BEHAVIOR CONSULTATION

CASE PRESENTATION

Ariel Ellis
School Psychology Graduate Student
California State University, Chico
Fall 2015

CLIENT DEMOGRAPHICS
• Name: “N”
• Gender: Male
• Race: White
• Ethnicity: Hispanic
• Language: English
• Grade: Kindergarten
• Age: 5
© Ariel Ellis, 2015

BACKGROUND INFORMATION
• Mom used illegal and prescription drugs while pregnant.
• N has been placed in multiple foster care homes.

• N has experienced neglect.
• CPS has an open case with his family.
• Mom is currently in jail.
• Dad was deported.
• He returned and now has custody.

© Ariel Ellis, 2015

PROBLEM DESCRIPTION BY THE
CONSULTEE

• He requires constant redirection.

• He is a good helper.

• He frequently runs out of the classroom.

• He is enjoys hands-on learning.

• He is unmanageable, unsafe, and
unresponsive.

• He likes to look at books.

• He struggles with self-regulation, acts
impulsively, and can become
aggressive.
• He has received little to no academic
instructions.

• He is very bright.

© Ariel Ellis, 2015

BEHAVIOR SPECIFICATION
Problem
Behavior

Dimension
Goal: Increase the amount of time N spends inseat.

N is frequently
out of his seat.
If we can:
This often
Increase
leads to him
duration
leaving the
of in-seat
classroom.
behavior.

© Ariel Ellis, 2015

Then we potentially can:
Decrease the
frequency N
leaves the
classroom.

BASELINE

BASELINE DATA SHEET
Instructions:
• In the left column, mark an “O”
in the appropriate time slot
each time N leaves his seat
(when he isn’t supposed to).
• In the left, column mark an “I”
in the appropriate time slot
each time N returns to his seat.
• In the right column, please
mark an “X” when N “elopes”,
or leaves the classroom without
permission.

© Ariel Ellis, 2015

Time
In/Out
Elope
8:20
8:22
8:24
8:26
8:28
8:30
8:32
8:34
8:36
8:38
Frequency In-Seat:
Duration In-Seat:

Time
8:40
8:42
8:44
8:46
8:48
8:50
8:52
8:54
8:56
8:58

In/Out

Elope

Time
9:00
9:02
9:04
9:06
9:08
9:10
9:12
9:14
9:16
9:18
Frequency of Elopement:
Duration of Elopement:

In/Out

Elope

BASELINE DATA
Percentage of Total Time In-Seat
100
90

PERCENTAGE OF TIME

80
70
60
50
40
30

Mean= 31.8%
SD= 29.9%

20
10
0
1

© Ariel Ellis, 2015

2
DAYS

3

BASELINE DATA
Frequency of Elopement Over Time

Number of Times Eloped

1

The total time spent out
of the classroom on
day 2 was 60 minutes.

0.5

0
1

2

Days

© Ariel Ellis, 2015

3

BASELINE DATA
• The baseline data showed that N, on average, was in his seat 31.8% of the
time. His in-seat time was varied with a standard deviation of 29.9%.

Baseline:

Goal:

 Mean was 31.8%

 Increase mean to 75%

 Standard deviation was 29.9%

 Decrease standard deviation to 0%

© Ariel Ellis, 2015

INTERVENTION IMPLEMENTATION

© Ariel Ellis, 2015

SHAPING DURATION OF IN-SEAT BEHAVIOR
Class Time

Immediately
start timer

After 2 consecutive
minutes in-seat place
a stamp on the
reinforcement card

In Seat

Out of Seat

N leaves seat
(stop timer)

No
reinforcement

N returns to seat

If receives all 5 stamps,
immediately allow 2
minutes of choice time
then start over

© Ariel Ellis, 2015

INTERVENTION DATA SHEET
Instructions:
• In the right column, mark an “X” if N leaves the classroom
without permission.
• In the left column, mark an “I” in the appropriate time slot
when N is in his seat or returns to his seat after being out.
• In the left column, mark an “O” in the appropriate time slot
each time N leaves his seat (when he isn’t supposed to).
• When N is in his seat a timer should be started. After 2
consecutive minutes in his seat, place a stamp on the
reinforcement card and continue timing. (You can place
the stamp or you can allow N to.)
• After receiving all 5 stamps (10 minutes in-seat total) N gets
to choose which activity he wants to do for 2 minutes.
• Legos, drawing, or reading.
• Set the timer for 2 minutes and place it in front of N so he
can see it.

Time

In/Out

Elope Time

8:20
8:22
8:24
8:26
8:28
8:30
8:32
8:34
8:36
8:38
Frequency In-Seat:
Duration In-Seat:

8:40
8:42
8:44
8:46
8:48
8:50
8:52
8:54
8:56
8:58

In/Out

Elope Time

Elope

9:00
9:02
9:04
9:06
9:08
9:10
9:12
9:14
9:16
9:18
Frequency of Elopement:
Duration of Elopement:

• When the 2 minutes are up, prompt N to clean up and
return to his seat.
• Once N returns to his seat start timing again.

