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Abstract This study employed a longitudinal case study method to examine differences in overexcitability (OE) of a gifted student with Asperger's Syndrome during elementary and junior high school, as well as to evaluate the strategies and effectiveness of positive behavioral support in ameliorating these OE. The research utilized functional behavioral assessment (FBA) and targeted interventions as instruments. The implementation process involved using the ABC model to evaluate behavior, focusing on the antecedent (A)- the situation preceding the behavior, the behavior itself (B)- the specific problematic action, and the consequence (C)-the outcomes following the behavior. Intervention strategies were then selected based on this evaluation. Recommendations for teaching practices and future research are also provided.

Keywords: positive behavior support, a gifted student with Asperger's Syndrome, overexcitability

References

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