Author

Radford

Date of Award

6-1999

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Ruth Ervin

Second Advisor

Dr. Kristal Ehrhardt

Third Advisor

Dr. John Austin

Access Setting

Masters Thesis-Open Access

Abstract

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.

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