Mock program intervention

Behavioural Intervention Program
Implementation of Social Positive Reinforcement and the use of Shaping to Modify
Verbal Aggression in an 8-Year-Old Girl During In-Class Assignments
Client: Barbie Doll*
Setting: Regular classroom in an Elementary
School
Field Supervisor: Margret Dupris*
Students: Team #9
Sebastien Potvin
Stefanie McHarg
Dylan Twist
Tashauna Buell-Lowes
Course: PSYC 6DG-102
College Supervisor: Gary Bernfeld
Date: February 24, 2017
CAUTION
This report was completed as part of a supervised student placement. It should not be
placed on any official file, nor would it be appropriate to discuss its findings in official
agency reports.
*For reasons of confidentiality all names used in this report are fictional
Honours Bachelor of Behavioural Psychology

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY ii
Table of Contents
1. Reasonfor Referral ...............................................................................1
2. Background Information........................................................................1
3. Assessment Procedures Used................................................................1
4. Target Behaviour....................................................................................1
5. Rationale .................................................................................................2
6. Assessment Procedures and Results.....................................................2
7. Hypothesis...............................................................................................3
8. Goals and Objectives..............................................................................3
9. Literature Review..................................................................................3
10. Intervention Procedures.........................................................................4
11. Intervention Results...............................................................................4
12. Program Changes...................................................................................7
13. Maintenance and Generalization...........................................................7
14. References ..............................................................................................8
15. Appendices .............................................................................................9
A. Functional Assessment Checklist for Teachers and Staff ............9
B. GB Motivational Screening Tool ....................................................12
C. Naturalistic Observation (ABC) of Barbie at School....................16
D. Data on Barbie’s asking for help during Baseline ........................17
E. Mediator Instructions.......................................................................18
F. Data on Barbie’s asking for help during Treatment.....................19

ST. LAWRENCE COLLEGE: BEHAVIOURAL PSYCHOLOGY 1
Date: February 24, 2017
Client Name: Barbie Doll
Counsellor: Michael Angelo
Program: Using social positive reinforcement and prompting in the treatment to modify
verbal aggression towards her teacher during in-class assignments.
Reasonfor Referral
Barbie was referred by her 3rd grade teacher, Mr. Smith, because of her verbal
aggressive outbursts during math and English class, when asked to do in class assignments.
Mr. Smith is concerned and has observed Barbie’s attitude change when asked to do in class
work sheets. Barbie raises her voice and uses derogatory swear words directed at the teacher.
Mr. Smith would like Barbie to be assessed and assisted as he is concerned for her future
development.
Background Information
Barbie is an 8-year-old girl attending 3rd grade in Kingston, Ontario. Barbie is raised
by her mother, who is a single parent. Barbie has a younger 4 year-old brother, Nick, who
gets all of their mother’s attention at home, and has a 15-year-old brother, Kevin. Kevin is
routinely verbally aggressive towards Barbie.
Barbie’s verbal outbursts occur when asked to do independent work during Math and
English class. Barbie was officially diagnosed with Dyslexia a year ago, after she started to
show signs of verbal outbursts at school. A review of Barbie’s medical report indicates that
there are no other predetermined developmental, physical or biological concerns. Barbie has
never been on any kind of medication, and has never had any form of therapy. Barbie’s
teacher is willing to help, and is open to collaborating with a Behavior Analyst to implement
helpful procedures.
Assessment Procedures Used
Functional Assessment:
1. Functional Assessment Checklist for Teacher and Staff
2. GB Motivation Screening Tool
3. Naturalistic ABC Observation at School
Baseline Assessment:
4. Frequency recording of appropriate asking for help
Target Behaviour
Proper Communication – Asking for help (Accelerate)
Proper communication is to be accelerated in the form of asking for help is to be used
during in-class assignments in Math and English class at school. Correct form of asking for
help occurs when Barbie sits patiently at her desk, with one hand raised in the air above her
head to indicate required assistance with her work. Barbie is to use proper communication
whenever she does not understand or know how to complete the in-class assignments. Barbie
has demonstrated the ability to properly ask for help in other subjects when needed.
Observational periods will only take place during Math and English class. The only
communication that will be recorded is that which takes place between Barbie and her
teacher. Barbie’s communication with other class mates will not be recorded, nor will her

behaviours and communication in her other subjects. Verbally aggressive behaviour will not
be tracked as Barbie has demonstrated that she is polite and friendly in all other areas of
school and has healthy play behaviour with her peers.
Rationale
The ability to ask for assistance in a socially acceptable manner is a skill that is very
important for Barbie’s progression in school and life. The skill of being able to ask for help in
an appropriate manner is important as it will enable Barbie to learn more material while
getting less frustrated. As a result of Barbie’s verbal aggression towards her teacher, the
relationship has been strained, thus affecting how the teacher interacts with Barbie. This in
return affects the teaching process in between Barbie and her teacher, which results in a
decreased amount of work being done by Barbie that is affecting her grades. Proper
communication can lead to healthier social relationships with other people that Barbie
interacts with and will help in her social life for the future. In the present time, it will help
increase her positive interactions with both her teacher and other students, and increase the
work she is doing properly, therefore increasing her grades and aiding in her success in this
grade as well as future years.
Assessment Procedures and Results
Functional Assessment
1. Functional Assessment Checklist for Teachers and Staff
Barbie is a student in grade 3 whose contributions she brings to the school are skills in art,
being socially outgoing, and helpful with friends. Some problem behaviours identified by the
FACTS sheet (Appendix A), that Barbie has had at school are verbal aggression,
insubordination, disruption to peers, and work not being completed. The highest rates of these
problem behaviours occur in math, language arts, and quiet reading time. During language
arts, Barbie’s problem behaviours are specifically swearing, refusing to do her assigned work
and general disruption in class. The problem behaviours look like Barbie swearing at herself
and at her teacher. Generally, this behaviour happens every day, several times a day. The
behaviours will escalate to affect those around her and the intensity level is moderate. The
behaviour seems to occur when difficult tasks are presented to her, and when the teacher or
her peers are not paying attention in regard to her troubles with the work. Both peer attention
and having a preferred activity are observed to maintain the behaviour, and by maintaining the
behaviour, hard tasks and reprimands are avoided. Strategies that have been used for
preventing and responding to the problem behaviour include seating change, reprimand, and
detention. Teachers and staff are very confident that this assessment is accurate.
2. GB Motivation Screening Tool
Based on the questions answered in the GBMST survey (Appendix B), it is concluded that
Barbie’s primary motivating function is Escape from undesirable activities. These activities
include in-class assignments in Math and English class. There is also evidence of a secondary
function which is access to preferred activities. Barbie exhibits her escape function by being
verbally aggressive towards her teacher with the intent of getting out of doing her worksheets
and of gaining access to her preferred activities.

3. Naturalistic ABC Observation at School
A Sequence (ABC) Analysis was performed by Mr Angelo to determine antecedents and the
consequences of Barbie’s verbal aggressive behaviour (Appendix C). The analysis showed
that the behaviour occurred at a higher intensity rate when she was asked to work on English,
math, or quiet reading time. This behaviour was reinforced with the teacher either removing
her or the task, or by giving up altogether. This suggests an escape function since Barbie
knows that she will not have to do her work if she acts out by being verbally aggressive.
Baseline Assessment
4. Data on Barbie’s appropriate asking for help During Baseline
The baseline data was collected over 10 days (summarized in appendix D and graphed in
Figure 1). The data was collected using frequency recording during three, one hour subjects.
Baseline was recorded during english, reading and math classes for 10 days. The data
collected indicated that the highest frequency of appropriate asking for help in a day was 4
times on day 4 and the lowest frequency was only 1 time on day 5.
Hypothesis
Based on the functional assessments completed, it is clear that Barbie is verbally
aggressive as a means to escape difficult in-class assignments in english and math. There also
seems to be a secondary function of access to her preferred activity of art, which dictates her
behavior some of the time. Barbie has shown the ability to ask for help in general, as shown
on the FACTS and the GBMST assessments, however does not do so in an appropriate
manner. It is believed that Barbie will require training in order to understand when to properly
ask for help when she does not understand the task at hand. It is hypothesized that if Barbie
can be aware when she does not understand the material, that Barbie’s frequency of asking for
help will appropriately increase. As Barbie’s tendency to understand when she is not able to
comprehend her work, then consequently asks for help increases, then her verbal aggression
should decrease as a result.
Goal and Objective
Appropriate Requests for Assistance (Accelerate)
During the three hours of recorded time throughout the school day, Barbie will
increase her asking for help in an appropriate manner from an average of 4 times per day to
10 times a day.
Objectives
Between 9:00am – 2:30pm, during math language arts or quiet reading period, Barbie will
increase her rate for asking for help:
1. 4 times a day
2. 6 times a day
3. 10 times a day
Each of the objectives stated above will be considered achieved when Barbie has met the
specified criteria for two consecutive days.

Literature Review
Dealing with aggression within children can be a challenging process (Moffat, T.K,
2011). In regard to aggression, it is believed that aggression should be dealt with as soon as
possible as treatment success rate increases with younger children and adults (Blake, C.S &
Hamrin, V., 2007). One of the more successful techniques to treat aggression with children is
through social positive reinforcement (Moffat, T.K., 2011). Also, the implementation of
nonsocial positive reinforcement with a low recording maintenance program has an advantage
as it is known for being easily implemented and maintained (Ingvarsson, E.T., et al., 2009).
Teacher praise has been proven to positively change student behaviour and it can decrease
disruptions from students in the classroom (Reinke, W.M, 2007).
Intervention Procedures
Positive reinforcement
Positive reinforcement will be a combination of giving Barbie more drawing time, and
social positive reinforcement. The first phase will have an FR1 continuous schedule. Every
time Barbie successfully raises her hand over her head to ask for help, Barbie will receive
verbal praise from her teacher for asking correctly or acting politely, then will remove 20% of
her worksheet as well as help Barbie with understanding her worksheets. If Barbie
successfully asks for help without displaying verbal aggression at least once in a work period,
then she will be allowed to end her assignment 5 minutes earlier and allowed to draw.
The second phase will employ the same continuous schedule for the social
reinforcement and will reduce the positive reinforcement of drawing from correct
communication from a FR 1 to a VR 3.
The third phase will follow as the second phase with the change of the positive
reinforcement of access to preferred activities from a VR 3 to a VR 5.
The last phase will eliminate the positive reinforcement in the form of access to preferred
activities completely. The continuous schedule of social reinforcement will remain at a
continuous frequency. These reinforcers were specifically chosen based on the answers of the
FACTS sheet and the GBMST with Barbie, which showed that Barbie acts out aggressively to
escape hard questions in an attempt to gain access to art and other activities that she enjoys
taking part in.
Prompts
The entire class will be prompted and reminded before each class subject to raise their
hand over their head in silence at any time that they do not understand, or have any questions.
They will be reminded to sit quietly until Mr. Smith can get to them, and told to ask their
question respectfully. Barbie will also be reminded of the different ways to ask for help that
are deemed appropriate before each class. This is to generalize the proper way to ask for help
as Barbie will see her classmates’ behavior and should act as a secondary prompt. Every time
that Barbie displays the incorrect way of asking for help, Mr. Smith will prompt her by raising
his hand and say ‘politely, Barbie’. Barbie will recognize the hand raising gesture
accompanied with the verbal prompts, and know to raise her hand and talk in an appropriate
manner.

