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How can Catholic schools ensure that their teachers have the resources to implement behavioral intervention plans for students with ADHD so that medication is not the only option?
How can we create better communication between parents, teachers, and specialists who diagnose ADHD so that potential behavioral interventions can be implemented consistently at home and at school regardless of socioeconomic status and home situation?
Should all teachers receive training on ADHD behavior intervention strategies because of the growing prevalence of ADHD in the classroom?
Also an optional response cost aspect
Might not have an effect either way but it was preferred by teachers and parents
Use of these report cards led to significant improvements in on-task behavior and rule-following in students
Two step process:
Encourages awareness of attention
Provides consequences and reinforcements
Fabiano et al. studied the effectiveness of daily behavior report cards at improving the in-school behavior of students with ADHD
-Behaviors to reward:
-Behaviors to punish:
-Immediacy of rewards and punishments
-Individualized rewards
-Problems with positive reinforcement only
-Study comparing token economies to response-cost
-Add mild punishments to a token economy
NN = Did not take notes in class and did not use notes in study hall; YN = Did take notes in class but did not use them in study hall; NY = Did not take notes in class but was provided with notes to use in study hall; YY = Did take notes in class and used them in study hall
-Positive reinforcement behavioral structure
-Just as effective in decreasing ADHD behaviors as Ritalin
-Increase in academic achievement
Talked excessively?
Made careless mistakes?
Have you ever:
Had difficulty sustaining your attention?
Fidgeted with your hands or
squirmed in your seat?
Lost things?
Interrupted or intruded upon others?
Works Cited
Ayllon, T., Layman, D., & Kandel, H. (1975). A behavioral-educational alternative to drug control of hyperactive children. Journal of Applied Behavior Analysis J Appl Behav Anal, 8(2), 137-146. Retrieved July 14, 2015, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311832/pdf/jaba00056-0015.pdf
DuPaul, G.J., Guevremont, D.C., & Barkley, R.A. (1992). Behavioral treatment of attention deficit hyperactivity disorder in the classroom: The use of the attention training system. Behavior Modification, 16, 204-225.
DuPaul, G.J. & Weyandt, L.L. (2006). School-based interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing academics and behavioral outcomes. Education and Treatment of Children, 29(2), 341-358.
DuPaul, G.J., Weyandt, L.L, & Janusis, G.M. (2011). ADHD in the classroom: Effective intervention strategies, Theory into Practice, 50(1), 35-42.
Evans, S.W., Pelham, W.E., & Grudberg, M.V. (1995). The efficacy of note taking to improve behavior and comprehension of adolescents with attention-deficit hyperactivity disorder. Exceptionality, 5, 1-17.
Fabiano, G.A., Pelham, Jr., W.E., Coles, E.K., Gnagy, E.M., Chronis-Tuscano, A., & O"Connor, B.C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29, 129-140.
Fabiano, G., Vujnovic, R., Pelham, W., Waschbusch, D., Massetti, G., Pariseau, M., Naylor, J.,
Yu, J., Robins, M., Carnefix, T., Greiner, A., Martin, V. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39 (2), 219-239
Jurbergs, N. (2007). School-home notes with and without response cost: Increasing attention and academic performance in low-income children with Attention-Deficit/Hyperactivity Disorder. School Psychology Quarterly, 22(3), 358-379.
Reid, R., Trout, A.L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361-377
Presented by the Stingrayz:
Elizabeth Peterson, Brittany Borman, Ethan Montemayor, Brendan Shea