Patent Publication Number: US-2012030257-A1

Title: System and method of screening and intervening with individuals to modify behavior

Description:
CROSS-REFERENCES TO RELATED APPLICATIONS 
     Not Applicable STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH OR DEVELOPMENT 
     Not Applicable 
     MICROFICHE APPENDIX 
     Not Applicable 
     BACKGROUND OF THE INVENTION 
     1. Field of the Invention 
     This invention relates to the field of computer software behavioral systems. More specifically, the present invention comprises a computer software product that executes a method and system for training, teaching and intervening in an unwanted behavior pattern. 
     2. Description of the Related Art 
     Various systems and methods exist for training and teaching behavioral modification. Additionally, intervening in problematic behavior has been the topic of psychology and sociology for hundreds of years. 
     Oftentimes, educational institutions, churches or other similar organizations develop systems of intervening with behavior of adolescents. These systems typically involve sitting down with an advisor or a counselor and discussing problems or concerns of the adolescent. However, adolescents can be embarrassed or uncomfortable discussing their problems with an adult, even a young adult. They may feel that they are unable to relate or that they will get into trouble for revealing something that they shouldn&#39;t have done. Without having all of the information and motivation for an adolescent&#39;s behavior it is difficult to determine why a problem occurred and prevent it from occurring again. 
     Additionally, there are time constraints which prevent organizations from spending the amount of time with each individual and to compile all of an individual&#39;s file or a particular sub-groups file to see trends and potential answers to why or what was causing the individual or group&#39;s behavior. 
     Therefore, what is needed is a system and method of screening and intervening with individuals to modify their behavior which allows individuals to interact comfortably with others, to track and monitor information gathered in the interaction, to compile the information in an organized manner to view trends or patterns and to provide feedback to the individual in order to modify the undesirable behavior. 
     BRIEF SUMMARY OF THE INVENTION 
     The present invention is a computer program product for modifying the behavior of an individual. The computer program product is comprised of a computer usable medium having a computer readable code embodied thereon. A first graphical user interface displays a first template to be completed by a first individual. The first template collects a first set of information regarding a particular behavioral offense of the individual. The computer program product analyzes the first set of information collected on a database and compares the first set of information to a matrix which cross references the first set of information to a particular behavior. Computer program product then assigns a module sequence to the individual. The module sequence consists of steps which the individual must complete. The steps consist of an introduction video, vocabulary questions, a lecture, role play videos, peer to peer video, a post lecture, a shout back lab (opportunity for the individual to answer free form questions) and a quiz. The individual&#39;s answers to the quiz are stored as a second set of information in the first database. The information collected can be reviewed by the administrator and reports can be compiled for the particular individual at issue or for multiple individuals. 
    
    
     
       BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWINGS 
         FIG. 1  is a block diagram showing the manner in which the present invention is accessed. 
         FIG. 2  is a block diagram showing the servers and access device which the present invention is stored and executed on. 
         FIG. 3  illustrates a sample of the contents of the disciplinary offense database. 
         FIG. 4  illustrates a flow diagram of the present invention as accessed by an individual. 
         FIG. 5  illustrates a flow diagram of the present invention as accessed by an administrator. 
         FIG. 6  illustrates a screen shot showing the login screen of the present invention. 
         FIG. 7  illustrates a screen shot showing the dashboard of the present invention. 
         FIG. 8  illustrates a screen shot showing the questions session of the present invention. 
         FIG. 9  illustrates a screen shot showing the screen after the questions are completed in the present invention. 
         FIG. 10  illustrates a screen shot showing the introduction of the present invention. 
         FIG. 11  illustrates a screen shot showing the vocabulary session of the present invention. 
         FIG. 12  illustrates a screen shot showing the vocabulary session of the present invention. 
         FIG. 13  illustrates a screen shot showing the vocabulary session of the present invention. 
         FIG. 14  illustrates a screen shot showing the lecture of the present invention. 
         FIG. 15  illustrates a screen shot showing the role play video of the present invention. 
         FIG. 16  illustrates a screen shot showing the role play video of the present invention. 
         FIG. 17  illustrates a screen shot showing the role play video of the present invention. 
         FIG. 18  illustrates a screen shot showing the peer to peer video of the present invention. 
         FIG. 19  illustrates a screen shot showing the peer to peer video of the present invention. 
         FIG. 20  illustrates a screen shot showing the peer to peer video of the present invention. 
         FIG. 21  illustrates a screen shot showing the post lecture video of the present invention. 
         FIG. 22  illustrates a screen shot showing the shout back lab of the present invention. 
         FIG. 23  illustrates a screen shot showing the quiz session of the present invention. 
         FIG. 24  illustrates a screen shot showing the quiz session of the present invention. 
         FIG. 25  illustrates a screen shot showing the completion of the quiz session of the present invention. 
         FIG. 26  illustrates a screen shot showing the completion of the learning session or module of the present invention. 
         FIG. 27  illustrates a screen shot showing the manage staff section of the present invention. 
         FIG. 28  illustrates a screen shot showing the manage students section of the present invention. 
         FIG. 29  illustrates a screen shot showing the reports section of the present invention. 
         FIG. 30  illustrates a screen shot showing the administrator student profile section of the present invention. 
         FIG. 31  illustrates a screen shot showing the individual&#39;s shout back lab responses of the present invention. 
     
