Functional Analysis of Off-Task Behavior of Elementary-Age Students with Emotional and Attentional Disorders during Reading Activities

This study employed a multi-element, reversal single-subject design (Kennedy, 2005; Cooper, Herron & Heward, 2004; Kazdin, 1986) to assess the function of off-task behaviors exhibited by four elementary-age students diagnosed with emotional and attentional disorders during their reading activities. A triangulation data analysis approach was utilized with direct observation data, indirect functional assessment questionnaires and a multi-element functional analysis of the aberrant behaviors to formulate a hypothesis of the off-task behaviors. A hypothesis of attention-seeking function was formulated for all four participants. A reversal (ABAB) single-subject design was then employed with all four students to assess the effects of the independent variable (self-management and social skills) on the dependent variables (off-task and on-task behaviors). The results of this study demonstrated that self-management and social skills instruction decreased the off-task behaviors exhibited by these four students diagnosed with emotional and attentional disorders during their reading activities