Behavioral Interventions for the Classroom: Implications for Students with ADHD

Abstract:

School interventions are an essential component of a comprehensive treatment for ADHD. Numerous studies have documented the efficacy of a wide range of classroom interventions. The majority of these are based on contingency management, but several deal with antecedents, in particular, modifications of the task and of the physical environment of the classroom. Interventions involving contingency management, or manipulation of consequences, that are discussed include contingent teacher attention, both positive and negative; classroom token economies, including reinforcement and response cost; home-school contingencies; group contingencies and other peer-mediated interventions; time-out from positive reinforcement; reductive procedures based on reinforcement; and cognitive-behavioral interventions. The educational management of adolescents with ADHD, although less researched, is discussed. Further research needs are suggested.

Additional information

Notes on contributors

Ann J. Abramowitz

Ann J. Abramowitz, PhD, received her doctorate in Clinical Psychology from the State University of New York at Stony Brook. She is currently Assistant Professor of Psychiatry at the Emory University School of Medicine. Her research and clinical interests include combined behavioral and pharmacological treatment of attention deficit disorder.

Susan G. O'Leary

Susan C. O'Leary, PhD, is Associate Professor of Psychology and Director of Clinical Training at the State University of New York at Stony Brook. She has done extensive research on hyperactivity and classroom behavioral treatments. Her current research interests include parent behavior management of young children.