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No Teacher Left Behind: Educating Students With Asd And Adhd In The Inclusion Classroom, Michaela N. Jones, Kimberly P. Weber, T.F. Mclaughlin
No Teacher Left Behind: Educating Students With Asd And Adhd In The Inclusion Classroom, Michaela N. Jones, Kimberly P. Weber, T.F. Mclaughlin
The Journal of Special Education Apprenticeship
The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence …