No description available.

Problem behavior, such as off &ndash - &ndash task behavior, is one of the most commonly cited challenges competing with school readiness skills for young children with disabilities. This study demonstrated how a functional behavior assessment can be conducted in a school setting to determine the functional relation between off &ndash - &ndash task behavior and academic engagement stimuli for three kindergarten students at &ndash - &ndash risk of academic failure. Indirect and descriptive behavior assessments were first conducted to determine the hypothesized function of off &ndash - &ndash task behavior. Two experimental functional analysis conditions were then constructed to confirm the hypothesized function. Results demonstrated that when preferred academic engagement stimuli were used during instruction, escape &ndash - &ndash maintained off &ndash - &ndash task behavior decreased substantially. Therefore, the use of preferred stimuli as an instructional support may have abolished the value of escape as reinforcement for off &ndash - &ndash task behavior. Implications for practice and future research are discussed.

Teachers often need simple ways to implement effective classroom interventions that reduce off-task behaviors for students with or without ADHD (Gaastra, Groen, Tucha, & Tucha, 2016). One intervention that is easy to use and can be implemented with minimal demand on teachers is self-monitoring (Amato-Zech, Hoff, & Doepke, 2006). One prompt that can be used in the classroom for self-monitoring is the MotivAider. The MotivAider is an electronic timer that vibrates to provide a tactile prompt to self-monitor (Amato-Zech et al., 2006). The purpose of this study was to examine the extent to which the MotivAider, a tactile self-monitoring device, could be used to increase on-task behavior of students identified with ADHD and/or behavior disorders. Results from this study indicated that overall the student use of the MotivAider resulted in higher amounts of time on task than teacher use.