ABSTRACT

The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behaviorsupport on class participation behaviors and class disruption behaviors of the elementary school student atrisk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstratethe effect of this study, multiple probe baseline design across settings was conducted. Based on FunctionalBehavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention ofantecedents and setting events, alternative behavior instruction, consequences and system change) weredeveloped and implemented in a regular classroom and special education classroom. The results of thisstudy were as follows: First, the prevent-teach-reinforce positive behavior support was effective inincreasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention waseffective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of theintervention were maintained after the completion of the intervention and generalized. These results implythat the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviorsof the elementary school student at risk for ADHD and that early intervention is important for thestudent at risk for ADHD.

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