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By Tisha Eggleston MED6540 Dr. Alexander

Subject Information

BL is a male elementary school student in 5th Grade.


diagnosed with ADHD

for special education (IEP or

Non-medicated Non-classified


in Low 5th Grade math, literacy, science, and Spanish at local charter school. Loves reading, competition swimming, the

Target Behavior


Looks Like:

given a task, such as an independent writing or math assignment, BL does not initiate or complete the task during class time. BL is off task by reading a book, moving in his chair, fidgeting with and touching his clothing and materials on his desk or his neighbors desk, talking to or staring at peers, and looking around the classroom.

Replacement Behavior

On Task

Looks Like:

given an independent writing or math assignment, BL will initiate and complete the assigned task (student will pick up pencil, put pencil to paper, write words or numbers related to the assignment on the paper, have eyes on the paper, will raise hand to ask for help from the teacher when needed within 10 seconds) during literacy and math class time in the general education classroom. BL will initiate teacher request within 10 seconds.

Assessments Conducted

Direct Assessment
Momentary Time Sampling - :15 sec. intervals (10) ABC Analysis Scatter Plot Baseline


Rating Scale

Teacher Math Teacher Student


Teacher Math Teacher Mother

Baseline Scatter Plot Data

Baseline shows BL is On-Task an average of 45% of the time, compared to male peer an average of 87% of the time.

Function of Off-Task Behavior

Independent Direct observation, assignments ABC analysis, interviews, and rating in math, writing, literacy scales determined the function is:

Escape/Avoi d

Function-based Intervention

Consequence Based Intervention


Reinforcement when On-Task

allowed to pick reward

behavior exhibited.
minute free time computer or reading


or Modeling of On-task behavior when Off-task (target) behavior is exhibited.

Research Design & Condition of Study

A-B Research Design


subject, baseline, intervention

Conditions (Literacy and Math)

On-task behavior described and modeled to BL Behavior observed at 2-minute time intervals using a MotivAider. If:

On-Task, BL given red marble to put in clear jar on desk Off-Task, BL given redirect to get back On-Task Immediate 10 minute free computer or reading time

Once jar is filled to red line

After 3 rewards earned interval time doubles


Midway results show that BL is making great improvements with his On-Task behavior. BL has not hit an average of 80% On-Task behavior yet, but this data shows that the intervention is working and needs to continue.

120 Data taken with time interval 100 at 12 minutes 80 77% On-Task Rate when data 60 taken over 10 observations 40 Week off for Spring Break Note the drop in On-Task behavior 20 0 to 55% & 52% the return day to school after Spring Break

Target student Comparison student

9 10

Generalization & Maintenance

BL will continue with the intervention steps shown until interval times are 20 minutes. Once achieved, BL will begin selfmonitoring with a MotivAider at 2-minute intervals


mark on chart if On-Task, X if Off-Task 30 checks on chart 10 minutes free time


checks note home to mom 1 extra hour PS3


Time intervals increase with the desired result of intervention being faded out.


It is important to note that making minor tweaks to the physical intervention may need to happen so that the intervention is successful.

Red line on marble jar was moved down so that rewards could be earned more often

The continuation of this intervention is being made with the intent of target student internalizing self-monitoring habits. Drop in On-Task behavior after a week long break suggests that the intervention also needs to continue as On-Task behavior has not been internalized.