Background/Purpose Adventure Based Learning (ABL) is a type of curriculum that uses teambuilding activities to promote social skills (Cosgriff, 2000). The purpose of this study was to examine the effect of ABL instruction on the acquisition, maintenance and generalization of appropriate behaviors of elementary students with special needs during physical education class.
Method The Sunday Afternoon Drive Model (Sutherland, 2011) and an ABL student outcome model (Stuhr, et al., 2012) helped guide the applied behavior analysis research. A multiple baseline across participants design was used (Cooper, Heron & Heward, 1987). The IRB approved study included an elementary physical educator who was trained and then taught a 10-session ABL unit to her 5th grade students. Data from 3 target students and their teacher were collected through videotaping during physical education class. Visual analysis of the target behaviors was performed using a graphical representation of the data.
Analysis/Results Data analysis consisted of a trend analysis which allows one to inspect each student's behavioral trends. In addition, mean scores and ranges as well as mean increases and decreases of appropriate and inappropriate behaviors during physical education class were presented. Results of this study demonstrated that ABL instruction was an effective strategy to develop appropriate sport and game behaviors and decrease inappropriate ones for elementary 5th grade students during physical education class.
Conclusions ABL instruction curriculum should be used in physical education class from early ages to develop a solid base of social development and appropriate behavior during physical education and sports (Samalot-Rivera & Porretta, 2012).
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