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Function-Based Behavior Support: Big Ideas. George Sugai University of Connecticut Center on PBIS. www.PBIS.org. “Lemon Drop Kid”. Problem contexts Multiple task demands Pending timelines Halt in engaging activities Adult directives Verbal & physical noncompliance - PowerPoint PPT Presentation
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Function-Based Behavior Support:Big IdeasGeorge SugaiUniversity of ConnecticutCenter on PBISwww.PBIS.org
Lemon Drop KidProblem contextsMultiple task demandsPending timelinesHalt in engaging activitiesAdult directivesVerbal & physical noncomplianceLeaving classroom -> principals officeDisruptive behavior = throwing school materials & furniture
LDK requested interventionAt first sign of problem behavior, immediately provide lemon drop candyProvide shoulder rubs & pressureIf escalation/crisis, enclose in body sock
LDK - logicBody sockCreate secure environmentRe-create maternal womb-like conditions
LDK Logic!Repetitious tactile & sensory stimulationRe-training & realigning neural pathways Improvement in neurological & physiological functioning Improvement in social competence & academic achievement
LDK OutcomesAt home.Decrease in problem behavior chainIncrease in frequency of problem behavior episodesAt school.Modification in interventionDecrease in problem behavior chain & behavior episodesIncrease in time in classroom & academic engagement Message #2: ATTEND TOFUNCTIONMessage #1: INVEST IN EVIDENCE-BASED PRACTICES
Non-validated Interventions for studentsExamplesSensory re-integration or stimulationFacilitated communicationIntrospective psychoanalytic therapiesRebirthing therapy ConcernsPoor ecological (school) validityRedirected specification of actual causal factorsAdverse side effectsFalse hopes & expectationsInefficient use of resources & opportunities Lack of empirical support
PurposeProvide overview of critical features of function-based approach to addressing problem behaviorFunction Matters!
How many of you have.Participated in behavior intervention planning meeting?Used functional assessment information to develop behavior intervention plan?Conducted functional assessment.Informally? Formally?Know why functional assessments are conducted?
Have you ever seen.
Lantana, you skipped 2 school days, so were going to suspend you for 2 more.Phloem, Im taking your book away because you obviously arent ready to learn.You want my attention?! Ill show you attention,lets take a walk down to the office & have a little chat with the Principal.Functional Approach?
Outcomes (Answers)Features & requirements of function-based approach to behavior supportProcessBehavioral description of functionGet or escape/avoidSteps in function-based approach to behavior intervention planningBehaviorally competent team
Non-examples of Function-Based approachFunction = outcome, result, purpose, consequenceLantana, you skipped 2 school days, so were going to suspend you for 2 more.Phloem, Im taking your book away because you obviously arent ready to learn.You want my attention?! Ill show you attention,lets take a walk down to the office & have a little chat with the Principal.
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT
SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPositiveBehaviorSupportOUTCOMESSocial Competence &Academic Achievement
Behavior Support ElementsProblem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*Response class*Routine analysis*Hypothesis statement*Alternative behaviors*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions*Implementation support*Data plan*Continuous improvement*Sustainability plan Team-based Behavior competence
What is FBA?A systematic process for developing statements about factors thatcontribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.
What is function-based support?Foundations in behavioral theory, applied behavior analysis, & positive behavior supportAttention to environmental contextEmphasis on purpose or function of behaviorFocus on teaching relevant, effective, & efficient behaviorsAttention to behavior of implementers
BehaviorismABAPBS Foundations Behavior & physiology Learned behavior Behavior & environment Behavior lawfulness Observable behavior Socially important questions Applied settings Functional relationshipPBS
Function-based support is all aboutRe-design & improvement of learning & teaching environments Attention to environment & functionNot re-design of individualsChange in behavior of implementers of plan
Logic of functional approachBehaviors are maintained by consequence events (function)Positive or negative reinforcementBehaviors are occasioned by antecedent eventsRelate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences
FunctionsPos ReinfNeg Reinf
Problem Behavior
Obtain/Get Something
Escape/Avoid Something
Social
Tangible/Activity
Adult
Stimulation/Sensory
Peer
What is behavioral theory?Human behavior has neurophysiological basis Human behavior is learnedHuman behavior is triggered by antecedent eventsHuman behavior is shaped by its consequences Human behavior is lawful, manipulable, & teachable
What is applied behavior analysis?AppliedEmphasis on real environments & problemsAttention to socially important outcomesBehaviorEmphasis on behavioral theory & what individuals doesAnalysisExamination of functional relationships or predictable relationships between variables
RequirementsBehavior must be considered within context in which it is observed.Intensity of behavior support plans must be matched to intensity of problem behavior.
Local behavioral competence must be available.FBA processDevelopment, implementation, & evaluation of plansCollection & analysis of dataKnowledge about research validated practices
Decisions must be data-based. Staff must receive continuous feedback on their implementation of behavior intervention plans. Effective school-wide system of behavior support must be in place. FBA process should be team based
When has FBA been done?Clear & measurable definition of problem behaviors.Complete testable hypothesis or summary statement is provided.Statement of function (purpose) of behavior3.Data (direct observation) to confirm testable hypothesis.Behavior intervention plan based on testable hypothesisContextually appropriate supports for accurate implementation
FBAElementsContextuallyAppropriateSupportTestableHypothesisFunctionStatementCompetingPathAnalysisSupportingDataBehaviorInterventionPlanDefinition ofProblem Behavioror Class
Defining behaviorMust result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviorsAny observable or measurable action or act.Observable beginning & endHas measurable dimension(s)Frequency, duration, latency, force, topography, locus
Consider behavior dimensions:Topography/shapeFrequencyDurationLatency,Intensity or forceLocus
Non- v. Observable(-)hyperactivity(+)initiates 5 different tasks within 2 minutes(+)leaves room at least 3 times during a 30 minute lesson(+).
