Date of Award

12-1997

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Dr. Kevin J. Armstrong

Second Advisor

Dr. Lisa Baker

Third Advisor

Dr. Helen Pratt

Fourth Advisor

Dr. Pat Meinhold

Abstract

When collapsed across gender and subject pools, Attention-Deficit/ Hyperactivity Disorder (ADHD) affects three to five percent of school-aged children (DSMIV, 1994). Intervening upon environmental contingencies for ADHD-diagnosed children is one of the least intrusive forms of treatment and is often very effective (Atkeson & Forehand, 1978; Forehand & King, 1977; Barkley, 1986; Webster-Stratton, 1993). As noted by many researchers (Allen, Tamowski, Simonian, Elliott & Drabman, 1991; Drabman, Hammer, & Rosenbaum,1979; Stokes & Osnes, 1989), it is necessary to assess generalization of treatment effects across the behavior therapy literature. Few have examined generalization from the home setting to the classroom. Since many referrals occur when problem behaviors are exhibited at school (Al-Issa, 1982) generalization to this setting is of particular interest. The purpose of this study was to assess improvements in classroom behavior consistent with those achieved at home, following a Parenting Strategies Training Program. Results demonstrated clinically significant improvements for the experimental subjects at post-test (Time 3) and follow-up (Time 4 ). As such, there is evidence to suggest that treatment gains obtained through the Parenting Strategies Program can be generalized to the classroom setting. Furthermore, results suggest that this intervention is an effective method for doing so. However, treatment gains were inconsistent for some dependent measures. Further study would be beneficial to determine which variables are likely to increase the chances of consistently obtaining treatment gains for any particular subject.

Comments

Fifth Advisor: Dr. Gina Pallotta

Access Setting

Dissertation-Open Access

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