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Latency of Prompt Dependence

Mary Kate Vincent



Name: J
Age: 8
Grade 2nd
Classroom Setting: Math, Reading, and writing instruction
o Creative
o Friendly
o Active in science experiments
o Turns in homework on time

Assigning an in class task

or assignment during
math, reading, or writing

J receives extra work to be
done for homework and falls
behind in class.

Planning Responses/Consequences
o Once J earns enough checks for that day/week, she will spin the
wheel; if J does not meet the criteria, she cannot spin the wheel to
get a prize.

Target Behavior:
o Js prompt dependent behavior is a help-seeking behavior. After
being assigned a task, J immediately approaches a teacher to ask
for help, instead of attempting it on her own. If J does not receive
immediate attention she fails to complete her assignment in class.

Generalization/Maintenance Plan:
o Js teacher will continue implementing the self-monitoring chart,
changing the criteria as needed, and creating new reinforcers for the


Intervention Data:
o March 26th, 2014
o March 30th, 2015
o March 31st, 2015
o April 13th, 2015

Teaching Plan:
o J will use circling and underlining strategies.
o She will track her progress using a self-monitoring chart.
o She receives a check if she; attempts an activity on her own after
initial instruction or uses circling and/or underlining.
o Once she meets the criteria for that day/week, she can spin the
wheel in order to win a prize.
o Reinforcers will get bigger as the intervention goes on.
o The teacher will also keep track of Js behavior.
Arranging the Environment
o J will sit near the teachers desk in order to monitor her work more

Reason for FBA/BIP:

o Reducing Js help seeking behavior to promote independence
and allow her to complete her assignments in a timely manner in
order to reduce her lack of incomplete assignments during school.

Data Collection Methods:

o Teacher/Student Interviews
o Classroom Management Checklist
o Latency Recording
Baseline Data
o March 13th, 2015
o March 16th, 2015
o March 18th, 2015
o March 23rd, 2015
o March 25th, 2015




When the teacher instructs student to perform a task, the student
immediately seeks help, to gain attention from a teacher.
Replacement Behavior:
She will attempt the assignment on her own, using specific strategies to
identify misunderstandings. She will circle words that she does not
understand and underline key ideas.
Behavioral Objective:
To increase the amount of time before J asks for help; while simultaneously
reducing the number of times she asks for help. The point is not to prevent
her from asking questions, but enable her to ask specific questions. Her
self-monitoring chart will increase her confidence across all content areas.

o The latency between an assigned task and Js prompt dependent
behavior increased from one to five minutes.
o Able to complete her assignments during class.
Next steps:
o Continue to implement these strategies and using the selfmonitoring chart.
o Utilize the self-monitoring chart to increase Js reading exposure.

Js prompt dependent behavior caused her to fall behind during
classroom instruction. By teaching specific strategies to use on her
assignments. J decreased the latency between the time she received an
assignment and when she asked a question. The self-monitoring chart
also decreased the number of questions J asked a teacher.