Hypothetical Applied Behavioural Analysis Program

Behavioural Intervention Program
Increasing Organizational Skills & Homework Completion for a 14-year-old boy with
Positive Reinforcement
Client: Ezekiel Fredrickton
Setting: High School
Field Supervisor: Shelby Mills
Student: Team 12: Megan Lefebvre, Amy Nolan,
Hayley Shadforth, Taylor Whiteman
Course: PSYC6DG – 102
College Supervisor: Gary Bernfeld
Date: February 24, 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. Informed Consent Procedures .............................................................1
3. Background Information .....................................................................1
4. Assessment Procedures Used ...............................................................1
5. Target Behaviours .................................................................................1
6. Assessment Procedures and Results ....................................................2
7. Hypotheses .............................................................................................4
8. Goals and Objectives ............................................................................4
9. Literature Review .................................................................................4
10. Intervention Procedures........................................................................5
11. Intervention Results ..............................................................................6
12. Program Changes ..................................................................................9
13. Maintenance and Generalization .........................................................9
14. Summary and Recommendations ........................................................9
15. References ..............................................................................................10
16. Appendices .............................................................................................11
A. Functional Assessment Checklist ...................................................11
B. Modified Functional Assessment Interview ..................................13
C. Functional Assessment Naturalistic Observation (ABC) ............17
D. Baseline Self-Monitoring of Class Preparedness..........................18
E. Baseline Observation Checklist for Class Preparedness..............19
F. Baseline Permanent Product Recording of Homework ..............20
G. Children’s Reinforcement Survey Schedules ...............................21
H. Mediator Instructions......................................................................22
I. Intervention Self-Monitoring of Class Preparedness...................26
J. Intervention Observation of Class Preparedness..........................28
K. Intervention Self-Monitoring of Homework Completion............31
L. Intervention Permanent Product Recording of Homework........33

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 1
Behavioural Intervention Program
Client Name: Ezekiel Fredrickton Date: February 24, 2017
Counsellor: Shelby Mills
Program: PSYC6DG – 102
Reason for Referral
Ezekiel’s 9th
grade math teacher, Mrs. Jones, referred Ezekiel to the school guidance
counsellor because he is at risk of failing due to difficulties planning, organizing, and completing
homework. The guidance counsellor, Mr. Star, referred Ezekiel to receive treatment due to his
lack of organizational skills in the form of not going to class with the required materials,
incomplete homework, and being late. The goal of the intervention was to increase his
organizational skills, enabling him to improve attendance and academic achievement.
Background Information
Ezekiel is a 14-year-old boy who lives in Ontario with his 32-year-old single mother,
Mary, and 4-year-old brother, Zachariah. Ezekiel attends a regular high-school in Kingston,
Ontario and is in the 9th
grade. He was diagnosed in September 2015 with attention deficit
hyperactivity disorder (ADHD), and has been taking 20mg of Ritalin since then. Ezekiel has not
received any other form of treatment. The behaviour of concern occurs throughout the day. His
math teacher is willing to collaborate with the behaviour analysts in designing and implementing
an appropriate behavioural treatment for Ezekiel.
Assessment Procedures Used
Functional Assessment:
1. FACTS Checklist
2. Modified Functional Assessment Interview
3. Naturalistic (ABC) Observation
Baseline Assessment:
1. Permanent product recording of homework completion
2. Self-monitoring of being on time and prepared for class
3. Direct Observation of being on time and prepared for class
Target Behaviours
Being Prepared in class:
Being prepared in class is observed and recorded when Ezekiel is on time for class, and
brings a pencil, eraser, pen or paper, daily planner and required textbooks. It is also observed and
recorded when he has his materials on his desk so he can use them.
Rationale:
Being prepared in class is important to both organization and academic success. Being on
time ensures he does not miss important information or work, and having the required materials
in class can contribute to Ezekiel’s education because it allows him to apply the information in
work sheets as well as take notes for review outside of class. Other materials such as textbooks
are also important because they allow him to read the information given, follow the teacher’s

