Mock ABA Program

Behavioural Intervention Program
Implementing Positive Reinforcement to Improve On-Task Behaviour
in a 12-Year-Old Boy While at School
Client: Adam Marx*
Setting: Regular Classroom in an Elementary School
Field Supervisor: Sharron Mathews*
Students: Team #11
Samantha Lamping
Cynthia Micholias
Alexxa Roy
Alexa Waycik
Course: PSYC 6DG-102
College Supervisor: Gary Bernfeld
Date: February 24th, 2017
CAUTION
While this report can be used informally to guide clinical work, it is not a formal psychological
report, and was completed as part of a supervised student placement. It should not be placed on
any official file, nor would it be appropriate to discuss its findings in official agency reports.
*For reasons of confidentiality all names used in this report are fictional
Honours Bachelor of Behavioural Psychology

BEHAVIOURAL INTERVENTION PROGRAM ii
Table of Contents
1. Reasonfor Referral………………………………………………….…. 1
2. Background Information………………………………………………. 1
3. Assessment Procedures Used…………………………………………... 1
4. Target Behaviour……………………………………………………...... 1
5. Assessment Procedures and Results………………………………….... 2
6. Hypotheses………………………………………………………………. 2
7. Goals and Objectives…………………………………………………… 3
8. Literature Review………………………………………………………. 3
9. Intervention Procedures………………………………………………... 4
10. Intervention Results…………………………………………………….. 5
11. Program Changes……………………………………………………….. 7
12. Maintenance and Generalization………………………………………. 7
13. Summary and Recommendations……………………………………… 7
14. References ………………………………………………………………. 8
15. Appendices……………………………………………………………….
A. GB Motivational Screening Tool…………………………………... 9
B. Functional Assessment Checklist for Teachers and Staff ……….. 14
C. Naturalistic Observation (ABC) of Adam at School…………….. 17
D. Momentary Time Sampling: On Task Behaviour - Baseline…… 18
E. Children’s Reinforcement Survey…………………………………. 22
F. Mediator Instructions……………………………………………..... 23
G. Momentary Time Sampling: On Task Behaviour – Intervention... 25

BEHAVIOURAL INTERVENTION PROGRAM 1
Behavioural Intervention Program
Client Name: Adam Marx
Counsellor: Sharron Mathews
Program: Implementing positive reinforcement to improve on-task behaviour in a 12-year-
old boy while at school
Reasonfor Referral
Adam’s seventh-grade teacher, Mr. Rodgers, has referred Adam due to his out-of-seat
behaviour after lunch hour, during a typical school day. Mr. Rodgers has contacted Adam’s
parents and they have agreed to move forward with the intervention program. The goal of this
intervention will be to increase Adam’s on-task behaviour and to decrease his out-of-seat
behaviour.
Background Information
Adam is a 12-year-old boy who lives in Ontario with his mother and father, and is an only
child. Adam has a close relationship with his grandparents and visits them often. Adam attends a
regular elementary school and is in seventh grade. His family has moved around the city several
times. This is Adam’s third school that he has attended, and was recently enrolled in September.
In his spare time, Adam enjoys playing video games and talking to his friends online. His parents
complain that he is irritable as soon as he comes home from school, and secludes himself in his
room. Adam was diagnosed with ADHD at the age of 6, but does not take any medication. He
has no other diagnosis’. There are no development, biological, or physical concerns about Adam
at this time. His out-of-seat behaviour has occurred in Adam’s previous schools; however, this
will be the first time he will be exposed to a behavioural intervention program.
Assessment Procedures Used
Functional Assessment:
1. GB Motivational Screening Tool
2. Functional Assessment Interview
3. Naturalistic Observation (ABC) at School
Baseline Assessment
4. Momentary Time-Sampling of Out-of-Seat Behaviour
Target Behaviours
On-Task (Accelerate):
Adam’s behaviour will be considered on task when he is facing forward, towards either the
teacher or his required work, in his assigned chair. The behaviour will not be recorded when
Adam is in a physical education class, or when instructed to be out-of-seat.
Rationale
On-task behaviour is a necessary skill for Adam to learn because it will be required
throughout the rest of his schooling, as well as any job he may have in the future. If Adam
continues with his out-of-seat behaviour, this may lead to a decline in academic success, as well
as a lack of goal-setting and achieving. It is also important to increase his on-task behaviour
because his constant out-of-seat behaviour may be distracting to other students and encourage
maladaptive behaviour.

Assessment Procedures and Results
Functional Assessment
1. GB Motivation Screening Tool
Mr. Rodgers was interviewed on January 26th, 2017 using the GB Motivation Screening Tool
(GBMST; Barrera & Graver, 2009; Appendix A). The most frequent function identified in this
questionnaire was attention, which scored a 27. The consequence of Adam’s out-of-seat
behaviour is most often attention from his peers and instructors. According to the GB
Motivational Screen Tool, it appears the function of Adam’s behaviour is attention.
2. Functional Assessment Checklist for Teachers and Staff with Mr. Rodgers
A functional assessment checklist for teachers and staff (FACTS) was done by Adam’s
teacher, Mr. Rodgers, on January 20th, 2017 (Appendix B). According to Mr. Rodgers, Adam’s
most frequent behaviours occurred during structured work periods, as well as independent
periods, and is most likely to occur after lunch recess. The FACTS also suggested that Adam’s
out-of-seat behavior often occurs while in the presence of his peers and other people. This
information suggests that the attention Adam receives from his classmates and teachers
maintains his out-of-seat behaviour.
3. Naturalistic Observation (ABC)
Adam’s out-of-seat behaviour was recorded after lunch hour on January 27th, 2017, using an
ABC chart (Appendix C). The behaviours Adam exhibited includes yelling out in class, throwing
objects, hitting and verbally harassing other students, turning around in his seat and talking to
other students, making unnecessary noises, and leaving the room completely. Most of these
behaviours occurred during structured work periods. The majority of these behaviours were
maintained by attention from Adam’s teacher and classmates, suggesting that the main function
of Adam’s behaviour is attention.
Baseline Assessment
4. Data on Adam’s Out-of-Seat Behaviour
Adam’s on-task behaviour was observed and recorded using momentary time-sampling. His
behaviour was observed over a two-week period, for five consecutive days each week. The data
was collected from 12:30 p.m. – 2:30 p.m. There were three 30 minuet session each day. Each
session was divided into three intervals, each lasting 10-minutes in length. On average, Adam is
ontask 38.88% of the sessions each day.
Hypotheses
Reviewing the data taken from the functional assessments it can be concluded that the
antecedent for Adam’s out of seat behaviour is most often being given work. The GBMST, FAI,
and ABC’s all demonstrate that Adam’s behaviour is maintained by the consequence of attention
from his teachers and peers. Because Adam’s behaviour occurs more during specific times of the
day, a skill deficit is ruled out. There may be a problem with the reinforcement being received
throughout the day. If Adam’s out-of-seat behaviour is maintained by attention, then redirecting