Which is described in observable terms?Hits with his fist ORAggressive
Which is described in observable terms?Hits with his fist ORAggressive
Delinquent ORTakes money from peers
Delinquent ORTakes money from peers
Psychotic ORSays she hears voices
Psychotic ORSays she hears voices
Arrives 10 minutes late ORIrresponsible
Arrives 10 minutes lateORIrresponsible
Out of seat 55% of timeORHyperactive
Out of seat 55% of timeORHyperactive
Consider response classSet of topographically different behaviors with similar or related purpose or functionHit, spit, runaway, yellEscape difficult task requestCry, hit, whine, raise hand, spit..Obtain adult attention
Consider response chainsPredictable sequence of behaviorsPossibly different functions at beginning & end of chains
Ex1. Behavior ChainGiven a task, student Whispers that work is stupid, Writes on papers, Says work is stupid,Throws paper in waste basket, & Leaves room.
What is function of behavior? (Test)
Ex2. Given difficult task, studentSays this work is stupid,Pokes student at next table,Argues with student,Tells teacher to butt out,Threatens teacherRuns away from teacher who chases.
What is function of behavior? (Test)
Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorTestable HypothesisBasic UnitBest guess about behavior & conditions under which it is observed
Represents basic working unit of FBA
Directly guides development of BIP
FeaturesBest guess about behavior & conditions under which it is observed Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.Represents basic working unit of FBA
Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorTestable HypothesisBasic UnitFollowing events that maintain behaviors of concernPreceding events that trigger or occasionSet of related behaviors of concernInfrequent events that affect value of maint. conseq.
Describing environmental events & factorsAlways examine environmental stimuli that are associated with occurrence of behaviorsAntecedent, consequence, & setting eventsE.g., persons, activities, routines, materials, events
Antecedent eventsStimuli that precede & trigger or occasion behavioral eventsOccurs before response & signals or occasions responseWhen told to shut up, Ali hits the studentWhen asked to tell capitol of Western Australia, Uluru says Perth
The teachers directions are triggers for Demetris display of verbal noncompliance, or When a peer teases her walk, Cologne is likely to use verbal profanity, orWhen sitting next to Manuella, Myounghee passes notes.
Consequence events Stimuli that follow & maintain or increase likelihood of a behavioral event. Presented contingent upon performance of a responseWhen Genghis makes rude noises in class, his peers tell him to grow up.Whenever Gladiola raises her hand & smiles, her teachers call on her.
Following Demetris verbal noncompliance, teacher redirects her direction to another student (i.e., avoids having to comply), orWhen Cologne uses verbal profanity, peer start to argue with her (increases peer attention), orMyounghee passes notes, Manuella passes a note back & teacher tells them both to get back to work (increases peer & adult attention).
Setting Events Unique situations in which factors unique to individual Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict).By changing value of reinforcersE.g., praise less effective, peer attention is more reinforcing, work completion is less important.
Work completion is less important to Demetri after he has had an argument with his girlfriend before class, orColognes use of verbal profanity is more likely when she hasnt had enough sleep night before, orPeer attention is less distracting (reinforcing) when Manuella isnt feeling well.
Lack of sleep decreases value of getting to school on time, increases value of going to Hot Dog Haven.Lack of breakfast increases value of getting sent to office (by fending machines) for failing to follow directions.Having a fight with boyfriend decreases value of listening to lecture.Getting >50% of problem wrong decreases value of starting new worksheets.
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.Setting eventAntecedentResponseConsequenceMisses 12:30medicationTeachersmakemultipletask demandsSequoia makesnegative self-statements &writes profanelanguageTeacher sendsSequoia to office for beingdisrespectfulWhat function?Avoid difficult tasks
Setting eventAntecedentResponseConsequenceCaesar isteased severaltimes about hishair by his friends beforeclassHis teacherstares at his hair in classCaesar askshis teacher what shesstaring atHis teachersends him toin-school detentionCaesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says what are you staring at? His teacher immediately sends him to in-school detention.What function?Escape adult &peer attention
Setting eventAntecedentResponseConsequenceCleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.New studentStudentapproaches &speaks inEnglishCleo turns awayOther student walksawayWhat function?Escape peer attention
Setting eventAntecedentResponseConsequenceWhen his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.NoneTeacher askswhat capitolcity of countryisNapoleongive correctanswerTeacher givesverbal praise & time to workwith a friendWhat function?Access peer &adult attention
Setting eventAntecedentResponseConsequenceAs Veloce is walking, other kids look at him & say whats up? He looks back and says: Who ya lookin at?! Ya want some of this?! Ya talkin to me?! Kids shake their heads & all him weirdo.??Look at him.Whats up!Who yalookin at?Ya wantSome? Yatalkin to me?Kids shakeheads & call him weirdoWhat function?Access OR escapepeer attention?How do you know?How do you know?Assess?
TE is best guess.What if testable hypothesis is incomplete or inaccurate?Review what you knowCollect more informationChange hypothesis statementTest/confirm new hypothesis statement
TE1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs."Test manipulation?Put Al in Bills seat.Effect:Hillary whispers in Als ear.Develop new TE!
TE2:When Hillary sits next to boys, she whispers in their ears. The boys laugh.Test manipulation?Put Tipper in Bills seat.Effect:Hillary does not whisper.
Avoid explanatory fictionsRestatement of problem & not measurable(-) Shes aggressive because shes angry(+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.
Avoid explanatory fictionsNot measurable or testable(-) Hes emotionally disturbed(+) When he is with peers, he talks about hurting them & himself.
PetuniaProblem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others.Explanatory fiction: Petunia has ADHD & conduct disordersTestable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.
RhusProblem: Rhus is an 11th grader with autism. Hes high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand.Explanatory fiction: Rhus has Fragile X & is emotionally disturbedTestable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.
CatoneasterProblem: Catoneaster is a 7th grader who resists going to school each morning.Explanatory fiction: Catoneaster has parent separation anxietyTestable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.
AzaleaProblem: Azalea is an 8th grader who skips most of her morning classes.Explanatory fiction: Azalea is a school phobic.Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.
Setting eventAntecedentResponseConsequenceWRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say whats up? He looks back and says: Who ya lookin at?! Ya want some of this?! Ya talkin to me?! Kids shake their heads & all him weirdo.??Look at him.Whats up!Who yalookin at?Ya wantSome? Yatalkin to me?Kids shakeheads & call him weirdo
Example 1: Different behaviors with different functionsKirstens teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:
Get adult attentionEscape peer social
Example 2: Same behaviors with different functions Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:
Avoid peer attentionGet adult social
Functional Assessment Checklist for Teachers FACTSSTEP 1: Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________Interviewer: ___________Sugai________Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. Hes academically competent and seems to be moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injuryDescribe problem behavior:C. may have one of the shortest fuses Ive seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to enjoy the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.
STEP 4: Routine Analysis
Schedule(Times)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior8:00Waiting to enter buildingLow High1 2 3 4 5 6See escalation described above8:15Advisory & Planning1 2 3 4 5 6Mostly teasing and touching property of others. Doesnt escalate much further9:15Language Arts1 2 3 4 5 6Occasional name calling/teasing10:15Recess1 2 3 4 5 6See escalation described above11:30Math1 2 3 4 5 6Occasional teasing12:00Lunch1 2 3 4 5 6See escalation described above12:35Earth Science1 2 3 4 5 6Minor verbal harassment1:15Art or Phy Ed1 2 3 4 5 6See escalation described above2:00Reading1 2 3 4 5 6Rarely a problem2:50Waiting for bus1 2 3 4 5 6See escalation described above
Fundamental RuleYou should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior (ONeill et al., 1997, p. 71).
Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeAcceptableAlternativeTypicalConsequenceSummary Statement
Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeTypicalConsequenceSummary StatementAcceptableAlternative
Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeTypicalConsequenceSummary StatementAcceptableAlternative
Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorLack of peercontact in 30minutes.Do difficultmath assignment.Noncompliance,profanity,physicalaggression,
Avoid task,remove fromclass.DesiredAlternativeTypicalConsequencePoints,grades,questions,more work.Do workw/ocomplaints.Summary StatementAcceptableAlternativeAsk forbreak,ask forhelp.Why is function important?Because consequences compete!!Function
Setting EventManipulationsAntecedentManipulationsConsequenceManipulationsBehaviorManipulationsTeach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.
Teach missing math skillsArrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peerIntroduce review type problem before difficult tasks
Remind of alternative behaviors
Do first problem togetherImmediately reinforce entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help
Sit with preferred peer when done
Setting EventManipulationsAntecedentManipulationsConsequenceManipulationsBehaviorManipulations
On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.
On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.+ Give time to review homework.+ Give quiet time before starting.+ Give easy warm-up task before doing quiz.+ Precorrect behavior options & consequences.+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.
BIP GuidelinesDesign antecedent strategies to make triggering antecedents irrelevant.so they no longer serve as triggers.Design behavior teaching strategies to make problem behaviors inefficient.so more acceptable behaviors are easier to do.
3.Design consequence strategies to make maintaining consequences ineffectiveso they no longer are present or are less reinforcing.4.Design setting event strategies to eliminate or neutralize effects of setting eventsso they have less impact on routines & reinforcers.
Neutralize/eliminatesettingeventsAdd relevant & remove irrelevanttriggersTeach alternativethat is moreefficientAdd effective & & removeineffectivereinforcers
Features of Effective InterventionsInterventions or practices that make problem behavior ineffective, inefficient, & irrelevantArrange environment for preventionTeach new skillsPrevent reinforcement of problem behaviorIncrease reinforcement of desired & replacement behaviorsEstablish consequences for problem behaviors
Supports that enable accurate & durable implementation of interventionsEnsure contextual fitOrganize adult responsibilities, tasks, etc.Embed interventions in IEPEstablish effective, efficient, & relevant school-wide behavior support systems
FBA Team Process StepsCollect information.Develop testable hypothesis or summary statement.Collect direct observation data to confirm summary statement.Develop competing pathways summary statement.Develop BIP.Develop details & routines for full implementation of BSP.Develop strategies for monitoring & evaluating implementation of BSP.
Process GuidelinesConducted by teamBehaviorally competentStudent-knowledgeableLed by behavior specialistLink behavioral strategies to summary statementEnsure that implementers are fluentMonitor continuously & evaluate early
6 FBA MisrulesOnly one way to conduct FBA.FA process is basically sameMethods for collecting data may varyObserveAskReview recordsTestNO
Must do everything every time.
Base FBA activity on what you knowFBA is systematic planning processNO
Everyone has to know how to do a full FBA.Small number of people must have high fluencyAll people must know process & what to expectSome individuals must work on sustainabilityNO
FBA is it..One component of comprehensive plan of behavior supportacademic, medical, vocational, mental health, etc.
NO
FBA is only for students with disabilitiesProcess for behavior of all individuals across multiple settingsNO
6. Power, authority, control, etc. are functions.
2 research validated functionsPos. & Neg. Reinf.NO
FunctionsPos ReinfNeg Reinf
Problem Behavior
Obtain/Get Something
Escape/Avoid Something
Social
Tangible/Activity
Adult
Stimulation/Sensory
Peer
Neutralize settingeventMake triggers irrelevant.Make problem behavior inefficient.Make consequences ineffective.
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% Intervals w/ P.B.
