This study was conducted to assess the effects of task modification on the handgazing behavior of an 18-year-old woman in a high school classroom for students labeled moderately and severely handicapped. Intervention took place during group reading and consisted of modifying the reading activities so that the learner spent more time actively engaged in reading related tasks. The intervention took place within the context of an ABAB design. The results indicated that the nature of the tasks and task presentation techniques significantly affected the rate of handgazing behavior.
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