lecture, and focus on important concepts. The planner allows him to organize his time and work
in order to get his assignments done in the available time.
Homework Completion:
Homework completion behaviour is observed and recorded when Ezekiel brings his
completed homework to the subject’s teacher in the beginning of class on the date the homework
was due.
Rationale:
Completion of homework is important for a student because it contributes to his
education. Homework completion is how Ezekiel can focus his learning and apply it. He has not
been able to complete any of his homework which has had a negative effect on his education and
grades.
Assessment Procedures and Results
Functional Assessment
1. FACTS Functional Assessment Checklist with Mrs. Jones
The math teacher, Mrs. Jones, completed the Functional Assessment Checklist for
Teachers and Staff (FACTS; March et al., 2000; Appendix A). on February 7th
, 2017. Mrs. Jones
found that the problem behaviours included that he was often late, did not go to class with the
appropriate materials, and he did not have his homework completed in any of his classes. Mrs.
Jones also noted that when he does not have the materials for class he cannot do the classwork or
take notes and tends to not show up in class until after the daily homework has been checked.
This assessment has shown that Ezekiel performs these problem behaviours most likely in order
to avoid hard tasks (see pg. 10).
2. Modified Functional Assessment Interview
The math teacher, Mrs. Jones, was interviewed using the Modified Functional
Assessment Interview for Teachers and Staff (FAI: O’Neill et al., 2015; Appendix B) on
February 7th
, 2017. Mrs. Jones found that the problem behaviours were most likely to occur
during her class, math, as well as in English and biology. They were least likely to occur in
Ezekiel’s elective, media arts. The problem behaviours included being late without a pencil or
pen, textbook, and planner. When he does not have any materials to work he cannot do any of
the classwork given to him or take notes. Based on the data gathered from the interview, we can
begin to hypothesize that Ezekiel’s problem behaviours are due to avoidance of hard tasks (see
pg. 13-14).
3. Naturalistic (ABC) Observation of Ezekiel
The observer, Shelby Mills, noted during her observations and recording that Ezekiel will
not bring his materials to class as a way of avoiding having to do the work himself. When
Ezekiel is asked to begin his work or grab required materials, he does not comply with the
request, and therefore does not have to do the work. Shelby noted that Ezekiel will watch others
work, and will read the text when he brings it. He was also observed multiple times walking into
class soon after the homework had to be handed in so that he could not hand in his homework
anymore. Shelby also observed that he was on time for media arts, the only class that does not
require homework be handed in at the beginning of class. Based on what was observed during

the observational period, a hypothesis of avoidance as the function of behaviour was created (see
pg. 15).
Baseline Assessment
1. Self-Monitoring Checklist for Class Preparedness
Baseline data was collected for Ezekiel’s class preparedness using a self-monitoring
checklist (Appendix D). Self-monitoring was the chosen method of recording because it would
be unrealistic to expect each teacher to observe whether or not Ezekiel had each material
required for class. The data for class preparedness was recorded over 5 school days during math,
English, and biology class. The percentage of occurrence was determined by the number of
opportunities to be prepared each applicable class. Ezekiel would be prepared with 100%
accuracy when he has all the following materials per class: paper, pen, planner, and textbook. On
day 1 Ezekiel was prepared for 25% of his classes, and was 16.67% on day 2-5. Overall Ezekiel
was prepared 18.33% for his classes per week. (See Figure 1).
2. Direct Observation Checklist for Class Preparedness
Baseline data for Ezekiel’s class preparedness was collected and observed by Shelby
Mills using a checklist (Appendix E). Direct observation was used to determine his class
preparedness, but also to determine interobserver agreement between Ezekiel’s self-monitoring
checklist and Mill’s observations. The data in this checklist was collected over a 5-day period, in
3 of Ezekiel’s classes. The percentage of occurrences was determined in the same way as in
Appendix D. According to Mills, on Day 1, 2, and 4 Ezekiel was prepared 8.33%, he was 0%
prepared on day 3 and 16.67% prepared on day 5. Interobserver agreement was recorded by
taking the number of opportunities for agreeance and comparing it to the number of agreements
that occurred to reach a IOA of 90%.
3. Permanent Product Recording of Homework Completion
Baseline data was collected for Ezekiel’s homework completion using a permanent
product recording checklist (Appendix F). The data for homework completion was recorded over
5 consecutive days in his math, English, and biology classes. The percentage of occurrences was
determined by the number of opportunities to complete homework every day. Ezekiel has 100%
homework completion when he does all required homework for each of his applicable classes
each day. The overall average of homework completion throughout the week is 26.6%. A
permanent product recording checklist was the chosen method of recording because we were
unable to observe Ezekiel completing his homework because we cannot observe outside of the
school environment, so therefore we recorded the percentage of the tangible homework he had
completed at school. (See Figure 2).

