Abstract
The purpose of the current study was to examine the effectiveness of implementing acceptance and commitment therapy (ACT) with three students who displayed disruptive and off-task behaviors in a classroom. A nonconcurrent multiple-baseline across-participants design with an embedded reversal was used to compare the effects of individualized ACT exercises and treatment-control conditions on classroom behaviors that included on-task behavior, vocal disruption, physical aggression, and classroom disruption. Classroom behaviors were measured during 5-min direct observations using continuous 30-s interval recording. During baseline, all participants displayed low levels of on-task engagement and high or varying rates of challenging behaviors. When the individualized ACT intervention was implemented, participants' on-task and challenging behaviors improved compared to baseline and treatment-control conditions; treatment-control conditions produced mixed results. Implications for school-based treatment programs and collaborative transdisciplinary intervention strategies are discussed.
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