team of behaviour analysists in implementing treatment for Jake.
There are currently no physical, developmental, or biological based concerns. His family is
stable but he has no community support or involvement. There are also no current or past legal
issues with Jake. Ms. Lewis, his teacher, has referred him. She has previous experience with
behaviour programming but unfortunately could not successfully treat Jake’s aggression on her
own.
Assessment Procedures Used
Functional Assessment:
1. Functional Assessment Checklist for Teacher and Staff
2. GB Motivation Screening Tool
3. Naturalistic Observation (ABC) at School
Baseline Assessment:
4. Frequency recording of alternative behaviour (sharing)
Target Behaviours
Sharing (accelerate):
Sharing is observed and recorded when Jake willingly takes turns using the class toys
both during in-class playtime and recess play time as well as when he completes tasks
cooperatively with others. Jake is not expected to share if the items are his own personal items
from home or during independent work time using items assigned to him. He is considered to be
not sharing when he pulls toys away from other students aggressively causing physical harm,
pushes students away while he is playing, and refuses to play near or with other students.
Rationale:
Sharing is an essential skill required throughout life. Sharing helps build relationships
and encourage social skills. Sharing is an important skill for Jake to learn because he currently
shows withdrawal from other students and favours isolation and independent work rather than
working in group settings and playing with the other students. It is important that he learns how

to share now while he is still young so that he will have an easier time developing relationships
and social connections in the future.
Assessment Procedures and Results
Functional Assessment
1. Functional Assessment Checklist for Teacher and Staff
Ms. Lewis, Jake’s first grade teacher, was interviewed on October 6, 2017 using the Functional
Assessment Checklist for Teachers and Staff (FACTS; March et al., 2000; Appendix A). The
most frequent behaviour noted in the FACTS interview was physical aggression. This frequent
behaviour occurred during social skills class, recess, and play time, all of which involve social
interaction with staff and peers. The result of the physical aggression was most often adult and
peer attention as well as Jake obtaining his preferred activity of playing alone being the only one
with access to certain toys. According to the FACTS interview, it can be assumed that obtaining
tangible items and escape from interactions with his peers is the function maintaining Jake’s
physical aggression. Within the FACTS interview it was noted that attention was obtained
through behaving aggressively but that it was not a function of his behaviour, it was just an
product of event in that given setting.
2. GB Motivation Screening Tool with Ms. Lewis
Ms. Lewis was interviewed on October 7th, 2016 using the GB Motivation Screening Tool
(Barrera, & Graver, 2009: Appendix B). According to Ms. Lewis, Jake’s problem behaviour
occurs more than once a day. The interview showed the function of Jake’s aggression is the
result of tangibles. Gaining access to preferred items and being in the presence of others
contributes to Jake’s problem behaviour, aggression. His common behaviours were engaging in
physical aggression to gain back access to the tangible items. It also was noted that he rarely
exhibits aggression because of discomfort or sensory functions.
3. Naturalistic Observation (ABC) of Jake at School
Jake’s sharing behaviour was recorded using an ABC chart throughout the school day (Appendix
C). According to the data collected, Jake’s behaviour occurred most often during social
interactions with peers. Jake engaged in behaviours such as grabbing toys away from other
students in an aggressive manner occasionally causing harm, throwing and kicking sand at other
students during recess, pushing other students on the outdoor jungle gym, and hitting staff and
students with either an open hand or closed fist. Engaging in these behaviours allowed him to be
isolated from his peers and left to play alone which is his desired outcome. Throughout the day,
the result of Jake’s physically aggressive behaviour was exclusive access to certain toys and
isolation from his peers. According to this data, the function of Jake’s physically aggressive
behaviour may be escape and access to tangibles.
Baseline Assessment
4. Data on Jake’s Sharing Behaviour During Baseline
During baseline, Jake’s sharing behaviour was observed using frequency recording (Appendix
D). Jake’s sharing behaviour was observed over 5 school days for 3 periods throughout the day.
The periods were one hour in length during two periods of play time and social interaction and
one period of recess. The first play time period was 9:00 am - 9:30 am, recess was 11:45 am –
12:15 pm, and the last period play time was 2:00 pm – 2:30 pm. There were six, 3-minute

