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Ariana DymerskiSped 471
Final Project
Student Description:
Sam is 21 years old and is a student at the Young Adult Program in Champaign. He
receives functional life skills lessons and participates in community-based instruction. He
is diagnosed with an intellectual disability. Sam has poor gross and fine motor skills,
causing his movements to be very abrupt and uncoordinated. During the day, Sam may
become frustrated or excited while performing an activity, causing him to engage in the
physical behavior of placing his thumb in his mouth. He may bite his thumb with his teeth
or suck on the thumb with his lips. The thumb is injected from the tip through the first
knuckle. This is a problem behavior because it is not age appropriate for a 21 year old to
place appendages in their mouth and such behavior may impede his ability to maintain a
job after he graduates due to sanitary concerns. This behavior occurs throughout the
course of day, while at school and out in the community.
Operational Definition: Throughout the course of each activity of the day, Sam inserts his
thumb from the tip to the knuckle into his mouth.
Examples: Student places teeth around knuckle of the thumb
Student surrounds the knuckle of thumb with lips
Nonexamples: Student places tip of thumb on outside of lips
Student places whole thumb on cheeks
ABC Observation Summary
During the observation times, Sam repeatedly engaged in inserting his thumb into
his mouth after conversing with an adult. Often times the adult in the scenario would
respond by demanding that Sam takes his thumb out and get back to work. However,
within the same half hour observation time, Sam would go back to inserting his thumb into
his mouth several times to cope with the current conversation he was having with an adult.
The consequences that occurred after Sam put his thumb into his mouth shifted in how the
different adults would respond. When the teacher worked with him, she would
inconsistently use a behavior management system of giving him strikes every time she
noticed the thumb in his mouth and when she remembered to respond with a strike. When
the paraprofessionals were working with the student, they would use direct demands and
threats to insist that Sam stop the behavior. From these observations, I discovered that
Sam enjoys talking with adults and uses sucking his thumb as a means of repeatedly
gaining attention from adults. As of right now, no replacement behavior is being taught to
the student and since no consistent behavior management system is being used with
consequences he should be aware of, he will continue to engage in the thumb sucking to
meet his conversational means.
Functional Assessment Interview Summary
For the interview, I spoke with the special education teacher, Lindsay Corum, and
the paraprofessional who works with him the most, Gerry. During the interview, the
teacher and paraprofessional agreed that the student struggled with using thumb sucking
to gain adult attention or to self-stimulate. They also noted that the student engaged in
these behaviors while he was among several adults. Thumb sucking is often paired with
another physical behavior of loud clapping, loud humming, jumping, or chair rocking.
Several adults immediately reprimand Sam when he engages in these pairings of behaviors.
Through a discussion between the teacher and paraprofessional, they figured out why the
student was performing these behaviors. They finally agreed that adult attention always
occurred right after the behavior, making it a sought after response for Sam. This interview
determined that Sam usually always pairs the thumb sucking with another physical action
and uses these behaviors to gain more adult attention during transition times at the
beginning, middle, and end of the day.
Functional Assessment Observation Summary
Revised Summary Statement: When Sam is performing demanding tasks at the beginning
of the day, during lunch, and at the end of the day among several adults, he will insert his
right thumb into his mouth alongside a physical activity of chair rocking, loud clapping, or
jumping to gain adult attention.
In the summary statement, clarification was made to when the transition activities
occur that upset the student: being at the beginning of the day, during lunch, and at the end
of the day. Also, the addition of Sam performing demanding tasks was included because
these transition times require Sam to complete items on his schedule in order to prepare
for the next activity. During the observation, the student frequently engaged in the
behaviors during the 15-minute intervals. These times were demanding, yet allotted for
conversing with the adults present. He enjoys adult company very much and when several
adults are present, he wants to converse with all who are at the table. However, when the
student was alone at the table, he did not perform any inappropriate behaviors. This
shows that adult conversation and attention, both motivates him to perform all tasks as
well as to engage in inappropriate behaviors. Due to the popularity of the student, several
adults want to converse and interact with the student, causing behaviors to occur more
rapidly when he is among several adults at the school site.
