A Study On Improving ADHD Children On-Task Behavior In Inclusive Envorinment

The attention of human-being is developing in their whole life,on-task behavior is one of the crucial segment for children to study in teaching activity.Compare with peers in inclusive education,on-task behaviors of ADHD children are different from peers in inclusive class in quality and quantity,which are ranging from playing with object,interrupting teachers,leaving the desk to having negative influence on other peers.Nowadays,researchers used functional assessment to evaluate the challenge behaviors of special children,which also include on-task behavior.Functional assessment and intervention is a method which can discover the function of off-task behavior by analyzing the antecedent and consequence of problem behavior,then can use some teaching approaches to intervene.The purpose of this study is to improve the on-task behaviors of ADHD children in inclusive kindergarten.The target students of this study were three top class children who have high risk of ADHD and act out off-task behavior in inclusive kindergarten.The researcher used functional assessment and intervention to analyze the function of off-task behaviors,make a project for each of the participates by the assess result,then carried out the plan for improving on-task behaviors by their teachers.Researcher used multi-baseline ABAB reverse design for multi-subjects,and its results are as follows by recording six dimensions and three levels of on-task behaviors in each stage:1.The main functions of these three subject were to gain attentions and subjects or playing chances they wanted.2.The intervention plan of the study for off-task behavior of those three ADHD children were include:manipulating antecedents such as regulate the environment of the class,giving the kids attention in advance and visual support strategies and so on,the method during the behavior happened can foster the awareness of class rule,giving a clear task or instruction when task transition happened,the approach according to the consequences of behavior were discriminative reinforcement,avoiding punishment as far as possible and one-to-one communication after class.3.By introducing and supervising,the teachers can integrate the teaching activity with intervention method,and it turned out that on-task behavior were low in baseline,and were increased obviously during the period of intervention.