The Use of Classroom-Based Brief Functional Analyses with Preschoolers At-Risk for Attention Deficit Hyperactivity Disorder.

Boyajian, Amy E.; DuPaul, George J.; Handler, Marcie Wartel; Eckert, Tanya L.; McGoey, Kara E.

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Peer reviewed

ERIC Number: EJ667510

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

Available Date: N/A

The Use of Classroom-Based Brief Functional Analyses with Preschoolers At-Risk for Attention Deficit Hyperactivity Disorder.

Boyajian, Amy E.; DuPaul, George J.; Handler, Marcie Wartel; Eckert, Tanya L.; McGoey, Kara E.

School Psychology Review, v30 n2 p278-93 2001

Assesses the efficacy of using brief functional analysis procedures in preschool classrooms for students at-risk for Attention Deficit Hyperactivity Disorder (ADHD) Results indicated that aggressive behavior was maintained by either positive or negative reinforcement contingencies. Results are discussed in relation to implementing functional assessment procedures as a means of early intervention for children identified as at-risk for ADHD. (Contains 27 references and 3 tables.) (GCP)

Descriptors: Aggression, Attention Deficit Disorders, Classroom Environment, Early Intervention, Functional Behavioral Assessment, High Risk Students, Hyperactivity, Preschool Children, Preschool Education, School Psychology

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A