We evaluated separate and interactive effects between common classroom contingencies and methylphenidate (MPH) on disruptive and off-task behaviors for 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time-out, no interaction, and alone were conducted in a multielement design. Medication status (MPH or placebo) was alternated across days in a superordinate multielement design. Results indicate that (a) the behavioral effects of MPH were influenced by one or more of the analogue conditions for each participant, and (b) time-out was associated with zero or near-zero levels of both disruptive and off-task behavior for 3 of the 4 participants during MPH and placebo conditions. Implications for the clinical effectiveness of MPH and possible behavioral mechanisms of action of MPH in applied settings are discussed.

We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.DESCRIPTORS: reinforcer assessment, methylphenidate, attention deficit hyperactivity disorder, establishing operations Methylphenidate (MPH; Ritalin) is a stimulant medication that is commonly and increasingly prescribed for children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and is often effective for the immediate management of a variety of disruptive or maladaptive behaviors (Barkley, 1990;Safer, Zito, & Fine, 1996). It has been suggested that the combination of MPH and behavioral treatments for disruptive behaviors in the classroom can have separate, additive, or interactive effects (e.g., Cooper et al

To assess the drug-behavior interaction effects with an 8-year-old boy wih attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.

After a functional analysis indicated that aggression of an 8-year-old boy with autism was maintained by access to preferred items, antecedent manipulations involving the relative preference of restricted and noncontingently available stimuli were conducted. Restricting highly preferred items evoked the highest rates of aggression regardless of the preference level of the noncontingently available alternative items. Restricting less preferred stimuli was associated with moderate rates of aggression even when the alternative items were more preferred.

Over the last decade, consultation has been increasingly recognized as an important role psychologists play in the schools. Although barriers to consultation have been investigated in the past, the changing tenor of the field of school psychology and changes in federal law may have modified the extent to which psychologists face barriers to indirect service delivery. The current study attempted to identify sources of support for consultation and barriers to this service delivery model. Responses to a consultation survey were analyzed for 339 members of the National Association of School Psychologist (NASP) using descriptive and nonparametric statistics. The majority of respondents reported that they were qualified to provide consultation services and that they received support from administrators and teachers. However, a lack of time and number of traditional assessments respondents were expected to complete continued to represent a major barrier to consultation. Interestingly, doctoral level psychologists were more likely to report a lack of support for consultation, both in terms of time and support from school personnel. The relevance of these findings in relation to changes in IDEA were discussed.