Intervention results
The intervention procedure was implemented and observed over 15 days. Barbie was
able to achieve her first milestone on day 8 and the second right at the end of the intervention
period on days 24 and 25. Barbie demonstrated a slight decrease in appropriate asking for
help at one point, but it was not significant enough to indicate an extinction burst, likely just a
bad day. After 15 days of treatment, Barbie’s request for help increased from an average of
2.2 to 7.3 times a day, which is an increase of 91.3%. Figure 1 presents a graph that represents
Barbie’s frequency of appropriate asking for help during both the baseline phase and the
intervention phase

Program Changes
The data showed that the intervention procedure was effective, however there are a
few modifications that can be made, and some that were made throughout the process. Having
Barbie take part in more group work may help with generalization as the appropriate way of
asking for help will be modelled by her group peers. Shifting gradually from prompts
enforced by Mr. Smith, to natural reminders that Barbie will get when she sees her peers
raising their hands could increase the intervention’s success. When Barbie displayed the
behaviour of asking for help properly, Mr. Smith started to alternate the access to extra art
time with reducing the worksheet by two or three questions in addition to praising her for
raising her hand and waiting politely. This was done to reduce the risk of the extra art time
becoming less reinforcing, as Barbie did not know what she would receive as reinforcement.
After Barbie has hit the third goal of asking properly 10 times a day, Mr. Smith will start
asking her to complete the whole work sheet with no questions being removed.
Maintenance and Generalization
As Barbie’s frequency of appropriate asking for help increases, the prompts and
reinforcement will be faded. Fading for the prompt of the reminder of appropriate asking for
help will commence once Barbie has been able to reach the second objective for two
consecutive days. Prompting for appropriate asking for help will begin at using a continuous
schedule. This means that at the beginning of all classes, Barbie and her classmates with be
reminded to raise their hands over head to ask for help. The prompt will then be faded to an
intermittent schedule with random intervals and then extinguished. The use of peers will be
implemented to start generalization across all subjects. Due to the incorporation of peers and
the reminders given to the whole class, prompts will move from artificial prompting to
natural. In terms of reinforcement, at the start of the intervention process, the specific praise
will reinforce Barbie every time she raises her hand on an FR1 continuous schedule. After
Barbie has met her second objective the praise will be faded to an intermittent schedule of
VR3, meaning she could be praised after the first appropriate request for help, or the second
or third. After meeting the third objective it will be faded further to a VR5 schedule and so on,
until the reinforcer is completely faded into a natural reinforcer of enjoying how it feels to get
the help and being treated well by Mr. Smith.
Summary and Recommendations
This intervention using positive reinforcement has shown to be effective in increasing
Barbie’s frequency of asking for assistance appropriately. During baseline, she only asked for
help an average of 2 times in the three-hour observation period, and it increased to about 4
times during intervention for an increase of 91.3%. During the intervention period Barbie met
two of the three objectives set for her. To move to the next objective, Barbie had to meet the
current one for two consecutive days, with the intent of encouraging her to continue asking
for help. Barbie and the class were prompted before every subject by way of a reminder to
raise their hands to ask questions. Specific verbal praise was used as a reinforcer each time

she raised her hand to properly ask her teacher for assistance with things she did not
understand.
With both the prompts and reinforcers being faded from artificial to natural, Barbie
should continue asking for help properly and the behaviour should generalize to other subjects
and classes. It would be recommended, however, that in conjunction with increasing her
appropriate assistance requests, that a plan be made to help lower her verbal aggression
beyond what it will likely reduce just by being taught alternative ways to get what she wants.
As there was also shown to be a smaller secondary function to her behaviour of gaining
access to desired activities, using a reinforcement procedure that allows Barbie to gain extra
time doing art activities may also prove beneficial in altering her behaviour.

References
Blake, C. S., & Hamrin, V. (2007). Current approaches to the assessment and management of
anger and aggression in youth: A review. Journal of Child And Adolescent Psychiatric
Nursing, 20(4), 209-221. doi:10.1111/j.1744-6171.2007.00102.x
Ingvarsson, E. T., Hanley, G. P., & Welter, K. M. (2009). Treatment of escape-maintained
behavior with positive reinforcement: The role of reinforcement contingency and
density. Education & Treatment of Children, 32(3), 371-401. doi:10.1353/etc.0.0064
March, R., Lewis-Palmer, L., Brown, D., Crone, D., Todd, A, & Carr, E.
(2000). Functional assessment checklist for teachers and staff (FACTS).
Educational and Community Supports. University of Oregon, Eugene,
Oregon.
Moffat, T. (2011). Because teachers are so busy with many other students,
Positive reinforcement can be easy to implement due to close observation not being
necessary (Ingvarsson, E. T., Hanley, G. P., & Welter, K. M.,2009).
Moffat, T. (2011). Increasing the teacher rate of behaviour specific praise
and its effect on a child with aggressive behaviour problems. Kairaranga, 12(1), 51-
58.
Reinke, W. M. (2007, November 30). The Classroom Check-Up: A Classwide Teacher
Consultation Model for Increasing Praise and Decreasing Disruptive Behavior.
Retrieved from https://eric.ed.gov/?id=EJ817295
Word Count – 2470