the reinforcer to when he is on task will increase his on-task behaviour and decrease his out of
seat behaviour.
Goal and Objectives
On task (accelerate)
Adam will be on task for 80 % of the time after lunch recess.
Objectives
For three 30 minute sessions per day Adam will be on task for:
1. 43 % of the time
2. 50 % of the time
3. 60 % of the time
4. 70 % of the time
5. 80 % of the time
Each of the objectives above will be met when Adam has reached the specified criterion for 2
consecutive days.
Literature Review
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects
3-7% of school-aged children (Tripp & Wickens, 2008). While the causes of ADHD are widely
debated, the disorder is characterised by inappropriate levels of over activity, impulsivity, and
inattention for an individual’s developmental age (American Psychiatric Association, as cited in
Tripp & Wickens, 2008). Tripp and Wickens (2008) published a review of the current literature
regarding the changes in dopamine signalling with positive reinforcement in children with
ADHD. They describe that the current research suggests that the cell’s in children with ADHD
do not fire at a proper rate, causing a dopamine transfer deficiency. Numerous studies have
suggested that children with ADHD respond differently to reinforcement than children who have
not been diagnosed with it (Tripp & Wickens, 2008). Children with ADHD struggle with delayed
gratification for following discipline, and will typically choose to respond to a small, immediate
reinforcement over a larger, delayed reinforcement (Firestone & Douglas, as cited in Tripp &
Wickens, 2008). Tripp and Wickens state that dopamine firing cells will evoke when reinforcers
such as praise and attention. As appropriate behaviours continue to be learnt, dopamine cells ﬁre
automatically when cues for reinforcement are given (Tripp & Wickens, 2008). Tripp and
Wickens state that when reinforcement is delayed or discontinuous, the dopamine signal fails and
causes ineffective reinforcement. They state that because of this factor, schedules of
reinforcement must be carefully chosen when working with children with ADHD.
Students with attention-deficit/hyperactivity disorder (ADHD) may experience problems with
impulsive actions and continuous attention (American Psychiatric Association, as cited in Stahr,
Cushing, Lane, & Fox, 2006). In a typical classroom environment, following instructions,
completing assigned work, or obeying classroom rules may be challenging for a student with
ADHD (Stahr et al. 2006). If these behaviours continue, a student with ADHD can have a
negative view of education, and may be reluctant to learn new skills if an appropriate
intervention is not implemented (Stahr et al. 2006). In a separate study conducted by Stahr et al.,
(2006), a 9-year-old boy who had been previously diagnosed with ADHD was referred by his
teacher due to his off-task behaviours. The child’s teacher reported him having disruptive

behaviour, which caused an overall disruption to the classroom (Stahr et al. 2006). After a
functional assessment was conducted, Stahr et al. concluded that the child’s behaviour was being
maintained through attention and escape from tasks. Stahr et al. decided to use a function-based
intervention which included self-monitoring, verbal praise, and extinction. Although Stahr et al.
(2006) experienced several limitations, the child’s teacher rated his results positively.
Choosing a form of positive reinforcement can become a challenge if the client is not responding
to the reinforcement. Fefer, DeMagistris, and Shuttleton (2016) conducted a survey which was
administered to students in grades 5-12. The survey was intended to have the students rank in
numerical order which form of reinforcement they would prefer (Fefer, et al., 2016). The
students were asked which form of reinforcement they would rather receive; praise from teachers
and classmates, tangible rewards or activities that they could choose from, as well as stating
whose opinions they value the most in regards to their school work (Fefer, et al, 2016). Fefer, et
al., analysed the data across middle school, junior high, and high school. They state that the
findings show an indication that students value the opinions of their teachers, rather than their
classmates or parents. The data also shows that both praise and tangible items work equally as
well (Fefer, et al, 2016).
In students with ADHD, attention and praise may not always be the best option for the client. An
alternative option to this form of reinforcement is the use of weighted vests. These vests have
been found to increase attention and on-task behaviour in students who have ADHD (Lin, Lee,
Chang, & Hong, 2014). The weight and deep-touch of the vests add sensory stimulation to the
individual, which allows for an increase in attention and a decrease in excess movement (Lin et
al., 2014). Lin et al., (2014) conducted a study that involves 110 students with ADHD wearing
the weighted vest. In their experiment, a Continuous Performance Test was used to measure the
students on-task behaviour while using the vest. The results concluded that the vest did help
increase attention and consistency, and that the students were less likely to fidget or leave their
seats while wearing it (Lin et al., 2014).
Intervention Procedures
Positive Reinforcement
Positive reinforcement will be used to increase Adam’s on-task behaviour at school. A
fixed time (FTI) schedule of reinforcement was implemented to increase Adams on-task
behaviour. This schedule was used because it made monitoring easier for the observer. At the
end of each 10 minute interval if Adam was on-task he would receive verbal positive
reinforcement. As indicated by the results of Adam’s Children’s Reinforcement Survey (Cautella
& Brion-Meisels, 1997; Appendix E), Adam finds attention very reinforcing. Adam found verbal
praise and being given leadership roles very motivating. Although Adam found colouring and
playing computer games both reinforcing, they are hard to deliver as immediate reinforcers,
therefore they were not used as forms of reinforcement.
Prompts
If Adam was noticed to be off-task during independent work time, he would be given a
gestural prompt to return to his seat. If Adam is continually off task, Adam would be given a
verbal prompt to return to his seat. The counsellor implemented this intervention during Math,

Science, and Language Arts classes starting on January 30th, 2017 and ending February 13th,
2017. Data were collected during Math, Science, and Language Arts classes from Monday to
Friday from 12:30p.m. to 2:30p.m. Adam was verbally reinforced for staying in his seat during
independent work time on an FT1 schedule. The data collected was put into a chart, and for
every time Adam was on-task at the end of the interval, there as an “X” marked on the data sheet
and praise was given.
Intervention Results
Adam’s positive reinforcement intervention was implemented for two weeks. This
intervention was effective in the increase of Adam’s on-task behaviour. During baseline, his on-
task behaviour averaged 38.88% (Appendix D). However, during the intervention, Adam’s on-
task behaviour averaged 76.67% (Appendix G), which represents an increase of 97.20%. Figure
1 represents a graph of Adam’s on-task behaviour during baseline and treatment.

Figure 1. Percentage of Adam’s On-Task Behaviour
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
PaercentageofOccurences
Day
Baseline Intervention

Program Changes
The original program intervention had the staff members verbally reinforce Adam when
he was on-task. It was found through the Children’s Reinforcement Survey (Appendix E) that
Adam finds attention reinforcing. During the intervention process a variation of verbal praise
was used in order to avoid satiation to the reinforcement. As well, when circumstances allowed
Adam would be given a leadership role as reinforcement; this was to further avoid satiation.
These changes to the reinforcement procedures were implemented to promote continued interest
and participation by Adam in the program.
Maintenance and Generalization
Due to this program only being used in Math, Science, and Language Arts classes
generalization was challenging. Although difficult, it was found that the naturally occurring
reinforcement from Adam’s teacher during other classes was reinforcing enough to promote
generalization. Initially an FTI 1 schedule was used, then after the first objective was met an FTI
2 schedule began to be implemented. After objective two was met, the schedule of reinforcement
shifted to a variable interval schedule to promote a more natural pattern of reinforcement. The
subsequent schedules were used with the next three objectives; VTI 3, VTI 5, and finally VTI 10.
Summary and Recommendations
Overall the positive reinforcement procedures were found to be effective for increasing
Adam’s on-task behaviour. Baseline data demonstrated that Adam’s on-task behaviour occurred,
on average, 38.88% of the time that was recorded (Appendix D). During intervention, Adam was
found to be on task, on average, 76.67% of the time (Appendix G). These results showed a
97.20% increase in Adam’s on-task behaviour. Hence, Adam met criteria for all goals and
objectives set out for this treatment program. Once Adam met specific objectives for two
consecutive days’ criteria was increased, therefore encouraging Adam to continue increasing his
on-task behaviour. When Adam engaged in on-task behaviour, reinforcers such as verbal praise
and leadership roles were given. In the case that Adam was not on task verbal and gestural
prompts will be used to assist in creating the desired behaviour.
Adam has not demonstrated any other undesirable behaviours that could be targeted in
future interventions. Furthermore, the reinforcers used were successfully faded out, so that
natural reinforcement could take over. To promote generalization, it was recommended that
Adam’s teachers continue to reinforce on-task behaviour in other settings.

