Student: Rajiv – Pre School self contained classroom
Date: March 6, 2012
Target Behaviors: Screaming and Out of Seat behavior
Date: March 6, 2012
Target Behaviors: Screaming and Out of Seat behavior
Date/Time
11:45 11:46 11:47 11:48 11:49 11:50 11:51 11:52 11:53 11:54 11:55 11:56 11:59 12:00 12:02 12:03 12:04 12:05 12:08 12:09 12:11 12:14 12:15 12:16 12:17 12:18 12:19 12:20 12:21 |
Antecedent
Sitting at table with food in front of him TA pushes his chair in. TA helps Rajiv to dip his fingers into the ketchup. Another TA walks by his chair. TA holds his face in her hands, brings him to the water and says, “you have to close your lips”. TA hand over hand helps him to bring his tray to the garbage and throw it away. TA comes over to him and wipes his hands. TA brings him to a chart where it says “story time” and says, “now go get a book.” Head teacher calls the other student back, saying, “R’s doing his own thing.” Head teacher puts music on. HT walks by with books. The music starts. HT has books that go with the music. She turns the pages as the song plays, showing the pictures to the students. Next song with book starts. The third song with book starts. The fourth song with book starts. Other students start singing along with the song. A student answers the HT and HT walks over to turn the volume down. HT says, “stand up and push in your chairs. The music is still on and the students are asked to dance. Most of the students are dancing. |
Behavior
Breaks up banana with a spork Looks at banana and screams Rajiv looks around, holding his hands at perpendicular angles to the table. Rajiv smears the ketchup on his fingers, then on the table. He smears his fingers on the table. He smears the ketchup on his fingers, then starts to bring them to the table. R looks around the room, holding his hands and fingers up. R watches her walk by and vocalizes, “oh, oh, oh” while waving his fingers. R wipes his hands on the napkin, then puts his hands into his hair. R drinks the water. R looks away. He drinks R watches another boy at the table while saying, “ooh, ooh, ooh” softly. R looks at the water. R complies. R goes and gets the banana, then throws it on the floor. R picks up the banana and throws it away, then goes back to his seat. R jumps up and flaps his arms, saying, “ooh!” R walks over to the books and takes one out. R screams. R brings the book to the table, sits down and holds the book upside down. R puts book down, gets out of his seat, starts taking paper off of a shelf and scratching at them. R bends over the papers, scratching at them. R turns a piece of paper over in his hands, rips it into small pieces, crumples up the paper, flaps his hands, then goes back to ripping the paper and starts piling the ripped pieces into a pile. R grabs at the paper, they fall on the floor, R picks them up and throws himself on top of them. He goes back to ripping the paper. R walks towards the table. R stands by HT. R stands by his seat, but does not sit down. R walks with her, grabs at the materials, then walks to the table, sits down and pulls at his lip. R watches her, pulling at his lip, then gets up and tries to turn the page. R sits in his seat and looks at the book for another song. R watches and sits. R gets up and tries to turn the page. R sits for a second, then gets up and tries to get the other books from the HT’s lap. R says, “hmm” and sits down for a second, then gets up to look at the last page up close. R sits down, takes off a shoe, puts it back on, then gets up. R stands up and jumps up and down. R jumps up and down. R gets up, jumps up and down, and grabs at the books. R puts his hands in her hair and tries to sit in her lap. R jumps up and down, then sits down in his seat. R gets up, jumps up and down. R sits for a second, then gets up to grab the books on HT’s lap. R sits down and plays with his tongue, looks around the room, yawns, then gets up to see the page more closely. R grabs at the book, then sits back down. R slides off his chair, then comes over to grab the books. R goes behind HT and plays with her hair, then tries to get the books, climbing on her lap. R goes to the library section to get a book. R gets up, saying, “ooh, ooh, ooh” and starts pulling art work off of a back table. R goes over to the library section and starts thumbing through the books. R screams, “Aiy! Aiy! Aiy!” R runs back to the books, looking through them, then turns towards the kids. |
Consequence
TA holds up a piece of banana towards his mouth. TA wipes his hand and says, “No thank you”. TA sits next to him, saying, “Look, ketchup, you like ketchup”. TA puts his fingers back on the plate. TA puts his fingers back on the plate. TA holds his hands and says, “Take a bite, Rajiv”. NR First TA gives him a napkin. TA brings a cup of water to his mouth. TA asks, “more?” while making the sign for more. TA brings his hands together to sign “more” and holds the cup towards him. NR TA takes his face in her hands, saying, “more?” TA says “finished? Garbage.” TA says “banana.” TA says, “pick it up.” NR NR TA hands him his name card and says, “you know what to do”. TA brings him back to the books, picks out a book for him and says, “here.” NR Head teacher says, “Mr. R, what are you up to?” Another child comes over and starts playing with the papers as well. TA comes over to collect the paper. TA leaves him. NR HT turns the music off, saying, “come to tables.” HT says, “R, sit down.” NR NR HT says, “get out of here!” and tickles him. NR NR HT gently pushes him back into his chair. HT tickles his belly, then pushes him down into his chair again. NR HT says, “sit down” and pushes him down. HT says, “sit down, little man!” HT pushes him into his seat. HT says, “oh my goodness!” and hugs him. HT says, “excuse me” and pushes him off. HT teacher addresses the class, saying, “What song comes next?” HT says, “sit down little R boy”. HT hugs him and gives him a kiss. HT moves the book away from him. NR HT says, “sit down.” HT holds the book out of his reach. TA walks him back to seat without a book. NR HT picks him up. HT puts him down. HT says, “come on, R, let’s dance!” |