intervals for each 30-minute period. Jake’s behaviour was observed for a total of 54 minutes each
day. Jake shared for an average of 11.11% overall during baseline recording.
Hypotheses
The assessment results show that the most common antecedent for Jake’s aggressive
behaviour was the presence of other students. The FACTS, GBMST and ABC recording chart all
describe the two main functions of Jake’s behaviour is escape from other students and gaining
access to his preferred tangible items. Given that Jake’s sharing behaviour occurs more
frequently during some class periods than others, it is not likely that sharing is a skill deficit;
Jake is just not willing to share. Because he has the skill to share, the absence of this behaviour
could be due to the lack of reinforcement, the reinforcement schedule, or the type of
reinforcement given. If the function of Jake’s behaviour is maintained by escape and access to
tangibles, then the opportunity to have independent play periods and access to his preferred items
should decrease the rate of aggressive behaviour.
Goal and Objective
Sharing (accelerate)
Jake will share with his peers for 70% of scheduled play times and recess.
Objectives
During each of the observational periods between 9:00 am – 9:30 am, 11:45 am-12:15 pm, and
2:00 pm – 2:30 pm, Jake will share for
1. 20 % of the three times
Each of the above objectives will be achieved when Jake has reached the specified criterion for 2
consecutive days.
Literature Review
Aggression is a naturally occurring behaviour but there is a degree to which it is considered
socially acceptable. Children are required to learn how to share appropriately in order to develop
social relationships. Fitzpatrick et al. (2016) suggest that differential reinforcement procedures
should be used as a treatment option because they are based on empirical evidence. Differential
reinforcement of an alternative behaviour (DRA) can be used to extinguish problem behaviours
and replace them with socially acceptable alternatives (Schlichenmeyer, Dube, & Vargas-Irwin,
2015). Research by Gabor, Fritz, Roath, Rothe and Gourley (2016) showed that the participants
found DRA to be more acceptable and favourable when treating problem behaviours with
functions of tangible items and attention. Differential reinforcement of an alternative behaviour
can also be generalized to treat problem behaviours associated with autism spectrum disorder
(Schlichenmeyer, Dube, & Vargas-Irwin, 2015). When attempting to treat the same aggressive
behaviours across multiple participants, differential reinforcement has shown to be beneficial in
decreasing the aggression (Doyle, DeRosa, & Roane, 2013). Differential reinforcement of an
alternative behaviour can be used in addition to other behaviour intervention strategies (e.g.
time-outs) to increase the likeliness of decreasing the problem behaviour (Lucas, 2000). Overall,
using positive reinforcement in the form of differential reinforcement of alternative behaviours
should increase Jake’s sharing behaviour, and ultimately decrease his physical aggression.

Intervention Procedures
Positive Reinforcement using DRA
A positive reinforcement strategy using differential reinforcement of alternative
behaviour was used to increase Jake’s sharing behaviour and decrease his physical aggression. A
fixed interval of 2 (FI2) was initially used to increase Jake’s sharing behaviour. A FI2 is more
effective when teaching Jake a new behaviour. Jake completed the Children’s Reinforcement
Survey (Cautella & Brion-Meisels, 1979; Appendix E) to determine the possible reinforcements
to be used. Jake really liked access to tangible items such as blocks and toys as well as
independent activities such as reading and playing alone. Other reinforcers he liked are chocolate
and social praise. Playing outside was not a sufficient reinforcer because of a lack of resources to
supervise one student outside. In addition to tangible items, Jake received social praise and
independent play time when he successfully shared with his peers.
Prompts
At the beginning of the day, a visual prompt was taped to Jake’s desk that reminded him
to share. He was then given a gestural prompt towards the visual prompt on his desk at the
beginning of each observational period. If the mediator observed a failed opportunity to share,
Jake was then given a verbal prompt that he is supposed to share.
On October 24th, 2016 the intervention by the behaviour analysist was implemented.
Intervention was observed for six, 3-minutes intervals, over the 30-minute period, three times a
day, Monday to Friday. Jake was observed during play time (9:00 am – 9:30 am), recess (11:45
am – 12:15pm) and social time (2:00 pm – 2:30 pm). Jake was positively reinforced for sharing
on a FI2 schedule. The behaviour analysist collected data on a chart each time the behaviour
occurred. Depending on whether or not Jake shared and if he met the sharing objective, he was
reinforced following every second 3-minute observation interval. See Appendix F for Mediator
Instructions.
Intervention Results
Jake’s differential positive reinforcement intervention was implemented over a 20-day
period. Jake’s sharing behaviour averaged 11.11% during the baseline phase. During the
implementation of the intervention, his sharing behaviour averaged at 37.22% (Appendix G).
This average percentage represents an increase of 235 percent. Figure 1 represents a graph of
Jake’s sharing behaviour during baseline and treatment. Each phase of the intervention portion of
the graph illustrates the reinforcement schedule used in the coinciding phase. Each intervention
phase also demonstrates the time it took Jake to achieve each objective.

