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PositiveBehaviorSupportProject

MeaganBuchyandMadisonFarr
PositiveBehaviorSupportProject
EEX4084
UniversityofSouthFloridaSarasotaManatee
April13,2015

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PositiveBehaviorSupportProject

PositiveBehaviorSupportProject
StepOne:
Thefirststepofthisprojectwastochooseaclasslistthatbestfitsourinterestsin
teachingandgiveeachstudentaname.WechoseClass#2,aselfcontainedclassroomwith
studentsrangingfromKindergartentoGrade2.Wealsohadtoreviewaclasslistofstudents
nd
withAutismandchooseonetoaddtoourclassweaddedJohn,a2
graderwithAspergers

Syndrome.Thefinalpartofsteponewastoaddanyinformationyouimaginewhenreadingthe
studentsdescription,beingsuretoincludethatsomestudentsareELLsandotherscomefroma
lowsocioeconomicfamily.Asseenbelow,theELLsofourclassare:CarlosandJulioandour
studentsfromalowsocioeconomicstatusare:Jacob,Carlos,andChester.
SelfContainedClassroom,GradesK2
Nick
Age5,Kindergarten
Guardians:
Parents
Disability:
EmotionallyDisturbed
Ethnicity:
Caucasian
Strengths

speaksonagelevel
readsona1stgradelevel
mathpatterns
gentlewithclasspetcat

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PositiveBehaviorSupportProject

Weaknesses

criesandpoundsdeskwhenfrustrated
shortattentionspan

Interests

spinningobjects
stackingblocksbycolor
puzzles
Jacob
Age6,Grade1
Guardians:
Parents
Disability:
EmotionalDisturbance
Ethnicity:
Caucasian

LowSocioeconomicStatus

Strengths

countsto100
basicfactsto10
namesshapes

Weaknesses

readingreadiness
criesandcallspeersracialnameswhenteased
physicallyaggressivetopeersandstaff

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PositiveBehaviorSupportProject
Interests
buildingtoys
puzzles
Carlos
Age6,Grade1
Guardian
Mother
Disability
EmotionalDisturbance
Ethnicity:
Hispanic

ESOLServices

LowSocioeconomicStatus

Strengths

onetoonecorrespondenceto10
basicfactsto10
Weaknesses

readingreadiness
playstooroughwithpeershashurtthem

Interests

playingarcadetypevideogames
watchingpeersplay
Julio
Age7,Grade1
Guardian
Aunt

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PositiveBehaviorSupportProject
Disability
LearningDisabled
Ethnicity:
Hispanic

ESOLServices

Strengths

gradelevelinmath(inthissmallstructuredsetting)

Weaknesses

readinglevelkindergarten
tantrumsofteninvolvephysicalaggression

Interests

runninggames
drawing
Michael
Age7,Grade2
Guardian
Father
Disability
EmotionalDisturbance
Ethnicity:
Caucasian
LowSocioEconomicStatus
Strengths

mathskillsneargradelevel
relationshipswithstaff
Weaknesses

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PositiveBehaviorSupportProject
readingreadinesslevel
poorpeerrelationships
throwsbooksandpencilsatpeers

Interests

buildingtoys
playingsimpleboardgameswithanadult
Chester
Age8,Grade2
Guardian
Aunt
Ethnicity:
Caucasian
LowSocioeconomicStatus
Strengths

mathat1stgradelevel
readingat1stgradelevel

Weaknesses

requiresextremelyslowpacedinstruction
tauntsandsometimeshitsyounger/smallerpeers

Interests

puzzles
videogames
Cameryn
Age7,Grade2

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PositiveBehaviorSupportProject
Guardian
Mother
Disability
EmotionalDisturbance
Ethnicity:
Caucasian
Strengths

goodrelationshipwithteacher
attemptstoformfriendshipswithpeers
Weaknesses
allacademicatreadinesslevel
physicallytantrumsbypropertydestructionwhenfrustratedwithacademicwork

Interests

draws
worksimplepuzzles
buildwithblocks
Julianna
Age8,Grade2
Guardian
Fosterfamily
Disability
EmotionalDisturbance
Ethnicity:
Caucasian
Strengths

ongradelevelinallacademics
Weaknesses

poorrelationshipswithpeersandadults

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PositiveBehaviorSupportProject
willsometimespushand/orhitpeers
sometimesinjuresherself