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% Intervals w/ P.B. for Bryce
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Rate of Talk-Outs
Rate of Talk-Outs for Jay
Baseline
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Contra-Indicated
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School DaysPercent of Intervals Engaged in Problem Behavior
Class B Results
School DaysPercent of Intervals Engaged in Problem BehaviorClass B Results + Composite PeersPeerPeerPeer
Chart4
386516
8358
426
5321
386658
3866622
2813
1120
2236
817
036
3868931
625
819
3835611
88
2825
198
3836519
3836614
3836719
2214
3837311
2533
3837933
3838342
2231
3838614
3838722
3839039
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3839728
836
3840011
384066
3840710
3840817
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3841422
384158
010
66
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384557
3846211
3847033
3847117
3847610
3847737
3848237
384830
384907
3849133
3849710
384980
BL
CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
Sheet4
Daevon
14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb
14%8%22%14%61%31%14%39%33%28%25%11%
14%19%14%11%33%33%42%31%14%22%39%14%
0%0%22%0%25%11%11%22%25%0%17%8%
DateS1PeerCI/COPercent of Points
26-Oct56
29-Oct2558
2-Nov296
3-Nov5321
9-Nov228
10-Nov3622
16-Nov31386%
17-Nov192086%
23-Nov173678%
30-Nov111781%
1-Dec173683%
3-Dec283181%
7-Dec112569%
10-Dec1919
4-Jan3911
6-Jan288
7-Jan1125
11-Jan17819
13-Jan141911
14-Jan14140
15-Jan8190
18-Jan221422
21-Jan14110
25-Jan613325
27-Jan313311
31-Jan144210
1-Feb393122
3-Feb331425
4-Feb28220
7-Feb253917
8-Feb11148
14-Feb17283
15-Feb19368
17-Feb28118
23-Feb86
24-Feb1010
25-Feb417
28-Feb170
3-Mar1422
4-Mar08
8-Mar2010
10-Mar66
11-Mar017
15-Mar730
16-Mar00
30-Mar33
31-Mar619
1-Apr7
5-Apr2017
6-Apr06
7-Apr0
13-Apr07
20-Apr411
28-Apr033
29-Apr17
4-May10
5-May1037
10-May337
11-May00
18-May7
19-May1033
25-May1010
26-May220
PERCENT OF POINTS
15-Nov16-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov1-Dec2-Dec3-Dec6-Dec7-Dec8-Dec
92%86%86%100%72%78%83%78%81%83%89%81%75%69%39%
70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%
Sheet4
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
T3
Peer
CI/CO
Percent of Points
School Days Observed
Percent Intervals Engaged in Problem Behavior
Sheet5
Daevon
Began medication
S1
Sheet6
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Peer
Daevon
S1
Peer
Sheet7
Farrell
Began meds.
S1
Peer
Sheet9
PROLEM BX
Katlyn
21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb
25%22%8%
11%33%33%42%31%14%22%39%14%
0%25%11%11%22%25%0%17%8%
DateS1PeerPercent of Points
26-Oct6
29-Oct8358
2-Nov426
3-Nov5321
9-Nov8
10-Nov22
16-Nov281378%
17-Nov112095%
23-Nov223692%
30-Nov81797%
1-Dec036
3-Dec31
7-Dec62597%
10-Dec819100%
4-Jan11100%
6-Jan88100%
7-Jan2825100%
11-Jan198100%
13-Jan19100%
14-Jan14100%
15-Jan19
18-Jan2214100%
21-Jan1197%
25-Jan253394%
27-Jan33100%
31-Jan42100%
1-Feb223194%
3-Feb14100%
4-Feb2297%
7-Feb3997%
8-Feb814
14-Feb28100%
15-Feb83697%
17-Feb1197%
23-Feb697%
24-Feb10100%
25-Feb1797%
28-Feb17094%
3-Mar22
4-Mar8
8-Mar010
10-Mar66
11-Mar17
15-Mar30
16-Mar0
30-Mar3
31-Mar19
1-Apr7
5-Apr17
6-Apr6
7-Apr0
13-Apr7
20-Apr11
28-Apr33
29-Apr17
4-May10
5-May37
10-May37
11-May0
18-May7
19-May33
25-May10
26-May0
Sheet9
Katlyn
Sheet8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
Katlyn
Sheet1
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
Katlyn
Peer
Sheet1 (2)
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
Katlyn
Sheet2
BL
CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
Sheet3
Samantha
DateS1PeerPercent of PointsCI/CO
26-Oct6CI/CO
29-Oct58
2-Nov376
3-Nov5021
9-Nov368
10-Nov22
16-Nov1713100%
17-Nov620100%
23-Nov1936100%
30-Nov401767%
1-Dec3336
3-Dec3331
7-Dec222594%
10-Dec361997%
4-Jan3611100%
6-Jan48100%
7-Jan625100%
11-Jan892%19
13-Jan1970%1119
14-Jan1481%011
15-Jan01900
18-Jan1494%220
21-Jan11100%022
25-Jan33100%250
27-Jan33100%1125
31-Jan114294%1011
1-Feb3197%2210
3-Feb251489%2522
4-Feb2294%025
7-Feb173975%170
8-Feb1486%817
14-Feb28100%8
15-Feb3694%
17-Feb1192%
23-Feb36692%
24-Feb231078%
25-Feb1797%
28-Feb097%
3-Mar2275%
4-Mar42889%
8-Mar10
10-Mar6
11-Mar4717
15-Mar3330
16-Mar0
30-Mar3
31-Mar19
1-Apr177
5-Apr4017
6-Apr366
7-Apr110
13-Apr107
20-Apr11
28-Apr2233
29-Apr1017
4-May010
5-May337
10-May837
11-May200
18-May207
19-May1733
25-May1310
26-May180
Sheet3
11/1511/1611/1711/18 11/19 11/2211/23 11/2411/29 11/30 12/2 12/3 12/4 12/6 12/7 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7
School Days
Percent of Points
Percent of Points Earned Across School Days
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Samantha
