Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2017

Author dc:creator

• Helbig, Kate A

Contributors dc:contributor

• Evan H. Dart
• Brad A Dufrene
• Joe Olmi

• ADHD
• peer-mediated
• behavioral interventions
• middle school
• function-based intervention
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/301

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1346