Using Picture Prompts and Proximity to Improve Engagement in Higher Education: A Case Study

Introduction

Students with significant disabilities often face challenges in higher education classrooms, where support strategies may not be as structured as they are in K–12 settings. However, research in applied behavior analysis (ABA) suggests that simple interventions, such as picture prompts and teacher proximity, can help improve student engagement.

A recent study by Todd Haydon & Christina Carnahan (2024) explores the effectiveness of these strategies in a college classroom with an adult learner who has a disability. Their findings provide promising insights for behavior analysts and educators working to create more inclusive learning environments.

In this blog post, we will:

• Explain the importance of behavioral supports in higher education
• Summarize the research study and its findings
• Discuss implications for educators and behavior analysts

By the end, you'll see how small changes in teaching methods can make a big impact on student success.

The Need for Support in Postsecondary Education

Higher education has become more accessible for students with disabilities, thanks to policies like the Higher Education Opportunity Act of 2008. Because of this, more colleges offer Inclusive Postsecondary Education (IPSE) programs, which allow students with intellectual and developmental disabilities to take courses, participate in campus life, and gain work experience.

However, many of these students struggle with:

• Staying on task during college lectures
• Maintaining attention in work settings
• Adjusting to new learning environments without structured supports

Behavioral interventions in K–12 settings often include prompting strategies, reinforcement, and environmental modifications, but their application in college classrooms is less studied. The current research aimed to bridge this gap by exploring whether picture prompts and teacher proximity could improve on-task behavior in a university course.

What Did the Study Investigate?

The researchers examined three key questions:

1. Does using a picture prompt card and teacher proximity improve on-task behavior in a college classroom?
2. Can this intervention generalize to a job setting?
3. How do the student and teacher perceive the intervention's effectiveness?

By addressing these questions, the study sought to identify practical strategies that could be easily implemented in postsecondary education and employment settings.

How the Study Was Conducted

Participant and Setting

The study focused on Stu, a 21-year-old college student with a significant disability. He was enrolled in a university course on applied behavior analysis (ABA) and also worked at a local drugstore as part of his program.

Stu often struggled with staying on task, so researchers introduced an intervention combining:

• A picture prompt card – A visual reminder to stay engaged
• Teacher proximity – The instructor standing near Stu during lessons

Data Collection and Measurement

Researchers used momentary time sampling to track how often Stu was on task during class. They measured:

• Baseline behavior (before the intervention)
• On-task behavior during intervention (when the teacher used proximity and provided the picture prompt)
• Generalization behavior (whether the effect carried over to his workplace)

The study also included a pretest and posttest assessment to see if the intervention improved Stu’s understanding of the course material.

Experimental Design

The study used an alternating treatments design:

1. Baseline Phase – Stu attended lectures without any special supports.
2. Intervention Phase – Stu received the picture prompt, and the teacher moved closer when he became off-task.

By comparing these two phases, the researchers could determine whether the intervention directly influenced behavior.

Key Findings: Did the Intervention Work?

Yes! The results showed a major improvement in on-task behavior:

• Baseline (no intervention): Stu was on task 27.9% of the time
• During the intervention: On-task behavior increased to 73.8%
• At his job: On-task behavior soared to 92.2%

Not only did Stu pay more attention in class, but he also performed better on his course tests and transferred these skills to his work setting.

Both Stu and his teacher found the intervention helpful, with the teacher noting that the strategies were easy to implement without disrupting instruction.

Why This Matters for Behavior Analysts and Educators

This study reinforces the idea that simple, low-effort interventions can lead to significant improvements in engagement and learning.

What Makes This Study Important?

1. It shows that K–12 behavioral strategies can be adapted for college settings.
2. It demonstrates how classroom interventions can generalize to work environments.
3. It highlights the need for continued research on supporting students with disabilities in higher education.

How Can Educators Apply These Findings?

Professors, instructors, and job coaches can start using similar strategies today:

• Provide visual prompts (e.g., cards, apps, sticky notes) to remind students to stay engaged
• Use proximity – Simply moving closer to a student can help improve focus and reduce distractions
• Encourage generalization by applying classroom strategies in work or community settings

These small changes require little effort but can greatly impact student success.

Final Thoughts and Next Steps

This study by Haydon & Carnahan (2024) provides valuable evidence supporting the use of picture prompts and proximity in postsecondary classrooms.

For behavior analysts, it’s a reminder that foundational ABA strategies—like prompting and environmental modifications—can be just as effective in higher education as they are in K–12 settings.

For educators, it offers a practical solution to help students with disabilities succeed in college and the workplace.

Want to Learn More?

If you're interested in reading the full study, access it here:
https://doi.org/10.1007/s40617-024-00924-2

By staying informed about research like this, we can build more inclusive learning environments where every student has the opportunity to succeed!