A recent trend in the field of behavioral assessment and treatment has been the use of functional analyses. This assessment technique has been utilized with success to reduce self-injurious, stereotypic, and aggressive behavior in individuals with developmental disabilities. However, few studies have used an extended functional analysis to assess off-task behavior in children with Attention Deficit-Hyperactivity Disorder (ADHD). The present study evaluated the use of an extended functional analysis and subsequent interventions for three children with ADHD. Results suggested that automatic reinforcement and access to peer attention maintained the off-task behavior of the participants. Function-based interventions, one designed for automatic maintained behavior and two designed for peer-attention maintained behavior, were then evaluated. All of these interventions eliminated or reduced off-task behavior to low rates in all participants. Implications for the further development and use of this procedure with this population and target behavior are discussed.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-3648 |
| Date | 01 January 2001 |
| Creators | Flood, William Alan |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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