Interests

reads
draws
sleeps
John
UnknownAge,Grade2
Disability
:Aspergerssyndrome
Ethnicity:
Caucasian

SpeechTherapy

Strengths
:
AboveaverageIQ
Excelsinhiswork
Workingindependently
Askingformoreworkwhenworkingindependently
Weaknesses
:
Socialdifficulties
Readingcomprehensionappliedmeaning
Initiate,maintain,andendingconversations
Doesnotreacttofacialandbodylanguage
Avoidsconversationwhenpossible

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PositiveBehaviorSupportProject
Interests
:
Drawing
Lookingatanyvisualart/mediaart
Creatingcartoons
Creatingvideogames
Science

StepTwo:
ThenextstepofthisprojectwastotakeourstudentsandcreatetwoABCexamples,
usingmadeupscenarios.Thisstepalsoincludesdescribinghowdeficitsaffectthebehaviorof
oneofourstudents.
ABCObservationForm
Student:___
Julianna___
Date:
___March2,2015__
Time:
__1:00pm___
Setting/Subject/Activity:
___Ms.BuchyandMs.Farrsclassroom/Math/Groupwork__
Completedby:
___Ms.Buchy(classroomteacher)__
Behaviorofconcern:__
Juliannaishittingandshovingherpeersduringgroupworktime.
Althoughsheisongradelevelinmath,sheseemstobeaggressivewithheractionswhensheis
notgettingherway.
Antecedent

Behavior

Consequence

Julianna,Carlos,andJacobwere

Startsrubbingherpencileraser

CarlosandJacobcriedand

workinginagroupwithmathand

onherwrist.

yelledfortheteacher.

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PositiveBehaviorSupportProject
Juliannastartedpoundingthe

Juliannastartedpushing,

Teachervisitsgroup,questioned

table.

shoving,andhittingCarlosand

Juliannaonwhatwasbothering

Jacob.

her.

Student:___
Michael___
Date:
___March1,2015__
Time:
__1:00pm___
Setting/Subject/Activity:
___Ms.BuchyandMs.Farrsclassroom/Reading/Paired
work__
Completedby:
___Ms.Farr(classroomteacher)___
Behaviorofconcern:__
MichaelwasreadingwithChesterwhenheallofthesuddentook
thebookandusedittohitChesterintheface.___
Antecedent

Behavior

Consequence

MichaelandChesterweretag

Michaeltookthebooktheywere

Chesterholdshisfaceandcries

readingabookaloudwhen

readingandslungitacross

Teachertakesbookawayand

Michaelstartedtohitthefloor

Chestersface

separatesMichaelandChester.

andlookaroundtheroom.

Thisstepalsoaskedustoidentifyhowthedeficitsaffectthebehaviorofoneofthestudents.
Michaelsbehaviorcouldhaveeasilybeentriggeredbyhisemotionaldisturbanceandreading

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level.Michaelisknowntohaveapoorrelationshipwithhispeersandhastossedbooksand
pencilsbefore.Anothertietohisbehaviorcouldhavebeenhisfamilyssocioeconomicstatus.
Michaelissupportedbyhisfather,whoworksmorethanheseeshimsohedoesnotgetthe
qualitytime,attention,orhomeworkhelpathometoimprovehisskills.

Step3:

Thefirstpartofstepthreeistomakeanoperationaldefinitionforonestudentinour
class.ForthiswechoseNickandourdefinitionwas:Nickhasahabitofspinningpencilswhen
doinggroupactivitiesandwhenaskedtostophecriesandpoundshisfistonhisdesk.
Parttwo
(A)
ofthisstepwastowatcharoleplayinclassandgatherinformationdirectly
andindirectlytoplaceintoanABCchartaswellasinterviewingMr.Carriertoobtainmore
backgroundinformationonDeanna.ThescenarioinclasswasagroupreadingwithDeanna
(whocontinuedtoshowdisruptivebehavior)aswellasafewotherclassmatesandStewasthe
teacherwhowasreadingtothem.For
(B)
,wewereaskedtolookforconsistentpatternswhile
watchingthescenario.Then,
(C)
askedustocomeupwithahypothesisastowhyDeannawas
beingdisruptiveduringthereadinglesson.Deannasproblembehaviorsaredrinkingsoda,
playingwithherbracelet,askingaboutrecess,andinterruptingthestorytotalktoherpeers.
Deannafeelstheneedtointerruptthelessonbecauseshewantstoavoidthatparticularlearning
style.Shebestlearnskinestheticallyorbybeinginvolvedandhasahardertimeconcentratingon
thelessonbecauseitrequiresalongperiodofsittingstill.Inclass,wediscussedhowMr.Carrier
saidthatDeannaisdisruptiveinclassregardlessofthesubjectbeingtaughtandthereforewas
tryingtoavoidthatparticularlearningstyle.Forpart
(D)
wehadtocomeupwithintervention

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planstopreventtheproblembehaviorsfromhappening.IfwewereDeannasteacherswewould
haveofferedseveraldifferentiatedinstructionlessonsforreadingthebook.Wewouldhave
playedashortclipregardingthebookaswellashavingstudentstaketurnsreadingitthemselves.
Wealsowouldhavehadthestudentsturnandtalktotheirshoulderbuddiestodiscusswhatthey
predictedwasgoingtohappenaftereveryfewpages.Toreinforcethebehaviorweexpectfrom
Deannawewouldmodelhowtocommunicateproperlywithherpeersandrewardherwitha
stickerfromthestickerbox.
Student:__
Deanna___
Date:
___March11,2015__
Time:
__1:00pm___
Setting/Subject/Activity:
___Mr.Carriersclassroom/Reading/groupread__
Completedby:
___Ms.BuchyandMs.Farr(classroomobservers)___
Behaviorofconcern:__
Deannaisdisruptingreadingtimewithhermovementand
questioning.___
Antecedent

Behavior

Consequence

Mr.Carrierwasreadingtoasmall

Deannatookadrinkofhersoda,

Mr.Carrierstoppedreadingtime

groupofstudentswhenDeanna

playedwithherbracelet,asked

toacknowledgeDeannas

startedtoloseinterestandleaned

whenrecesswas,andtalked

behavior.

herheadonherchin.

duringthereadaloud.

Deannareceivedtheteacher
attentionshewasseeking.

Step4:
Thisstepcalledforustouseourclasslisttomodifyantecedentsofbehaviorforspecific
students.Therulesandprocedureswecameupwithapplytoourwholeclass,butcangreatly
benefitstudentswhostrugglewithbehavior.

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1. ThreeClassroomRules
1. Berespectfultoclassmates,teachers,andtheclassroom.
2. Bepreparedtolearnbybringingallyourmaterials.
3. Keeptryingwhenyouwanttogiveup.
2. ProceduresforEnteringtheClassroom
1. Hangupbackpacksinthecloset
2. Gathermaterialsandwalktoassignedseat
3. Readdailyplan
4. Writeinmorningjournal
3. Proceduresforlargegroupinstruction
o Ingroups(4studentspergroup)
1. Onestudentfromthegroupwillgrabasupplyboxfortheirgroup
2. Studentswillhaveapapertowriteanyquestionsthegrouphas
3. Studentswillworktogethertoanswerthequestionstogether
o Asawholeclass(onthelearningrug)
1. Studentswillsitcrisscrossapplesauceandlistentothelesson
2. Ifastudenthasaquestion,theywillquietlyholduptheirquestionfinger
(pinky)
3. Studentwillaskthequestiontofirstseeifaclassmatecanhelpthem
answer
IndividualWorkProcedures
1. Studentswillcompleteworkindependentlyattheirdesk.

