Effectiveness of Applied Behavior Analysis Intervention on On-Task Behavior of ADHD Students in Inclusive Schools

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Issue
Vol. 2 No. 1 (2026): Education for every people
Published: May 14, 2026
Keywords:
ADHD,
Applied Behavior Analysis,
On Task Behavior,
Inclusive Education,
Intervention Behavior ADHD,
Applied Behavior Analysis,
On Task Behavior,
Pendidikan Inklusi,
Intervensi Perilaku

Main Article Content

Tri Gunadi
Universitas 17 Agustus 1945 Surabaya, East Java, Indonesia
https://orcid.org/0000-0003-0956-1464

Abstract

This study aims to examine the effectiveness of Applied Behavior Analysis (ABA)-based behavioral intervention in improving on-task behavior and instruction compliance among students with Attention Deficit Hyperactivity Disorder (ADHD) in an inclusive Islamic elementary school. The study employed a Single Subject Research (SSR) A–B–A–B reversal design with one male student aged 8 years (Grade 2) who was identified with Combined-type ADHD based on formal psychological assessment. Data were collected through direct observations across 20 sessions distributed across four research phases. The observation instrument was validated through expert judgment (Aiken’s V = 0.88) and demonstrated adequate interobserver reliability (mean IOA = 87.5%). Results indicate that on-task behavior improved from a mean of 36% during the first baseline phase (A1) to 70% during the second intervention phase (B2), while instruction compliance increased from 40% (A1) to 72.6% (B2). Visual analysis of the SSD graph yielded a Percentage of Non-overlapping Data (PND) of 100% for both intervention phases, indicating a highly effective intervention effect. These findings suggest that ABA is an effective strategy for improving academic engagement among students with ADHD in inclusive educational settings, with practical implications for classroom behavioral management.

Article Details

How to Cite
Gunadi, T. (2026). Effectiveness of Applied Behavior Analysis Intervention on On-Task Behavior of ADHD Students in Inclusive Schools. Hayati : Journal of Education, 2(1), 66–78. https://doi.org/10.69836/hayati.v2i1.765
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Author Biography

Tri Gunadi, Universitas 17 Agustus 1945 Surabaya, East Java, Indonesia

Tri Gunadi, A.Md.OT, S.Ked., S.Psi, CH, CHt, CMT.NNLP, AIFO-FIT, Psikolog is a licensed Occupational Therapist and Psychologist, special needs consultant, and the Founder & CEO of Yamet Child Development Center, a leading network of multidisciplinary clinics in Indonesia dedicated to early childhood intervention, developmental assessment, and therapy services. With a strong background in occupational therapy, psychology, and behavioral science, he is deeply committed to supporting children with autism spectrum disorder, ADHD, speech and language disorders, intellectual disabilities, and social-emotional challenges.

Gunadi also leads the Yamet Training Center and Yamet Inclusive School, where he advocates for inclusive education, evidence-based practices, and the professional development of behavior therapists and shadow teachers. He holds national certifications as a Master Assessor (LSK TPIBK) and has actively contributed to developing competency-based training and certification systems in Indonesia.

His primary research interests include child development, neurodiversity, autism intervention, parenting psychology, and the integration of cognitive-behavioral therapy in children with special needs. He has organized numerous conferences and training workshops and is currently pursuing international scholarship opportunities to further expand his impact in special education and disability advocacy at the policy level.

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