Applied Behaviour Analysis Team Program

Behavioural Intervention Program
Implementing Positive Reinforcement in The Treatment of Group Participation Behaviour
in a 9-Year-Old Boy During Group Worktime
Client: Drew Maryland*
Setting: Regular classroom in an Elementary School
Field Supervisor: Anne McDonald*
Student: Team #4
Ashley Golench
Jennifer Bain
Erika Jones
Catherine Ricard
Course: PSYC 6DG-101
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.
Honours Bachelor of Behavioural Psychology

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY ii
Table of Contents
1. Reason for 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........................................................................3
10. Intervention Results ..............................................................................4
11. Program Changes ..................................................................................6
12. Maintenance and Generalization .........................................................6
13. Summary and Recommendations ........................................................6
14. References ..............................................................................................7
15. Appendices .............................................................................................
A. Modified Functional Assessment Interview...................................8
B. GB Motivation Screening Tool.......................................................12
C. Naturalistic Observation (ABC) at School....................................16
D. Data on Drew’s Group Participation During Baseline.................17
E. Children’s Reinforcement Survey Schedule..................................21
F. Mediator Instructions......................................................................22
G. Drew’s Group Participation Behaviour During Treatment........26

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 1
Behavioural Intervention Program
Client Name: Drew Maryland Date: February 24th
, 2017
Counsellor: Anne McDonald
Program: Using positive reinforcement in the treatment of group participation during
group worktime
Reason for Referral
Mr. Underhill, Drew’s third-grade teacher referred Drew. Mr. Underhill expressed
concern for his lack of appropriate social interaction during the school day, more predominantly
during group work. This has caused Drew’s marks for group participation to be considerably
low. The overall goal of the intervention was to increase Drew’s group participation with the
hopes of improving his group work mark and allowing him to become more comfortable with
initiating social interactions.
Background Information
Drew is a 9-year-old male student who lives in Ontario with his mother, father and two younger
siblings, Kate and Alexander. Drew is currently in the third grade at a regular elementary school
in Ontario. Drew has no developmental or physical concerns. Drew’s mother has depression and
a biological concern of Drew developing depression has been brought to the attention of his
parents and his teacher. His social withdrawal is most prominent during group work. Past
teachers have also expressed concern with his lack in appropriate initiations of social interaction
with other peers. Drew has had no previous treatment and is not taking any medication at this
current time. Mr. Underhill and the classroom EA are ready to work with the behaviour analyst
to design and follow through with the appropriate behavioural treatment for Drew. The social
withdrawal is during school; he does not participate in group discussion and does not answer
verbally when he is asked a question by a peer, the EA or the teacher.
Assessment Procedures Used
Functional Assessment:
1. Modified Functional Assessment Interview
2. GB Motivation Screening Tool (GBMST)
3. Naturalistic Observation (ABC) at School
Baseline Assessment:
4. Event Recording (frequency) of Group Participation
Target Behaviours
Group Participation (Accelerate):
Participation during group work will be recorded when Drew verbally responds to a
question asked by other group members, the EA or from the teacher during group work periods.
Drew is participating in the group work when he verbally answers questions he is asked. Group
participation does not include when Drew asks the teacher to get a drink or use the bathroom.
Drew will be considered not participating in group work if he does not verbally respond to any
questions asked about the task assigned.