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2. Ifthereareanyquestions,studentsaretoraisetheirhandforteacher
assistance.
DismissalfromClassProcedures
1. Studentswillpackupallmaterialsandcleanuptheirarea
2. Studentswillgathertheirbackpacks
3. Studentswillgotodesignatedareaofroomdependingontransportation
home
4. Studentswillgotodesignatedpickupareawhenprompted
Partthreeofthisstepaskedhowwewillteachourrulesandprocedures.Toteach
studentstherulesandprocedureslistedabovewewillmodeleachforthestudents,especiallythe
threemainclassroomrules.Inordertomotivatestudentstodotheirbestinfollowingtherules
andprocedureswewilluseapositivereinforcementsystem.Whenstudentsexcelinshowing
theyunderstandandcanperformtherulesandprocedures,theywillearnapompomtoplacein
theclassroomjarandwhenthejarisfulltheclasswillreceiveasurprise(freehomeworkpass,
pizzaparty,etc).
Partfourofthisstepaskedustodevelopanallocatedtimeforinstructioninourclass.For
thispartwecameupwiththefollowingschedule:
8:008:45:Morningwork
8:4510:15:ReadingBlock
10:1511:15:Math
11:1511:45:Lunch
11:4512:05:Recess

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12:0512:50:Specials
12:501:35:Writing/LanguageArts
1:352:15:Science/SocialStudies
2:152:30:Centers/Freereading
2:303:00:Cleanup,packupforhome,dismissal
Partfiveofthisstepaskedustodeveloparoutineforteachingoneofoursubjects.We
chosetoprovidetheroutineforareadingblock.Afterstudentsaresituatedinclassandhave
theirmindsworkingfromtheirmorningwork(usuallyajournalentryaboutpreviouslessons)we
willmoveintothereadingblock.Duringthistime,studentswillgatheronthereadingrug
locatedintheclassroomlibraryforaninteractivereadaloud.Oneofuswillreadthebookaloud
totheclassandinitiateturnandtalksattheappropriatetimestokeepstudentsengaged.While
oneofusisreading,theothermaytakestrugglingstudentstothesideandhelpthemreadand
comprehendthebookbeingreadaloud.Eachreadaloudwillintegrateaminilessonthatcan
connecttoanysubjectarea.Afterthereadaloud,studentswillhavetheopportunitytoshowus
howtheyreactedtothebookandwhethertheylikeditornotthroughsomesortofart:adance,
song,drawing,etc.
Anexampleofaminilessonforourreadingblockwouldbeteachingrhymingwords.
Studentswouldalreadyhavebackgroundknowledgeonwhatitmeanswhenwordsrhymeand
howrhymingwordssound.Duringthereadaloud,studentswouldquietlyraisetheirhandwhen
theyhearrhymingwords.Whenstudentsraisetheirhand,itisanopportunityforustopauseand
seeifthestudentsarepickinguptherightrhymingwords.Duringthistime,wewouldalsoask
thestudentsiftheyknewanyotherwordsthatwouldrhymewiththeidentifiedwords.

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PositiveBehaviorSupportProject
Thesixthandfinalpartofthisstepaskedushowwewouldplantocreateapositive/calm
climateinourclassroom.Todothiswewouldbesuretohavetherulesandprocedurespostedin
theroominanareavisibletoallstudentsandbeconsistentwithenforcingallrulesand
procedures.Alongwiththis,wewouldbesuretoreinforcestudentswhenneeded,butalsoona
regularbasistobesuretheykeepupwiththerulesandproceduresofourclassroom.Ifany
studentsarestrugglingorhavecomplaintsabouttheclassroomrulesandprocedures,wewillbe
suretolistentothemandcalmlytalkthroughtheissueswiththem.Thesearethemainwayswe
wouldkeepourclassroomenvironmentpositiveandcalm.
StepFive:
Forstepfive,partone,wewereaskedhowwewouldchoosesocialskillstoteachour
studentsontheuniversalandtertiarylevels.Wewouldchoosethesocialskillsbasedonthe
behaviorneedsofeachstudentintheclassroom,andwhattheclassasawholeneedstocontinue
workingon.Wewillconstantlyassesswhereeachstudentisataswellaswheretheclassisat
behaviorally,thatwaywecanimplementnewexpectedbehaviorsandcontinuetoreinforcegood
behaviors.
ForNick,whopoundshisdeskwhenhegetsfrustrated,wewouldcreateasocialstoryto
presenttohimwhenwenoticeheisgettingfrustrated.Thesocialstorywouldfollowthelinesof:
1. WhenIgetfrustratedIpoundmydesk.
2. Thisdisruptstheclass.
3. WhenIfeellikepoundingmydeskIwillholdmyhands.
4. Iwillcounttofive.
5. TheclassishappywhenIamnotdisruptive.