In/Out

© Ariel Ellis, 2015

REINFORCEMENT CARD

© Ariel Ellis, 2015

REINFORCEMENT CARD

N

© Ariel Ellis, 2015

PHASE 1 INTERVENTION DATA
Percentage of Total Time In-Seat
100

Mean=
58.3%
SD= 24.7%

90

PERCENTAGE OF TIME

80

Mean= 31.8%
SD= 29.9%

70
60
50
40
30
20
10
0
1

2

Baseline
© Ariel Ellis, 2015

3

4

5
DAYS

6

Phase 1

7

8

INTERVENTION DATA
Frequency of Elopement Over Time

Number of Times Eloped

1

0.5

0
1

2

Baseline
© Ariel Ellis, 2015

3

4

5

Days

6

7

Phase 1

8

PLAN EVALUATION
Percentage of Time In-Seat: Baseline VS. Phase 1
70

• Percentage of total
time in-seat increased
from 31.8% to 69.9%
• Standard deviation
decreased from 29.9%
to 24.7%

60

Percentage of Time In-Seat

• Results of Phase 1 of the
intervention:

50

38.1% Increase
40
30
20
10
0
Baseline

© Ariel Ellis, 2015

Phase 1

Axis Title

SST MEETING 9/24/2015
• Agencies present at meeting:

• School Psychologist, School Psychologist Intern, Education Specialist, Principal,
Assistant Principal, N’s father, First 5 Clinician, and Glenn County Mental Health
Clinician




N’s schedule was changed from 2 hours to 1 hour.
The intervention requires one-on-one help from an aide which N responds well to.
It was determined that a one-on-one aide was not possible for N.
It was decided that the behavioral assistance shouldn’t be the sole responsibility of
one provider. Providers would rotate days. Whichever provider was present would
implement the behavioral plan. This became Phase 2 of the intervention. The
schedule of service was set up as follows:
• Mondays and Tuesdays: Glenn County Mental Health
• Wednesdays and Fridays: First 5
• Thursdays: School Psychologist Intern

• A follow-up SST meeting was scheduled for 10/7/2015 in order to discuss how the
new plan was working and what the next steps were.
© Ariel Ellis, 2015

PHASE 2 INTERVENTION DATA
Percentage of Total Time In-Seat
100

PERCENTAGE OF TIME

90
80

Mean= 31.8%
SD= 29.9%

70
60

Mean= 47.5%
SD= 31%

Mean= 58.3%
SD= 24.7%

50
40
30
20
10
0
1

2

Baseline

© Ariel Ellis, 2015

3

4

5

6

Phase 1

7

8
DAYS

9

10

11

12

Phase 2

13

14

PHASE 2 INTERVENTION DATA
Frequency of Elopement Over Time

Number of Times Eloped

1

0.5

0
1

2

Baseline
© Ariel Ellis, 2015

3

4

5

6

Phase 1

7

8

Days

9

10

11

12

Phase 2

13

14

FOLLOW-UP SST MEETING
10/7/2015
Phase 2 Evaluation:

• N “eloped” from classroom six of the seven days.
• There was a decrease in percentage of total time in-seat since
implementation of phase 2.
• Phase 2 was not successful.

• Cons of Phase 2:




Too many providers.
Not enough consistency.
Each provider interacted with N differently.
New people, new objects, and new rules.
A baby gate was added to the classroom door which made N
feel trapped.

• Concerns/Needs:

• Safety of all students in the class.
• Opportunities for success for N.
• Consistency and safety.

© Ariel Ellis, 2015

RESULTS OF SST MEETING 10/7/2015
• N needs one-on-one support in order to be successful. This is not possible in
the general education.
• N’s dad consented to placement of N in the Learning Center.
• Special Education Referral was made.
• N’s day was increased to 2 hours.
• It was decided the intervention plan would be stopped in order to introduce
N to a new environment and schedule. It would be a fresh start.

© Ariel Ellis, 2015

NEW PLACEMENT

• N has only eloped 2 times since his 22
school days in the Learning Center.

• N sometimes misinterprets social
situations.

• N has been very successful in the
Learning Center.

• He can be noncompliant.

• He works one-on-one with a few
different adults throughout his 2 hour
day.

• He has hidden and stolen things.

• Can be sneaky.
• Struggles with transition back to work

• He is completing academic work.

• Hyper-focuses on things

• He wants to be at school.

• Without 1:1 he begins to wander,
explore,

• He likes school.
• He will work for rewards.
© Ariel Ellis, 2015

• Puts items in his mouth, protective of
things he picks up.

NEW PLACEMENT CONTINUED
• Placing N in the Learning Center has been a positive experience.
• It has provided opportunities for the special education staff to gather
qualitative data for the psychoeducational assessment currently being
done for N.

© Ariel Ellis, 2015

QUESTIONS?
Contact Ariel Ellis at:
aellis11@mail.csuchico.edu