The Effect of Behavioral Intervention Strategies on Improved Focus and On-Task Behavior of Students with Attention Deficit Hyperactivity Disorder in Inclusive Elementary Schools
DOI:
https://doi.org/10.17977/um065.v6.i5.2026.5Keywords:
Attention deficit hyperactivity disorder, Behavioral intervention, Inclusive education, Learning focus, On-task behaviorAbstract
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders among school-age children and often affects students' ability to maintain attention and engagement during classroom learning activities. Students with ADHD frequently experience difficulties in sustaining attention, following instructions, and completing academic tasks consistently. These difficulties may lead to low on-task behavior and reduced learning engagement, particularly in inclusive education settings. This study aims to examine the effect of behavioral intervention strategies on improving learning focus and on-task behavior among students with ADHD in inclusive elementary schools. The study employed a Single Subject Research design using an A–B pattern consisting of baseline and intervention phases. The participant was an elementary school student diagnosed with ADHD who participated in an inclusive classroom. Data were collected through direct observation using behavioral observation sheets to measure learning focus and on-task behavior during classroom activities. The findings revealed a significant increase in the student's on-task behavior after the implementation of behavioral intervention strategies. The average on-task behavior increased from 27% during the baseline phase to 60% during the intervention phase. These results indicate that behavioral intervention strategies such as positive reinforcement, clear instructions, prompting, and token reward systems can effectively improve learning focus and classroom engagement among students with ADHD in inclusive education settings. This study provides practical implications for teachers in implementing behavioral management strategies to support the learning participation of students with ADHD in inclusive classrooms.
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