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Thesecondpartofthisstepaskedustodecideonthecriteriaforoursocialskillsandto
discusshowwecanusesocialstories,roleplayingandotherwaystointegratetheartsintoour
socialskillcurriculum.Onceweareabletoassesswherestudentsstandsocially,wecanadjust
theexpectedbehaviors.Webelievereinforcementiskeytohavingstudentscontinuegood
behavior.Wewillmakesuretohaveasafeandcomfortableenvironmentforthestudentsto
thriveinandwewillimplementartsintegratedlessonsthatconsistofallthelearningstyles.We
knowthatstudentsneedtofeelinvolvedinalessontoreallyunderstandthematerialandthe
biggestwaytoaccomplishthatisbymakingthelessonrelevanttothestudentsandincluding
handson,artsintegrationineachlesson.Wewillcreateseveraldifferentwaysoflearningthe
informationofalessonbyhavingdifferentgroupsthatrotatethroughactivities.Wewillalso
implementrewardsforgoodbehaviorsandconsequencesforbadbehaviors.Oneofourreward
systemscanbeseeninstep6,anotheronewewouldimplementiswhenstudentsshowgood
behaviorstheygetapointontheactiveboardundertheirname,oncetheygetacertainamount
ofpointstheywillgetaprizeattheendofthatday.Studentswhochoosetomisbehavewillgeta
pointdeductedfromundertheirname.Thiswillencouragestudentstobehavebetterinsteadof
behavingbadly.
Wewouldusesocialstoriesandroleplaytoreinforcethebehaviorsweexpectfromour
students.Ifstudentsarestrugglinginaspecificarea,suchaswalkinginlineproperly,wewill
havethemcreateasocialstoryonhowtocorrectlywalkinline,stepbystep.Wecouldalso
havestudentslineupintheclassroomandroleplayhowtheywouldwalktospecialsorlunch
throughouttheday.Duringtheroleplay,wecouldhaveacouplestudentsintentionallystepout
oflineandseehowitimpactsthetransportfromtheirclassroomtotheirdestination.Whereare

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theirclassmates?Aretheyokay?Thisroleplaywillshowstudentstheimportanceofanorderly
linewhenwalkingacrosscampus.
Forpartthree,wewereaskedhowwewillfacilitatethegeneralizationofsocialskillsand
howwewillhelpstudentstodemonstratetheirreplacementbehaviorsinallenvironments.We
willhaveteacherswritedownwhichstudentsfromourclassareshowingappropriatebehaviorin
theirclassroomsandwhenwegetbacktoourclasswewilladdpointstothosestudentswho
chosetobehave.Ifstudentsrealizethatalladultsaremakingthestudentsaccountablefortheir
actions,theywillwanttobeontheirbestbehavioratalltimes.Wewillconsistentlyreinforce
howtotalkrespectfullytoourpeersbymodelingtheappropriatebehaviorwhentalkingtoeach
otherandtothestudents.Throughmodelingandreinforcingourstudentsonthecorrectbehavior,
theywillbeabletounderstandwhatitistheyneedtodoandhowtheirgoodbehaviorcan
positivelyaffecttheclassroomenvironment.
StepSix:
Stepsixofthisprojectwillalsotieintostepssevenandeight.Forstepsixwehadto
discusshowwewillenableourstudentstoaccessdesirableconsequencesthroughappropriate
behaviorratherthaninappropriatebehavior.
Thefirstpartofthisstepaskedustodevelopareinforcementsystemforourclassthat
includes:identifyingthetypesofproblemsthatneedtobeaddressed,identifyingthetarget
replacementbehaviorforeachoftheproblembehavior,andselectingthebehaviorsthathave
highpriorityforintervention.Theproblemswewillbeaddressingarestudentsnotfollowingthe
rulesandproceduresoftheclassroom.Wewantstudentstoberespectfultotheirpeersby
keepingtheirhandstothemselvesandbeingmoreselfawareofwhattheyaresayingandhow

