Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study

TL;DR

This case study shows that using picture prompts and teacher proximity can help an adult learner with disabilities stay on task in a college classroom.

Contribution

It demonstrates the effectiveness of low-tech behavior strategies in postsecondary education for learners with disabilities.

Findings

The intervention increased the learner's on-task behavior compared to baseline.

Both teacher and learner found the strategy acceptable and satisfactory.

Applied behavior analysis strategies can support inclusion in higher education settings.

Abstract

The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.

• A simple low tech instructional strategy can improve student on-task behavior.

• Teachers can use an antecedent strategy to improve student behavior.

• Strategies used in K–12 environments may work in higher education settings.

• Successful applied behavior analysis strategies help include students in group participation.

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