1. Off-task – failure to maintain eye contact with task at hand for more than 3 consecutive seconds
2. Physical Aggression – hitting/pushing/kicking peers/teachers, throwing objects
3. Verbal Aggression - threatening, yelling
Frequency of behavior
10 minute, 10second, partial interval recording was used to assess the frequency.
Intervention proposed
Off-task behavior: I propose that Proximity Control be applied. According to the Public Schools of North Carolina (n.d.), by moving close to the student and even lightly touch on the shoulder may be enough redirect the student to task oriented behavior. Later a verbal cue will replace proximity; it also saves student from embarrassment.
Physical aggression: To understand why Kaya become aggressive I will first identify triggers to her aggression as I set the baseline for her behavior. Following this, antecedent intervention (University of Kansas, n.d.) will be applied first in the form of teacher recognizing the trigger and positioning herself near Kaya. Then Kaya will be taught to self-instruct.
Verbal aggression: After identifying the triggers to verbal aggression I shall implement the method of reinforcing functional communicative behaviors. The teacher will have to show Kaya how she can use a strategy like requesting a short break to tell that she is feeling frustrated. Teacher will help Kaya and reward her whenever Kaya uses this strategy.
Measurement of intervention efficacy - Time Series method
For measuring the effectiveness of interventions in Kaya’s case, I shall use the multiple baseline procedure. This procedure allows me to perform intra-participant replication with different responses rather than the same response (University of Central Arkansas, 2013). IntThe multiple baseline procedure different responses and their responses are independent of each other. It means that increases or decreases in frequency of one response do not affect the other responses. In Kaya’s case intervention for off-task behavior is not likely to change her response for physical aggression or verbal aggression which is why this method is applicable in Kaya’s case. While plotting the baselines, I shall plot the baselines for multiple responses at the same time. Following this, the different interventions will be implemented one at a time.
Once all the baseline levels are established, the intervention is applied to only one of the responses. The other responses are not treated and remain under the baseline condition. I start with off-task behavior. After intervention is applied, every 10-second interval when Kaya is able to remain on-task I will record it as a successful intervention. Total measurement time will be 10 minutes from 9:20 AM to 9:30 AM. After off-task behavior stabilizes to the intervention, I then apply the intervention for physical aggression. After intervention is applied, every 10-second interval when Kaya is not aggressive I will record it as a successful intervention. Total measurement time will be 10 minutes from 10:30 AM to 10:40 AM. I will follow the same process for measuring verbal aggression. The intervention effects are assessed by comparing the response receiving the treatment with its no-treatment baseline and also with the baseline of the untreated responses. The multiple baseline procedure demonstrates that the intervention is replicated over behaviors.
Graph
Hypothetical outcome supporting improvement efficacy
Inferences
References
Public Schools of North Carolina. (n.d.). Behavioral Programming. Retrieved from, https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwievOGhzpnKAhUJBI4KHfrpDaYQFggbMAA&url=http%3A%2F%2Fec.ncpublicschools.gov%2Finstructional-resources%2Fbehavior-support%2Fresources%2Fbehavior-interventions.doc&usg=AFQjCNHH3gEH8_s4FaR6qtkE_K0rm6mtPw
