In Experiments I and II, the relative efficacy of an attentional training program utilizing a response cost procedure, methylphenidate (ritalin), and baseline levels of behavior were evaluated on the on-task and academic performance of two hyperactive children by an ABACBC reversal design across academic areas, i.e., phonics and mathematics. Daily dosages of methylphenidate were administered and individually titrated over a period of several weeks. Both subjects initially ingested 5 mg Ritalin qAM, with gradual increments of 5 mg, resulting in peak dosages of 15 mg (.65 mg/kg) and 20 mg (.92 mg/kg), for subjects 1 and 2, respectively. The effects of methylphenidate were contrasted with baseline (ABA) and attentional training (CBC) by two reversal designs, with a multiple baseline component across the two academic areas. The attentional training program (response cost) resulted in higher rates of on-task behavior and academic performance for both children. The 15 mg Ritalin condition proved to be the most potent medication phase, resulting in rates of on-task behavior and academic performance clearly exceeding baseline levels of responding. / The purpose of Experiment III was to assess the replicability and generalization of using an attentional training program with hyperactive children in an academic setting. A multiple baseline design across two academic areas (i.e., writing and phonics) was used to evaluate the effectiveness of the attentional training program on the academic performance of two hyperactive children. Implementation of the program resulted in rates of academic assignment completion and accuracy clearly exceeding those observed during baseline conditions. / Teacher ratings in all three experiments suggested that attentional training was an effective intervention for improving the classroom behavior of hyperactive children and normalized them to a significant degree. Additionally, post teacher and student questionnaires indicated that the program was viewed as effective, practical, and well-received by students and teachers alike. Suggestions were offered regarding the implementation of attentional training and medication for use in elementary school classrooms. / Source: Dissertation Abstracts International, Volume: 42-01, Section: B, page: 0389. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74407 |
| Contributors | RAPPORT, MARK DAVID., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 132 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0018 seconds