Data Collection Technique and Rationale
For data collection, frequency event recording was used. The student should be
observed in half hour sessions, broken into 5-minute increments. These increments are to
be recorded in the Start and Stop columns. During each 5-minute increment, the observer
is to put an X in the Occurrences column every time they see the student perform the
behavior specified on the sheet (Behavior – Thumb sucking-Throughout the course of each
activity of the day, Sam inserts his thumb from the tip to the knuckle into his mouth). At
the end of the half hour session, record the total X’s marked for each 5-minute increment.
Underneath the last 5-minute increment total recorded on the sheet, put the total for the
entire half-hour session.
This type of data collection will be used because the number of times the student is
thumb sucking is the most important aspect of the behavior. The goal of the intervention is
to decrease the number of times the student is observed with his thumb in his mouth.
Frequency recording will allow the observer to determine the current habits of the student
and in the future, determine if a decrease is occurring over the course of the intervention.
Inter-observer Agreement (IOA)
Prior to observations, the special education teacher was trained in the operational
definition of the target behavior, addressing both examples and non-examples. The special
education teacher was also trained in frequency event recording for each date and time
sessions that the student was to be observed. During each observation, the special
education teacher also recorded her observations along with the researcher on a separate
frequency event recording sheet. The results are as follows:
Total Frequency Event Recording IOA:27 X 100 = 96%28
Interval-by-Interval IOA:27 X 100 = 90%30
Occurrence IOA:21 X 100 = 91%23
Nonoccurrence IOA:8 X 100 = 80%10
Functional Analysis Manipulations
Hypothesis 1: When Sam is performing individual tasks in the presence of 2 or more adults,
he will insert his right thumb into his mouth alongside a physical activity of chair rocking,
loud clapping, or jumping to gain adult attention.
Hypothesis 2: When Sam is performing demanding tasks during the lunch transition period
in the presence of adults, he will insert his right thumb into his mouth alongside a physical
activity of chair rocking, loud clapping, or jumping to gain adult attention.
Due to the time of day when Sam is most likely to engage in thumb sucking that was
recorded during ABC recording, event recording, and functional analysis observation, it is
during the transition periods of the school day; morning preparation time when he is to set
up his schedule and begin the first item on the list, completing his hygiene; and the
behavior occurs during the first half hour of preparing to eat lunch when he is washing his
hands, setting up his mat to eat, and is cutting his food with the help of a teacher before
eating. During these transition times, several adults are present in the room due to all
students being present in the classroom also for transition. During this time, the adults are
quick to attend to Sam when he places his thumb in his mouth. This often leads to further
conversations with the adults because he has their attention and is able to ask questions
that they are willing to answer.
Due to the student’s wanting of social attention, an FAM could be conducted where
adults will immediately respond to the behavior and where adults will not respond to the
behavior. This will occur during the typical transition times he is used to engaging in. By
responding and not responding to the behavior, it can be determined whether Sam is using
the behavior to gain adult attention, or if it is being used for another function. Another
FAM that could be conducted is having Sam perform these transition periods in a one on
one setting, where the adult gives consistent attention to Sam throughout the process. If
Sam still engages in thumb sucking, then he is using the thumb sucking for another
function; if he does not engage in the thumb sucking, then he is using this behavior to gain
adult attention when he is not receiving consistent attention among other students.
Another FAM that could be conducted is to observe Sam when he is not instructed to do a
demanding task during the transition time. This way, the hypothesis of gaining adult
attention can be tested during tasks that are demanding and tasks that are performed at
the student’s leisure during the transition times.
The functional analysis manipulation that will be put into place is a change in the
adult presence during transition times. Sam will be in the same location as he usually does
his transition times, yet the presence of only one adult will give him attention throughout
the activity. Event recording will occur during his lunch time transition from 11:00am-
11:30am, the time that was identified for the behavior to happen. Data will also be
collected during the transition times when 2 or more adults are present, the same times as
were observed for the observational recording. This will be the control time that the
manipulated observational time can be compared to. Using frequency event recording
during each transition time, the hypothesis of Sam gaining adult attention among several
adults will be tested. This will determine if the function of the behavior is adult attention
or for another purpose such as self-stimulating.
Results: The results show that during one-on-one settings with constant adult attention,
Sam did not engage in thumb sucking on both occasions. When Sam was observed during
the usual transition lunchtime among several adults, he was recorded with high frequency
having his thumb in his mouth. During the first session, he was observed 6 times with his
thumb in his mouth and on the second session, he was observed 7 times with his thumb in
his mouth. These results determine that the function of Sam’s thumb sucking is to gain
adult attention.
