Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder

R A Ervin; G J DuPaul; L Kern; P C Friman

doi:10.1901/jaba.1998.31-65

Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder

J Appl Behav Anal. 1998 Spring;31(1):65-78. doi: 10.1901/jaba.1998.31-65.

Authors

R A Ervin¹, G J DuPaul, L Kern, P C Friman

Affiliation

¹ Department of Counselor Education and Counseling Psychology, Western Michigan University, Kalamazoo 49008-5195, USA.

Abstract

The present investigation evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD). For children with ADHD-ODD, environmental classroom variables, when systematically manipulated by teachers, were related to the occurrence and nonoccurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessments and from subsequent analyses resulted in substantial reductions in problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the classroom setting.

MeSH terms

Adolescent
Attention Deficit Disorder with Hyperactivity / psychology
Attention Deficit Disorder with Hyperactivity / therapy*
Attention Deficit and Disruptive Behavior Disorders / psychology
Attention Deficit and Disruptive Behavior Disorders / therapy*
Behavior Therapy / methods*
Education, Special*
Feasibility Studies
Humans
Mainstreaming, Education
Male
Personality Assessment*
Proactive Inhibition*
Social Behavior
Token Economy
Treatment Outcome