Classroom behavior of elementary school-age boys with fragile X syndrome

Despite reports suggesting numerous academic and social behavior deficits i n boys with fragile X syndrome (FXS), little information is available conce rning their actual classroom academic and social behavior. In this study, d irect observational data were collected on the behavior of 26 elementary sc hool-age boys with FXS during classroom academic activities in primarily se lf-contained special education classrooms. Results indicated moderate level s of academic engagement during periods of academic instruction, comparable to that of their classroom peers. Classroom engagement was not related to intrasubject variables such as severity of delay, autism status, or medicat ion usage. A general measure of classroom quality and instruction was signi ficantly correlated with engagement. Relatively low levels of stereotypic o r self-injurious behavior were observed. These findings are discussed in re lation to the existing engagement literature for school-age individuals wit h disabilities and issues concerning syndrome specific behaviors.