Appendix A (Functional Assessment Checklist for Teachers and Staff)
Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)
Step 1 Student/ Grade: Barbie Doll / Grade 3____________ Date: ___February 10, 2017___________
Interviewer: ____Michael Angelo _______ Respondent(s):__N/A_______________
Step 2 Student Profile: Please identify at least three strengths orcontributions the student brings to school.
____Barbie is skilled at art, socially engaging and is helpful with friends________________
Problem Behavior(s): Identify problem behaviors
Step 3
___ Tardy ___ Fight/physical Aggression _X_ Disruptive ___ Theft
___ Unresponsive ___ Inappropriate Language _X_ Insubordination ___ Vandalism
___ Withdrawn _X_ Verbal Harassment _X_ Work not done ___ Other________________
___ Verbally Inappropriate ___ Self-injury
Describe problembehavior: ____________________________________________________________
Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.
Step 4
Schedule
(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:00am Before School Low High
1X 2 3 4 5 6
8:30am Math
1 2 3 4 5X 6
Off task, yelling
9:30am Transition
1 2X 3 4 5 6
9:45am Language Arts
1 2 3 4 5 6X
Swearing, work not done
10:45am Recess
1X 2 3 4 5 6
11:15am Reading
1 2 3 4 5 6X
Disrupting class
12:15am Lunch
1 2 3X 4 5 6
12:45pm Science
1 2 3 4 5X 6
Disrespectful towards
teacher, swearing
1:45pm Transition
1 2X 3 4 5 6
2:00pm Block Studies
1 2X 3 4 5 6
2:30pm Art
1X 2 3 4 5 6
Select 1-3 Routines for further assessment: Selectroutines based on (a) similarity of activities
Step 5 (conditions) with ratings of 4, 5 or 6 and (b) similarity of problem behavior(s). Complete the FACTS Part B for each routine
identified.

Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)
Step 1 Student/ Grade: ________Barbie Doll / Grade 3_________ Date: ___February 10, 2017______________
Interviewer: ________Micheal Angelo_______ Respondent(s): ______________________________
Step 2 Routine/Activities/Context: Which routine (only one) from the FACTS-Part A is assessed?
Routine/Activities/Context Problem Behavior(s)
Language Arts
Name Swearing,Work not done, disruptive
Step 3 Provide more detail about the problem behavior(s):
What does the problem behavior(s) look like? Barbie swearing at the teacher
And otherstudents.
How often does the problem behavior(s) occur? Every day, several times a day.
How long does the problem behavior(s) last when it does occur? Problem will escalate to the point that will those around
her.
What is the intensity/level of danger of the problem behavior(s)?
Intensity is moderate.
Step 4 What are the events that predict when the problem behavior(s) will occur? (Predictors)
Related Issues (setting events)
Environmental Features
___ illness Other:_________________
___ drug use ______________________
_X_ negative social ______________________
_X_ conflict at home ______________________
___ academic failure ______________________
_X_ reprimand/correction _X_ structured activity
___ physical demands ___ unstructured time
___ socially isolated ___ tasks too boring
_X_ with peers _X_ activity too long
___ Other _X_ tasks too difficult
____________________________ ____________
Step 5 What consequences appear most likelyto maintain the problem behavior(s)?
Things that are Obtained
Things Avoided or Escaped From
___ adult attention Other: ________________
_X_ peer attention ______________________
_X_ preferred activity ______________________
___ money/things ______________________
_X_ hard tasks Other: ___________________
_X_ reprimands ________________________
___ peer negatives ________________________
___ physical effort ________________________
___ adult attention ________________________
SUMMARY OF BEHAVIOR
Identify the summary that will be used to build a plan of behavior support.
Step 6 Setting Events & Predictors Problem Behavior(s) Maintaining Consequence(s)
Conflict at home and language tasks Swearing / Work not done /
Disrptive
Peer attention

