Greg Bommarito

Dr. Young
Kin 526 Final Project
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Introduction

In this final project and presentation, we delve into the application of Applied Behavior

Analysis (ABA) principles to address a crucial aspect of behavior modification. Focused on

enhancing the engagement and performance of Julian, a 19-year-old student with an intellectual

disability in the ASAPP program at Long Beach State University. Our aim is to amplify his

participation in fitness assessments within the Fitness Gram-for-All program. Despite Julian's

evident enthusiasm for physical activities, his engagement in certain prescribed movements

during assessments has waned over time, potentially due to monotony and prolonged exposure to

the program. Consequently, his measurable performance metrics fail to reflect his actual athletic

capabilities. This project endeavors to tackle this challenge by implementing strategies to boost

Julian's intrinsic motivation, thereby fostering greater enthusiasm and effort during fitness

assessments. The utilization of a token economy system, strategic task chunking, and consistent

task reinforcement, this aims to facilitate Julian's active participation and improve his

performance outcomes. Over the course of this project, diligent data collection has been

employed to monitor changes in Julian's behavior, providing insights into the effectiveness of our

intervention strategies. By addressing Julian's specific needs and motivations, the goal is to

demonstrate the impactful potential of ABA methodologies in promoting behavior change and

enhancing individual outcomes within adaptive fitness programs.

Review of the literature: The literature pertaining to behavior management interventions

offers valuable insights that directly inform our approach to addressing Julian's specific needs

and challenges. One significant intervention method explored in previous studies is the token

economy system, which has demonstrated efficacy in motivating individuals with intellectual

disabilities to engage in desired behaviors. Alstot (2015) conducted a study in a second-grade

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Physical Education classroom, where tokens were used as reinforcement for the correct

performance of the overhead throw. The findings revealed the effectiveness of the token

economy in improving task performance among participants, indicating its potential applicability

in enhancing Julian's engagement and performance during fitness assessments.

Furthermore, the concept of chunking information, particularly in the context of cognitive

psychology, offers a promising avenue for optimizing Julian's learning and task performance.

Zhang et al. (2012) investigated the use of visual chunking representation as a testing

accommodation for students with difficulties in mathematics. Their study demonstrated that

chunking visual items significantly improved problem-solving performance, suggesting its

relevance in mitigating working memory deficits. By implementing chunking strategies tailored

to Julian's needs, we aim to enhance his understanding and execution of fitness assessment tasks,

thereby promoting greater success and intrinsic motivation.

Moreover, the importance of intrinsic motivation and the role of environmental factors in

supporting individuals' psychological needs are underscored in the literature. De Bruijn et al.

(2022) conducted a study assessing the relationship between psychological need satisfaction and

motivation for Physical Education (PE) among children. Their findings highlight the pivotal role

of PE teachers in creating a need-satisfying environment, which directly influences students'

motivation and skill development. By fostering a supportive and motivating environment within

the fitness program, we endeavor to enhance Julian's intrinsic motivation and overall

engagement, facilitating sustained behavior change and improved outcomes.

Additionally, while not directly related to Julian's demographic, Goldman (2019)

examined the effectiveness of a school-home note intervention with parent-implemented

reinforcement for students with Autism Spectrum Disorder (ASD). Although not all participants
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showed clear behavior change, the intervention was deemed highly feasible and acceptable,

suggesting the potential benefits of collaborative approaches involving parents in behavior

management strategies. This underscores the importance of considering individual differences

and involving relevant stakeholders, such as caregivers, in tailoring interventions to Julian's

specific needs and circumstances.

In summary, the literature provides valuable insights and empirical evidence that inform

our approach to promoting behavior change and enhancing performance outcomes for Julian. By

integrating strategies such as token economy systems, chunking of information, and

consideration of intrinsic motivation, we aim to create a tailored intervention plan that addresses

Julian's unique needs for sustained engagement and success within the ASAPP program.

According to a study on 2224 children in primary schools filled out questionnaires

assessing the satisfaction of their basic psychological needs and their motivation for PE. The

results showed that satisfaction of psychological needs seems important for children’s

PE-motivation and for their skill development, both directly and indirectly. These results

underline the important role that PE teachers play in constructing a need-satisfying environment.

(de Bruijin et al., 2022).

According to a study performed on four girls and three boys in a second-grade Physical

Education (PE) classroom. The overhead throw was being evaluated, where tokens were given to

students who performed the activity correctly, and no tokens were given out to those who did it

incorrectly. It was revealed that the token economy was effective in all seven participants. Also,

participants increased the number of overhand components performed correctly during token

phases by 10% to 27% per session. (Alstot 2015).