References
Barrera, F. J. & Graver, E. E. (2009). A comparison of behaviour functions in community and
facility settings. Journal on Developmental Disabilities, 15 (1), 30-34.
Cautella, J. R., & Brion-Meisels, L. (1979). A children’s reinforcement survey schedule.
Psychological Reports, 44, 327-338, Table 1
Fefer, S., DeMagistris, J., & Shuttleton, C. (2016). Assessing adolescent praise and reward
preferences for academic behavior. Translational Issues un Psychological Science, 2(2),
153-162. doi: 10.1037/tps0000072
Lin, H., Lee, P., Chang, W., & Hong, F. (2014). Effects of weighted vests on attention, impulse
control, and on-task behavior, in children with attention deficit hyperactivity disorder.
The American Journal of Occupational Therapy, 68(2), 149-158.
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.
Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in
decreasing off-task behaviour exhibited by a student with ADHD. Journal of Positive
Behavior Interventions, 8(4), 201-211.
Tripp, G. & Wickens, R. (2008). Research review: Dopamine transfer deficit: a neurobiological
theory of altered reinforcement mechanisms in ADHD. Journal of Child Psychology and
Psychiatry, 49 (7), 691–704. doi:10.1111/j.1469-7610.2007.01851.x
Word Count: 2380

Appendix A:
GB Motivation Screening Tool
Client: Adam Marx_____________ Date: _Jan. 26, 2017__________ Interviewer: __Team 11___
Informants' Relationship to the Client: Current or Past Diagnoses:
__________Teacher__________________ ____ADHD________________________________________
Behaviour Description (please define one only):
Not paying attention to school work, being out of his seat during lessons, and disrupts other students
_________________________________________________________________________________
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:
_at school, after lunch, in a regular class room___________________________________________________
________________________________________________________________________________________
Behavioural Intervention(s) being Implemented (if applicable):
____________________________________________________________________________________________
____________________________________________________________________________________________
__
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
placed on them. 0 1 2 3 4 5 6
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
__________________________________________________________________________________

SCORING SUMMARY:
Attention Tangible Escape Sensory Discomfort*
1. ___5____ 2. ___2___ 3. ___3____ 4. ___1____ 5. ___4____
6. ___6____ 7. ___0___ 8. ___0____ 9. ___1____ 10. __4____
11. __5____ 12. __0___ 13. __3____ 14. __0____ 15. __4____
16. __5____ 17. __0___ 18. __0____ 19. __1____ 20. __0____
21. __6____ 22. __0___ 23. __6____ 24. __0____ 25. __0____
Total Score: ____27_____ ____2_____ _____12____ _____3____ ____12___
MeanScore: ____5.40___ ____0.40___ _____2.40__ ____0.06___ ___2.40___
Relative Ranking: _____1____ _____4____ _____2____ _____3____ _____2____
*Note: Discomfort refers to physical and/or psychological discomfort.

Appendix B:
Functional Assessment Checklist for Teachers and Staff (FACTS-Part A) 1
Student/ Grade: Adam Marx/ Grade 7 Date: January 20th, 2017
Interviewer: Sharron Mathews Respondent(s): Mr. Rodgers
Student Profile: Please identify at least three strengths orcontributions the student brings to school.
Adam Marx is out-going, participates in school activities, and is eager to help otherstudents and staff
members.
Problem Behavior(s): Identify problem behaviors
__Tardy __Fight/physicalAggression X Disruptive ___ Theft
X Unresponsive X Inappropriate Language X Insubordination Vandalism
___ Withdrawn X Verbal Harassment X Worknot done ___ Other________________
X Verbally Inappropriate Self-injury
Describe problembehavior: Adamis consistently out ofseatand distracts his classmates ona daily basis
Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.
Schedule
(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
12:30 Enter schoolfrom lunch
recess
Low High
1 2 3 4 5 6
Adam will not take his
outside shoes off and enter
the classroom
12:35 Students take out their
math work and follow
along with the teacher’s
instructions
1 2 3 4 5 6
Adam will typically be
turned around in his seat and
attempting to distract other
students
1:00 Students are instructed to
take out their science work 1 2 3 4 5 6
Adam will be out of his seat,
and will attempt to leave the
classroom
1:30
1 2 3 4 5 6
2:00
1 2 3 4 5 6
2:25
1 2 3 4 5 6
Select 1-3 Routines for further assessment: Select routines based on (a) similarity of activities
(conditions) with ratings of 4, 5 or 6 and (b) similarity of problem behavior(s). Complete the FACTS -
Part B for each routine identified.
 During the morning classes Adam appears tired and despondent, he will typically sitin the
corner of the classroom for silent reading, even when it is not allowed – This behavior has
been rated a 4
 During gym class Adam will regain his energy, however he behave inappropri ately by
throwing thing, running around, and refusing to clean up the gym equipment – This
behavior have been rated a 5
 During lunch recess Adam has been caught kicking,punching, and teasing other students –
this behavior has been rated a 6
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.
Step 1
Step 2
Step 3
Step 4
Step 5

Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)
Student/ Grade: Adam Marx/Grade 7 Date: January 20th, 2017
Interviewer: Sharron Mathews Respondent(s): Mr. Rodgers
Routine/Activities/Context: Which routine(only one) from the FACTS-Part A is assessed?
Routine/Activities/Context Problem Behavior(s)
 Afternoon classes from12:30-2:30  Adam’s out of seat behavior
Provide more detail about the problem behavior(s):
What does the problembehavior(s) look like?
 Adam refuses to remain him his seat.He will wander around the classroom, run completely around
in his seat, or leave the room completely
How often does the problembehavior(s) occur?
 The problem behaviour occurs approximately 60% of the day
How long does the problem behavior(s) last when it does occur?
 Adam will be out of his seat for 5-10 minutes at a time
What is the intensity/level of danger of the problem behavior(s)?
 There is no apparent danger caused by Adam’s out-of-seat behaviour
What are the events that predict when the problem behavior(s) will occur? (Predictors)
Related Issues (setting events) Environmental Features
___ illness Other:_________________
___ drug use ______________________
___ negative social ______________________
___ conflict at home ______________________
___ academic failure ______________________
X_ reprimand/correction __X_ structured activity
___ physical demands ___ unstructured time
___ socially isolated _X__ tasks too boring
_X__ with peers __X_ activity too long
___ Other _X__ 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: ________________
_X_ peer attention ______________________
_X_ preferred activity _____________________
___ money/things ______________________
_X_ hard tasks Other: ___________________
___ reprimands ________________________
___ 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)
 Entering the classroom in
the moring
 Classroom changes
 Subject changes
 Specific instructions given
 Does not want to
come in from the
hallway
 Does not want to
sit down
 Walking around
to other students
desks
 Teacher tells Adam to
go sitin the hallway
when he refuses to sit
in his assigned seat
 Teacher tells Adam to
sit in the office when he
does not come into the
classroom
 Teacher yells “Adam
get to your seat!”
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8

How confident are you that the Summary of Behavior is accurate?
Not very confident Very Confident
1 2 3 4 5 6
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:
X seating change
___ curriculum change
X reprimand Other:
X office referral
X detention
March, Horner, Lewis-Palmer,Brown , Crone, Todd, & Carr (2000) 4/24/00

Appendix C:
Naturalistic Observation (ABC) of Adam at School
Time Antecedent Behaviour Consequences
1. 12:30pm 1.1 Teacher begins
class and asks a
question
1.2 Adam shouts out
without raising hand
1.3 Teacher verbally
reprimands Adam
2. 12:46pm 2.1 Teacher calls
on Adam to read
2.2 Adam rejects by
throwing book, followed by
walking to the carpet to play
2.3 Teacher sends him to
office
3. 12:57pm 3.1 Teacher calls
Adam to write a
math problem on
the board
3.2 Adam begins playing
hangman with his
classmates
3.3 Peers laugh and clap
4. 1:10pm 4.1 Teacher lets
everyone go on
recess
4.2 Adam pokes a girl 4.3 His friends laugh and
run off
5. 1:27pm 5.1 Playing soccer
with peers
5.2 Adam kicks the ball at a
peer’s stomach
5.3 Teacher comes over to
talk to Adam
6. 1:49pm 6.1 Lining up from
recess
6.2 Adam begins to push
peers in line
6.3 Teacher pulls him aside
to talk to Adam
7. 1.55pm 7.1 Peer raises
their hand to
answer question
7.2 Adam makes
inappropriate noises
7.3 Peers snicker and smile
8. 2:03pm 8.1 Teacher hands
out pop quiz
8.2 Adam begins throwing
pencils and erasers. Gets out
of his seat and walks around
8.3 Teacher sends him to
office again
9. 2:12pm 9.1 Teacher askes
everyone to take
out a textbook
9.2 Adam shouts out no and
gets out of seat. Walks over
to talk to peers
9.3 Peers talk back. Teacher
gives them both a warning
10. 2:18pm 10.1 Peer does a
presentation.
Everyone is quiet
10.2 Adam begins to bang
pencils on desk and make
noises with his mouth.
10.3 Peer stops and gives
him a look. Teacher tells
Adam to stop.
11. 2:24pm 11.1 Everyone
does an evaluation
on the presentation
11.2 Adam throws the paper
down. Walks to the board
and starts drawing
11.3 Teacher puts Adams
name on the board
12. 2:30pm 12.1 Teacher ends
the day by letting
them go early
12.2 Adam runs out of the
room, pushes past peers, and
gets clothes on.
12.3 Teacher calls Adam
back in to talk.

Appendix D:
Momentary Time Sampling: On-Task Behaviour – Baseline
Day 1: Monday, January 23, 2017
Interval / Session 1 2 3
Math X
Science X X
Language Arts X
X= behaviour occurred
Target Behaviour: On-Task
Occurrences: 4
No. of Intervals: 9
Percentage Occurrence: 4/9 x 100 = 44.44%
Day 2: Tuesday, January 24, 2017
Math X
Science X
Language Arts X
Occurrences: 3
No. of Intervals: 9
Day 3: Wednesday, January 25, 2017
Math X X
Science
Language Arts X
Occurrences: 3
No. of Intervals: 9

Day 4: Thursday, January 26, 2017
Math X
Science
Language Arts X
Occurrences: 2
No. of Intervals: 9
Day 5: Friday, January 27, 2017
Math X X
Science X
Language Arts X
Occurrences: 4
No. of Intervals: 9
Day 6: Monday, January 30, 2017
Math X
Science X X
Language Arts
Occurrences: 3
No. of Intervals: 9

Day 7: Tuesday, January 31, 2017
Math X X
Science X X
Language Arts X X
Occurrences: 6
No. of Intervals: 9
Day 8: Wednesday, February 1, 2017
Math X
Science X
Language Arts X X
Occurrences: 4
No. of Intervals: 9
Day 9: Thursday, February 2, 2017
Math X
Science X
Language Arts X
Occurrences: 3
No. of Intervals: 9

Day 10: Friday, February 3, 2017
Math X
Science X
Language Arts X
Occurrences: 3
No. of Intervals: 9
Number of occurrences overall in baseline: 35
Percentage of occurrences overall in baseline: 35/90 x 100 = 38.88%

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

Appendix F:
Mediator Instructions
Title: Implementing a DRA procedure in the Treatment of Out-of-Seat Behaviour in a 12-
Year-Old Boy while at School
Client Name: Adam Marx
Date of Birth: March 5th, 2004
Date of Report: February 10th, 2015
Goal:
Implementing positive reinforcement to improve on-task behaviour in a 12-year-old boy while at
school
Target Skill/ Behaviour(s):
The target behavior is for Adam to be on-Task.
Operational Definition(s):
Adam’s behaviour will be considered on-task while he is facing forward, towards either the
teacher or his required work, in his assigned chair. The behaviour will not be recorded when
Adam is in a physical education class, or when instructed to be out-of-seat.
Objective(s):
Between 12:30 pm-2:20pm Adam will be on task for:
1. 36.66% of the time
Each of the objectives above will be met when Adam has reached the specified criterion for 3
consecutive days.
Intervention Schedule:
Positive reinforcement will be used to increase Adam’s on-task behaviour at school. A fixed
interval (FI) schedule of reinforcement was implemented to increase Adams on-task behaviour.
Location of Intervention:
In a regular classroom in an elementary school During Math, Science, and Language Arts after
lunch recess from 12:30p.m. to 2:20p.m.
Mediators:
The counsellor will conduct this intervention.
Materials:
There are no materials or props needed to conduct this intervention.