Rationale:
Group Participation is an important life skill to have because it will be needed throughout
education and is also necessary for employment. He needs to have good group participation
skills to be successful within his education and everyday interactions between people. Group
participation will help to increase his grades and will help him increase related skills like
teamwork, cooperation and sharing knowledge to have a better understanding of any task.
Throughout his schooling, he will have frequent opportunities for group work and if Drew is still
not participating in group work it will lead to a decrease in his grades and he may have
difficulties understanding course content as the complexity is raised.
Assessment Procedures and Results
Functional Assessment
1. Modified Functional Assessment Interview
Drew’s teacher Mr. Underhill was interviewed using Bernfeld’s (2012; Appendix B) modified
adaption of O’Neil et al.’s (2015) Functional Assessment Interview on February 5th
, 2017. This
interview allows the counsellor to gain information on Drew’s target behaviour and its function.
According to Mr. Underhill, Drew is in good physical health, although there may be some
concern of Drew developing depression. According to the MFAI, Drew’s lack of verbal
responding occurred mostly during the group work period. If Drew did not verbally respond to
his peers, the teacher or the EA he was not asked another question again. This suggests that the
lack of encouragement to engage in the group discussion is allowing Drew to escape answering
the question asked.
2. GB Motivation Screening Tool
The GB Motivation Screening Tool (GBMST; Barrera & Graver, 2009; Appendix B) was
conducted with the classroom Educational Assistant on February 6th
, 2017. The EA answered
multiple questions about Drew’s problem behaviour. The answers from the rating scale indicate
the Drew’s social withdrawal from group work is primarily maintained through escape, with the
secondary function being sensory.
3. Naturalistic Observation (ABC) at School
Drew’s verbal responses were recorded during group work using an ABC chart (Appendix C).
The observations showed that Drew was continually socially withdrawn from the group and did
not verbally respond once. Drew engaged in behaviours such as looking down at his feet to avoid
a question, ignoring the question and sitting at a distance from the group. Drew engaging in these
behaviours caused other students, the EA and the teacher to move on and no longer tried to
engage with him. The consequences of his behaviour were escape, which reinforced this
behaviour to continually occur. The overall function of Drew’s lack of verbal responses is
escape.
4. Data on Drew’s Group Participation During Baseline
Drew’s group participation was observed using event recording (Appendix D). Drew’s group
participation was observed over five consecutive school days during group work, which is from
9:00 am – 9:30 am. Throughout the observation there are three sets of two minute intervals
totaling nine intervals altogether. There were three sets at the beginning, three in the middle, and
three in the end, in the 30-minute timeframe. A total of 18 minutes was observed. There was a
total of 27 opportunities for Drew to verbally reply to others in the group. Drew replied verbally
on average 14.80% of group work time.

Hypotheses
Reviewing the assessment results showed that the antecedent for Drew’s social
withdrawal is caused by the group activities that happen throughout the school day. The MFAI,
GB Motivation Screening Tool, and the Naturalistic ABC model, all show that Drew is escaping
from responding to the group work. This is behaviour is reinforced with the lack of effort by
other peers to keep engaging him in conversation. If Drew’s behaviour is a function of escape,
then by tangible and social reinforcement, it should increase his verbal responses in group
participation.
Goal and Objectives
Group Participation (accelerate)
Drew will be engaging in group activities 60% of the time, during group work.
Objectives
Between the times of 9:00 am – 9:30 am Drew will engage verbally in group work participation.
1. 20% of the group work time
For the above objectives to be considered achieved, Drew must reach specified criteria for 2
consecutive days.
Literature Review
Social withdrawal is a term used for children who do not partake in group work, which then can
lead to shyness, isolation, and unsociability (Bass, Santo, Cunha & Nuefeld, 2016). Children
who partake in social withdrawal are often isolated by peers, this at a young age may develop
unsociability if they continue to avoid future interactions (Bass et al., 2016) This is not out of
fear, but avoidance of social interactions (Bass et al., 2016). Children who are withdrawn are
often at risk for bullying. Intervention using instructions, differential reinforcement, and
corrective feedback were successful for inappropriate social behaviours (Hagopian, Kuhn &
Strother, 2009). An effective tool to use during intervention is self-monitoring. Drew is to have a
clear understanding of the intervention expectations to properly measure his interactions with
peers. Some of the advantages self-monitoring include are participation from Drew,
responsibility to record, and is also another form of data collection to use to show accuracy (How
to: Teach Students to Change Behaviour Through Self-Monitoring). Also, in a study done by
Takagaki et al. (2016) they found that positive reinforcement helped increase willingness to do
activities with individuals with depression. Positive reinforcement had a large increase of
attending behaviour, even after extinction the attending behaviour still had a large increase from
baseline (Walker & Buckley, 1968). Therefore, it is believed that positive reinforcement will be
beneficial in promoting social behaviours with Drew.
Intervention Procedures
Positive Reinforcement
Positive reinforcement was used to increase Drew’s socialization skills with his peers. A
Fixed Time (FT) schedule of reinforcement was used to increase his communication with peers.
The FT schedule of reinforcement is effective for the classroom group work, because during
group work it will not always involve everyone giving input to the discussion. The Children’s

