Responses to Positive versus Negative Interventions to Disruptive Classroom Behavior in a Student with Attention Deficit Hyperactivity Disorder (ADHD)

Renee B. Brown

Liberty University

Abstract

 

This study reviews pertinent research, then uses a single-subject experimental design and methodology to assess the impact of both positive and negative interventions to reduce the incidence of inappropriate classroom behavior in a 12.2 year old male student with Attention Deficit Hyperactivity Disorder (ADHD). In the context of this study, inappropriate classroom behavior is defined as speaking out inappropriately in class. Evaluation of the data indicates several methods that (a) succeed in reducing instances of inappropriate behavior, and (b) demonstrated synergistic effects when used in combination. While not eliminated completely, instances of this inappropriate behavior were reduced from 5.2 instances per class session to less than one instance per class session. 

Read or Download Instructions

To Read this Article - Left Click Here (login required)

To Download this Article - Right Click Here (login required)
(choose "save", "save target as" or "save as")

To Download the Entire FALL 2013 Issue of JAASEP - Click Here  (login required)

AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.


Return to the Table of Contents - Click Here

To top