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.
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