Reinforcement Survey (Cautella & Brion-Meisels, 1979; Appendix E) was finished by Drew to
educate the mediator on the interests Drew has for possible reinforcers. The survey showed that
Drew enjoys silent reading and independent work. Some other reinforcements that Drew enjoys
is his computer games, Skittles, and colouring. These weren’t used so other students weren’t
distracted. Other reinforcements like verbal and gestural reinforcements will be used to
encourage Drew’s engagement with his peers.
Self- Monitoring
After every group activity Drew will be asked by the counsellor 2 questions on how well
he thought the group activities went and his level of engagement. Drew can give one verbal
responses if he prefers, to answer the counsellor’s questions. Also during the group activity,
Drew will be asked to self-monitor how many times he engages with his peers. This will be done
by using a tally chart. For each verbal response Drew will give himself one tally. Only verbal
responses count as participation, but he can use a minimum of one-word response. This can
encourage self-monitoring and behaviour, because he can continue to ask himself the same
questions and to monitor his level of engagement.
Prompts
Gestural prompting will be used when Drew in not engaging in group activity. If he
continues to not engage in group activity Drew will get a verbal prompt will be given to Drew.
Prompting was used when Drew was off task and closed off from his peer group and
when he was showing no interest or sign of engaging in the activities assigned. If a peer in
Drew’s group asks him a question and he is non-responsive, the counsellor first gesturally
prompts Drew to answer the peer and if needed give a verbal prompt.
A counsellor started to implement the intervention for Drew during the group work
period on Monday, February 20th
, 2017. All data was collected during the group work period
from 9:00 am – 9:30 am. To start the intervention Drew was originally reinforced on a FT1
schedule. Using a chart to collect the data, Drew will be recorded every time he verbally
responds to a question asked and will be reinforced at the end of each six-minute interval.
Intervention Results
Drew’s positive reinforcement intervention was done over a 15-day duration. Drew’s
group participation was increased through the intervention. During baseline, Drew’s group
participation averaged 14.82%. During intervention, Drew’s group participation averaged
59.67% (Appendix G), overall there was an increase of 302.63%. Figure 1 is a graph that
represents Drew’s group participation during baseline and the treatment. Each phase of the
intervention part of the graph shows the reinforcement schedule used during that time.

Figure 1. The percentage of Drew’s group participation during baseline and intervention. Regarding the
intervention portion of the graph shows the reinforcement schedule used in that week.
0
10
20
30
40
50
60
70
80
90
100
PercentageofDrew'sGroupParticipation
Date
FT2
Baseline
FT1
VT2

Program Changes
The original schedule for Drew’s intervention recording method was a Variable Ratio
schedule. After two days of observing it was evident that the schedule of observing was incorrect
and changed it to a Fixed-Time Interval.
Maintenance and Generalization
Since the program was only being implemented during morning group time to encourage
generalization of Drew’s social behaviour, Drew’s teacher and EA will continue gestural and
verbal prompts throughout all group periods. They will decrease the number of prompts and
reinforcers to be more naturalistic. Also, it is recommended that all staff associating with Drew
will be trained to reinforce Drew verbally when engaging in social behaviour at recess time,
gym, or any interactive opportunities. When Drew reached his first objective, his reinforcement
schedule was changed from FT1 to FT2. From here, every time he reached the objective goal the
scheduled shifted to VT2.
Summary and Recommendations
This positive reinforcement intervention was effective in decreasing Drew’s social
withdrawal in group setting. During baseline, his group participation behaviour was averaged
14.82% and averaged at 59.67% during intervention which shows a positive increase of
302.63%. This concludes that Drew met all the goals set in the program. Reinforcers that Drew
had shown as desirable were given to encourage participation in group work. Having social
praise as a reinforce encouraged Drew to engage with his classmates and reach the objective
goals. The use of gestural and verbal prompts was used only when Drew would not show any
engagement with his peers to help teach him the difference between social withdrawal behaviour
and engagement.
The reinforcers were faded to more naturalistic reinforcers, continuing to use social
praise to reinforce Drew’s participation with peers. However, generalized to all environments in
the school to keep maintenance of behaviour.

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.
Bass, C. E., Santo, B. J., Cunha da, M. J., Nuufeld, C. (2016). Classroom context and the relation
between social withdrawal and peer victimization. Journal of Cognitive Education and
Psychology. 15, 248-267.
Bernfeld, G. A. (2012) Modified Functional Assessment Interview. Unpublished measure.
Community Services Department, St. Lawrence College, Kingston, Canada. This
measure is based on the Functional Assessment Interview (O’Neill et al., 1997) and is
also adapted from similar measures used by Community Behavioural Services,
Ongwanda Recourse Centre (Rachel Brace, Personal Communication, September 11,
2012. In fact, Sections A to C of this measure are mostly taken from the 2012 Ongwanda
measure, while Sections D and E are derived from a measure they used in 2007.
Cautella, J. R., & Brion-Meisels, L. (1979). A children’s reinforcement survey schedule.
Psychological Reports, 44, 327-338, Table 1
Hagopian, L. P., Kuhn, D. E., & Strother, G. E. (2009). Targeting social skills deficits in an
adolescent with pervasive developmental disorder. Journal of Applied Behavior
Analysis, 42(4), 907-911. doi:10.1901/jaba.2009.42-907
How to: Teach Students to Change Behaviour Through Self-Monitoring. (N.d.) Retrieved from
https://www.interventioncentral.org/self_management_self_monitoring
Takagaki, K., Okamoto, Y., Jinnin, R., Mori, A., Nishiyama, Y., Yamamura, T. … Yamawaki, S.
(2016). Mechanisms of behavioral activation for late adolescent: Positive reinforcement
mediate the relationship between activation and depressive symptoms from pre-treatment
to post-treatment. Journal of Affective Disorders, 204, 70-73.
doi: 10.1016/j.jad.2016.06.046
Walker, H. M., & Buckley, N. K. (1968). The use of positive reinforcement in conditioning
attending behavior. Journal of Applied Behavior Analysis, 1(3), 245-250.