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PositiveBehaviorSupportProject
theirwordsandactionscannegativelyaffecttheirpeers.Wealsowantstudentstofocusonbeing
moreattentiveduringthelessonsandalwaysbeingpreparedtolearnbyeliminatingpeer
distractionsaroundthemandfocusingonourlesson.Thetargetreplacementwillbeapositive
reinforcementstudentswillplaceapompominthejarandreceivearewardoncethejarisfull.
Thisalsoenforcesstudentstowanttoworktogethertoearnarewardcreatingaclassroomthat
islikeateam.Fromthissystem,wehopeourstudentswillalwaysbewillingandreadytofollow
classroomrulesandprocedures.Thebehaviorsthathavehighpriorityforinterventionare
hitting,pushing,andnotrespectingclassmatesandteachers.
Thereinforcementsystemwedecidedonforourclassisapompomjar.Theideaofthe
pompomjaristohavestudentsfocusonachievingagoaltoearnapompomtoplaceinour
classroomjar.Whentheclassroomjarisfull,wewillcelebratewitheitherfreehomeworkpasses
orapizzaparty.Thegoalstudentsarelookingtoachieveisfollowingtherulesandproceduresof
theclassroom.
Thenextpartofthisstepistodeterminethescheduleofreinforcement.Theschedulefor
ourreinforcementplanistohavestudentscollectpompomsthroughoutthedayandplacethem
inthejarbeforedismissal.Thiswillnotonlyrewardstudentsforfollowingrulesandprocedures,
butalsogivesstudentstheresponsibilityofkeepingupwithanitemthroughouttheday.
Afterthescheduleweweretodeterminehowwewouldteachthesystemtoourstudents.
Toteachthesystem,wewouldmodelascenariowhereastudentcouldearnapompom.For
example,oneofuswouldactasastudentandcometoclasswithallourmaterialsandreadyto
learnandearnapompomsincethatisoneofourrulesinourclassroom.Sincewellbeacting
thisout,wewillpretendtoskipforwardthedayandplacethepompomsearnedintheclassroom

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jar.Thisactingofthesystemshouldgivestudentsabetterunderstandingofourreinforcement
system.
Thelastpartofthisstepistotellhowwewillmonitortheeffectsofthesystemontarget
behaviors.Inourdailyplannerswewillplaceastarnexttoeachstudentwhoreceiveda
pompomandincludeanoteastowhytheyreceivedit.Attheendofeachweekwewillreview
whohasreceivedpompomsandwhohasnot.Thiswillhelpguideusinthedirectionofstudents
whomayneedmoreworkonfollowingtheclassroomrulesandprocedures.Toknowforsureit
isworkingforourstudents,weshouldseeagrowthintheamountofstudentsreceiving
pompoms.Sincestudentslearnbestfromtheirpeers,theywillmostlikelywanttofollowtheir
goodbehaviorsaswellespeciallyafterseeingtherewardandexcitementtheirpeershavewhen
theyreceiveapompomforthejar.
StepSeven:
Forthisstep,thefirstpartaskedustodescribehowwewouldusethePremackPrinciple
withastudentinourclassroom.WechoseChester,wholikestotauntandhityoungerand
smallerpeersintheclass.AnexampleifthePremackPrinciplewithChestercouldbeusedinthe
followingscenario:
Whilewalkingbackfromspecialsclass,ChestershovedMichaelintoCamerynand
laughedwhilesaying,ew,Michaelhasgirlcooties!SinceChesterisnotkeepinghishandsto
himselfandhurtinghispeers,wewouldpullhimawayfromthegroupandtellhim,Ifyoucan
gotherestofthedaywithoutshovingormakingfunofanotherstudent,youwillreceive2
pompomsforourclassjar.KnowingthatChesterenjoysreceivingpompomswithanticipation

