was three years of age and which resulted in his removal from daycare. (Related details omitted) Interviews with Principal and Classroom Teacher During an interview with the school psychology intern, the principal expressed concerns regarding problem behaviors and their effects on his own learning and the learning of Larry’s others, as well as on the classroom teacher. The principal indicated that although many interventions had been tried, none seemed to work. (Other interviews are not included here.) Operational Definitions of Problem/Off-Task Behavior Student’s During the interview with the teacher, an operational definition of problem behaviors Larry’s described as were established. These behaviors included the “socially inappropriate/off-task” following: shouting, name-calling, spitting, throwing objects in the classroom, walking around the classroom, and disrupting nearby students. The abbreviated term “off-task” is used throughout this abbreviated report. Functional Behavior Assessment The following conditions were used during the FBA data gathering phase (combined FBA and baseline observations) in order to find conditions that were most likely to evoke and maintain off-task/problem behavior: academic escape, peer attention, teacher attention, transitions periods, self-initiated, and provocation. Table 1 shows a list of FBA conditions hypothesized to interact with the probability of Larry engaging in a wide range of behavior in the classroom. “off-task” Condition Antecedent Consequence Student behavior is mostly ignored; when behavior interferes with peers, Academic activities such as hitting peers or spitting on Academic Escape are presented peers, teacher stops and talks to Larry and uses punishment procedures. Peers give student attention which is Peer Attention Peers ignore often to ask Larry to stop bothering student them; students tell teacher about behavior and the teacher then Larry’s gives Larry attention Teacher ignores student or pays Teacher Attention Teacher ignores attention and punishes if behavior is student severe Peers give attention to Larry and ask Provocation Peers ignore student him to stop and report situation to teacher Table 1: Contingencies in the classroom The combined FBA and baseline observations are shown in Figure 2. Note that this figure provides a superimposed line above the cumulative percentage of behavior such the “off-task” reader can identify the cumulative level of problem behavior per session in conjunction with the conditions in which these behaviors were emitted. For example, the second baseline data-point is located at 75%. The bars below this data-point indicate this data-point is a function of
was three years of age and which resulted in his removal from daycare. (Related details omitted) Interviews with Principal and Classroom Teacher During an interview with the school psychology intern, the principal expressed concerns regarding Larry’s problem behaviors and their effects on his own learning and the learning of others, as well as on the classroom teacher. The principal indicated that although many interventions had been tried, none seemed to work. (Other interviews are not included here.) Operational Definitions of Student’s Problem/Off-Task Behavior During the interview with the teacher, an operational definition of Larry’s problem behaviors described as “socially inappropriate/off-task” were established. These behaviors included the following: shouting, name-calling, spitting, throwing objects in the classroom, walking around the classroom, and disrupting nearby students. The abbreviated term “off-task” is used throughout this abbreviated report. Functional Behavior Assessment The following conditions were used during the FBA data gathering phase (combined FBA and baseline observations) in order to find conditions that were most likely to evoke and maintain off-task/problem behavior: academic escape, peer attention, teacher attention, transitions periods, self-initiated, and provocation. Table 1 shows a list of FBA conditions hypothesized to interact with the probability of Larry engaging in a wide range of “off-task” behavior in the classroom. Condition Antecedent Consequence Academic Escape Academic activities are presented Student behavior is mostly ignored; when behavior interferes with peers, such as hitting peers or spitting on peers, teacher stops and talks to Larry and uses punishment procedures. Peer Attention Peers ignore student Peers give student attention which is often to ask Larry to stop bothering them; students tell teacher about Larry’s behavior and the teacher then gives Larry attention Teacher Attention Teacher ignores student Teacher ignores student or pays attention and punishes if behavior is severe Provocation Peers ignore student Peers give attention to Larry and ask him to stop and report situation to teacher Table 1: Contingencies in the classroom The combined FBA and baseline observations are shown in Figure 2. Note that this figure provides a superimposed line above the cumulative percentage of “off-task” behavior such the reader can identify the cumulative level of problem behavior per session in conjunction with the conditions in which these behaviors were emitted. For example, the second baseline data-point is located at 75%. The bars below this data-point indicate this data-point is a function of