Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 24 4 2015 11 25 224 233 EN Seyyed Mohammad Sabour Ebrahimi Research Institute for Education, Sanandaj, Iran Bagher Ghobari Bonab Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran 2015 10 26 2015 10 26 Background and Aim: Function-based inter­vention have been shown to have positive increase in social skills of children with behavi­oral problems. The same findings can be potentially applied to the deaf and hard of hearing (D/HH) children. The present study examined the efficacy of differential reinforce­ment of alternative behavior (DRA) on the on-task behaviors of deaf and hard of hearing students in school. Methods: Three subjects from one education center were selected. Multiple baseline design across subjects was utilized. Baseline data were collected through frequent observation of behaviors for each subject. In the intervention phase, three subjects were assigned to DRA programs. Results: The data from the present study were analyzed by visual inspection and effect size index indicating that DRA was effective on the improvement of on-task behavior of these students. Conclusion: The results showed that DRA was effective on improvement of academic task behavior of D/HH students. https://avr.tums.ac.ir/index.php/avr/article/view/35 https://avr.tums.ac.ir/index.php/avr/article/download/35/31