Using A Points System to Modify Behavior in the Classroom

Jessica A. Osos, Michigan State University

INTERVENTION

ABOUT TERENCE
First grade student
7 years old

TARGET BEHAVIOR
Definition:
Terence looks around room, talks to peers, focuses on
fidgets, plays with clothing, and/or lays down during
instruction delivered at the carpet
Description:
Terence is generally displaying the target behavior for the
majority of instruction delivered at carpet. The teacher
gives him frequent reminders to stay focused during
instruction.
Looks Like: Eyes wandering around the room, not looking
where instruction is taking place; Fidgeting with clothing;
Laying on floor; Fidgeting with hands.
Sounds Like: Talking over the teacher; Talking to friends
while teacher is delivering instruction; Talking without
raising hand.

SOURCES OF DATA

HYPOTHESIS/FUNCTIO
N
When large group instruction occurs, the student
performs target behavior in order to avoid
engagement in instruction and/or gain attention.

MAINTENANCE/GENERA
LIZATION

RESULTS
Data Representation:
Intervention

Baseline

Interviews:
Student interview
Teacher interview
Observations:
Initial classroom observation

2/23/15, 3/2/15

Intervention data collection observations

3/23/15, 3/23/15, 3/30/15, 4/13/15, 4/20/15
Rating scales:
Student rating scale

SUMMARY OF A-B-C
DATA
Antecedent was always that teacher delivering instruction
while at the carpet.
The students behavior is displayed as the target behavior
has previously been described (fidgeting with clothes,
laying on floor, etc.).
Two consequences:
Attention from the teacher
Disengagement in instruction, not having to
answer a question

Data seems to show intervention is working

Percentage of trials where target behavior was
observed decreased with use of intervention
Intervention will be maintained by first grade teacher
Once Terence performs target behavior 20% or less of
the time observed for three sessions in a row the
teacher can begin fading the intervention

DISCUSSION/REFLECTI
ON

Percent of Time Off Task

Baseline data collection observations

2/23/15, 2/23/15, 3/2/15, 3/2/15, 3/16/15
Antecedent-Behavior-Consequence data

Based off of a token economy system/points system

Student was given personalized reward board with five pictures to color in and rules to
follow
Once instruction started, I set a visual clock for four minutes
Every four minutes that the student was displaying the replacement behavior, he could
color in one picture
I instructed student if/when he could color in a picture and supplemented with
behavior specific praise
If the student didnt perform the replacement behavior for the whole four minutes,
then the student will not color in a picture
After I would resest the visual timer to four minutes and repeat the process
When all five pictures are colored in, the student gets a reinforcing reward to be
identified by classroom teacher and student

Intervention was successful at decreasing amount of

time Terence was off task during carpet time
instruction
Before the intervention, Terence was off task on
average 90% of the time
After the intervention Terence was off task only on
average 42% of the time
This project has given me the experience and
confidence I need in order to successfully create and
implement an FBA/BIP

ACKNOWLEDGEMENTS
Sessions

Zirpoli, T. J., (2012). Behavior Management: Positive Applications for Teachers (6 th Ed). Pearson.
Jenson, W. R., Rhode, G., & Reavis, H. K. (2009). The Tough Kid Book Tool Box. Pacific Northwest Publishing.