Graduation Year
2026
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly Crosland, Ph.D., BCBA-D
Committee Member
Kwang-Sun Blair, Ph.D., BCBA-D
Committee Member
Sarah Bloom, Ph.D., BCBA-D
Keywords
Academic engagement, Classroom, Intervention, Teacher, Visual Aids
Abstract
Visual aids have been widely used in educational and therapeutic settings to support individuals with developmental disabilities, particularly autism spectrum disorder (ASD). Among these, contingency maps, a graphic tool that visually represents the outcomes of alternative behaviors and problem behavior, have shown promise in reducing problem behavior, increasing communication, and promoting independence. However, existing research on contingency mapping is limited. The proposed study extended this literature by evaluating the effects of contingency maps on academic engagement and disruptive behavior for children with ASD in a school setting during natural classroom activities. A multiple baseline design across participants was used to evaluate the outcomes of the intervention. The results demonstrated substantial increases in academic engagement and decreases in disruptive behavior for all three participants, with improvements generalizing across settings and maintenance at follow-up for two participants. Overall, the findings suggest that contingency mapping is an effective and socially significant intervention for increasing academic engagement and reducing disruptive behavior among students with ASD in educational settings.
Scholar Commons Citation
Pabey Pagan, Carelis Y., "Using Contingency Mapping to Decrease Disruptive Behavior and Increase On-Task Behavior for Students with Autism Spectrum Disorder" (2026). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11378