Appendix A
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
For example: The Behaviour
is Hitting
Describe as: She strikes out
and hits people as they walk
past her.
For example:
On average,
twice a day.
For example:
On average 3-4
seconds
For example:
The behaviour often results
in bruising and upsetting
her peers.
Not verbally responding to
peers, teachers, or
educational assistants when
asked a question.
On average
2-3 times a
day during
the
scheduled
group work
period.
On average 10
seconds.
The behaviour often results
in other students not
speaking to Drew for the
rest of the period.
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?
There are no medications that Drew is taking now.
2. Are there any Medical or Physical Conditions that the person experiences that may
affect their behaviour?
There are possible signs of depression.
3. Describe any Sleep Patterns or Eating Routines/Diets of the person and the extent to
which these may affect their behaviour.
Drew has a normal sleep patter and a healthy eating routine and diet.

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 Problem Time Activity
X 8:30 am Homeroom/English
lesson
X 9:00am Group Work
X 10:00 am Recess
X 10:30 am Math lesson
X 11:00 am Independent Work
X 11:30 am Lunch
X 12:00 pm Recess
X 12:30 pm Science
Lesson/Independent
Work
X 1:00 pm Gym Class
X 1:30 pm Recess
X 2:00 pm Computer
Class/Independent
Work
X 2:30 pm Social
Studies/Independent
Work
X 3:00 pm Bus Ride Home
BEDTIME: 8:30 pm
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?
The schedule is the same daily, there is a schedule posted near the door of the class
so Drew can see any changes and will know what is happening throughout the day.
6. Do they have the opportunity during the day to make choices about their activities?
Drew can decide which activity he wants to participate in during recess, what
activity he wants to do if he finishes his independent work early. He does not get a
choice on whether he joins group work, completing assignments, or assignment
expectations, and classes he attends.
7. Does the person typically seem bothered in situations that are more crowded and noisy?
Drew tends to be uncomfortable in crowded and noisy situations.

8. What is the pattern of staffing support?
There is an Educational Assistant assigned to the classroom to help all studies as
needed.
9. Does the behaviour occur more or less when an activity is being done alone? NEVER
One person providing support? LESS
Group setting? MORE
Drew will withdraw socially more frequently during group settings then when
getting assistance from the Educational Assistant. He will never demonstrate social
withdraw while doing independent work.
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 group work periods.
Least Likely: During independent work.
2. Settings: Where are the Behaviours most and least likely to happen?
Most Likely: Classroom while in group work.
Least Likely: Classrooms that promote independent work.
3. Social Contact: With whom are the Behaviours most and least likely to happen?
Most Likely: With classmates.
Least Likely: With Educational Assistant and Teacher.
4. Activity: What activities are most and least likely to produce the Behaviour?
Most Likely: Group work.
Least Likely: Independent work.
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.
No.
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?

When peers ask Drew
a question during
group work period and
Drew does not respond
to the peer.
Other students will either answer the
question for Drew or ask another
student the same question.
Escape from answering the
question.
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.
Drew’s behaviour looks like
not verbally replying to
peers when being asked a
question
Drew’s behaviour looks like
not verbally replying to
peers when being asked a
question
Drew continues to be
socially withdrawn because
he cannot respond to the
question.

