Classroom-Based Functional and Adjunctive Assessments: Proactive Approaches to Intervention Selection for Adolescents with Attention Deficit Hyperactivity Disorder.

Ervin, Ruth A.; DuPaul, George J.; Kern, Lee; Friman, Patrick C.

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Peer reviewed

ERIC Number: EJ563989

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

EISSN: N/A

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Classroom-Based Functional and Adjunctive Assessments: Proactive Approaches to Intervention Selection for Adolescents with Attention Deficit Hyperactivity Disorder.

Ervin, Ruth A.; DuPaul, George J.; Kern, Lee; Friman, Patrick C.

Journal of Applied Behavior Analysis, v31 n1 p65-78 Spr 1998

A study evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for two adolescents with attention deficit hyperactivity disorder and comorbid oppositional defiant disorder. Classroom interventions derived from information obtained during assessments resulted in reductions in problem behaviors. Teacher involvement in the assessments is highlighted. (Author/CR)

Descriptors: Adolescents, Attention Deficit Disorders, Behavior Modification, Behavior Problems, Classroom Environment, Classroom Techniques, Educational Assessment, Hyperactivity, Student Evaluation, Teacher Role

Publication Type: 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

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/6

Author Affiliations: N/A