Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by a Student With ADHD

Creator(s)

Brenna Stahr, Vanderbilt University's Peabody College
Danielle Cushing, Vanderbilt University's Peabody College
Kathleen Lane, Vanderbilt University's Peabody College
James Fox, East Tennessee State University

Document Type

Article

Publication Date

9-1-2006

Description

This study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment. Shawn attended a fourth-grade classroom in a self-contained school that served students with emotional and behavioral disorders. During language and math classes, Shawn exhibited high rates of off-task behavior. His teacher viewed these behaviors as disruptive, creating lost instructional time for all students. Functional assessment data indicated that Shawn's off-task behavior was maintained by attention (positive reinforcement) and escape from tasks (negative reinforcement). A function-based intervention including a communication system, a self-monitoring component, and extinction resulted in improvements in Shawn's behavior. The classroom teachers and Shawn rated the intervention favorably. Limitations and directions for future research are offered.

Citation Information

Stahr, Brenna; Cushing, Danielle; Lane, Kathleen; and Fox, James. 2006. Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by a Student With ADHD. Journal of Positive Behavior Interventions. Vol.8(4). 201-211. https://doi.org/10.1177/10983007060080040301 ISSN: 1098-3007