Hypotheses
After analyzing the FACTS, FAI, AND ABC assessments completed by the Ms. Jones
and the program observers, it was determined that Ezekiel engages in tardiness and frequently
comes to class unprepared. Similarly, Ezekiel arrives to class with uncompleted homework. The
antecedents of the specified behaviours are the events of class time and assigned tasks.
Additionally, it is unlikely that Ezekiel’s behaviour is the result of a skill deficit because the
target behaviour occurs in certain classes more frequently than others. Due to these factors, it is
hypothesized that the function of Ezekiel’s behaviour is avoidance of required tasks. If Ezekiel’s
target behaviours are maintained by avoidance, positive reinforcement should aid in increasing
punctuality and preparedness
Goal #1 and Objectives
Class Preparedness (accelerate) Ezekiel will be prepared each day with 75% accuracy at
the end intervention period.
Objectives
1. Prepared with 25% accuracy
Each of the above objectives will be achieved when Ezekiel has reached the specified criterion
for 2 consecutive days.
Goal #2 and Objectives
Accelerate Ezekiel’s homework completion so that he completes 75% of his homework at
the end of the intervention period.
Objectives
1. Completed 33% of homework
for 2 consecutive days
Literature Review
Increasing homework completion with the use of a planner was increased from baseline
at 30% to 72% after intervention for students who were diagnosed with attention-deficit
hyperactivity disorder (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Using an
organization checklist proved effective for people who were diagnosed with attention-deficit
hyperactivity disorder as they increased from baseline with an average of 51% to an average of
95% after baseline (Langberg et. al., 2008). Using positive reinforcement with the planner and an
organization checklist proved to be effective to increase these behaviours. Positive reinforcement

in the form of praise is beneficial to motivation as it encourages performance, promotes
autonomy, and conveys attainable standards (Wexley et. al., 1975). Using positive reinforcement
or verbally saying “reinforcement” during task behaviours increased the behaviours significantly
compared to other groups who were not given any form of reinforcement through their given
tasks (Scott and Rosenstiel, 1975). Strategies for reducing problem behaviour were rated by
caregivers on the likelihood of implementing the treatment and the results were staggering for
positive reinforcement was chosen as the strategy most preferred when the problem behaviour
was less severe (Henderlong and Lepper, 2002). Caregivers also gave positive reinforcement a
higher acceptability rate (Henderlong and Lepper, 2002). Positive correlations were found
between the acceptability ratings and verbal reports of effectiveness with treatment
recommendations over time (Henderlong and Lepper, 2002). Positive reinforcement behaviour
interventions to increase appropriate behaviour was almost always rated as more acceptable than
punishment-based intervention to decrease appropriate behaviour (Henderlong and Lepper,
2002). Therefore, the use of positive reinforcement should be used to increase Ezekiel’s
homework completion and class preparedness.
Intervention Procedures
Positive Reinforcement
A positive reinforcement strategy was implemented to accelerate Ezekiel’s homework
completion and preparedness. A children’s reinforcement survey schedule (Cautella, & Brion-
Meisels, 1979; Appendix F) was filled out to determine Ezekiel’s preferences. Items that he liked
the most were candy, music, and when his teacher buys him materials. Music was high on his
likability but was not used due to it being a distraction during class time. A fixed time (FT1)
schedule of reinforcement was used to accelerate homework completion and preparedness. This
schedule will then be switched to an intermittent schedule of reinforcement to accelerate both
homework completion and preparedness. A FR1 schedule will be used because the teachers can
then supply continuous edible reinforcement because they are easy to disperse and subtle. After 2
objectives have been attained, an FR2 schedule will be implemented, and once the 4th
objective
has been obtained, the FR2 schedule will be replaced with a VI schedule of reinforcement.
Satiation was dealt with by using a variety of candy and will be paired with social reinforcement.
Ezekiel will also receive gestural reinforcers such as nodding and smiling and verbal
reinforcements when he is prepared or has completed his homework.
Prompts
If Ezekiel attends class and does not have his materials on his desk, the counsellor will
give Ezekiel a gestural prompt to get his required materials from his bag. If he does not get his
materials, the counsellor with then verbally prompt him. The homework completion checklist is
a visual prompt and is provided to Ezekiel, in addition the counsellor will verbally prompt him to
add his homework to his agenda.
The counsellor began implementing the intervention during biology, English, and math
on Monday February 20th, 2017. Data for class preparedness and homework completion was
collected from 8:10-9:20am for Math, 9:35-11:00am for English, and 1:15-2:30am for Biology.
Ezekiel started out being reinforced for class preparedness and homework completion on a

continuous schedule (FR1). The data was collected by marking a “Y” or “N” on the class
preparedness checklist, and putting a number from “0” to “1” on the chart for homework
completion. When Ezekiel did his homework for the day and/or came to class prepared, he was
verbally reinforced as well as given a candy reinforcer.
Intervention Results
Ezekiel’s positive reinforcement intervention program was implemented over a 10-day
period. The intervention was successful in increasing Ezekiel’s class preparedness and
homework completion skills. During baseline, the average for class preparedness (Figure 1) was
18.33%, and the average for homework completion (Figure 2) in baseline was 26.6%. During
intervention, the average percentage of class preparedness was 39.17%, and the mean percentage
for homework completion was 51.67%. This was an increase of 113.69% for class preparedness,
and 93.74% for homework completion. The phase line in the graphs show all of the baseline and
intervention data collected.

0
10
20
30
40
50
60
13-Feb-17 14-Feb-17 15-Feb-17 16-Feb-17 17-Feb-17 20-Feb-17 21-Feb-17 22-Feb-17 23-Feb-17 24-Feb-17 27-Feb-17 28-Feb-17 1-Mar-17 2-Mar-17 3-Mar-17
PercentageofPreparedness
Date
Figure 1. Self Monitored Baseline of Being Prepared
Baseline Intervention
Figure 1. The baseline data shown is the daily percentage for five days in which the client was prepared
throughout three of his classes: Math, English, and Biology. Each data point provides an overall average of 18.33% from each
of his classes in which he brought all, none, or some of the required materials to be prepared in class. The intervention results
showed that with reinforcement and prompting Ezekiel’s preparedness in class was 39.17%, an increase of 113.69% from
baseline.

Figure 2. The baseline data shown is the overall percentage per day of Ezekiel’s homework completion. Each data point shows the
percentage of homework he did each day, as he completed less than 50% of his homework each day. The mean for permanent
product recording baseline data is 26.67%. The intervention results showed that with reinforcement and prompting the average
became 51.67%, an increase of 93.74%

Program Changes
The initial plan for Ezekiel’s intervention was to reinforce his homework completion and
class preparedness with the use of candy. We used these reinforcers because of the results from
the Children’s Reinforcement Survey (Appendix G). However, using candy as a reinforcer did
not prove to be a strong enough incentive for a long period of time. Visual prompts such as
smiling, a checklist, an agenda, and gestural prompts such as pointing at his bookbag to get
supplies out were then added to the reinforcers.
Maintenance and Generalization
The program was implemented in all of Ezekiel’s classes, so generalization would
include applying preparedness for doctors’ appointments, job interviews, and applying to post-
secondary institutions. This will be simple as his skills of homework completion and
preparedness were generalized along all of his classes, except for media arts because he was not
assigned homework in that class, and it did not require materials. These skills can be maintained
by Ezekiel continuing using checklists and an agenda to stay prepared throughout his life. In
addition, getting good grades could be an example of a natural reinforcer. The prompts and
reinforcers were not faded because Ezekiel did not obtain all objectives outlined in the program
so that the reinforcers were not completely eliminated. The program will have to continue with
an educational assistant in order to meet all his objectives and implement maintenance and
generalization onto the behaviours.
Summary and Recommendations
This positive reinforcement program increased Ezekiel’s preparedness and homework
completion. During baseline, his preparedness averaged 18.33% and averaged 39.17% during
intervention, which is an increase of 113.69%. In addition, during baseline Ezekiel’s homework
completion behaviour averaged 26.67% and averaged 51.67% during intervention, which is an
increase of 93.74%. Therefore, Ezekiel was able to meet his objectives for both behaviours of
being prepared and completing his homework. Though he met his goals for homework
completion, he did not meet his goal for preparedness. Once Ezekiel met his objective for a 2-
day period, the criteria changed, encouraging him to continue his progress. Reinforcers that
Ezekiel showed interest to were used when he completed assigned homework, when he came to
class prepared, and when he was observed using his agenda. These reinforcers were reinforcing
for Ezekiel and encouraged him to come to class prepared, to complete his homework, and work
towards his objectives.
A longer period of intervention in the program would assist the client in reaching his goal
of preparedness. Due to there not being enough time to meet all of the program objectives, the
analyst was unable to remove the candy reinforcer completely as intended. Social praise and
improved grades were to be the only reinforcers at the end of the program to maintain Ezekiel’s
organizational skills in terms of homework completion and in-class preparedness. As already
mentioned, it is recommended that the program last for a longer duration so that all goals can be
met and that the edible reinforcer be extinguished.

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
Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation:
A review and synthesis. Psychologico Bulletin, 128(5), 774-795. doi:10.1037/0033-
2909.128.5.774
Langberg, J. M., Epstein, J. N., Urbanowicz, C. M., Simon, J. O., & Graham, A. J. (2008).
Efficacy of an organization skills intervention to improve the academic functioning of
students with attention-deficit/hyperactivity disorder. School Psychology Quarterly,
23(3), 407-417. doi:10.1037/1045-3830.23.3.407
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.
O’Neill, R.E., Albin, R.W., Story, K., Horner, R.H., & Sprague, J.R. (2015). Functional
assessment and program development for problem behaviour: A practical handbook (3rd
ed.) Stamford, CT: Cenage
Scott, D. S., & Rosenstiel, A. K. (1975). Covert positive reinforcement studies: Review, critique,
and guidelines. Psychotherapy: Theory, Research & Practice, 12(4), 374-384.
doi:10.1037/h0086464
Wexley, K. N., & Nemeroff, W. F. (1975). Effectiveness of positive reinforcement and goal
setting as methods of management development. Journal Of Applied Psychology, 60(4),
446-450. doi:10.1037/h0076912
Word Count: 2,817