Preference Assessment
Hierarchy List: 1. Oreos2. Lay’s Potato Chips3. Cheez-its4. Ritz Crackers5. Banana6. M & M’s7. Apple
From the teacher and paraprofessional functional assessment interview, the list of items
was assembled based on the particular food items they said he preferred. The teacher and
the paraprofessional said that food was a major reinforcer for the student, making a
preference assessment on food applicable. The teacher and paraprofessional said he
preferred Oreos, Lay’s Potato Chips, Cheez-its, and Ritz Crackers. They also pointed out
that he liked some fruits and candy, so a banana, apple, and M & M’s were used for the
preference assessment. The preference assessment showed he preferred the particular
items that the teacher and paraprofessional said he did. The fruit and candy were
commonly chosen last and showed he did not prefer these items. These preferences could
be used as reinforcement objects because they are tangible, easy to allot time for, and are
age appropriate. Food was assessed because it is the only identified preferred item by the
student that is accessible at school.
References
Dwyer, K., Rozewski, D., & Simonsen, B. (2012). A comparison of function-based replacement behaviors for escape-motivated students. Journal of Emotional and Behavioral Disorders, 20(2), 115-125.
The purpose of this study was to evaluate the effectiveness of four different replacement behaviors through an alternating treatments design, evaluating the appropriate behavior to be chosen for the student. The results found the implementation of all four replacement behaviors to decrease inappropriate behaviors, yet the researcher chose the replacement behaviors that worked the most effectively in decreasing problem behaviors, alternating between ‘help’ and ‘break.’ Offering choices to my student will empower him to demand his own outcomes and encourage him to respond with more socially appropriate behaviors.
Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363-377.
The purpose of this study was to evaluate the effectiveness of social skills training on students with social skill acquisition deficits along with the effects of differential reinforcement of other behaviors during generalization and maintenance periods. The study found that the students had decreases in problem behaviors and increases in socially appropriate behaviors. The differential reinforcement of other behavior is useful for my student because it will result in teacher attention, the function of his problem behavior. Instead, he will learn to associate appropriate behaviors with meeting his need of teacher attention.
Joosten, A. V., Bundy, A. C., & Einfeld, S. L. (2012). Context influences the motivation for stereotypic and repetitive behavior in children diagnosed with intellectual disability with and without autism. Journal of Applied Research in Intellectual Disabilities, 25(3), 262-271.
The purpose of this study was to evaluate the environment that surrounds stereotypical and repetitive behaviors of students. The study found sensory enhancement to be a motivator of such behaviors as well as anxiety reduction during stressful situations like transitions. In observing my target student, it is noticeable that he demonstrates the repetitive behavior of thumb sucking during transition times when several adults are moving through the area and are conversing with the student. Being aware of such environmental considerations will influence the most useful replacement behavior to be selected.
Travis, R. W., & Sturmey, P. (2013). Using behavioral skills training to treat aggression in adults with mild intellectual disability in a forensic setting. Journal of Applied Research in Intellectual Disabilities, 26(5), 481-488.
The purpose of this study was to operationally define and observe target and replacement behaviors, as well as measure the treatment effectiveness through generalization and maintenance abilities of the students after receiving behavioral skills training. The study found the adult’s aggressive behaviors to decline and the replacement responses increased in response to the targeted stimuli. The use of a replacement behavior with generalization is applicable to my student, who uses thumb sucking to gain attention of adults. In order to provide the student with the same consequence of receiving adult attention, a more socially appropriate response will be taught to the student.
Intervention program:
An antecedent-based intervention will be put into place to prevent the thumb
sucking from occurring. For the transition time of the lunch period, Sam will perform all
demanding tasks with a one-on-one adult. The adult will accompany Sam for hand washing
and then will help Sam prepare his placemat and cut his sandwich. During this time, the
adult will be instructed to hold conversations with the student to meet his need of adult
attention. This environment and staff change will be useful because during the functional
analysis manipulation, this proved effective during the transition times. In earlier
observations, the student was not partnered up with one staff member and was constantly
seeking the attention of an adult when he did not know who was with him. So to prevent
Sam from looking for adult attention that was hypothesized as being the function of his
behavior, the environment will be structured so to attend to this behavioral need. Also, the
option cards that are used for the student’s alternative skill will be placed on the table at
the beginning of the transition period. This way, the skill is available for usage at the
beginning of the session and can be utilized by the student throughout the period.
