Abstract
This is a case study of a fifth-grade boy with intellectual disabilities who refused to attend school because he
had an aversive experience at school in the past. The classroom teacher applied behavioral support to gradually
approach the aversive situation in the real world. As a result, he decided by himself how to spend the day after
coming to school. Then, he proceeded with the procedure of exposing in order from the one with the weakest
feeling of anxiety and fear that was easy to carry out. After that, he gradually increased the time he spent in the
special needs class. He was also gradually involved with his disliked friends. In this way, he was able to gradual
ly approach the aversive experience scene and adapt to his class. Furthermore, no special problems were observed
in the three months follow-up after the end of the intervention. In the end, it was confirmed that he was able to
return to class completely and that he was spending his school life without any problems during the follow-up.
Therefore, the intervention in this case was considered to be effective.
