Psychologists and physicians are frequently approached by parents and, indirectly, by classroom teachers to diagnose and treat Attention Deficit Hyperactivity Disorder. Requests are also frequently made for psychostimulant medication to control ADHD behavioral symptoms. One reason for such requests is that alternative classroom approaches to treating ADHD have focused on positive reinforcement, response cost, and token reinforcement programs, all of which can require extensive teacher involvement. One of the major problems with such behavioral approaches is the fact that teachers have limited time to reinforce positive, attentive behaviors, and/or alternative behaviors to ADHD symptoms. This study examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing offtask behavior in an 1 1-year-old, fifth-grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resource Room programming. The Attention Training System provides automated token reinforcement in the form of points on a fixed interval schedule when the youngster is on-task. When distractible, impulsive, or hyperactive behavior occurs, the Attention Training device can be activated by a teacher to provide a response-cost consequence of loss of points.The device in this study was coupled with a token reinforcement program whereby points could be exchanged for selected reinforcers at the end of each day. Results indicated that the ATS plus token reinforcement was successful in reducing off-task behavior across classes of three subject areas: Science, Reading, and Social Studies. Results have implications for psychologists and physicians in their attempts to assist families and schools in their management of youngsters with ADHD.Symptoms of Attention Deficit Hyperactivity Disorder (ADHD) frequently are most pronounced in settings that demand that a youngster reduce physical movements, pay attention to sometimes boring material, and follow a routine or structured schedule (American Psychiatric Association, 1987). Typical classrooms in which ADHD students are required to function often make such task demands. Resulting ADHD symptoms in the classroom are characterized by poor academic performance, excessive movement, impulsive behaviors, and the inability to focus and concentrate on particular tasks (Barkley, 1990). The use of psychostimulant medications, particularly methylphenidate (Ritalin) and pemoline (Cylert), are among the most frequently employed strategies for treating such symptoms in the classroom setting (Krippner, Silverman, ). Major effects of these medications are that they cause youngsters to be less distractible and reduce amounts of excessively active behavior.Studies have shown that psychostimulant medication is an effective treatment for reducing ADHD symptoms (Bradley, 1937;Krippner et al., 1973). Initial research indicated that psychostimulant medication was not effective in improving academic performance when standardized measures were used to ...
Children and youth, who are deficient in social skills and/or who are poorly accepted by peers, have a high incidence of school maladjustment, school suspensions, expulsions, dropping out, delinquency, childhood psycho-pathology, and adult mental health difficulties. The study reported in this article was to ascertain if individualized social skill training sessions would have a significant effect on rural learning disabled students' self concept on academic achievement, social peer interaction, and general adjustment. The study also measured the frequency of student negative self statements and in paying attention (attending behavior).
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