Effectiveness of Positive Reinforcement in Increasing On-Task Behavior Duration in Students with ADHD: A Single-Subject Study
DOI:
https://doi.org/10.17977/um065.v7.i4.2027.10Keywords:
Attention-deficit/hyperactivity disorder, On-task behavior, Positive reinforcement, Single-subject researchAbstract
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience difficulties in maintaining on-task behavior due to deficits in sustained attention, which can negatively affect academic task completion. Preliminary observation of a first-grade student with ADHD at SDN 3C, an inclusive elementary school, showed persistent difficulties in maintaining attention during classroom assignments. The student frequently demonstrated off-task behaviors and was able to maintain attention to a task for only approximately 1.5 minutes. Although verbal prompts had been provided by the classroom and special education teachers, the student's on-task behavior remained limited. Therefore, a systematic behavioral intervention was needed. This study aimed to determine the effectiveness of positive reinforcement in increasing the duration of on-task behavior in a first-grade student with ADHD. This study employed a Single-Subject Research (SSR) design using an A–B–A format, consisting of four Baseline 1 (A1) sessions, six Intervention (B) sessions, and three Baseline 2 (A2) sessions. Data were collected through direct observation using duration recording and analyzed using within-condition and between-condition analyses. The findings indicated a progressive increase in the student's duration of on-task behavior. The mean duration increased from 1.15 minutes during Baseline 1 (A1) to 2.04 minutes during the Intervention phase (B), and further to 3.28 minutes during Baseline 2 (A2). The overlap analysis showed 0% overlap between A1 and B and 0% overlap between B and A2. These findings suggest that positive reinforcement is effective in increasing the duration of on-task behavior in a child with ADHD.References
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