Procedure
Before the procedure is to begin, Adam must be aware of his assigned seat and the materials he will need throughout the day. For
every off-task behaviour Adam exhibits he will be given a verbal prompt to return to his assigned task. If the verbal prompt does not
work, a gestural prompt will be administered. If neither of these prompts reinforce Adam to return to his on-task behaviour, he will be
removed from any possible other reinforcers, such as classmates or his teacher.
Antecedents / SDs / Situations Client’s Behaviour Mediator’s Behaviour
Teacher instructs students to do
independent work
Lunch recess has ended
Group work is assigned to the
students
Teacher leaves the room
Someone unfamiliar enters the room
to ask a question
Adam opens his books
Adam is talking in the hallway and is
late for class
Adam turns around in his chair and
asks another student to be his partner
Adam looks up, but then looks returns
to his work
Adam tries to approach them and
engage them in conversation
Walks by and says “Good work
Adam, keep it up”
Calmly say “Adam, it’s time for class”
and point towards the room
Say “Thanks for choosing a partner
so quickly, do you two need any help
with the assigned material?”
Say “Great focus Adam, you’ll be
ahead of the class!”
Say, “Adam please return to your
seat and complete your work”
Data Collection Method
Adam’s on-task behaviour was tracked and collected using momentary time sampling. The data was collected by the counselor from
12:30 p.m. – 2:30 p.m. Twelve intervals were taken every day, each lasting 10-minutes in length. An “X” would be placed on Adam’s
chart if he was on task, and nothing would be placed if he was off-task. At the end of each day, the data of Adam’ on-task behaviour is
added up and divided by the number of intervals (12) and then multiplied by 100. This percentage is then graph.

Appendix G
Momentary Time Sampling: On-Task Behaviour - Intervention
Day 1: Monday, February 6, 2017
Math X
Science X X
Language Arts X X
Occurrences: 5
No. of Intervals: 9
Day 2: Tuesday, February 7, 2017
Math X X
Science X X
Language Arts X X
Occurrences: 6
No. of Intervals: 9
Math X X
Science X X
Language Arts X
Occurrences: 5
No. of Intervals: 9

Math X X
Science X X
Language Arts X X X
Occurrences: 7
No. of Intervals: 9
Math X X X
Science X X X
Language Arts X
Occurrences: 7
No. of Intervals: 9
Day 6: Monday, February 13, 2017
Math X X
Science X X X
Language Arts X X X
Occurrences: 8
No. of Intervals: 9

Day 7: Tuesday, February 14, 2017
Math X X
Science X X
Language Arts X X X
Occurrences: 7
No. of Intervals: 9
Math X X X
Science X X
Language Arts X X X
Occurrences: 8
No. of Intervals: 9
Math X X
Science X X X
Language Arts X X X
Occurrences: 8
No. of Intervals: 9

Math X X X
Science X X X
Language Arts X X
Occurrences: 8
No. of Intervals: 9
Number of occurrences overall in the intervention: 60
Percentage of occurrences overall in the intervention: 69/90 x 100 = 76.67%
Percentage of Improvement in On-Task Behaviour:
Treatment level – baseline level / baseline level x 100
76.67 - 38.88 / 38.88 x 100 = 97.20%

Mock ABA Program

Recommended

Recommended

More Related Content

Similar to Mock ABA Program

Similar to Mock ABA Program (20)

Recently uploaded

Recently uploaded (20)

Mock ABA Program