A Case Study On Intervention For The Disruptive Classroom Behavior Of A Child With ADHD

ADHD(Attention Deficit Hyperactivity Disorder), because of the subject's limitation, the problem behavior of students with ADHD exist commonly .The purpose of this study was to investigate the effects of a behavior support plan on intervening disruptive behaviors for a student with ADHD.This study through teacher interview, rating scale and A-B-C observation to identified the behavior motivation of the students with ADHD. Based on the findings of these three methods, functional analysis was conducted to verify the hypotheses and to develop the behavior support plan for the child.The withdrawal design of a single subject research design was used in this study. The research procedure consisted six steps: the implementation of training teachers, indirect data collection, observational data collection, the development of behavior support plan, strategies-implementation, and follow-up of effect maintenance. The author used the visual inspection techniques and C statistics of simplified time-series analysis to estimate the data of the study. The subject was a second-graded student with ADHD in a regular class of a primary school. There were six teachers and the child's mother attending this study.The results of the study showed that the functional assessment was effective in identifying the functions of disruptive classroom behaviors, the behavior support plan was directive to reduce disruptive behaviors and effective to advance the abilities of using the alternative skills and both of the effects could be maintained. Besides, teachers confirmed the effects of the behavioral support plan and the social validity of effects was good and the behavioral support plan could improve this subject's quality of life. Implication for practice and suggestions of further research are recommended on the basis of the findings of this study.