Program Changes
The original treatment plan was to reinforce Jake’s sharing behaviour with a reinforcer
that he had indicated to be his most preferred from the Children’s Reinforcement Survey
(Appendix E). However, to avoid satiation to the desired reinforcer, it was decided that Jake
would have the opportunity to choose from three different reinforcers. This combination of
reinforcers could easily be faded out. This strategy made it possible to keep Jake’s upmost
interest and motivation to accomplish the specific behavioural objective, while slowly phasing
out the undesired and unwanted behaviour.
Maintenance and Generalization
The treatment program for Jake is implemented in three different settings, this is because
it is important for Jake to be able to generalize his sharing behaviour and keep it maintained over
various settings throughout his day. This will be important because there are other children that
Jake will interact with. The visual prompt would need to be phased out of the intervention so that
Jake would not always rely on this prompt to remind him to share. The gestural and verbal
prompts given to Jake when he is not sharing continued to be used because they require
minimum effort from the mediator, and they serve as a natural prompt to Jake in the school
setting. Jake also continued to have the opportunity to have access to tangible items, such as
preferred toys, while his other reinforcers were phased out from the initial FI2 schedule to a
more natural schedule using a variable time (VT) schedule of reinforcement.
Particularly, after Jake accomplished his first objective, the schedule where he was
reinforced was modified from an FI4 to a VI2. After Jake achieved each subsequent objective,
his reinforcement schedule changed to the following: VI3, VI4, and finally to a VI6.
Summary and Recommendations
The differential positive reinforcement of an alternative behaviour treatment effectively
increased Jake’s sharing behaviour. His sharing behaviour averaged at 11.11% during baseline
whereas during the intervention Jake’s sharing behaviour averaged at 37.22%, providing a 235%
increase in his sharing behaviour. Jake successfully fulfilled each intervention objective, once
Jake accomplished the objective over 2 consecutive days, the criteria changed increasing Jake’s
progress of sharing. Reinforcers previously indicated as preferable for Jake were delivered on a
specific schedule of reinforcement within each objective when sharing behaviour was observed
meeting all requirements. These reinforcers encouraged Jake to share with his peers and make
continuous progress towards meeting his objectives. Jake was given a series of visual, gestural,
and verbal prompts throughout the intervention in order to encourage sharing behaviour; the
verbal prompts were contingent on Jake failing to share when presented with the opportunity to.
Program mediators were provided with instructions regarding fading procedures for positive
reinforcement, social praise can be implemented as a natural reinforcer maintaining Jake’s
sharing behaviour. The program was implemented across three different setting in order to
encourage generalization.

References
Barrera, F. J., & Graver, E. E. (2009). A comparison of behaviour functions in community and
facility settings. Journal on Developmental Disabilities, 15(1), 30-34.
Cautella, J. R., & Brion-Meisels, L. (1979). A children’s reinforcement survey schedule.
Psychological Reports, 44, 327-338. Table 1
Doyle, N. M., DeRosa, N.M., & Roane, H. S. (2013). Development of a combined intervention
to decrease problem behavior displayed by siblings with pervasive developmental
disorder. Journal of Developmental Physical Disability, 25, 91-104. doi: 10.1007/s10882-
012-9305-1
Gabor, A. M., Fritz, J. N., Roath, C. T., Rothe, B. R., & Gourley, D. A. (2016). Caregiver
preference for reinforcement-based interventions for problem behaviour maintained by
positive reinforcement. Journal of Applied Behavior Analysis, 49(2), 215-227.
Lucas, R. L. (2000). The effects of time-out and DRA on the aggressive behavior of a spirited
two-year-old. Child & Family Behavior Therapy, 22(2), 51-56. doi:
10.1300/J019v22n02_04
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.
Schlichenmeyer, K. J., Dube, W. V., & Vargas-Irwin, M. (2015). Stimulus fading and response
elaboration in differential reinforcement for alternative behavior. Behavioral
Interventions, 30, 51-64. doi: 10.1002/bin.1402
Fitzpatrick, S. E., Srivorakiat, L., Wink, L. K., Pedapati, E. V., & Erickson, C. A. (2016).
Aggression in autism spectrum disorder: Presentation and treatment options.
Neuropsychiatric Disease and Treatment, 12, 1525-1538. doi: 10.2147/NDT.S84585
Word Count:

Appendix A:
Functional Assessment Checklist for Teachers and Staff
FACTS - Part A
Student/ Grade: Jake Matthews Date:October 6, 2016
Interviewer: Jenna Surette Respondent(s): Ms. Lewis
Student Profile: Please identify at least three strengths or contributions the student brings to school.
Jake is really engaged in story time and individual reading, he stays in his seat during class time, and he
does not interrupt when the teacher or another student is speaking.
Problem Behavior(s): Identify problem behaviors
___ Tardy X Fight/physicalAggression ___ Disruptive ___ Theft
___ Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism
___ Withdrawn ___ Verbal Harassment ___ Worknot done ___ Other________________
___ Verbally Inappropriate ___ Self-injury
Describe problembehavior: ____________________________________________________________
Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.
Schedule
(Times)
Activity
Class Daily Routine
Likelihood of Problem Behavior Specific Problem Behavior
9:00 am Social Skills and Daily
Calendar
Low High
1 2 3 4 5 6X
Physical Aggression
9:30 am Story time/Reading
1X 2 3 4 5 6
10:00 am Spelling/Writing
1X 2 3 4 5 6
10:30 am Snack
1 2X 3 4 5 6
10:45 am Gym
1 2 3 4X 5 6
Physical Aggression
11:15 am Arts and Crafts
1 2X 3 4 5 6
11:45 pm Recess
1 2 3 4 5X 6
Physical Aggression
12:15 pm Lunch
1 2X 3 4 5 6
1:00 pm Science
1X 2 3 4 5 6
1:30 pm Math
1X 2 3 4 5 6
2:00 pm Play time
1 2 3 4 5 6X
Physical Aggression
2:30 pm Dismissal
1X 2 3 4 5 6
Select1-3 Routines for further assessment:Selectroutines 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.

FACTS - Part B
Student/ Grade: Jake Matthews Date:October 5, 2016
Interviewer: Jenna Surette Respondent(s): Ms. Lewis
Routine/Activities/Context: Which routine (only one) from the FACTS-Part A is assessed?
Routine/Activities/Context Problem Behavior(s)
Play time Physical Aggression
Provide more detail about the problem behavior(s):
What does the problem behavior look like? Pushes peers and takes preferred toys from other students.
How often does the problem behavior occur? Daily, several times during social interactions/play time.
How long does the problem behavior last when it does occur? Usually under a minute.
What is the intensity/level of danger of the problem behavior? Overall intensity = moderate, overall
danger = high
What are the events that predict when the problem behavior(s) will occur? (Predictors)
Related Issues (setting events)
Environmental Features
___ illness Other:_________________
___ drug use ______________________
___ negative social ______________________
___ conflict at home ______________________
___ academic failure ______________________
___ reprimand/correction ___ structured activity
___ physical demands X 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 Avoidedor Escaped From
X adult attention Other: ________________
X peer attention ______________________
X preferred activity ______________________
___ money/things ______________________
___ hard tasks Other: avoid and escape interaction
___ reprimands with his peers
___ peer negatives
___ physical effort
___ adult attention
SUMMARY OF BEHAVIOR
Identify the summary that will be used to build a plan of behavior support.
Setting Events & Predictors Problem Behavior(s) Maintaining Consequence(s)
Unstructured play time with
interaction of other classmates
Physical Aggression Adult and peer attention
Escape from social interactions
How confident are you that the Summary of Behavior is accurate?
Not very confident Very Confident
1 2 3 4 5 6X
What current efforts have been used to control the problem behavior?
Strategies for preventing problem behavior Strategies for responding to problem behavior
___ schedule change
___ seating change
___ curriculum change
Other: teacher removes Jake from other students, takes
away toys that are being fought over, and she also gives
X reprimand
X office referral
___ detention
Other: a note was sent home to notify Jake’s parents of
his behaviour.