Peer
Samantha
Olivia
PROBLEM BX
NickREAL TIME
26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan
S683%56%23%58%64%67%17%42%36%83%33%19%22%40%39%50%19%36%61%36%31%
Peer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%
OBSERVED DATES w/ PEERS & POINTS
26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan
1234567891011121314151617181920212223
Peer65862182213203617363125191182581914191411
TC835623586467174236833319224039501936613631
TC Points955381868910092
OBSERVED DATES w/ PEERS & POINTSw/o PEERS & w/ POINTS
PERCENT OF POINTS
15-Nov16-Nov17-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov2-Dec3-Dec4-Dec8-Dec9-Dec10-Dec13-Dec14-Dec15-Dec16-Dec17-Dec3-Jan4-Jan5-Jan6-Jan7-Jan
97%95%53%50%81%97%81%86%92%86%97%92%94%78%97%89%83%89%89%67%75%94%89%97%100%92%
70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%75%75%
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Intervention
S6
Peer
School Days
Percent of Intervals
Percent of Intervals Engaged in Pre-identified Problem Behavior Across School Days
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
11/15 11/16 11/17 11/18 11/19 11/22 11/23 11/24 11/29 11/30 12/2 12/3 12/4 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7
School Days
Percent of Points
Percent of Points Earned Across School Days
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
Tanner
DateS1PeerPercent of PointsFidelity %CI/CO
126-Oct6
229-Oct58
32-Nov6
43-Nov21
59-Nov8
610-Nov22
716-Nov13
817-Nov20
923-Nov36
1030-Nov17
111-Dec36
123-Dec31
137-Dec25
1410-Dec19
154-Jan11
166-Jan8
177-Jan25
1811-Jan8
1913-Jan19
2014-Jan14
2115-Jan19
2218-Jan14
2321-Jan11
2425-Jan3394%
2527-Jan3389%
2631-Jan4286%
271-Feb3156%
283-Feb1494%
294-Feb2294%
307-Feb3967%
318-Feb14
3214-Feb2892%
3315-Feb3669%
3417-Feb1194%
3523-Feb669%
3624-Feb47186%
3725-Feb381794%
3828-Feb17075%
393-Mar192281%
404-Mar26889%
418-Mar1310
4210-Mar336
4311-Mar3817
4415-Mar1330
4516-Mar00
4630-Mar03
4731-Mar1119
481-Apr107
495-Apr717
506-Apr6
517-Apr0
5213-Apr107
5320-Apr811
5428-Apr633
5529-Apr1917
564-May210
575-May037
5810-May2040
5911-May170
6018-May137
6119-May1733
6225-May1710
6326-May170
OFF TASK
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb12.5
3-Mar8.3
4-Mar11.9
8-Mar6.7
10-Mar19.4
11-Mar20.8
15-Mar10
16-Mar0
NON-COMPLIANCE
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb0
3-Mar0
4-Mar4.8
8-Mar0
10-Mar8.3
11-Mar8.3
15-Mar3.3
16-Mar0
TALKING TO PEERS
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb4.2
3-Mar5.5
4-Mar2.4
8-Mar10
10-Mar5.5
11-Mar0
15-Mar3.3
16-Mar0
Problem Bx addressed by FB plan
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb33
25-Feb29
28-Feb16.7
3-Mar13.9
4-Mar19
8-Mar16.7
10-Mar33.3
11-Mar33.3
15-Mar16.7
16-Mar0
30-Mar0
31-Mar13.89
1-Apr3
5-Apr7
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Tanner
S1
Peer
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Tanner
S1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
FB Plan
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
FB Plan
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
FBPlan
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
FBPlan
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Tanner
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ben
S1
AnnaREAL TIMEPROBLEM BX
26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb
S738%33%47%23%31%69%33%33%25%36%43%14%28%42%20%25%22%25%22%28%17%31%25%22%33%19%44%42%33%31%
Peer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%33%33%42%31%14%22%39%14%
83698978868383869419%11%0%0%22%0%25%11%11%22%25%0%17%8%
836989788683838694
DateS1PeerPercent of PointsFidelity %CI/CO
26-Oct386
29-Oct3358
2-Nov476
3-Nov2321
9-Nov318
10-Nov6922
16-Nov331383%
17-Nov2069%
23-Nov333689%
30-Nov251778%
1-Dec3636
3-Dec4331
7-Dec142586%
10-Dec281983%
4-Jan421183%
6-Jan20886%
7-Jan252594%
11-Jan22869%19
13-Jan251947%11
14-Jan22140
15-Jan281983%0
18-Jan171492%22
21-Jan311178%0
25-Jan253383%25
27-Jan223372%11
31-Jan334292%10
1-Feb193183%22
3-Feb441478%25
4-Feb422292%0
7-Feb333969%17
8-Feb311464%8
14-Feb112889%3
15-Feb173689%8
17-Feb231181%8
23-Feb22678%75
24-Feb33192%60
25-Feb251794%71
28-Feb17094%50
3-Mar82278%100
4-Mar23881%75
8-Mar131067
10-Mar226
11-Mar017
15-Mar1330
16-Mar0067
30-Mar0383
31-Mar319
1-Apr37
5-Apr2317
6-Apr136
7-Apr0
13-Apr107
20-Apr311
28-Apr3133
29-Apr1917
4-May010
5-May37
10-May2040
11-May80
18-May337
19-May2333
25-May2010
26-May00
TALKING TO PEERS
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb12.5
3-Mar0
4-Mar3.3
8-Mar3.3
10-Mar11
11-Mar0
15-Mar4.2
16-Mar0
30-Mar0
OUT OF SEAT
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb0
3-Mar0
4-Mar3.3
8-Mar0
10-Mar0
11-Mar0
15-Mar0
