Abstract
The purpose of this study was to investigate the effects of function-based intervention on active task engagement, task completion, and task accuracy. Two elementary school students with mild intellectual disabilities who exhibit off-task behavior in class participated in the study. Functional behavioral assessments were conducted, the function-based intervention was implemented to improve the participants’ behaviors, and the effects of the intervention were evaluated using a multiple baseline across settings design. The experiment was conducted as baseline, intervention, maintenance, and generalization during each experimental condition. The results indicated that the active task engagement, task completion, and task accuracy of both participants were increased after providing the intervention and maintained after removing the intervention. The parents of the participants and classroom teachers highly evaluated the social validity in terms of the intervention goals, the appropriateness, and the outcomes of the intervention.
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