Appendix B:
GB Motivation Screening Tool
Client: Drew Maryland Date: February 6th
, 2017 Interviewer: Anne McDonald
Informants' Relationship to the Client: Current or Past Diagnoses:
Educational Assistant None
Behaviour Description (please define one only):
Participating in group work is defined as answering questions verbally when asked by another peer, the EA or the
teacher.
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
1 2 3 4 5 6 7
Setting Description:
Third grade classroom at a normal elementary classroom.
Behavioural Intervention(s) being Implemented (if applicable):
A Behaviour Change Plan is being currently implemented by Drew’s teacher and the classroom EA for group work
participation.
Instructions: The GB Motivation 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 2 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 4 5 6
If yes, please specify the item:_____________
3. Does the behaviour occur following a Never Almost Seldom Half the Usually Almost Always
request to perform a task? Never Time Always
0 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 1 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 3 4 5 6
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 6
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:__________ 0 1 2 3 4 5 6
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 0 1 2 3 4 5 6
placed on them.
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. 0 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? 0 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 2 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: _______ 0 1 2 3 4 5 6
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 1 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? 0 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. 0 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 3 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 6
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 3 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 2 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 0 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 1 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 6
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 6
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 5 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
0 1 2 3 4 5 6
__________________________________________________________________________________

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY
SCORING SUMMARY:
Attention Tangible Escape Sensory Discomfort*
1. 0 2. 0 3. 4 4. 0 5. 2
6. 6 7. 2 8. 5 9. 6 10. 0
11. 0 12. 0 13. 6 14. 4 15. 0
16. 1 17. 2 18. 6 19. 1 20. 0
21. 0 22. 0 23. 6 24. 1 25. 0
Total Score: 7 4 27 12 2
Mean Score: 1.4 0.8 5.4 2.4 0.4
Relative Ranking: 3 4 1 2 5
*Note: Discomfort refers to physical and/or psychological discomfort.
15

Appendix C:
Naturalistic Observation (ABC) at School
Time Antecedent Behaviour Consequence
Day 1
02/10/17
1.0 9:10 am.
1.1 Education
Assistant put the
classroom into groups.
1.2 Drew is hesitant to
getting into the group
he is assigned to.
1.3 Educational
Assistant asks Drew to
go sit with his group.
1.4 Drew sits at a
distance from the
group.
1.5 Educational
Assistant tries to
encourage interaction
by asking questions at
the table.
2.0 9:25 am. 2.1 Student asks Drew
what his opinion is on
the book.
2.2 Drew looks down
and does not respond
to the student.
2.3 Student turns
attention away from
Drew.
Day 2
02/11/17
3.0 9:15 am.
3.1 Students are in
groups problem
solving.
3.2 Drew sits quietly
with his group.
3.3 The students do not
try to engage him in
conversation.
Day 3
02/12/17
4.0 9:20 am.
4.1 Teacher asks the
groups questions.
4.2 Everyone but
Drew answers.
4.3 Teacher moves on
to another group.
Day 4
02/13/17
5.0 9:05 am.
5.1 Educational
Assistant asks Drew if
he would like to pick
the group activity.
5.2 Drew ignores the
request by looking
down at his feet.
5.3 Educational
Assistant asks another
student to choose.

Day 5
02/14/17
6.0 9:00 am.
6.1 Teacher asks Drew
if he would like to
choose the book for
his group.
6.2 Drew ignores the
teacher.
6.3 Teacher allows for
another student to pick
the group book.
Appendix D:
Data on Drew’s Group Participation During Baseline
Name: Drew Maryland Date(s): February 13th
– 17th
, 2017
Observer: Anne McDonald Setting: Classroom
Time Started: 9:00 am Time Ended: 9:30 am
Target Behaviour: Group Participation
Monday, February 13th
, 2017
Occurred 0 out of 4 opportunities
0/4 x 100%
= 0%
Tuesday, February 14th
, 2017
Date/Interval Time Occurrences Opportunities
Day 2
9:00 am
Classmate asked Drew if he would
like to write his name first. Drew
ignored the question.
5
Date/ Interval Time Occurrences Opportunities
Day 1
9:10 am
Classmate asked Drew if he wanted to
write the answers on chart paper, Drew
said nothing and looked away.
4
9:15 am Classmate asked Drew a question and
Drew stared at the floor and didn’t
respond.
9:18 am Teacher asked Drew what his group
and he had discussed, Drew did not
answer, looked down at feet.
9:25 am Classmate asked Drew a clarifying
question about what his group
discussed and Drew didn’t respond.

