The purpose of the study was to examine the effects of multiple behavior interventions of first grade students diagnosed with Attention Deficit Hyperactivity Disorder. This study implemented three behavior interventions. The results were analyzed to determine the successes and comparisons of the interventions. The participants were two first grade male students diagnosed with ADHD. Data was collected during a baseline phase, intervention one phase, intervention two phase, intervention three phase, and post-intervention phase. The independent variables were the use of three singular behavior interventions. The dependent variable was the measure of the participants' appropriate behavior in the classroom. Overall, the results of the study demonstrated that a teacher scheduled behavior intervention, which allowed students a break and physical movement to be the most effective intervention to increase students' appropriate behavior. The study demonstrated results for the use of a sensory behavior intervention or self-monitoring intervention to be ineffective.
","abstract_html":"<p>The purpose of the study was to examine the effects of multiple behavior interventions of first grade students diagnosed with Attention Deficit Hyperactivity Disorder. This study implemented three behavior interventions. The results were analyzed to determine the successes and comparisons of the interventions. The participants were two first grade male students diagnosed with ADHD. Data was collected during a baseline phase, intervention one phase, intervention two phase, intervention three phase, and post-intervention phase. The independent variables were the use of three singular behavior interventions. The dependent variable was the measure of the participants' appropriate behavior in the classroom. Overall, the results of the study demonstrated that a teacher scheduled behavior intervention, which allowed students a break and physical movement to be the most effective intervention to increase students' appropriate behavior. The study demonstrated results for the use of a sensory behavior intervention or self-monitoring intervention to be ineffective.</p>","abstract_has_math":false,"creators":["Rand, Kelley"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Kuder, S. Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-05T07:00:00Z","date_published":"2015-06-05T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Attention-deficit hyperactivity disorder; Learning disabled children--Behavior modification","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/362","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S. Jay"]},{"key":"dc:creator","label":"Author","values":["Rand, Kelley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-06-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attention-deficit hyperactivity disorder; Learning disabled children--Behavior modification","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/362"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to examine the effects of multiple behavior interventions of first grade students diagnosed with Attention Deficit Hyperactivity Disorder. This study implemented three behavior interventions. The results were analyzed to determine the successes and comparisons of the interventions. The participants were two first grade male students diagnosed with ADHD. Data was collected during a baseline phase, intervention one phase, intervention two phase, intervention three phase, and post-intervention phase. The independent variables were the use of three singular behavior interventions. The dependent variable was the measure of the participants' appropriate behavior in the classroom. Overall, the results of the study demonstrated that a teacher scheduled behavior intervention, which allowed students a break and physical movement to be the most effective intervention to increase students' appropriate behavior. The study demonstrated results for the use of a sensory behavior intervention or self-monitoring intervention to be ineffective.
"]},{"key":"dc:title","label":"Title","values":["The effects of behavior interventions on first grade students diagnosed with ADHD combined type"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S. Jay"],"dc:creator":["Rand, Kelley"],"dc:date.available":["2016-06-14T07:00:00Z"],"dc:description.abstract":["The purpose of the study was to examine the effects of multiple behavior interventions of first grade students diagnosed with Attention Deficit Hyperactivity Disorder. This study implemented three behavior interventions. The results were analyzed to determine the successes and comparisons of the interventions. The participants were two first grade male students diagnosed with ADHD. Data was collected during a baseline phase, intervention one phase, intervention two phase, intervention three phase, and post-intervention phase. The independent variables were the use of three singular behavior interventions. The dependent variable was the measure of the participants' appropriate behavior in the classroom. Overall, the results of the study demonstrated that a teacher scheduled behavior intervention, which allowed students a break and physical movement to be the most effective intervention to increase students' appropriate behavior. The study demonstrated results for the use of a sensory behavior intervention or self-monitoring intervention to be ineffective.
"],"dc:identifier":["https://rdw.rowan.edu/etd/362"],"dc:subject":["Attention-deficit hyperactivity disorder; Learning disabled children--Behavior modification","Special Education and Teaching"],"dc:title":["The effects of behavior interventions on first grade students diagnosed with ADHD combined type"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:13:09Z"}