EDU 255: O01C: Behavior Modification in School and Community Settings

Spring 2013
Christy Freeman
Professor: Kelly Baldwin-Watkins

Target Behavior: Grabbing Papers

Operational Definition: Samantha engages in grabbing papers as evident by her
removing papers with her hands from the table when activities are began, as well as
throughout the activities.
Behavioral Objective: Given a verbal instruction and the required materials, Samantha
will refrain from grabbing papers until work is complete, 2 out of 3 trials for 5
consecutive days.
Antecedent:
1. classroom time: 3-6pm

Behavior(s):
1. Grabs papers off table

2. group of 7 children, 3
teachers

Latency 1-2 minutes

3. materials in front of
student-none, papers are on
table on opposite side of
room
4. Samantha is free to walk
around classroom as she
pleases
5.teacher has papers laid out
on table for activity planned
for later in the day

2. Throws papers on the floor

Force: Throws the papers
onto the floor

Consequence:
Samantha walks around freely
until she notices the papers
on the table.
Samantha grabs the papers
and throws them on the floor
When teacher notices her
going towards the papers she
calls her name out
Samantha grabs towards the
papers and throws them on
the floor
Teacher comes over to table
and verbally redirects
Samantha No! and lets put
the papers back on the table
Teacher offers a toy for
Samantha to play with instead

Target Behavior: Putting Mouth on Objects

Operational Definition: Tamika engages in placing her mouth on objects as evident by
her walking up to items and placing her lips and tongue on them, throughout free time
in the classroom.
Behavioral Objective: Given a verbal instruction and the required materials, Tamika will
refrain from placing her mouth on objects for at least 2 hours during free time in the
classroom over 5 consecutive days
Antecedent:
1. classroom time: 3-6pm

Behavior(s):
1. Puts mouth on objects

2. group of 7 children, 3
teachers

Latency 20-30 minutes

Consequence:
Tamika walks around freely
until she gets close to the
cubby on the desk.

Happens more than once

during class time

Tamika immediately puts

mouth on the cubby

3. materials in front of
student-none, toys available
in classroom, children free to
play and walk around
4. Tamika is free to walk
around classroom as she
pleases
5. Tamika walks around on
her knees and likes the desk
area with a wooden cubby on
it

When teacher notices her

with her mouth on the cubby
she verbally directs her
Tamika, get your mouth off
of that!
Tamika looks at teacher and
then begins to crawl around
more
Teacher grabs Tamikas hand
and walks her away if she
does not listen to the verbal
direction

Target Behavior: Falling Over

Operational Definition: Jennifer engages in falling over and running into things when
walking as evident by her falling to the ground and bumping into objects while walking
around in the classroom.
Behavioral Objective: Given a verbal instruction and someone to support her, Jennifer
will refrain from falling over while walking, 2 out of 3 trials for 5 consecutive days.
Antecedent:
1. classroom time: 3-6pm

Behavior(s):
1. Falls Over

Consequence:
Jennifer walks around freely.

2. group of 7 children, 3
teachers

Latency 5-10 minutes

Because of her slowed

development she does not
walk very well.

3. materials in front of
student-none, toys are
available throughout
classroom
4. Jennifer is free to walk
around classroom as she
pleases
5. Children who are immobile
are placed on mats while
others can roam around the
classroom freely

2. Wobbles around while

walking

Teachers follow behind her

and monitor her closely when
she is free to walk around.
Jennifer runs into mats and
falls over while walking
When the teachers notice
Jennifer wobbling, they
support her body so she does
not fall down
Teachers encourage Jennifer
to walk on her own while
keeping a close eye on her.

Target Behavior: Crying

Operational Definition: Mike engages in crying when sitting in the classroom during free
time as evident by tears coming from his face and whining and moaning coming from his
mouth.
Behavioral Objective: Given a verbal instruction and the required materials, Mike will
refrain from crying for at least 20 minutes, 2 out of 3 trials for 5 consecutive days.

Antecedent:
1. classroom time: 3-6pm

Behavior(s):
1. starts crying

2. group of 7 children, 3
teachers

Latency 10 minutes

Consequence:
Mike is sitting in his
wheelchair when all of a
sudden he starts crying.

2. moans and groans while

tears come down face

Teacher verbally directs

Mike? Whats wrong mike?

3. materials in front of
student-toy car attached to
wheelchair tray, toys are
available throughout class
4. Mike is restricted to his
wheelchair unless the teacher
takes him out to put him on a
mat
5. Mike does not talk or make
much noise, but will start
screaming and crying out of
nowhere.

Mike seems to cry less when

teacher is talking to him.
Teacher says Mike? You want
some country music?
Teacher then turns on the
radio and pushes Mike over to
sit in front of it
When the music starts
playing, Mike calms down and
stops crying.
Later in the class time, the
phone rang and the teacher
turned the music down and
within 5 minutes Mike started
crying.
Teacher turned music back up
and he calmed down.