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p-Index From 2021 - 2026
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All Journal Eduvest - Journal of Universal Studies Journal of Educational Research and Learning Analytics
Tri Gunadi
Universitas 17 Agustus 1945 Surabaya
Aerospace Engineering Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Structured Classroom Intervention to Improve Learning Concentration of Students with ADHD in Inclusive Schools Tri Gunadi
Journal of Educational Research and Learning Analytics Vol. 1 No. 4 (2026): Journal of Educational Research and Learning Analytics
Publisher : Yayasan Cerdas Pedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65101/jerlra.v1i4.245

Abstract

Attention-Deficit/Hyperactivity Disorder frequently disrupts inclusive educational settings through executive function deficits, necessitating empirical intervention strategies. This study investigates the functional efficacy of structured classroom interventions on enhancing the learning concentration, operationalized as on-task behavior, among ADHD students within inclusive primary schools. Employing a quantitative single-subject experimental design utilizing a rigorous A-B-A-B withdrawal protocol, the research manipulated antecedent behavioral modifications. These modifications specifically integrated task segmentation, visual cues, and scheduled positive reinforcement. Visual analysis of observational data established a definitive causal nexus. Baseline concentration levels initially averaged an impaired 32.8%. Following the intervention, on-task behavior impressively surged to a peak of 72%. Crucially, the withdrawal phase precipitated a systemic regression down to 39.2%, firmly validating behavioral dependency on the intervention. A metric of 100% Percentage of Non-Overlapping Data unequivocally substantiates this intervention's profound magnitude. Ultimately, deploying prosthetic environmental scaffolding within inclusive frameworks is indispensable for mitigating neurobiological deficits and improving outcomes.
The Effectiveness of Natural Environment Teaching in Improving Early Numeracy Skills in Children with Autism Spectrum Disorder in Inclusive Elementary Schools: A Single Subject Research Study Tri Gunadi
Eduvest - Journal of Universal Studies Vol. 6 No. 7 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i7.53110

Abstract

This study aimed to evaluate the effectiveness of Natural Environment Teaching (NET) in improving early numeracy skills among children with Autism Spectrum Disorder (ASD) in inclusive elementary school settings. Early numeracy is a fundamental academic prerequisite that is often impaired in children with ASD due to core deficits in communication, cognitive flexibility, and generalization. This study employed a quantitative approach using a Single Subject Research (SSR) design with a multiple baseline across participants. Three children with ASD (DSM-5 Level 1–2), aged 6–8 years and enrolled in inclusive elementary schools, participated in the study. The intervention was conducted over 12 sessions (approximately 30–45 minutes each), integrating numeracy learning into natural classroom activities. Data were collected through direct observation and frequency recording and analyzed using visual analysis and the Percentage of Non-Overlapping Data (PND) method. Interobserver agreement (IOA) averaged 92.3%, while implementation fidelity averaged 91.7%. The results revealed consistent improvement across all participants, from baseline phases (mean 21.7%–31.7%) to intervention phases (57.5%–63.8%), with PND scores ranging from 90%–100%, indicating a highly effective intervention. Skill maintenance was observed at 72.5%–82.5%, demonstrating strong learning retention. These findings confirm that NET is an effective and ecologically valid naturalistic instructional approach for improving numeracy skills in children with ASD in inclusive educational settings.
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