Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social rejection and academic underachievement (American Psychiatric Association, 2013). The purpose of this study was to investigate the effectiveness of a peer-mediated non-contingent reinforcement (NCR) intervention informed by functional assessment data to decrease disruptive behavior for students with a special education classification of OHI-ADHD. Participants included three student dyads in a middle school setting located in the Southeastern United States. An A/B/A/B withdrawal design was used to evaluate the effectiveness of this intervention. The primary dependent variables were target student disruptive and on-task behavior. Student interventionist integrity was also evaluated. Results indicated this intervention was effective in decreasing percentages of disruptive behavior as well as increasing percentages of on-task behavior during academic instruction across all participants. Additionally, each student interventionist was able to implement the NCR intervention with high integrity.
","abstract_html":"<p>Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social rejection and academic underachievement (American Psychiatric Association, 2013). The purpose of this study was to investigate the effectiveness of a peer-mediated non-contingent reinforcement (NCR) intervention informed by functional assessment data to decrease disruptive behavior for students with a special education classification of OHI-ADHD. Participants included three student dyads in a middle school setting located in the Southeastern United States. An A/B/A/B withdrawal design was used to evaluate the effectiveness of this intervention. The primary dependent variables were target student disruptive and on-task behavior. Student interventionist integrity was also evaluated. Results indicated this intervention was effective in decreasing percentages of disruptive behavior as well as increasing percentages of on-task behavior during academic instruction across all participants. Additionally, each student interventionist was able to implement the NCR intervention with high integrity.</p>","abstract_has_math":false,"creators":["Helbig, Kate A"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Evan H. Dart","Brad A Dufrene","Joe Olmi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-01T07:00:00Z","date_published":"2017-08-01T07:00:00Z","updated_at":"2026-07-24T05:44:50Z","subjects":["ADHD","peer-mediated","behavioral interventions","middle school","function-based intervention","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/301","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Evan H. Dart","Brad A Dufrene","Joe Olmi"]},{"key":"dc:creator","label":"Author","values":["Helbig, Kate A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-07-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD","peer-mediated","behavioral interventions","middle school","function-based intervention","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/301"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social rejection and academic underachievement (American Psychiatric Association, 2013). The purpose of this study was to investigate the effectiveness of a peer-mediated non-contingent reinforcement (NCR) intervention informed by functional assessment data to decrease disruptive behavior for students with a special education classification of OHI-ADHD. Participants included three student dyads in a middle school setting located in the Southeastern United States. An A/B/A/B withdrawal design was used to evaluate the effectiveness of this intervention. The primary dependent variables were target student disruptive and on-task behavior. Student interventionist integrity was also evaluated. Results indicated this intervention was effective in decreasing percentages of disruptive behavior as well as increasing percentages of on-task behavior during academic instruction across all participants. Additionally, each student interventionist was able to implement the NCR intervention with high integrity.
"]},{"key":"dc:title","label":"Title","values":["Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD"]}]}],"canonical_facts":{"dc:contributor":["Evan H. Dart","Brad A Dufrene","Joe Olmi"],"dc:creator":["Helbig, Kate A"],"dc:date.available":["2017-07-17T07:00:00Z"],"dc:description.abstract":["Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social rejection and academic underachievement (American Psychiatric Association, 2013). The purpose of this study was to investigate the effectiveness of a peer-mediated non-contingent reinforcement (NCR) intervention informed by functional assessment data to decrease disruptive behavior for students with a special education classification of OHI-ADHD. Participants included three student dyads in a middle school setting located in the Southeastern United States. An A/B/A/B withdrawal design was used to evaluate the effectiveness of this intervention. The primary dependent variables were target student disruptive and on-task behavior. Student interventionist integrity was also evaluated. Results indicated this intervention was effective in decreasing percentages of disruptive behavior as well as increasing percentages of on-task behavior during academic instruction across all participants. Additionally, each student interventionist was able to implement the NCR intervention with high integrity.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/301"],"dc:subject":["ADHD","peer-mediated","behavioral interventions","middle school","function-based intervention","School Psychology"],"dc:title":["Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:44:50Z"}