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CLASSROOM‐BASED FUNCTIONAL AND ADJUNCTIVE ASSESSMENTS: PROACTIVE APPROACHES TO INTERVENTION SELECTION FOR ADOLESCENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Author(s) -
Ervin Ruth A.,
DuPaul George J.,
Kern Lee,
Friman Patrick C.
Publication year - 1998
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1998.31-65
Subject(s) - psychology , psychological intervention , attention deficit hyperactivity disorder , intervention (counseling) , clinical psychology , attention deficit , developmental psychology , conduct disorder , psychiatry
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.