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The Effect of Using the Reinforcement Board on Increasing Attention among Students with Intellectual Disabilities during Performing Writing Tasks

The current study aimed to examine the effect of using the reinforcement board on increasing attention among students with intellectual disabilities while performing writing tasks in the class. A related purpose was to explore students’ ability to maintain and generalize the behavior of attention. The withdrawal design (ABAB), one of the Single Subject Designs, was used. The study sample consisted of 4 students with intellectual disabilities in grade 5 who attend Dhul-Noreen elementary school for boys in Jizan. Results showed that the reinforcement board strategy was effective in improving and developing the attention of students of intellectual disabilities during the performance of written assignments within the classroom with a success rate (100%). In addition, students maintained the behavior that they learned with a rate ranging between (96-100%) and also improved their ability to generalize this behavior in different environments with a success rate ranging between (96-100%). Finally, the results showed the functional relationship between the use of reinforcement board strategy and the improvement of the level of attention of students with intellectual disabilities.