Strategies to increase on-task behavior and the number of arithmetic facts in a group of adolescents with neurodevelopmental disorders

Silvia Iacomini, Luca Vascelli, Vanessa Artoni, Federica Berardo

Abstract


Background: In this research, we evaluated the effectiveness of an intervention, carried out through two studies, on the increase of on-task time in the context of a small group during the execution of arithmetic facts.


Methods: Four adolescents with neurodevelopmental disorders took part in the research. For the first study, we used an ABAB single-subject experimental design, and for the second one, a pre- and post-probe design. As dependent variables, in both studies, we measured the percentage of on-task behavior intervals, the number of correct arithmetic facts, and the total number of completed arithmetic facts during 10-minute sessions. In the first study, the implemented intervention was the use of a progressive variable interval reinforcement scheme. In the second study, the independent variable was an intervention package consisting of a self-monitoring procedure combined with an interdependent group contingency and public posting.


Results: The intervention was effective in increasing the emission of on-task behavior and the number of corrected and completed arithmetic facts by each participant.


Conclusions: the strategies described can provide learning and independence opportunities to students with neurodevelopmental disorders.


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References


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DOI: https://doi.org/10.6092/2612-4033/0110-2425

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