Appendix A:
Functional Assessment Checklist for Teachers and Staff
Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)1
Student/ Grade: Ezekiel/9 Date: February 7th
2017
Interviewer: Shelby Mills Respondent(s): Mrs. Jones
Student Profile: Please identify at least three strengths or contributions the student brings to school.
Ezekiel is outgoing, sociable, and active___________________________________________________
Problem Behavior(s): Identify problem behaviors
_X_ Tardy ___ Fight/physical Aggression ___ Disruptive ___ Theft
___ Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism
___ Withdrawn ___ Verbal Harassment _X_ Work not done _X_ Other ______________
___ Verbally Inappropriate ___ Self-injury
Describe problem behavior: Not prepared for class and uncompleted
work_______________________________
Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.
Schedule
(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:10-9:20 Class 1 – Math
1 2 3 4 5 X
Did not have the assigned
homework completed and
did not have required
materials for class, late
9:20-9:35 Break
1 2 3 4 5 6
N/A
9:35-11:00 Class 2 – English
1 2 3 4 5 X
did not have required
materials for class, late
11:00-11:50 Lunch
1 2 3 4 5 6
N/A
11:50-1:00 Class 3 – Media Arts
1 X 3 4 5 6
Does not complete
assignments
1:00-1:15 Break
1 2 3 4 5 6
N/A
1:15-2:30 Class 4 – Biology
1 2 3 4 X 6
missing some of the
required materials
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.
1
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.

Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)
Student/ Grade: Ezekiel Date: February 7th
2017
Interviewer: Shelby Mills Respondent(s): Mrs. Jones
Routine/Activities/Context: Which routine (only one) from the FACTS-Part A is assessed?
Routine/Activities/Context Problem Behavior(s)
In class Organizational skills
Provide more detail about the problem behavior(s):
What does the problem behavior(s) look like?
Ezekiel is late to class, his planner is not organized, assigned homework is not completed, and he does not bring
materials (pencils, erasers, paper) to class
How often does the problem behavior(s) occur?
Daily, mostly in 3 out of 4 of his classes
How long does the problem behavior(s) last when it does occur?
The entire class
What is the intensity/level of danger of the problem behavior(s)?
Intensity is and danger is low
What are the events that predict when the problem behavior(s) will occur? (Predictors)
Related Issues (setting events)
Environmental Features
___ illness Other: homework assigned, class starts
___drug use
___negative social
___conflict at home
___ academic failure
___ reprimand/correction _X_ structured activity
___ physical demands ___ unstructured time
___ socially isolate ___ tasks too boring
___ 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 ______________________
___ preferred activity ______________________
___ money/things ______________________
_X_ hard tasks Other: homework __________
___ reprimands _doing classwork__________
___ 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)
Given homework and classwork Disorganization,
unpreparedness, and
incomplete homework
Doesn’t have to do the work
How confident are you that the Summary of Behavior is accurate?
Not very confident Very Confident
1 2 3 4 5 X
What current efforts have been used to control the problem behavior?
Strategies for preventing problem behavior
Strategies for responding to problem behavior
___ schedule change Other: letter notices sent to
___ seating change mother _______________
___ curriculum change ______________________
_X_ reprimand Other: ___________________
_X_ office referral _________________________
_X_ detention _________________________

March, Horner, Lewis-Palmer, Brown , Crone, Todd, & Carr (2000) 4/24/00

Appendix B:
Modified Functional Assessment Interview
Section A: Describing the behaviour
What does the behaviour look like when it is happening?
• not doing work/homework and not having materials
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.
Being late for class
On average
twice per day
Between 5-10
minutes late
Disruptive to other students, and to
his learning.
Does not have appropriate
materials to complete work
on average of
three times per
day
the entire class
period
Does not get his work done
therefore it effects his learning,
and academic success
Homework is not complete On average
three times per
day
Daily Effects grades and learning