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Cognitive psychology has shown that chunking of visual items accommodates students’

working memory deficits. This study investigated the effects of visual-chunking representation

as a testing accommodation for improving students’ geometry problem-solving performance.

The participants were four third-graders with difficulties in mathematics. All participants

performed better using Visual Chunking Representation VCR than using standard-element

representation (Zhang et al., 2012).

Four students with Autism Spectrum Disorder (ASD). The study evaluated the effects of

a school-home note intervention with parent-implemented reinforcement for decreasing off-task

behavior of students with ASD at school. Only two of the four participants showed clear

behavior change, which precluded the demonstration of functional relations. However, all

participating parents and teachers reported the school-home note and parent-implemented

contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes

relating to improved family-school partnership and communication (Goldman 2019).

Program Design with Target Behavior:

To facilitate behavior change within the ASAPP program during FitnessGram for All

assessments for Julian, a comprehensive behavior management plan was devised, incorporating

consistent task reinforcement, chunking, and a token economy system. Firstly, an initial

assessment was conducted to gauge Julian's current performance and establish specific goals: (a)

to demonstrate good technique on 9 out of 11 movements, (b) to exhibit motivation on 6 out of

11 movements, and (c) to stay on task for 15 out of 30 minutes during the assessment. The

implementation of a token economy system involved awarding tokens to Julian based on

predetermined criteria: 1 token for each movement demonstrating good technique, 1 token for
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each motivated movement, and 1 token for every 5 minutes of sustained task engagement.

Chunking of tasks was employed by breaking down assessment activities into manageable

components, with clear instructions and demonstrations provided for each chunked task to

enhance Julian's understanding and execution. Intrinsic motivation was fostered by allowing

Julian autonomy in selecting preferred assessment activities and providing positive

reinforcement and encouragement for his efforts and achievements.

A charting system was utilized to track Julian's behavior and progress throughout the

program. A behavior chart was created to record Julian's performance on each movement,

including technique, motivation, and task engagement. Tokens earned for meeting the

predetermined criteria were tallied and documented on the behavior chart in real-time during the

assessment session. Julian could redeem earned tokens for rewards upon reaching predetermined

thresholds, such as preferred activities, privileges, or tangible items. Clear guidelines for token

redemption and available rewards were communicated to Julian to ensure clarity and motivation.

By following these sequential procedures and incorporating multiple interventions, the behavior

management plan aimed to promote Julian's active participation, motivation, and success during

FitnessGram for All assessments. The structured and easy-to-understand implementation

facilitated consistent application and monitoring of Julian's behavior change progress, allowing

for replication and adaptation in similar contexts.

Procedures & Methods Used

To effectively implement behavior change strategies during the FitnessGram for All

assessment for Julian, a combination of token economy, chunking, and consistent task

reinforcement was employed. Initially, Julian's performance was assessed, and specific goals
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were set: (a) to demonstrate proper technique on 9 out of 11 movements, (b) to exhibit

motivation on 6 out of 11 movements, and (c) to stay on task for 15 out of 30 minutes. The token

economy system was introduced, where Julian earned tokens based on his performance: 1 token

for each movement demonstrating proper technique, 1 token for each motivated movement, and

1 token for every 2 minutes of sustained task engagement. Chunking of tasks involved breaking

down the assessment activities into manageable components, with clear instructions and

demonstrations provided for each task chunk to enhance Julian's understanding and execution.

Consistent task reinforcement was achieved through a rewards system. Julian earned

rewards based on the tokens accumulated, which included options like time off between

assessments, choosing preferred tasks, and engaging in preferred activities for a short duration

between assessments. A charting system was implemented to track Julian's behavior and

progress throughout the program. A behavior chart was used to record Julian's performance on

each movement, including technique, motivation, and task engagement. Tokens earned were

tallied and documented on the behavior chart in real-time during the assessment session.

The implementation of these strategies was designed to promote Julian's active

participation, motivation, and success during the assessment. The structured approach ensured

clarity and ease of implementation, facilitating consistent application and monitoring of Julian's

behavior change progress. By following these sequential steps and incorporating multiple

interventions, the behavior management plan aimed to facilitate lasting behavior change and

improve Julian's overall experience within the FitnessGram for All assessment program.

Graph Analysis & Results:

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To analyze the effectiveness of the behavior management plan implemented for Julian

during the FitnessGram for All assessments, data was collected on Julian's performance before

and after the intervention. A behavior chart was used to record Julian's behavior during each

assessment session, including the number of movements demonstrating proper technique, the

level of motivation exhibited, and the duration of sustained task engagement.

Figure 1 illustrates Julian's performance across baseline and intervention phases. During

the baseline phase, Julian's average performance showed inconsistent technique on movements,

with an average of 6 out of 11 movements demonstrating proper technique. Motivation levels

were also inconsistent, with an average of 3 out of 11 movements exhibiting motivation. Task

engagement averaged at 10 out of 30 minutes.

Upon implementation of the behavior management plan, significant improvements were

observed in Julian's performance. In the intervention phase, Julian demonstrated an average of 9

out of 11 movements with proper technique, indicating a substantial increase compared to

baseline. Motivation levels also showed improvement, with an average of 6 out of 11 movements

exhibiting motivation. Task engagement increased to an average of 15 out of 30 minutes.

The data clearly demonstrates the effectiveness of the behavior management plan in

promoting Julian's active participation, motivation, and success during the FitnessGram for All

assessments. The graph provides a visual representation of Julian's progress, highlighting the

positive impact of the intervention on his behavior. Further details and specific data points can be

found in Table 1 in the appendices.

Overall, the behavior management plan effectively improved Julian's performance during

the FitnessGram for All assessments, as evidenced by the data presented.

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Discussion and Conclusions

Upon analyzing Julian's performance data collected throughout the implementation of

the behavior management plan during the FitnessGram for All assessments, several notable

trends and outcomes emerge. Firstly, the data clearly indicate a significant improvement in

Julian's behavior and performance following the intervention phase. Specifically, Julian

demonstrated marked enhancements in both proper technique execution and motivation levels, as

evidenced by an increase from an average of 6 to 9 movements demonstrating proper technique

and from 3 to 6 motivated movements out of 11, respectively. Additionally, there was a notable

increase in Julian's sustained task engagement, with an average duration of 15 out of 30 minutes

during the intervention phase compared to 10 minutes during baseline.

These findings suggest that the implemented behavior management plan, task

reinforcement, chunking, and a token economy system, effectively facilitated positive effects on

his intrinsic motivation and overall performance for Julian. From this project, valuable insights

have been gained regarding the efficacy of behavior management strategies in promoting

behavior change and enhancing performance outcomes for individuals with intellectual

disabilities, such as Julian. Moving forward, it is important to continue refining and adapting

behavior management approaches to better meet the individual needs and preferences of students

like Julian. Future projects may benefit from incorporating additional strategies or modifications

based on ongoing assessment and feedback.

In conclusion, the results of this project demonstrate the positive impact of behavior

management interventions on Julian's behavior and performance within the FitnessGram for All

assessments. By implementing a tailored approach that addresses Julian's specific needs and

motivations, significant improvements were achieved. Recommendations for the future include
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ongoing evaluation and refinement of behavior management strategies, as well as the exploration

of additional interventions to further support the success and well-being of individuals with

intellectual disabilities in adaptive fitness programs.

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References

Alstot, A. E. (2015). Effects of a Peer-Administered Token Economy on Second Grade Physical

Education Students’ Overhand Throw Performance. The Physical Educator, 72(2), 245-.

de Bruijn, A. G. M., Mombarg, R., & Timmermans, A. C. (2022). The importance of satisfying

children’s basic psychological needs in primary school physical education for

PE-motivation, and its relations with fundamental motor and PE-related skills. Physical

Education and Sport Pedagogy, 27(4), 422–439.

https://doi-org.csulb.idm.oclc.org/10.1080/17408989.2021.1906217

Goldman, S. E., Sanderson, K. A., Lloyd, B. P., & Barton, E. E. (2019). Effects of School-Home

Communication with Parent-Implemented Reinforcement on Off-Task Behavior for

Students with ASD. Intellectual and Developmental Disabilities, 57(2), 95–111.

https://doi.org/10.1352/1934-9556-57.2.95

Zhang, D., Ding, Y., Stegall, J., & Mo, L. (2012). The effect of visual-chunking-representation

accommodation on geometry testing for students with math disabilities. Learning

Disabilities Research and Practice, 27(4), 167–177.

https://doi.org/10.1111/j.1540-5826.2012.00364.x
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Figures/Appendices:

Figure 1 Table 1: Julian's Performance Data

Assessment Phase Proper Technique Motivation (Out of Task Engagement

(Out of 11) 11) (Out of 30 minutes)

Baseline 6 3 10

Intervention 9 6 15