    
    
       
     
       
         
           
               
             
               
                   
               
               
                 REFERENCE NUMERALS IN THE DRAWINGS 
               
               
                   
               
             
            
               
                   
               
            
           
           
               
               
               
               
            
               
                 10 
                 computer program product 
                 12 
                 file server 
               
               
                 14 
                 access device 
                 16 
                 database server 
               
               
                 18 
                 disciplinary offense database 
                 20 
                 first individual 
               
               
                 22 
                 central processing unit (CPU) 
                 24 
                 module sequence assignment 
               
               
                 26 
                 computer readable program code 
                 28 
                 RAM 
               
               
                 30 
                 first graphic user interface 
                 32 
                 template 
               
               
                 34 
                 first set of information 
                 36 
                 first module 
               
               
                 38 
                 dashboard 
                 40 
                 module sequence 
               
               
                 42 
                 administrator 
                 44 
                 introduction 
               
               
                 46 
                 vocabulary 
                 48 
                 lecture 
               
               
                 50 
                 role plays 
                 52 
                 peer to peer 
               
               
                 54 
                 post lecture 
                 56 
                 shout back 
               
               
                 58 
                 quiz 
                 60 
                 log-in 
               
               
                 62 
                 second database 
                 64 
                 peer 
               
               
                 66 
                 database server 
                 68 
                 disciplinary offense database 
               
               
                 70 
                 manage students 
                 72 
                 manage staff 
               
               
                 74 
                 reports 
                 76 
                 first database 
               
               
                 78 
                 behavioral offense 
                 80 
                 pre-test 
               
               
                 82 
                 behavioral assessment test 
               
               
                   
               
            
           
         
       
     