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?
Ezekiel is taking 20mg of Ritalin per day for ADHD
Prescribed By & When: By his family physician and it is administrated orally at home in the morning before school.
2. Are there any Medical or Physical Conditions that the person experiences that may affect their behaviour?
Not that the school is aware of.
3. Describe any Sleep Patterns or Eating Routines/Diets of the person and the extent to which these may
affect their behaviour.
If Ezekiel sleeps in he is more likely to be late for class and under prepared as he may leave his materials at home, or
forget his homework.
4. Briefly list the person’s typical daily schedule of activities that are usually associated with the problem
behaviour?
- Sleeps in
- Doesn’t bring materials for class, and may use his phone or talk with his peers during class time
- Doesn’t do assigned homework
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?
-Class is the same time every day and each class last the same amount of time.
-The class structure is the same every day, the teacher does a lecture and students are required to take notes.
-Homework is assigned a couple times a week per class, with the exception of media arts.
6. Do they have the opportunity during the day to make choices about their activities?
-During breaks and lunch
7. Does the person typically seem bothered in situations that are more crowded and noisy?
-No
8. What is the pattern of staffing support?
No staffing support
9. Does the behaviour occur more or less when an activity is being done alone?
- the problem behaviours are more likely to occur during 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: being late and being unprepared is most likely to occur during the first period of the day.
Least Likely: in his preferred class (media arts)
2. Settings: Where are the Behaviours most and least likely to happen?
Most Likely: at school
Least Likely: in his media arts class because it’s the most preferred class and there is no homework assigned
3. Social Contact: With whom are the Behaviours most and least likely to happen?
Most Likely: on his own during math, English, and biology.
Least Likely: media arts

4. Activity: What activities are most and least likely to produce the Behaviour?
Most Likely: structured classes
Least Likely: preferred activities and unstructured time
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.
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?
Ezekiel is late for class More free time He avoids having to get his homework
looked at
Ezekiel does not have
appropriate materials for
class
N/A He does not do the classroom work or
take notes
Ezekiel does not do his
homework
More free time He avoids having to do homework

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:
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.
Ezekiel does not show up to
math, English, and biology on
time with any of the required
materials and uncompleted
homework most of the time.
His fourth class, media arts,
does not have required
materials and he often shows
up on time for that class.
The behaviour is predicted to
happen when he goes to
classes that are heavily
structured and require a lot of
work. He is most often late
and unprepared for English,
math, and biology
Ezekiel does not go to class on
time or prepared because it
allows him to avoid having to
do any work

Appendix C:
Functional Assessment Naturalistic Observation (ABC) of Ezekiel at School
Observer: Shelby Mills
Date: February 7th
, 2017
Time Antecedent Behaviour Consequence
1. 8:25 am 1.1 Ezekiel misses
the beginning of
class
1.2 Ezekiel walks
into class late
1.3 Ezekiel doesn’t
hand in
homework
2 8:45am 2.1. teacher assigns
classwork from text
2.2. Ezekiel says he
doesn’t have any
materials
2.3. Teacher tells him
to watch someone
else do the problem
- he doesn’t have to
do it himself
3 9:45 am 3.1. Ezekiel misses
the beginning of class
3.2. Ezekiel walks
into class late
3.3. Ezekiel doesn’t
hand in homework
4 10:30 am 4.1 Teacher begins
lecture
4.2 Ezekiel takes out
his phone
4.3 Ezekiel doesn’t
take notes
5 12:00 pm 5.1 Teacher gives
everyone an
assignment
5.2 Ezekiel opens a
game on the
computer
5.3 Ezekiel does not
do the assignment
6 1:15 pm 6.1 Teacher asks
everyone for their
homework
6.2 Ezekiel says he
forgot it at home
have to hand in
homework
7 1:35 pm 7.1 Teacher hands out
a worksheet to do in
class
7.2 Ezekiel says he
does not have a
pencil, begins reading
textbook instead
7.3 Teacher tells him
to read a section of
the textbook instead
8 2:20 pm 8.1 Teacher tells class
the homework
required for next
class
take out his planner
write down
homework

Appendix D:
Baseline Observation
Self-Monitoring of Being Prepared by Ezekiel Fredrickton
Does the client have the required materials to be prepared in class?
Y = Yes N = No
Class Paper Pencil
and/or Pen
Planner Required
Textbook
# of
opportunities
# of
occurrence
s
% of
occurrences
Math N Y N N 4 1 25.00
English N N N N 4 0 0.00
Biology N Y N Y 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or Pen
Planner Required
Textbook
# of
opportunities
# of
occurrence
s
% of
occurrences
Math N N N N 4 0 0.00
English Y N N N 4 1 25.00
Biology N N N Y 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or Pen
Planner Required
Textbook
# of
opportunities
# of
occurrence
s
% of
occurrences
Math Y Y N N 4 2 50.00
Biology N N N N 4 0 0.00
Y = Yes N = No
Class Paper Pencil
and/or Pen
Planner Required
Textbook
# of
opportunities
# of
occurrence
s
% of
occurrences
Math N N N N 4 0 0.00
Biology Y N N N 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or Pen
Planner Required
Textbook
# of
opportunities
# of
occurrence
s
% of
occurrences
Math N Y N N 4 1 25.00

Appendix E:
Direct Observation Checklist for Class Preparedness by Shelby Mills
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
Textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N Y N N 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
Textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N N N 4 0 0.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
Textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N N N 4 0 0.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
Textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N N N 4 0 0.00
Biology Y N N N 4 1 25.00

Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
Textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N Y N N 4 1 25.00
Appendix F:
Permanent Product Recording of Homework Completion at School
Client: Ezekiel Fredrickton Date: February 13, 2017
Class
Was homework complete (1.0),
partially complete (0.5) or not
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0 1 0 0.00
Biology 1 1 1 100.00
Class
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 0.5 1 0.5 50.00
Biology 0 1 0 0.00
Class
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 0 1 0 0.00
Biology 0 1 0 0.00
Class
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0 1 0 0.00
Biology 0.5 1 0.5 50.00
Class
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 1.0 1 1.0 100.00
Biology 0 1 0 0.00

Appendix G:
Children’s Reinforcement Survey Schedules
Schedule A
Name: Ezekiel Date: February 20th
2017
Age: 14 Sex: Boy_X_ Girl ___
School: High School Grade: 9
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 a choice, make an X in the box under Like:
X
If the choice is something that you like 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 stuffed toy animals? X
5. Do you like colouring? X
6. Do you like making things out of clay? X
7. Do you like listening to music? X
8. Do you like animal stories? X
9. Do you like playing on swings? X
10. Do you like kickball? X
11. Do you like going on field trips at school? X
12. Do you like being the teacher’s helper? X
13. Do you like going to the library? X
14. Do you like people to tell you that you did a good job? X
15. Do you like your teacher to buy materials you
especially like?
X
16. Do you like teaching things to other people? X

Appendix H:
Mediator Instructions
Title: Increasing Organizational Skills with Positive Reinforcement
Client Name: Ezekiel Fredrickton
Date of Birth: August 14, 2003
Date of Report: February 10, 2017
Goal
Ezekiel will go to class on time with all required materials 75% of the time, and will hand in his
homework completed 60% of the time
Target Skill/Behaviour(s)
Prepared for class and homework completion
Operational Definition(s)
Prepared for class:
Ezekiel walks into class on time, sits at his desk and takes out his pencil or pen, required
textbook, and planner from his bookbag and puts them on his desk to easily access them
throughout the class.
Homework completion:
Ezekiel will take his assigned homework in the correct class from his bookbag and hand it to his
teacher or the teacher’s assistant then sit back down at his desk.
Objective(s)
Class Preparedness:
Class Preparedness (accelerate) Ezekiel will be prepared each day with 75% accuracy at the end
intervention period.
Objectives
for 2 consecutive days.
Homework Completion:
Accelerate Ezekiel’s homework completion so that he completes 75% of his homework at the
end of the intervention period.

Objectives
for 2 consecutive days
Intervention Schedule
Location of Intervention
The intervention will be implemented in Ezekiel’s mathematics, English, and biology classrooms
Mediators
Math teacher, Client, Counselors
Materials
Permanent product recording checklist, Self-monitoring of homework completion checklist, and
assorted candies.
The in-class preparedness and homework completion will be recorded at the beginning of
Ezekiel’s math, English, and biology classes every day. Positive reinforcement will be delivered
in the form of candy and praise immediately after Ezekiel’s homework is checked.

Procedure
Ensure that you have Ezekiel’s assigned work and a list of necessary materials as well as the candy that will be used for the
reinforcement.
Ezekiel is to be given a piece of candy and a gestural or verbal reinforcers when he has his homework completed or is prepared.
Given that the function of Ezekiel’s behaviour is avoidance, if the candy or reinforcers do not work, it is important that mediators do
not allow the avoidance of assigned tasks.
Antecedents / SD
s / Situations Client’s Behaviour Mediator’s Behaviour
Teacher assigns homework
The class bell rings
Teacher gives the students a task
Ezekiel completes assigned homework
Ezekiel is seated at his desk
Ezekiel has the materials needed to
complete the task
Teacher gives Ezekiel a piece of candy
and says “Good job”.
Teacher gives him a piece of candy while
smiling at him.
Teacher gives him a piece of candy and a
thumb up.

Data Collection Method
The teacher is continuously observing Ezekiel’s behavior during class periods. Ezekiel will self-
monitor his preparedness by recording on a checklist if he arrives to class with the correct
materials. Additionally, Ms. Jones and the counselors will use permanent product recording to
determine if Ezekiel has completed his homework. If Ezekiel arrives to class with completed
homework Ms. Jones and the counselors will record it on the homework completion checklist. At
the end of each day an overall average will be calculated to determine the percentage of
preparedness and homework completion for that day. Once the percentages have been
determined the number will then be entered in a graph in order to track Ezekiel’s progress.

Appendix I:
Intervention Observation
Self-Monitoring of Class Preparedness by Ezekiel Fredrickton
Does the client have the required materials to be prepared for class?
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N Y N N 4 1 25.00
Biology N N Y N 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N N N 4 0 0.00
English Y Y N N 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N N N 4 0 0.00
English N N Y Y 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y N N 4 2 50.00
English N N Y N 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y N N 4 2 50.00
English N Y N N 4 1 25.00
Biology N Y N N 4 1 25.00

Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y N N 4 2 50.00
Biology N N Y Y 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y N N N 4 1 25.00
English N Y Y Y 4 3 75.00
Biology N Y N Y 4 2 50.00
Client: Ezekiel Fredrickton Date: March 1, 2017
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y N Y N 4 2 50.00
English Y N Y N 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y Y N 4 3 75.00
English N Y Y N 4 2 50.00
Biology N Y Y N 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y Y N 4 3 75.00

Appendix J:
Direct Observation of Class Preparedness by Shelby Mills
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N Y N N 4 1 25.00
English N N N Y 4 1 25.00
Biology N N Y N 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N N Y 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math N N Y N 4 1 25.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y N N 4 2 50.00

Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y N N 4 2 50.00
Biology Y Y N N 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y Y N 4 3 75.00
Biology Y N Y Y 4 2 50.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y N N N 4 1 25.00
English N Y Y Y 4 3 75.00
Biology N Y Y Y 4 3 75.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y N Y Y 4 3 75.00
English Y N Y Y 4 3 75.00
Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y Y N 4 3 75.00
English N Y Y N 4 2 50.00
Biology N Y Y N 4 2 50.00

Y = Yes N = No
Class Paper Pencil
and/or pen
Planner Required
textbook
# of
opportunities
# of
occurrences
% of
occurrences
Math Y Y Y N 4 3 75.00

Appendix K:
Self-Monitoring of Homework Completion by Ezekiel
Date: February 20th
, 2017
Class
Was homework complete
(1.0), partially complete
(0.5), or not complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 0 1 0 0.00
Biology 1 1 1 100.00
Date: February 21th
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0
English 0 1 0 0
Biology 1 1 1 100.00
Date: February 22th
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0 1 0 0
Biology 0 1 0 0
Date: February 23th
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0.5 1 0.5 50.00
Biology 100.00 1 1 100.00

Date: February 24th
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0 1 0 0.00
Biology 1 1 1 100.00
Date: February 27th
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0.5 1 0.5 50.00
Biology 1 1 1 100.00
Date: February 28th
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0 1 0 0.00
Biology 1 1 1 100.00
Date: March 1st
, 2017
Class
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0.5 1 0.5 50.00
Biology 1 1 1 100.00

Appendix L:
Permanent Product Recording of Homework Completion at School
Client: Ezekiel Fredrickton Date: February 20th
, 2017
Class
Was homework
complete (1.0), partially
complete (0.5), or not
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 0 1 0 0.00
Biology 0.5 1 0.5 50.00
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 0 1 0 0.00
Biology 1 1 1 100.00
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0 1 0 0
Biology 0 1 0 0
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0.5 1 0.5 50.00
Biology 0.5 1 0.5 50.00

, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0 1 0 0.00
Biology 1 1 1 100.00
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0.5 1 0.5 50.00
English 0.5 1 0.5 50.00
Biology 1 1 1 100.00
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0 1 0 0.00
Biology 1 1 1 100.00
Client: Ezekiel Fredrickton Date: March 1st
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 0 1 0 0.00
English 0 1 0 0.00
Biology 1 1 1 100.00

Client: Ezekiel Fredrickton Date: March 2nd
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0.5 1 0.5 50.00
Biology 1 1 1 100.00
Client: Ezekiel Fredrickton Date: March 3rd
, 2017
Class
Was homework
complete (0)
# of
opportunities
# of
occurrences
% of
occurrences
Math 1 1 1 100.00
English 0.5 1 0.5 50.00
Biology 1 1 1 100.00

Date of Meeting Total Minutes Absent Group Tasks Tasks
Accomplished
(Y/N)
January 17, 2017 60 - Find Research
Article for
Assignment
Y
February 3, 2017 120 Amy Nolan Background
Information
Target
Behaviours
Title Page
Y
February 10,
2017
180 - Data Collection
Methods
Y
February 17,
2017
180 - Confidentiality
Baseline
Y
February 17,
2017
180 Hayley
Shadforth
Taylor
Whiteman
Assessment
Procedures
Table of
Contents
Y
February 21,
2017
210 - Objectives
Graphing
Literature
Review
Hypotheses
N
February 22,
2017
240 - Graphing
Reinforcers
Intervention
Procedures
Mediator
Instructions
Y
TOTAL: 1,170

Hypothetical Applied Behavioural Analysis Program

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Hypothetical Applied Behavioural Analysis Program

Similar to Hypothetical Applied Behavioural Analysis Program (20)

Recently uploaded

Recently uploaded (20)

Hypothetical Applied Behavioural Analysis Program