PROJECT 2:

CONSULTATION
Mike Marquez
The University of La Verne: Department of School Psychology
SPSY 574: Facilitation, Consultation, and Collaboration Skills for School Psychologists
Dr. Bouman
November 18, 2024
 Pre-Entry
During the referral stage, I reached out to Mr. A, who
served as the consultee, to discuss a fourth-grade general
education student named Dave.

Mr. A is a fourth-grade teacher at Mountain View

Elementary School in Ontario, CA. He has expressed a
need for additional support and guidance in managing
Dave, who frequently exhibits disruptive behavior and
has difficulty staying on task.
Throughout the school year, Mr. A has reported that
Dave consistently displays disruptive behaviors, such as
talking excessively, and off-task behaviors, like
bothering peers and getting out of his seat.
 ENTRY
On October 1, 20024, Mr. A and I met to discuss and establish our
consultant-consultant relationship.
Together, we aimed to create a collaborative approach to
address Dave's needs. Mr. A outlined Dave's typical behaviors
in class and suggested some potential causes, such as
attention-seeking and attention difficulties. We agreed to set
dates and times for observations to monitor Dave's behavior
It was decided that I would communicate with Mr. A in person
at the school two to three times a week. We also established
that all information and data collected would remain
confidential to protect Dave's privacy
EXPLORATION
TEACHER INTERVIEW:
Mr. A described Dave as a bright young boy who sometimes struggles to
control his behavior. Mr. A explained that Dave frequently displays
inattentiveness and disruptive behavior, which affect the classroom
environment and his own learning. He sometimes has difficulty interacting
with his peers during unstructured times
Dave often tries to avoid doing his work by being inattentive or engaging in
constant conversation with his peers. He frequently gets out of his seat and
can often be seen not completing his coursework while watching others.

OBSERVATION:
He consistently exhibited disruptive and impulsive behaviors that affected his
ability to focus during structured activities. In the classroom, Dave struggled
to stay on task, frequently getting out of his assigned seat to interact with
peers. He engaged in behaviors like touching his classmates' personal items,
talking during work time—especially when he was supposed to be quiet—and
distracting others. On many occasions, his behavior was particularly
disruptive; he ignored redirection and spoke loudly. Despite attempts to
redirect him, there was little improvement. Dave left his seat five to six times
during lessons taught by Mr. A and interacted with those around him.
 ABC MODEL TABEL
Antecedents Behaviors Consequences Function of Behaviors

Dave constantly
The teacher
leaves his assigned ESCAPE: Dave seems to avoid doing classwork
redirects him, and
Classroom rules ( Assigned seating) seat, disrupts his by leaving his seat and distracting himself by
he falls behind on
peers, and touches interacting with his peers.
coursework.
their personal items.

Mr. A has to
redirect him or
Dave talks aloud to
repeatedly tell him ATTENTION: Dave wants attention from anyone,
himself or with peers
Classroom rules (Talking extensively) to stop, with rare so it's beyond challenging to control himself
when instructed to
instances of being when he cannot.
do work quietly.
sent out of the
classroom.

Peers sometimes
Dave constantly get annoyed, but
distracts his peers, Mr. A must ESCAPE: Dave is trying to distract himself
Peer interactions (In the classroom,
which causes them redirect him to because he has a difficult time staying on task.
when peers are around him)
to fall behind in their focus on his work An outlet is conversing with his peers regularly.
own schoolwork. or simply return to
his seat.
OUTCOME GOALS AND
OBJECTIVES
Mr. A's overall goal is to help Dave improve his academics each quarter
and reduce disruptive behaviors in the classroom, with the aim of
keeping Dave fully engaged. Specifically, Mr. A wants Dave to develop
better self-regulation and remain seated throughout class without
being a distraction to his peers.

One main focus is for Dave to stay seated for at least 85% of the
structured class time while Mr. A is teaching. This will be
monitored through consistent observations. Additionally, Mr. A
aims to reduce the frequency of Dave talking out of turn,
targeting a maximum of three instances of inappropriate talking
during class. Lastly, Mr. A hopes to minimize distractions for Dave
from his peers, expecting that he will respond appropriately to
redirection in at least 70% of observed instances, using sound
cues as needed. Each of these goals will be tracked regularly to
ensure Dave is making progress.
STRATEGY DEVELOPMENT
AND IMPLEMENTATION
1. **Token System:** Mr. A introduced a token reward system where
Dave could earn tokens for staying seated, remaining on task, and
not disrupting his peers. These tokens could later be exchanged
for a small reward. I made an effort to get a sports card, knowing
that Dave likes soccer, and ended up buying a couple of packs that
he could earn. This strategy aimed to decrease Dave's disruptive
behaviors by providing consistent attention that rewarded his
positive actions.
2. **Small Breaks:** Since Dave frequently leaves his seat, it was
beneficial to schedule small breaks and provide sensory tools, like
a fidget spinner, for him to use. These breaks would offer an outlet
for his attention needs while limiting distractions to his peers.
3. **Use of Sound Cues:** To assist with Dave's tendency to talk to
peers during structured class time, Mr. A introduced sound cues to
help remind and condition Dave to refocus his attention on
himself instead of his classmates. This intervention is designed to
reduce his attention-seeking behaviors by giving him a non-verbal
cue for redirection.
Outcome and Behavioral Progress
I observed a significant reduction in Dave's disruptive behaviors. Dave's ability to remain seated
during class increased from an average of him leaving his seat 5-7 times to 0-3 times after the
interventions. Additionally, his impulsive behaviors, such as excessive talking and disrupting
peers, decreased to an average of 0-4 incidents, down from 5-6 prior to the interventions.
Overall, the interventions appeared to support improvements in Dave's behavior effectively.
Maintenance
Mr. A can ensure that Dave’s self-regulation skills
improve, including a decrease in not sitting in his
assigned seat, excessive talking, and disruptive
behavior, all of which need to be heavily
monitored. Chick-ins that are periodic with goals
that are manageable and are celebrated in order
to keep Dave engaged are key. Overall, having
each of these strategies is key to supporting the
continued growth and development of his
classroom behaviors.
Termination
Initially, Dave struggled with disruptive behavior, which
negatively impacted his academic performance and the
classroom environment. However, thanks to targeted
interventions, we have observed significant improvements in
Dave’s self-control, his ability to integrate with peers, and his
capacity to remain seated in his assigned spot.

it is essential to recognize Dave's potential and the progress

he has made, as these are vital for maintaining positive
behaviors. I am hopeful that he will continue to succeed even
after this class. Mr. A has reflected on how the interventions
were effective in helping Dave advance and maintain a
positive classroom atmosphere. He noted that this experience
has opened his eyes to the impact interventions can have on
building a student’s confidence when interacting with peers
in the future.
THANK YOU