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

Journal of Applied Behavior Analysis
R A ErvinP C Friman

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.

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Citations

Nov 2, 2006·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Inge AntropHerbert Roeyers
Jun 10, 2004·Behavior Modification·Steven W EvansJoshua M Langberg
Dec 24, 2005·Journal of Attention Disorders·Steven W EvansElizabeth C Buvinger
Sep 13, 2015·Journal of Attention Disorders·Penny CorkumPatrick McGrath
Sep 15, 2006·Clinical Child and Family Psychology Review·Veronica L Raggi, Andrea M Chronis
Nov 7, 2009·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Susan Young, J Myanthi Amarasinghe
Oct 12, 2012·Clinical Child and Family Psychology Review·Andrew P Fleming, Robert J McMahon
Feb 11, 2004·Journal of Applied Behavior Analysis·Michael M MuellerDana Trahant

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