Use of motivational variables to increase academic performance while decreasing disruptive behavior in a child with fragile X syndrome

Abstract

Many children with Fragile X Syndrome show low motivation in academic tasks and exhibit disruptive behavior when such tasks are presented. Previous studies have shown that incorporating specific motivational variables, such as child choice, interspersing previously learned tasks with new acquisition tasks, and rewarding attempts during discrete trial teaching (DTT) leads to improvements in academic performance. The purpose of this study was to compare whether the above variables could enhance learning performance and decrease disruptive behavior via the use of an alternating treatments experimental design with a young child with Fragile X Syndrome. Specifically, it was assessed whether incorporating motivational variables while teaching academic tasks would increase on-task behavior and decrease off-task behavior more effectively. The results of the study showed that the intervention improved learning performance, while decreasing disruptive behavior. Implications for incorporating the specific motivational variables in the treatment of children with FXS are discussed.