The purpose of the current study was to examine the effectiveness of implementing acceptance and commitment therapy (ACT) with three students who displayed disruptive and off-task behaviors in a classroom. A nonconcurrent multiple-baseline across-participants design with an embedded reversal was used to compare the effects of individualized ACT exercises and treatment-control conditions on classroom behaviors that included on-task behavior, vocal disruption, physical aggression, and classroom disruption. Classroom behaviors were measured during 5-min direct observations using continuous 30-s interval recording. During baseline, all participants displayed low levels of on-task engagement and high or varying rates of challenging behaviors. When the individualized ACT intervention was implemented, participants’ on-task and challenging behaviors improved compared to baseline and treatment-control conditions; treatment-control conditions produced mixed results. Implications for school-based treatment programs and collaborative transdisciplinary intervention strategies are discussed.

本研究的目的是对在课堂上表现出破坏性和非任务行为的三名学生进行接受和承诺疗法 (ACT) 的有效性检查。使用具有嵌入式逆转的非并发多基线跨参与者设计来比较个性化 ACT 练习和治疗控制条件对课堂行为的影响，包括任务行为、声音中断、身体攻击和课堂中断。使用连续 30 秒间隔记录在 5 分钟直接观察期间测量课堂行为。在基线期间，所有参与者都表现出低水平的任务参与和高或不同的挑战性行为率。在实施个体化 ACT 干预时，与基线和治疗控制条件相比，参与者的任务和挑战行为有所改善；治疗控制条件产生了不同的结果。讨论了以学校为基础的治疗计划和协作跨学科干预策略的影响。