Eye Contact Program Plan

Assignment 7: Ind.
Program
Individual Program Plan
Brooklynne Bradshaw-Springer
Data 5490
University of Colorado – Denver
Eye contact is a needed prerequisite skill for joint attention and is a building block for
other social skills in the future. There was a recent study that utilized a shaping procedure to
teach eye contact to young children with autism in an early intervention program. All three
children were successful in acquiring quick and sustained eye contact, which maintained after 1
month without the need for prompting. They outlined a simple approach that I have adapted into
a skill acquisition program (Fonger & Mallot, 2019). One of our newest children in our
preschool program and per parent report/direct observations, he has deficits in eye contact, joint
attention, and initiating communication with others. In addition to this skill deficit, he displays a
grabbing behavior that can be disruptive during the various learning activities throughout the
day. Strengths for this child includes identification of letters and numbers and the use of
echolalia. He enjoys puzzles, sensory items, bubbles, tickles, musical toys, and coloring/art
activities. The goal for this individual program will be to increase eye contact behavior during
social interactions and to decrease grabbing behavior. Below is a chart for the eye contact
program and the specific targets throughout.
Program: Eye Contact

Goal: Increasing non-verbal communication skills by teaching eye contact, responding to
Assignment 7: Ind. Program
name, and helping influence appropriate social behavior

Criteria: 80% correct response for 3 consecutive sessions across 2 therapists.
SD1: Remove Preferred Item/activities

R: (eye contact target)
SD2: “Look at me,” while removing preferred item/activity

R: (eye contact target
SD3: “Nathaniel, look at me”

SD4: “Nathaniel”
Targets SD1 M SD2 M SD3 M SD4 M

Intr Intr Intro Intro
o o
1. Looks at Tx body
2. Looks at face
2. Eye contact (any instance)
3. Eye contact (3 secs)
Operational Definitions
Eye Contact - movement by N’s head and eyes to make direct contact with the eyes of the person
for more than two seconds from whom he was manding immediately prior to or simultaneous
with the vocal mand response, when access has been denied to an item, or removal of an item has
occurred.
Example: The therapist is cleaning up the coloring activity and N looks up at them while
reaching for the marker, making eye contact.
Non-example: N is looking around the room during circle time and briefly makes eye contact
with the therapist that is reading that day’s book.
Grabbing – Any instance of the child attempting or grasping an item from that another person is
actively using, without asking first.
Example: N gets up out of his seat and walks over to another student’s desk and takes one of his
sensory items off of the table.
Non-example: N is on a break during table work and coloring when he picks up a different color
crayon from the middle of the table.
Throughout the program, a target will be considered mastered when N has had 80%
correct responses for three consecutive sessions across two therapists. During the teaching
phases, errorless learning will be utilized and when N provides an incorrect response, least to
most prompting will be used. When the child has provided the current target response correctly,
he will be presented with the preferred stimuli and reinforced with verbal praise. The next target
will be implemented until he has mastered all the targets and is able to increase his eye contact
response with the therapist for at least 3 seconds for 80% of opportunities for three consecutive
sessions, across two different therapists. This program will then be moved to maintenance.
ABC data was collected the first few days the child was in the program and it was
determined that the function of the child’s grabbing behavior was access to tangible. I was also
able to collect data on this particular behavior and a graph is provided below. With this program,
we will be able to address problem behaviors while also using those tangible reinforcers to teach
eye contact skills. To assess reinforcers to use throughout the day, I will use a multiple stimulus
with replacement preference assessment. This includes presenting three or more stimuli to the
student, take data on which he chooses, and replacing that item pack into the array of other
stimuli. I used the provided flow chart to assess which preference assessment to use. I will do
this every morning during free play. The use of Natural Environment Training will occur in the
natural environment throughout the entire time the student is at the preschool program. He
attends the program five days a week, for three hours each day. We will use the available
reinforcers and the preferred items needed from the classroom environment.
Reference
Fonger, A. M., Fonger, A. M., Malott, R. W., & Malott, R. W. (2019). Using shaping to teach
eye contact to children with autism spectrum disorder. Behavior Analysis in
Practice, 12(1), 216-221. doi:10.1007/s40617-018-0245-9

Behavior Data Sheet
Grabbing
Date/Initials: Behavior Count Rate per hour Date/Initials: Behavior Count Rate per
Duration: Duration: hour
BS 10/22 IIIII IIIII IIIII IIII 6.3

11:30 – 2:30
BS 10/23 IIIII IIIII IIIII IIIII 9

11:30 – 2:30
IIIII II
BS 10/26 IIIII IIIII IIIII IIIII 8.7
11:30 – 2:30
IIIII I
BS 10/27 IIIII IIIII IIIII IIIII 6.7
11:30 – 2:30
Behavior Line Data Sheet Student:__________

Instructions: For each opportunity, write the date and give a (+) mark for each correct response, a (-) for each
incorrect response or indicate the prompt used (see prompt hierarchy key). During BL phase, if child gives a correct
response, then indicate mastery in the target list with the date and move onto the next target. If child does not
give the correct response, introduce the target with errorless learning. Graph the data at the end of each session
(take the last 15-20 minutes to graph)
Initial: Initial: Initial:

Date: Date: Date:
Program/Target Objective / SD
(Discriminative Stimulus)
SD:
R:
Circle: BL Iso UK KD Circle: BL Iso UK KD Circle: BL Iso UK KD
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R: Circle: BL Iso UK KD Circle: BL Iso UK KD Circle: BL Iso UK KD
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G
SD:
R:
RR G RR G RR G

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Assignment 7: Ind.

Individual Program Plan

University of Colorado – Denver

program and the specific targets throughout.

Program: Eye Contact

name, and helping influence appropriate social behavior

SD1: Remove Preferred Item/activities

SD2: “Look at me,” while removing preferred item/activity

SD3: “Nathaniel, look at me”

Targets SD1 M SD2 M SD3 M SD4 M

2. Eye contact (any instance)

3. Eye contact (3 secs)

reaching for the marker, making eye contact.

with the therapist that is reading that day’s book.

actively using, without asking first.

sensory items off of the table.

crayon from the middle of the table.

eye contact to children with autism spectrum disorder. Behavior Analysis in

Practice, 12(1), 216-221. doi:10.1007/s40617-018-0245-9

Behavior Data Sheet

BS 10/22 IIIII IIIII IIIII IIII 6.3

BS 10/23 IIIII IIIII IIIII IIIII 9

Behavior Line Data Sheet Student:__________

Initial: Initial: Initial:

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