him time-outs.
Appendix B:
GB Motivation Screening Tool
Client: Jake Mathews Date: October 7th
, 2016 Interviewer: Kristina Brady
Informants' Relationship to the Client: Teacher (Ms. Lewis) Current or Past Diagnoses: N/A
How frequently does the behaviour occur? (circle the answer that best describes your observations)
More than once a day Daily Twice a week Weekly Twice a month Monthly Less than once a month
1X 2 3 4 5 6 7
Setting Description:
Ms. Lewis’s grade one classroom
Behavioural Intervention(s) being Implemented (if applicable):
___________________________________________________________________________________________________
Instructions: The GBMotivation Screening Tool is a questionnaire designed to identify those situations which influence
the occurrence of behaviour problems. To complete this questionnaire select one behaviour that is of particular interest /
concern. Once you have very specifically identified the behaviour, read each question carefully and circle the answer that
best describes your observations in regard to this behaviour.
_____________________________________________________________________________________________
QUESTIONS ANSWERS
1. Does the behaviour seem to occur when Never Almost Seldom Half the Usually Almost Always
you stop paying attention to the person in order Never Time Always
to attend to another person or task? 0 1 2X 3 4 5 6
2. When the behaviour occurs, you usually Never Almost Seldom Half the Usually Almost Always
try to distract or calm the person with preferred Never Time Always
activities (leisure items, snacks, toys, etc.) 0 1 2 3 4X 5 6
If yes, please specify the item: Preferred Toy
3. Does the behaviour occur following a Never Almost Seldom Half the Usually Almost Always
request to perform a task? Never Time Always
0X 1 2 3 4 5 6
4. The person engages in repetitive Never Almost Seldom Half the Usually Almost Always
"self stimulatory behaviours" such as Never Time Always
body rocking, hand or finger waving, object 0 1X 2 3 4 5 6
twirling, etc.
5. The behaviour occurs more frequently Never Almost Seldom Half the Usually Almost Always
when the person is in physical or psychological Never Time Always
discomfort. If yes, please specify: 0 1 2 3X 4 5 6
When he is overwhelmed with group of kids
6. The behaviour occurs in the presence of Never Almost Seldom Half the Usually Almost Always
others. Never Time Always
0 1 2 3 4 5 6X
7. Does the behaviour occur if the person Never Almost Seldom Half the Usually Almost Always
does not have his or her favorite items or objects? Never Time Always
If yes, please specify item: Preferred Toy 0 1 2 3 4 5 6X

8. Engages in the behaviour to try to get Never Almost Seldom Half the Usually Almost Always
people to leave him / her alone. (S)he Never Time Always
wants to escape the person or the demands
placed on them. 0 1 2 3 4 5 6X
9. The behaviour occurs regardless of what Never Almost Seldom Half the Usually Almost Always
is going on in his or her immediate area, and Never Time Always
independently of his or her surroundings. 0X 1 2 3 4 5 6
10. When the person has medical or Never Almost Seldom Half the Usually Almost Always
psychological problems and these are treated, Never Time Always
does the behaviour problem decrease? 0X 1 2 3 4 5 6
11. Engages in the behaviour because (s)he Never Almost Seldom Half the Usually Almost Always
enjoys being reprimanded or receiving negative Never Time Always
attention. 0 1 2X 3 4 5 6
12. Engages in the behaviour to get access Never Almost Seldom Half the Usually Almost Always
to items such as preferred toys, food, items, Never Time Always
or drink. If yes, please specify item: Preferred Toy 0 1 2 3 4 5 6X
13. Engages in the behaviour when he/she Never Almost Seldom Half the Usually Almost Always
does not want to do something. Never Time Always
0 1X 2 3 4 5 6
14. Would the behaviour occur repeatedly in Never Almost Seldom Half the Usually Almost Always
the same way, for long periods of time, even Never Time Always
if no one else was around? 0X 1 2 3 4 5 6
15. The person has a history of recurrent Never Almost Seldom Half the Usually Almost Always
physical or psychological problems that Never Time Always
increase this behaviour. 0X 1 2 3 4 5 6
16. Engages in the behaviour to try to get Never Almost Seldom Half the Usually Almost Always
a positive or negative reaction from you Never Time Always
or a peer. 0 1 2 3X 4 5 6
17. Engages in the behaviour when you or Never Almost Seldom Half the Usually Almost Always
a peer have something that (s)he wants. Never Time Always
0 1 2 3 4 5 6X
18. Engages in the behaviour when (s)he Never Almost Seldom Half the Usually Almost Always
does not want to do or stop doing something. Never Time Always
0 1 2 3X 4 5 6
19. Engages in the behaviour because there Never Almost Seldom Half the Usually Almost Always
is nothing else to do. The person is bored with Never Time Always
or under-stimulated by his or her surroundings. 0 1 2X 3 4 5 6
20. The behaviour occurs in cycles. Never Almost Seldom Half the Usually Almost Always
During a "high cycle," the behaviour occurs Never Time Always
frequently; during a "low cycle,” the behaviour 0X 1 2 3 4 5 6
rarely occurs. These cycles are caused by physical
or psychological discomfort. If true, please
specify the source of the discomfort:

21. Engages in the behaviour to draw Never Almost Seldom Half the Usually Almost Always
attention to him or herself, or away from Never Time Always
others. 0 1X 2 3 4 5 6
22. Engages in the behaviour when you Never Almost Seldom Half the Usually Almost Always
or a peer takes something away that (s)he Never Time Always
wants. 0 1 2 3 4 5 6X
23. The behaviour occurs in the presence Never Almost Seldom Half the Usually Almost Always
of others. Never Time Always
0 1 2 3 4 5 6X
24. Does it appear to you that the person Never Almost Seldom Half the Usually Almost Always
performs this behaviour because it is compelling Never Time Always
or satisfying? 0 1 2 3 4 5X 6
25. Engages in the behaviour because (s)he is Never Almost Seldom Half the Usually Almost Always
in physical or psychological pain. Never Time Always
0X 1 2 3 4 5 6
___________________________________________________________________________________________________
SCORING SUMMARY:
Attention Tangible Escape Sensory Discomfort*
1. 2 2. 4 3. 0 4. 1 5. 3
6. 6 7. 6 8. 6 9. 0 10. 0
11. 2 12. 3 13. 1 14. 0 15. 0
16. 3 17. 6 18. 3 19. 2 20. 0
21. 1 22. 6 23. 6 24. 5 25. 0
Total Score: 14 28 10 8 3
Mean Score: 2.8 5.6 2.0 1.6 0.6
*Note: Discomfort refers to physical and/or psychological discomfort.

Appendix C:
Naturalistic Observations (ABC) of Jake at School
Time Antecedent Behaviour Consequence
1. 9:05 am 1.1 Other student
took out playdough
1.2 Jake goes up to
other student and
pulls playdough out
of hand
1.3 Other student
cries and teacher
yells at Jake
2. 9:17 am 2.1 Other student
wants to play with
Jake and his building
blocks
2.2 Jake pushes
student away from
his toys
2.3 Teacher takes
blocks away from
Jake
3. 11:50 am 3.1 Other student is
playing in sand box
with tractors
3.2 Jake throws and
kicks sand at other
student
3.3 Teacher makes
Jake stand on wall for
2 min
4. 12:08 pm 4.1 Other student are
on jungle gym and
Jake wants to be
alone on it
4.2 Jake pushes the
student down the
slide
4.3 Teacher makes
Jake stand on wall
until recess is over
5. 2:03 pm 5.1 Other student has
pink crayon
5.2 Jake grabs pink
crayon and snaps it
5.3 Other student
cries and teacher
takes away colouring
6. 2:16 pm 6.1 Other student
tries to play with Jake
and his puppet
6.2 Jake hits other
student with puppet
6.3 Other student
cries and is bleeding,
teacher isolates him
7. 2:20 pm 7.1 Teacher asks Jake
to help other student
put books away
7.2 Jake snatches
books from other
student viciously
7.3 Teacher warns he
will get sent down to
principle office
8. 2:27 pm 8.1 Teacher attempts
to help Jake get ready
to leave
8.2 Jake hits teacher
in arm
8.3 Teacher sends
him down to
principle office and
sends home note to
parents

Appendix D:
Data on Jake’s Sharing Behaviour During Baseline
Jake’s sharing behaviour during baseline
Day 1: Monday, October 10th, 2016
Name: Jake
Observer: Natalie Percy
Setting: Classroom
Time Started: 9:00 am
Time Ended: 9:30 am
Interval Length: 30 min. The data was collected in six, 3-minute intervals; two intervals at the
beginning, two intervals in the middle, and two intervals at the end.
Name: Jake
Setting: Recess
Time Started: 11:45 am
Time Ended: 12:15 pm
Name: Jake
Setting: Classroom
Time Started: 2:00 pm
Time Ended: 2:30 pm
Interval 1 2 3 4 5 6 Total
9:00am –
9:30am
X 1
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
0
X = one instance
1. Target Behaviour: Sharing
2. Occurrences: 3
3. Number of Intervals Recorded: 18
4. Percentage: 3/18x100=16.67%
Day 2: Tuesday, October 11th, 2016
9:00am –
9:30am
0
11:45am –
12:15pm
X 1
2:00pm –
2:30pm
0

X = one instance
2. Occurrences: 1
4. Percentage: 1/18x100= 5.6%
Day 3: Wednesday, October 12th, 2016
9:00am –
9:30am
X 1
11:45am –
12:15pm
X 1
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 3
4. Percentage: 3/18x100=16.67%
Day 4: Thursday, October 13th, 2016
9:00am –
9:30am
0
11:45am –
12:15pm
0
2:00pm –
2:30pm
0
X = one instance
2. Occurrences: 0
4. Percentage: 0/18x100=0%
Day 5: Friday, October 14th, 2016
9:00am –
9:30am
0
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 3
4. Percentage: 3/18x100=16.67%
Number of occurrences overall in baseline:10
Percentage overall in baseline: 10(occurrences)/90(intervals)x100=11.11%