9:10 am Peer asked Drew what he was
enjoying about the book. Drew
turned away.
9:15 am Teacher asked drew if he wanted to
share his opinion with the group.
Drew looked down at his feet.
9:20 am Peer asked student if he wouldn’t
mind helping with clean up and
Drew said “okay”.
9:25 am Teacher asked drew what he most
enjoyed about the activity. Drew
turned away from the teacher.
1/5 x 100%
= 20.00%
Wednesday, February 15th
, 2017
Day 3
9:00 am
Teacher asks Drew if he wants to
choose the group activity for the
day. Drew replies with “no”.
7
9:05 am Peer asked Drew if he would like to
sit beside him during group work.
Drew ignored him and turned away.
9:12 am EA asks Drew if he would like to
share his thoughts on the task. Drew
looks down at his shoes.
9:15 am Teacher comes to group and asks
everyone what they are likely so far.
Drew is the only one that does not
respond.
9:18 am Peer asks Drew if he can help him
with the answer. Drew turns away.
9:20 am EA asks Drew is he would like to
help with clean up. Drew looks at
his feet.
9:30 am Teacher asks Drew on finale
thoughts for the activity. Drew turns
away.
1/7 x100%

= 14.30%
Thursday, February 16th
, 2017
Day 4
9:10 am
Peer asks Drew if he wanted to
answer the question. Drew shakes
looks away.
5
9:16 am EA walks around the group asking
them each a question about the task.
Drew does not respond.
9:20 am Peer asks Drew if he wants to read a
part of the book. Drew replies with
“no”.
9:25 am Teacher asks the group about what
they liked and disliked about the
book. Drew is the only one who
does not reply.
9:30 am Drew does not help with the clean-
up and when one of the peers asks
him why he moves away and ignores
the question.
1/5 x 100%
= 20.00%
Friday, February 17th
, 2017

1/6 x 100%
= 16.70 %
Number of occurrences overall in baseline: 4
Percentage of occurrences overall in baseline: 4 [occurrences] / 27 [opportunities] x100 =
14.82%
Day 5
9:00 am
Drew is asked what he is looking
forward to in the chapter of the
book by the teacher. Drew does not
respond.
6
9:05 am Drew is asked if he would like to
read a bit of the chapter out loud by
the EA. Drew says “no”.
9:15 am A peer asks Drew if he would like
to answer the question about the
book. Drew looks down.
9:17 am The teacher walks around asking
the students what they liked about
the chapter of the book. Drew is the
only one that does not respond.
9:20 am Peer asks Drew to help clean up.
Drew walks away and sits down.
9:25 am Teacher asks each student what
activity they would like for group
work next week. Drew does not
answer the question.

Appendix E:
Children’s Reinforcement Survey Schedule
CHILDREN’S REINFORCEMENT SURVEY SCHEDULE
Name: Drew Maryland Date: February 7th
, 2017
Age: 9 Sex: Male School: Elementary School Grade: 3
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 you like the choice 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 the swings? X
10. Do you like soccer? X
11. Do you like being the teacher’s helper? X
12. Do you like Being first in line? X
13. Do you like going to the library? X
14. Do you like people telling you “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 Group Participation
Client Name: Drew Maryland
Date of Birth: January 3rd
, 2008
Date of Report:
Goal
Drew will be engaging in group activities 50% of the time, during group work.
Target Skill/Behaviour(s)
Group Participation (Accelerate)
Operational Definition(s)
Participation during group work will be recorded when Drew verbally responds to a question
asked by other group members, the EA or from the teacher during group work periods. Drew is
participating in the group work when he verbally answers questions he is asked. Group
participation does not include when Drew asks the teacher to get a drink or use the bathroom.
Drew will be considered not participating in group work if he does not verbally respond to any
questions asked about the task assigned.
Objective(s)
Between the times of 9:00 am – 9:30 am Drew will engage verbally in group work participation.
For the above objectives to be considered achieved, Drew must reach specified criteria for 2
consecutive days.
Intervention Schedule
Location of Intervention
The intervention will happen in the classroom during group work time.
Mediators
Counsellor
Materials
Drew will need assigned tasks for group work, a utensil and a self-monitoring sheet. Mediators
will need a data sheet, a stopwatch/timer and a writing utensil.
Between the times of 9:00 am – 9:30 am Monday – Friday during group work, anytime the
behaviour occurs.

Procedure
Ensure that the groups Drew is put into are nice and accepting peers who will be less likely to judge Drew’s lack of engagement.
Drew will be given verbal prompts to engage in group activities. If the first verbal prompt fails, Drew will receive another verbal
prompt with more encouragement to have him engage. Drew’s function of behaviour is escape, if both verbal prompts do not work it
would be best to ask Drew alone to answer the question, so he does not escape for the question being asked.
Antecedents / SD
s / Situations Client’s Behaviour Mediator’s Behaviour
A student asks Drew a question
A student asks Drew a question
Drew is non-responsive the student
Drew continues to be non-responsive
Drew looks at his feet, still non-responsive
Drew verbally responds
Give gestural prompt, using hand motion,
like pointing to the student who asked the
question.
If Drew is still non-responsive after 10
seconds then verbal prompt is given
“Drew do you have anything to add?”
If Drew is still non-responsive after two
verbal prompts, the teacher will ask
another student.
Says “Good engagement Drew, thank you
for answering the students question!”
24

Data Collection Method
The counselor will be observing Drew for three two minute intervals, three at the beginning,
three in the middle, and three in the end, in a thirty-minute timeframe. Eighteen minutes overall
will be observed. When Drew is engaging with his peers, the EA or the teacher the counsellor
puts a check on the chart. If Drew is non-responsive there will be an “X” on the chart. At the end
of the period all of Drew’s engagement instances will be added up and divided by the number of
intervals (three) and multiplied by 100. The percentage of each day is graphed.
25

Appendix G:
Drew’s Group Participation Behaviour During Treatment
Intervention Data
, 1017
Day 1
9:00-9:06 am
Teacher asks Drew if he
wants to pick the book for
group reading. Drew
responds “no”.
4
Drew is asked by the EA id
he would like to share his
thoughts on what the book
might be about Drew looks
down.
9:10-9:16 am Peer asks Drew if knows the
tasks to be done. Drew looks
away from peer.
9:20-9:26am Peer asks Drew if he wants
to play a game after group
work. Drew ignores peer by
looking down.
1/4x100%
= 25.00%
Tuesday, February 21st
, 2017
Day 2
9:02-9:08am
Peer asks Drew what the
answer is. Drew responds “I
don’t know”.
4
9:11-9:17am Peer asks Drew if he would
like to pick his book for
group reading. Drew ignores
and sits in his reading place
waiting.
9:20-9:26am Teacher asks Drew if he
would like to choose the
group activity for tomorrow.
Drew ignores the teacher.
Drew is asked if he would
like to help with the clean-up,
Drew responds with a “yes”.
Occurred 1 out of the 3 opportunities
2/4x100%

= 50.00%
Wednesday, February 22nd
, 2017
Day 3
9:00-9:06am
Peer asks Drew if he wants to
join their group. Drew
responds “yes please”.
5
9:09-9:15am Teacher asks Drew for the
groups answer. Drew looks to
peers to answer for him.
Drew is again asked for the
answer and he looks at his
feet.
9:18-9:24am Peer asks Drew if he
understand the math question.
Drew responds “no, sorry”.
Drew is asked what he liked
the most about the activity,
Drew looks away.
2/5x100%
= 40.00%
Thursday, February 23rd
, 2017
Day 4
9:00-9:06am
EA asks Drew to join his
group. Drew ignores the EA
and continues reading.
4
EA asks Drew again to join
the group, he walks over
quietly.
9:10-9:16am Teacher asks Drew if he
wants to help pick groups
today. Drew responds “no”.
9:20-9:26am Peer asks Drew to help their
project together. Drew
responds “okay”.
2/4x100%
= 50.00%
Friday, February 24th
, 2017
Day 5
9:03-9:09am
Peers greets Drew when
approaching the group. Drew
ignores and sits down
4

Same peer asks Drew how is
day is going and Drew looks
at his feet.
9:12-9-18am Peer asks Drew if he can help
him clean up. Drew says,
“yes I can”.
9:20-9:26am Teacher asks Drew if he can
read to the group. Drew says
“sure”.
2/4x100%
= 50.00%
, 2017
Day 6
9:00-9:06 am
Students were in groups and
asked to give opinions on
what they had read, Drew
gave his opinion.
3
9:10-9:16am Teacher then asked Drew
his opinion on what they
had read in front of the
class, Drew looked at the
floor.
9:20-9:26am EA asks Drew if he would
like to help clean up, Drew
responds “yes”
2/3 x 100%
=66.66%
Tuesday, February 28th
, 2017
Day 7
9:04-9:10am
Teacher asks Drew if he
would like to read part of
the book out loud to the
class, Drew looks down at
his feet.
4
The teacher stops the
reading to ask Drew again if
he would like to try reading,
Drew responds “sure”.
9:12-9:18am While in groups classmate
asks Drew if he has been
enjoying the book the class
had just read, Drew answers

and begins a conversation.
9:20-9:26am EA then joins in on Drew
and classmate’s
conversation by asking
them both what kind of
books they enjoy, Drew
continues conversation with
EA.
3/4 x 100%
= 75.00%
Wednesday, March 1st
, 2017
Day 8
9:03-9:09
In small groups class was
asked to each read a
paragraph of a book, Drew
offered to go first.
3
9:12-9:18 Classmate told Drew “good
job” after he read out loud,
Drew looked down at his
feet and did not respond.
9:20-9:26am EA asks Drew to help clean
up with another student
Drew answers “yes” and
helps clean up with another
student. During clean-up, he
engages student in
conversation.
Occurred 2/3 opportunities
2/3 x 100%
=66.66%
Thursday, March 2nd
, 2017
Day 9
9:00-9:06am
Drew along with two other
students were asked to
present their group project
in front of the class. Drew
presented his part.
5
9:10-9:16am After all the presentations
Drew’s teacher asked the
class to share their favourite
part about the group project,
Drew raised his hand and
answered.

