Abstract

We assessed this study to investigate the effectiveness of a verbal-prompts system to promote on-task behavior by a child with cerebral palsy and multiple disabilities in classroom setting. The study was carried out according to a changing criterion design. Thus, five activities were taught independently first and subsequently combined together. Results showed that the participant increased his percentage of intervals with on-task behavior changing the criterion. Moreover, the child enhanced his performance during activities. Students involved in a social validation procedure as raters provided positive outcomes of the intervention strategy. Practical and psychological implications of the findings are discussed.