     DETAILED DESCRIPTION OF INVENTION 
     The present invention is a computer program product  10  to implement a method and system of modifying the behavior of an individual. The method requires a first individual  20 , preferably an individual in need of behavior modification, to access computer program product  10 , as described herein. 
       FIG. 1  illustrates the preferred embodiment of the present system in which individual  20  and administrator  42  access computer program product  10 . Computer program product  10  and relevant databases are preferably stored on a web server  12  and database server  16  respectively. Individual  20  and Administrator  42  utilize an access device  14  which can be any device which can access the Internet (i.e. a computer, personal digital assistant, etc). Individual  20  and Administrator  42  reach a log-in screen, as shown in  FIG. 6 , through which individual  20  can log-in to the present computer program product  10 . 
     As shown in  FIG. 2 , when Individual  20  signs in, Individual  20  is directed to a first graphical user interface  30 . First graphical user interface  30 , located on access device  14 , interacts with computer program product  10  located on server  12 . Database server  16  holds disciplinary offense database  68 , second set of information  34  and computer readable program code  26 . Database server  16 , server  12  and access device  14  interact to allow either Individual  20  or Administrator  42  to utilize computer program product  10 . Database server  16  preferably holds disciplinary offense database  18  illustrated in  FIG. 3 , second set of information  34  and computer readable code  26 . As shown in  FIG. 3  disciplinary offense database  18  matches a particular offense with a sequence of module assignments. When computer program product  10  identifies the offending behavior, a module sequence can be assigned which best targets the particular behavioral offense. 
     As shown in  FIG. 4 , when the web address which corresponds to the location of the computer program product  10  is entered the user is brought to a login screen  60 , also illustrated in  FIG. 6 . When individual  20  logs in at login  60  as an individual  20 , computer program product  10  brings individual  20  to the sequence for individual  20  (or student). Individual  20  initially accesses a template  32  which includes a series of questions to complete on template  32 . Computer program product  10  collects information using a graphical user interface  30  and corresponding template  32  such as the one illustrated in  FIG. 2 . Graphical user interface  30  preferably includes selectable icons and check boxes. These specific types of input mechanisms are representatives of the types of mechanisms that may be used to capture the information, but are in no way exhaustive of the possibilities. 
     Computer program product  10  collects information regarding the behavior or habits of individual  20 . As shown in  FIG. 8 , individual  20  can choose TRUE or FALSE and click NEXT to move to the next question. As shown in  FIG. 2  information collected for individual  20 , or first set of information  34 , is stored in a first database  76  on database server  16 . Returning to  FIG. 4 , computer program product  10  analyzes first set of information  34  (compiled from behavioral assessment test  82 ) and assigns behavioral offense  78  to individual  20 . 
     Based on behavioral offense  78 , as shown in  FIG. 3 , the appropriate module sequence  24  is assigned to individual  20 . The assignment of a particular module sequence  24  to individual  20  is based on a pre-determined series of modules which administrator  42  believes will best address the behavioral offense  78  which needs modified. In some instances administrator  42  may desire to override the assignment of the modules by computer program product  10 . In this case, prior to individual  20  accessing computer program product  10 , administrator  42  can set the desired module sequence  24  such that however individual  20  answers the initial questions in template  32 , individual  20  will be brought to the module sequence  24  set by administrator  42 . 
     In addition to assigning module sequence  24  first set of information  34  is weighted and scored to determine if individual  20  scores within a normal limit or possible area of concern. If individual  20  scores within a possible area of concern, administrator  42  is notified and proper intervention can occur. Several questions are also flagged for immediate referral if answered in a certain way by individual  20 . If notification is required by a particular answer on a flagged question, the program generates a notification e-mail to administrator  42 . 
     Upon beginning the module sequence  24  individual  20  is directed to begin first module  36 . As shown in  FIG. 4 , it is preferable, that each module of module sequence  24  follows the same steps: (1) Introduction  44 ; (2) Pre-test  80 ; (3) Vocabulary  46 ; (4) Lecture  48 ; (5) Role Plays  50 ; (6) Peer to Peer  52 ; (7) Post Lecture  54 ; (8) Shout Back  56 ; and (9) Interactive Quiz  58 . While these steps are preferable, the steps can be somewhat modified and still achieve the same behavior modification. 
     In the first step of the module sequence  24 , introduction  44 , the individual  20  hears and watches a short video discussing the particular behavioral offense  78  which first module  36  focuses on. An illustrative screen shot of introduction  44  is shown in  FIG. 10 . Upon completion of introduction  44  individual  20  clicks on the NEXT icon in order to move to the next step in the module sequence  24 . Additionally, individual  20  can at any time in module sequence  40  access dashboard  38 , shown in  FIG. 7 . Dashboard  38  is a screen which provides individual  20  with a list of each assigned module, with each step in module sequence  24  listed below the module number. Individual cannot jump ahead in module sequence  24  however, this screen does allow individual  20  to view their status in module sequence  24   
     Returning to  FIG. 4 , pre-test  80  is the second step in the module  36 . Pre-test  80  asks the individual  20  a series of questions which permits the administrator  42  to evaluate how much knowledge the individual  20  begins the sequence with. Vocabulary  46  is the third step in module sequence  24 . An illustrative screen shot of vocabulary  46  is shown in  FIGS. 11 ,  12  and  13 . Individual  20  is given a short description of vocabulary  46  section, as shown in  FIG. 11 . Moving to  FIG. 12 , a vocabulary word is listed for the individual  20  to listen to pronunciation and type with assistance. Only when individual  20  accurately types vocabulary word and listens to the pronunciation can individual  20  move to listening to the definition and the usage of the word, as illustrated in  FIG. 13 . Each series of words is presented in connection with a specific module sequence  24 . Individual  20  cannot move to the next word until individual  20  types the word, listens to the meaning and listens to the usage of the word. Only when this is complete can individual  20  click on the NEXT icon to bring up the next word in the series. After individual  20  completes all vocabulary words, lecture  48  begins, as shown in  FIG. 4 . Lecture  48  plays a video and audio of an adult discussing the particular behavioral focus of the relevant module, as illustrated in  FIG. 14 . 