Appendix E:
Children’s Reinforcement Survey
CHILDREN’S REINFORCEMENT SURVEY SCHEDULE
Name: Jake Mathews Date: October 17th, 2016
Age: 6 Sex: Boy School: Regular Public School Grade: 1
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 toy cars? X
3. Do you like colouring? X
4. Do you like stickers? X
5. Do you like reading? X
6. Do you like playing on the swing? X
7. Do you like being first in line? X
8. Do you like being the teacher’s helper? X
9. Do you like when people tell you that you did a good job? X
10. Do you like extra play time? X
11. Do you like teaching things to other people? X
12. Do you like playing alone? X
13. Do you like chocolate? X
14. Do you like playing outside? X
15. Do you like playing with blocks? X
16. Do you like helping other kids? X

Appendix F:
Mediator Instructions
Title: Increasing Sharing Behaviour
Client Name: Jake Mathews
Date of Birth: December 25th, 2011
Date of Report: October 18th, 2016
Goal
Jake will share with his peers for 70% during the scheduled play times and recess.
Target Skill/Behaviour(s)
Sharing (Accelerate)
Operational Definition(s)
Sharing is observed and recorded when Jake willingly takes turns using the class toys both
during in-class playtime and recess play time as well as when he completes tasks cooperatively
with others. Jake is not expected to share if the items are his own personal items from home or
during independent work time using items assigned to him. He is considered to be not sharing
when he pulls toys away from other students aggressively causing physical harm, pushes
students away while he is playing, and refuses to play near or with other students.
Objective(s)
During each of the observational periods between 9:00 am – 9:30 am, 11:45 am-12:15 pm, and
2:00 pm – 2:30 pm, Jake will share for
Each of the above objectives will be achieved when Jake has reached the specified criterion
for 2 consecutive days.
Intervention Schedule
Location of Intervention
Intervention will take place in the classroom during play times and outside during recess
Mediators
Behaviour Analysist
Materials
Materials needed for the intervention consist of a datasheet, pencil, golf counter, toys for Jake
to play with both inside and outside.
Any time the behaviour occurs during the scheduled playtimes (9:00 am – 9:30 am, 11:45 am-
12:15 pm) and recess (2:00 pm – 2:30 pm)

ST LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 18
Procedure
Tape visual prompt to Jake’s desk at beginning of first day of intervention. Ensure Jake has access to toys in the classroom and outside
in order to implement the reinforcement procedures.
Jake is to be given a gestural prompt towards the visual prompt on his desk at the beginning of each observational period. Jake is to be
given a verbal prompt after a failed opportunity to share with a peer. If all prompts do not work the best course of action would be to
remove the tangible item from Jake and allow the other peer to continue access to the item.
Antecedents / SDs / Situations Client’s Behaviour Mediator’s Behaviour
Peer approaches Jake with opportunity to
share.
Peer approaches Jake with opportunity to
share
Jake says no to sharing
Jake continues to refuse to share
Jake pushes peer away from his toy
Jake shares toy with peer
Walk over to situation to show Jake you
are aware
Give Jake verbal prompt to share (e.g.
Jake please share your toy with Tommy)
Remove tangible item from Jake’s
possession
Say “Thank you for sharing your toy!”
then ask if Jake would like to come work
with you (e.g. help organize or play a
game). If Jake successfully achieves his
daily objective, he will receive
uninterrupted time to play with his
preferred tangible item during his next
observational period.

Data Collection Method
The behaviour analysist is to observe Jake for six, 5-minutes intervals, over the 30-minute
period, three times a day. Each time Jake successfully shares with his peers, the analysist is to
put a tally mark in the corresponding interval box on the datasheet. If Jake does not share, no
tally mark is written. At the end of the day, the frequency of sharing that occurred is totaled
and divided by the total number of intervals (18) and multiplied by 100. The rate is then
graphed for that day.