Drew is asked to review his
presentation with his group,
Drew looks at his shoes the
whole time.
9:21-9:27am Classmates offered for
Drew to play with them at
recess, Drew said “yes”.
Drew is asked again if he
wants to join the group at
recess, this time he walks
away.
3/5x 100%
= 60.00%
Friday, March 3rd
, 2017
Day 10
9:05-9:11am
Teacher greeted Drew
“good morning”, Drew
walked to his seat without
responding.
4
The EA asks Drew how he
is, Drew does not respond.
9:15-9:21am Classmates asked Drew if
he wanted to be in his
group, Drew answered with
“yes”.
9:22-9:28am EA told Drew to have fun at
recess, Drew answered
“thank you”.
2/4 x 100%
= 50.00%
Monday, March 6th
, 2017
Day 11
9:00-9:06 am
Teacher asked Drew if he
would like to choose the book
for the group, Drew responded
with a “yes please”.
4
9:12-9:18 Peer asked Drew if he wanted
to sit with him at the table,
Drew responded with a “yes
of course”.
Another peer asks him how

his weekend was, Drew looks
at his feet.
9:20-9:26am The EA asked Drew if he
would help clean up, Drew
responded with “okay sounds
good”.
3/4 x 100%
=75.00%
Tuesday, March 7th
, 2017
Day 12
9:06-9:12am
Drew was asked if he would
like to talk about the book he
read, Drew responded with
“yes” and continued to talk
about his book.
5
9:15-9:21am Drew was asked by the EA if
he enjoyed the activity today,
Drew responded “yes”.
Drew was asked if he was
looking forward to future field
trip, Drew looked away.
9:24-9:30am The teacher asked Drew if he
would like to choose the book
for tomorrow, Drew
responded with “yes” and
continued to choose out the
book.
After Drew had chosen the
book, the teacher asked him
why he choose, Drew walked
away.
3/5 x 100%
=60.00%
Wednesday, March 8th
, 2017
Day 13
9:02-9:08am
Drew is asked if he wants to
sit in a certain group, Drew
responds with “yes please”
and move to the group.
5
A peer asks Drew if he wanted
to sit next to him Drew looked
away and sat down in a

different seat.
9:11-9:17am The EA asks Drew if he
wanted to read part of the
book, Drew responds “yes”
and reads a part of the book.
9:20-9:26am Drew is asked if he would like
to share his favourite part of
the book, Drew looks down at
his shoes.
A peer asks Drew if he is
going to play with him at
recess, Drew responds with a
“yeah sure”.
3/5 x 100%
=60.00%
Thursday, March 9th
, 2017
Day 14
9:03-9:09am
Drew is asked by a peer if he
can help him with a question,
drew responds “yes”.
3
9:12-9-18am The peer asks Drew if he likes
to read for fun, Drew responds
with “I really like to read
whenever I can”
9:20-9:26am Teacher asks Drew if he liked
working with another student,
Drew responded “yes I was
fun”.
3/3 x 100%
=100%
Friday, March 10th
, 2017
Day 15
9:05-9:11am
Drew is asked if he would like
to join in on a new activity,
Drew responds “yes please
that would be fun”.
5
9:15-9:21am Drew is asked to take the next
turn in the game, Drew
responds “yeah sure.”
9:22-9:28am Drew is asked if he would
help clean up, Drew responds
with “okay sure”.

Drew is asked if he is looking
forward to the weekend, Drew
nods.
Drew is asked if he has any
special plans for the weekend,
Drew responds with a “no, but
I am going to the movies with
my family”.
4/5 x 100%
= 80.00%
Number of occurrences overall in the intervention: 37
Percentage of occurrences overall in the intervention: 37 [occurrences]/62 [opportunities] x 100
= 59.67%
Percentage of Improvement in Group Participation Behaviour:
Treatment level – baseline level/baseline level x 100
59.67 – 14.82/14.82 x 100 = 302.63%

34

Applied Behaviour Analysis Team Program

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