     Next, individual  20  enters role play  50  step, illustrated in  FIGS. 15 ,  16 , and  17 , where a video plays for individual  20  showing other individuals interacting in specific scenarios representative of situations in which the relevant adverse behavior may be displayed. For example, if the behavior module  24  is focused on cheating, role play  50  may involve several identical scenarios in which individuals are tempted to look at a classmate&#39;s answers to a homework assignment or test and where, in different scenarios, the individuals react differently to achieve different results. Role play  50  focuses on actual scenarios which individual  20  can identify how to improve their ability to choose the correct behavior within a particular role and how that correct behavior will impact their day to day activities in a positive way. 
     Individual  20  then moves to step  6 , Peer to Peer  52 , shown in  FIGS. 18 ,  19  and  20 . Peer to Peer  52  gives individual  20  the opportunity to watch and listen to a peer  64  or young adult/adolescent who discusses their experience with the particular behavioral offense  78  and what changed when they began to make better choices and eliminate the negative behavior. Each peer  64  answers a series of questions relevant to the particular behavior module. The questions are presented on the screen before each peer  64  answers it. 
     Step  7 , Post Lecture  54  brings individual  20  back to a video of an adult discussing what was learned throughout the module and what individual  20  should be able to accomplish by utilizing the techniques described in the module sequence  24 , as shown in  FIG. 21 . Next, individual  20  is invited to give feedback in the “Shout Back Lab”  56 , illustrated in  FIG. 22 . Shout Back Lab  56  focuses on the situations which individual  20  has been involved in regarding the behavioral offense  78  and how individual  56  hopes to change that behavior. Individual  20  is also asked to indicate whether they would like to talk with a counselor and is invited to make any other comments. 
     Finally, as shown in  FIG. 23 , individual  20  is given a Quiz  58 , which tests the individual on the substance of the particular module  36 . Quiz  58  consists of a series of multiple choice and true and false questions. Individual  20  has the opportunity to review the answers before submitting them, as shown in  FIG. 24 . Upon submitting the answers individual  20  can either return to dashboard or log out, as shown in  FIG. 25 . If individual  20  chooses to return to dashboard  38 , the completed modules will no longer appear. Individual  20  can then begin the next module  36 . 
     Returning to  FIG. 2 , when submitted by individual  20 , answers to Quiz  58 , second set of information  34 , will be stored in database server  16  for later review by administrator  42  as described herein. 
     When the administrator  42  chooses to access to computer program product  10  administrator  42  also enters the web address which corresponds to the location of the computer program product  10 . Administrator  42  is brought to the same login screen  60 , illustrated in  FIG. 6 . When administrator  42  logs in at login  60  screen as an administrator  42 , computer program product  10  brings administrator  42  to the administrator  42  sequence shown in  FIG. 5 . 
     Administrator  42  can access dashboard  38 , manage students section  70 , manage staff section  72  and reports  74 . Administrator  42  can access profile of individual  20  in manage students section  70 , as illustrated in  FIGS. 28 ,  30  and  31 , which includes a student profile comprised of a student identifier, student offense history and assignment history. Student identifier can be any way of identifying student, in the preferred embodiment student identifier is a student ID and grade level indicator. Student offense history lists the offense and the date of the offense (further information can include time of offense, course in which offense occurred, etc). Assignment history lists the modules assigned, the date them module was assigned, started and completed, the completion status, questions score and quiz score. Additionally, assignment history has links which allow administrator to view shout back lab responses. Administrator  42  can access manage staff section  72  which allows administrator  42  to view their own profile or create additional staff users, as shown in  FIG. 27 . Additionally, certain results, such as whether the student passed or failed are electronically mailed to administrator  42  for immediate review and student mentoring. 
     Administrator  42  can also access reports  74 , illustrated in  FIG. 29 , where data is compiled for administrator  42  to review. Reports  74  allow administrator  42  not only to view results of each individual but also allows administrator  42  to view trends of a series of individual. Reports  74  can be generated which: (1) tracks one students behavior related to his or her student offense history or identifying information (e.g. time of day, particular class, type of behavior, how often it occurs, etc.); (2) tracks a series of individuals behavior in relation to where the event occurred to potentially determine detailed problem areas (e.g. a particular course, time of day, age group, etc.); (3) tracks the independent behaviors themselves (e.g. types of behaviors that are occurring, specific times the behaviors are occurring, etc.); and (4) tracks overall statistics related to race, age, grade, gender and educational division (e.g. special ed, general ed or self-contained). 
     The preceding description contains significant detail regarding the novel aspects of the present invention. It should not be construed, however, as limiting the scope of the invention but rather as providing illustrations of the preferred embodiments of the invention. As an example, the steps of each module  36  can be somewhat modified. In addition, computer program product  10  may be stored and executed on an individual computer and/or the data may be stored on a data storage device other than a database server. Thus, the scope of the invention should be fixed by the following claims, rather than by the examples given.