Appendix G:
Data on Jake’s Sharing Behaviour During Intervention
As detailed before in Appendix D presenting baseline data
Data were collected in six, 3-minute intervals at the start, middle, and end of the 30-minute
observation period, for a total of 18 minutes of observation over the period.
9:00am –
9:30am
X 1
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
0
X = one instance
2. Occurrences: 3
3. Number of Intervals Recorded:
4. Percentage: 3/18x100=16.67%
9:00am –
9:30am
0
11:45am –
12:15pm
X 1
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 2
4. Percentage: 2/18x100= 11.11%
9:00am –
9:30am
X 1
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
X 1
X = one instance

2. Occurrences: 4
4. Percentage: 4/18x100= 22.22%
9:00am –
9:30am
0
11:45am –
12:15pm
X XX 3
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 4
4. Percentage: 4/18x100= 22.22%
9:00am –
9:30am
X 1
11:45am –
12:15pm
X 1
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 3
4. Percentage: 3/18x100=16.67%
9:00am –
9:30am
XX 2
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 5
4. Percentage: 5/18x100= 27.78%

9:00am –
9:30am
X 1
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 4
4. Percentage: 4/18x100= 22.22%
9:00am –
9:30am
X X X 3
11:45am –
12:15pm
X 1
2:00pm –
2:30pm
X X 2
X = one instance
2. Occurrences: 6
4. Percentage: 6/18x100= 33.33%
9:00am –
9:30am
X 1
11:45am –
12:15pm
X X XX 4
2:00pm –
2:30pm
X 1
X = one instance
2. Occurrences: 6
4. Percentage: 6/18x100= 33.33%
9:00am –
9:30am
X 1
11:45am – X X 2

12:15pm
2:00pm –
2:30pm
XX X 3
X = one instance
2. Occurrences: 6
4. Percentage: 6/18x100= 33.33%
9:00am –
9:30am
X X 2
11:45am –
12:15pm
X XX 3
2:00pm –
2:30pm
X X 2
X = one instance
2. Occurrences: 7
4. Percentage: 7/18x100= 38.89%
Day 17: Tuesday, November 1st, 2016
9:00am –
9:30am
0
11:45am –
12:15pm
X X X 3
2:00pm –
2:30pm
X X 2
X = one instance
2. Occurrences: 5
4. Percentage: 5/18x100= 27.78%
Day 18: Wednesday, November 2nd, 2016
9:00am –
9:30am
X X 2
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
XX X 3

X = one instance
2. Occurrences: 7
4. Percentage: 7/18x100= 38.89%
Day 19: Thursday, November 3rd, 2016
9:00am –
9:30am
X XX 3
11:45am –
12:15pm
X X 2
2:00pm –
2:30pm
XX X 3
X = one instance
2. Occurrences: 8
4. Percentage: 8/18x100= 44.44%
Day 20: Friday, November 4th, 2016
9:00am –
9:30am
X 1
11:45am –
12:15pm
XX X X 4
2:00pm –
2:30pm
X X X 3
X = one instance
2. Occurrences: 8
4. Percentage: 8/18x100= 44.44%
Day 21: Monday, November 7th, 2016
9:00am –
9:30am
X 1
11:45am –
12:15pm
X X X XX 5
2:00pm –
2:30pm
XX X 3
X = one instance
2. Occurrences: 9

4. Percentage: 9/18x100= 50%
Day 22: Tuesday, November 8th, 2016
9:00am –
9:30am
X X X 3
11:45am –
12:15pm
X X X X 4
2:00pm –
2:30pm
X X X 3
X = one instance
2. Occurrences: 10
4. Percentage: 10/18x100= 55.56%
Day 23: Wednesday, November 9th, 2016
9:00am –
9:30am
XX X 3
11:45am –
12:15pm
X XX 3
2:00pm –
2:30pm
X X X X X 5
X = one instance
2. Occurrences: 11
4. Percentage: 11/18x100= 61.11%
Day 24: Thursday, November 10th, 2016
9:00am –
9:30am
X X X 3
11:45am –
12:15pm
X X X XX 5
2:00pm –
2:30pm
X X XX X 5
X = one instance
2. Occurrences: 13
4. Percentage: 10/18x100= 72.22%
Day 25: Friday, November 11th, 2016

9:00am –
9:30am
X X XX X 5
11:45am –
12:15pm
X X X 3
2:00pm –
2:30pm
X X XX X 5
X = one instance
2. Occurrences: 13
4. Percentage: 10/18x100= 72.22%
Number of occurrences overall in intervention: 134
Percentage overall in intervention: 134[occurrences]/360[intervals]x100= 37.22%
Percentage of Improvement in Sharing Behaviour:
Treatment level – baseline level / baseline level x 100
37.22 – 11.11 / 11.11 x 100 26.11 / 11.11 x 100 2.35 x 100 = 235%

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