Effectiveness Of High Preference ( High P ) Intervention

Introduction Noncompliant behavior in an academic setting can result in missing opportunities, falling behind in schoolwork, missing instruction and disrupting the class. It is critical that noncompliant behavior be decreased (Banda Kubina, 2010). This study focused on a thirteen year old middle school student with Autism. Brad was a student who displayed academic noncompliance particularly with mathematics tasks. Brad was fully capable of completing all of the academic demands that were present, but showed resistance in completing missing addend math problems. The purpose of this study was to examine the effectiveness of high preference (high-p) intervention. High-p intervention consisted of presenting two to three high-p tasks before the presentation of a low preference (low-p) task. Preference of tasks was determined with a pre-study preference assessment. Method Participant The participant was Brad, a thirteen-year-old boy, diagnosed with Autism and Pervasive Developmental Disorder. Brad received speech and language services once a week and had in class paraprofessional support. The Woodcock-Johnson Revised Achievement Tests (WJ-R) determined grade level performance in word identification and below grade level performance in comprehension and problem solving. Brad’s teacher requested help after identifying his need for additional support for low-p tasks. REWORD Independent Variable The independent variable in this study was the intervention in place. This consistedShow MoreRelatedThe Study s Intervention Was An Asp That Was Implemented Twice Per Week1204 Words   |  5 PagesThe study’s intervention was an ASP that was implemented twice per week and lasted for 12 weeks. The bilingual ASP included about a half an hour of health education and an hour of physical activity. 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