16-Mar0
Problem Bx by FB Plan
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb11
3-Feb28
4-Feb11
7-Feb2.8
8-Feb13.9
14-Feb8
15-Feb3.3
17-Feb0
23-Feb8
24-Feb13.3
25-Feb12.5
28-Feb12.5
3-Mar0
4-Mar6.7
8-Mar3.3
10-Mar11.1
11-Mar0
15-Mar4.2
16-Mar0
30-Mar0
31-Mar3
1-Apr3
5-Apr10
6-Apr
7-Apr
13-Apr
20-Apr
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Anna
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Anna
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Anna
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Anna
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Blair
26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb
12345678910111213141516171819202122232425262728293031
TrentS119%14%23%58%78%33%19%33%14%11%53%19%22%25%23%36%25%25%58%22%58%64%25%31%31%14%Trent
AllyS267%24%53%58%19%14%6%3%0%3%6.00%6%11%6%8%0%0%11%0%Ally
DaevonS35%25%29%53%22%36%3%19%17%11%17%28%11%19%39%28%11%17%14%14%8%22%14%61%31%14%39%33%28%25%11%Daevon
KatlinS483%42%53%28%11%22%8%0%6%8%8%28%19%22%25%22%8%Katlyn
SamanthaS537%50%36%17%6%19%40%33%33%22%36%36%4%6%11%0%11%25%17%Samantha
NickS683%56%23%58%64%67%17%42%36%83%33%19%22%40%39%50%19%36%61%36%31%Nick
AnnaS738%33%47%23%31%69%33%33%25%36%43%14%28%42%20%25%22%25%22%28%17%31%25%22%33%19%44%42%33%31%Anna
PeerPeer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%33%33%42%31%14%22%39%14%Peer
20-Oct22-Oct19%11%0%0%22%0%25%11%11%22%25%0%17%8%
31%
12%0%1
17%
75%
45%0%
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
00000000
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00000000
00000000
00000000
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00000000
00000000
00000000
00000000
00000000
00000000
00000000
Stamp card and Procedure re-training
Music & speliing
Math (am)
Spelling, Music, & Writing
Social skills classbegins (1x a week)& IA present to provide Sr+ in afternoons
Math (am)
Music & Writing (am)
Reading(am)
BEPinterventionbegins
Music (sub)Spelling& Writing
Math (am)
75% of ptsneeded
Artproject (pm)
Music,Spelling,Writing
Math(am)
Spelling, Writing, End of day activities
Music, Spelling, & Writing
Math (am)
S1
S2
S3
S4
S5
S6
S7
Peer
School Days
% of Intervals
Percent of Intervals Engaged in Pre-identified Problem Behavior Across School Days
Dave's participants
SEAN
TCPeerCICO peer% pts
128-Oct33
229-Oct17
33-Nov5439
48-Nov30
59-Nov2829
610-Nov
717-Nov3920
818-Nov4210
919-Nov2029
1024-Nov370
112-Dec1413
123-Dec303
137-Dec1311
1415-Dec2219
1516-Dec537
165-Jan0
177-Jan427
187-Jan6433
1911-Jan7017
2013-Jan30317
2114-Jan302727
2219-Jan171161
2320-Jan504030
2421-Jan272028
2526-Jan43710
2626-Jan58200
2726-Jan23500
281-Feb43040
292-Feb30317
304-Feb20313
318-Feb27033
3210-Feb2720
3318-Feb371033
3418-Feb802760
351-Mar27320
362-Mar131013
374-Mar10213
DYLAN
TCpeerCICO
128-Oct033
229-Oct1717
33-Nov5039
48-Nov2530
59-Nov6329
610-Nov55
717-Nov3320
818-Nov2310
919-Nov2529
1024-Nov270
112-Dec2013
123-Dec73
137-Dec1411
1415-Dec2219
1516-Dec37
165-Jan170
177-Jan7
187-Jan33
1911-Jan33017
2013-Jan3317
2114-Jan02727
2219-Jan61161
2320-Jan334030
2421-Jan212028
2526-Jan10710
2626-Jan20200
2726-Jan33500
281-Feb17040
292-Feb17317
304-Feb7313
318-Feb17033
3210-Feb332720
3318-Feb1033
3418-Feb2760
351-Mar27320
362-Mar171013
374-Mar8213
LIL MARION
128-Oct5833
229-Oct017
33-Nov3839
48-Nov4430
59-Nov2329
610-Nov
717-Nov020
818-Nov4010
919-Nov1729
1024-Nov250
112-Dec3313
123-Dec143
137-Dec1111
1415-Dec2519
1516-Dec227
165-Jan170
177-Jan447
187-Jan2833
1911-Jan40017
2013-Jan13317
2114-Jan672727
2219-Jan01161
2320-Jan434030
2421-Jan272028
2526-Jan10710
2626-Jan47200
2726-Jan23500
281-Feb30040
292-Feb17317
304-Feb17313
318-Feb30033
3210-Feb402720
3318-Feb471033
3418-Feb432760
351-Mar6320
362-Mar01013
374-Mar3213
80
81
82
82
88
65
88
63
65
78
88
67
90
66
88
88
89
91
92
93
77
83
88
67
52
20
21
22
25
19
17
15
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Homer
Probes
Trent
PROBLEM BX
DateT1PeerCI/COT1 % PointsFidelity %
26-Oct196
29-Oct58
2-Nov146
3-Nov2321
9-Nov588
10-Nov7822
16-Nov331389%
17-Nov192080%
23-Nov3335.667%
30-Nov141788%
1-Dec113691%
3-Dec533194%
7-Dec192597%
10-Dec2219
4-Jan2511
6-Jan238
7-Jan3625
11-Jan819
13-Jan251911
14-Jan25140
15-Jan190
18-Jan581422
21-Jan22110
25-Jan3325
27-Jan3311
31-Jan584210
1-Feb643122
3-Feb251425100
4-Feb3122083
7-Feb31391775
8-Feb1414871
14-Feb282883
15-Feb2236
17-Feb11
23-Feb36100
24-Feb101080
25-Feb211789
28-Feb050
3-Mar252271
4-Mar20871
8-Mar71067
10-Mar17667
11-Mar1017
15-Mar1430
16-Mar7071
30-Mar20386
31-Mar619
1-Apr07
5-Apr2017
6-Apr66
7-Apr30
13-Apr77
20-Apr1011
28-Apr33
29-Apr1717
4-May710
5-May1037
10-May737
11-May170
18-May77
19-May733
25-May710
26-May140
TALK OUTS
