Socially Appropriate

Communication and
Inappropriate Communication
CELIA NGUYEN
 Criteria

 Socially
appropriate communication and
inappropriate communication 
 Pre-K Classroom 
 Male: 4 years-old 
 Target behavior: Outburst
 Structured Abstract

 Intervention:specific verbal praise and

planned to ignore 
 Conducted during the first 10 minutes
6 sessions 
 20 intervals
Method

 Positive environmental setting

 Many learning experiences
 Rich in learning manipulatives
 Method

 Random outburst
 No IEP
 Positive
behavior support challenging
behavior (Caldarella, et al., 2014).
 Increase appropriate communication
 Method

 Decrease
in inappropriate
communication (Naylor, et al., 2018).
 Sociallyappropriate communication:
waving/hand raising, asking for help
appropriately, using inside volume, and
no hitting peers.
 Method

 Inappropriatecommunication include,
throwing tantrums, yelling, crying, and
hitting.
 Figure 1

Behavior Praise and Planned Ignoring Intervention

90
Baseline
80
70
60
inter
Perc

erve
enta

Obs

vals
ge
of

50
40
30
20
10
0
1 2 3 4 5 6

Sessions

Socially Appropriate Communication Inappropriate Communcation

 Discussion 

 Baseline socially appropriate 65%

 Baseline inappropriate 73%
 Result was similar too research article
 Consistent with the DAP
 Conclusions

 Implemented throughout the day

 Activities,
transitions, or getting
teacher’s attention 
 Can be implemented on any children
 Environmental variables
 References
 Caldarella, P., Williams, L., Hansen, B. D., & Wills, H.
(2014). Managing Student Behavior with Class-Wide
Function-Related Intervention Teams: An Observational
Study in Early Elementary Classrooms. Early
Childhood Education Journal, 43(5), 357-
365doi:10.1007/s10643- 014-0664-3
 Naylor, A. S., Kamps, D., & Wills, H. (2018). The Effects of
the CW-FIT Group Contingency on Class-wide and
Individual Behavior in an Urban First Grade Classroom.
Education and Treatment of Children, 41(1), 1-30.
doi:10.1353/etc.2018.0000