Abstract
Children and adolescents with Williams syndrome (WS) frequently present inattention and hyperactivity. This study aims to compare the number of behaviors of inattention and hyperactivity/impulsivity in one child with WS in two school settings: a regular class setting and an experimental class setting with the introduction of strategies for behavioral management. A case study was conducted with a child with WS, his regular teacher at school, his mother, and a teacher of the experimental class setting. A protocol was used to observe behavioral patterns of inattention, hyperactivity, and impulsivity. Behavioral strategies of stimulus control and reinforcement were also used. Results indicated a significant improvement in the rates of inattention and hyperactivity responses for the experimental class condition. Behavioral strategies, if adapted to the needs of students with WS, may optimize an effective school inclusion and contribute to the child’s adaptation to classroom setting.
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