Step 7 How confident are you that the Summary of Behavior is accurate?
Not very confident Very Confident
1 2 3 4 5 6
Step 8 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: ____None___
_X_ seating change ______________________
___ curriculum change ______________________
_X_ reprimand Other: _____None_____
___ office referral _________________________
_X_ detention _________________________

Appendix B – GB Motivation Screening Tool
GB Motivation Screening Tool
Client: __Barbie Doll_____________ Date: __March 27th, 2017____ Interviewer: __Michael Angelo_________
Informants' Relationship to the Client: Current or Past Diagnoses:
________________________________ ___Dyslexia_________________________________________
Behaviour Description (please define one only):
_________________________Verbal_Aggression_____________________________________________________
___________________________________________________________________________________________
How frequently does the behaviour occur? (circle the answer that best describes your observations)
More than once a day Daily Twice a week Weekly Twice a month Monthly Less than once a month
1X 2 3 4 5 6 7
Setting Description:
_____________________In_Class_________________________________________________________________
____________________________________________________________________________________________
Behavioural Intervention(s) being Implemented (if applicable):
____________________________N/A______________________________________________________________
____________________________________________________________________________________________
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? 0X 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 3X 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 6X
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 0X 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: _________ 0X 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 6X
7. Does the behaviour occur if the person Never Almost Seldom Half the Usually Almost Always
does not have his or her favorite items or objects? Never Time Always
If yes, please specify item:__________ 0 1 2 3 4X 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 6X
9. The behaviour occurs regardless of what Never Almost Seldom Half the Usually Almost Always
is going on in his or her immediate area, and Never Time Always
independently of his or her surroundings. 0 1X 2 3 4 5 6
10. When the person has medical or Never Almost Seldom Half the Usually Almost Always
psychological problems and these are treated, Never Time Always
does the behaviour problem decrease? 0X 1 2 3 4 5 6
11. Engages in the behaviour because (s)he Never Almost Seldom Half the Usually Almost Always
enjoys being reprimanded or receiving negative Never Time Always
attention. 0X 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 5X 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 6X
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 5X 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 6X
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. 0X 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 2X 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 6X
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 1X 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 0X 1 2 3 4 5 6
rarely occurs. These cycles are caused by physical
or psychological discomfort. If true, please
specify the source of the discomfort: _________
21. Engages in the behaviour to draw Never Almost Seldom Half the Usually Almost Always
attention to him or herself, or away from Never Time Always
others. 0 1X 2 3 4 5 6
22. Engages in the behaviour when you Never Almost Seldom Half the Usually Almost Always
or a peer takes something away that (s)he Never Time Always
wants. 0 1 2 3X 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 6X
24. Does it appear to you that the person Never Almost Seldom Half the Usually Almost Always
performs this behaviour because it is compelling Never Time Always
or satisfying? 0X 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
0X 1 2 3 4 5 6
__________________________________________________________________________________

SCORING SUMMARY:
Attention Tangible Escape Sensory Discomfort*
1. ____0__ 2. ____3__ 3. ____6__ 4. ____0__ 5. ____0__
6. ____6__ 7. ____4__ 8. ____6__ 9. ____1__ 10. ___0__
11. ___0__ 12. ___5__ 13. ___6__ 14. ___5__ 15. ___6__
16. ___0__ 17. ___2__ 18. ___6__ 19. ___1__ 20. ___0__
21. ___1__ 22. ___3__ 23. ___6__ 24. ___0__ 25. ___0__
Total Score: ______7__ ______17_ ______30_ ______7__ ______6__
MeanScore: ______1.4 ______3.4 ______6__ ______1.4 ______1.2
Relative Ranking: ______3__ ______2__ ______1__ ______3__ ______4__
*Note: Discomfort refers to physical and/or psychological discomfort.
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.

