Executive Solution Overview
**files (7)** – ## 3TABLE.pdf – ## CASESTUDY.pdf – ## 2PDFVERSIONOFTHISASSIGNMENT.pdf – ScreenShot2026-06-23at9.04.47PM.png – ScreenShot2026-06-23at9.06.07PM.png – ScreenShot2026-06-23at9.05.15PM.png – 4FIGURES.pdf **## 3TABLE.pdf** ABA504 Assignment Table Days Baseline Intervention (Break Requests)…
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**files (7)**
– ## 3TABLE.pdf
– ## CASESTUDY.pdf
– ## 2PDFVERSIONOFTHISASSIGNMENT.pdf
– ScreenShot2026-06-23at9.04.47PM.png
– ScreenShot2026-06-23at9.06.07PM.png
– ScreenShot2026-06-23at9.05.15PM.png
– 4FIGURES.pdf
**## 3TABLE.pdf**
ABA504 Assignment Table
Days Baseline Intervention
(Break
Requests)
Baseline Intervention
(Break
Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
**## CASESTUDY.pdf**
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
**## 2PDFVERSIONOFTHISASSIGNMENT.pdf**
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
**ScreenShot2026-06-23at9.04.47PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-04-47pm-png)
**ScreenShot2026-06-23at9.06.07PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-06-07pm-png)
**ScreenShot2026-06-23at9.05.15PM.png**
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**4FIGURES.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4figures-pdf-10567237)
**4FIGURES.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4figures-pdf-10567237)
**## 3TABLE.pdf**
ABA504 Assignment Table
Days Baseline Intervention
(Break
Requests)
Baseline Intervention
(Break
Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
**## CASESTUDY.pdf**
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
**## 2PDFVERSIONOFTHISASSIGNMENT.pdf**
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
**ScreenShot2026-06-23at9.04.47PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-04-47pm-png)
**ScreenShot2026-06-23at9.06.07PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-06-07pm-png)
**ScreenShot2026-06-23at9.05.15PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-05-15pm-png)
**4FIGURES.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4figures-pdf-10567237)
**## 3TABLE.pdf**
ABA504 Assignment Table
Days Baseline Intervention
(Break
Requests)
Baseline Intervention
(Break
Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
**## CASESTUDY.pdf**
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
**## 2PDFVERSIONOFTHISASSIGNMENT.pdf**
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
**ScreenShot2026-06-23at9.04.47PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-04-47pm-png)
**ScreenShot2026-06-23at9.06.07PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-06-07pm-png)
**ScreenShot2026-06-23at9.05.15PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-23at9-05-15pm-png)
**4FIGURES.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4figures-pdf-10567237)