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onseeingwhattherewardwillbewhenthejarisfulliswhathelpedusdeterminewhattogive
himwhenhecompletedthedesiredbehavior.
AsmentionedinStep6,wealreadyhavecomeupwithatokensystemforourclass.
Studentsreceiveapompomiftheyportrayabeyondexcellentbehaviortoplaceinthejarin
ordertofillthejarforareward.Toimplementthesystemwehavetofirstexplainthesystemto
ourstudentsandbeclearabouthowtoearnapompom.Wewouldalsodemonstratethesystem
beforeimplementingittoseethestudentsreactionsandaskhowtheyfeelaboutthesystem.
Thenextpartofthisstepistocreateacontractwithoneofthestudentsinourclassthat
workswithourtokensystem.SincewealreadyhaveChesterinvolvedinthisstep,wechoseto
makeacontractforhimandusetheabovescenariotoputthecontractintoplay.Thecontract
wouldlookasfollows:
IfChesterkeepshishandstohimselfandusemannerswhenspeakingtootherstudentshe
willreceivetwopompomsfortheclassroomjar.IfChesterdoesnotfollowtheserules,he
understandsthathewillnotreceiveanypompomsfortheclassroomjarandwillnotbeableto
participateinrecess.
X___________________________________
Thiscontractwillworkwiththetokensysteminourclassroombecauseitinvolvesrewarding
thestudentwithpompomsfortheclassroomjarifherefrainsfromtouchingotherstudentsand
usingmannerswhenspeakingtootherstudents.
Thenextpartofthisstepistodescribehowwewouldusestimuluscontrolwithour
students.Forthis,wewouldgetthestudentsattentionbysaying,ifyoucanhearmeputyour
handonyourhead.Next,weweretodevelopagroupreinforcementsystemforoneofthe

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classesweteach.Wechosetoworkwithaninterdependentgroupcontingencywherestudents
worktoexceedexpectationstogetherforanyofthegroupmemberstoearnreinforcementthat
willbesharedequally.Theclasswearechoosingisscience,simplybecauseitisimportanttobe
surestudentsareontheirbestbehaviorwhenworkingwithscientificmaterials.Thissystemwill
beusedtorewardstudentswhentheyfollowthesafetyrulesandavoidhazardoussituations.This
willbeseparatefromourtokensystem,mentionedinStepSix.
Forthisgroupreinforcementsystem,wewillrandomlyringabellthroughoutthescience
blockandifstudentsareengagedintheirgroupsduringtheexperimentandfollowingthesafety
guidelinesandinstructionsprovided,wewillputasmileontheboard.Ifstudentsarenot,we
willputafrownontheboard.Throughouttheblockwewillringthebell45times.Ifgroups
havemoresmilesthanfrowns,theyeachgettopickaprizefromtheclassroomtreasurechest.
Forthelastpartofthisstepwewereaskedtowriteadetaileddescriptionabouthowwe
willimplementaselfmanagementtechniquewithoneofourstudents.Forthis,wechoseJulio.
SinceJulioisknownforthrowingtantrumsthatsometimesinvolvephysicalaggression,we
decidedweshouldfindsomethingthatwouldoccupyhishandssohecannotusethemtohit
anyonesurroundinghim.Wediscoveredanideawhereyoucanhaveastudentmakeafire
breathingdragonfromacupandsomepaper.WhenJuliofeelsatantrumcomingon,hehas
permissiontogogethisfirebreathingdragonanduseituntilheiscalmagain.
StepEight:
Forthelaststepofthisprojectwewereaskedtowriteadetaileddescriptionof
howwewoulduseeachofthefollowinginourclassroomandhowwewouldapplythese
strategiesforastudentinourclass:DifferentialReinforcementofIncompatibleBehavior,