Appendix C – Naturalistic Observation (ABC) of Barbie at School
Time Antecedent Behaviour Consequence
1. 9:00am 1.1 Teacher tells
students to takeout
their English work
1.2 Barbie yells at the
teacher saying “no I
don’t want to!”
1.3 The teacher sends
her to the time out
chair.
2. 9:30 am 2.1 Students asked to
take out their
grammar work
sheets.
2.2 Barbie refuses
and tells the teacher
to “shut up”.
2.3 The teacher asks
her again but she
continues to refuse.
3. 10:15 3.1 Teacher asks
Barbie to complete
one grammar
question before going
out for recess.
3.2 Barbie yells
“make me!”
3.3 The teacher
makes her stay inside
instead of going out
for recess.
Barbie again to
complete one
grammar question.
4.2 Barbie yells “No I
hate you!”
4.3 The teacher gives
up and lets her go out
for recess.
5. 11:00am 5.1 Teacher hands out
math worksheet
5.2 Barbie calls the
teacher “stupid”
5.3 The teacher tells
her she will get sent
to the office if she
says that again.
6. 12:15:pm 6.1 Teacher tells
students to take out
their books to read
6.2 Barbie yells
“Reading sucks!”
6.3 The teacher lets
her sit on the carpet
and play with toys.
7. 2:00pm 7.1 Teacher asks
Barbie to come right
an answer on the
chart paper
7.2 Barbie yells “no
I’m staying here!”
7.3 Teacher asks the
next student.
Barbie to take out her
science sheet
8.2 Barbie calls the
teacher “ stupid”
again
8.3 Teacher sends her
to the office.

Appendix D – Frequency Recording of Baseline of Appropriate asking for Help
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10
1st
Hour
1 0 2 0 1 1 0 1 0 1
2nd
Hour
0 1 1 1 0 1 0 2 0 1
3rd
Hour
1 1 1 0 1 0 3 0 2 0
Total 2 2 4 1 2 2 3 3 2 2
Average- 2.3
Best day- Day 3
Worst day- Day 4

Appendix E – Mediator Instructions
Increasing Barbie’s Appropriate Asking for Help
Client Name: Barbie Doll
Date of Birth: January 24, 2009
Date of Report: February 20th, 2017
Goal:
Barbie will properly ask for assistance with her worksheets 12 times a day.
Target Behaviour:
Appropriate asking for help (Accellerate)
Operational Definition:
Appropriate asking for help is observed and recorded when Barbie quietly raises one of her
hands in the air over her head while sitting in her seat. Barbie must remain quite with her hand
raised until she is acknowledged by her teacher.
Objectives:
Between 9:00am – 2:30pm Barbie will increase her rate for asking for help:
1. 6 times a day
2. 9 times a day
3. 12 times a day
Each of the above objectives will be achieved when Barbie has reached the specified criterion
for 3 consecutive days.
Intervention Schedule:
Anytime Barbie does not ask for help appropriately during class from 9:00am to 2:00pm.
Location of Intervention:
The intervention will take place at school, in the class room primarily during Math and
English classes.
Mediators:
Michael Angelo

Appendix F – Frequency Recording of Treatment of Appropriate asking for Help
Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20
1st
Hour
0 1 1 2 0 1 1 1 2 2
2nd
Hour
0 1 0 1 3 1 1 2 2 1
3rd
Hour
3 1 1 1 2 1 2 1 3 1
Total 3 3 2 4 5 3 4 4 7 4
Day 21 Day 22 Day 23 Day 24 Day 25
1st
Hour
1 2 1 2 1
2nd
Hour
0 2 2 1 3
3rd
Hour
3 1 2 3 2
Total 4 6 5 6 6
Average- 4.2
Best day- Day 19
Worst day- Day 3
Percentage of Improvement in Appropriate Asking for Help
Treatment Level – baseline level / baseline level x 100
440- 230/ 230x 100 = 91.3 %

Mock program intervention

Recommended

Recommended

More Related Content

Similar to Mock program intervention

Similar to Mock program intervention (20)

Recently uploaded

Recently uploaded (20)

Mock program intervention