Comment
TA models an appropriate response. Rajiv is possibly upset about his spork play being stopped. Rajiv often looks around the room with a furrowed brow. I don’t know if Rajiv would understand why he would be encouraged to smear ketchup on his fingers, but not the table. This could escalate if neither party is willing to try a new approach. He is first encouraged to explore the ketchup, but then quickly redirected away from it. This could be because of the ketchup or a possible reaction to a verbal command. Vocalization reinforced if it was a napkin he was looking for. TA using lunch for a teaching opportunity. R looks away from her, but does not get out of his seat. TA uses many words here, possibly confusing R about the “more” lesson. No sign this time and redirected away from the other child and the vocalization. There are no signs with these instructions. There is no reinforcement for complying or for only leaving his seat when asked. Once again, no signs – if they are trying to teach him signs, there is no consistency with this. No reinforcement for following these directions and behaving beautifully! Possible reaction to being touched, lack of reinforcement for previous behavior, seeking more sensory input? This is the first out of seat behavior observed, the behavior is not addressed. It seems a bit strange that he would be stopped from getting a book because it wasn’t the exact moment that he was supposed to, scream is possibly a reaction to being stopped. TA seems frustrated and does not allow R to participate in any part of choosing the book. No reinforcement for going back to his seat, and no guidance with the book. The book was not enough to keep him in his seat, he might be seeking more sensory input elsewhere. This out of seat behavior is barely acknowledged. He might be getting reinforced for this behavior by peer interaction. R’s behavior is excused, and allowed to continue for some time before the TA comes to collect the paper. The paper could have been used as a reinforcer for a lesson. Throwing himself on top of the papers has been reinforced, as he is now left alone to manipulate the papers. Music is possibly reinforcing for him? If it is, the behavior of coming to the table is punished by turning off the music. The out of seat behavior is addressed inconsistently. Neither the grabbing, nor going to his seat to sit down was addressed. I’m unsure if R is aware of the expectations of the classroom. This is a very passive activity for a story time. R’s attempt at participating more actively is quashed, although possibly reinforced if he likes tickling. No reinforcement for sitting in his seat the whole time. This is a lot to ask of these kids to sit and watch with no active engagement. This activity is deadly boring! R is possibly seeking more sensory input. Give this child something to do! R seems to have an interest in books, and it would be good if he could be more actively participating. This approach to try to keep him in his chair is not working. I am completely bored by this story time at this point and feel pretty sure that the kids feel the same. HT getting a little frustrated, but not changing her approach or the activity. I cannot see this activity continuing with R staying in his seat. The behavior of getting out of his seat multiple times in a row is reinforced with a lot of positive attention. It’s possible that R took the hug as an invitation for more intimacy. Aaah! Another song!? From the HT’s question, it seems as if they do this a lot, with these same books. I would like to emphasize that the whole time this activity is going on, the HT is not reading or speaking to the children, just showing them the pictures. R is getting out of seat more and more often as this activity continues. Sitting down is not reinforced, the HT seems a little bit at a loss as to what to do with R at this point. R possibly displaying vision problems, he is discouraged from looking at the book. It does not seem as if there is any intervention in place for this behavior, even though the have sited it as a problem. This is not working, or only serves to work for a second. The message being sent to R is that he is to sit and be quiet when it is story time, and not to handle the books or look at them more closely. R shows some initiative and problem solving by going to a different section to satisfy his sensory craving and is immediately punished. R is interested in looking at books. With three adults in the room, one of them could have looked at a book with R. Screaming has been reinforced. There may be a reason why R cannot look at a book at this particular time, but if there is, I don’t see it. |