1. Visual Analysis Extended

2. Figure Baseline 1 Treatment Baseline 2 Treatment 2 Baseline 1 Treatment 1 Baseline 2 Treatment 2 Self-management DRO Define research question(s) Define design What effects are documented? Is there a functional relation between Treatment (SM) and increased level of on-task behavior? Is there a functional relation between Treatment (DRO) and increased level of on-task behavior? Is there a functional relation between higher levels of on- task behavior with Treatment (SM) compared with Treatment (DRO)?

3. 1

4. 2

5. 3

6. *Horner, R. H., Day, H. M., Sprague, J. R., O'Brien, M., & Tuesday Heathfield, L. (1991). Interspersed requests: A nonaversive procedure for decreasing aggression and self-injury during instruction. Journal of Applied Behavior Analysis, 24(2), 265-278. 4

7. Multiple Baseline Across Skills One Learner 5

8. Cannella-Malone, H. I., Tullis, C. A., & Kazee, A. R. (2011). Using Antecedent Exercise to Decrease Challenging Behavior In Boys With Developmental Disabilities and an Emotional Disorder. Journal of Positive Behavior Interventions, 13(4), 230-239. 6

9. Figure 1. Probes for Letter-Sound and Letter Knowledge. Beecher, L, & Childre, A. (2012). Increasing Literacy Skills for Students with Intellectual and Developmental Disabilities: Effects of Integrating comprehensive Reading Instruction with Sign Language. Education and Training in Autism and Developmental Disabilities, 47(4), 487-501. 7

10. 8

11. 9