Sam will be taught the alternative skill of choosing between two option cards; they
will read “Can we have a business meeting?” and “Can we eat in the other room?” Giving
the student a choice will make him feel in control of his environment, an important aspect
of adulthood. Sam enjoys feeling like a staff member and so the choice of asking for a
business meeting will be appealing to him and will result in having one-on-one
conversations with an adult when he is feeling the need of adult attention. The other
choice of eating in the other room will give him a quiet area where he can also hold a one-
on-one conversation with an adult. These choices meet the hypothesized behavioral need
of Sam thumb sucking to gain adult attention. Sam can relate using one of these cards to
gaining teacher attention that proves to be just as effective and efficient as thumb sucking.
He will be instructed to hold up the card to the adult he is partnered with that was
established during the antecedent portion of the intervention. This is a more socially
acceptable behavior for his age of 21 years old. Also, Sam can generalize these choices to
other activities when he wants adult attention. The cards will be used to teach making
choices outside of thumb sucking, eventually being faded out of usage to the student only
asking for a change in the environment and social set up.
There will be consequences associated with both thumb sucking and using the
alternative skill of choosing between option cards. If the student is caught thumb sucking,
all other adults in the room are instructed to not reprimand the student and leave the
consequences to the adult assigned to work with the student at that time. For thumb
sucking, the assigned adult will not reprimand the student for performing this
inappropriate behavior, but will instead use most-to-least prompting to teach the student
the alternative skill. Instead, the adult will verbally direct the student between choosing
one of the option cards; saying would you like to have a business meeting or move into the
other room to eat? along with a point to the cards. This prompting will occur for the first
two weeks of instruction or until the student performs the skill in 4 out of 5 trials. Then the
student will receive an indirect verbal prompt of what do you want to choose? and a point
to the cards. If the student does not make a choice, the teacher will perform a direct verbal
prompt with a point as was previously used for instruction. The student will stay in this
prompting level for 2 weeks or until the student performs the skill in 4 out of 5 trials with
an indirect verbal prompt. Next, the student will receive only a point towards the cards. If
the student does not choose a card, the prompting will move from an indirect verbal
prompt, and then a direct verbal prompt if the student still does not choose a card. The
student will stay in this prompting level for 2 weeks or until the student performs the skill
in 4 out of 5 trials with only a point to the cards. When the student chooses an option by
holding the card in the air toward the teacher, the teacher will reinforce the student by
saying “nice choice” and offering the student an Oreo. After the first two weeks of
instruction, the Oreo will be offered after every other instructional period. This will be the
reinforcement for the next two weeks and then will be moved to receiving the Oreo after
every third instructional period. This will be the reinforcement for the next two weeks and
then will be moved to receiving the Oreo after every fourth instructional period. After two
weeks with this reinforcement schedule, the Oreo will be eliminated as a reinforcement so
to fade dependence on an edible item to perform the appropriate behavior. The verbal
praise will remain throughout the instructional program because it is age appropriate and
receiving verbal acknowledgement of proper actions occurs for both students with and
without disabilities.
For assessment of thumb sucking, frequency event recording will occur every third
day. The teacher will not provide any prompting for making a choice, yet the choices will
be available for the student to choose from on the table. During the instructional periods,
the teacher will record if the student needed direct verbal prompting with a point, indirect
verbal prompting with a point, a pointing prompt, or was independent. By recording what
prompting systems the student required, patterns of either decreasing, increasing, or
unchanging prompting levels can be determined over the course of the intervention
program. These patterns will help determine if changes need to be made to the prompting
level or if the current system is moving the student towards independence. The teacher
will also tally how many times the student needed to refer to choosing an option. This will
indicate how many times the student put his thumb in his mouth and needed to use an
alternative skill. The sheet will be out in front of the student, who can gain reinforcement
from seeing the teacher taking data on his actions.
Recording Codes:DV – Direct VerbalIV – Indirect VerbalP – PointingI – Independent
Instructional Data Collection:Date: Date: Date: Date: Date:
I
P
IV
DV