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The ADHD Classroom Kit: A whole‐classroom approach for managing disruptive behavior
Author(s) -
Anhalt Karla,
McNeil Cheryl B.,
Bahl Alisa B.
Publication year - 1998
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199801)35:1<67::aid-pits6>3.0.co;2-r
Subject(s) - psychology , multiple baseline design , baseline (sea) , psychological intervention , conduct disorder , task (project management) , girl , developmental psychology , empirical research , clinical psychology , intervention (counseling) , psychiatry , oceanography , management , economics , geology , philosophy , epistemology
In this article, an inclusive treatment package for children with ADHD, The ADHD Classroom Kit (Kit), is described. Components of the Kit are categorized in three areas: consequences for appropriate behavior, consequences for inappropriate behavior, and peer‐mediated interventions. The empirical rationale for each component of the Kit is discussed. Also, a case study of a 6‐year‐old girl (Carol) with reported disruptive behavior problems is presented as preliminary data supporting the Kit's effectiveness. An A‐B‐A reversal design was used in Carol's classroom. Mean frequencies of appropriate behavior were 61.3% (baseline), 78.5% (Kit), and 70.7% (reversal). In addition, mean frequencies of on‐task behavior were 76.2% (baseline), 87.8% (Kit), and 82.5% (reversal). Implications for future research and practice with the Kit are addressed. © 1998 John Wiley & Sons, Inc.