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Updated: Sep 28, 2025

Author Spotlight: Repetitive Transcranial Magnetic Stimulation Combined with Movement Observation in Cerebral Palsy
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Using a Nonconcurrent Multiple-Baseline Across-Participants Design to Examine the Effects of Individualized ACT at

Alyssa N Wilson1, Emily Dzugan2, Victoria D Hutchinson2

  • 1The Chicago School of Professional Psychology, Los Angeles Campus, 707 Wilshire Blvd, Los Angeles, CA 90017 USA.

Behavior Analysis in Practice
|March 28, 2022
PubMed
Summary

Acceptance and Commitment Therapy (ACT) effectively improved classroom behaviors, reducing disruptions and increasing on-task engagement for students with challenging behaviors. This study highlights ACT

Keywords:
acceptance and commitment therapybehavior analysisclassroom behaviorsclinical behavior analysisschool

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Area of Science:

  • Educational Psychology
  • Behavioral Interventions
  • Clinical Psychology

Background:

  • Disruptive and off-task behaviors significantly impede classroom learning environments.
  • Effective behavioral interventions are crucial for supporting students with challenging behaviors in schools.

Purpose of the Study:

  • To evaluate the efficacy of Acceptance and Commitment Therapy (ACT) for three students exhibiting disruptive and off-task classroom behaviors.
  • To compare the impact of individualized ACT interventions against treatment-control conditions on specific classroom behaviors.

Main Methods:

  • A nonconcurrent multiple-baseline across-participants design with an embedded reversal was employed.
  • Classroom behaviors (on-task, vocal disruption, physical aggression, classroom disruption) were observed continuously.
  • Individualized ACT exercises were implemented and compared to treatment-control conditions.

Main Results:

  • Participants demonstrated improved on-task behavior and reduced challenging behaviors following ACT implementation.
  • ACT intervention effects were superior to baseline and treatment-control conditions.
  • Treatment-control conditions yielded inconsistent results across participants.

Conclusions:

  • Individualized ACT is a viable intervention for improving classroom conduct and on-task behavior in students with disruptive patterns.
  • Findings support the integration of ACT into school-based programs and transdisciplinary intervention strategies.
  • ACT offers a promising approach for addressing challenging behaviors in educational settings.