FBA & BIP: Using a Token Economy to Reduce a Students Frustration

Jessica Ackley, Michigan State University

INTRODUCTION: BIP HYPOTHESIS, GOALS, & OBJECTIVES:

Student Information Hypothesis/Function
Omarion is a 9 year old 3rd grade student When the teacher asks the student to complete a task in the classroom, Omarion displays
Performing below grade level in Math and Language Arts frustration to avoid completing the task he finds difficult.
Often gets upset and frustrated when he cannot perform a task with ease Replacement Behavior
Target Behavior Definition Instead of crying, putting his head down, or making comments, Omarion will ask for help

Student displays frustration (i.e., crying, putting his head down, or making comments)
or for a break when he starts feeling frustrated.
while completing daily tasks. Behavioral Objectives
Target Behavior Description Student will perform his daily tasks without displaying the frustrated behavior (i.e., crying,

Typically occurs around 30 minutes per day

putting his head down, or making comments) with 90% accuracy for 5 straight days.
Inhibits his ability to complete daily tasks and disrupts the class and teacher
Involves uncontrollable crying, whining, stomping, negative comments, heavy sighs, etc. BIP DESCRIPTION & RATIONALE:
Less likely to occur with one-on-one assistance
Intervention Overview
Data Collection Methods If Omarion displays the replacement behavior or completes a task without becoming
Weekly observation in classroom frustrated for a half hour period, he will receive a card from the school social worker, his
Interviews: Teacher & Student classroom teacher, or myself, along with a verbal reinforcement.
ABC data collection Every time he gains 5 cards, he can turn them in for a reinforcer, which he has chosen
Duration recording through discussion with me and the teacher (i.e. folder, pencil, toy, etc.)
Generalization/Maintenance
Teacher, parent, and school social worker will continue to implement this plan throughout
RESULTS: GRAPH: the rest of the year by giving him cards to turn in for reinforcers.
Baseline & Intervention Data Baseline and Intervention Data: Duration When he starts to master the behavior, the length of time will increase before he can
Baseline data, collected by duration recording, of Frustrated Behavior receive a reinforcer.
shows that Omarion was displaying frustration 40
Minutes Spent Displaying Frustration

for 30, 20, and 35 minutes each day I observed 35

his behavior. 30 DISCUSSION/REFLECTION:
After the intervention, he displayed the 25
behavior for only 0, 10, and 5 minutes each Evaluation of Plan Effectiveness
20
observation period. So far, the plan has been very effective.
15
Summary of Antecedents/Consequences 10 Omarions durations of frustration have decreased significantly (from an average of ~28
The behavior typically occurs when given a 5 min to an average of 5 min per observation).
task or when he comes to a problem or 0 Recommendations & Next Steps
question he does not know immediately (i.e. a Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Since this plan has been effective for Omarion, the classroom teacher, school social worker,
difficult word on a spelling test or reading Baseline Intervention
passage.) his mom, and any other teachers he interacts with will continue to implement the
After the behavior occurs, the teacher typically
intervention.
comforts him (you can do it) or has him take Eventually, the reinforcers will happen with less frequency to help him maintain the
a break (go get some water.) behavior.