Effects of Prevent-Teach-Reinforce Positive Behavior Supports on Class Participation Behaviors and Class Disruption Behaviors of the Student at Risk for ADHD

Abstract

The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and system change) were developed and implemented in a regular classroom and special education classroom. The results of this study were as follows: First, the prevent-teach-reinforce positive behavior support was effective in increasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention was effective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of the intervention were maintained after the completion of the intervention and generalized. These results imply that the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviors of the elementary school student at risk for ADHD and that early intervention is important for the student at risk for ADHD.