School-Based Functional Assessment for Adolescents with ADHD: Procedural Issues in General Education Settings
Date of Award
Specialist in Education
Dr. Ruth Ervin
Dr. Kristal Ehrhardt
Dr. John Austin
Masters Thesis-Open Access
Functional assessment is a structured problem-solving process that has been found to be an effective method for guiding the selection of classroom intervention for students who present a variety of problem behaviors (O'Neill, et al., 1997), including Attention Deficit/Hyperactivity Disorder (ADHD; American Psychiatric Association, 1994). This study evaluated the utility of school-based functional assessments with 2 adolescent boys diagnosed with ADHD in general education settings utilizing resources typically available to school personnel to document information relevant to behavior function. Descriptive information (i.e., interviews, observations, record reviews) led to the development of potential intervention strategies that were implemented and evaluated by school personnel in general education settings. According to direct observations, school interventions were effective in reducing problem behaviors for both participants. Yet, information regarding treatment acceptability and procedural integrity was mixed. This study demonstrated the of use existing school records to document potential predictor and maintaining variables associated with low-rate, high-intensity behaviors, such as aggression.
Radford, Pamela M., "School-Based Functional Assessment for Adolescents with ADHD: Procedural Issues in General Education Settings" (1999). Masters Theses. 3347.