Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder.
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.
Ervin
R A
RA
Department of Counselor Education and Counseling Psychology, Western Michigan University, Kalamazoo 49008-5195, USA.
DuPaul
G J
GJ
Kern
L
L
Friman
P C
PC
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000628:therapy*; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D004519:Education, Special; D005240:Feasibility Studies; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D010552:Personality Assessment; D011334:Proactive Inhibition; D012919:Social Behavior; D014040:Token Economy; D016896:Treatment Outcome