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The purpose of this study was to investigate the effects of individualized positive behavioral supports on class disruption behaviors of a middle school student with autism spectrum disorder. The subject was a middle school student with autism spectrum disorder. The multiple probe baseline design across behaviors was used for the research design. The study was carried out in the order of baseline, intervention, maintenance, and generalization. For developing individulized positive behavior, the team of PBS was formed. Based on functional behavior assessment for the subject, multi-factor interventions including intervention of antecedents and setting events, alternative behavior instruction, consequences intervention, and crisis management plan were developed and implemented in special education classroom. The results study were as follows: First, individulized positive behavior was effective in decreasing the class disruption behaviors of the middle school student with autism spectrum disorders. The effects of the intervention were maintained after the completion of the intervention and generalized to language art class. This study suggests that individulized positive behavior can help reduce the class disruption behaviors, maintain the intervention effects, and generalize the effects for middle school students with autism disabilities attending general middle schools.

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The current study investigated effects of motivating operation on mand for information in a middle school student with autism spectrum disorders(ASD). Teaching students to mand for information can help them learn advanced language skills, increase their communications skills, and aid in decreasing challenging behaviors. However, students with ASD often do not learn to mand for information without structured teaching. The target responses of this study were mands for information using “what”, “where” and “which” and used a multiple probe design across behaviors to evaluate the effectiveness of the intervention. Target items were selected from high preferred items identified during preference assessments prior to the experiment. During the base line, target items were presented for abolishing operation(AO) of the items. A correct response was immediately reinforced by manded information about items. If the participant emitted no response or an incorrect response during the 5 s delay, the echoic prompt was provided by the instructor. During the intervention condition, the procedures were same as the baseline procedure except absense of the AO, thus EO was in effect for the target items. The EO procedure was effective on increasing mands for information and the participant were able to generalize this skill to novel items.

Study objective: Examination of effects of online kanji writing instruction given to a student with developmental dyslexia. Design: Multiple-probe des …

Study objective: Examination of effects of providing choice opportunities in a learning situation on the off-task behavior of children with severe int …

This study examined effects of providing choices in sequencing tasks and using a visual activity schedule in a six-graders with ADHD and intellectual disabilities. The study was conducted in a special education classroom of a general elementary school. Prior to an intervention, the participant completed a training for pre-requisite skills which were required in using a visual activity schedule. During intervention phase, he was provided with choices in sequencing tasks and the sequence was displayed in an activity schedule. After the participant completed making the visual activity schedule, he was required to follow the schedule. Data were collected during Korean literacy classes and math classes and a multiple baseline across settings design. was used. The results of the study showed that intervals when the participant showed task performance behavior were increased and the change of the behavior maintained in two weeks. The change was generalized in his general education classes.

Study objective: The present study investigated effects of proxy-self-monitoring on the behavior of a youth with attention deficit/hyperactivity disor …

Study Objective: The present study aimed to examine the effects of self-monitoring of early warning signs (EWS) such as the participant’s daily sleep …

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Study objective: Examination of the effects of teleconsultation for the implementation of classwide positive behavior support in a public elementary s …