Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Catia Cividini-Motta, Ph.D., BCBA-D
Kwang-Sun Cho Blair, Ph. D., BCBA-D
Kimberly Crosland, Ph. D., BCBA-D
academic engagement, multiply-maintained behaviors, negative reinforcement, positive reinforcement
Finding of previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to replicate and extend previous research on the effects of CPI on problem behavior and academic engagement however with students whose problem behavior was multiply-maintained. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively.
Scholar Commons Citation
Zuniga, Andrea N., "Using Class Pass Intervention (CPI) to Decrease Disruptive Behavior in Children" (2019). USF Tampa Graduate Theses and Dissertations.