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb
3-Mar5.5
4-Mar0
8-Mar3.3
10-Mar2.8
11-Mar3.3
15-Mar2.8
16-Mar3.3
OUT OF SEAT
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb
3-Mar5.5
4-Mar3.3
8-Mar0
10-Mar0
11-Mar0
15-Mar0
16-Mar3.3
Problem behavior by FB plan
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan8.3
14-Jan5.6
15-Jan
18-Jan0
21-Jan2.8
25-Jan
27-Jan
31-Jan5.6
1-Feb5.6
3-Feb2.8
4-Feb5.6
7-Feb0
8-Feb2.8
14-Feb0
15-Feb2.8
17-Feb
23-Feb0
24-Feb6.7
25-Feb12.5
28-Feb
3-Mar11.1
4-Mar3.3
8-Mar3.3
10-Mar2.8
11-Mar3.3
15-Mar2.8
16-Mar6.7
30-Mar2.8
31-Mar0
1-Apr0
5-Apr0
6-Apr6
7-Apr3
13-Apr7
20-Apr10
Tam
Probes
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Jamal
Probes
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Samantha
Baseline
CICO-70% of points needed
CICO-80% of points needed
CICO-90% ofpoints needed
Probes
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Marcellus
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Lauren
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Morrie
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Baseline
Baseline
Peer Monitoring
Peer Monitoring
Penelope
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Montana
Immediate Teacher Feedback
Self-management
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Chase
BL
CI/CO +75%
CI/CO
CI/CO +80%
CI/CO+ 90%
Randy
Isabel
Trent
BL
CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
T1
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Peer
Trent
BL
CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
T1
Peer
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Trent
BL
CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
T1
Fidelity %
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
FB Plan
FB Plan Modified
CICO
Trent
Marcellus
BL
CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
T1
PROBLEM BX
Ally
DateS1PeerPercent of Points
26-Oct6
29-Oct6758
2-Nov246
3-Nov5321
9-Nov588
10-Nov22
16-Nov1913
17-Nov1420100%
23-Nov63695%
30-Nov317100%
1-Dec036100%
3-Dec331100%
7-Dec625100%
10-Dec619100%
4-Jan1111100%
6-Jan68100%
7-Jan825100%
11-Jan8100%
13-Jan19100%
14-Jan014100%
15-Jan19
18-Jan14100%
21-Jan611100%
25-Jan33100%
27-Jan1133
31-Jan42100%
1-Feb31100%
3-Feb14100%
4-Feb022100%
7-Feb39
8-Feb14
14-Feb328100%
15-Feb36100%
17-Feb811100%
23-Feb697%
24-Feb10100%
25-Feb017100%
28-Feb0100%
3-Mar622100%
4-Mar8100%
8-Mar10
10-Mar6
11-Mar17
15-Mar30
16-Mar30
30-Mar3
31-Mar19
1-Apr7
5-Apr17
6-Apr6
7-Apr00
13-Apr7
20-Apr011
28-Apr33
29-Apr17
4-May310
5-May37
10-May37
11-May0
18-May7
S219-May1033
Pts.25-May10
26-May0
6
58
6
21
8
22
13
20
36
17
36
31
25
19
11
8
25
8
19
14
19
14
11
33
33
42
31
14
22
39
14
28
36
11
6
10
17
0
22
8
10
6
17
30
0
Ally
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
S1
Peer
Percent of Points
Percent of Intervals Engaged in Problem Behavior
Points Earned
Ally
Ally
Jade
Chart5
386516
6758
246
5321
588
3866622
1913
1420
636
317
036
331
625
619
1111
68
825
383638
3836519
014
3836719
3837014
611
3837733
1133
3838342
3838431
3838614
022
3839039
3839114
328
3839836
811
384066
3840710
017
384110
622
384158
3841910
384216
3842217
3842630
30
384413
3844219
384437
3844717
384486
00
384557
011
3847033
3847117
310
3847737
3848237
384830
384907
1033
3849710
384980
Jade
Sheet4
Daevon
14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb
14%8%22%14%61%31%14%39%33%28%25%11%
14%19%14%11%33%33%42%31%14%22%39%14%
0%0%22%0%25%11%11%22%25%0%17%8%
DateS1PeerCI/COPercent of Points
26-Oct56
29-Oct2558
2-Nov296
3-Nov5321
9-Nov228
10-Nov3622
16-Nov31386%
17-Nov192086%
23-Nov173678%
30-Nov111781%
1-Dec173683%
3-Dec283181%
7-Dec112569%
10-Dec1919
4-Jan3911
6-Jan288
7-Jan1125
11-Jan17819
13-Jan141911
14-Jan14140
15-Jan8190
18-Jan221422
21-Jan14110
25-Jan613325
27-Jan313311
31-Jan144210
1-Feb393122
3-Feb331425
4-Feb28220
7-Feb253917
8-Feb11148
14-Feb17283
15-Feb19368
17-Feb28118
23-Feb86
24-Feb1010
25-Feb417
28-Feb170
3-Mar1422
4-Mar08
8-Mar2010
10-Mar66
11-Mar017
15-Mar730
16-Mar00
30-Mar33
31-Mar619
1-Apr7
5-Apr2017
6-Apr06
7-Apr0
13-Apr07
20-Apr411
28-Apr033
29-Apr17
4-May10
5-May1037
10-May337
11-May00
18-May7
19-May1033
25-May1010
26-May220
PERCENT OF POINTS
15-Nov16-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov1-Dec2-Dec3-Dec6-Dec7-Dec8-Dec
92%86%86%100%72%78%83%78%81%83%89%81%75%69%39%
70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%
Sheet4
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
T3
Peer
CI/CO
Percent of Points
School Days Observed
Percent Intervals Engaged in Problem Behavior
Sheet5
Daevon
Began medication
S1
Sheet6
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Peer
Daevon
S1
Peer
Sheet7
Farrell
Began meds.
S1
Peer
Sheet9
PROLEM BX
Katlyn
21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb
25%22%8%
11%33%33%42%31%14%22%39%14%
0%25%11%11%22%25%0%17%8%
DateS1PeerPercent of Points
26-Oct6
29-Oct8358
2-Nov426
3-Nov5321
9-Nov8
10-Nov22
16-Nov281378%
17-Nov112095%
23-Nov223692%
30-Nov81797%
1-Dec036
3-Dec31
7-Dec62597%
10-Dec819100%
4-Jan11100%
6-Jan88100%
7-Jan2825100%
11-Jan198100%
13-Jan19100%
14-Jan14100%
15-Jan19
18-Jan2214100%
21-Jan1197%
25-Jan253394%
27-Jan33100%
31-Jan42100%
1-Feb223194%
3-Feb14100%
4-Feb2297%
7-Feb3997%
8-Feb814
14-Feb28100%
15-Feb83697%
17-Feb1197%
23-Feb697%
24-Feb10100%
25-Feb1797%
28-Feb17094%
3-Mar22
4-Mar8
8-Mar010
10-Mar66
11-Mar17
15-Mar30
16-Mar0
30-Mar3
31-Mar19
1-Apr7
5-Apr17
6-Apr6
7-Apr0
13-Apr7
20-Apr11
28-Apr33
29-Apr17
4-May10
5-May37
10-May37
11-May0
18-May7
19-May33
25-May10
26-May0
Sheet9
Katlyn
Sheet8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
Katlyn
Sheet1
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
Katlyn
Peer
Sheet1 (2)
BL
CI/CO
CI/CO75%
CI/CO80%
CI/CO90%
Katlyn
Sheet2
BL
CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
Sheet3
Samantha
DateS1PeerPercent of PointsCI/CO
26-Oct6CI/CO
29-Oct58
2-Nov376
3-Nov5021
9-Nov368
10-Nov22
16-Nov1713100%
17-Nov620100%
23-Nov1936100%
30-Nov401767%
1-Dec3336
3-Dec3331
7-Dec222594%
10-Dec361997%
4-Jan3611100%
6-Jan48100%
7-Jan625100%
11-Jan892%19
13-Jan1970%1119
14-Jan1481%011
15-Jan01900
18-Jan1494%220
21-Jan11100%022
25-Jan33100%250
27-Jan33100%1125
31-Jan114294%1011
1-Feb3197%2210
3-Feb251489%2522
4-Feb2294%025
7-Feb173975%170
8-Feb1486%817
14-Feb28100%8
15-Feb3694%
17-Feb1192%
23-Feb36692%
24-Feb231078%
25-Feb1797%
28-Feb097%
3-Mar2275%
4-Mar42889%
8-Mar10
10-Mar6
11-Mar4717
15-Mar3330
16-Mar0
30-Mar3
31-Mar19
1-Apr177
5-Apr4017
6-Apr366
7-Apr110
13-Apr107
20-Apr11
28-Apr2233
29-Apr1017
4-May010
5-May337
10-May837
11-May200
18-May207
19-May1733
25-May1310
26-May180
Sheet3
11/1511/1611/1711/18 11/19 11/2211/23 11/2411/29 11/30 12/2 12/3 12/4 12/6 12/7 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7
School Days
Percent of Points
Percent of Points Earned Across School Days
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Samantha
Peer
Samantha
Olivia
PROBLEM BX
NickREAL TIME
26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan
S683%56%23%58%64%67%17%42%36%83%33%19%22%40%39%50%19%36%61%36%31%
Peer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%
OBSERVED DATES w/ PEERS & POINTS
26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan
1234567891011121314151617181920212223
Peer65862182213203617363125191182581914191411
TC835623586467174236833319224039501936613631
TC Points955381868910092
OBSERVED DATES w/ PEERS & POINTSw/o PEERS & w/ POINTS
PERCENT OF POINTS
15-Nov16-Nov17-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov2-Dec3-Dec4-Dec8-Dec9-Dec10-Dec13-Dec14-Dec15-Dec16-Dec17-Dec3-Jan4-Jan5-Jan6-Jan7-Jan
97%95%53%50%81%97%81%86%92%86%97%92%94%78%97%89%83%89%89%67%75%94%89%97%100%92%
70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%75%75%
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
Intervention
S6
Peer
School Days
Percent of Intervals
Percent of Intervals Engaged in Pre-identified Problem Behavior Across School Days
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
11/15 11/16 11/17 11/18 11/19 11/22 11/23 11/24 11/29 11/30 12/2 12/3 12/4 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7
School Days
Percent of Points
Percent of Points Earned Across School Days
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
000
10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21
Peer
TC
TC Points
Days
% Intervals with Problem Behavior
Nick
Tanner
DateS1PeerPercent of PointsFidelity %CI/CO
126-Oct6
229-Oct58
32-Nov6
43-Nov21
59-Nov8
610-Nov22
716-Nov13
817-Nov20
923-Nov36
1030-Nov17
111-Dec36
123-Dec31
137-Dec25
1410-Dec19
154-Jan11
166-Jan8
177-Jan25
1811-Jan8
1913-Jan19
2014-Jan14
2115-Jan19
2218-Jan14
2321-Jan11
2425-Jan3394%
2527-Jan3389%
2631-Jan4286%
271-Feb3156%
283-Feb1494%
294-Feb2294%
307-Feb3967%
318-Feb14
3214-Feb2892%
3315-Feb3669%
3417-Feb1194%
3523-Feb669%
3624-Feb47186%
3725-Feb381794%
3828-Feb17075%
393-Mar192281%
404-Mar26889%
418-Mar1310
4210-Mar336
4311-Mar3817
4415-Mar1330
4516-Mar00
4630-Mar03
4731-Mar1119
481-Apr107
495-Apr717
506-Apr6
517-Apr0
5213-Apr107
5320-Apr811
5428-Apr633
5529-Apr1917
564-May210
575-May037
5810-May2040
5911-May170
6018-May137
6119-May1733
6225-May1710
6326-May170
OFF TASK
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb12.5
3-Mar8.3
4-Mar11.9
8-Mar6.7
10-Mar19.4
11-Mar20.8
15-Mar10
16-Mar0
NON-COMPLIANCE
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb0
3-Mar0
4-Mar4.8
8-Mar0
10-Mar8.3
11-Mar8.3
15-Mar3.3
16-Mar0
TALKING TO PEERS
26-Oct
29-Oct
2-Nov
3-Nov
9-Nov
10-Nov
16-Nov
17-Nov
23-Nov
30-Nov
1-Dec
3-Dec
7-Dec
10-Dec
4-Jan
6-Jan
7-Jan
11-Jan
13-Jan
14-Jan
15-Jan
18-Jan
21-Jan
25-Jan
27-Jan
31-Jan
1-Feb
3-Feb
4-Feb
7-Feb
8-Feb
14-Feb
15-Feb
17-Feb
23-Feb
24-Feb
25-Feb
28-Feb4.2
3-Mar5.5
4-Mar2.4
8-Mar10
10-Mar5.5
11