Abstract
A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the collaborative development of a single, comprehensive intervention that was implemented sequentially across three classes. When implemented, the intervention produced consistently high levels of on-task behavior in each class. Social validity data supported the acceptability of the comprehensive intervention. High levels of treatment integrity showed staff could collaborate and implement a comprehensive intervention. Implications and directions for further research are included.
Original language | English (US) |
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Pages (from-to) | 147-167 |
Number of pages | 21 |
Journal | Education and Treatment of Children |
Volume | 36 |
Issue number | 4 |
DOIs | |
State | Published - 2013 |
Keywords
- ADHD
- Behavior disorders
- Function-based assessment
- Function-based intervention
- High school
- Single-subject
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology