Graduation Year


Document Type




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 Cho Blair, Ph.D., BCBA-D

Committee Member

Catia Cividini-Motta, Ph.D., BCBA-D


Academic engagement, classroom behavior, physical activity


Disruptive behavior in the classroom can harmfully impact students learning and hinder academic growth (Austin & Agar, 2005; Hartman & Gresham, 2016). The term disruptive behavior encompasses many different behaviors, but when used in the classroom it focuses on off-task behavior, noncompliance, talking out in class, aggression, leaving designated areas, and stereotypy (Celebreti et al., 1997; Folino et al., 2014 & Kern et al., 1982). Both antecedent and consequence-based interventions have been conducted in school settings in attempts to decrease disruptive behaviors and increase appropriate on-task academic behavior. Physical activity and antecedent manipulations have demonstrated empirical evidence that both interventions are successful in creating positive behavior change. The purpose of this study was to evaluate the effects of the Brain Breaks® program in relation to on-task classroom behavior. A reversal design was implemented with one elementary school student. Results indicated a substantial increase in on-task behavior upon implementation of the Brain Breaks® videos for this participant.Case Study 2: Off-task behavior in the classroom can significantly impact students’ academic development. Implementation of behavioral strategies can help diminish these negative effects. One standardized model which has been effectively used to decrease challenging behavior and utilizes a collaborative, team-based approach to create function-based interventions is the Prevent-Teach-Reinforce (PTR) model. The purpose of this study was to evaluate the effects of the PTR model on one elementary student’s classroom behavior. An AB research design was utilized due to recruitment related issues with the COVID-19 pandemic. The results demonstrate that implementation of the PTR model assisted in decreasing off-task behavior and increasing on-task behavior for one elementary school student.