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This is an exploratory study to determine the validity of several strategical interventions addressing the maladaptive behavior around on-task time in home settings of gifted children with ADHD in elementary school age. The initial needs assessment enabled the creation of a Behavior Intervention Plan (BIP), with daily measurement of behavior markers providing relevant insights. The data collected demonstrated the positive effects of the interventions, leading to steady improvements in behavior management. The study incorporates findings from Park (2017), which compares behavioral interactions in two different learning environments, highlighting that course design influences student behavioral responses. This suggests that online course planning should include specific learning assignments to streamline student conduct and enhance learning outcomes. The results showed differing initial attitudes towards distance learning between two students, with Student A expressing happiness and Student B feeling worried. Both students reported positive experiences with online Math activities, though their dislikes differed—Student A found Science challenging, while Student B found Grammar more difficult. Interestingly, their perceptions of workload varied; Student A spent 20 minutes on assignments, considering it a lot, while Student B spent only 10 minutes, perceiving it as manageable. Both students preferred in-person classes and aimed for higher grades in future assignments, relying heavily on teacher support. Student A viewed paper assignments as more difficult but remained satisfied with online learning, whereas Student B continued to express concerns about online tasks. The primary function of their maladaptive behavior, specifically escape, was assessed using the Question About Behavioral Function (QABF), with measurements indicating a decrease in escape behavior—Student A's score decreased from 7 to 5, and Student B's from 10 to 2. Correspondingly, appropriate replacement behaviors increased from 30% to 80% for Student A and from 20% to 50% for Student B. These results confirm the effectiveness of the management strategies implemented. ABC data further reflected a steady decline in escape responses and an increase in on-task behaviors. Task refusal frequencies fluctuated, with Student A’s decreasing from 7 to 1 and Student B’s from 8 to 4 over the observation period. Goals focused on establishing appropriate escape behaviors, increasing on-task activity, and following instructions. Student A’s appropriate escape behavior improved from approximately 20-30% baseline to over 70% by Week 3, maintaining steady levels. Student B’s started at baseline and reached 50% by the end of the study. Both students exhibited substantial improvements in on-task behavior, with Student A reaching 98% in Week 3 and Student B achieving 50%. The final goal—following instructions—showed consistent increases, with Student A reaching 86% and Student B improving by 10 percentage points. The study concludes that ongoing data collection and baseline assessments are vital tools for monitoring behavioral progress. Future research aims to expand sample sizes, explore alternative interventions, and include classroom settings to enhance generalizability. Through careful observation and empirical methods, this research sets a foundation for further exploration into behavioral strategies for children with ADHD, emphasizing the importance of tailored interventions and continuous assessment for effective behavior management.

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The coronavirus pandemic has dramatically reshaped educational environments, pushing many schools to adopt remote learning modalities rapidly. This abrupt shift posed many challenges for educators, parents, and students, especially those with special needs such as gifted children with ADHD. The present study aimed to investigate the effectiveness of behavioral interventions designed to increase on-task behavior among gifted elementary students diagnosed with ADHD in a home learning setting.

Initial assessments identified maladaptive behaviors, primarily escape-related responses, that hindered academic engagement. Using a combination of needs assessments and direct observations, baseline data were collected to understand the frequency of escape behaviors, task refusal, off-task activities, and adherence to instructions. The measures included questionnaires administered to caregivers and students, and ABC (Antecedent-Behavior-Consequence) recording to capture real-time behavior patterns. This multi-method approach provided a comprehensive understanding of behavioral functions, confirming that escape was the primary maintaining behavior, which aligned with existing literature indicating that children with ADHD often exhibit escape-maintained maladaptive behaviors (Nining, 2010; Riley & B., 2011).

Based on these assessments, several tailored interventions were designed. These included Differential Reinforcement of Alternative Behavior (DRA), the Premack principle, token economy systems, and escape extinction strategies. Antecedent manipulations aimed to modify the environment by creating structured, predictable workspaces, minimizing triggers for escape behavior, and establishing consistent scheduled breaks. The interventions aimed not only to reduce maladaptive responses but also to teach appropriate escape behaviors, such as requesting for breaks constructively, and to reinforce on-task behaviors.

The intervention's efficacy was evaluated through ongoing data collection over several weeks. Measures indicated a notable reduction in escape responses, task refusal, and off-task activities, alongside increases in desired behaviors such as staying on task and following instructions. For Student A, the percentage of appropriate escape behaviors increased from 30% to over 80%, while for Student B, it rose from 20% to 50%. Both students showed significant gains in staying on task, with rates reaching nearly 98% for Student A and 50% for Student B by Week 3. This progress is consistent with prior research (Lee, 2018; Riley & B., 2011) demonstrating that structured, reinforcement-based strategies effectively improve engagement among children with ADHD.

These findings underscore the importance of data-driven, individualized behavioral interventions in remote learning contexts. The strategies used—such as environmental modifications and teaching appropriate escape behaviors—are supported by theoretical frameworks suggesting that reinforcement and antecedent control are critical in managing maladaptive behaviors (Karrie & Godwin, 2016; Tycho & Dekkers, 2017). Continuous monitoring through logs and baseline assessments enables educators and caregivers to adapt interventions as needed, ensuring sustained behavioral improvements.

Looking forward, future research should expand to larger, more diverse samples to improve the generalizability of findings. It would also be advantageous to compare different treatment modalities, including alternative reinforcement schedules and peer-mediated interventions, in various settings such as classrooms and community environments. Such studies could help refine intervention protocols, making them more effective and efficient for different populations and contexts. Moreover, integrating technology-based tools and digital platforms may enhance the delivery and monitoring of interventions, particularly in remote learning environments.

Finally, this study highlights the vital role of behavior analysis in understanding and shaping student behaviors, especially amidst unprecedented disruptions to traditional education. Developing flexible, evidence-based interventions aligned with individual needs can foster greater engagement, reduce maladaptive behaviors, and promote academic success in both remote and in-person settings. The ongoing commitment to empirical research and continuous assessment remains essential to advancing educational practices that support students with ADHD and other behavioral challenges.

References

• Grande, G. E., Austin, L., Ewing, G., O'Leary, N., & Roberts, C. (2017). Assessing the impact of a Carer Support Needs Assessment Tool (CSNAT) intervention in palliative home care: a stepped wedge cluster trial. BMJ Supportive & Palliative Care, 7(3). https://doi.org/10.1136/bmjspcare-2016-001106
• Karrie, E., & Godwin, M. V. (2016). Off-task behavior in elementary school children. Elsevier.
• Lee, Y. (2018). Effect of uninterrupted time-on-task on students’ success in Massive Open Online Courses (MOOCs). Elsevier.
• Nining, M. D. (2010). Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis.
• Park, S. (2017). Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks. International Review of Research in Open and Distributed Learning.
• Riley, J. L., & B. M. (2011). Increasing on-task behavior using teacher attention delivered on a fixed-time schedule. Psychology Faculty Publications, 217.
• Tycho, J., & Dekkers, J. A.-a. (2017). Time on task effects in children with and without ADHD: depletion of executive resources or depletion of motivation? European Child & Adolescent Psychiatry, 26(4), 455–464. https://doi.org/10.1007/s00787-017-0950-z