What would be the baseline protocol based on the scenario?

What would be the intervention protocol based on the scenario?

Scenario 2: You are a BCBA working for a school district and consulting with the teacher, Mrs. Sauerzopf, of a typical second grade classroom. She has 20 students in her class as well as 2 aides, Ms. Marquez and Ms. Edwards. She has asked you to consult as three students in the class, Juanita, Anja, and Jerome, are frequently leaving their seat during a 30-min period of time that students are to work independently on their "morning work" while the teachers and aides prepare for the day. After conducting a functional behavior assessment, you have determined that this behavior is maintained by attention for all three students as the teacher or an aide will redirect the student and typically spend some time talking to him or her. You have discussed potential options to reduce this behavior with the teacher. You have decided to implement differential reinforcement of other behavior (DRO). If the student does not leave his or her seat for 5 min, the teacher or an aide will provide 30 s of attention and a token. At any point the student leaves his or her desk, the student will be asked to sit down with no other conversation occurring. When the student is again sitting, a new 5-min interval will begin. When the student receives 20 tokens, he or she can spend 5 min of one-on-one time with the teacher or an aide (student choice)

protocol procedures for scenario 2:

Provide the participant with a board with 20 boxes with a Velcro square inside each box o Tokens earned on previous days should remain on the board Present the morning work and group instructions to the class as typically would be done Start a 5-min timer o If the participant does not leave his or her seat at any point during the 5-min interval, provide 30-s of attention and place a token on the board o If the participant leaves his or her seat at any point during the 5-min interval, state "[name of student], sit down" in a neutral tone with no additional conversation and reset the timer to 5 min Once the participant is again seated, start the timer and begin a new 5-min interval When the participant receives 20 tokens, ask the participant who he or she would like to spend time with (choices are the teacher or one of the aides) o That person should spend 5 min of one-on-one time with the participant

Actual Problem:

• Issue: What is the actual problem, and why is it a problem?
  • Answer: The actual problem is the disruption caused by the frequent seat leaving behavior, negatively impacting the students' learning environment, and the efficiency of the morning routine.

Participants and Number:

• Participants: Who are the participants, and how many are there?
  • Answer: The participants are Juanita, Anja, and Jerome. There are three participants.

IV(s), DV(s), Experimental Design, and Procedures:

• IV (Independent Variable): What is the intervention being implemented?
  • Answer: The independent variable is the implementation of the DRO (Differential Reinforcement of Other Behavior) protocol.
• DV (Dependent Variable): What behaviors are being measured?
  • Answer: The dependent variables are the frequency of seat leaving, duration of attention, and token accumulation.
• Experimental Design: How is the study structured?
  • Answer: The experimental design is a single-case A-B-A-B design.
• Procedures: What steps are involved in the study?
  • Answer: Procedures include baseline data collection, DRO intervention, return to baseline, and reintroduction of the intervention.

Limitations:

• Mentioned Limitations: What limitations are mentioned in the study?
  • Answer: Mentioned limitations include a small sample size and limited generalization.
• Unmentioned Limitations: What potential limitations are not addressed?
  • Answer: Unmentioned limitations may include variability in intervention effectiveness and unconsidered external factors.

Purpose of the Study:

• Purpose: What is the purpose of the proposed study?
  • Answer: The purpose is to examine the effectiveness of the DRO protocol in reducing seat leaving behavior for Juanita, Anja, and Jerome during the designated morning work period.
• Experimental Question: What is the experimental question?
  • Answer: The proposed study will examine the effect of implementing the DRO protocol on reducing the frequency of seat leaving behavior among Juanita, Anja, and Jerome during independent morning work time.

Replication or Extension:

• Replication: What is being replicated from the scenario?
  • Answer: The study replicates the DRO intervention used in the initial scenario.
• Extension: How is the study extended?
  • Answer: The extension involves using a single-case A-B-A-B design, evaluating intervention effectiveness across multiple phases, and reintroducing baseline conditions to enhance the robustness of the findings.

Scenario Overview:

• Setting: A second-grade classroom with 20 students and 2 aides.
• Issue: Three students (Juanita, Anja, Jerome) frequently leave their seats during a 30-minute independent work period, seeking attention.
• Functional Behavior Assessment (FBA): The behavior is maintained by attention, as the teacher or aides redirect and engage in conversations with the students.

Proposed Intervention:

• Intervention Strategy: Differential Reinforcement of Other Behavior (DRO).
• Implementation Details:
  • If a student remains seated for 5 minutes, they receive 30 seconds of attention and a token.
  • If a student leaves their seat, they are told to sit down with no additional conversation.
  • When a student accumulates 20 tokens, they can spend 5 minutes of one-on-one time with the teacher or an aide (student choice).
• Token System: A board with 20 Velcro squares, each representing a token earned.

Protocol Procedures:

1. Token Board: Provide each student with a board containing 20 Velcro squares for tokens.
2. Morning Routine: Present morning work and group instructions to the class as usual.
3. Timer: Start a 5-minute timer for the independent work period.
   • If a student stays seated, provide attention and a token.
   • If a student leaves their seat, instruct them to sit down with no additional conversation.
4. Token Accumulation: Tokens earned on previous days remain on the board.
5. Reward: When a student accumulates 20 tokens, they can choose to spend 5 minutes with the teacher or an aide.

Explanation of Key Concepts:

• Differential Reinforcement: Reinforcing desired behavior (remaining seated) while ignoring or providing no reinforcement for undesired behavior (leaving the seat).
• Token Economy: A system using tokens as a form of reinforcement, leading to a larger reward when a certain number of tokens are earned.
• Single-Case Design: A research design where the behavior of one or a few individuals is studied over time, often involving baseline and intervention phases.

Purpose of the Intervention:

• Objective: To reduce the frequency of seat leaving behavior during independent work time.
• Experimental Question: Will implementing the DRO protocol effectively decrease the frequency of seat leaving for the targeted students?

Limitations:

• Mentioned Limitations: Small sample size (limited to three students), limited generalization beyond these specific students.
• Unmentioned Limitations: Variability in intervention effectiveness for each student, potential external factors not considered.

Overall Objective:

• Intervention Goal: Improve classroom behavior by addressing attention-seeking seat leaving behavior during independent work time through the implementation of a DRO protocol.