Accumulated reinforcers increase academic responding and suppress problem behavior for students with Attention‐Deficit Hyperactivity Disorder

2019 ◽  
Author(s):  
Nicole Robinson ◽  
Claire C. St. Peter
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Behavior ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Academic Responding

Comparison of Function-Based, Nonfunction-Based, and Combined Treatments for Escape-Maintained Aggression in a Child With Attention Deficit Hyperactivity Disorder: A Case Study

2019 ◽  
Vol 18 (6) ◽  
pp. 468-479
Author(s):  
David A. Wilder ◽  
J. Aaron Bevacqua ◽  
Ansley C. Hodges ◽  
Hallie Ertel ◽  
Nga Luong
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Young Child ◽  
Problem Behavior ◽  
Applied Behavior Analysis ◽  
Combination Treatment ◽  
Attention Deficit ◽  
Combined Treatments ◽  
Hyperactivity Disorder ◽  
And Function

In applied behavior analysis, the use of function-based treatments to reduce problem behavior is well-supported. However, in some cases, function-based treatments alone may not be as effective as nonfunction-based treatments or function-based treatments with additional, nonfunction-based components. In this case study, we compared the delivery of preferred edible items (a nonfunction-based treatment), a break from a task (a function-based treatment), and an enhanced break, which consisted of a break plus access to a preferred tangible item (combination of a nonfunction-based and function-based treatment), to treat escape-maintained aggression exhibited by a young child with attention deficit hyperactivity disorder. Across all three treatments, reinforcement (i.e., edible, break, or enhanced break) was delivered contingent upon compliance with instructions and problem behavior resulted in escape. The nonfunction-based treatment and the combination treatment reduced aggression to zero levels; the function-based treatment did not. Finally, we allowed the participant to choose which of the three treatments he preferred to experience; he selected the combination treatment most often.

Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales

2003 ◽  
Vol 32 (2) ◽  
pp. 241-262 ◽  
Author(s):  
Lisa Marie Angello ◽  
Robert J. Volpe ◽  
James C. DiPerna ◽  
Sammi P. Gureasko-Moore ◽  
David P. Gureasko-Moore ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scales ◽  
Hyperactivity Disorder

Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 29 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Ching-Wen Huang ◽  
Chung-Ju Huang ◽  
Chiao-Ling Hung ◽  
Chia-Hao Shih ◽  
Tsung-Min Hung
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Resting State ◽  
Self Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Higher Power ◽  
Eyes Open ◽  
The Relationship

Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children (23 boys and 5 girls, 8.66 ± 1.10 years) with ADHD, and a battery of physical fitness assessments including flexibility, muscular endurance, power, and agility tests were administered. The results indicated that ADHD children with higher power fitness exhibited a smaller theta/alpha ratio than those with lower power fitness. These findings suggest that power fitness may be associated with improved attentional self-control in children with ADHD.

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