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DifferentialReinforcementofAlternativeBehaviors,DifferentialReinforcementofLower
LevelsofBehavior,DifferentialReinforcementofZeroLevelsofBehavior,Extinction,
ResponseCost,andTimeOut.Belowarethewayswewouldusethesestrategiesinour
classroomincorrectandethicalways.
DifferentialReinforcementofIncompatibleBehavior(DRI):
WewoulduseDRIforstudentswho
strugglewithremainingintheirseatduringlessontime,suchasJulio.Julioenjoysrunning
gamesandwesometimesseehimrunningaroundtheclassroomwhenthelessonistoointenseor
boringforhim,becauseofthiswepraisehimwhenweseethatheissittinginhisseatand
followingdirections.DRIputstwoincompatibleactivitiestogether,praisingtheonewehopefor
thestudenttoportray.IfwehaveJuliorunningaroundtheclassroomwewouldtellhim,Ifwe
areinthemiddleofteachingalesson,youaresittinginyourseatpayingattentionorsittingon
thefloorpayingattention.NeitheroptiongivenallowsJuliotimetorunaroundtheclassroom,
butwedidgivehimtheoptiontositathisseat.SinceJulionowhasadecisiontomake,hewill
beabletofeelmoreincontrolofthesituationandlesslikelytofindanotheroption.Whenwe
seeJulioabidingthisrule,wewouldpraisehimforsittinginhisseat,especiallyifanother
studentisuprunningaroundtheclassroom.
DifferentialReinforcementofAlternativeBehavior(DRA):
WewoulduseDRAforstudents
whostrugglewithworkingtogether.Earlier,inourABCchart,wesawthatChesterandMichael
haddifficultygettingalong.WewouldhaveChesterandMichaelworkinagrouptogetherto
reinforcetheneedtocooperatewitheachotherandwewouldshowthemhowwe(as
coteachers)interactwitheachotherinarespectfulmanner,andexplaintothemhowthatisthe
waytheyshouldalwaystreattheirpeers.ThisisusingDRAtoreinforcestudentsworking

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togetherinsteadofreinforcingthatthestudentscontinuetohaveharshfeelingtowardsone
anotherbyalwaysplacingthematseparatetablesandnotallowingthemtoworkthroughtheir
disrespectofeachother.
DifferentialReinforcementofLowerLevelsofBehavior(DRL):
WewoulduseDRLforstudents
whohaveminorbehaviorissuesorattentionissues.Forexample,wewoulduseitonNickwhen
hespinshispencilatinappropriatetimes,orthestudentsinourclasswhoarephysically
aggressivetoothers.DRLisneverintendedtobeusedonmoreseriouscasesofbehavior
disruptions.WhenNickisspinninghispencilandbeingaminordistractiontothelesson,we
wouldaskhimtopleasestopandifheshowsagradualdecreaseofspinninghispencil,wewill
praisehim.Eventually,throughpraisingthebehaviorwilldecreaseandfadeoutwithNick.
DifferentialReinforcementofZeroLevelsofBehavior(DRO):
WewoulduseDROwhenwedo
notwantthebehaviortooccuratall.WefoundthiswouldbeausefulstrategyforCameryn
becauseshetendstohurtherselfwhensheisnotabletokeepupinclass.Sincewedonotwant
hertoselfharm,wewilltellherthatifshedoesnothurtherselfduringthelessonwewilllether
pairupwithaclassmatefortheassignmentthatfollows.
Extinction:
WewoulduseextinctionwithNickwhohasashortattentionspan.Ifheisnot
engagedinalessonoractivityhewillstackwhicheverobjectshehasclosesttohimandthen
knockthemdowntotrytogetotherstudentstolaugh.Inthiscase,wewouldignoreNickand
telltheclassthatiftheyignoreNickactingupinclasstheywillgetareward.
ResponseCost:
ThisisastrategythatwefeelwouldworkwellwithCarloswhoplaystoohard
withpeers.WhenwegooutsideforrecessCarloswilltacklestudentsorpushthemaround
thinkinghesplayingandhewillenduphurtingotherstudentsbybeingtoorough.Wetell

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Carlosthatifhedoesnotkeephishandstohimself,hewillhavetositoutofrecessfor5minutes
everytimehetouchesanotherstudent.Afterrecessisover,ifCarloshasnothadtositoutof
recessatallwemakesuretoapplaudhimforlisteningtousandbeingrespectfultohispeers.
TimeOut:
Fortimeout,wewouldenforceitwhenstudentsareactingoutanddistractingthe
classorlesson.Forexample,Chesterthrowstantrumsoftenandwehavetostopourlessonto
handlehim.Whenthishappens,wewillmoveChesterawayfromtheotherstudentsandplace
himatseparatetablefortheremainderofthelesson,unlesshedecidesthatheisableto
participatewithoutthrowingatantrum,inthatcasewewillallowhimtorejoinhisclassmates.
Whenwegotogroupworkonourassignment,Chesterwillworkonhisownifhehascontinued
tomisbehaveandatthistimewewillgotalktoChestertotrytounderstandwhyheisactingthis
wayandwhatwecandotohelpthesituation.